ASSESSMENT TEST

PRE GRADE 10
Mathematics
(FOR ASSESSOR)
 Pre Grade 10 Assessment Test for Mathematics
• Always watch for careless errors in every question → B/C
• 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!
• Space is left between questions so you can make notes AS you go along!
• No calculator allowed at any stage
• 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
2 5 5
Q1. Find the value of ÷ × • Gap – if S can’t handle ÷ or ×
3 9 2
• If S talks about a common denominator , but
when redirected S has knowledge about how to
2 9 5 1 3 1 ÷ and × fractions → M/T [better memory
× × = × × = 3
3 5 2 1 1 1 triggers needed] – only the sight of a “+” or “–”
with fractions should trigger the concept
Note to assessor: ‘common denominator’.
149 6
should divide out wherever possible • If doesn’t divide out – ask S to do × If S
3 149
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!

• If S says “5 × 5 =25” and then doesn’t recognize

Q2. Evaluate 2 + 3 × 5 BEDMAS or order of operations when you give
minimal hints, BEDMAS is a Gap!
2 + 15 = 𝟏𝟕 • 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

Pre Grade 10: 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
example and you can judge if S really wants to
42 = 𝟏𝟔
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!!!!

0 2 0 • S will likely guess at some of these; S might say

Q4 What is the value of a) b) c) ?
2 0 0 “0” for all three.
• Explain that you are going to teach S how to
a) What do you multiply 2 by to teach him/her self – rather than rely on rules or
get 0 → answer 0 memory. R/D
12
b) What do you multiply 0 by to • Write and tell S that he/she is teaching a
4
get 2 → answer impossible Grade 3 class – all of whom are excellent
c) What do you multiply 0 by to multipliers, but have never heard the word
get 0 → answer any number division. Ask S to think of a question using the
word multiply to which the 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”

• Explain base is two right away – if S still cannot

Q5. Express 64 as a power of 2 begin – probably M/L a difficulty. Help get S
started!
=26 • 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 10: Mathematics 3 © Ezy Math Tutoring | All Rights Reserved
 1 3
• Gap –if can’t apply a common denominator.
Q6. Find the value of 2 + 3 + 7 •
42
Watch that S knows how to handle the 2 as 21
• If S has trouble and says “haven’t done this type
1 3 42 7 9 𝟓𝟖 of question for ages” – S is defensive and this
2+ + = + + =
3 7 21 21 21 𝟐𝟏 can be 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
• If S seems unsettled get S to explain why and
Q7. How many quarter kilos are there in 5 kilos? may find a fear of fractions or a fear of the word
2
“kilos” – needs OK/W strategy.
4 quarters in one whole so 4 times 5 is 20 • If S begins to manipulate the fractions randomly
1 1 1
and then two more quarters in one-half so [such as 5 2 × 4 or even 5 2 × 4 [which leads to
20 plus 2 is 22. 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”.
• 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.

Q8. For a new motor bike, the recommended ratio • R/D and/or L/T if slaps down ‘equal’ ratios
25 13
of gas to oil is 25:1, by volume. How much gas without thought such as = .
1 ?
and how much oil are needed to fill a 13 L tank • Anxiety over ratios and/or word problems if
on a new motor bike? can’t start, wants to cooperate, and appears
anxious
• Global problem solver if talks a lot – much of it
Several different approaches [here are 2]:
correct [such as 25+1 is 26 and this corresponds
Let oil be 25x and gas be 1x → 26x = 13 to 13L], but cannot get focused and really begin.
 x = 0.5 and  oil is 12.5L and gas is 0.5L • Microscopic if deals well with one part and then
25 oil
OR can’t see beyond it [such as writing = and
1 gas
25 𝑦 25 𝑦
Let yL be am’t of oil  = → = puzzles over this – not seeing the use of 13]
26 13 2 1
• Gap – if the concept of ratios is still foreign after
 2y=25 and 12.5L of oil and 0.5L of gas. being given some hints.

Pre Grade 10: Mathematics 4 © Ezy Math Tutoring | All Rights Reserved
 • If S subtracts first, writing 3(2x–3) it is most
Q9. Simplify 5 – 2(2x – 3) likely due to one of the following and by
questioning, you should determine which one.
= 5 – 4x +6 o Microscopic problem solver [jumps in as
= 11 – 4x soon as sees something familiar – doesn’t
back away and plan]
o Lack of memory triggers – the sight of both
”–“ and “x” should trigger BEDMAS [order of
operations] and you will know from earlier
work if S knows BEDMAS.
o 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

Q10. Solve for x: 9 – 7x = 11 – 5x • Watch for genuine understanding when S

manipulates the terms. Ask S ‘why’ he/she wrote
– 7x + 5x = 11 – 9 +5x on the left – if S says something like “I took it
over and changed the sign” – pretend S is
– 2x = 2 teaching you and say “what is take over? – all I
x=–1 know how to do is +, −,×,÷ - if S insists it is
just a rule [R/D] – give S 2x=10 and tell S to
“take over” the 2 – see if S incorrectly changes
the sign.
• Explain that to get rid of the “– 5x” on the right
side, one must add “5x” to both sides. Judge
whether S cares at all about understanding!
• Watch for “careless” errors that B/C would
eliminate.

Q11. 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 to explain how he/she got that answer –
–a2 = –( )2 = –(–3)2 = –(9) = –9 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.

Pre Grade 10: Mathematics 5 © Ezy Math Tutoring | All Rights Reserved
Q12. If 9% of a number is 72, find the number.
• If S has difficulty expressing ‘9% of an unknown
number is 72’, then S needs work on the skill of:
9
× 𝑥 = 72 Translating English into Math.
100 • Anxiety may express itself with % and fractions
9𝑥 = 7200 and if that is the case you will notice avoidance
𝑥 = 800 or jumping in without thought or just giving up.
The number is 800 • A Gap in % may exist, but by Grade 9, more apt
to be one of the above.

Q13. Factor 9a3b2 – 12a2b4 +3a2b2 • Gaps in exponential work and common factoring
will show up in this question.
• Note: Assess whether S knows the ‘golden rule’
=3a2b2(3a – 4b2 + 1)
of factoring: always common factor first – if not
a Gap.
• B/C will point out the last term in the bracket as
“+1”, if missed when first doing the question.
• If S has difficulty and you help S find the
common factor or of 3a2b2– get S to ask
himself/herself the generic questions “what do I
multiply 3a2b2 by to get 9a3b2” and so on. S
must develop good self-questioning skills.

Q14. Sketch the graph of 3x – y –2 = 0

10

There are two ways S might use.

Isolate y and get y = 3x – 2
Mark the y intercept (0,–2) on the graph, and 10 X
then find another point using the fact that the
slope is 3 so from (0,-2) move one to the right
and three up – may continue finding more
points in the same way. Then draw a straight
line
Use a table of values and plot these points
and draw a straight line • Does S recognize this is a straight line? If not –
needs M/T – a linear equation in x and y [linear
→ x1 and y1, never any other exponents] always
𝒙 𝒚
means a straight line! This M/T should prompt
𝟎 –2
𝟐 𝟒 the M/P that S uses to graph a straight line. The
𝟒 10 M/P tells S to set up a table of values [or isolate
y and use the other approach with slope]
• Gap – if S has no idea what to do even with
many hints.

Pre Grade 10: Mathematics 6 © Ezy Math Tutoring | All Rights Reserved
 212 212
Q15. Evaluate , 20 , and 2-1 • If, with 4 , S says 23, ask S to teach you “why”
24 2
this is so. If S again says, “divide 4 into 12”, tell S
to write out what 212and 24 means and with
212 2•2•2•2•2•2•2•2•2•2•2•2
= 28 [may leave it as this] , tell S to divide out. When
24 2•2•2•2
20 =1 S arrives at the correct answer of 28, ask S to
2-1 = ½ state the “rule” for dividing powers with the
same base. If S says –“I knew that – I just forgot
“ – be careful about S being ‘defensive’ – tell him
that knowledge in his head must be accessible –
he needs M/T – in this case the sight of a power
divided by a power must instantly access the
M/P [rule] just stated. Check that he
understands the words ‘base’ and ‘power’
[M/L]. Ask if he understands ‘why’ this is the rule
– assess whether S cares about understanding
or not.
• Then go to 20, and whether S gives the correct
answer of 1 or not, have S teach ‘why’ he
23
arrived at his answer. Help S by looking at 3 - S
2
will know that this is “1” – then have him apply
the rule above and he will arrive at 20=1.
22 4 1
Similarly, = = and the rule stated above
23 82
22 1
tells S that =2-1= and work out the ‘rule’
23 2
here.
• Does S care about understanding why a rule
works, or does S still just want a rule without
thought? Wanting to understand and not just
follow rules blindly, is a key component for
success!

𝑥 3𝑥 1 • If S keeps a common denominator of 6 [rather

Q16. Solve − = −𝑥
3 2 6 than multiplying through by 6 and arriving at an
equation with no fractions], do not correct him
Multiply both sides by 6 at this point. Make a note about efficiency.
𝑥 3x 1 • Sometimes, S will multiply only one side or
6• −6• =6• −6•𝑥 multiply the sides by different numbers – watch
3 2 6
Divide out correctly and arrive at for a real understanding about the meaning of
2x – 9x = 1 – 6x an equation and balancing both sides.
• Watch for B/C.
2x – 9x + 6x = 1
• When finished, if necessary, show S how to get
–x=1 rid of fractions immediately [multiply every term
x=–1 on each side by 6] and briefly discuss efficiency –
is S short of time on tests?

Pre Grade 10: Mathematics 7 © Ezy Math Tutoring | All Rights Reserved
Q17. Determine the equation of a line perpendicular • This question will show how well S is able to
to x – 5y + 2 = 0 and passing through the handle concepts in linear geometry.
point (1,2) • Does S know how to find the slope of a given
line?
o If S can continue with just a brief hint, then
Find the slope of x – 5y + 2 = 0 [isolate y] M/T is the problem – S has the concepts in
–5y = – x – 2 his/her head but cannot access them when
1 2 needed!
y= 𝑥 +
5 5 o If S shows no knowledge of the above even
1 with very leading hints such as ‘isolate y, now
∴ slope is and the slope of the
5 where is the slope?’ then the above concept
perpendicular line is – 5 is a Gap.
Now we want the equation of a line • Does S know how to find a perpendicular slope?
with m= – 5 and passing through (1,2) o If not, likely a Gap.
Use either of the following two formulae. • Does S know how to find the equation of a line,
1). y–𝑦1 = 𝑚(𝑥– 𝑥1 ) given the slope and a point?
o If S can access one of the two methods
∴y–2= – 5(x–1) → y – 2 = – 5x + 5 shown to the left with just a brief hint, then
∴ equation of new line is 5x + y = 7 M/T is the problem – S has the concepts in
OR his/her head but cannot access them when
needed!
2) y = mx + b → y= – 5x + b
o If S shows no knowledge of the above even
Subst. in point (1,2) → 2 = – 5(1)+b → with very leading hints such as ‘do you
2=–5+b remember any formula used for a straight
∴b=7 line? It begins with y– y1 , if that draws a
∴ equation of new line is y = – 5x + 7 blank try y = m…’ and if still no memory,
then the above concept is a Gap.

Q18. Find the value of each angle marked with a ?

• If S balks with this question, it may show:
o anxiety with Geometry
o an unwillingness to try if not sure how to
answer all of the question
• If S begins with the top ? and keeps struggling
with it – S does not know how to back away and
look at the whole question in order to plan. S
will need to learn the Problem Solving Question,
“what am I given and how can I use it” – this
will focus S’s attention on either the 115° angle
Left-hand ? = 65° or the 47° angle and thus help S find one of the
[180° in a straight line] ‘?’ angles.
Right side ? = 47° • If necessary, tell S to look at the 115° angle, and
[Parallel lines and Z angles] find the ‘?’ beside it. If S still does not know –
Top ? = 68° Gap.
[angles in a triangle add up to 180°]

Pre Grade 10: Mathematics 8 © Ezy Math Tutoring | All Rights Reserved
 • If necessary, tell S to look at the 47° angle, and
find the ‘?’ at the bottom right. If S still does not
know – Gap.
• When S has found the two bottom ‘?’, and
cannot find the top ‘?’, ask S to back away and
look at the whole question – ask S what he/she
sees – if necessary tell S that he/she is looking at
a triangle. If S still cannot find the top ‘?’ – Gap.

Q19. Find the perimeter and the area of the figure • If S says “I can’t do it” or “I have no idea”, ask S what
shown below. ‘perimeter’ means. Then tell S to get started on the
Perimeter. As S starts to work it out – tell S – “see
you CAN begin and this will get you part marks if
nothing else”. This identifies L/T.
• If S says “ I haven’t done stuff like this for years” - S
is being defensive and this must be handled
carefully. Explain that as S progresses to the higher
Grades, he will need to use MUCH of the Math he
has ‘learned’ before.
• If S looks panicky and says something like “I hate this
stuff”, S is anxious.
• In every case however, S will need good Problem
Solving Skills!
• Q: “What am I given and how can I use it?”
Use Pythagoras to find the left hand sloping side. • Possible answers:
o I see right angled triangles
x2 = 122 + 92. ∴ x2 = 144 + 81 → x2 = 225 → x = 15
o I see a bunch of measurements
Use Pythagoras to find the right hand sloping side. o I see a trapezoid.
y2 = 122 + 52. ∴ y2 = 144 + 25 → y2 = 169 → y = 13 • But S still may not be able to continue. S must learn
to jump back and forth between the above question
Perimeter = 15 + 9 + 4 + 5 + 13 + 4 = 50
and the following one.
Two ways to find the area: • Q: “What am I trying to find and what do I need to
1 find it?”
1) Add up the areas of the two triangles [2 • 𝑏 • ℎ]
• Now, S should focus in on the word ‘perimeter’ [if S
and the rectangle [ b • h ] in the middle .
tries to talk about P and A together, S is too global
1 1
Area = • 9 • 12 + • 5 • 12 + 4 • 12 and needs to learn to tackle one idea at a time].
2 2
• So S will answer:
= 54 + 30 + 48 = 132
• “P = 9 + 4 + 5 + 4 + ….”
2) Use the formula for a trapezoid • With T/A S will say “I need to find the length of the
1 1 sloping sides”.
A = 2 • (𝑎 + 𝑏) • ℎ ∴ A = 2 • (4 + 18) • 12
• S should continue with “how do I find the left hand
1
A= • 22 • 12 = 132 slide – oh it is the hypotenuse of a right angled
2
triangle, so x2 = 122 + 92, and then S should be
fine!
• If S doesn’t recognize that he/she needs to use
Pythagoras, but knows Pythagoras when questioned,
then M/T is the problem [a right angled triangle
should be the trigger for Pythagoras]. If S doesn’t
know anything about Pythagoras then it is a Gap.

Pre Grade 10: Mathematics 9 © Ezy Math Tutoring | All Rights Reserved
 • A similar approach is needed to find Area.
• If S says – “I can’t remember the formula for the
Area of a trapezium” and quits then S is R/D. S must
learn that his first choice is his/her own logic!
• Force S to find any area that he/she can in the figure
and S will likely be able to find the total area – point
out that S must keep logic at the forefront ahead of
‘rules’

Pre Grade 10: Mathematics 10 © Ezy Math Tutoring | All Rights Reserved