SFNA English Language Paper 3 2020 — Past Paper & Online Quiz

5. 0 marks

Solve mathematical problems in different situations. Apply mathematical operations to solve real-life problems. 1. Division of whole numbers by fraction. 2. Division of Fraction with numerators up to three digits and denominators. 3. Explains profit and loss in buying and selling commodities. 4. Explains the meaning of income and expenditure. 5. Preparing income and expenditure sheets in buying and selling commodities. 6. Conducting projects based on buying and selling of commodities.

(i) Enhance critical thinking. 0 mk

(a)) Give two examples of items that show patterns. 1 mk

(i) What are the two main tasks pupils are expected to perform after measuring objects? 1 mk

(a) Adding Tanzanian currency with sum not exceeding 9999sh 3 mk

(a) Solve mathematical problems in different situations. Apply mathematical operations to solve real-life problems. 0 mk

(ii) What operations are pupils guided to perform on weight measurements? 2 mk

(none) Draw pictorial presented data 0 mk

(b) Subtracting Tanzanian currency not exceeding 9999sh 3 mk

(ii) Apply the skills in daily life. 0 mk

(b)) What should pupils be guided to do after identifying patterns? 2 mk

(b) Division of whole numbers by fraction. 0 mk

(iii) Identify new things you have learnt in the particular lesson. 2 mk

(c) Solving word problems involving Tanzanian shillings 4 mk

(c) Division of Fraction with numerators up to three digits and denominators. 0 mk

(iv) Explain how you will help the pupils who did not achieve the intended performance. 3 mk

(d) Simplify to the simpler form. 0 mk

(d) What is the role of the teacher during the conclusion stage? 1 mk

(e) Sources of profit and loss in buying and selling commodities. 0 mk

(f) Prepared income and expenditure sheets in buying and selling commodities. 0 mk

(g) Use a project on purchases which is based on the buying and selling of commodities. 0 mk

(h) Calculate area of a square 0 mk

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6. 0 marks

Applying skills of reasoning and proof in real-life situations (Part Two) 1. Calculating speed. 2. Calculating distance, time, speed and its three components. 3. To identify moving objects that may travel on roads, water and in air. 4. The height, base and hypotenuse of a right angled triangle have been correctly identified and distinguished. 5. The Pythagoras theorem has been correctly used to calculate the base, height and hypotenuse sites of a rightangled triangle. 6. Applying Pythagoras theorem correctly in real life such as crossing roads, playing football, climbing up the buildings. 7. Terms of whole numbers, fractions and decimals are simplified correctly. 8. Simple algebraic equations involving whole numbers, fractions and decimals are solved correctly. 9. Solve Word problems of simple algebraic equations involving whole numbers, fractions and decimals.

(a) According to the table, what is one question a teacher asks themselves during reflection about the 'Activity to be done by pupil'? 1 mk

(6.1) Define the term portfolio. 0 mk

(a)) On what should the assessment of identifying patterns be based? 1 mk

(i) List any three teaching techniques mentioned. 3 mk

(a) Applying skills of reasoning and proof in real-life situations (Part Two) 0 mk

(none) Suggest two ways a teacher can encourage pupils to develop mathematical concepts. 2 mk

(b) What question on evaluation relates to whether the pupil learned as expected? 1 mk

(6.2) List any three items that should be placed in a portfolio. 0 mk

(b)) What steps should be assessed during the evaluation of pattern identification? 1 mk

(ii) List any four teaching materials mentioned. 4 mk

(ii) A pupil left for to school at half past seven and arrived at half past eight. How much time do you think the a pupil spent along the way? 1 mk

(b) Applying the formula of speed to calculate distance, time and speed 0 mk

(c) What question on reflection addresses the effectiveness of the activities in building competence? 1 mk

(6.3) Why is it important for a teacher to prepare criteria for assessing a portfolio? 0 mk

(iii) Definition of vocabulary used 0 mk

(c)) What should be done for pupils who fail to identify patterns correctly? 1 mk

(c) Using the concept of speed 0 mk

(d) Identifying and distinguishing the height, base and hypotenuse of a right-angled triangle 0 mk

(d) According to the table, what is one question a teacher asks themselves during evaluation regarding the 'Activity to be done by pupil'? 1 mk

(e) What question on evaluation assesses if the activities contributed to the development of intended competence? 1 mk

(e) Using the Pythagoras theorem to calculate base, height and hypotenuse sides of a right-angled triangle 0 mk

(f) What is another reflection question about pupil learning from the activity? 1 mk

(f) Applying Pythagoras theorem in real life such as crossing roads, playing football, climbing up the buildings 0 mk

(g) Simplifying terms of whole numbers, fractions and decimals 0 mk

(h) Solving simple equations involving whole numbers, fractions and decimals 0 mk

(i) Solving word problems of simple algebraic equations involving whole numbers, fractions and decimals 0 mk

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7. 6 marks

Apply the skills of measurements in different everyday life contexts.

(a) What question on reflection is asked about the success of teaching and learning methods? 1 mk

(7.1) Why is assessment in Mathematics unique? 0 mk

(i) Guide pupils to understand the meaning of Coefficient, Variable and Term. In 4y; Term=(4y),(4)=Coefficient,(y)=Variable 0 mk

(none) What should the teacher check against the syllabus to determine pupils' understanding? 1 mk

(a)) Explain the importance of this main competence for a pupil. 0 mk

(a) Multiply metric units of length. 1 mk

(b) What question on evaluation is asked about the effectiveness of teaching methods? 1 mk

(7.2) What does assessment in Mathematics involve? 0 mk

(ii) Guide them to add or subtract like terms and give the answer in variable. Pupils should give correct answer. For example 3y + 2y = 5y or 10p – p = 9p. 0 mk

(b)) List the two specific competences that develop the main competence. 0 mk

(b) Divide metric units of length. 1 mk

(7.3) When does assessment take place in the learning process? 0 mk

(iv) Insist pupils that unlike terms are not added or subtracted together and that they remain as they are. For example: 6k + 2x = 6k + 2x or 7w – 4m = 7w - 4m. 0 mk

(c)) Briefly explain 'Specific competence 1: Apply Mathematical Operations to Solve Problems'. 0 mk

(c) Multiply metric units of mass. 1 mk

(d) Divide metric units of mass. 1 mk

(v) Give pupils more exercises involving terms. 0 mk

(7.4) Name two techniques/tools used for assessment during teaching and learning. 0 mk

(e) Multiply metric units of volume. 1 mk

(f) Divide metric units of volume. 1 mk

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8. 1 mark

Calculate area of a square.

(none) Explain the importance of using questions that make pupils think critically when using a textbook. 2 mk

(a) What question on reflection concerns the effectiveness of teaching and learning aids? 1 mk

(8.1) What is the main competence discussed in section 7.1? 0 mk

(a) Identify 2D shapes 0 mk

(b) What question on evaluation assesses the effectiveness of teaching and learning aids? 1 mk

(8.2) List three ways a teacher can help develop the main competence in mathematical language. 0 mk

(b) Mention names of 2D shapes 0 mk

(8.3) Name the three specific competences that develop the main competence. 0 mk

(c) Create 2D shapes 0 mk

(d) Draw 2D shapes 0 mk

(8.4) Define a number. 0 mk

(8.5) List five activities that help develop the specific competence of applying the concept of numbers for communication. 0 mk

(e) Use 2D shapes in making decorations 0 mk

(f) Mention 2D shaped objects in their surroundings 0 mk

(8.6) What quality should a teacher have to facilitate learning about the concept of numbers in various contexts? 0 mk

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9. 1 mark

Formulate algebraic equation.

(a) Identify 3D figures 0 mk

(none) When using a syllabus for Mathematics, what are the three key steps a teacher should follow? 3 mk

(a) What is one question asked during reflection about explanations and plans? 1 mk

(i) Add or subtract a number or the same term to both sides of the equation 0 mk

(b) Mention 3D objects in their surrounding 0 mk

(ii) Multiply or divide a number or the same term to both sides of the equation 0 mk

(b) What is one question asked during evaluation regarding clarity of explanations? 1 mk

(c) What reflection question addresses deviations from the lesson plan? 1 mk

(c) State two reasons why using skills of measurements is significant. 1 mk

(d) Mention two teacher's competencies related to teaching measurements. 1 mk

(d) What evaluation question probes differences between planned and implemented lesson parts? 1 mk

(e) What are the specific measurement instruments mentioned for use in Standard III up to VI? 1 mk

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10. 1 mark

Add algebraic terms.

(a) Apply the skills of statistics to pictures 0 mk

(none) Discuss the features and the appropriate use of a textbook in the teaching-learning process, based on the provided text. 5 mk

(a) What reflection question assesses if the intended standard of performance was reached according to instructions? 1 mk

(b) What evaluation question assesses the standard of performance reached according to instructions? 1 mk

(b) Read and interpret statistics by writing the number of items for ten pictures from different statistics 0 mk

(c) What reflection question asks about the pupil's ability to relate learning to daily life? 1 mk

(c) How should the teacher demonstrate measuring various items? 1 mk

(d) What activity should be done in groups regarding measuring items? 1 mk

(d) What evaluation question asks about the pupil's ability to relate competence gained to their daily lives? 1 mk

(e) What are the final steps for the pupils after measuring? 1 mk

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11. 1 mark

Subtract algebraic terms.

(none) Explain the relationship between the syllabus and the teacher's guide for effective teaching in Tanzania. What does each document represent? 3 mk

(a) What is the pattern of this sequence? 1 mk

(a) What aspects can be considered when evaluating teaching and learning? 1 mk

(b) What are the missing numbers in the sequence? 1 mk

(b) What is advised when reflecting about teaching and learning? 1 mk

(c) Challenge 3: Absenteeism of pupils. How to overcome: 2 mk

(c) Explain how the meeting with parents helped to resolve the issue. 2 mk

(d) Area 4: 1 mk

(e) Area 5: 1 mk

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12. 1 mark

Multiply algebraic terms to get a product not more than exponent 2.

(a) What is the pattern of this sequence? 1 mk

(a) What should a teacher provide after answering reflection and evaluation questions? 1 mk

(b) How can a teacher determine if the lesson was a success or failure in their remarks? 1 mk

(b) What are the missing numbers in the sequence? 1 mk

(c) How did the parents respond to the situation and the meeting? 2 mk

(c) What should be identified in the remarks to improve the lesson? 1 mk

(d) What was the overall positive outcome of the meeting and the actions taken? 3 mk

(d) What is another aspect that can be included in the remarks? 1 mk

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13. 1 mark

Divide algebraic terms.

(a) Tool 1: 0 mk

(none) Outline four (4) specific activities a pupil should attempt to achieve the competence of applying measurement skills in different contexts, as mentioned in the text. 4 mk

(i) Point 1: 1 mk

(a) Name any three examples of references mentioned in the text that can be used to broaden understanding. 3 mk

(b) What is the primary step a teacher should take before using references? 1 mk

(b) Tool 2: 0 mk

(ii) Point 2: 1 mk

(c) Tool 3: 0 mk

(c) What is a significant concern regarding references found on the internet? 2 mk

(iii) Point 3: 1 mk

(d) Tool 4: 0 mk

(iv) Point 4: 1 mk

(v) Point 5: 1 mk

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14. 1 mark

Calculate average using different data.

(none) Describe two (2) teaching and learning techniques that can be used for 'Specific Activity 1: Identify measurements of height'. 2 mk

(a) What specific subject is mentioned in the reflection questions? 1 mk

(a) Main competence: 1 mk

(b) What is the teacher expected to assess about themselves after reading the chapter? 2 mk

(b) Specific competence: 1 mk

(c) Activities to be performed by the pupil: 1 mk

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15. 1 mark

Read and interpret bar graphs.

(i) Add or subtract a number or the same term to both sides of the equation 0 mk

(none) Goal: 1 mk

(a) Step 1: 1 mk

(b) Step 2: 1 mk

(ii) Multiply or divide a number or the same term to both sides of the equation 0 mk

(c) Step 3: 1 mk

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16. 1 mark

Count up to 10000000.

(a) Primary function: 1 mk

(b) Guidance provided: 1 mk

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17. 1 mark

Read up to 10000000.

(a) Benefit 1: 1 mk

(b) Benefit 2: 1 mk

(c) Benefit 3: 1 mk

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18. 1 mark

Write a number in numerals up to 10000000.

(a) Requirement for effective teaching: 1 mk

(b) Analogy: 1 mk

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20. 1 mark

Explain the place value of numerical digits (ones, tens, hundreds, thousands, ten thousands, hundred thousand and millions).

(a) Guide a pupil to use skills of pattern, measurements, shapes and figures in solving word problems in real life context. 0 mk

(b) Use different tools and techniques during the process of teaching and learning for a pupil to think logically. 0 mk

(c) Give a pupil enough time to think and verify accuracy of what he/she thinks. 0 mk

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21. 1 mark

Write whole numbers on a number line.

(a) Apply the skills of measurements in solving problems in everyday life. 0 mk

(b) Apply concept of shapes and figures in different contexts. 0 mk

(c) Apply concept of patterns to solve problems in everyday life. 0 mk

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22. 1 mark

Read decimals to three decimal points.

(a) Identify the real life pattern items 0 mk

(b) Identify the missing numbers in a sequence of numbers 0 mk

(c) Arrange numbers in descending and ascending order 0 mk

(d) Identify a sequence of increasing or decreasing numbers. 0 mk

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English Language · Paper 3 · 2020

English Language · Paper 3 · 2020

Section A

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