Cambridge IGCSE Mathematics (9-1) (UK only) 0626 — 2019 Oct/Nov Paper 5 · Variant 1

This document consists of 19 printed pages and 1 blank page. DC (NF/SW) 164778/3 © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education (9–1) * 4 2 6 0 1 8 8 3 4 8 * MATHEMATICS 0626/05 Paper 5 (Core) October/November 2019 2 hours Candidates answer on the Question Paper. Additional Materials: Geometrical instruments Tracing paper (optional) READ THESE INSTRUCTIONS FIRST Write your centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use an HB pencil for any diagrams and graphs. Do not use staples, paper clips, glue or correction fluid. DO NOT WRITE IN ANY BARCODES. Answer all questions. Electronic calculators should be used. If working is required for any question it must be shown below that question. If the degree of accuracy is not specified in the question, and if the answer is not exact, give the answer to three significant figures. Give answers in degrees to one decimal place. For r, use either your calculator value or 3.142. At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. The total of the marks for this paper is 96. This syllabus is regulated for use in England as a Cambridge International Level 1/Level 2 IGCSE (9–1) Certificate.

2 0626/05/O/N/19 © UCLES 2019 1 (a) This shape is a quadrilateral. (i) What is the mathematical name of this quadrilateral? … [1] (ii) How many lines of symmetry does this quadrilateral have? … [1] (iii) What is the order of rotational symmetry of this quadrilateral? … [1]

3 0626/05/O/N/19 © UCLES 2019 [Turn over (b) (i) A different quadrilateral has • all its sides the same length • only 2 lines of symmetry. What is the mathematical name of this quadrilateral? … [1] (ii) Another quadrilateral has • 2 pairs of adjacent sides the same length • only 1 line of symmetry. What is the mathematical name of this quadrilateral? … [1] (c) All the angles in a triangle are the same size. What is the mathematical name of this triangle? … [1]

4 0626/05/O/N/19 © UCLES 2019 2 (a) Jenny saves 1p, 2p and 5p coins. She has saved a total of £7.43. Complete the table to show the number of 5p coins she has saved. Coin Number of coins 1p 132 2p 93 5p [4] (b) A hospital is raising money by collecting 2p coins. The target is to collect 2p coins so that they would be one kilometre long when they are placed edge‑to‑edge in a straight line. 25.9 mm NOT TO SCALE A 2p coin is 25.9 mm in diameter. The hospital meets their target of one kilometre. Work out the total amount of money raised. Give your answer in pounds. £ … [4]

5 0626/05/O/N/19 © UCLES 2019 [Turn over 3 This is the list of ingredients for a recipe for making shortbread biscuits. Ingredients to make 25 biscuits 250 g flour 100 g sugar 175 g butter (a) Write the ratio flour : sugar : butter in its simplest form. … : … : … [2] (b) How much sugar is needed to make 40 shortbread biscuits? … g [2] (c) George is making shortbread biscuits for a party using this recipe. He wants to make as many biscuits as possible. He has 1.5 kg of flour, 0.5 kg of sugar and 1 kg of butter. Show that the greatest number of biscuits George can make is 125. [4]

6 0626/05/O/N/19 © UCLES 2019 4 This scale drawing shows two towns, Antea and Borin, on two islands. The scale is 1 cm represents 20 miles. North Antea Borin Scale: 1 cm to 20 miles North (a) Measure the bearing of Borin from Antea. … [1]

7 0626/05/O/N/19 © UCLES 2019 [Turn over (b) One day Keron travels by boat from Antea to Borin. The boat uses 1.2 litres of fuel for every mile travelled. (i) Work out how much fuel Keron uses to travel from Antea to Borin. … litres [4] (ii) State any assumption you have made in part (b)(i). … … [1] (c) The next day, Keron returns by boat from Borin directly to Antea. What bearing does the boat take? … [1]

8 0626/05/O/N/19 © UCLES 2019 5 (a) Lily says: 21 is a prime number. Explain why Lily is not correct. … … [1] (b) The product of two prime numbers, c and d, is 1345. Find the value of c and of d. c = … d = … [2] (c) The sum of three prime numbers, x, y and z, is 86. Two of the prime numbers are consecutive odd numbers. Find the value of x, of y and of z. x = … y = … z = … [3]

9 0626/05/O/N/19 © UCLES 2019 [Turn over 6 (a) Show that the interior angle in a regular pentagon is 108°. NOT TO SCALE [2] (b) NOT TO SCALE A B D C T Shape T is a trapezium with AB = DC. The shape below is made from five trapeziums each identical to T. h° g° NOT TO SCALE (i) Work out the value of g. g = … [2] (ii) Work out the value of h. h = … [2]

10 0626/05/O/N/19 © UCLES 2019 7 (a) Sam is in charge of a fairground game. In the game, two fair five‑sided spinners, each numbered 1 to 5, are spun together. The smaller number is subtracted from the larger number to obtain a player’s score. To win the game a player must score 3 or more. (i) Complete the diagram to show all the possible scores. 1 0 2 Spinner 1 Spinner 2 1 0 3 3 2 0 4 3 0 5 4 0 – 1 2 3 4 5 1 [1] (ii) Alys plays the game once. Find the probability that Alys wins the game. … [2] (iii) Sam now decides to only let a player win if they score more than 4. Is this reasonable? Explain your answer. … because … … [1]

11 0626/05/O/N/19 © UCLES 2019 [Turn over (b) The probability that Alys rides on the Waltzer at the fairground is 0.9. The probability that she has an ice‑cream is 0.8. (i) Write down the probability that Alys does not have an ice‑cream. … [1] (ii) Complete the tree diagram. 0.9 Waltzer Ice-cream Yes No Yes No Yes No … … … … … [2] (iii) Work out the probability that Alys rides on the Waltzer and does not have an ice‑cream. … [2]

12 0626/05/O/N/19 © UCLES 2019 8 (a) Eva has a piece of Feta cheese that is in the shape of a cuboid measuring 2.5 cm by 6 cm by 4.2 cm. She knows • 1 cm3 of the cheese weighs 1.2 g • 100 g of the cheese contains 260 calories. How many calories are there in Eva’s piece of cheese? … calories [4] (b) Adam has a piece of Cheddar cheese in the shape of a triangular prism. The diagram shows this piece of cheese. 9 cm 12 cm 16 cm NOT TO SCALE Find the volume of Adam’s piece of cheese. … cm3 [3]

13 0626/05/O/N/19 © UCLES 2019 [Turn over 9 (a) Amit saves 15 2 of his monthly pay. Each month he saves £250. Work out his monthly pay. £ … [2] (b) (i) Account A gives compound interest at a rate of 2.5% per year. Account B gives simple interest at a rate of 2.5% per year. Elise invests £5000 for 3 years in Account A. Huw invests £5000 for 3 years in Account B. Work out how much more money is in Elise’s account than in Huw’s account at the end of 3 years. Show your working. £ … [6] (ii) Explain why an account paying x% compound interest is a better investment than an account paying x% simple interest. … … [1]

14 0626/05/O/N/19 © UCLES 2019 10 A company sells computers. (a) These pie charts give information about the number of computers sold in 2012 and 2018. 2012 Tablet Tablet Laptop 40° 148° 172° 52° 168° 140° Laptop Desktop Desktop 2018 (i) Joe says: The pie charts show that fewer laptops were sold in 2018 than in 2012. Without doing any working out, explain why Joe may not be correct. … … [1] (ii) The company sold 450 computers altogether in 2012. How many tablets were sold in 2012? … [3]

15 0626/05/O/N/19 © UCLES 2019 [Turn over (iii) The company sold 294 tablets in 2018. How many computers were sold altogether in 2018? … [3] (b) The company also sells printers. In 2012 the company sold 425 printers. In 2018 the company sold 493 printers. Work out the percentage increase in sales of printers between 2012 and 2018. …% [3]

16 0626/05/O/N/19 © UCLES 2019 11 (a) Complete the table of values for y = x2 - 4x + 3. x -1 0 1 2 3 4 y 3 0 0 3 [2] (b) On the grid, draw the graph of y = x2 - 4x + 3 for -1 G x G 4. y x – 1 1 2 3 4 – 4 – 2 2 4 6 8 10 0 [3] (c) Use your graph to solve x2 - 4x + 3 = 1. x = … or x = … [2]

17 0626/05/O/N/19 © UCLES 2019 [Turn over 12 (a) Factorise 21x – 35. … [1] (b) Solve x2 + 5x = 0. x = … or x = … [2] (c) Show that 2x(2x + 3y) - 3(2xy + x2 + 3) = x2 - 9 . [3]

18 0626/05/O/N/19 © UCLES 2019 13 Rectangle A has width x cm and length y cm. A x cm y cm NOT TO SCALE (a) Write down an algebraic expression, in terms of x and y, for the perimeter of rectangle A. … [1] (b) Shape B is made from three rectangles that are identical to A. B NOT TO SCALE (i) Write down an algebraic expression, in terms of x and y, for the perimeter of shape B. Simplify your answer. … [2]

19 0626/05/O/N/19 © UCLES 2019 (ii) The perimeter of rectangle A is 31 cm. The perimeter of shape B is 75 cm. Find the value of x and of y. x = … y = … [4]

20 0626/05/O/N/19 © UCLES 2019 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which itself is a department of the University of Cambridge. BLANK PAGE

This syllabus is regulated for use in England as a Cambridge International Level 1/Level 2 (9–1) Certificate. This document consists of 6 printed pages. © UCLES 2019 [Turn over Cambridge Assessment International Education Cambridge International General Certificate of Secondary Education (9–1) MATHEMATICS 0626/05 Paper 5 October/November 2019 MARK SCHEME Maximum Mark: 96 Published This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers. Cambridge International will not enter into discussions about these mark schemes. Cambridge International is publishing the mark schemes for the October/November 2019 series for most Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

0626/05 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 2 of 6 Generic Marking Principles These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these marking principles. GENERIC MARKING PRINCIPLE 1: Marks must be awarded in line with: • the specific content of the mark scheme or the generic level descriptors for the question • the specific skills defined in the mark scheme or in the generic level descriptors for the question • the standard of response required by a candidate as exemplified by the standardisation scripts. GENERIC MARKING PRINCIPLE 2: Marks awarded are always whole marks (not half marks, or other fractions). GENERIC MARKING PRINCIPLE 3: Marks must be awarded positively: • marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate • marks are awarded when candidates clearly demonstrate what they know and can do • marks are not deducted for errors • marks are not deducted for omissions • answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the question as indicated by the mark scheme. The meaning, however, should be unambiguous. GENERIC MARKING PRINCIPLE 4: Rules must be applied consistently e.g. in situations where candidates have not followed instructions or in the application of generic level descriptors. GENERIC MARKING PRINCIPLE 5: Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may be limited according to the quality of the candidate responses seen). GENERIC MARKING PRINCIPLE 6: Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or grade descriptors in mind.

0626/05 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 3 of 6 MARK SCHEME NOTES The following notes are intended to aid interpretation of mark schemes in general, but individual mark schemes may include marks awarded for specific reasons outside the scope of these notes. Types of mark M Method marks, awarded for a valid method applied to the problem. A Accuracy mark, awarded for a correct answer or intermediate step correctly obtained. For accuracy marks to be given, the associated Method mark must be earned or implied. B Mark for a correct result or statement independent of Method marks. When a part of a question has two or more ‘method’ steps, the M marks are in principle independent unless the scheme specifically says otherwise; and similarly where there are several B marks allocated. The notation ‘dep’ is used to indicate that a particular M or B mark is dependent on an earlier mark in the scheme. Abbreviations awrt answers which round to cao correct answer only dep dependent FT follow through after error isw ignore subsequent working nfww not from wrong working oe or equivalent rot rounded or truncated SC Special Case soi seen or implied Question Answer Marks Partial Marks 1(a)(i) Parallelogram 1 1(a)(ii) 0 oe 1 1(a)(iii) 2 1 1(b)(i) Rhombus 1 1(b)(ii) Kite 1 1(c) Equilateral 1 2(a) 85 4 M1 for 132 + 93 × 2 oe, soi M1 for 743 – their 318 oe, soi M1 for their 425 ÷ 5 soi

0626/05 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 4 of 6 Question Answer Marks Partial Marks 2(b) 772.2[0] or 772.22 nfww 4 B3 for figs 772[…] OR B1 for correct conversion to common units M1 for their 1 km ÷ their 25.9 mm soi M1 for 38 610 × 2 or 38 611 × 2 soi 3(a) 10 : 4 : 7 2 M1 for 250 : 100 : 175 or better 3(b) 160 2 M1 for 25 100 or 5 100 or 25 40 oe soi or for 40 × their 4 from (a) 3(c) Correct conversion to common units B1 e.g. 0.5 kg = 500 g soi 1500 ÷ 250 = 6, 500 ÷ 100 = 5, 1000 ÷ 175 = 5.7… soi M2 M1 for two of these soi Correct conclusion A1 4(a) 115 1 4(b)(i) 132 or correct amount from their measurement (within tolerance) 4 B1 for 5.5 soi (may be on the diagram) M1 for 20 × their 5.5 M1 for their 110 × 1.2 4(b)(ii) Valid assumption 1 4(c) 295 1 or FT from their (a) + 180, provided their (a) is an angle 5(a) Valid explanation 1 5(b) 5 269 2 B1 for each in either order 5(c) 2 41 43 3 M2 for 3 numbers that sum to 86 with 2 prime numbers or M1 for 3 numbers that sum to 86 with 1 prime number or 3 numbers with 2 consecutive odd numbers or 3 numbers with one 2 6(a) 180 – (360 ÷ 5) = 108 oe or (5 – 2) × 180 ÷ 5 = 108 oe 2 M1 for 360 ÷ 5 or for (5 – 2) × 180 or B1 for 540 seen 6(b)(i) 54 2 M1 for 108 seen or used

0626/05 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 5 of 6 Question Answer Marks Partial Marks 6(b)(ii) 126 2 FT their 54 M1 for 180 – their54 or for (360 – 108) ÷ 2 7(a)(i) − 1 2 3 4 5 1 0 1 2 3 4 2 1 0 1 2 3 3 2 1 0 1 2 4 3 2 1 0 1 5 4 3 2 1 0 1 7(a)(ii) 6 25 isw or 0.24 or 24% 2 FT from their table M1 for numerator correct or denominator of 25 7(a)(iii) Valid explanation without contradictions 1 7(b)(i) 0.2 oe 1 7(b)(ii) Tree diagram completed correctly 2 B1 for Waltzer No 0.1 7(b)(iii) 0.18 oe 2 M1 for 0.9 × their 7(b)(i) or for 0.9 × their 0.2 from their tree 8(a) 196.56 or 197 4 M1 for 2.5 × 6 × 4.2 M1 for their 63 × 1.2 M1 for their 75.6 × 260 ÷ 100 oe 8(b) 864 3 M2 for 1 9 16 12 2 × × × oe or M1 for 1 9 16 2 × × oe soi 9(a) 1875 2 M1 for 125 seen or for 250 ÷ 2 soi or for 3750 seen 9(b)(i) 9.45 6 M1 for 5000 × 0.025 oe soi M2 for 5000 × 1.0253 oe or M1 for 5000 × 1.0252 A1 for 5384.45 M1 for their 5384.45 – (their125 × 3 + 5000) oe 9(b)(ii) Valid explanation 1

0626/05 Cambridge IGCSE (9–1) – Mark Scheme PUBLISHED October/November 2019 © UCLES 2019 Page 6 of 6 Question Answer Marks Partial Marks 10(a)(i) Valid explanation 1 10(a)(ii) 50 3 M2 for 40 ÷ 360 × 450 oe or M1 for 40 ÷ 360 oe or for 450 ÷ 360 oe 10(a)(iii) 630 3 M2 for 294 ÷ 168 × 360 oe or M1 for 294 ÷ 168 soi or for 360 ÷ 168 soi 10(b) 16 3 B2 for 1.16 or 0.16 or 116 or M2 for (493 ‒ 425) ÷ 425 × 100 oe or M1 for 493 ÷ 425 or for 493 ‒ 425 11(a) x −1 0 1 2 3 4 y 8 3 0 ‒1 0 3 2 B1 for each 11(b) Correct smooth curve drawn for −1 ⩽ x ⩽ 4 3 B2 FT for 5 or 6 points plotted correctly FT from their table or B1 FT for 3 or 4 points plotted FT from their table 11(c) 0.5 to 0.7 3.3 to 3.5 2 FT their graph B1 for one correct value or for y = 1 drawn 12(a) 7(3x – 5) 1 12(b) 0, −5 2 B1 for each or M1 for ( 5) + x x seen 12(c) 2 2 4 6 6 3 9 + − − − x xy xy x = 2 9 − x (with no errors) 3 B1 for 2 4 6 + x xy B1 for 9 3 6 2 + + x xy soi 13(a) 2x + 2y or x + y + x + y oe 1 13(b)(i) 2x + 6y or 2(x + 3y) final answer 2 B1 for answer 2x + ky or kx + 6y (k ≠ 0) or M1 for 2(x + 2y) + 2x + 2(y − x) oe or for 3 × (2x + 2y) − 2 × 2x 13(b)(ii) x = 4.5 oe y = 11 4 M1 for their (2x + 2y) = 31 or their (2x + 6y) = 75 M1 for attempt to eliminate x or y A1 for x = 4.5 oe or y = 11