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Jamaican PEP Prep Pack

A series of official Grade 4 PEP-style assessments and teacher resources designed to prepare students for the Jamaican Primary Exit Profile, covering all key mathematical domains from the National Standards Curriculum.

KAKelise Antonio
Math Mastery PEP Assessment

A comprehensive Grade 4 Mathematics assessment package aligned with the Jamaican National Standards Curriculum (NSC), featuring a 60-question examination and a detailed teacher marking guide.

Jamaican PEP Prep Pack

A series of official Grade 4 PEP-style assessments and teacher resources designed to prepare students for the Jamaican Primary Exit Profile, covering all key mathematical domains from the National Standards Curriculum.

KAKelise Antonio

Step-by-Step Solution:

  1. Write out the number: 72,408
  2. Identify the position of '2'. It is in the 4th position from the right.
  3. Positions are: 8 (Ones), 0 (Tens), 4 (Hundreds), 2 (Thousands), 7 (Ten Thousands).
  4. The value is \(2 \times 1,000 = 2,000\).

Correct Answer: (C)

Question 4

NSC Obj: 4.N.2.3

Solve multi-step word problems involving addition and subtraction.

Step-by-Step Solution:

  1. Initial number of chickens: 3,450
  2. Subtract chickens sold: \(3,450 - 1,280 = 2,170\) remaining.
  3. Add new chickens bought: \(2,170 + 500 = 2,670\).
  4. Final count is 2,670.

Distractor Analysis: Option A is the count before buying more; Option C incorrectly adds all three numbers.

Correct Answer: (B)

Question 9

NSC Obj: 4.N.3.5

Interpret remainders in division word problems in context.

Step-by-Step Solution:

  1. Identify the operation: \(45 \div 4\).
  2. Calculate: \(45 \div 4 = 11\) remainder 1.
  3. Analyze the remainder: 11 cars will be full, but 1 student is left over.
  4. Conclusion: An additional car is required for the leftover student. \(11 + 1 = 12\) cars.

Correct Answer: (B)

Question 20

NSC Obj: 4.M.2.1

Calculate area and perimeter of squares and rectangles.

Step-by-Step Solution:

  1. Given Perimeter of square = 24 cm.
  2. Formula for perimeter of square is \(4 \times \text{side}\).
  3. Find side length: \(24 \div 4 = 6\) cm.
  4. Formula for Area of square is \(\text{side} \times \text{side}\).
  5. Calculate Area: \(6 \text{ cm} \times 6 \text{ cm} = 36 \text{ cm}^2\).

Correct Answer: (B)

Diagnostic Thinking Rubric

Section 3 of 3

While the CBT is multiple-choice, analyzing student rough work provides deep insight into their mathematical reasoning. Use the following rubric to categorize student thinking on higher-order questions (e.g., Q4, Q9, Q15, Q20, Q30).

CriterionExceptional (3)Proficient (2)Basic (1)
Problem InterpretationCorrectly identifies all operations needed. Extracts all relevant data accurately.Identifies main operation but may miss a secondary step (e.g., the remainder context).Misinterprets the goal of the problem. Uses wrong operations for the context.
Computational AccuracyZero calculation errors in addition, subtraction, or multiplication tables.Procedural logic is sound, but contains minor slips (e.g., regrouping errors).Significant errors in basic operations; inconsistent application of number facts.
Curriculum LinkageEffectively applies abstract NSC concepts (e.g., area vs perimeter) to real scenarios.Understands the concept but struggles with technical vocabulary or units.Unable to connect the abstract mathematical concept to the presented problem.
Pedagogical Recommendations

Students who struggled with Measurement (Q16-20) likely need more hands-on estimation activities using local objects (bottles, desks). Students struggling with Algebra (Q21-25) would benefit from "balance scale" visual aids to understand equality.

Use CBT simulations

Peer-led correction

Week 12 days5 days
Week 20 days7 days
Week 34 days3 days
Week 41 day6 days

How many total liters of water were used for the garden in Week 3?

Liters

Part C: Reflection. As the Project Planner, what is the most important math skill you used today? Why was it important for the garden's success?

A

B

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22

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Supervisor Signature

Official Scanning Document

For Examiner Use

SCORE /60

2 Marks: Correct shape and labels, but dimensions off by 1-2 squares.

1 Mark: Any rectangle drawn and labeled.

Example: 15 units × 8 units

Part C: Area (2 Marks)

Solution: \(A = L \times W\)

\(15 \times 8 = \mathbf{120 \text{ m}^2}\).

Ensure units (m²) are present for full credit.

Task 3: Water & Reflection

Page 3 of 3

Part A & B Expected Answers

Part A (Capacity):

\(1,200 \div 250 = 4.8\)

Student must identify 4 full days. (Rounding down is critical here).

Part B (Week 3 Water):

Sunny days = 3.

\(3 \text{ days} \times 250 \text{ L} = \mathbf{750 \text{ L}}\).

Final Holistic Rubric

LevelDescription of PerformanceScore Range
MasteryAccurate calculations throughout. Explanations show deep reasoning (e.g., interpreting remainders in the water tank context). Scale drawing is precise.18 - 20
ProficientMinor calculation slips but procedural logic is sound. Understands area/perimeter distinction. Communication is clear.14 - 17
DevelopingStruggles with multi-step logic (e.g., finding number of packets). Difficulty with scaling. Explanations are brief or incomplete.9 - 13
BeginningLimited understanding of the tasks. Major errors in basic operations. Unable to interpret the data table correctly.0 - 8
Marking Tip

"Look for the 'Wait a Minute' moment in Task 3A. If a student calculates 4.8 and says 5 days, they haven't applied the math to the reality of the situation (running out of water). This is a prime indicator of critical thinking depth."

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