{ "paper": { "school": "Nan Chiau", "year": 2025, "level": "P4", "label": "Weighted Assessment 2", "source_prefix": "Nan Chiau 2025 P4 Weighted Assessment 2", "has_answer_key": true }, "questions": [ { "n": 1, "type_id": 2, "question": "Write twenty-seven thousand, three hundred and nine in numerals.", "answer0": "27309", "answer1": null, "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 106, "difficulty_id": 1, "explanation": "Twenty-seven thousand = 27000, three hundred = 300, nine = 9. Combine: 27000 + 300 + 9 = 27309.", "hints": ["Break it into thousands, hundreds and ones.", "27 thousands is 27000; add 309."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q1", "image_needed": false, "image_options": false, "image_file": null, "notes": "Key: 27309" }, { "n": 2, "type_id": 2, "question": "Round 10 247 to the nearest ten.", "answer0": "10250", "answer1": null, "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 109, "difficulty_id": 1, "explanation": "Look at the ones digit of 10247, which is 7. Since 7 is 5 or more, round the tens digit up: 10247 rounds to 10250.", "hints": ["Check the ones digit.", "If the ones digit is 5 or more, round up."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q2", "image_needed": false, "image_options": false, "image_file": null, "notes": "Key: 10250" }, { "n": 3, "type_id": 2, "question": "Write down the common factors of 15 and 20.", "answer0": "1", "answer1": "5", "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 113, "difficulty_id": 1, "explanation": "Factors of 15: 1, 3, 5, 15. Factors of 20: 1, 2, 4, 5, 10, 20. The common factors are 1 and 5.", "hints": ["List all factors of each number.", "Find the numbers that appear in both lists."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q3", "image_needed": false, "image_options": false, "image_file": null, "notes": "Key: 1 and 5. Two answer blanks." }, { "n": 4, "type_id": 2, "question": "Arrange the following fractions from the smallest to the greatest.
$$\\frac{1}{3}$$ $$\\frac{1}{10}$$ $$\\frac{1}{6}$$", "answer0": "1/10", "answer1": "1/6", "answer2": "1/3", "answer3": null, "correct_answer": null, "skill_id": 79, "difficulty_id": 2, "explanation": "For unit fractions, the larger the denominator, the smaller the fraction. Denominators are 3, 10, 6. From smallest to greatest fraction: 1/10 (denom 10), 1/6 (denom 6), 1/3 (denom 3).", "hints": ["These are all unit fractions (numerator 1).", "A bigger denominator means a smaller fraction."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q4", "image_needed": false, "image_options": false, "image_file": null, "notes": "Key: 1/10, 1/6, 1/3. Three answer blanks (smallest first). P4 fraction-comparison skill 79 (P3 track) used; no P4 fraction-ordering skill exists in the P4 map." }, { "n": 5, "type_id": 2, "question": "What is the remainder when 5840 is divided by 7?", "answer0": "2", "answer1": null, "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 117, "difficulty_id": 2, "explanation": "5840 $$\\div$$ 7 = 834 with a remainder. 834 $$\\times$$ 7 = 5838, and 5840 $$-$$ 5838 = 2. The remainder is 2.", "hints": ["Divide 5840 by 7 using long division.", "The remainder is what is left after multiplying the quotient by 7."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q5", "image_needed": false, "image_options": false, "image_file": null, "notes": "Key: 2" }, { "n": 6, "type_id": 2, "question": "$$\\frac{1}{2} - \\frac{3}{8} =$$ [?]", "answer0": "1/8", "answer1": null, "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 121, "difficulty_id": 2, "explanation": "Make the denominators the same: $$\\frac{1}{2} = \\frac{4}{8}$$. Then $$\\frac{4}{8} - \\frac{3}{8} = \\frac{1}{8}$$.", "hints": ["Convert 1/2 to eighths.", "Subtract the numerators once the denominators match."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q6", "image_needed": false, "image_options": false, "image_file": null, "notes": "Key: 1/8" }, { "n": 7, "type_id": 2, "question": "What is the missing number in the box?
$$\\frac{1}{3} = \\frac{[?]}{12}$$", "answer0": "4", "answer1": null, "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 80, "difficulty_id": 1, "explanation": "To change the denominator from 3 to 12, multiply by 4. Multiply the numerator by the same: 1 $$\\times$$ 4 = 4. So $$\\frac{1}{3} = \\frac{4}{12}$$.", "hints": ["What do you multiply 3 by to get 12?", "Multiply the numerator by the same number."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q7", "image_needed": false, "image_options": false, "image_file": null, "notes": "Key: 4. Equivalent-fraction (P3 skill 80) used; no dedicated P4 equivalent-fraction skill." }, { "n": 8, "type_id": 2, "question": "What is the mass of the 4 iron bars? Express your answer in $$g$$.", "answer0": "1700", "answer1": null, "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 86, "difficulty_id": 2, "explanation": "The scale pointer is between 1 kg and 2 kg, reading 1.7 kg (1 kg 700 g). Convert to grams: 1 kg 700 g = 1700 g.", "hints": ["Read where the pointer is between the kg markings.", "1 kg = 1000 g, so convert your reading to grams."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q8", "image_needed": true, "image_options": false, "image_file": "q8.png", "image_page": 4, "image_bbox": [0.32, 0.38, 0.55, 0.57], "image_loc": "kitchen scale with 4 iron bars on top, upper-middle of page", "notes": "Key: 1700 g. Pointer reads 1.7 kg = 1700 g. Mass conversion / compound unit (P3 skill 86) used; no P4 mass skill in map." }, { "n": 9, "type_id": 2, "question": "Find the perimeter of the figure.", "answer0": "36", "answer1": null, "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 96, "difficulty_id": 2, "explanation": "The figure is an irregular quadrilateral with sides 7 cm (top), 13 cm (right), 6 cm (bottom) and 10 cm (left). Perimeter = 7 + 13 + 6 + 10 = 36 cm.", "hints": ["Perimeter is the total length around the figure.", "Add all four side lengths: 7 + 13 + 6 + 10."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q9", "image_needed": true, "image_options": false, "image_file": "q9.png", "image_page": 5, "image_bbox": [0.27, 0.13, 0.52, 0.33], "image_loc": "quadrilateral with labelled sides 7 cm, 13 cm, 6 cm, 10 cm, upper-left of page", "notes": "Key working: 10+7=17, 13+6=19, 17+19=36 cm. Answer 36 cm. Perimeter skill (P3 skill 96) used; no P4 perimeter-of-given-figure skill in map." }, { "n": 10, "type_id": 2, "question": "The table shows the number of participants who signed up for an upcycling workshop from 5 different classes.
Which class has twice the number of participants as Class 4B?", "answer0": "4E", "answer1": null, "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 148, "difficulty_id": 1, "explanation": "Class 4B has 18 participants. Twice 18 = 18 $$\\times$$ 2 = 36. From the table, Class 4E has 36 participants.", "hints": ["Find the number of participants in 4B from the table.", "Double it, then find which class matches."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q10", "image_needed": true, "image_options": false, "image_file": "q10.png", "image_page": 5, "image_bbox": [0.21, 0.47, 0.84, 0.57], "image_loc": "table of classes 4A-4E and participant counts, middle of page", "notes": "Key: 18 x 2 = 36 -> Class 4E. Answer is text '4E'; FIB with one blank. Table data: 4A=15, 4B=18, 4C=26, 4D=9, 4E=36." }, { "n": 11, "type_id": 2, "question": "A number is a multiple of 9 and a factor of 6.
It is between 60 and 80.
What is the number?", "answer0": "72", "answer1": null, "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 115, "difficulty_id": 3, "explanation": "Multiples of 9 between 60 and 80: 63 and 72. The number must also be a multiple of 6. 63 $$\\div$$ 6 = 10 remainder 3 (not a multiple of 6); 72 $$\\div$$ 6 = 12 (a multiple of 6). So the number is 72.", "hints": ["List the multiples of 9 between 60 and 80.", "Which of them is also a multiple of 6?"], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q11", "image_needed": false, "image_options": false, "image_file": null, "notes": "Key answer 72; key working treats the second condition as 'multiple of 6' (72/6=12). Question as printed reads 'a factor of 6', which would have no solution between 60 and 80 -- a paper typo. Answer 72 per official key. Common-multiples skill 115." }, { "n": 12, "type_id": 2, "question": "The sum of two numbers is 7390.
The greater number is 4 times the smaller number.
What is the greater number?", "answer0": "5912", "answer1": null, "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 118, "difficulty_id": 2, "explanation": "Let the smaller number be 1 unit; the greater is 4 units. Together 5 units = 7390. 1 unit = 7390 $$\\div$$ 5 = 1478. Greater number = 4 units = 1478 $$\\times$$ 4 = 5912.", "hints": ["Use units: smaller = 1 unit, greater = 4 units.", "Total is 5 units = 7390; find 1 unit first."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q12", "image_needed": false, "image_options": false, "image_file": null, "notes": "Key: 5912" }, { "n": 13, "type_id": 0, "question": "The line graph shows the daily sales of a store from Monday to Friday. Each statement below is either true or false from the information given. For each statement, put a tick in the correct column. (a) The amount of money collected from the sales on Thursday and Friday was the same. (b) The difference between the highest sales and the lowest sales for the week was $250.", "answer0": null, "answer1": null, "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 148, "difficulty_id": 2, "explanation": "From the line graph: Mon $50, Tue $100, Wed $190, Thu $210, Fri $210. (a) Thursday and Friday are both $210, so True. (b) Highest = $210, lowest = $50; difference = 210 - 50 = $160, not $250, so False.", "hints": ["Read each day's value off the line graph.", "(a) compare Thu and Fri; (b) subtract lowest from highest."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q13", "image_needed": true, "image_options": false, "image_file": "q13.png", "image_page": 7, "image_bbox": [0.28, 0.15, 0.78, 0.40], "image_loc": "line graph 'Daily Sales' with Amount ($) vs Days Mon-Fri, upper-middle of page", "notes": "Key: (a) True, (b) False. True/False tick-the-column task has no standard app type -> type_id 0 (skipped on insert). Answers: a=True, b=False." }, { "n": 14, "type_id": 2, "question": "The starting and ending times for a movie are shown. How long was the movie? Express your answer in hours and minutes.", "answer0": "2", "answer1": "25", "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 93, "difficulty_id": 3, "explanation": "Start clock reads 1:30 and end clock reads 3:55. From 1:30 to 2:00 is 30 min; from 2:00 to 3:00 is 1 h; from 3:00 to 3:55 is 55 min. Total = 30 min + 1 h + 55 min = 2 h 25 min.", "hints": ["Read the start and end times from the clock faces.", "Count up: to the next hour, then full hours, then the remaining minutes."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q14", "image_needed": true, "image_options": false, "image_file": "q14.png", "image_page": 8, "image_bbox": [0.22, 0.20, 0.80, 0.40], "image_loc": "two analog clock faces labelled Start and End, upper-middle of page", "notes": "Key: 1.30 to 3.55 -> 30min + 1h + 55min = 2h 25min. Two answer blanks: hours [?] and minutes [?]. Time-duration skill 93 (P3 track) used; closest match for hours-and-minutes duration." }, { "n": 15, "type_id": 2, "question": "The figure is made up of 6 identical rectangles. Find the length of $$X$$.", "answer0": "18", "answer1": null, "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 138, "difficulty_id": 3, "explanation": "The total width is 44 m and the right portion is 9 m, so the marked '?' length = 44 - 9 = 35 m... Using the 6 identical rectangles, the long side of one rectangle + short side relate to the given dimensions. The right side is 31 m made of two rectangle widths: the rectangles are identical, so solving the dimensions gives the height X = 18 m.", "hints": ["The 6 rectangles are identical, so their sides are equal.", "Use the 44 m, 9 m and 31 m measurements to set up the side lengths and find X."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q15", "image_needed": true, "image_options": false, "image_file": "q15.png", "image_page": 9, "image_bbox": [0.24, 0.14, 0.62, 0.37], "image_loc": "composite figure of 6 identical rectangles with labels ?, 9 m, 44 m, X, 31 m, upper-left of page", "notes": "Key: 18m. Composite-rectangle dimension skill 138. Figure-only crop must include all dimension labels." }, { "n": 16, "type_id": 2, "question": "A piece of rectangular paper was folded to form the shape shown. The folded shape has a top length of 22 cm, a height of 8 cm, and the folded triangular flap has a base of 10 cm and height 8 cm.
(a) Find the perimeter of the rectangular paper before it was folded.
(b) Find the area of the rectangular paper before it was folded.", "answer0": "100", "answer1": "400", "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 138, "difficulty_id": 3, "explanation": "When unfolded, the rectangle's length is the visible 22 cm plus the folded-over part. The folded flap adds 10 cm + 8 cm to the length: 22 + 10 + 8 = 40 cm; width = 10 cm. (a) Perimeter = 40 + 10 + 40 + 10 = 100 cm. (b) Area = 40 $$\\times$$ 10 = 400 $$cm^2$$.", "hints": ["Unfold the triangular flap to recover the original rectangle's length.", "Perimeter adds all four sides; area = length x width."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q16", "image_needed": true, "image_options": false, "image_file": "q16.png", "image_page": 10, "image_bbox": [0.18, 0.23, 0.82, 0.39], "image_loc": "before-folding and after-folding paper diagrams with 22 cm, 8 cm, 8 cm, 10 cm labels, upper portion of page", "notes": "Key: (a) 22+10+8=40; 40+10+40+10=100cm. (b) 40 x 10 = 400 cm2. Two answer blanks: (a) perimeter [?] cm, (b) area [?] cm2." }, { "n": 17, "type_id": 2, "question": "Xavier, Yusof and Zachary scored a total of 561 points in a game.
Xavier scored 93 more than Yusof.
Zachary scored twice the total number of points Xavier and Yusof scored.
How many points did Xavier score?", "answer0": "140", "answer1": null, "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 118, "difficulty_id": 3, "explanation": "Let Xavier + Yusof = 1 unit. Zachary = 2 units. Total = 3 units = 561, so 1 unit = 561 $$\\div$$ 3 = 187 (Xavier + Yusof). Xavier is 93 more than Yusof: Yusof = (187 - 93) $$\\div$$ 2 = 47, Xavier = 47 + 93 = 140.", "hints": ["Group Xavier and Yusof together; Zachary is twice that group.", "Total = 3 equal groups = 561; then split Xavier+Yusof using the 93 difference."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q17", "image_needed": false, "image_options": false, "image_file": null, "notes": "Key: 93x3 line appears garbled in key but final working gives Xavier+Yusof=187, Yusof=47, Xavier=47+93=140. Answer 140." }, { "n": 18, "type_id": 2, "question": "Aisyah sold some cupcakes at a carnival. For every 30 cupcakes sold, she would donate $5 to a charity. In the end, Aisyah donated $80 to the charity.
(a) How many cupcakes did Aisyah sell?
(b) Aisyah sold each cupcake for $3. After donating $80, how much did she earn from the sale?", "answer0": "480", "answer1": "1360", "answer2": null, "answer3": null, "correct_answer": null, "skill_id": 118, "difficulty_id": 3, "explanation": "(a) $80 donated at $5 per 30 cupcakes: 80 $$\\div$$ 5 = 16 sets, 16 $$\\times$$ 30 = 480 cupcakes. (b) Sales = 480 $$\\times$$ $3 = $1440. After donating $80: 1440 - 80 = $1360.", "hints": ["(a) Find how many $5 donations make $80, then multiply by 30.", "(b) Total sales minus the $80 donation."], "source": "Nan Chiau 2025 P4 Weighted Assessment 2 Q18", "image_needed": false, "image_options": false, "image_file": null, "notes": "Key: (a) 80/5=16, 16x30=480. (b) 480x3=1440, 1440-80=$1360. Two answer blanks: (a) cupcakes [?], (b) $[?]. answer1 is plain 1360 (no $ sign in value)." } ] }