[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-206679-105":3,"detail-sidebar-cat-0-en-105":74,"doc-detail-206679-en":124},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":67,"head_meta":69,"extra_data":71,"updated_unix":73},105,"en","gcse-mathematics-83002h-paper-2-calculator-examination-report-november-2024","GCSE Mathematics 8300/2H: Paper 2 (Calculator) - Examination Report - November 2024","","Report on the AQA GCSE Mathematics 8300/2H Paper 2 (Calculator) examination, Version 1.0, November 2024. It reviews overall performance compared to the previous year, highlighting that questions in the second half were harder and that reasoning, explanations, and problem-solving involving unit changes were challenging for many students. It also details topics where learners excelled (radius/diameter, Pythagoras’ theorem, relative frequency, ratio) and where they struggled (symmetry, perpendicular lines, statistical reasons in context, graph-based estimation, geometry proof), followed by commentary on individual questions.",{"@graph":14,"@context":66},[15,34,49],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/gcse-mathematics-83002h-paper-2-calculator-examination-report-november-2024/206679/",4,{"url":32,"name":10,"@type":35,"author":36,"headline":10,"publisher":39,"fileFormat":42,"inLanguage":8,"description":12,"dateModified":43,"datePublished":43,"encodingFormat":42,"isAccessibleForFree":44,"interactionStatistic":45},"DigitalDocument",{"name":37,"@type":38},"Oliver Hayes","Person",{"url":19,"name":40,"@type":41},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":46,"interactionType":47,"userInteractionCount":4},"InteractionCounter",{"@type":48},"ViewAction",{"@type":50,"mainEntity":51},"FAQPage",[52,58,62],{"name":53,"@type":54,"acceptedAnswer":55},"How did overall performance compare with the previous year?","Question",{"text":56,"@type":57},"Many students found the second half of the paper challenging. The paper was more difficult than June 2024 and included a significant number of high-proportion non-attempts.","Answer",{"name":59,"@type":54,"acceptedAnswer":60},"Which topics were students most successful with?",{"text":61,"@type":57},"Students excelled in questions on the relationship between diameter and radius, Pythagoras’ theorem, relative frequency calculation, and ratio problems.",{"name":63,"@type":54,"acceptedAnswer":64},"What areas caused the most difficulty?",{"text":65,"@type":57},"Students struggled with lines of symmetry, perpendicular lines, giving statistical reasons in context, estimating acceleration from a graph, explaining distance underestimation, and geometry proof.","https://schema.org",{"og:url":32,"og:type":68,"og:title":10,"og:site_name":40,"og:description":12},"article",{"robots":70,"canonical":32},"index,follow",{"doc_id":72,"site_id":7},206679,1788595311,{"code":4,"msg":75,"data":76},"success",[77,81,85,88,93,98,103,108,113,116,120],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":78,"show_sort_weight":79,"slug":80},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":82,"show_sort_weight":83,"slug":84},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":86,"slug":87},70,"exam",{"id":89,"doc_module":4,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},5,"Comic",60,"comic",{"id":94,"doc_module":4,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},6,"Technology",50,"technology",{"id":99,"doc_module":4,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},7,"Healthcare",40,"healthcare",{"id":104,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},8,"Research & Report",30,"research-report",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},9,"Religion & Spirituality",20,"religion-spirituality",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":111,"slug":115},"World Cup","world-cup",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":117,"slug":119},10,"Lifestyle","lifestyle",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":122,"show_sort_weight":89,"slug":123},19,"General","general",{"code":4,"msg":75,"data":125},{"doc_id":72,"user_id":126,"nickname":37,"user_avatar":127,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":104,"language":133,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":12,"update_tm":73,"read_time":111},687207020761,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","GCSE  \nMathematics  \n8300/2H: Paper 2 (Calculator)  \nReport on the examination  \nVersion: 1.0  \nNovember 2024  \nFurther copies of this report are [available from aqa.org.uk](available from aqa.org.uk)  \nAQA retains the copyright on all its publications. However, registered centres for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to centres to photocopy any material that is acknowledged to a third party even for internal use within the centre.  \nContents  \nThe below table is interactive. You can press the control button click on the title of the question to go directly to that page.  \nPage  \nContents  \nSummary 3  \nIndividual questions 4  \nFurther support 9  \nSummary  \nOverall performance compared to last year  \nMany students found questions in the second half of the paper to be challenging. The paper was more difficult than June 2024 and there were a significant number of questions with a high proportion of non-attempts.  \nQuestions requiring reasoning and explanations were not well answered overall.  \nProblem solving questions requiring changes of units prove challenging for many students.  \nTopics where students excelled  \n• relationship between diameter and radius  \n• Pythagoras’ theorem  \n• relative frequency calculation  \n• ratio problem.  \nTopics where students struggled  \n• lines of symmetry  \n• perpendicular lines problem  \n• giving statistical reasons in context  \n• estimating acceleration from a graph  \n• explaining why an estimation for distance is an underestimate  \n• geometry proof.  \nIndividual questions  \nQuestion 1(a)  \nThis question was very well answered.  \nQuestion 1(b)  \nA majority of students wrote the correct answer. Sector was the most common incorrect answer.  \nQuestion 1(c)  \nThis question was quite well answered.  \nQuestion 2  \nA small majority of students were awarded full marks. Many obtained 1050 but then divided by 4.  \nQuestion 3  \nThis question was not well answered although was a good discriminator for the common questions. A similar proportion were awarded 2 marks, 1 mark and 0 marks. Common wrong answers involved shading the top row of squares or the four squares at the top left.  \nQuestion 4  \nAnswered quite well with many fully correct responses. A common error after working out 28 000 was to either tick Yes or to tick No without showing the conversion of 300 metres to centimetres. The most common incorrect first step was to divide 4000 by 7.  \nQuestion 5  \nThis multiple choice question was well answered.  \nQuestion 6  \nAlthough some students did not show sufficient working or made presentation errors the question was well answered.  \nQuestion 7(a)  \nThis question was very well answered.  \nQuestion 7(b)  \nSome very good explanations were seen although there were more incorrect responses than acceptable ones. Quite a few thought she was correct while some who ticked No gave areason involving the coin being biased.  \nQuestion 8  \nA small majority of students divided a mass by a density although some made errors when converting units. The most common reason for not being awarded marks was to multiply amass by a density.  \nQuestion 9  \nThis question was well answered. Those who were awarded one mark usually obtained the correct lower bound.  \nQuestion 10  \nMost students were awarded either 3 marks or no marks. A small majority gave a fully correct response. Common incorrect methods involved decreasing or increasing 384 000 by 20% .  \nQuestion 11  \nAnswered quite well and a reasonably good discriminator. Common errors involved giving answers that had multiplication signs or brackets. Others had 5 in the wrong position in two of the answers.  \nQuestion 12  \nThis multistep AO3 problem was very well answered.  \nQuestion 13  \nThose students who realised that trigonometry was needed were often able to give a fully correct response. Some worked out the perpendicular height correctly but used an incorr","cbCaij7N78xynaXy","https://ap.wps.com/l/cbCaij7N78xynaXy","pdf",224203,"English","# Summary\n## Overall performance compared to last year\n## Topics where students excelled\n## Topics where students struggled\n# Individual questions\n## Question 1(a) - Question 20","[{\"question\":\"How did overall performance compare with the previous year?\",\"answer\":\"Many students found the second half of the paper challenging. The paper was more difficult than June 2024 and included a significant number of high-proportion non-attempts.\"},{\"question\":\"Which topics were students most successful with?\",\"answer\":\"Students excelled in questions on the relationship between diameter and radius, Pythagoras’ theorem, relative frequency calculation, and ratio problems.\"},{\"question\":\"What areas caused the most difficulty?\",\"answer\":\"Students struggled with lines of symmetry, perpendicular lines, giving statistical reasons in context, estimating acceleration from a graph, explaining distance underestimation, and geometry proof.\"}]","GCSE Mathematics 8300/2H: Paper 2 (Calculator) - Examination Report - November 2024 | PDF"]