{
  "paper": {
    "school": "Methodist Girls' School (Primary)",
    "year": 2024,
    "level": "P5",
    "label": "Weighted Assessment 1",
    "source_prefix": "MGS 2024 P5 Weighted Assessment 1",
    "has_answer_key": true
  },
  "questions": [
    {
      "n": 1,
      "type_id": 1,
      "question": "How many hundreds are there in 1 453 800?",
      "answer0": "8",
      "answer1": "800",
      "answer2": "14 538",
      "answer3": "145 380",
      "correct_answer": 2,
      "skill_id": 149,
      "difficulty_id": 1,
      "explanation": "Method: dividing by 100 gives the number of hundreds. $1\\,453\\,800 \\div 100 = 14\\,538$. So there are 14 538 hundreds. Answer: 14 538.",
      "hints": ["The number of hundreds in a number is found by dividing by 100.", "Drop the last two zeros (or two digits): 1 453 800 → 14 538."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q1",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: option 3 = 14 538."
    },
    {
      "n": 2,
      "type_id": 1,
      "question": "Mr Lim bought a car for $172 560. Which of the following is the price of the car when rounded to the nearest thousand?",
      "answer0": "$170 000",
      "answer1": "$172 000",
      "answer2": "$173 000",
      "answer3": "$200 000",
      "correct_answer": 2,
      "skill_id": 150,
      "difficulty_id": 1,
      "explanation": "Method: round to the nearest 1000 by looking at the hundreds digit. $172\\,560$ has 5 in the hundreds place, so round up: $172\\,560 \\to 173\\,000$. Answer: $173 000.",
      "hints": ["Look at the hundreds digit to decide rounding to the nearest thousand.", "Hundreds digit is 5, so round up: 172 560 → 173 000."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q2",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: option 3 = $173 000."
    },
    {
      "n": 3,
      "type_id": 1,
      "question": "39 × 67 = 28 × 67 − 67 + ____________ × 67",
      "answer0": "9",
      "answer1": "10",
      "answer2": "11",
      "answer3": "12",
      "correct_answer": 3,
      "skill_id": 155,
      "difficulty_id": 2,
      "explanation": "Method: factor out 67. The right side equals $(28 - 1 + \\square) \\times 67$. For this to equal $39 \\times 67$, we need $28 - 1 + \\square = 39$, so $\\square = 39 - 27 = 12$. Answer: 12.",
      "hints": ["Every term shares a factor of 67, so compare the multipliers.", "28 − 1 + □ = 39, so □ = 12."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q3",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: option 4 = 12. The blank in the stem is a display line (not an answer-entry box) since this is MCQ."
    },
    {
      "n": 4,
      "type_id": 1,
      "question": "John has 270 stickers. He pastes all of them on some pages in his album. He can paste up to 8 stickers on each page. Which one of the following cannot be the total number of pages used?",
      "answer0": "33",
      "answer1": "34",
      "answer2": "35",
      "answer3": "36",
      "correct_answer": 0,
      "skill_id": 152,
      "difficulty_id": 3,
      "explanation": "Method: find the minimum and maximum possible pages. Maximum stickers per page is 8, so minimum pages = $270 \\div 8 = 33.75$, meaning at least 34 pages are needed. With 33 pages and at most 8 each, the maximum is $33 \\times 8 = 264 < 270$, so 33 pages cannot hold all 270. Pages 34, 35, 36 are all possible. Answer: 33.",
      "hints": ["With at most 8 per page, how many stickers can a given number of pages hold?", "33 pages hold at most 33 × 8 = 264 stickers, which is less than 270."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q4",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: option 1 = 33."
    },
    {
      "n": 5,
      "type_id": 1,
      "question": "Sally bought some sweets and ate 6 of them. Then, she gave away half of the remaining sweets. She was left with 48 sweets. Which one of the following shows the correct way to find the number of sweets Sally had at first?",
      "answer0": "(48 − 6) ÷ 2",
      "answer1": "(48 + 6) ÷ 2",
      "answer2": "48 × 2 - 6",
      "answer3": "48 × 2 + 6",
      "correct_answer": 3,
      "skill_id": 156,
      "difficulty_id": 2,
      "explanation": "Method: work backwards. 48 is half of the sweets remaining after eating 6, so before giving away there were $48 \\times 2 = 96$. Adding back the 6 she ate gives the original: $48 \\times 2 + 6$. Answer: 48 × 2 + 6.",
      "hints": ["Reverse each step: undo 'gave away half' by multiplying by 2, then undo 'ate 6' by adding 6.", "48 × 2 recovers the amount before giving away; + 6 recovers the start."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q5",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: option 4 = 48 × 2 + 6."
    },
    {
      "n": 6,
      "type_id": 2,
      "question": "(a) Write three million, forty-eight thousand and twenty-five in numerals. [?]<br>(b) Find the product of 209 and 600. [?]",
      "answer0": "3048025",
      "answer1": "125400",
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 149,
      "difficulty_id": 1,
      "explanation": "(a) Three million = 3 000 000; forty-eight thousand = 48 000; twenty-five = 25. Total = 3 048 025. (b) $209 \\times 600 = 209 \\times 6 \\times 100 = 1254 \\times 100 = 125\\,400$. Answers: (a) 3 048 025; (b) 125 400.",
      "hints": ["For (a) line up the place values: millions, thousands, ones.", "For (b) multiply 209 × 6 first, then attach two zeros for ×100."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q6",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: (a) 3048025, (b) 125400. Two-part FIB, both integers."
    },
    {
      "n": 7,
      "type_id": 2,
      "question": "160 × [?] = 400 000",
      "answer0": "2500",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 151,
      "difficulty_id": 2,
      "explanation": "Method: divide to find the missing factor. $400\\,000 \\div 160 = 40\\,000 \\div 16 = 2500$. Answer: 2500.",
      "hints": ["A missing factor is found by dividing the product by the known factor.", "400 000 ÷ 160 = 40 000 ÷ 16 = 2500."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q7",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: 2500. Stem shows the original box as the [?] answer blank."
    },
    {
      "n": 8,
      "type_id": 2,
      "question": "What is the remainder when 10 050 is divided by 40? [?]",
      "answer0": "10",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 152,
      "difficulty_id": 2,
      "explanation": "Method: divide and find the remainder. $10\\,050 \\div 40 = 251$ remainder $10$ (since $251 \\times 40 = 10\\,040$ and $10\\,050 - 10\\,040 = 10$). Answer: 10.",
      "hints": ["Find the largest multiple of 40 not exceeding 10 050.", "251 × 40 = 10 040; 10 050 − 10 040 = 10."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q8",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: remainder = 10 (printed working: 50 ÷ 40 = 1 r10, so 10 050 ÷ 40 = 251 r10)."
    },
    {
      "n": 9,
      "type_id": 2,
      "question": "Find the value of 66 − (6 + 12) ÷ 2 × 3. [?]",
      "answer0": "39",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 155,
      "difficulty_id": 2,
      "explanation": "Method: brackets first, then ÷ and × left to right, then −. $66 - (6+12) \\div 2 \\times 3 = 66 - 18 \\div 2 \\times 3 = 66 - 9 \\times 3 = 66 - 27 = 39$. Answer: 39.",
      "hints": ["Do the bracket first: 6 + 12 = 18.", "Then ÷ and × from left to right: 18 ÷ 2 × 3 = 27, so 66 − 27 = 39."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q9",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: 39."
    },
    {
      "n": 10,
      "type_id": 2,
      "question": "Amy used a calculator to multiply a 3-digit number by a 1-digit number. For the 1-digit number, she made a mistake by pressing 8 instead of 5. The difference in the answers is 351. What should the correct product be? [?]",
      "answer0": "585",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 152,
      "difficulty_id": 3,
      "explanation": "Method: the difference comes from the extra (8 − 5) = 3 copies of the 3-digit number. So $3 \\times (\\text{3-digit number}) = 351$, giving the 3-digit number = $351 \\div 3 = 117$. The correct product (using 5) is $117 \\times 5 = 585$. Answer: 585.",
      "hints": ["The wrong answer is too big by (8 − 5) = 3 times the 3-digit number.", "3 × number = 351 → number = 117; correct product = 117 × 5 = 585."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q10",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: 585."
    },
    {
      "n": 11,
      "type_id": 2,
      "question": "A total of 236 pupils stand in a line to get into the school hall. There are 4 boys between 2 girls. The first pupil in the line is a girl. How many boys are there in the line? [?]",
      "answer0": "188",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 152,
      "difficulty_id": 3,
      "explanation": "Method: the line is a girl followed by repeating groups of (4 boys + 1 girl). Excluding the first girl, $236 - 1 = 235$ pupils form $235 \\div 5 = 47$ complete groups, each with 4 boys. Number of boys = $47 \\times 4 = 188$. Answer: 188.",
      "hints": ["After the leading girl, the pattern repeats in blocks of 5: 4 boys then 1 girl.", "235 ÷ 5 = 47 blocks; 47 × 4 boys = 188."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q11",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: 188 (working: 236 − 1 = 235; 235 ÷ 5 = 47; 47 × 4 = 188)."
    },
    {
      "n": 12,
      "type_id": 2,
      "question": "Natalie had 791 more beads than her sister at first. Natalie bought 40 more beads. Her sister gave away 72 beads. In the end, Natalie has 8 times as many beads as her sister. How many beads did Natalie have at first? [?]",
      "answer0": "992",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 152,
      "difficulty_id": 3,
      "explanation": "Method: model. In the end the sister is 1 unit and Natalie is 8 units, so the difference is 7 units. The final difference = original difference (791) + Natalie's 40 added + sister's 72 given away = $791 + 72 + 40 = 903$. So 7 units = 903, 1 unit = $903 \\div 7 = 129$ (sister at the end). Natalie at first = sister's start + 791 = (129 + 72) + 791 = $129 + 72 + 791 = 992$. Answer: 992.",
      "hints": ["Track how the difference between them changes after the buying and giving away.", "Final difference = 791 + 40 + 72 = 903 = 7 units; 1 unit = 129; Natalie at first = 129 + 72 + 791 = 992."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q12",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: 992."
    },
    {
      "n": 13,
      "type_id": 2,
      "question": "Ali started going to the library on 3rd January and goes there every 6 days. Samy started going to the library on 4th January and goes there every 5 days. Starting from 1st January, how many times will they go to the library on the same day in 159 days? [?]",
      "answer0": "6",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 152,
      "difficulty_id": 3,
      "explanation": "Method: Ali's visits are on day 3, 9, 15, ... (every 6 days); Samy's on day 4, 9, 14, ... (every 5 days). They first coincide on day 9, then every LCM(6, 5) = 30 days after. Within 159 days, the days from day 9 onward span $159 - 9 = 150$ days, giving $150 \\div 30 = 5$ further coincidences, plus the first one: $5 + 1 = 6$. Answer: 6.",
      "hints": ["Find their first common day, then add the LCM of 6 and 5 repeatedly.", "First common day is 9; LCM(6,5)=30; (159 − 9) ÷ 30 = 5; 5 + 1 = 6."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q13",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: 6 (working: 159 − 9 = 150; 150 ÷ 30 = 5; 5 + 1 = 6)."
    },
    {
      "n": 14,
      "type_id": 2,
      "question": "Jack used sticks to form a pattern. The table below shows the number of sticks for each figure.<br>Figure 1: 10 sticks; Figure 2: 16 sticks; Figure 3: 22 sticks; Figure 4: 28 sticks.<br>(a) How many sticks are there in Figure 27? [?]<br>(b) Which figure has 202 sticks? [?]",
      "answer0": "166",
      "answer1": "33",
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 152,
      "difficulty_id": 3,
      "explanation": "Method: the sticks increase by 6 each figure, starting at 10 for Figure 1, so sticks = $4 + 6 \\times \\text{(figure number)}$. (a) Figure 27: $4 + 6 \\times 27 = 4 + 162 = 166$. (b) Set $4 + 6n = 202 \\Rightarrow 6n = 198 \\Rightarrow n = 33$. Answers: (a) 166 sticks; (b) Figure 33.",
      "hints": ["Each figure adds 6 sticks; Figure 1 has 10, so sticks = 6 × figure + 4.", "(a) 4 + 6 × 27 = 166. (b) 202 − 4 = 198; 198 ÷ 6 = 33."],
      "source": "MGS 2024 P5 Weighted Assessment 1 Q14",
      "image_needed": true,
      "image_options": false,
      "image_file": "q14.png",
      "image_page": 8,
      "image_bbox": [0.17, 0.13, 0.80, 0.27],
      "image_loc": "row of four stick-pattern figures (Figure 1 to Figure 4) near the top of the page, above the 'Number of Sticks' table",
      "notes": "Key: (a) 166, (b) Figure 33. The four stick figures are the diagram; the table of values is transcribed into the stem so it stays readable. Both answers are integers."
    }
  ]
}