GCSE Mathematics 8300/3H - Paper 3 (calculator) Higher Report on the Examination - June 2024 Version 1.0

Sep 5, 2026

Upload by Mimi

GCSE Mathematics 8300/3H Paper 3 (calculator) Higher report for June 2024 evaluates how candidates performed across medium- and higher-demand questions. It highlights that most students accessed the majority of tasks and earned marks for applying mathematics at different ability levels, while few questions were left non-attempted. Key strengths include pattern sequences, Pythagoras, cuboid elevations, distance–speed–time, probability, tree diagrams, indices, composite functions, and invariant vertices. Key improvement areas focus on clear working, accurate copying and arithmetic, appropriate calculator use, and consistent diagram techniques and notation.

LanguageEnglish

CategoryExam

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Summary

Overall performance compared to last year

Topics where students excelled

Topics where students struggled

Individual questions

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Further support

GCSE Mathematics 8300/3H: Paper 3 (calculator) Higher Report on the Examination June 2024 Version: 1.0 Contents The below table is interactive. You can press the control button click on the title of the question to go directly to that page. | Contents | Page | | --- | --- | | Summary | 3 | | Individual questions | 4 | | Further support | 4 | Summary Overall performance compared to last year Most students were able to access the majority of the medium demand questions and were rewarded for good use of mathematics demonstrated at different levels of ability. There were very few non-attempts throughout the whole paper. Access to the formula sheet helped eliminate errors owing to incorrect recall. Minimal miscopying of the formulae was seen. Some students were able to attempt higher demand topics which would normally have been too challenging for them to answer. Students must continue to be encouraged to show their working clearly. Presentation and setting out of working were occasionally poor and for some students their digits 4 and 9 were often indistinguishable. Handwriting smaller than the font size of the printed question was often very difficult to read. Students must use pencil on diagrams and cross out work they do not wish to have marked with a single line when they have had more than one attempt. It was noticed that a ruler was more often used by students on graphs and diagrams than in previous series and this was a welcome improvement. Miscopying numbers that were given in the question was commonly seen, especially when there were four or five digits. Some students miscopied their own work from line to line within a question. It was apparent in some questions that a calculator was not used and errors in very basic arithmetic were frequently seen. Topics where students excelled • Drawing the next pattern in a sequence • Using Pythagoras’ theorem to find the length of the hypotenuse • Drawing the side elevation of a cuboid given the front elevation • Distance – speed – time calculations within a given context • Calculating population density when given the formula • Calculating probability outcomes • Completing a tree diagram • Using prime numbers with indices • Evaluating a composite function • Understanding invariant vertices Topics where students struggled • Using a tree diagram • Writing down the roots of an equation given a quadratic graph • Working out the equation of a perpendicular line • Calculating and comparing relative frequencies • Identifying triangles which are not congruent • Working out the ratio for radius and height when volumes are equal • Accurate use of the product rule for counting Individual questions Question 1(a) This question was accessible to the vast majority of students. Occasionally the middle section of the pattern was drawn as 5 × 5 squares or 5 × 4 squares. Improved use of a ruler was seen and there were fewer freehand drawings. Question 1(b) Some students left their answer as a decimal or surd and did not gain the mark. An embedded response of 232 + 4 was also marked as zero. Students should be reminded that two answers on the answer line will be marked as a choice and should be avoided. Question 2 Only a small proportion of students did not gain full marks. Correct working that led to the decimal answer of 39.2 was seen in most of their responses. When errors were made, they tended to be: • 312–242 • arithmetic, for example 242 + 312 = 1402 • using trigonometry rather than Pythagoras’ theorem Question 3 Most students correctly answered this question by recognising that three floors of the building had not been sampled. A common misunderstanding was interpreting the word‘floor’ as referring to a floor covering in a flat and not the floor level of the building. Some students just gave the standard ‘sample size is too small’ answer, rather than considering the context of the question. Question 4 A s

FAQs

What overall performance trends are reported for Paper 3 (calculator) Higher in June 2024?

Most students accessed the majority of the medium-demand questions and earned marks for using mathematics across different ability levels. There were very few non-attempts throughout the paper.

Which exam skills or topics students generally performed well on?

Students did well on tasks such as drawing the next pattern in a sequence, applying Pythagoras’ theorem, producing the side elevation of a cuboid, distance–speed–time calculations, probability, completing tree diagrams, prime numbers with indices, evaluating composite functions, and understanding invariant vertices.

What common issues reduced marks for some students?

Frequent issues included unclear working and poor presentation, miscopying numbers (especially with longer digits), incorrect basic arithmetic, and insufficient calculator use. Some also had difficulties with specific question types such as tree diagrams and accurate formulation of equations.

Sep 5, 2026

Upload by Mimi