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WEI Survey of Primary Schools
TEACHER QUESTIONNAIRE
FOR THE WORLD EDUCATION INDICATORS
SURVEY OF PRIMARY SCHOOLS
ANNEX ON READING AND MATHEMATICS ACTIVITIES
FINAL VERSION – DECEMBER 2004
OECD/UIS/WEI/SPS(2005)3-NoNotes
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<CLASSROOM TEACHER> QUESTIONNAIRE FOR THE
WORLD EDUCATION INDICATORS
SURVEY OF PRIMARY SCHOOLS
ANNEX ON READING AND MATHEMATICS ACTIVITIES
December 2004
COUNTRY ID __|__|__
SCHOOL NAME __________________________
SCHOOL ADDRESS __________________________
<AND/OR SITE> __________________________
__________________________
LANGUAGE CODE __
SCHOOL ID __|__|__|__
NATIONAL SCHOOL ID __|__|__|__|__|__|__|__
<TEACHER> ID __|__|__|__|__|__
DATE __|__|__|__|__|__|__|__
This annex complements the <classroom teacher> questionnaire, in order to compare
topics taught and activities carried out in <Reading> and Mathematics <Grade 4>
<class>es in 14 countries.
In this questionnaire you will be presented with a variety of materials and types of
activities that might be used in <Reading> and Mathematics lessons at the <primary
school> level. Some of the exercises are easy, others are difficult; some probably
resemble the type of exercises you use with your <Grade 4> students, others may be
more appropriate for lower or higher <primary grades> in your school. You will be
asked to indicate, for each exercise, to what extent it is similar to the type of activities
you typically use with your <Grade 4> students.
This information will be used to describe:
• the level of difficulty of the reading materials that <classroom teachers>
consider as appropriate for use in an “average” <Grade 4> <class> in your
country, as well as in the other participating countries;
• the types of reading materials used most often;
• the nature of the reading questions and reading activities that are typically used
for <Grade 4> students in the various countries
• the level of difficulty of the Mathematics activities that <classroom teachers>
consider as appropriate for use in an “average” <Grade 4> <class> in your
country, as well as in the other participating countries;
• the nature of the Mathematics tasks that are typically used for <Grade 4>
students in the various countries.
The questionnaire should be completed by all <classroom teachers> teaching
<Language> and/or mathematics/arithmetic to <Grade 4> students in this school.
If you do not know an answer precisely, your best estimate will be adequate for the
purposes of the study, and is strongly preferred to non-response.
Your answers will be kept confidential.
Your answers will not be communicated to your <school head> nor to your administration.
They will be combined with answers from other <classroom teachers> throughout your country to
calculate totals and averages in which no individual person can be identified.
SOME QUESTIONS ABOUT THE TYPES OF TEXTS AND READING ACTIVITIES THAT
YOU TYPICALLY USE IN YOUR READING LESSONS
1 In a typical school week, do you teach <Grade 4> <Language>?
Please <tick> only one box. OT1, C, 1
No (If you <ticked> No, please go to question 5) ............................................
□
1
Yes ....................................................................................................................
□
2
The text below was used in the IEA Progress in the International Reading Literacy Study.
Please read it, and then answer a few questions on how it compares with the reading materials and
exercises that you typically use with your <Grade 4> students.
THE UPSIDE-DOWN MICE
By Roald DAHL
Once upon a time there lived an old man of 87 whose name was Labon.
All his life he had been a quiet and peaceful person. He was very poor and very happy.
When Labon discovered that he had mice in his house, it did not bother him much at first. But the mice
multiplied. They began to bother him. They kept on multiplying and finally there came a time when even he could
not stand it no longer.
“This is too much,” he said. “This really is going a little bit too far”. He hobbled out of the house down the road
to a shop where he bought some mousetraps, a piece of cheese and some glue.
When he got home, he put the glue on the underneath of the mousetraps and stuck them to the ceiling. Then he
baited them carefully with pieces of cheese and set them to go off.
That night when the mice came out of their holes and saw the mousetraps on the ceiling, they thought it was a
tremendous joke. They walked around on the floor, nudging each other and pointing up with their front paws and
roaring with laughter. After all, it was pretty silly, mousetraps on the ceiling.
When Labon came down the next morning and saw that there were no mice caught in the mousetraps, he smiled
but said nothing.
He took a chair and put glue on the bottom of its legs and stuck it upside-down to the ceiling, near the
mousetraps. He did the same with the table, the television set and the lamp. He took everything that was on the floor
and stuck it upside-down on the ceiling. He even put a little carpet up there.
The next night when the mice came out of their holes they were still joking and laughing about what they had
seen the night before. But now, when they looked up at the ceiling, they stopped laughing very suddenly.
“Good gracious me!” cried one. “Look up there! There’s the floor!”
“Heavens above!” shouted another. “We must be standing on the ceiling!”
“I’m beginning to feel a little giddy,” said another.
“All the blood’s going to my head,” said another.
“This is terrible!” said a very senior mouse with long whiskers. “This is really terrible! We must do something
about it at once!”
“I shall faint if I have to stand on my head any longer!” shouted a young mouse.
“Me too!”
“I can’t stand it!”
“Save us! Do something somebody, quick!”
They were getting hysterical now. “I know what we’ll do,” said the very senior mouse. “We’ll all stand on our
heads, then we’ll be the right way up.”
Obediently, they all stood on their heads, and after a long time, one by one they fainted from a rush of blood to
their brains.
When Labon came down the next morning the floor was littered with mice. Quickly he gathered them up and
popped them all in a basket.
So the thing to remember is this: whenever the world seems to be terribly upside-down, make sure you keep your
feet firmly on the ground.
2 How would the reading materials you typically use in your
<Grade 4> reading lessons compare with this text?
Please <tick> only one box for each row.
The reading materials used with my <Grade 4> students would
typically be:
Much Somewhat About Somewhat Much longer
2.1 As regards length shorter shorter same longer
OT2_1, C, 1............................. length
□ 1 □ 2 □ 3 □ 4 □ 5
Much lower Somewhat About Somewhat Much higher
2.2 As regards vocabulary level of lower level same higher level level of
OT2_2, C, 1............................. difficulty of difficulty difficulty of difficulty difficulty
level
□ 1 □ 2 □ 3 □ 4 □ 5
Much Somewhat About Somewhat Much more
2.3 As regards syntax simpler simpler same level more complex
OT2_3, C, 1............................. sentences sentences of complex sentences
complexity sentences
□ 1 □ 2 □ 3 □ 4 □ 5
Much less Somewhat About Somewhat Much more
2.4 As regards content demanding less same more demanding
OT2_4, C, 1............................. demanding demands demanding
□ 1 □ 2 □ 3 □ 4 □ 5
3 The text above is a fable. Other types of materials may be used in
reading lessons at <Grade 4>. Which of the following types of
written materials do you use in your <Grade 4> reading lessons,
and how often?
Please <tick> only one box for each type of written materials.
Never or Sometimes Often Very often
hardly (a few (several (several
ever lessons a lessons a lessons a
year) month) week)
3.1 Fables, or similar types of narrative texts
with imaginary characters and situations
(e.g. speaking animals, magic objects etc.)
OT3_1, C, 1........................................................... □ 1 □ 2 □ 3 □ 4
3.2 Narrative texts with real-life characters
and situations (e.g. stories about children,
life of famous people etc.) OT3_2, C, 1................ □ 1 □ 2 □ 3 □ 4
3.3 Information texts intended at describing or
explaining things (e.g. what is a volcano, how
do bees produce honey etc.) OT3_3, C, 1 ............. □ 1 □ 2 □ 3 □ 4
3.4 Authentic documents (e.g. timetables,
advertisements, forms, maps, labels,
instructions etc.) OT3_4, C, 1 ............................... □ 1 □ 2 □ 3 □ 4
3.5 “Basic” materials typically used to teach
decoding skills (e.g. lists of words associated
with pictures, single sentences or short texts
illustrating sounds – such as “The cat sat on
the mat”) OT3_5, C, 1........................................... □ 1 □ 2 □ 3 □ 4
CHECK01, VARIABLE CLASS=CK
4 Please review the examples of questions below that may be asked about The
Upside-Down Mice. How do they compare to the typical reading activities in
your <Grade 4> <class>(es)?
4a - Would you 4b - Would you 4c - If you
Type of question Example of put emphasis consider this answered
question on questions specific question “too easy”
similar to this as too easy, or “too
one? appropriate or difficult” in
too difficult for question
your <Grade 4> 4b, in which
students? <grade>
would it be
appropriate
Answer by Answer by to ask this
<ticking> only one <ticking> only one question?
box for each box for each
question. question.
4.1 Questions that ask 4.1.1 What was the □1 No emphasis
□1 Too easy
students to locate name of the old □2 Little emphasis
man? ........................ □2 Appropriate <Grade>__
and reproduce □3 Some emphasis
explicitly stated facts □3 Too difficult
about people, places,
□4 Major emphasis OT41_1C,
animals, from just OT41_1B, C, 1 N, 2, (0-12)
OT41_1A, C, 1
one of the sentences
in the text .................... 4.1.2 Where did □1 No emphasis
□1 Too easy
the old man put the □2 Little emphasis
mice when he □2 Appropriate <Grade>__
□3 Some emphasis
picked them up □3 Too difficult
from the floor?.........
□4 Major emphasis OT41_2C,
OT41_2B, C, 1 N, 2, (0-12)
OT41_2A, C, 1
4.2 Questions that ask 4.2.1 When he got □1 No emphasis □1 Too easy
students to locate home, the old man □2 Little emphasis □2 Appropriate
and reproduce first used the glue □3
explicitly stated facts to stick ……… on
Some emphasis □3 Too difficult
from several the ceiling.
□4 Major emphasis <Grade>__
passages in the text..... OT42_1C,
Find two other OT42_1A, C, 1 OT42_1B, C, 1 N, 2, (0-12)
things he glued to
the ceiling after
that: ……………...
.................................
Appropriate in
Type of question Example of question Emphasis Difficulty which
<grade>?
4.3 Questions that ask 4.3.1 Why did the □1 No emphasis □1 Too easy
students to locate the old man want to □2 Little emphasis □2 Appropriate
sentence with get rid of the mice? <Grade>__
□3 Some emphasis □3 Too difficult
relevant information
ڤHe had always □4 Major emphasis
and use it to make
hated mice.
inferences clearly OT43_1C,
ڤThere were too
suggested by the text. OT43_1A, C, 1 N, 2, (0-12)
many of them. OT43_1B, C, 1
ڤThey laughed
too loudly.
ڤThey ate all his
cheese.
4.4 Questions that ask 4.4.1 Which words □1 No emphasis □1 Too easy
students to make best describe this □2 Little emphasis □2 Appropriate <Grade>__
interpretations that story? □3 Too difficult
go beyond single
□3 Some emphasis
ڤSerious and sad □4
sentences, such as Major emphasis
ڤScary and OT44_1C,
identifying the mood
exciting N, 2, (0-12)
of an entire story......... OT44_1A, C, 1
ڤFunny and clever OT44_1B, C, 1
ڤThrilling and
mysterious
4.5 Questions that ask 4.5.1 Why was □1 No emphasis □1 Too easy
students to make there no mouse □2 Little emphasis □2 Appropriate <Grade>__
interpretations about caught in the □3
time sequence or mousetraps?.............
Some emphasis □3 Too difficult
causal relationships
□4 Major emphasis OT45_1C,
across the text ............. OT45_1B, C, 1 N, 2, (0-12)
OT45_1A, C, 1
4.5.2 How many □1 No emphasis □1 Too easy
days did the old □2 Little emphasis □2 Appropriate
man spend to get □3
rid of the mice?........
Some emphasis □3 Too difficult <Grade>__
□4 Major emphasis
OT45_2C,
N, 2, (0-12)
OT45_2A, C, 1 OT45_2B, C, 1
4.6 Questions that ask 4.6.1 Do you think □1 No emphasis □1 Too easy
students to make the mice were easy □2 Little emphasis □2 Appropriate <Grade>__
interpretations based to fool? Give one
□3 Some emphasis □3 Too difficult
on different aspects reason why or why
of characters and not............................ □4 Major emphasis
events, supporting OT46_1C,
the inference with OT46_1A, C, 1 OT46_1B, C, 1
N, 2, (0-12)
evidence from the
text..............................
CHECK02, VARIABLE CLASS=CK
Appropriate in
Type of question Example of question Emphasis Difficulty which
<grade>?
4.7 Questions that ask 4.7.1 You learn □1 No emphasis □1 Too easy
students to integrate what the old man is □2 Little emphasis
ideas across a text to like from the □3 Some emphasis □2 Appropriate <Grade>__
provide things he does. □3 Too difficult
interpretations of a Describe what he
□4 Major emphasis
character’s traits, is like and give two OT47_1B, C, 1
OT47_1C,
intentions or examples of what OT47_1A, C, 1
N, 2, (0-12)
feelings, and to give he does that show
text based support........ this...........................
4.8 Questions that ask 4.8.1 Underline in □1 No emphasis □1 Too easy
students to find the the text a sentence □2 Little emphasis □2 Appropriate <Grade>__
moral of the story, or that explains the □3 Too difficult
to comment on it.......... moral of the story ....
□3 Some emphasis OT48_1C,
N, 2, (0-12)
□4 Major emphasis
OT48_1A, C, 1 OT48_1B, C, 1
4.9 Questions that ask 4.9.1 Copy from □1 No emphasis □1 Too easy
students to reproduce the dictionary (or □2 Little emphasis □2 Appropriate <Grade>__
or memorize the blackboard) the □3 Too difficult
definition of difficult definition of the
□3 Some emphasis OT49_1C,
N, 2, (0-12)
words........................... word “hysterical” ... □4 Major emphasis
OT49_1A, C, 1 OT49_1B, C, 1
4.10 Questions that ask 4.10.1 Turn into □ No emphasis □1 Too easy
1
students to apply plural the sentence: □2 Appropriate
grammar rules using “He took a chair □2 Little emphasis □3 Too difficult <Grade>__
examples from the and put glue on the □3 Some emphasis
text............................... bottom of its legs □4 Major emphasis
and stuck it upside-
down to the OT410_1A, C, 1 OT410_1C,
OT410_1B, C, 1
ceiling”: N, 2, (0-12)
“He took all chairs
and ……………...”
4.10.2 Change into □1 No emphasis □1 Too easy
the present tense: □2 Little emphasis □2 Appropriate
He hobbled…….... □3 Some emphasis □3 Too difficult <Grade>__
He baited………… □4 Major emphasis
They thought…..... OT410_2C,
He stuck…………. N, 2, (0-12)
OT410_2A, C, 1 OT410_2B, C, 1
They came………
Appropriate
Type of question Example of question Emphasis Difficulty in which
<grade>?
4.11 Questions that ask 4.11.1 Continue □1 No emphasis □1 Too easy
students to write a the story: Add a □2 Little emphasis □2 Appropriate
short composition few sentences to <Grade>__
□3 Some emphasis □3 Too difficult
based on the text......... say what the old
man did with the □4 Major emphasis
OT411_1C,
OT411_1B, C, 1 N, 2, (0-12)
mice he gathered
OT411_1A, C, 1
from the floor...........
4.12 Questions that ask 4.12.1 Using the □1 No emphasis
□1 Too easy
groups of students to dialog in the text, □2 Little emphasis
play the scene □2 Appropriate <Grade>__
organise oral □3 Some emphasis OT412_1C,
activities based on when the mice are □3 Too difficult
the text........................ panicked...................
□4 Major emphasis N, 2, (0-12)
OT412_1B, C, 1
OT412_1A, C, 1
4.12.2 Organise a □1 No emphasis
□1 Too easy
discussion on □2 Little emphasis
whether this story □2 Appropriate
□3 Some emphasis <Grade>__
is only fiction, or if □3 Too difficult
it could have
□4 Major emphasis
OT412_2C,
happened in the N, 2, (0-12)
real world................. OT412_2B, C, 1
OT412_2A, C, 1
CHECK03, VARIABLE CLASS=CK
SOME QUESTIONS ABOUT THE TYPES OF TOPICS AND MATHEMATICS ACTIVITIES
THAT ARE TYPICALLY COVERED IN YOUR MATHEMATICS LESSONS
5 In a typical school week, do you teach <Grade 4> Mathematics?
Please <tick> only one box. If no, you do not need to complete question 6.
OT5, C, 1
No .....................................................................................................................
□
1
Yes ....................................................................................................................
□
2
The question below will present different topics and types of activities commonly used in
Mathematics lessons at the <primary school level> throughout the world.
However, different countries teach different topics at different stages. Therefore the list of
activities below most probably contains a number of items that would be either too easy or
too difficult for <Grade 4> students in your own country or for the students in your
particular <Grade 4> <classes>.
Please answer the questions by referring to the activities and topics that YOU typically
teach in your own <classes>.
6 The topics below are listed under headings commonly used in
mathematics lessons.
Type of question Example of question 6a - Would you 6b - Would you 6c - If you
put emphasis consider this answered
on questions specific “too easy”
similar to this question as or “too
one? too easy, difficult” in
appropriate or question
too difficult for 6b, in which
your <Grade <grade>
4> students? would it be
appropriate
Answer by Answer by to ask this
<ticking> only one <ticking> only question?
box for each one box for each
question. question.
QUESTIONS ON SPACE
Questions on shape and space
6.1 Questions that ask 6.1.1 The sides of a rectangle □1 No emphasis □1 Too easy
students to are doubled. What is the □2 Little emphasis □2 Appropriate
compare and effect on the area?.................... □3
classify shapes and
Some emphasis □3 Too difficult <Grade>__
objects using
□ Area stays the same. Major emphasis □4
□ Area is multiplied by 8
simple spatial
times
ideas and words .......
□ Area is multiplied by 4 OT61_1B, C, 1 OT61_1C,
OT61_1A, C, 1
times N, 2, (0-12)
□ Area is multiplied by 2
times
6.2 Questions that ask 6.2.1 The figures below □1 No emphasis □1 Too easy
students to make show different views of a □2 Little emphasis □2 Appropriate
simple spatial dice. □3 Too difficult <Grade>__
pictures, patterns
□3 Some emphasis
and constructions □4 Major emphasis
from verbal and
visual instructions.... OT62_1A, C, 1 OT62_1C,
OT62_1B, C, 1 N, 2, (0-12)
Which number is on the
opposite side of the number
5? .............................................
Type of question Example of question Emphasis Difficulty Appropriate in
which
<grade>?
6.3 Questions that ask 6.3.1 Draw a line through each □1 No emphasis □1 Too easy <Grade>__
students to use shape below to show which □2 Little emphasis □2 Appropriate
shape, orientation has an axis of symmetry ............ □3 Some emphasis □3 Too difficult
and symmetry to
complete simple
□4 Major emphasis
pictures or
patterns ................... OT63_1C,
OT63_1A, C, 1 N, 2, (0-12)
OT63_1B, C, 1
Questions on location
6.4 Questions that ask 6.4.1 The table below shows □1 No emphasis □1 Too easy <Grade>__
students to use the coordinates for the towns □2 Little emphasis □2 Appropriate
directional terms found in Vicori. The first □3 Some emphasis OT64_1C,
□3 Too difficult N, 2, (0-12)
to describe the number describes the east
position of objects coordinates, and the second
□4 Major emphasis
in relation to self..... number describes the north OT64_1A, C, 1
coordinates. Each unit in the OT64_1B, C, 1
coordinates represents 20
<kilometres>. Suppose you
live in Long, and <Jane> lives
in Bourne. How far away is
<Jane> from you? ......................
Bourne 5,5
Long 3,3
Norle 1,2
Balarod 3,7
Lake Open 7,2
East: …... <Km>
North: …... <Km>
CHECK04, VARIABLE CLASS=CK
Type of question Example of question Emphasis Difficulty Appropriate in
which
<grade>?
6.5 Questions that 6.5.1 □1 No emphasis □1 Too easy
ask students to □2 Little emphasis □2 Appropriate
locate key □3 <Grade>__
features when
Some emphasis □3 Too difficult
interpreting or
□4 Major emphasis
making simple
maps or models OT65_1A, C, 1 OT65_1B, C, 1 OT65_1C,
of familiar N, 2, (0-12)
locations ................
From the map above, in which
<state> is <Hanging Rock>?.......
QUESTIONS ON NUMBERS
Questions on numbers, counting and numeration
6.6 Questions that 6.6.1 There are currently 37 □1 No emphasis
□1 Too easy
ask students to people at a party. The host is □2 Little emphasis
count forwards expecting 100 people. How □2 Appropriate
□3 Some emphasis
and backwards to many people are expected to □3 Too difficult <Grade>__
and from 1000 turn up? .......................................
□4 Major emphasis
and skip-count to OT66_1C,
OT66_1B, C, 1
100 ........................ OT66_1A, C, 1 N, 2, (0-12)
6.7 Questions that 6.7.1 In which pair of numbers □1 No emphasis □1 Too easy
ask students to is the second number 100 more □2 Little emphasis □2 Appropriate
represent than the first number?.................. □3 <Grade>__
numbers up to
Some emphasis □3 Too difficult
999 ........................
□ 199 and 209 □4 Major emphasis
□ 4236 and 4246 OT67_1C,
OT67_1B, C, 1 N, 2, (0-12)
□ 9635 and 9735
□ 51 863 and 52 863 OT67_1A, C, 1
6.8 Questions that 6.8.1 Using a calculator, add □1 No emphasis □1 Too easy
ask students to up the numbers from 1 to 10 ....... □2 Little emphasis □2 Appropriate <Grade>__
use a 4-function □3 Too difficult
calculator to help
□3 Some emphasis OT68_1C,
with counting and □4 Major emphasis N, 2, (0-12)
place-value OT68_1A, C, 1 OT68_1B, C, 1
concepts ................ 6.8.2 Using a calculator, □1 No emphasis □1 Too easy
multiply 12.46 by 5 ..................... □2 Little emphasis <Grade>__
□2 Appropriate
□3 Some emphasis □3 Too difficult OT68_2C,
□4 Major emphasis N, 2, (0-12)
OT68_2A, C, 1 OT68_2B, C, 1
CHECK05, VARIABLE CLASS=CK
Type of question Example of question Emphasis Difficulty Appropriate in
which
<grade>?
Questions on mental computation and estimation
6.9 Questions that 6.9.1 <Tanya> has read about □1 No emphasis
□1 Too easy
ask students to ¼ of a book, and is now □2 Little emphasis
use estimation reading page 78. Which of the □2 Appropriate
□3 Some emphasis
<Grade>__
strategies to assist following is the best estimate □3 Too difficult
counting and for the number of pages in the
□4 Major emphasis
OT69_1C,
computations book?...........................................
OT69_1B, C, 1 N, 2, (0-12)
with numbers
□ 300 □ 310
greater than 20 ...... OT69_1A, C, 1
□ 320 □ 330
Questions on computation and applying number
6.10 Questions that 6.10.1 <Christine> thinks that □1 No emphasis □1 Too easy
ask students to the bottle below can hold 2 □2 Little emphasis □2 Appropriate
check solutions litres when full. She found that □3 Some emphasis
by estimation and it currently holds 440 ml of
□3 Too difficult <Grade>__
calculator use ........ water. Is her estimation too
□4 Major emphasis
OT610_1B, OT610_1C,
much or too little? ....................... OT610_1A, C, 1 C, 1 N, 2, (0-12)
6.11 Questions that 6.11.1 Here is the beginning of □1 No emphasis □1 Too easy
ask students to a pattern of tiles. □2 Little emphasis □2 Appropriate
read, write and □3 Too difficult
interpret symbolic
□3 Some emphasis <Grade>__
number sentences □4 Major emphasis
involving one OT611_1B, OT611_1C,
N, 2, (0-12)
operation ............... If the pattern continues, how OT611_1A, C, 1 C, 1
many tiles will be in Figure_6? ...
□ 12 □ 15 □ 18 □ 21
Type of question Example of question Emphasis Difficulty Appropriate in
which
<grade>?
6.12 Questions that 6.12.1 Which of the following □1 No emphasis □1 Too easy
ask students to units would be best used to □2 Little emphasis □2 Appropriate
estimate using describe the population of <add □3 Too difficult <Grade>__
common country name>? Would it be
□3 Some emphasis
measures in billions, millions, ten □4 Major emphasis OT612_1C,
familiar settings..... thousands, thousands or OT612_1B, N, 2, (0-12)
hundreds? .................................... OT612_1A, C, 1 C, 1
6.12.2 Which of the following □1 Too easy
□1 No emphasis
would describe the length of a □2 Appropriate
<basketball> court? ..................... □2 Little emphasis
□3 Too difficult <Grade>__
□ 20 <metres>
□3 Some emphasis
□ 40 <metres> □4 Major emphasis OT612_2C,
OT612_2B, N, 2, (0-12)
□ 100 <metres> C, 1
OT612_2A, C, 1
□ 200 <metres>
Questions on number patterns and relationships
6.13 Questions that 6.13.1 Bacterium (the singular □1 Too easy
□1 No emphasis
ask students to of bacteria), in the right □2 Appropriate
represent, conditions, can grow rapidly. □2 Little emphasis
□3 Too difficult
identify, extend They double their numbers □3 Some emphasis <Grade>__
and devise every 20 minutes. □4 Major emphasis
whole number OT613_1C,
patterns.............. OT613_1A, C, 1 OT613_1B, N, 2, (0-12)
C, 1
How much bacteria would
there be in 2 hours, if there was
1 bacteria to start with? ...............
CHECK06, VARIABLE CLASS=CK
Type of question Example of question Emphasis Difficulty Appropriate in
which
<grade>?
QUESTIONS ON MEASUREMENT
Questions on measuring and estimating
6.14 Questions that 6.14.1 How many □1 No emphasis □1 Too easy
ask students to <millimetres> are in a □2 Little emphasis □2 Appropriate <Grade>__
make increasingly <metre>? ..................................... □3 Too difficult
accurate estimates
□3 Some emphasis OT614_1C,
of measurements Answer: ...................................... □4 Major emphasis OT614_1B,
N, 2, (0-12)
using informal OT614_1A, C, 1 C, 1
units and standard □1 Too easy
units....................... 6.14.2 □1 No emphasis
□2 Little emphasis □2 Appropriate
□3 Some emphasis □3 Too difficult <Grade>__
□4 Major emphasis
OT614_2C,
OT614_2B,
OT614_2A, C, 1 N, 2, (0-12)
C, 1
Tick in the box below to show
which line, 1 or 2, you think is
longer ..........................................
□ Line 1 □ Line 2
How many paper clips from
your chain would fit along
each line?.....................................
Guess:
Line 1: …… Line 2: ……
Write the number of paper
clips each line measured from
end to end ....................................
Measure:
Line 1: …… Line 2: ……
Type of question Example of question Emphasis Difficulty Appropriate
in which
<grade>?
6.14 (continued) 6.14.3 Which of these would □1 No emphasis □1 Too easy
most likely be measured in □2 Little emphasis □2 Appropriate
Questions that millilitres?.................................... □3 <Grade>__
ask students to
Some emphasis □3 Too difficult
make
□ The amount of liquid in a Major emphasis □4
teaspoon
increasingly
□ The weight (mass) of a pin OT614_3C,
accurate OT614_3B, C, 1
□ The amount of gasoline in a OT614_3A, C, 1 N, 2, (0-12)
estimates of
tank
measurements
□ The thickness of 10 sheets of
using informal
paper
units and
standard units .......
6.14.4 <Joseph>’s flask has □1 No emphasis □1 Too easy
500 ml (millilitres) of water in □2 Little emphasis □2 Appropriate
it. When full the flask will hold □3 <Grade>__
1 litre. How much more water
Some emphasis □3 Too difficult
does he need to fill the flask? ......
□4 Major emphasis
OT614_4C,
OT614_4A, C, 1 OT614_4B, C, 1 N, 2, (0-12)
□ 200 ml □ 500 ml
□ 750 ml □ 1 litre
CHECK07, VARIABLE CLASS=CK
Type of question Example of question Emphasis Difficulty Appropriate in
which
<grade>?
6.15 Questions that 6.15.1 In a game of marbles, □1 No emphasis □1 Too easy
ask students to <Natasha> and <Billy> were □2 Little emphasis □2 Appropriate
measure and arguing about who got their □3 Some emphasis
compare using marble closer to a line
□3 Too difficult <Grade>__
appropriate scratched in the sand. The
□4 Major emphasis
informal units ........ diagram below shows the OT615_1A, C, 1 OT615_1B, OT615_1C,
marbles and the line. C, 1 N, 2, (0-12)
1- Just by looking at the
diagram, tick whose marble
you think is closer to the line ......
□ <Natasha>’s marble
□ <Billy>’s marble
2- To help <Billy> and
<Natasha> settle their
argument once and for all,
measure the distances yourself.
Draw lines to show where you
made the measurements and
label those lines with your
measurements..............................
3- Tick whose marble was
closer to the line, Billy's or
Natasha's marble .........................
□ <Natasha>’s marble
□ <Billy>’s marble
Type of question Example of question Emphasis Difficulty Appropriate in
which
<grade>?
6.16 Questions that 6.16.1 The clock shows the □1 No emphasis □1 Too easy
ask students to time at 2.30pm. Would the □2 Little emphasis □2 Appropriate
demonstrate angle between the hour and □3 Too difficult
understanding of minute hand be bigger or
□3 Some emphasis <Grade>__
the concept of smaller 5 minutes later? .............. □4 Major emphasis
OT616_1C,
angle...................... OT616_1B,
OT616_1A, C, 1 N, 2, (0-12)
C, 1
Questions on time
6.17 Questions that 6.17.1 Link the analogue and □1 No emphasis □1 Too easy
ask students to digital clocks to the □2 Little emphasis □2 Appropriate
tell the time using corresponding times .................... □3 Too difficult
digital and
□3 Some emphasis <Grade>__
analogue clocks..... □4 Major emphasis
OT617_1B,
OT617_1A, C, 1 C, 1
OT617_1C,
N, 2, (0-12)
6.17.2 Write the time shown by □1 No emphasis □1 Too easy
the clocks underneath each one... □2 Little emphasis □2 Appropriate
□3 Too difficult <Grade>__
□3 Some emphasis
□4 Major emphasis
OT617_2A, C, 1 OT617_2B, OT617_2C,
C, 1 N, 2, (0-12)
CHECK08, VARIABLE CLASS=CK
Type of question Example of question Emphasis Difficulty Appropriate in
which
<grade>?
Questions on using relationships
6.18 Questions that 6.18.1 <Greg> bought these □1 No emphasis □1 Too easy
ask students to fruits and vegetables. Here is a □2 Little emphasis □2 Appropriate
order using section of his docket. □3 Too difficult
common
□3 Some emphasis <Grade>__
measurement □4 Major emphasis
OT618_1C,
units...................... N, 2, (0-12)
OT618_1A, C, 1 OT618_1B,
C, 1
List the items in order of
greatest weight to least weight ....
6.18.2 Rank the following □1 No emphasis □1 Too easy
temperatures from the lowest □2 Little emphasis □2 Appropriate
to the highest: □3 Too difficult <Grade>__
□3 Some emphasis
-0.4 <°C> □4 Major emphasis
28.5 <°C>
-4.0 <°C> OT618_2B,
-6.1 <°C> OT618_2A, C, 1 OT618_2C,
C, 1 N, 2, (0-12)
2.6 <°C>
19.5 <°C>
-2.7 <°C>
3.7 <°C>
-2.2 <°C>
-6.2 <°C>
Type of question Example of question Emphasis Difficulty Appropriate in
which
<grade>?
QUESTIONS ON CHANCE AND DATA
Questions on chance
6.19 Questions that 6.19.1 There are 20 marbles in □1 Too easy
ask students to a bag, of which 7 are blue, 6 □1 No emphasis □2 Appropriate
compare and are green, 4 are yellow and 3 □2 Little emphasis □3 Too difficult
order the are red. <James> reaches in □ Some emphasis <Grade>__
3
likelihood of and grabs a marble. Rank the
outcomes of colours of the marbles that □4 Major emphasis OT619_1C,
OT619_1B, N, 2, (0-12)
simple chance ....... <James> is likely to get, OT619_1A, C, 1
starting from the greatest C, 1
probability ...................................
Questions on posing questions and collecting data
6.20 Questions that 6.20.1 <Tom> arranged 12 □1 No emphasis □1 Too easy
ask students to frogs into groups as described □2 Little emphasis □2 Appropriate
determine in the following picture: □3 <Grade>__
appropriate
Some emphasis □3 Too difficult
procedures to
□4 Major emphasis
OT620_1C,
collect OT620_1B, N, 2, (0-12)
OT620_1A, C, 1
information C, 1
relevant to
questions and
conjectures of The operation to find out the
interest................... number of frogs in each group
is: ................................................
□ 12 + 4 □ 12 – 4
□ 12 x 4 □ 12 ÷ 4
Questions on summarizing and presenting data
6.21 Questions that 6.21.1 The following shows the □1 No emphasis □1 Too easy
ask students to number of <apples> and □2 Little emphasis □2 Appropriate
use diagrams and <oranges> sold at fruit stall. □3 <Grade>__
two-way tables to Fill in the values ..........................
Some emphasis □3 Too difficult
summarize and
□4 Major emphasis
OT621_1C,
display discrete OT621_1B, N, 2, (0-12)
OT621_1A, C, 1
data........................ C, 1
CHECK09, VARIABLE CLASS=CK
Type of question Example of question Emphasis Difficulty Appropriate in
which
<grade>?
Questions on interpreting data
6.22 Questions that 6.22.1 Who ate the most □1 No emphasis □1 Too easy
ask students to amount of pie?............................. □2 Little emphasis □2 Appropriate <Grade>__
describe and □3 Some emphasis
interpret data
□3 Too difficult
□4 Major emphasis OT622_1C,
displayed in N, 2, (0-12)
simple scaled OT622_1A, C, 1 OT622_1B,
graphs.................... C, 1
QUESTIONS ON REASONING AND STRATEGIES
Questions on mathematical reasoning
6.23 Questions that 6.23.1 <Mary> lives in □1 No emphasis □1 Too easy
ask students to Zedland where the money □2 Little emphasis □2 Appropriate
make and explain currency is the Zed. □3 <Grade>__
judgments based
Some emphasis □3 Too difficult
on simple criteria... <Mary> needs to buy 50 paper □4
Major emphasis OT623_1C,
plates and 100 paper cups for a OT623_1A, C, 1 OT623_1B, N, 2, (0-12)
party. Plates cost 2.50 Zeds for C, 1
10 plates, and 1.50 Zeds for 10
cups. <Mary> was given 20
Zeds from her mum. Does
<Mary> have enough money?.....
Type of question Example of question Emphasis Difficulty Appropriate in
which
<grade>?
6.24 Questions that 6.24.1 Five people meet each □1 No emphasis
ask students to other for the first time. If each □2 Little emphasis □1 Too easy
check the truth of person shakes hands with □3
number everyone else once, how many
Some emphasis □2 Appropriate <Grade>__
statements and handshakes are there?..................
□4 Major emphasis □3 Too difficult
OT624_1C,
hypotheses, as N, 2, (0-12)
well as the OT624_1A, C, 1 OT624_1B, C, 1
consistency of
number patterns
arising from
operations carried
out with informal
written methods.....
Questions on strategies for investigation
6.25 Questions that 6.25.1 Solve the following □1 No emphasis □1 Too easy
ask students to expression: 30-5x2+(3x4) .......... □2 Little emphasis □2 Appropriate <Grade>__
use simple □3
strategies to
□ 62 □8 Some emphasis □3 Too difficult
explore tasks and □ 32 □ 26 □4 Major emphasis OT625_1C,
N, 2, (0-12)
solve problems ...... OT625_1A, C, 1 OT625_1B,
C, 1
CHECK10, VARIABLE CLASS=CK
Type of question Example of question Emphasis Difficulty Appropriate in
which
<grade>?
6.26 Questions that 6.26.1 A thin wire 20 □1 No emphasis □1 Too easy
ask students to <centimetres> long is formed □2 Little emphasis □2 Appropriate
clarify the into a rectangle. If the width of □3 Too difficult <Grade>__
essential nature of this rectangle is 4
□3 Some emphasis
a task or problem <centimetres>, what is its □4 Major emphasis OT626_1C,
and identify key length?......................................... N, 2, (0-12)
OT626_1A, C, 1 OT626_1B,
information in
□ 5 <cm> □ 6 <cm> C, 1
familiar situations..
□ 12 <cm> □ 16 <cm>
6.26.2 <Jenny> made 33 tarts □1 No emphasis □1 Too easy
and put them on the kitchen □2 Little emphasis □2 Appropriate
table to cool. □3 Too difficult
□3 Some emphasis
<Grade>__
<Simon> and two of his Major emphasis □4
friends saw the tarts and OT626_2C,
divided them equally among OT626_2A, C, 1 OT626_2B, N, 2, (0-12)
themselves. C, 1
The two friends took their
share of the tarts away, but
<Simon> stayed in the kitchen
and started to eat his share of
the tarts.
Before he had finished, he
heard <Jenny> come back, so
he ran away.
<Jenny> came into the kitchen
and found only 2 tarts left on
the table.
Which of the following number
sentences could be used to tell
how many tarts <Simon> ate? ....
□ 33 + 2 ÷ 3 □ 33 ÷ 3 - 2
□ 33 – 3 – 2 □ 33 ÷ 3 + 2
Type of question Example of question Emphasis Difficulty Appropriate in
which
<grade>?
6.27 Questions that 6.27.1 The members of a □ No emphasis □1 Too easy
ask students to marching band can be grouped
1
□2 Appropriate
use the guess– into rows of 3 or 5. In each □2 Little emphasis □3 Too difficult <Grade>__
check–improve case, 2 members will be left □3 Some emphasis
process in behind. What is the least □4 Major emphasis OT627_1C,
appropriate number of members in the N, 2, (0-12)
contexts ................. marching band? ........................... OT627_1A, C, 1 OT627_1B,
C, 1
□ 32 □ 28
□ 17 □ 13
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