1. A teacher recorded the age, in years, of some learners as shown: 6, 6.
5, 7, 6,
5.5, 7.5, 5.5, 6.7, 7.5, 8, 6, 6, 7, 9 Determine the modal age and calculate the
median age of the learners.
2. A teacher prepared an assessment rubric for the specific learning outcome
during a lesson. State three uses of an assessment rubric.
3. Teacher trainees conducted group discussions on the role of primary school
Mathematics in daily life situations. Explain two roles of primary school
Mathematics in daily life situations. 2 Mark(s)
4. Teacher trainees conducted group discussions on the role of primary school
Mathematics in daily life situations. Explain two roles of primary school
Mathematics in daily life situations. 2 Mark(s)
5. Teacher trainees examined best approaches for developing core
competencies while teaching primary school Mathematics. List four strategies
a teacher would use to teach the sub strand, Number concepts. 4 Mark
6. Teacher trainees discussed the concept of Position and direction and the
application in real life. Write four significance of learning the concept, Position
and direction.
7. A teacher planned an appropriate activity for learning the concept of capacity
using the following specific learning outcome. By the end of the lesson, the
learner should be able to establish the relationship between a litre and a
quarter litre practically. Describe the steps of an activity the teacher would
follow to achieve the following specific learning outcome.
8. A teacher modelled an activity on the concept of volume. Describe the steps
the teacher would follow to guide learners practically using 45 cubes, in
establishing that the volume (V) of a cuboid with a square base is equivalent
to area of the base multiplied by the height in cubic units.
9. Teacher trainees worked out problems on variations using the following
example. A teacher trainee drew a line on a co-ordinate plane such that x and
y are related by an equation y = mx + c, where m and c are constants.
Describe the steps the teacher trainee would follow to determine the values
of m and c given that when x = 3, y = 20 and when x = 4, y = 40. Hence,
write the equation in terms of x and y. 5 Mark(s)
10.A teacher guided learners in creating number patterns involving subtraction
using the following question. What are the next two numbers in the pattern?
698, 683, 670, 659, 650 , _______, ______. Describe the steps the teacher
would follow to guide learners in finding the next two numbers in the pattern.
[Link] trainees discussed how to formulate linear inequalities using the
following example. Bidii planted 15 tree seedlings during a week. Alicia
planted x tree seedlings more than Bidii in the same week. The total number
of tree seedlings planted altogether was less than 62. Form a simple linear
inequality to represent the information. Which of the following inequalities is
the correct response? 1 Mark(s) a. ... b. ... c. ... d. ... e.
[Link] trainees examined the variables in a quadratic equation, 3x2 – x – 3 =
0. Which of the following is the correct coefficient of the linear variable? 1
Mark(s) a. 3 ... b. – 3 ... c. – 1 ... d. 0 ... e. 1 ...
[Link] trainees modelled material and activities for learning linear
equations. Which of the following would be an appropriate material for
learning linear equations? 1 Mark(s) a. Abacus. ... b. Counters. ... c. Place
value chart. ... d. Number line. ... e. Beam balance.
14.A learner saw the following question on a Mathematics textbook. A clock
loses 5 seconds every hour. The clock was set correctly on Tuesday at 8.10
a.m. What time would it show on Thursday at 8.10 a.m in the same week?
Which of the following is the correct response? 1 Mark(s) a. 8.04 a.m ... b.
8.06 a.m ... c. 8.14 a.m ... d. 8.08 a.m ... e. 8.12 a.m
15.A teacher plans to guide learners in constructing triangles using a ruler and a
pair of compasses only. Which of the following measurements would be used
to construct a right angled triangle? 1 Mark(s) a. 6.75 cm, 15 cm, 24 cm. ... b.
5.25 cm, 9 cm, 11.25 cm. ... c. 2.25 cm, 3 cm, 3.75 cm. ... d. 3.75 cm, 5.25
cm, 6 cm. ... e. 4.5 cm, 6 cm, 9 cm.
[Link] trainees analysed multiplication of whole numbers in lower primary
school. Which of the following would be the appropriate strategy to teach
multiplication of whole numbers by 3? 1 Mark(s) a. Adding single digit
numbers. ... b. Shopping using currency coins. ... c. Skip counting on a
number line. ... d. Use of a place value chart. ... e. Place circular rings on an
abacus. ...
17.A trader exported the following types of fruits. The fruits were packed in
packets containing different number of fruits. Which type of fruits would be
packed in groups of 4, 8 and 12 fruits in a packet? 1 Mark(s) a. Mangoes and
oranges. ... b. Pawpaws and mangoes. ... c. Mangoes and tangerines. ... d.
Avocadoes and pawpaws. ... e. Oranges and pawpaws.
18. A teacher guided learners in arranging the following Roman numerals in an
ascending order. DXLVII, CCCXLVII, DCXXXVII, DCCXXXVII, CDXXXXVII Which
of the following list is the correct order? 1 Mark(s) a. CDXXXVII, DXLVII,
CCCXLVII, DCXXXVII, DCCXXXVII. ... b. CCCXLVII, CDXXXVII, DXLVII, DCXXXVII,
DCCXXXVII. ... c. CCCXLVII, DCXXXVII, DCCXXXVII, CDXXXVII, DXLVII. ... d.
DCCXXVII, DCXXXVII, DXLVII, CDXXXVII, CCCXLVII. ... e. DXLVII, CCCXLVII,
DCXXXVII, DCCXXXVII, CDXXXVII.