Preparing for the exam

Clement Radcliffe, Contributor

It is my pleasure to welcome you to the Caribbean Examination Council (CXC) study

guide series for this school year. After the fluctuating performances over the last few
years, I am hoping that we can begin a trend of gradual and sustained improvement.
The results for June 2008 suggest some improvement. Certainly, the examination
has been less challenging for those who are involved in conscientious preparation. I,
therefore, implore you to join me as we study together during this year. Please be
assured that the material to be presented will go a far way in supporting your
efforts.

I must remind you at the outset that mathematics is not a subject to fear; rather, it
is a subject that will bring you immense pleasure as you learn the various concepts
and solve question after question. In assessing students' performance in the past I,
like many other examiners, am of the view that too many students are ill-prepared
for the examinations. We also feel that since the examination papers have been quite
straightforward, students should achieve better-quality results.

Experience has confirmed that weaker students wait until it is too late to begin
adequate preparation. Studying math is quite unattractive to these students, so they
postpone their involvement as long as they can. Let me remind these students,
however, that they can begin by emphasising the recall and method levels - that is,
recall of facts, do calculations and apply methods, for example simultaneous
equations. Problem solving can be developed later with practise.

To have you adequately prepared for the external examination, I urge you to get the
following materials:

SYLLABUS

This will inform you of the following:

• Structure of the examination

• Details of the specific objectives, etc.

The syllabus is available at schools or the CXC Western Zone office at 37 Arnold
Road, Kingston.

TEXTBOOKS

You may select from any of those available on the market. Use the one with which
you are most comfortable.

NOTEBOOK

A hardcover book or folder is recommended. Students must ensure that work done
throughout the course is kept together so that it may be reviewed at any time. The
recommended format for each topic is as follows:
Topic: Date: Brief notes:

PAST-PAPER QUESTIONS

Available in bookshops.

RESOURCE MATERIALS

• Media publications, for example, weekly CXC study guides in the Youthlink.
• A wide variety of model answers.

INSTRUMENTS

Mathematical instruments and a calculator which can be used in Paper 2.

This is a comprehensive list of the materials which are required and must be used
regularly.

To all tutors of mathematics, let me remind you to motivate your students.

Motivation is the most effective approach in dealing with a student's fear of the
subject. This strategy requires the continued effort of both parents and teachers and
may be achieved through the following:

• Constant encouragement
• Offers or rewards when earned
• Gentle persuasion where necessary
• Firm insistence that they stay the course when there is evidence of tardiness
• Ongoing involvement in the practice of problems of increased level of
difficulty
• Constant review of topics done in the lower forms

Of those listed above, practice is the most important strategy. The careful selection
of questions should result in some success. This will build the self-confidence as
students attempt more difficult problems.

I wish to use this opportunity to commend those students who did well in their
examinations. I suspect that the successful ones were those who were diligent in
their preparation. To those who were unsuccessful, there is still another chance. You
may wish to register now for the January 2009 sitting of the examination.

As you are no doubt aware, the mathematics examination has two papers:

Paper 1 - 60 multiple-choice items

Paper 2 - essay-type questions divided into TWO parts:

Section I - 8 compulsory questions

Section 2 - 6 optional questions from which to select TWO

The syllabus states the specific objectives which are tested in the various papers and
sections.

In the examination, you are tested on how well you have learnt the specific
objectives which are stated in the syllabus. Owning a syllabus is, therefore, not an
option. A distinction in mathematics is equivalent to having a comprehensive
knowledge of the subject.

Let me once again reaffirm how critical it is to use the specific objectives as a basis
for your preparation.

Please attempt the following multiple-choice items.

1. Write 4 as a decimal.

(a) 0.8

(b) 0.08

(c) 0.008

(d) 0.0008

2. 25 + 3 0 =

(a) 31

(b) 30

(c) 32

(d) 33

3. 39.96 x 0.5 is approximately

(a) 0.2

(b) 2

(c) 20

(d) 200

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

Answers

Prior to doing so, please let us together determine the solutions to last week's
homework.

1. 42 - 22 =

(a) 2

(b) 4

(c) 12

(d) 14

SOLUTION

It is best to evaluate the answer as follows:

42 - 22 = 16 - 4 = 12. The answer is (c).

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

SOLUTION

The least number to be divided equally among the three numbers is the highest
common factor (HCF). The HCF of 5, 10 and 15 is 30. Therefore, the answer is (b).

You could have tested each answer also. For example, 10 sweets cannot be shared
equally among 15 children. This is also the case for 45. While 60 is an answer, it is
not the least number.

3. 2/5 expressed as a percentage is:

(a) 5%
(b) 20%

(c) 25%

(d) 40%

SOLUTION

2
/5 expressed as a percentage is 2/5 x 100 = 40%.

Therefore, the answer is (d).

4. 7,853 to the nearest hundred is:

a) 7,800

(b) 7,900

(c) 7,950

(d) 8,000

SOLUTION

7,853 is between 7,800 and 7,900. Therefore, the nearest hundred to 7,853 is
7,900. The answer is, therefore, (b).

Now, let us continue this week's lesson by reviewing the topic, directed numbers. I
do believe that it is worth emphasising the importance of this topic, as weakness in
this area will affect your ability to solve problems involving the application of the four
arithmetic operations (+, - , x, ÷) to real numbers.

Your performance in a wide variety of topics, including many in algebra, could also
be significantly affected. The number line is quite useful in helping students to
understand this topic. The following method is also recommended:

EXAMPLE: Evaluate 8 - 11:

SOLUTION: I have 8 items, but owe 11.

I, therefore, owe three items which may be expressed as 8 - 11 = -3

Using either approach, if necessary, you should be able to evaluate the following
examples:

(1) 3 + 9 = 12 (4) 8 - (-6) = 14

(2) -3 + 14 = 11 (5) -6- 9 = -15
(3) -29 + 2 = -27 (6) 5 - 8 -3 = -6
Let us now look at the multiplication and division of integers. Review the following
examples with a view to identifying obvious patterns:

(1) -4 x -3 = 12 (4) -2 x 8 = -16

(2) -22 ÷ -2 = 11 (5) 5a x -5b = -25ab
(3) 12 ÷ -3 = -4 (6) 8 x p x q = 8pq

From the examples, the following should be noted:

• positive x positive = positive

• positive x negative = negative
• negative x positive = negative
• negative x negative = positive

This pattern is also true when dividing. I strongly suggest that this be committed to
memory as you need to ensure that all future calculations satisfy these rules.

Let us now review the addition and subtraction of fractions. This is usually the first
question on the paper. It is in your best interest to begin on a successful note.
Practice is, therefore, key.

ADDITION AND SUBTRACTION OF FRACTIONS

The method requires that you are comfortable with finding the LCM. Please review if
necessary.

The method is illustrated as follows:

Find 5/6 + 1/4 As the LCM of 6 and 4 is 12,

... 5/6 + 1/4 =

(2 x 5) + (3 x 1)/12 = 10 + 3/12

13
... Answer is /2

Now, let us attempt the following together:

22/3 - 7/5

In this case, it is recommended that mixed numbers 22/3 be inverted to a fraction.

... 2 2 - 7 = 8 - 7

3535

The LCM of 3 and 5 is 15.

\\ 8 - 7 =
35

(5 x 8) - (3 x 7) = 40 - 21 Answer = 19

15 15 15

The multiplication and division of fractions are also important, fundamental concepts.
Please review the following, noting that the rules relating to positive and negative
numbers are also applicable:

1. 1/3 x -5
/3 = -5
/9

2. -3/4 ÷ -1/2 = -3/4 x -2/1 = 3/2

3. 1/6 x 7/3 ÷ 5/12 = 1/6 x 7/3 x 12

/5 = 14
/15

Constant practice is crucial to your success in mathematics, so I will end this lesson
with your homework.

Evaluate the following:

(i) -4 x -3 (iv) -8 -7 + 6
(ii) -21 ÷ 7 (v) 3a x -6b
(iii) 11/12 + 5/6 - 2/3 (vi) 12/25 x 5/9 ÷ 5/18