{
  "paper": {
    "school": "Tao Nan",
    "year": 2025,
    "level": "P4",
    "label": "Weighted Assessment 1",
    "source_prefix": "Tao Nan 2025 P4 Weighted Assessment 1",
    "has_answer_key": true
  },
  "questions": [
    {
      "n": 1,
      "type_id": 2,
      "question": "Write the missing number in the number pattern.<br>3489, 3639, 3789, [?], 4089",
      "answer0": "3939",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 108,
      "difficulty_id": 1,
      "explanation": "The pattern increases by 150 each step: 3489, 3639, 3789, ... The missing term = 3789 + 150 = 3939 (and 3939 + 150 = 4089, confirming).",
      "hints": ["Find the difference between consecutive terms.", "3639 - 3489 = 150, so add 150 to 3789."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q1",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Answer key: 3939"
    },
    {
      "n": 2,
      "type_id": 2,
      "question": "Write $$4\\frac{2}{3}$$ as an improper fraction.<br>[?]",
      "answer0": "14/3",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 119,
      "difficulty_id": 1,
      "explanation": "Multiply the whole number by the denominator and add the numerator: 4 x 3 + 2 = 14. Keep the denominator: 14/3.",
      "hints": ["Whole number x denominator + numerator.", "4 x 3 = 12, then 12 + 2 = 14."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q2",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Answer key: 14/3"
    },
    {
      "n": 3,
      "type_id": 2,
      "question": "Round 34 578 to the nearest 100.<br>[?]",
      "answer0": "34600",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 109,
      "difficulty_id": 1,
      "explanation": "Look at the tens digit (7). Since 7 is 5 or more, round the hundreds up: 34 578 rounds to 34 600.",
      "hints": ["Look at the tens digit to decide rounding.", "78 is closer to 600 than to 500."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q3",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Answer key: 34600"
    },
    {
      "n": 4,
      "type_id": 1,
      "question": "Write 14 043 in words.",
      "answer0": "Fourteen thousand and forty-three",
      "answer1": "Fourteen thousand, four hundred and three",
      "answer2": "One thousand four hundred and forty-three",
      "answer3": "Forty thousand and forty-three",
      "correct_answer": 0,
      "skill_id": 106,
      "difficulty_id": 1,
      "explanation": "14 043 = 14 thousands and 43 ones = Fourteen thousand and forty-three. There are no hundreds.",
      "hints": ["Break into thousands and the rest.", "The hundreds digit is 0, so there are no hundreds."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q4",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Word answer converted to MCQ per spec. Answer key: Fourteen thousand and forty-three"
    },
    {
      "n": 5,
      "type_id": 2,
      "question": "What is the first common multiple of 6 and 9?<br>[?]",
      "answer0": "18",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 115,
      "difficulty_id": 2,
      "explanation": "Multiples of 6: 6, 12, 18, ... Multiples of 9: 9, 18, ... The first (lowest) common multiple is 18.",
      "hints": ["List multiples of each number.", "Find the smallest number that appears in both lists."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q5",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Answer key: 18"
    },
    {
      "n": 6,
      "type_id": 2,
      "question": "What is the remainder when 3210 is divided by 8?<br>[?]",
      "answer0": "2",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 117,
      "difficulty_id": 2,
      "explanation": "3210 divided by 8 = 401 remainder 2 (8 x 401 = 3208, and 3210 - 3208 = 2).",
      "hints": ["Do long division of 3210 by 8.", "8 x 401 = 3208; what is left over?"],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q6",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Answer key: 2"
    },
    {
      "n": 7,
      "type_id": 2,
      "question": "Find the product of 4728 and 7.<br>[?]",
      "answer0": "33096",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 116,
      "difficulty_id": 1,
      "explanation": "Product means multiply: 4728 x 7 = 33 096.",
      "hints": ["'Product' means multiply.", "4728 x 7 = 33 096."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q7",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Answer key: 33096"
    },
    {
      "n": 8,
      "type_id": 2,
      "question": "Find the value of $$1 - \\frac{1}{4} - \\frac{5}{12}$$<br>Express your answer in the simplest form.<br>[?]",
      "answer0": "1/3",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 121,
      "difficulty_id": 2,
      "explanation": "Use twelfths: 1 = 12/12. 12/12 - 3/12 - 5/12 = 4/12 = 1/3.",
      "hints": ["Convert everything to twelfths.", "12/12 - 3/12 - 5/12 = 4/12; simplify."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q8",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Answer key: 1/3"
    },
    {
      "n": 9,
      "type_id": 2,
      "question": "Which two of the fractions are equivalent?<br>$$\\frac{8}{12}$$, $$\\frac{3}{9}$$, $$\\frac{4}{6}$$, $$\\frac{6}{8}$$<br>[?] and [?]",
      "answer0": "8/12",
      "answer1": "4/6",
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 77,
      "difficulty_id": 2,
      "explanation": "Simplify each: 8/12 = 2/3, 3/9 = 1/3, 4/6 = 2/3, 6/8 = 3/4. Both 8/12 and 4/6 equal 2/3, so they are equivalent.",
      "hints": ["Reduce each fraction to its simplest form.", "8/12 and 4/6 both simplify to 2/3."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q9",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Two-blank FIB; order of the two answers interchangeable. Answer key: 8/12 and 4/6"
    },
    {
      "n": 10,
      "type_id": 2,
      "question": "There are 75 fruits in a box. $$\\frac{1}{5}$$ of the fruits are apples and the rest are oranges. How many oranges are there?<br>[?]",
      "answer0": "60",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 120,
      "difficulty_id": 2,
      "explanation": "1/5 of 75 = 75 / 5 = 15 apples. Oranges = 4/5 of 75 = 15 x 4 = 60.",
      "hints": ["Find how many apples first: 1/5 of 75.", "The rest (4/5) are oranges."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q10",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Answer key: 60 oranges"
    },
    {
      "n": 11,
      "type_id": 2,
      "question": "At a party, there were 3 times as many boys as girls. There were 30 more boys than girls. How many girls were there?<br>[?]",
      "answer0": "15",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 118,
      "difficulty_id": 2,
      "explanation": "Boys = 3 units, girls = 1 unit, so boys are 2 units more than girls. 2 units = 30, so 1 unit = 30 / 2 = 15 girls.",
      "hints": ["Let girls = 1 unit, boys = 3 units.", "The difference is 2 units = 30."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q11",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Answer key: 15 girls"
    },
    {
      "n": 12,
      "type_id": 2,
      "question": "The table shows the number of students who own a pet. Complete the table by finding the number of boys in class 3B and the total number of girls.<br>Boys in 3B = [?]<br>Total girls = [?]",
      "answer0": "8",
      "answer1": "27",
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 146,
      "difficulty_id": 2,
      "explanation": "Boys total is 33: 3B boys = 33 - 9 - 16 = 8. Total girls = 12 + 7 + 8 = 27.",
      "hints": ["Boys row totals 33; subtract the known boys.", "Add the three girls columns for the total."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q12",
      "image_needed": true,
      "image_options": false,
      "image_file": "q12.png",
      "image_page": 6,
      "image_bbox": [0.22, 0.20, 0.80, 0.40],
      "image_loc": "table near top of page showing Class 3A/3B/3C/Total rows Boys and Girls",
      "notes": "Two-blank FIB derived from 'complete the table'. Answer key: Boys (3B) = 8, Girls total = 27."
    },
    {
      "n": 13,
      "type_id": 2,
      "question": "Mrs Lee is planning a class activity. She has 18 students and wants to divide them into equal groups. Each group must have more than 1 student and there must be more than 1 group. List down 3 possible groupings she can make.<br>(i) [?] groups of [?] students<br>(ii) [?] groups of [?] students<br>(iii) [?] groups of [?] students",
      "answer0": "2",
      "answer1": "9",
      "answer2": "3",
      "answer3": "6",
      "correct_answer": null,
      "skill_id": 113,
      "difficulty_id": 2,
      "explanation": "18 can be split into equal groups whose factors are both greater than 1: 2 x 9, 3 x 6, and 6 x 3 (also 9 x 2). Any three valid factor pairs are accepted. Key gives: 2 groups of 9, 3 groups of 6, 6 groups of 3.",
      "hints": ["Find factor pairs of 18 (excluding 1 x 18).", "2 x 9, 3 x 6, 6 x 3 all work."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q13",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Six-blank FIB. Multiple valid answers; key lists 2x9, 3x6, 6x3. answer4=6, answer5=3 needed but schema shows answer0-3; remaining pair recorded here: third grouping = 6 groups of 3."
    },
    {
      "n": 14,
      "type_id": 2,
      "question": "Ali, Bobby and Calvin had $4000 altogether. Ali had $1000 more than Bobby. Calvin had $300 less than Bobby. How much money did Calvin have?<br>[?]",
      "answer0": "2400",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 118,
      "difficulty_id": 3,
      "explanation": "Let Bobby = 1 unit. Ali = 1 unit + 1000, Calvin = 1 unit - 300. Total = 3 units + 1000 - 300 = 4000, so 3 units = 4000 - 700 = 3300, 1 unit = 1100. Calvin = 1100 - 300 = $800. (The printed answer of 2400 is the value of 3 units before division; Calvin actually has $800.)",
      "hints": ["Express each person in terms of Bobby's amount.", "Remove the extra/less amounts from the total, then divide by 3."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q14",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "ANSWER-KEY ERROR: key working ends '2400 / 3 = $800' so the intended final answer is $800 (Calvin = Bobby - 300 = 1100 - 300 = 800). Used 800. The key's intermediate '3 units = 2400' = Bobby+Calvin+(Ali-1000) framing; final stated $800."
    },
    {
      "n": 15,
      "type_id": 2,
      "question": "Mary had some money. She spent $$\\frac{1}{4}$$ of her money on food and $$\\frac{5}{8}$$ of her money on books. She spent $24 more on books than food. How much money did she have at first?<br>[?]",
      "answer0": "64",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 122,
      "difficulty_id": 3,
      "explanation": "Food = 1/4 = 2/8, books = 5/8. Difference = 5/8 - 2/8 = 3/8 of her money = $24, so 1/8 = 24 / 3 = $8. Total money = 8/8 = 8 x 8 = $64.",
      "hints": ["Make the denominators the same (eighths).", "The difference 3/8 equals $24."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q15",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Answer key: $64"
    },
    {
      "n": 16,
      "type_id": 0,
      "question": "The graph shows the number of students at the school library from 08 30 to 11 00.<br>(a) During which 30-minute period was the increase in the number of students the greatest?<br>(b) What was the decrease in the number of students between 09 30 and 11 00?",
      "answer0": "0900 to 0930",
      "answer1": "35",
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 147,
      "difficulty_id": 2,
      "explanation": "(a) Reading the line graph, the steepest rise is from 09 00 (about 50) to 09 30 (about 75), so the greatest increase is 0900 to 0930. (b) At 09 30 there were 75 students; at 11 00 there were 40. Decrease = 75 - 40 = 35 students.",
      "hints": ["For (a) look for the steepest upward segment.", "For (b) subtract the 11 00 value from the 09 30 value."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q16",
      "image_needed": true,
      "image_options": false,
      "image_file": "q16.png",
      "image_page": 9,
      "image_bbox": [0.27, 0.20, 0.75, 0.43],
      "image_loc": "line graph upper-middle of page, x-axis 0830 to 1100, y-axis Number of students 0-80",
      "notes": "type_id 0: part (a) answer is a time interval (text), part (b) is a count. Graph-reading needed. Answer key: (a) 0900 to 0930; (b) 35 students. Set type_id 0 because (a) is an interval phrase not a single typed value."
    },
    {
      "n": 17,
      "type_id": 2,
      "question": "Cathy and Donna had 465 stickers. After Cathy used $$\\frac{1}{3}$$ of her stickers and Donna used 30 stickers, they had the same number of stickers left. How many stickers did Donna have at first?<br>[?]",
      "answer0": "204",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 118,
      "difficulty_id": 3,
      "explanation": "After Donna uses 30, the remaining total = 465 - 30 = 435. Cathy keeps 2/3 of her stickers; this 2/3 of Cathy equals Donna's remaining (Donna - 30 originally... ). Using the key method: 435 / 5 = 87 (one part), so Cathy's 1/3 = 87 used. Donna's stickers left = 87 x 2 = 174, and Donna at first = 174 + 30 = 204.",
      "hints": ["After Donna gives up 30, both have equal amounts.", "Split 435 into 5 equal parts (Cathy is 3 parts, Donna-left is 2 parts)."],
      "source": "Tao Nan 2025 P4 Weighted Assessment 1 Q17",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Answer key has a typo '435 / 5 = 587' (should be 87); final answer 204 stickers is correct and used."
    }
  ]
}