ASSESSMENT TEST

PRE GRADE 11
Mathematics
(FOR ASSESSOR)
 Pre Grade 11 Assessment Test for Mathematics
• Try to keep the student relaxed – talking aloud all the time and using pen and paper.
• Give minimal hints if appropriate but do not take on the role of tutor – you are diagnosing – not fixing
problems!
• Always watch for careless errors in every question
• Space is left between questions so you can make notes AS you go along!
• Solutions in yellow box

Key to Shorthand

Shorthand Full Form Shorthand Full Form

S Student P/S/T Positive Self Talk
T/A Talking Aloud R/D Rule Dependency & patternizing
B/C Backchecking P/S Problem Solving Skills
P/P Pen & Paper D Defensive
S/Q Self-questioning OK/W OK to be wrong
M/P/T Memory Pegs and Triggers W/R Willing to take risks
Und Desire for Understanding Lat/T Lateral Thinking
L/T Lazy Thinking M/L Math Language is weak

Questions Notes
Q1. Evaluate 2 + 3 × 5. • If S says “5 × 5 = 25” and then doesn’t recognize
BEDMAS or order of operations when you give
2 + 15 = 𝟏𝟕 minimal hints, BEDMAS is a Gap!
• If S says “5 × 5 = 25” and then does know
BEDMAS when questioned, S must begin learning
M/T – in this case, the sight of various operations
[+𝑎𝑛𝑑 ×] must trigger BEDMAS.
• If jumps to an incorrect answer such as 25 -
possibly L/T and/or P/P

Q2. Express 64 as a power of 2. • Explain base is two right away – if S still cannot
begin – probably M/L a difficulty. Help get S
= 𝟐𝟔 started!
• If does in head well – likely verbal. If does on paper
well – likely visual. If does in head incorrectly,
likely needs P/P
• Watch for the need to B/C
• Gap if S can’t handle exponents and powers.

Pre Grade 11: Mathematics 2 © Ezy Math Tutoring | All Rights Reserved
Q3. Find the value of (2 + 3 − 1)2 . • If S begins to distribute – definitely is R/D!
• If does 4 + 9 + 1 𝑜𝑟 4 + 9 − 1 – do the following
= 42 = 𝟏𝟔 example and you can judge if S really wants to
understand!!!
• (2 + 3)2 Do this two ways: 1) 4 + 9 × 13 𝑎𝑛𝑑
(5)2 = 25 and ask which one S knows is right. S
will know it is 25 – point out that all algebra is
based on arithmetic. Judge if S cares or not –
important that S wants understanding!!!!

2 5
Q4. Find the value of 3 ÷ 9 × 2.
5 • Gap – if S can’t handle ÷ 𝑜𝑟 ×
• If S talks about a common denominator , but when
redirected S has knowledge about how to ÷ 𝑜𝑟 ×
2 9 5 1 3 1 fractions → M/T [better memory triggers needed]
× × = × × = 3`
3 5 2 1 1 1 – only the sight of a + 𝑜𝑟 − with fractions should
trigger the concept ‘common denominator’.
149 6
• If doesn’t divide out – ask S to do 3 × 149 If S still
wants to multiply, show S how to divide out and
see if S cares!
• Point out again that all algebra is based on
arithmetic and see if S cares!
• Note to assessor: should divide out wherever
possible

1
Q5. Find the value of 2 + 3 + 7.
3 • Gap –if can’t apply a common denom.
42
• Watch that S knows how to handle the 2 as 21
1 3 42 7 9 𝟓𝟖 • If S has trouble and says “haven’t done this type of
2+ + = + + = ` question for ages” – S is defensive and this can be
3 7 21 21 21 𝟐𝟏
serious trouble at this level. Be “cool” and explain
again that Algebra is based on Arithmetic and
these are the reasons S is having trouble in Algebra

1
Q6. How many quarter kilos are there in 5 2 kilos? • If S seems unsettled get S to explain why and may
find a fear of fractions or a fear of the word “kilos”
– needs OK/W strategy.
4 quarters in one whole so 4 times 5 is 20 and • If S begins to manipulate the fractions randomly
then two more quarters in one-half so 20 plus [such as
2 is 22. 1 1 1
` 5 2 × 4 𝑜𝑟 𝑒𝑣𝑒𝑛 5 2 × 4 [which leads to the correct
answer] – ask why and S will likely admit to wishful
thinking. R/D
• Encourage S to use his/her own logic – and if S is
still unsure – suggest he substitute a friendlier
word in place of “kilo”– Lat/T – such as “pizza”.

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 • If and when S suddenly sees that all that has to be
done is 5 times 4 [since 4 quarters in one whole]
and then add 2 for the extra half – commend S for
good logic and suggest that S should rely on his or
her logic first – before falling into patternizing
blindly.

0 0 0 • S will likely guess at some of these; S might say “0”

Q7. What is the value of a) b) c) ?
2 2 0 for all three.
• Explain that you are going to teach S how to teach
a) What do you multiply 2 by him/her self – rather than rely on rules or memory.
to get 0 → answer 0 R/D
` 12
• Write and tell S that he/she is teaching a Grade
b) What do you multiply 0 by 4
to get 2 → answer impossible 3 class – all of whom are excellent multipliers, but
`
have never heard the word division. Ask S to think
c) What do you multiply 0 by to of a question using the word multiply to which the
get 0 → answer any number Grade 3 class would immediately give the correct
`
answer of 3!!
• Assess S’s trust and self-confidence and ability to
come up with “what do you multiply 4 by to get
12?” You may have to give gentle hints – but avoid
telling S the question.
• Ask S to apply this same question to parts a, b, c.
a) should be easy
b) Assess S’s willingness to risk saying impossible -
W/R – do not accept undefined
c) Assess S’s logic and Lat/T to come up the
answer “any number”.

Q8. If 𝑎 = −3 find the value of −𝑎2 . • If S does it all in his/her head and gives the wrong
answer of +9 or even the right answer of -9, ask S
−𝑎2 = −( )2 = −(−3)2 = −(9) = −𝟗 to explain how he/she got that answer – likely
needs to learn P/P
• Often S jumps to the rule “a – times a – is +” so the
answer is +9. R/D and L/T
• Do not correct – say “pretend you’re from Mars,
and Martians have the same symbols for “−“, “2”,
but instead of the letter “a” they write “( )” Tell S
to rewrite −𝑎2 in Martian – S should write −( )2 -
then tell S to substitute the value of “𝑎” in the
empty bracket. Gap in substitution.
• If S still has difficulty, it will show a Gap in Order of
Operations.

Q9. If 9% of a number is 72, find the number. • If S has difficulty expressing ‘9% of an unknown

Pre Grade 11: Mathematics 4 © Ezy Math Tutoring | All Rights Reserved
 9 number is 72’, then S needs work on the skill of:
× 𝑥 = 72
100 Translating English into Math.
9𝑥 = 7200 • Anxiety may express itself with % and fractions
and if that is the case you will notice avoidance or
𝑥 = 800 jumping in without thought or just giving up.
The number is 800 • A Gap in % may exist, but by Grade 11, more apt to
be one of the above.

Q10. Simplify 5 − 2(2𝑥 − 3). • If S subtracts first, writing 3(2𝑥 − 3) it is most

likely due to one of the following and by
= 5 − 4𝑥 + 6 questioning, you should determine which one.
➢ Microscopic problem solver [jumps in as soon
= 𝟏𝟏 − 𝟒𝒙
as sees something familiar – doesn’t back away
and plan]
➢ Lack of memory triggers – the sight of both ”−“
and “×” should trigger BEDMAS [order of
operations] and you will know from earlier work
if S knows BEDMAS.
➢ Gap in order of operations – least likely by
Grade 11
• If S writes = 5 − 4𝑥 − 6, there may be a mild
perceptual problem [the ‘−‘ sign is mentally
carried over] or S may just be ‘jumping’ without
thought, but in either case, the strategy needed is
B/C

Q11. Simplify (2𝑥 − 3)2 . • If S mishandled #3 (2 + 3 − 1)2 = 4 + 9 + 1 and

you went over the whys with S back in #3, and yet
= (2𝑥 − 3)(2𝑥 − 3) in # 11, S writes (2𝑥 − 3)2 = 4𝑥 2 + 9 𝑜𝑟 4𝑥 2 − 9
you will have proof of one or more of the
= 4𝑥 2 − 6𝑥 − 6𝑥 + 9
following:
= 𝟒𝒙𝟐 − 𝟏𝟐𝒙
` +𝟗 ➢ L/T S can’t be bothered to try to remember
what you said – a difficult character trait to
overcome by Grade 11 – S must want to change
or there will be no success by tutoring!!
➢ Short term memory weakness – S must be
trained to use visual or verbal methods of
remembering [whichever is best for S] –
summary pages complete with good memory
triggers!
• If careless errors are made, such as “−6𝑥 + 6𝑥”
when S does actually understand the Algebra, then
B/C is key!

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Q12. Solve 2𝑥 2 + 3 = 5𝑥 + 1. • If S has no concept that it is necessary to first get
“0” on one side, then it is a clear cut case of never
2𝑥 2 − 5𝑥 + 2 = 0 learning important Memory Triggers!
(2𝑥 − 1)(𝑥 − 2) = 0 • The sight of an equation with the variable having
exponents of 2 [or higher] must immediately
2𝑥 − 1 = 0 𝑜𝑟 𝑥 − 2 = 0 trigger:
➢ Get all the terms on one side and “0” on the
𝒙 = 𝟏⁄𝟐 `𝒐𝒓 𝒙 = 𝟐 other side.
➢ Factor the non-zero side if possible and if not
use the Quadratic Formula.
• Difficulty with factoring will display a factoring Gap
Mistakes in the last line, such as 𝑥 = −2 likely are
due to a lack of B/C

Q13. Solve 3𝑥 + 2𝑦 = 10 • If S doesn’t know how to start, but when given a

2𝑥 + 𝑦 = 6 hint or two can continue, then the problem is a
lack of M/T and M/P! As soon as S sees two linear
By substitution: equations in two unknowns [the M/T], S should
immediately go to the M/P of substitution or
From 2) 𝑦 = 6 − 2𝑥
adding or subtracting!
Subst. in 1) 3𝑥 + 2(6 − 2𝑥) = 10 • If S can’t carry on in spite of many hints, then
solving linear equations is a Gap.
3𝑥 + 12 − 4𝑥 = 10
• Watch for careless errors – when they occur, turn
−𝑥 = −2 over the page and begin again with S backchecking
as well as talking aloud, and point out the really
∴ 𝒙 `= 𝟐
significant improvement!
and 𝑦 = 6 − 2(2) = 6 − 4 = 2
∴ 𝒚 `= 𝟐

By adding or subtracting:
1) 3𝑥 + 2𝑦 = 10
2) × 2: 4𝑥 + 2𝑦 = 12
Subtract: −𝑥 = −2
∴ 𝒙 `= 𝟐
Subst. in 2) 2(2) + 𝑦 = 6
4+𝑦 =6
∴ 𝒚 `= 𝟐

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Q14. The diagram shows how surveyors can lay out • Anxiety may be exhibited by the sight of word
two triangles to find the width of a river. Use problems or by geometry. Determine the source
the triangles to calculate the width of the river. of the anxiety and then defuse it carefully by
drawing info out of S that shows him or herself
that there was nothing to be anxious about.
• If S jumps in with trig – make sure that S justifies
why one can use the tan in the two different
triangles [i.e. both right angled and opposite
angles equal] But point out that S is likely
patternizing – if used logic first would simply have
used similar triangles.
• A Gap, of course, if S doesn’t understand why
triangles are similar or how to use equal ratios to
find the width of the river.
Let the width of the river be x m. The triangles
are similar [equiangular]

𝑥 50 𝑥 5
= → = → 2𝑥 = 120 → 𝑥 = 60
24 20 24 2
The river is `60 m wide.

Q15. Sketch the graph 𝑦 = 2(𝑥 + 1)2 + 4. • Gap if S doesn’t immediately recognize that this is
a parabola, unless when told that it is a parabola, S
can continue quite well – in this latter case it
would be lack of M/T [memory triggers] that was
the problem.
• If S realizes that it is a parabola, but has no idea
how to continue – there could be a variety of
reasons that you should pursue by questioning
until you know the correct one.
➢ L/T – just couldn’t be bothered really learning it
➢ Patternizing – in class S could follow along
when the teacher did one example and
assigned more questions just like it – S was
happily following the pattern without caring
Should recognize that this is a parabola,
about understanding
opening up
➢ Lack of homework which is essential for
Vertex is (−1,4) retention – can find this out by looking at his
Another point on the parabola is (0,6) school notebook
By symmetry another point is (−2,6) ➢ Genuine difficulty with retention – summary
Sketch the` parabola. pages, cumulative review, visual or verbal
tools, M/T and M/P must be used by S all the
time
• Smaller gaps may occur, such as the concept of
symmetry to get the third point.

Pre Grade 11: Mathematics 7 © Ezy Math Tutoring | All Rights Reserved
Q16. Determine the equation of a line ┴ the line • This question is an excellent test of problem
4𝑥 − 2𝑦 + 3 = 0 and having the same x- solving as long as S does know the underlying
intercept as 2𝑥 + 3𝑦 − 10 = 0. concepts of slope and intercepts.
• If S circles round and round with good ideas, but is
Find the slope of 4𝑥 − 2𝑦 + 3 = 0 having difficulty actually getting started → S is a
−2𝑦 = −4𝑥 − 3 global thinker and needs to use P/P to jot down all
3 his/her good ideas! S must also ask and answer the
𝑦 = 2𝑥 + 2 key questions to focus his/her thoughts:
∴ slope is 2 and the slope of the perpendicular ➢ What am I trying to find?
1
line is − 2 ✓ What do I need to find it?
➢ What am I given?
✓ How can I use it?
Find the 𝑥 intercept of 2𝑥 + 3𝑦 − 10 = 0 • If S jumps in and begins to work with something
Set 𝑦 = 0 and then 2𝑥 = 10 familiar with no plan, S is microscopic and needs
∴ 𝑥 = 5 is the 𝑥 intercept. to back away and develop a plan before jumping
1
in. The same key questions as above will help S
Now we want the equation of a line with 𝑚 = − 2 form a plan and give direction.
and passing through (5,0) • Of course if any basic concepts are missing, they
will constitute a Gap – but don’t jump to the
Use either of the following two formulae. conclusion that S doesn’t know something, just
because S isn’t using it. You must ask carefully
Formula I worded questions to determine gaps from poor
𝑦 − 𝑦1 = 𝑚(𝑥 − 𝑥1 ) problem solving skills or inability to trigger the
1 needed knowledge or just plain lazy thinking.
∴ 𝑦 − 0 = − (𝑥 − 5) → 2𝑦 = −𝑥 + 5
2
∴ equation of new line is 𝒙 + 𝟐𝒚
` =𝟓

OR

Formula II
1
𝑦 = 𝑚𝑥 + 𝑏 → 𝑦 = − 𝑥 + 𝑏
2
1 5
Subst. in point (5,0) → 0 = − 2 (5) + 𝑏 → 2 = 𝑏
𝟏 𝟓
∴ equation of new line is 𝒚 = − `` 𝒙 +
𝟐 𝟐

Pre Grade 11: Mathematics 8 © Ezy Math Tutoring | All Rights Reserved
Q17. In ∆ DEF, 𝑑 = 62, 𝑒 = 51, and 𝑓 = 48 Find • This is mainly a question to test trigonometry
angle DFE. knowledge. You will quickly find out if sine law and
cosine law are gaps. If they are, try a simple right
angled triangle to test that knowledge.
• P/P and B/C and T/A should be watched for
carefully.

𝑑2 +𝑒 2 −𝑓 2
Use either cos 𝐹 = 2𝑑𝑒
2 2 2
OR 𝑓 = 𝑑 + 𝑒 − 2𝑑𝑒𝑐𝑜𝑠𝐹
622 + 512 − 482
cos 𝐹 =
2 × 62 × 51
𝟎
∠ DFE = 49
``

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