Ensuring your success
Clement Radcliffe, Contributor

Students of Donald Quarrie High School performing a drama piece at the Multicare Foundation's annual Christmas concert at the Breezy Castle Centre, Harbour Street, last year. - Ricardo Makyn Photo

I PRESENTED last week a list of materials which must be available to ensure success in the CXC examinations. The materials include:

(a) Syllabus, including amendments
(b) Hardcover notebook
(c) Suitable textbook(s) and past papers

It is critical that each student has these available as we approach this series of lessons and, indeed, use them appropriately.

A review of the syllabus will indicate that students can enter at either the basic or the general proficiency level. The general proficiency level was NEVER intended for all students. Indeed, it was designed for those who will pursue further education, especially in mathematics or related field. It is also required to gain entry to some courses in tertiary institutions, for example, engineering, at the University of the West Indies or at the University of Technology.

The basic proficiency, on the other hand, is designed for those who wish to use mathematics in certain jobs, for example, working as a cashier. This is due to the emphasis which is placed on the practical areas in the basic examination. I should warn, however, that a pass at the general proficiency level is given wider recognition. It is widely felt that many students would fare better had they been prepared for the basic proficiency. It follows clearly then that you should consider objectively the proficiency level for which you should register in November.

Students pursuing the basic or the general proficiency level are required to do two papers as follows:

(a) Paper One ­ multiple choice;
(b) Paper Two ­ essay-type questions.

Each of these papers requires different approaches.

PAPER ONE ­ MULTIPLE CHOICE

The following pointers must be carefully noted.

(a) It is in the best interest of students to try to gain as many marks as possible on this paper.

(b) Among the four responses given for each question, are three distracters (wrong answers) and a key (correct answer). The three distracters given are usually based on a popular error made on the topic being tested. Random guessing is, therefore, not a recommended strategy.

(c) The correct answer may be determined by any of the following strategies:

(1) Working the problem to determine the answer.

(2) Eliminating the distracters by testing each answer until the correct one is found.

(3) A combination of both.

We will apply them in the following examples.

STRATEGY 1

EXAMPLE: If a * b = 3a + b, then 1 * 3 =

SOLUTION

Since a * b = 3a + b

then 1 * 3 = 3 x 1 + 3 = 6

:. ANSWER is (d).

STRATEGY 2

EXAMPLE: If 45 - 2x = 2x - 3, then x =

SOLUTION

You can substitute the various values of x until the equation is satisfied.

If x = 0, then 45 = -3. The equation is not satisfied, therefore (d) is incorrect.

If x = 7, then 45 - 14. = 14 - 3. The equation is not satisfied, therefore (a) is also incorrect.

Trying x = 12, then 45 - 24. = 24 - 3 = 21.

:. ANSWER is (c).

Please remember that a very good performance in the less complex multiple choice items can make a difference between 'pass' and 'failure'.

Using the above, let us review the solutions to the multiple choice questions given last week.

1. 39.98 x 0.5 is approximately equal to:

SOLUTION

Using strategy one, 1/2 of 40 = 20.

:. Answer is (c)

2. If 5n is an odd number, which of the following is an even number?

SOLUTION

Using strategy two, if 5n is odd, then 5n - 2 is odd, but 5n - 1 is even. :. Answer is (d)

3. 1/5 expressed as a percentage is:

SOLUTION

1/5 expressed as a percentage is 1/5 x 100 = 20.

:. Answer is (c)

LET US REVIEW PAPER TWO

This paper contains 'essay-type' questions and require that students display competence at three cognitive levels. These are recall, method and reasoning.

RECALL:

This requires the presentation of basic facts and formulae, and the working out of simple calculations. Marks can be earned at the recall level for the presentation of formulae and/or for calculating the correct answer.

METHOD:

Students are credited for correct use of appropriate methods in solving a given problem, for example, the student who correctly applies Pythagoras' theorem will earn 'method' marks.

REASONING:

This involves the correct selection of an appropriate method for complex problems, or the correct interpretation of given information.

The above underscores the fact that in order to prepare effectively for examinations in mathematics a student has to place emphasis on studying information, using appropriate methods and practising problems.

Now, for your homework.

1. 82 - 6 2 =

2. The least number of sweets which can be shared equally among 5, 10 or 15 children is:

* Clement Radcliffe is principal of Glenmuir High School in Clarendon.