[Past Questions]: Teaching And Assessing Numeracy For Early Grade

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For items 1 – 15, each question is followed by options lettered A to D. Read each item carefully and select the letter that corresponds to the correct answer.


1. A primary class 3 pupil wrote down the numerals below when asked to give the numeral for two hundred and seven. Which of them is correct?
a. 2007
b. 270
c. 207
d. 27


2. To determine the number of objects in a given set, the primary class one child should be able to …………….
a.count the objects
b. draw the objects
c. recite the number names in order
d. write the numerals


3. A primary class two pupil identified one of the following as not true about even numbers. Which one is that?
a. Only one even number is prime.
b. Even numbers have no whole number divisors.
c. All even numbers are exactly divisible by 2.
d. All multiples of 2 are even numbers.


4. In skip-counting in fives, the number 95 comes after………………………………………………………..
a. 100
b. 94
c. 90
d. 85


5. In teaching place value of numbers in base ten (10 to 10,000) to primary class 3 pupil, the following manipulatives can be used except …………………………………………………………………
a. abacuses
b. bundles of ten sticks and single ones.
c. Cuisenaire rods.
d. Diene’s multi-base Arithmetic Blocks.


6. In the multiplication sentence 5×7=35, the number 7 is called the …………………………
a. multiple.
b. multiplicand
c. multiplier
d. product


7. To assist primary one pupils to find the sum of 4 + 5 using Cuisenaire rods, the rod representing 5 is…………………………………………
a. blue
b. dark green
c. purple
d. yellow


8. Which of Diene’s base ten pieces would you use to represent the number ‘3’ when helping a primary school pupil to understand the value of the number 385?
a. Blocks
b. Flats
c. Longs
d. Units/cubes


9. Which of the following is true about prime numbers? All ………………………………………
a. odd numbers are prime.
b. prime numbers are odd.
c. prime numbers have no whole number divisors.
d. prime numbers have only two natural numbers factors.

10. A pupil traces the side of a square pyramid that is not the base. The shape of the figure obtained is …………………………………
a. circle
b. rectangle 
c. square
d. triangle
11. procedure in Mathematics in which a number is assigned to an attribute or property of an object is called………………………………………..
a. measurement 
b. estimate
c. counting
d. cardinality
`12. In measurement, the prefix “milli” preceding units of measure as in millimetres, milligrams, milliliter, etc. refers to……………………………………………… 
a. one thousand units 
b. one thousandth of a unit
c. one hundredth of a unit
d. one hundred units
13. The total mathematical experiences that the early grade learner is expected to go through for that period of time, (4 to 8 years of age), can be referred to as mathematics…………………………..
a. course manual
b. curriculum
c. lessons
d. syllabus
14. All these are aspects of the Mathematics curriculum except……………………………………………..
a. assessment
b. materials and resources
c. objectives
d. topics
15. The following are methods of assessing Kindergarten pupils except………………………………
a. class test.
b. one-on-one interaction with the children.
c. use of rating scales.
d. use of achievement report cards.      

For questions 16 – 20, provide your answers. Each question carries 4 marks.

  1. Briefly describe how you would assist a primary class one pupil to add 3 and 2 using Cuisenaire rods.
  2. Using concrete materials, briefly explain the following multiplication concepts using the idea of multiplication as repeated addition of the same factor.
    (i) 3×5
    (ii) 5×3
  3. (a) Give two examples of quadrilaterals.
    (b) State two similarities between a cuboid and a cube.
  4. Explain how you would guide a lower primary child to determine the value of “3” in the numeral 432.
  5. Describe how you would use any named base ten materials to help primary class two pupil to add 23+12.

SECTION B

1. (a) Give two reasons why it is important for the early grade teacher to prepare lesson notes for his/her lesson.                                                                                     

(b) Describe step by step, using any named concrete materials how you would use to introduce ‘10’ as a unit to early grade learners.

(c) Describe how you would help a primary class1 pupil to solve the problem, 8-5, using the following approaches.
(i) Take away method.
(ii) Using the number line.

2. (a) How would you explain to a primary class 2 pupil that in the numeral “58”, the digit ‘5’ is greater than the digit ‘8’ using a named concrete material.                       

(b) Describe clearly how you would use concrete materials to assist class 3 pupils to solve the division problem 12÷3 using the method of:
(i) sharing
(ii) grouping
(c) Briefly describe how you would guide a pupil to divide the number represented by 3 flats, 2 longs and 4 units by 3, (you may ignore diagrams).

  1. (a) (i) Explain what the following are: Mathematics Curriculum and Mathematics syllabus.
    (ii) Give two (2) differences between the Mathematics Curriculum and Mathematics syllabus.
    (b) (i) State two (2) reasons why Early Grade learners need to be assessed regularly. (ii) Give three (3) expressions a BS1 pupil can use to explain her observation when she compares the lengths of a blackboard ruler and the leg of her classroom table. ( (c) (i) What are pre-number activities? Give two (2) examples.
    (ii) Describe how a BS1 pupil, who cannot count objects conventionally, will be able to determine which of two groups of objects, pebbles and beads, has more members.

See Also: Theories in the Learning of Mathematics Past Questions

Answers


C
A
B
C
C
C
D
B
D
D
A
B
B
D
A

  1. Take light green rod and red rod to represent 3 and 2 respectively. Join them end to end. Pick a rod that matches the length of the 2 rods joined. That is yellow representing 5. Therefore, 3 + 2 = 5.
  2. (a) 3×5=5+5+5=15. Using bottle tops eg. form 3 groups of 5 bottle tops each. Put all together to form one group. These are 15 in all. Therefore, 3×5=15.
    (b) ) 5×3=3+3+3+3+3=15. Form 5 group of 3 bottle tops each. Put all together and count. The sum is 15. Therefore, 5×3=15.
  3. (a) Rectangle, square, kite, rhombus, parallelogram, trapezium, etc.
    (b) Both have 6 faces 8 vertices and 12 edges.
    Both are in the class of prisms.
    Both have flat surfaces only.
    Their faces from quadrilaterals when drawn on a flat surface.
  4. The child uses any base ten materials to represent the number 432. For example, Diene’s base ten materials: 4 flats, 3 longs, 2 units. 3 longs is equal to 30 units. Therefore, the value of 3 is 30.
  5. Using bundles of ten sticks and loose ones. For example, take two bundles and three loose ones to represent 23. Take one bundle and two loose stick for 12. Put the bundles together to get three bundles for 30. Put the loose sticks together to get five sticks for 5. Put all together to obtain three bundles and five sticks, representing 30+5=35. Therefore, 23 + 12 = 35.
  6. SECTION B
    3 a. (i). The Mathematics curriculum refers to all the mathematical experiences a child is expected to go through under the guidance of the school during the course of study. It spans for more than a year.
    The Mathematics syllabus is a list of all the topics to be covered in Mathematics for a particular class for a period of one year.
    (ii). Differences between the Mathematics curriculum and Mathematics syllabus:
    Curriculum syllabus
    Content is course specific. It is broad. Content is subject specific. It is not broad but subject-centered.
    Deals with many subjects at a time Is based on one subject at a time.
    Spans for more than one year Spans for only one year.
    Covers the entire learning experiences of the pupil in and outside the school, etc. Deals with topics to be taught and learnt in mathematics in each class every year, etc.

b. (i). Reasons why early grade learners need to be assessed regularly:
For diagnosis and guidance
To monitor learners’ performance over time.
To evaluate the effectiveness of one’s teaching procedures.
For classification or placement.
To stimulate competition and motivation among learners.
Etc.
(ii). Three expressions a BS 1 pupil can use to tell her observation when she compares then lengths of two objects include:
The ruler is as long as the leg of the table; or
The ruler is longer than the leg of the table; or
The leg of the table is shorter than the ruler.
c. (i). Pre-number activities are activities children are involved in so as to prepare them for an understanding of number and number work. Examples include forming groups of objects, sorting objects, comparing objects, matching of objects, ordering of objects, etc.
(ii). The child can do so by matching or pairing the members of the two groups on one-to-one correspondence until one group has all its members finished and the other still having members. The group with members not paired is taken to have more objects than the one whose members are finished.

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