Worksheet generator

1.C — 6KA-0015Reading tables, charts, and graphs

• AI read the vertical scale as going up in ones instead of in twos.
• BI counted the gridlines between the two bar tops instead of reading the values off the scale.
• DI gave Mia's total instead of the difference between Mia and Leo.
• EI added the two amounts together rather than subtracting to find how many more.

2.C — 6KA-0067Tree diagrams

• AI counted the puddings only and forgot that the main course is also a choice.
• BI added the number of mains to the number of puddings instead of multiplying them.
• DI used three puddings as well as three mains, without reading how many puddings there are.
• EI doubled the answer, as if the order of the two courses made a different meal.

3.C — 2/5KA-0141Number lines and betweenness

• AI compared the bottom numbers and assumed a bigger denominator means a bigger fraction.
• BI saw that 4 lies between 3 and 2 and assumed one quarter therefore lies between the two fractions.
• DI checked that it is bigger than one third but never checked it against one half.
• EI compared the top numbers only and ignored what the bottoms do to the size.

4.C — HKA-0142Line and rotational symmetry

• AI found the vertical fold and assumed a horizontal one must work too.
• BI found the horizontal fold and stopped without testing the vertical one.
• DI counted the vertical fold twice rather than testing a horizontal one.
• EI mistook turning the letter upside down for folding it, which is rotation rather than symmetry about a line.

5.A — 2 hoursKA-0162Rate, time, distance

• BI used only the slower car's speed and divided 300 by 90 the wrong way round.
• CI averaged the two speeds to 75 km/h and divided 300 by it, which ignores that both cars move at once.
• DI divided 300 by 60, using only the slower car.
• EI halved the distance to 150 and then divided by 150, applying the closing speed twice.

6.B — 15KA-0074Selections of a few objects

• AI doubled the group size instead of counting pairs.
• CI allowed a student to be paired with themselves, adding six impossible pairs.
• DI counted each pair twice, once in each order, and forgot to halve.
• EI multiplied 6 by 6, counting every ordered pair including a student with themselves.

7.A — 60KA-0172Selections of a few objects

• BI chose any 4 from all 9 people and ignored the two-and-two requirement.
• CI added the two counts instead of multiplying them.
• DI treated the choices as ordered, counting the same committee several times.
• EI used 5 x 4 x 2 or a similar shortcut rather than counting each selection properly.

8.D — 25KA-0106Inferring a rule from examples

• AI used the rule add 4, which fits the first example but not the others.
• BI found a rule from two examples only and never tested it against the third.
• CI doubled the input and forgot the extra one that every example needs.
• EI used double and add five, which fits none of the examples exactly.

9.A — 1/10KA-0125Spot the trick vs. decide to grind

• BI cancelled the chain but stopped one factor early, leaving a 9 on the bottom.
• CI worked out the first bracket and assumed the rest made no difference.
• DI gave the last bracket on its own instead of the whole product.
• EI assumed everything cancels completely, leaving nothing behind.

10.B — Read all ten quickly, pick the two or three that look most doable, and fill in every answer before the endKA-0130Managing the 5-point block

• AI worked in order, so a hard early question could eat the time meant for easier later ones.
• CI assumed the hardest question is worth the most, but every question in this block scores the same.
• DI used length as a proxy for difficulty, which is not reliable in this block.
• EI spread the time equally, which is too little for the questions I could do and wasted on the ones I could not.