Paper 2 — Exam Style

Marking Scheme

Section — Multiple Choice — Remember

Q1. (d) A password lets someone log in as you, so it is private. The other three are personal — millions of children give the same answers. [1]

Q2. (a) Editor can change your file. A Viewer can only read it, and a Commenter can add notes without touching your words. [1]

Q3. (c) Report sends the problem to the people who run the app. Mute only hides messages from you and tells nobody. [1]

Q4. (b) Active means you chose it before it existed. Logins, devices and searches are all recorded without anyone asking you. [1]

Q5. (c) 550. Working: 120 + 95 = 215, + 140 = 355, + 110 = 465, + 85 = 550. [1]

Q6. (c) A screenshot saves what was really said, and saving proof is the fourth upstander move. Option (d) feels tidy, but the post can vanish, leaving a teacher with nothing to act on. [1]

Q7. (b) A credit names the maker, like "Rangoli by Meera Nair". A caption describes the picture but need not say who drew it. [1]

Q8. (c) Autoplay picks the next video for you, which is how three hours can feel like ten minutes. [1]

Q9. (b) Many different people each add one small piece. One person repeating themselves eleven times is not a crowd. [1]

Q10. (d) A bare number answers no question until it is labelled. The other three compare or decide something, so they are information. [1]

Q11. (a) Colour is formatting, not a use of data. The five uses are decide, spot a pattern, predict, keep a record and check a change worked. [1]

Q12. (a) True. Sheets autosaves after every change, which is why the power cut at the Diwali fair lost nothing. [1]

Q13. (c) Text hugs the left. Real numbers, currency and dates all push to the right, so a left-hugging amount is the warning sign. [1]

Q14. (a) The borders button draws the lines. The paint bucket is the tempting wrong answer, but it fills a cell's background instead. [1]

Q15. (c) Select everything, so each name travels with its own score. Selecting one column alone breaks every row apart. [1]

Q16. (b) A to Z means smallest first for numbers. Z to A is the one that puts the biggest score on top. [1]

Q17. (a) True. Untick a value and the rows vanish from view, but the row numbers skip, which proves the rows are still there. [1]

Q18. (b) With no equals sign, Sheets believes she simply wanted to type those letters, so it shows them. Option (c) is the tempting guess, but Sheets does not think anything is wrong at all, which is why the mistake is easy to miss. [1]

Q19. (c) The star is the multiply sign. The × in (b) comes from your maths book, and Sheets will not accept it. [1]

Q20. (d) A pie chart splits one whole into slices that add up to 100%. Bars and columns compare separate amounts instead. [1]

Section — Multiple Choice — Understand & Apply

Q21. (d) One school, one section, one face is enough to walk up to him. Option (c) catches people out because the name is missing — but a photo plus a school plus a section identifies him just as surely as a name would. [2]

Q22. (d) Restricted keeps out everyone he did not name, and Viewer means they read without editing. Option (b) also blocks editing, but the link can be forwarded outside the class for ever, so the audience is far bigger than 30. [2]

Q23. (a) Naming a real mela proves nothing, because anyone can type the name of a mela. Option (d) feels fair, but whatever he sends back cannot be checked either, so a swap gives your photo away and proves nothing. [2]

Q24. (c) Searches, likes and login times are recorded whether you think about them or not. Option (a) is the common belief — but posting is only the active half of a footprint, and the passive half is being written the whole time. [2]

Q25. (a) Delete reaches the copy that sits in your own account, and nothing else. Option (b) is the trap: being the person who made it does not give you a delete button inside somebody else's phone. [2]

Q26. (d) Not making things worse is not the same as making them better, and Vihaan is still alone in there. Options (a) and (b) are the near-misses — refusing to forward is the first upstander move, but on its own it is still silence. [2]

Q27. (c) Leaving protects only the person who leaves, and the target is left inside with a smaller, quieter audience. Option (d) is wishful thinking — a post stays exactly where it is however many people walk away from it. [2]

Q28. (a) Somebody drew that cartoon, and tracing it does not make it his. Option (c) is the tempting one because a photo of a person usually needs permission — but Meera not only agreed, she picked the picture, so that box is already ticked. [2]

Q29. (d) Media balance is how much, what kind and when — Kabir decided all three, and Anaya decided only the first swipe. Option (b) is the trap: the amounts really are equal, so the amount cannot be what separates them. [2]

Q30. (b) Crowdsourcing works because many different people cover ground one person cannot, and twelve teammates are not different enough. Option (a) misses it — the trouble is not the number twelve, it is that all twelve are alike. [2]

Q31. (a) It compares two rows and answers a question: 45 − 20 = 25 minutes. Option (b) is the trap — 45 is the biggest number there, but a bare number with nothing beside it still tells you nothing. [2]

Q32. (d) Four Mondays that all sit near 14 make a pattern, and using a pattern to say what comes next is predicting. Option (a) is tempting because the record is what made it possible — but keeping the numbers and using them to look forward are two different jobs. [2]

Q33. (a) B4 — column B holds children, and Class 4-C sits in row 4. Option (b) C4 is the same row but the wrong column, so it gives the bus fare of 150 instead of the 30 children. [2]

Q34. (b) Two: the plain 250 and the Currency one, because Currency is a real number wearing a ₹ sign. The other two have letters or a dash typed in with the digits, so Sheets stores them as text and SUM skips them silently. [2]

Q35. (c) A header only works by being different, and if every row is bold and coloured, row 1 is just one more colourful row. Option (b) is the classic mix-up — formatting changes how cells look and never what they are worth. [2]

Q36. (b) Without the tick, Sheets treats row 1 as ordinary data, so the heading gets shuffled in among the scores. Option (c) describes the other classic sorting mistake, but that one comes from selecting a single column, not from the header tick. [2]

Q37. (c) Unticking hides, so the three Class 4 rows disappear and Classes 3 and 5 remain. Option (a) is exactly backwards — it lists the rows that got hidden, which is what happens if you read unticked as chosen. [2]

Q38. (b) The real total is 124 + 12 = 136, and the cell shows 124 because the range stops at row 7. Option (c) has the right number but blames the function — it is obeying its range perfectly, and it is the range that is out of date. [2]

Q39. (d) 14 × 30 = 420 rupees from notebooks. Option (b) has the right number with the wrong meaning: the packets count is 14, and 420 is money, so always ask what the answer is counting. [2]

Q40. (c) The five activities are parts of one whole day, so it is a pie, and 9 ÷ 24 = 0.375, which is 37.5%. Option (d) is the near-miss — 9% just copies the number of hours instead of measuring it against the 24-hour whole. [2]

Section — Multiple Choice — Think & Decide

Q41. (b) On its own each answer describes thousands of children, so none says which child you are. Put together, one city, one school, one face and one name reach exactly one person, and a stranger could wait outside that gate. The school is the piece most worth dropping, because it turns everything else into a place somebody can actually go to. Options (c) and (d) each pick one piece and miss the adding-up, which is the whole point. Marking guidance: Tests whether the child understands that small safe pieces add up to identify one person, rather than hunting for the single dangerous item in the list. [3]

Q42. (b) Settings are silent and never expire, so four friends still hold the power to change a finished poster four months later, and Meera has probably forgotten they have it. Option (a) is the tempting one: nothing going wrong is not proof that nothing will, only that nobody has opened it. Option (d) invents an expiry that does not exist. The smallest role that still does the job is the rule, and the job has changed from building the poster to reading it. Marking guidance: Tests whether the child knows a setting keeps working long after the reason for it has gone, and lowers the role rather than treating a quiet file as a safe one. [3]

Q43. (a) Telling an adult first keeps the mess small and brings help for the rest, and changing the password immediately after is what actually shuts the door. Option (c) is the strongest rival — the password does get changed first — but it leaves the child handling a stranger alone, and 'later' has a way of never arriving. Option (b) reports while the stranger is still logged in, and (d) gives away a whole day for nothing. Marking guidance: Tests whether the child sees that changing the password is the step that actually removes the stranger's access, and that telling an adult belongs at the start rather than the end. [3]

Q44. (c) From Anaya a stranger learns what she chose to show: how she draws, how she has improved, and roughly when she is online. That is a large active footprint. Rohan feels invisible but is not — his searches, likes and login times show what interests him and when he is awake, and he chose none of it. Options (a) and (d) both make the same mistake in different words: posting is only the active half of a footprint. Marking guidance: Tests whether the child uses active and passive correctly and insists Rohan has a footprint despite posting nothing, while still judging the two sizes honestly. [3]

Q45. (b) The gain in (a) is real for a moment: it can feel like defending the target and the crowd may switch. The cost is bigger — there are now two mean posts and two bullies, the chat is louder, and nobody has checked on the target, who is still sitting there alone. Instead: refuse to forward it, message him privately, write one calm line saying stop, and screenshot it for a trusted adult. Option (c) is a rule, not a reason. Marking guidance: Tests whether the child weighs a genuine gain against a genuine cost rather than simply calling the plan wrong, and notices the target is still unhelped. [3]

Q46. (a) The two debts are different, which is what makes this worth thinking about. Being honest means saying whose work is whose, and Vihaan has done that; being careful means asking before posting anything with another person in it, and he has not. Anaya is the mirror image. Option (c) is the trap: meeting one responsibility does not cancel the other, and a whole copied paragraph pretending to be hers is the larger fault of the two. Marking guidance: Tests whether the child separates honesty (credit) from care (permission) and assigns the right missing duty to each child rather than swapping them. [3]

Q47. (b) The amount is small and the plan still fails, because the timing steals sleep and tiredness is what drops catches. That is the point: media balance is how much, what kind and when, and a rule fixing only the how much leaves the app deciding the other two. Options (a) and (c) are thirty sensible minutes, and (d) changes only the shape of the same half hour, so none of them tests his claim. Marking guidance: Tests whether the child can produce a counter-example that holds the minutes constant and varies the timing or the kind — the only way to show the limit is not the whole answer. [3]

Q48. (a) One line takes twenty seconds, which is why hundreds of children will actually do it, and one line per child per shelf stops any single voice adding the same shelf eleven times. The trying-out step matters just as much: somebody goes and checks the top reported shelves before books are moved. Option (c) is crowdsourcing without that rule, so the loudest child decides. Option (b) asks the one person least likely to notice the problem. Marking guidance: Tests whether the child requires three things of a crowd design: a tiny piece from many people, a rule stopping one person dominating, and a real check of the result. [3]

Q49. (c) Improvement is a comparison, and a comparison needs two measurements of the same thing at two different times. This table holds one, from today, so however cleverly it is sorted or totalled it can never say who improved. Option (d) is the clever-looking miss: 61 − 29 = 32 is a real calculation that answers a different question entirely. A measurement nobody took cannot be recovered later. Marking guidance: Tests whether the child recognises a missing second point in time, and resists arithmetic that looks like an answer but measures the gap between two children instead of one child over time. [3]

Q50. (b) There are two faults, and both matter. One week is not a pattern, and a June week in the monsoon is the least typical week of the year, so the shop will run out in the rains and throw umbrellas away in December. The fix is weekly sales across every month, then stock by season instead of forty for ever. Option (d) argues about the number when the problem is the evidence behind it. Marking guidance: Tests whether the child names both problems — too little data, and data from an unrepresentative time — rather than only saying 'count more'. [3]

Q51. (d) She is right about what it protects: autosave to Drive means a power cut in the middle of the fair costs nothing. But six people typing into one file can put different numbers in the same cell, and the second quietly replaces the first. Six notebooks could never overwrite each other — the worst they could do is disagree, and a disagreement is at least visible. So the sheet trades a loud risk for a quiet one. Marking guidance: Tests whether the child accepts the genuine advantage and still names the sheet's own new cost as a silent overwrite, not a crash. [3]

Q52. (a) Numbers, currency, dates and times all push themselves to the right of a cell, while text sticks to the left. So the ₹350 on the right is a stored number wearing a currency format, and the Rs 350 on the left is text. Only the first adds, because the format changed how the number is displayed while the value underneath stayed 350. Option (d) is the near-miss: the ₹ was added by the format, but the Rs was typed by a person. Marking guidance: Tests whether the child uses the alignment clue and can separate what a cell stores from what it shows. [3]

Q53. (a) Formatting genuinely helps the eye — right-aligned digits stack, so a 4 sitting where a 40 belongs sticks out, and borders stop your eye sliding into the wrong row. It can also flatter: a smart table looks finished, so people stop questioning it, which is the grain of truth in (d). But a beautiful table and an ugly one hold exactly the same 12, so formatting can never repair a value, and (b) is the mistake worth naming out loud. Marking guidance: Tests whether the child holds the line that formatting changes appearance only, while still crediting the real ways it helps and hinders checking. [3]

Q54. (b) Only one of the two problems is about looks. The header really does need formatting — bold and one fill colour. But numbers push themselves right by default, so numbers on the left are probably text, and they will be skipped by SUM. Option (a) is the dangerous answer: right-aligning them makes a broken column look correct while it still refuses to add. Retype them as digits and set Format, then Number. Marking guidance: Tests whether the child separates an appearance problem from a data problem, and sees that re-aligning text would disguise the fault instead of repairing it. [3]

Q55. (c) Largest first gives 7, 7, 5, 4, 2. Vihaan and Anaya are tied on 7, and a sort has no reason to prefer either, so it leaves them in the order they were already in — Vihaan was above Anaya before and stays above her after, which is why (a) is the near-miss. Option (b) is smallest-first, and (d) has sorted the names alphabetically instead. A sort rearranges whole rows and never changes a value. Marking guidance: Tests whether the child sorts descending correctly and knows a tie keeps the rows in their existing order rather than being decided by the sheet. [3]

Q56. (d) The visible books are Tenali Raman and Amar Chitra, so 5 + 7 = 12. The whole list is 5 + 2 + 6 + 7 + 3 + 4 = 27. The four hidden rows hold 2 + 6 + 3 + 4 = 15 copies, and 12 + 15 = 27 exactly. That proves nothing was deleted — the missing copies are still in the sheet, just off the screen, and option (a) is what you would expect if a filter really did delete them. Marking guidance: Tests whether the child computes both totals and reads the difference as hidden rows rather than lost data; the 12 + 15 = 27 check is the strongest evidence. [3]

Q57. (b) The six values are now 18, 24, 9, 8, 27, 15, so SUM gives 101 — that is 23 less than the old 124. MIN gives 8 and has moved from Wednesday to Thursday, because 8 is now below Wednesday's 9; option (a) is for anyone who assumes Wednesday is still the smallest. MAX gives 27 and has moved from Thursday to Friday, since Thursday's 31 was the only value above it. Always read across the row to find the day. Marking guidance: Tests whether the child recomputes all three functions and notices that one corrected value moved both MIN and MAX to different days. [3]

Q58. (c) D2 is =B2*C2, giving 8 × 45 = 360; D3 gives 14 × 30 = 420; D4 gives 6 × 55 = 330. The grand total is =SUM(D2:D4), and 360 + 420 = 780, + 330 = 1110. Option (a) adds each row instead of multiplying it, and (b) has the three rows right but slips in the final addition — worth checking twice, since a grand total is the number everybody quotes. Marking guidance: Tests three multiplications and one addition, and whether the child notices that a correct set of rows can still be spoiled by the final total. [3]

Q59. (b) Every cell his formula names sits in column B, which holds packets: 9 + 7 + 12 = 28. A reader should doubt ₹28 at a glance, because one glue stick alone costs ₹25 and three rows of stock cannot be worth less than a single item. Money needs a multiplication first: 9 × 15 = 135, 7 × 25 = 175, 12 × 20 = 240, and =SUM(D2:D4) gives 550. Option (c) is =SUM(B2:C4), which adds packets to prices and means nothing at all. Marking guidance: Tests whether the child traces a formula back to the column it actually reads, judges the size of the answer against real prices, and repairs it by multiplying each row before adding. [3]

Q60. (d) The six activities are parts of one whole day: 10 + 4 + 2 + 3 + 2 + 3 = 24 hours, so a pie chart answers the share question, and 10 ÷ 24 = 0.4166, which is 42% to the nearest whole percent. Sleep beats play by 10 − 4 = 6 hours, and a bar chart is what shows a gap like that against a scale. Option (a) copies the hours instead of dividing by 24 — the mistake to watch for. Marking guidance: Tests a division against the correct whole, a rounding, and a subtraction, plus the judgement that a pie answers 'what share' while a bar answers 'how much bigger'. [3]