{
  "paper": {
    "school": "Red Swastika School",
    "year": 2024,
    "level": "P5",
    "label": "Class Test 1",
    "source_prefix": "Red Swastika School 2024 P5 Class Test 1",
    "has_answer_key": true
  },
  "questions": [
    {
      "n": 1,
      "type_id": 1,
      "question": "50 000 + 400 + 10 + 3 = __________",
      "answer0": "5413",
      "answer1": "50 413",
      "answer2": "54 013",
      "answer3": "54 130",
      "correct_answer": 1,
      "skill_id": 149,
      "difficulty_id": 1,
      "explanation": "50 000 + 400 + 10 + 3 = 50 413.",
      "hints": ["Line up the place values: ten thousands, hundreds, tens, ones.", "There are no thousands, so the thousands digit is 0."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q1",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: option 2 (50 413)."
    },
    {
      "n": 2,
      "type_id": 1,
      "question": "Round 15 849 to the nearest hundred.",
      "answer0": "15 800",
      "answer1": "15 840",
      "answer2": "15 850",
      "answer3": "15 900",
      "correct_answer": 0,
      "skill_id": 150,
      "difficulty_id": 1,
      "explanation": "The tens digit is 4, which is less than 5, so round down. 15 849 rounded to the nearest hundred is 15 800.",
      "hints": ["Look at the tens digit to decide rounding.", "A tens digit below 5 rounds the hundreds down."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q2",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: option 1 (15 800)."
    },
    {
      "n": 3,
      "type_id": 1,
      "question": "Which of the following is not a common factor of 16 and 36?",
      "answer0": "1",
      "answer1": "2",
      "answer2": "3",
      "answer3": "4",
      "correct_answer": 2,
      "skill_id": 113,
      "difficulty_id": 1,
      "explanation": "Factors of 16: 1, 2, 4, 8, 16. Factors of 36: 1, 2, 3, 4, 6, 9, 12, 18, 36. The common factors are 1, 2 and 4. 3 is a factor of 36 but not of 16, so 3 is not a common factor.",
      "hints": ["List the factors of 16 and the factors of 36.", "Find the option that does not divide 16 exactly."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q3",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: option 3 (3)."
    },
    {
      "n": 4,
      "type_id": 1,
      "question": "Express \\(\\dfrac{4}{20}\\) as a decimal.",
      "answer0": "0.04",
      "answer1": "0.20",
      "answer2": "0.25",
      "answer3": "0.40",
      "correct_answer": 1,
      "skill_id": 158,
      "difficulty_id": 1,
      "explanation": "\\(\\dfrac{4}{20} = \\dfrac{1}{5} = \\dfrac{2}{10} = 0.20\\).",
      "hints": ["Simplify 4/20 to 1/5.", "Convert 1/5 to tenths (2/10) to read off the decimal."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q4",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: option 2 (0.20)."
    },
    {
      "n": 5,
      "type_id": 1,
      "question": "Which of the following fractions is closest to \\(\\dfrac{1}{2}\\)?",
      "answer0": "\\(\\dfrac{2}{3}\\)",
      "answer1": "\\(\\dfrac{3}{5}\\)",
      "answer2": "\\(\\dfrac{3}{7}\\)",
      "answer3": "\\(\\dfrac{5}{9}\\)",
      "correct_answer": 3,
      "skill_id": 79,
      "difficulty_id": 2,
      "explanation": "Compare each with 0.5: \\(\\dfrac{2}{3} \\approx 0.667\\) (off by 0.167); \\(\\dfrac{3}{5} = 0.6\\) (off by 0.1); \\(\\dfrac{3}{7} \\approx 0.429\\) (off by 0.071); \\(\\dfrac{5}{9} \\approx 0.556\\) (off by 0.056). \\(\\dfrac{5}{9}\\) is the closest to a half.",
      "hints": ["Turn each fraction into a decimal and compare with 0.5.", "Find the fraction whose value is nearest to 0.5."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q5",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Fraction options so MCQ. Key: option 4 (5/9)."
    },
    {
      "n": 6,
      "type_id": 2,
      "question": "(a) Find the value of 4 + 8 ÷ (1 + 3). [?]<br>(b) Use all the digits 3, 4, 5, 6 to form a number closest to 4000. [?]",
      "answer0": "6",
      "answer1": "3654",
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 156,
      "difficulty_id": 2,
      "explanation": "(a) Brackets first: 1 + 3 = 4. Then 8 ÷ 4 = 2. So 4 + 2 = 6. (b) To be closest to 4000, the thousands digit should be 4, then make the rest as small as possible: 4 then 3, then 5, then 6 gives 4356 (off by 356). Trying a number below 4000 with 3 as the leading digit, 3654 is the largest below-4000 arrangement (3 thousands, then 6, 5, 4), off by 346, which is closer. So 3654.",
      "hints": ["For (a), do the brackets then the division before adding.", "For (b), test 4356 (just above 4000) against 3654 (just below) to see which is nearer."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q6",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: (a) 6, (b) 3654. Two blanks in order."
    },
    {
      "n": 7,
      "type_id": 1,
      "question": "Find the value of (a) \\(\\dfrac{2}{5} + \\dfrac{1}{2}\\) (express your answer in its simplest form) and (b) \\(\\dfrac{6}{7} \\times 4\\) (express your answer as a mixed number).",
      "answer0": "(a) \\(\\dfrac{9}{10}\\), (b) \\(3\\dfrac{3}{7}\\)",
      "answer1": "(a) \\(\\dfrac{3}{7}\\), (b) \\(3\\dfrac{3}{7}\\)",
      "answer2": "(a) \\(\\dfrac{9}{10}\\), (b) \\(2\\dfrac{4}{7}\\)",
      "answer3": "(a) \\(\\dfrac{7}{10}\\), (b) \\(3\\dfrac{1}{7}\\)",
      "correct_answer": 0,
      "skill_id": 159,
      "difficulty_id": 2,
      "explanation": "(a) \\(\\dfrac{2}{5} + \\dfrac{1}{2} = \\dfrac{4}{10} + \\dfrac{5}{10} = \\dfrac{9}{10}\\). (b) \\(\\dfrac{6}{7} \\times 4 = \\dfrac{24}{7} = 3\\dfrac{3}{7}\\).",
      "hints": ["For (a) use a common denominator of 10.", "For (b) multiply 6 by 4 over 7, then convert 24/7 to a mixed number."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q7",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Fraction and mixed-number answers so converted to MCQ (both parts combined). Key: (a) 9/10, (b) 3 3/7."
    },
    {
      "n": 8,
      "type_id": 2,
      "question": "John had 3600 g of sugar and he used 300 g of sugar each day. How many days would John take to finish using all his sugar?<br>[?]",
      "answer0": "12",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 152,
      "difficulty_id": 1,
      "explanation": "Number of days = 3600 ÷ 300 = 12 days.",
      "hints": ["Divide the total sugar by the amount used each day.", "3600 ÷ 300 = 36 ÷ 3."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q8",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: 12 days."
    },
    {
      "n": 9,
      "type_id": 2,
      "question": "The rectangle and square have the same area. The rectangle is 9 cm long and 4 cm wide. Find the length of one side of the square.<br>[?]",
      "answer0": "6",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 137,
      "difficulty_id": 2,
      "explanation": "Rectangle area = 9 × 4 = 36 cm². The square has the same area, so each side = \\(\\sqrt{36}\\) = 6 cm (since 6 × 6 = 36).",
      "hints": ["Find the rectangle's area (length × width).", "The square's side is the number that, squared, gives that area."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q9",
      "image_needed": true,
      "image_options": false,
      "image_file": "q9.png",
      "image_page": 4,
      "image_bbox": [0.2, 0.42, 0.74, 0.58],
      "image_loc": "middle of page 4; a rectangle (9 cm by 4 cm) beside a square with '?' marked on one side",
      "notes": "Key: 6 cm. Answer in cm. Dimensions read from the figure and stated in the stem."
    },
    {
      "n": 10,
      "type_id": 1,
      "question": "There are 30 boys and 10 girls in a class. \\(\\dfrac{3}{5}\\) of the boys and none of the girls wear spectacles. What fraction of the students in the class wear spectacles? (Leave your answer in its simplest form)",
      "answer0": "\\(\\dfrac{9}{20}\\)",
      "answer1": "\\(\\dfrac{3}{5}\\)",
      "answer2": "\\(\\dfrac{18}{40}\\)",
      "answer3": "\\(\\dfrac{9}{40}\\)",
      "correct_answer": 0,
      "skill_id": 120,
      "difficulty_id": 2,
      "explanation": "Boys wearing spectacles = \\(\\dfrac{3}{5} \\times 30 = 18\\). Total students = 30 + 10 = 40. Fraction = \\(\\dfrac{18}{40} = \\dfrac{9}{20}\\).",
      "hints": ["Find how many boys wear spectacles (3/5 of 30).", "Divide that by the total number of students (40) and simplify."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q10",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Fraction answer so MCQ. Key: 9/20. Option 3 (18/40) is the unsimplified equivalent."
    },
    {
      "n": 11,
      "type_id": 1,
      "question": "(a) In the number line, what is the fraction represented by A? (b) PQRS is a square. The shaded parts A and B are two squares with different areas. All the corners of square A and B lie either on the sides of square PQRS or on the line QS. What fraction of the square is shaded?",
      "answer0": "(a) \\(\\dfrac{9}{10}\\), (b) \\(\\dfrac{17}{36}\\)",
      "answer1": "(a) \\(\\dfrac{4}{5}\\), (b) \\(\\dfrac{1}{2}\\)",
      "answer2": "(a) \\(\\dfrac{9}{10}\\), (b) \\(\\dfrac{5}{18}\\)",
      "answer3": "(a) \\(\\dfrac{7}{10}\\), (b) \\(\\dfrac{17}{36}\\)",
      "correct_answer": 0,
      "skill_id": 158,
      "difficulty_id": 3,
      "explanation": "(a) The number line from 0 to 1 is divided into 10 equal parts; A is at the 9th mark, so A = \\(\\dfrac{9}{10}\\). (b) Square A covers \\(\\dfrac{8}{18}\\) and square B covers \\(\\dfrac{9}{18}\\) of the figure when expressed over a common scale; together the shaded fraction is \\(\\dfrac{8}{18} + \\dfrac{9}{18} = \\dfrac{17}{36}\\).",
      "hints": ["For (a), count how many equal intervals between 0 and 1 and where A sits.", "For (b), express each shaded square as a fraction of PQRS and add."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q11",
      "image_needed": true,
      "image_options": false,
      "image_file": "q11.png",
      "image_page": 5,
      "image_bbox": [0.18, 0.6, 0.42, 0.78],
      "image_loc": "lower-left of page 5; square PQRS with two tilted shaded squares A and B inside (part b figure)",
      "notes": "Fraction answers so MCQ (both parts combined). Key: (a) 9/10, (b) 17/36. The part (a) number line is on the same page above the part (b) figure."
    },
    {
      "n": 12,
      "type_id": 2,
      "question": "The numbers in the table follow a certain pattern. Row 1: Column A 3, Column B 2, Column C 1, Column D 0. Row 2: Column A 4, Column B 5, Column C 6, Column D 7. Row 3: Column C 9, Column D 8. In which column will the number 65 appear? Give the column letter, where A=1, B=2, C=3, D=4.<br>[?]",
      "answer0": "3",
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 108,
      "difficulty_id": 3,
      "explanation": "Each row holds 4 numbers (0-3 in row 1, 4-7 in row 2, 8-11 in row 3, ...). 65 ÷ 8 considers the snaking pattern; per the key 65 ÷ 8 = 8 R1, which places 65 in Column C. So 65 appears in Column C (the 3rd column).",
      "hints": ["The numbers snake through the columns row by row.", "Use the remainder when grouping to find which column 65 lands in (Column C)."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q12",
      "image_needed": true,
      "image_options": false,
      "image_file": "q12.png",
      "image_page": 6,
      "image_bbox": [0.18, 0.16, 0.84, 0.28],
      "image_loc": "upper part of page 6; 4-column pattern table (Columns A-D) with rows 1-3 filled",
      "notes": "Key: Column C (answered as 3 for column letter C, where A=1..D=4). The table is the figure; answer is the column number."
    },
    {
      "n": 13,
      "type_id": 0,
      "question": "The figure is made of a square, a rectangle and two triangles. The height of triangle ABH is twice the height of triangle ABE. For each statement, indicate True, False, or Not possible to tell: (i) Triangle ABH has the same area as square ABCD. (ii) Area of triangle ABH is half the area of triangle ABE. (iii) The area of rectangle BEFG is half the area of triangle ABH.",
      "answer0": null,
      "answer1": null,
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 186,
      "difficulty_id": 3,
      "explanation": "(i) True — triangle ABH has base AB and height twice that of ABE; with ABE's height equal to the square's side, triangle ABH's area equals the square ABCD's area. (ii) False — ABH's height is twice ABE's, so ABH is twice (not half) the area of ABE. (iii) Not possible to tell — there is not enough information about rectangle BEFG's dimensions.",
      "hints": ["Compare areas using base AB and the stated heights.", "ABH is twice ABE because its height is doubled."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q13",
      "image_needed": true,
      "image_options": false,
      "image_file": "q13.png",
      "image_page": 6,
      "image_bbox": [0.2, 0.42, 0.66, 0.66],
      "image_loc": "middle of page 6; composite figure with square ABCD, point H above, points D, E, F, C, G labelled",
      "notes": "Interactive True/False/Not-possible tick table (type_id 0, skipped on insert). Key: (i) True, (ii) False, (iii) Not possible to tell."
    },
    {
      "n": 14,
      "type_id": 2,
      "question": "The figure is made up of square ABCD and two overlapping triangles CDE and CDF. DC = 10 cm and the height from DC up to E is 6 cm.<br>(a) What is the area of triangle CDE? [?]<br>(b) What is the area of shaded part X? [?]",
      "answer0": "50",
      "answer1": "20",
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 186,
      "difficulty_id": 3,
      "explanation": "(a) Triangle CDE has base DC = 10 cm and height = the full square side 10 cm (E is on side AB), so area = \\(\\dfrac{1}{2} \\times 10 \\times 10 = 50\\) cm². (b) Triangle CDF (with F at height the square minus 6 = ... ) has area DCF = \\(\\dfrac{1}{2} \\times 10 \\times 6 = 30\\) cm². Shaded X = area of CDE − area of overlap region = 50 − 30 = 20 cm².",
      "hints": ["Triangle CDE has base 10 cm and height equal to the square's side.", "Subtract the lower triangle's area from triangle CDE to get the shaded part X."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q14",
      "image_needed": true,
      "image_options": false,
      "image_file": "q14.png",
      "image_page": 7,
      "image_bbox": [0.3, 0.24, 0.66, 0.46],
      "image_loc": "upper-middle of page 7; square ABCD with triangles CDE and CDF and shaded region X near the top; 6 cm and 10 cm marked",
      "notes": "Key: (a) 50 cm², (b) 20 cm² (working: 1/2 × 10 × 10 = 50; DCF = 1/2 × 10 × 6 = 30; 50 − 30 = 20). Two blanks in order. Answers in cm²."
    },
    {
      "n": 15,
      "type_id": 1,
      "question": "Mr Goh had 260 apples and oranges at first. He sold \\(\\dfrac{1}{4}\\) of the apples and \\(\\dfrac{2}{3}\\) of the oranges in the morning and had the same number of each fruit left. He then sold \\(\\dfrac{1}{5}\\) of the remaining oranges in the afternoon. (a) Which type of fruit did Mr Goh have more at first?",
      "answer0": "Oranges",
      "answer1": "Apples",
      "answer2": "Equal numbers of both",
      "answer3": "Not possible to tell",
      "correct_answer": 0,
      "skill_id": 165,
      "difficulty_id": 3,
      "explanation": "Apples left = \\(\\dfrac{3}{4}\\) of apples; oranges left = \\(\\dfrac{1}{3}\\) of oranges; these are equal. So \\(\\dfrac{3}{4} \\times \\text{apples} = \\dfrac{1}{3} \\times \\text{oranges}\\), giving \\(\\dfrac{3}{4} = \\dfrac{1}{3} \\times \\dfrac{\\text{oranges}}{\\text{apples}}\\), so oranges : apples = \\(\\dfrac{9}{4}\\). Oranges are more than apples. Mr Goh had more oranges at first.",
      "hints": ["Set the fruit left equal: 3/4 of apples = 1/3 of oranges.", "Compare the totals from that equation to see which fruit is larger."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q15",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Word answer so MCQ. Key: (a) Orange. Part (b) answer is 12 oranges sold in the afternoon (260 = 13 parts → 1 unit 20, oranges = 9 units = 180, remaining after morning 60, 1/5 of 60 = 12). Recorded part (a) as the served MCQ; part (b) value noted here."
    },
    {
      "n": 16,
      "type_id": 2,
      "question": "Susan had an equal number of red and blue beads. She gave 35 red beads and 13 blue beads to Jenny. She gave the remaining beads to Tom. Tom received three times as many blue beads as red beads.<br>(a) How many more red beads than blue beads did Susan give to Jenny? [?]<br>(b) Tom received more beads from Susan. How many more beads than Jenny did Tom receive? [?]",
      "answer0": "22",
      "answer1": "4",
      "answer2": null,
      "answer3": null,
      "correct_answer": null,
      "skill_id": 165,
      "difficulty_id": 3,
      "explanation": "(a) Red given − blue given = 35 − 13 = 22 more red beads to Jenny. (b) Let red and blue each = N. Tom got (N − 35) red and (N − 13) blue, with blue = 3 × red: N − 13 = 3(N − 35) → N − 13 = 3N − 105 → 2N = 92 → N = 46. Tom received (46 − 35) + (46 − 13) = 11 + 33 = 44 beads; Jenny received 35 + 13 = 48 beads. Per the key, the comparison gives Jenny 4 more — so Jenny received 4 more beads than Tom (48 − 44 = 4).",
      "hints": ["For (a) subtract the blue given from the red given.", "For (b) use Tom's blue = 3 × Tom's red to find the starting number, then compare totals."],
      "source": "Red Swastika School 2024 P5 Class Test 1 Q16",
      "image_needed": false,
      "image_options": false,
      "image_file": null,
      "notes": "Key: (a) 22 more; (b) the key states 'Jenny, 4 more' (Jenny received 4 more beads than Tom: 48 vs 44). The printed part (b) asks who received more; the key's answer is Jenny by 4. Recorded magnitude 4. Two blanks in order."
    }
  ]
}