20 questions with no calculator: the four operations, fractions, percentages, order of operations, factors and estimation.
✏️ Paper 1 non-calculator warm-up — Foundation
Paper 1 is worth exactly as much as each calculator paper, and it is the one most Foundation students practise least. This sheet is a warm-up for it: twenty questions drawn from the number and ratio statements that turn up on the non-calculator paper year after year — column arithmetic with decimals and negatives, adding and subtracting fractions, percentages of amounts, priority of operations, factors and multiples, and estimating by rounding to one significant figure. Do it with a pen and nothing else. Twenty-five minutes is about right, but do not stop early if you need longer; the point is to find out which of these have quietly gone rusty, not to score well. Mark it, then go back to the topic page for whichever one cost you the most.
- 1.Which statement about the number 91 is correct?
- 2.Work out (−36) ÷ (−6) × 2
- 3.Work out (−3) × 4 + 10
- 4.Sam compares 0.6 and 5/8 by comparing the digit 6 with the digit 5, and says that 0.6 is the larger number. Convert 5/8 to a decimal to find the correct larger value.
- 5.Write £3.60 : £2.40 as a ratio in its simplest form.
- 6.Work out −7 − (−3).
- 7.A fruit punch is made from orange juice, pineapple juice and lemonade in the ratio 5:3:2. A jug holds 3.5 litres of punch in total. Work out the volume of pineapple juice needed.
- 8.A box holds 80 chocolates. 75% of them are milk chocolates. Work out how many milk chocolates are in the box.
- 9.Write 0.325 as a fraction in its simplest form.
- 10.Work out 4368 ÷ 12.
- 11.In a test, Amelia answered 18 of the 24 questions correctly. Work out the percentage of the questions she answered correctly.
- 12.Write 0.45 as a fraction in its simplest form.
- 13.A minibus can carry 16 passengers. A school is taking 179 pupils on a trip. By rounding 179 to the nearest 10, work out an estimate for the number of minibuses needed, given that the school cannot hire part of a minibus.
- 14.A sum of £150 is divided between Ben and Chloe in the ratio 2:3. Work out Chloe's share.
- 15.For any two whole numbers, the product of the numbers is equal to the product of their highest common factor and their lowest common multiple. The highest common factor of 6 and 8 is 2, and 6 × 8 = 48. Work out the lowest common multiple of 6 and 8.
- 16.A roll of ribbon is 8.4 m long. Ribbon is cut into pieces that are each 0.6 m long. Work out how many complete pieces can be cut from the roll.
- 17.Write 90 as a product of its prime factors.
- 18.Work out 36 ÷ (2 × 3)
- 19.Write 45 minutes : 2 hours as a ratio in its simplest form.
- 20.A charity raffle sells 240 tickets at £1.85 each. 40% of the money raised is given to a local hospital. Work out how much money the hospital receives.
What is on this worksheet?
The sheet holds 20 questions drawn from the MathsUK bank — the content areas covered: Number, Ratio, proportion and rates of change (statements N2, N3, N4, N10, N12, N14, R4, R5, R9). It is pitched at GCSE Foundation and takes about 25 minutes to work through in full. It is built for independent practice, with full answers at the end for self-marking.
How to use the sheet well
- Print it or open it on screen — both work. Printing is A4; the screen view fits phones and tablets.
- Do all 20 questions before checking — about 25 minutes is the guide, but there is no time pressure.
- Check the answers — press “Show answers” or print the answer page separately.
- Redo the questions you got wrong — twice as effective as doing 20 fresh ones.
- “New questions” — builds a fresh sheet on the same statements, so you can practise again without repeats.
Why this sheet helps
MathsUK worksheets use questions graded by difficulty and a fair spread of correct-answer positions (the answer is not always (a)) — so the student really has to think about each question rather than guess a pattern. Every question is tagged to a DfE content statement and checked before it enters the bank. The answers come with a step-by-step explanation, not just a value — so a wrong answer becomes a lesson.
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