{
"paper": {
"school": "Paya Lebar Methodist Girls' School (Primary)",
"year": 2025,
"level": "P4",
"label": "Weighted Assessment 1",
"source_prefix": "PLMGS 2025 P4 Weighted Assessment 1",
"has_answer_key": true
},
"questions": [
{
"n": 1,
"type_id": 1,
"question": "$$12\\,608 = 10\\,000 + 2000 + [?] + 8$$
What is the missing number in the box?",
"answer0": "6",
"answer1": "60",
"answer2": "600",
"answer3": "6000",
"correct_answer": 2,
"skill_id": 105,
"difficulty_id": 1,
"explanation": "Method: subtract the known parts from the total. $$12\\,608 - 10\\,000 - 2000 - 8 = 600$$. The missing number is 600 (the hundreds place value of 12 608).",
"hints": ["Add up the parts you already know: $$10\\,000 + 2000 + 8$$.", "Subtract that sum from $$12\\,608$$ to find the missing part."],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q1",
"image_needed": false,
"image_options": false,
"image_file": null,
"notes": ""
},
{
"n": 2,
"type_id": 1,
"question": "What is the missing numerator in the box?
$$4\\frac{1}{3} = \\frac{[?]}{3}$$",
"answer0": "13",
"answer1": "12",
"answer2": "8",
"answer3": "5",
"correct_answer": 0,
"skill_id": 119,
"difficulty_id": 1,
"explanation": "Method: convert the mixed number to an improper fraction. $$4\\frac{1}{3} = \\frac{4 \\times 3 + 1}{3} = \\frac{13}{3}$$. The missing numerator is 13.",
"hints": ["Multiply the whole number by the denominator: $$4 \\times 3 = 12$$.", "Add the numerator: $$12 + 1 = 13$$."],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q2",
"image_needed": false,
"image_options": false,
"image_file": null,
"notes": ""
},
{
"n": 3,
"type_id": 1,
"question": "The table shows the number of books read by the students in Class 4E in a week.
How many more fiction books were read by the girls than the boys?",
"answer0": "13",
"answer1": "12",
"answer2": "7",
"answer3": "6",
"correct_answer": 1,
"skill_id": 147,
"difficulty_id": 1,
"explanation": "Method: read the fiction column. Girls read 35 fiction books, boys read 23. $$35 - 23 = 12$$. The girls read 12 more fiction books than the boys.",
"hints": ["Look only at the 'Number of fiction books' column.", "Subtract the boys' count from the girls' count."],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q3",
"image_needed": true,
"image_options": false,
"image_file": "q3.png",
"image_page": 2,
"image_bbox": [0.21, 0.18, 0.69, 0.30],
"image_loc": "data table near top of page showing fiction/non-fiction book counts for girls and boys",
"notes": "Figure is a data table (Girls: 35 fiction / 29 non-fiction; Boys: 23 fiction / 22 non-fiction)."
},
{
"n": 4,
"type_id": 1,
"question": "Find $$\\angle ABC$$.",
"answer0": "62°",
"answer1": "78°",
"answer2": "118°",
"answer3": "122°",
"correct_answer": 2,
"skill_id": 140,
"difficulty_id": 2,
"explanation": "Method: read the protractor along ray BA (the 0° baseline) up to ray BC. Ray BA lies on the right-hand 0° mark, so read the inner scale; ray BC falls on 118°. $$\\angle ABC = 118°$$.",
"hints": ["Line BA sits on the 0° line of the protractor — start counting from there.", "Read the scale that starts at 0° on ray BA up to where ray BC crosses."],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q4",
"image_needed": true,
"image_options": false,
"image_file": "q4.png",
"image_page": 2,
"image_bbox": [0.25, 0.49, 0.78, 0.70],
"image_loc": "protractor diagram in middle of page with ray A-B-C drawn",
"notes": "Protractor reading; answer key = 118°."
},
{
"n": 5,
"type_id": 1,
"question": "4 is not a factor of ____________.",
"answer0": "16",
"answer1": "27",
"answer2": "32",
"answer3": "60",
"correct_answer": 1,
"skill_id": 112,
"difficulty_id": 1,
"explanation": "Method: test divisibility by 4. $$16 = 4 \\times 4$$, $$32 = 4 \\times 8$$, $$60 = 4 \\times 15$$ — all divisible. $$27 \\div 4 = 6\\,R3$$, so 4 is not a factor of 27.",
"hints": ["A number has 4 as a factor if it divides exactly by 4 (no remainder).", "Try dividing each option by 4 — which one leaves a remainder?"],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q5",
"image_needed": false,
"image_options": false,
"image_file": null,
"notes": "Display-only blank kept as literal underscores (not an answer-entry point — it's MCQ)."
},
{
"n": 6,
"type_id": 1,
"question": "How many more squares must be shaded so that $$\\frac{2}{5}$$ of the figure is shaded?",
"answer0": "6",
"answer1": "2",
"answer2": "10",
"answer3": "4",
"correct_answer": 3,
"skill_id": 120,
"difficulty_id": 2,
"explanation": "Method: the figure is a 5 by 5 grid = 25 squares. $$\\frac{2}{5} \\text{ of } 25 = 10$$ squares need to be shaded. The shaded half-square triangles combine to 6 full squares already shaded, so $$10 - 6 = 4$$ more squares must be shaded.",
"hints": ["Count the total squares, then find $$\\frac{2}{5}$$ of that total.", "Pair up the shaded triangles to count whole shaded squares, then subtract from the target."],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q6",
"image_needed": true,
"image_options": false,
"image_file": "q6.png",
"image_page": 3,
"image_bbox": [0.30, 0.36, 0.58, 0.52],
"image_loc": "5x5 grid figure below the question with several triangular half-squares shaded",
"notes": "Count-to-verify: 5x5 = 25 squares; 2/5 = 10 needed; 6 already shaded (as half-square triangles); answer 4 more."
},
{
"n": 7,
"type_id": 2,
"question": "(a) What is the first common multiple of 3 and 7? [?]
(b) Round 18 067 to the nearest hundred. [?]",
"answer0": "21",
"answer1": "18100",
"answer2": null,
"answer3": null,
"correct_answer": null,
"skill_id": 115,
"difficulty_id": 1,
"explanation": "(a) List multiples: 3, 6, 9, 12, 15, 18, 21... and 7, 14, 21... The first common multiple is 21 ($$3 \\times 7$$). (b) The tens digit of 18 067 is 6, which is 5 or more, so round up: 18 067 rounds to 18 100.",
"hints": ["(a) Multiples of 3 and 7 first meet at $$3 \\times 7$$.", "(b) Look at the tens digit; 5 or more rounds the hundreds up."],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q7",
"image_needed": false,
"image_options": false,
"image_file": null,
"notes": "Two-part FIB: a) first common multiple = 21; b) round to nearest hundred = 18100."
},
{
"n": 8,
"type_id": 2,
"question": "Figure WXYZ is a rectangle. Find $$\\angle p$$.
[?]°",
"answer0": "41",
"answer1": null,
"answer2": null,
"answer3": null,
"correct_answer": null,
"skill_id": 143,
"difficulty_id": 2,
"explanation": "Method: the corner X of the rectangle is a right angle (90°). The 49° angle and $$\\angle p$$ together make up that right angle at X. $$\\angle p = 90° - 49° = 41°$$.",
"hints": ["Each corner of a rectangle is a right angle ($$90°$$).", "$$\\angle p$$ and the $$49°$$ angle add up to the $$90°$$ corner at X."],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q8",
"image_needed": true,
"image_options": false,
"image_file": "q8.png",
"image_page": 4,
"image_bbox": [0.20, 0.52, 0.45, 0.80],
"image_loc": "rectangle WXYZ with a line from corner X into the rectangle, angle p and 49 degrees marked at corner X",
"notes": "Answer unit is degrees; key = 41°."
},
{
"n": 9,
"type_id": 2,
"question": "The line graph shows Dawn's savings over 6 weeks.
(a) What was Dawn's savings in Week 4? $$\\$$[?]
(b) During which 1-week period was the increase in Dawn's savings the greatest? Week [?] to Week [?]",
"answer0": "16",
"answer1": "5",
"answer2": "6",
"answer3": null,
"correct_answer": null,
"skill_id": 147,
"difficulty_id": 2,
"explanation": "(a) Read the graph at Week 4: the point is at $16. (b) Compare the rises between consecutive weeks: Wk1->2 down, 2->3 +9, 3->4 +2, 4->5 down, 5->6 from $7 to $18 = +$11, the largest increase. So Week 5 to Week 6.",
"hints": ["(a) Find Week 4 on the bottom axis and read straight up to the line.", "(b) Look for the steepest upward part of the line between two weeks."],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q9",
"image_needed": true,
"image_options": false,
"image_file": "q9.png",
"image_page": 5,
"image_bbox": [0.17, 0.14, 0.72, 0.36],
"image_loc": "line graph near top of page, Amount of money ($) vs Weeks 1-6",
"notes": "a) $16; b) Week 5 to Week 6 (savings rose from $7 to $18, +$11). Three answer blanks total."
},
{
"n": 10,
"type_id": 2,
"question": "Harry bought some brownies. He packed them into boxes of 6. Then, he had 48 boxes of brownies and 5 brownies were left unpacked. How many brownies did Harry buy? [?]",
"answer0": "293",
"answer1": null,
"answer2": null,
"answer3": null,
"correct_answer": null,
"skill_id": 118,
"difficulty_id": 2,
"explanation": "Method: brownies in full boxes $$= 48 \\times 6 = 288$$. Add the 5 unpacked: $$288 + 5 = 293$$. Harry bought 293 brownies.",
"hints": ["First find how many brownies are inside the 48 boxes: $$48 \\times 6$$.", "Then add the 5 brownies that were left unpacked."],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q10",
"image_needed": false,
"image_options": false,
"image_file": null,
"notes": ""
},
{
"n": 11,
"type_id": 2,
"question": "(a) What is the mixed number represented by A on the number line shown? Express your answer in the simplest form. [?]
(b) Name a fraction greater than $$\\frac{2}{5}$$ but smaller than $$\\frac{4}{7}$$. [?]",
"answer0": "1 2/3",
"answer1": "3/7",
"answer2": null,
"answer3": null,
"correct_answer": null,
"skill_id": 119,
"difficulty_id": 2,
"explanation": "(a) Between 1 and 2 the line is divided into smaller parts; A sits at the mark giving $$1\\frac{2}{3}$$ in simplest form. (b) $$\\frac{2}{5} = 0.4$$ and $$\\frac{4}{7} \\approx 0.571$$; $$\\frac{3}{7} \\approx 0.429$$ lies between them, so $$\\frac{3}{7}$$ works.",
"hints": ["(a) Count the equal intervals between 0 and 1 to find the size of each part, then read A.", "(b) Change the fractions to decimals (or a common denominator) and pick a value in between."],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q11",
"image_needed": true,
"image_options": false,
"image_file": "q11.png",
"image_page": 6,
"image_bbox": [0.17, 0.43, 0.72, 0.50],
"image_loc": "number line from 0 to 2 with point A marked between 1 and 2",
"notes": "a) 1 2/3 (mixed-number answer typed as '1 2/3'); b) 3/7 (one acceptable answer). Part (b) is open — any fraction between 2/5 and 4/7 is correct."
},
{
"n": 12,
"type_id": 2,
"question": "Figure ABCDE is drawn on the square grid shown. In the figure, identify a pair of perpendicular lines.
Line [?] $$\\perp$$ Line [?]",
"answer0": "AE",
"answer1": "ED",
"answer2": null,
"answer3": null,
"correct_answer": null,
"skill_id": 100,
"difficulty_id": 2,
"explanation": "Method: perpendicular lines meet at a right angle. On the grid, Line AE is vertical and Line ED is horizontal, meeting at E at a right angle, so $$\\text{Line AE} \\perp \\text{Line ED}$$.",
"hints": ["Perpendicular lines cross at a right angle ($$90°$$).", "Look at the lines through point E on the grid — one goes straight down, one goes straight across."],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q12",
"image_needed": true,
"image_options": false,
"image_file": "q12.png",
"image_page": 7,
"image_bbox": [0.35, 0.15, 0.58, 0.30],
"image_loc": "square grid figure ABCDE near top of page",
"notes": "Only part (a) is captured. Part (b) (complete the rectangle by drawing two lines + label P) is an interactive draw task with no app question type and is omitted. Key: Line AE perpendicular Line ED."
},
{
"n": 13,
"type_id": 2,
"question": "Jenny bought 2 tables and 3 chairs. Each table cost twice as much as a chair. Jenny spent a total of $378.
(a) Find the cost of a chair. $$\\$$[?]
(b) Find the cost of the 2 tables. $$\\$$[?]",
"answer0": "54",
"answer1": "216",
"answer2": null,
"answer3": null,
"correct_answer": null,
"skill_id": 118,
"difficulty_id": 2,
"explanation": "Method (units): a table = 2 chair-units. 2 tables = 4 units, 3 chairs = 3 units, total = 7 units = $378. (a) 1 chair = $$378 \\div 7 = \\$54$$. (b) 2 tables = 4 units = $$54 \\times 4 = \\$216$$.",
"hints": ["Let a chair be 1 unit; each table is 2 units. Count the total units for 2 tables and 3 chairs.", "Divide $378 by the total units to find one chair, then multiply for the 2 tables."],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q13",
"image_needed": false,
"image_options": false,
"image_file": null,
"notes": "a) chair = $54 (378/7); b) 2 tables = $216 (54x4)."
},
{
"n": 14,
"type_id": 2,
"question": "Johnny used squares and dots to form a pattern. The number of squares and dots for Figures 1 to 4 are 1 square/4 dots, 3 squares/8 dots, 5 squares/12 dots, 7 squares/16 dots.
(a) For Figure 5: Number of Squares = [?], Number of Dots = [?]
(b) How many squares are used to form Figure 12? [?]",
"answer0": "9",
"answer1": "20",
"answer2": "23",
"answer3": null,
"correct_answer": null,
"skill_id": 108,
"difficulty_id": 2,
"explanation": "Squares go 1, 3, 5, 7, ... (add 2 each time), so Figure 5 = 9 squares. Dots go 4, 8, 12, 16, ... (add 4 each time), so Figure 5 = 20 dots. Squares = $$2 \\times \\text{figure} - 1$$, so Figure 12 = $$2 \\times 12 - 1 = 23$$ squares.",
"hints": ["Squares increase by 2 each figure; dots increase by 4 each figure.", "For Figure 12 squares, use the rule: squares $$= 2 \\times \\text{figure number} - 1$$."],
"source": "PLMGS 2025 P4 Weighted Assessment 1 Q14",
"image_needed": true,
"image_options": false,
"image_file": "q14.png",
"image_page": 9,
"image_bbox": [0.17, 0.14, 0.72, 0.30],
"image_loc": "row of four dot-and-square pattern figures (Figure 1 to Figure 4) near top of page",
"notes": "a) Figure 5 = 9 squares, 20 dots; b) Figure 12 = 23 squares. Three answer blanks total. Pattern given verbatim in stem since the figures are the visual pattern."
}
]
}