A strategic approach
Clement Radcliffe,Contributor

I do hope you are aware that mathematics is offered at both the Caribbean Certificate of Secondary Level Competence (CCSLC) and the Caribbean Secondary Education Certificate (CSEC) levels. The former is designed for the less-able student and is not supported by the Ministry of Education. The CSEC level was designed for those students who will pursue further education, especially in mathematics or a 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; also by some employees.

While a pass in the CCSLC is adequate for jobs, a pass in CSEC examinations is preferred by employers. It follows, therefore, that effective preparation should be done over an adequate time frame in order to improve your chance of success.

Last week I presented a list of materials which you should procure to ensure your success in the CXC examinations. The materials include:

(a) Syllabus - including amendments

(b) Hard-cover notebook

(c) Suitable textbook(s) and past papers

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

Last week I presented four multiple-choice items as practice lessons. I do hope that you completed them easily. If you have not yet done them, please do so now.

You are asked to note the following with respect to multiple-choice items:

(a) It is in the best interest of students to try and 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 one and two.

We will apply these strategies in the following examples.

STRATEGY 1

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

(a) 10

(b) 9

(c) 4

(d) 6

SOLUTION

Since a * b 3a + b, then 1 * 3 = 3 x 1 + 3 = 6

the answer is d.

STRATEGY 2

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

(a) 7

(b) 24

(c) 12

(d) 0

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.

the answer is c.

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

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

1. Write 3/5 as a decimal.

(a) 0.6

(b) 0.06

(c) 0.006

(d) 0.0006

SOLUTION

Using strategy 1, 3/5 = 0.6 The answer is a.

2. 25 + 4 0 =

(a) 31

(b) 34

(c) 32

(d) 33

SOLUTION

Using strategy 1, 25 + 4 0 = 32 + 1 = 33. The answer is d.

3. 59.96 x 0.5 is approximately

(a) 0.3

(b) 3

(c) 30

(d) 300

SOLUTION

59.96 is approximately 60 and 0.5 is ?

60 x 1/2 = 30. The answer is c.

4. If 3n is an odd number, which of the following is an even number?

(a) 3n - 2

(b) 3n + 2

(c) 3n + 4

(d) 3n - 1

SOLUTION

Using strategy 2, if 3n is odd, then 3n - 2 is odd, but 3n - 1 is even. Answer is d

Let us now review PAPER 2.

This paper contains essay-type questions and requires 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.

For your homework please attempt some additional multiple-choice items.

1. 42 - 22 =

(a) 2

(b) 4

(c) 12

(d) 14

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

(a) 15

(b) 30

(c) 45

(d) 60

3. 2/5 expressed as a percentage is

(a) 5%

(b) 20%

(c) 25%

(d) 40%

4. 23. 98 x 0.5 is approximately equal to:

(a) 0.12

(b) 1.2

(c) 12

(d) 120

I recommend that you now refer to your textbook for additional examples to be attempted on your own. Please concentrate on basic questions similar to the ones presented above. You may wish to email any difficulty you experience to the Gleaner Company to have them clarified.

Clement Radcliffe is an independent contributor. Send questions and comments to kerry-ann.hepburn@gleanerjm.com