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 of these ratios is equivalent to 2:3?
- 2.Work out an estimate for 312 × 19, by rounding each number to 1 significant figure.
- 3.Write 60 as a product of its prime factors, using index notation.
- 4.A sponsored walk is 36 km long. Aisha has completed 8/12 of the walk. Work out how far she has walked.
- 5.A metal alloy is made from copper and tin in the ratio 7:3. Work out the mass of tin in 250 g of the alloy.
- 6.Find the missing number: 17 × ▢ = 391
- 7.A jug holds 3 litres of a drink that is 60% fruit juice. 1 litre of water is added to the jug. Work out the percentage of the new mixture that is fruit juice.
- 8.The price of a games console is reduced by 10%. In a later sale the reduced price is reduced by 10% again. Work out the overall percentage decrease.
- 9.Work out an estimate for 89 + 52, by rounding each number to the nearest 10.
- 10.The rent on a flat increases by 10% one year and by a further 10% the following year. Work out the overall percentage increase over the two years.
- 11.Grace buys three items costing £9.95, £19.90 and £4.99. Work out an estimate for the total cost, by rounding each price to the nearest pound.
- 12.Work out (−2)² − 3
- 13.Three business partners share a profit of £48,000 in the ratio 3:5:4. Work out how much the partner with 5 parts receives.
- 14.A rectangular field measures 19.6 m by 48.3 m. Work out an estimate for the area of the field, by rounding each length to 1 significant figure.
- 15.Priya invests £750 in a savings account that pays simple interest. After 3 years, the account contains £840. Work out the annual rate of simple interest.
- 16.A sponsored walk raised £350 for charity. 20% of the money raised is spent on equipment. Work out how much is spent on equipment.
- 17.Write the fraction 47/50 as a decimal.
- 18.Work out an estimate for 8,900 ÷ 29, by rounding each number to 1 significant figure.
- 19.Work out an estimate for 397 ÷ 21, by rounding each number to 1 significant figure.
- 20.A car is bought for £17,500. Its value decreases by 12% in the first year, and by a further 10% of its reduced value in the second year. Work out the value of the car at the end of the second year, giving your answer to the nearest pound.
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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