Jamaican PEP Prep Pack

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).

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

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?

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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

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."