Notes from E-Marking Centre SSC-I Mathematics Annual Examinations 2024

Introduction

This document has been prepared for the teachers and candidates of Secondary School
Certificate (SSC) Part I (Class IX) Mathematics. It contains comments on candidates’
responses to the 2024 SSC-I Examination indicating the quality of the responses and
highlighting their relative strengths and weaknesses.

E-Marking Notes

This includes overall comments on candidates’ performance on every question and some
specific examples of candidates’ responses which support the mentioned comments. Please
note that the descriptive comments represent an overall perception of the better and weaker
responses as gathered from the e-marking session. However, the candidates’ responses shared
in this document represent some specific example(s) of the mentioned comments.

Teachers and candidates should be aware that examiners may ask questions that address the
Student Learning Outcomes (SLOs) in a manner that requires candidates to respond by
integrating knowledge, understanding and application skills they have developed during the
course of study. Candidates are advised to read and comprehend each question carefully
before writing the response to fulfil the demand of the question.

Candidates need to be aware that the marks allocated to the questions are related to the
answer space provided on the examination paper as a guide to the length of the required
response. A longer response will not in itself lead to higher marks. Candidates need to be
familiar with the command words in the SLOs which contain terms commonly used in
examination questions. However, candidates should also be aware that not all questions will
start with or contain one of the command words. Words such as ‘how’, ‘why’ or ‘what’ may
also be used.

General Observations

Candidates performed well in some concepts, such as Functions, Logarithms, Surds and
Remainder Theorem. However, candidates who did not score well mostly failed to
understand the demands of the questions, often misinterpreting the command words and the
stimuli.

Mentioned below are a few concepts that teachers need to focus so that the candidates may
perform even better.

• Factorisation
• Practical Geometry and Theorems.
Note: Candidates’ responses shown in this report have not been corrected for grammar,
spelling, format or information.
 DETAILED COMMENTS
Constructed Response Questions (CRQs)
Question No. 1
Question Text
For the given sets A and B, complete the given diagram.

i. An onto (surjective) function from A to B

A B

a 1
b 2
c 3
d

ii. An into function from B to A

A B

a 1
b 2
c 3
d

iii. Can we write an onto function from B to A? Justify with a reason.

SLO No. 1.6.3

SLO Text Find (and illustrate):
a. into function
b. one-one function
c. into and one-one function (injective function)
d. onto function (surjective function)
e. one-one and onto function (bijective function);
Max Marks 3
Cognitive U
Level
Checking i. 1 mark for the illustration.
Hints ii. 1 mark for the illustration.
iii. 1 mark for writing the reason. Only Yes or no will not be given any mark.
Overall This question was designed to evaluate candidates' ability to represent various types of
Performance functions. Most candidates demonstrated a solid understanding of how to present onto
functions and into functions. However, some struggled with accurately conveying the
concepts of onto and into functions.
Description of Better responses demonstrated their proficiency in representing the onto function and into
Better function. In part (i) and (ii), candidates exhibited good understanding of functions and
Responses clearly showed the mapping of corresponding elements according to the requirements of
the question. In part (iii), they accurately identified that the function from B to A cannot
 be written and successfully justified with the reason i.e, the number of elements in B are
less than the number of elements in A.
Image of
Better
Response

Description of Weaker responses showed that candidates struggled to represent the correct concept of
Weaker function. In part (i), these responses mentioned relations instead of functions. In part (ii),
Responses confusions were witnessed with the concept of domain and range. In part (iii), some
candidates were unable to mention the right reason. They gave the reason i.e., function A
has all the elements that can be joined with the elements of function B uniquely.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Preferred Pedagogy** Assessment Strategies
Achievement Used for this SLO
 Identify the expectation of  Story Board  Past paper questions
command words (use  Cause and Effect  Discussion on E-Marking Notes
Command Word Guide)  Fish and Bone  AKU-EB Digital Learning Solution
 Ensure the content is  Concept Mapping powered by Knowledge Platform
taught at the relevant  Audio Visual https://akueb.knowledgeplatform.com/login
cognitive level Resources
 Identify necessary content  Think, Pair and Share
required (skills +  Knowledge Platform
concepts) videos
 Review past paper  Questioning
questions on the concept Technique (Socratic
 Utilise the resource guide approach)
for additional materials  Practical
Demonstration

** For description of each

Pedagogy, refer to
Annexure A
Any Additional Suggestion:
When teaching these concepts, use diagrams and concrete examples to illustrate the definitions. Emphasise
the differences between each type of function by showing specific examples and explaining the
requirements for each. Practice problems with varying complexity can help reinforce understanding.
*K = Knowledge U = Understanding A = Application and other higher-order cognitive skills
 Question No. 2
Question Text 1
Evaluate the value of x, if log 2 ( x  1)  log 2    0 .
8
SLO No. 3.2.2 & 3.4.1
SLO Text Solve problems related to SLO 3.2.1;
Solve problems using the laws of logarithm (without using log and antilog tables).
Max Marks 3
Cognitive A
Level
Checking 1
Hints 1 mark for writing the log in the form of log 2 ( x  1)  3 log 2 2  0 , OR log 2 ( x  1)   0
8
1
1 mark for writing log 2 2  1 OR ( x  1)   1
8
1 mark for converting into exponential form for solution OR x  8  1  9
Overall A good number of candidates performed well in this question by correctly applying
Performance logarithmic law, While some struggled in applying the correct logarithmic property and
conversion of logarithmic form to exponential form.
Description of Better responses applied logarithmic laws correctly, converting
Better 1 1
Responses log 2 ( x  1)  log 2    0 into log 2 ( x  1)  3 log 2 2  0 or log 2 ( x  1)   0 . They
8 8
used identity rule or changed log form to exponential form as per the requirements and
then, simplified the equation to find the value of x.
Image of
Better
Responses

Description of Weaker responses showed wrong application of logarithmic laws. Candidates did not
Weaker 1
Responses convert the logarithmic form into exponential form i.e., log 2 ( x  1)   0 into
8
1
log 2 3  x  1 . This happened due to lack of understanding about how to convert these
forms and due to these mistakes, candidates lost their marks in finding out the correct
value of x.
Image of
Weaker
Responses
Suggestions for improvement (Highlight all that apply)

Maximising SLO Preferred Pedagogy Used Assessment Strategies

Achievement for this SLO
 Identify the expectation of  Story Board  Past paper questions
command words (use  Cause and Effect  Discussion on E-Marking Notes
Command Word Guide)b  Fish and Bone  AKU-EB Digital Learning Solution
 Ensure the content is  Concept Mapping powered by Knowledge Platform
taught at the relevant  Audio Visual https://akueb.knowledgeplatform.com/login
cognitive level Resources
 Identify necessary content  Think, Pair and Share
required (skills + concepts)  Knowledge Platform
 Review past paper videos
questions on the concept  Questioning
 Utilise the resource guide Technique (Socratic
for additional materials approach)
 Practical
Demonstration

Any Additional Suggestion:

Use real-life analogies or visual aids to make these rules relatable. For example, the product rule can be
explained with combining groups of items, and the quotient rule can be illustrated with dividing a collection
into smaller parts.

Question No. 3a
Candidates were given the choice to attempt any ONE out of the two questions: 3a and 3b. Majority
of the candidates attempted 3a.
Question Text Find the continued product of the expression (1  2a)(1  2a  4a 2 )(1  2a)(1  2a  4a 2 ) .
SLO No. 4.2.9
SLO Text Find the continued product by using the above formulae.
Max Marks 4
Cognitive A
Level
Checking 1 mark for re-arranging the factors for applying the most feasible formula
Hints 1 mark for applying the formula for a  b to write 13  2a 
3 3 3

1 mark for applying the formula for a  b to write 13  2a 

3 3 3

1 mark for applying the formula for a  b to write 12  8a3

2 2
 
2

Overall Many candidates performed well in this question by demonstrating the correct use of
Performance identities and command over the concept of continued product. While few of them
struggled in application of correct identity.
Description of Better responses applied the correct cubic identities a 3  b3 and a 3  b3 after the
Better rearrangement of proper factors. They also used the correct identitiy a 2  b 2 to find the
Responses product and to expand the expression completely, leading to scoring full marks.
 Image of
Better
Response

Description of In weaker responses, candidates firstly did not arrange the factors to apply the correct
Weaker identities a 3  b3 and a 3  b3 . They also struggled in identifying the necessary factors and
Responses made errors during the simplification process. They wrote third last step of the solution
like (1  8a 3 ) 2 which is wrong. The correct way to write that step was (1  8a 3 )(1  8a 3 ) .
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Preferred Pedagogy Used Assessment Strategies

Achievement for this SLO
 Identify the expectation  Story Board  Past paper questions
of command words (use  Cause and Effect  Discussion on E-Marking Notes
Command Word Guide)  Fish and Bone  AKU-EB Digital Learning Solution
 Ensure the content is  Concept Mapping powered by Knowledge Platform
taught at the relevant  Audio Visual Resources https://akueb.knowledgeplatform.com/login
cognitive level  Think, Pair and Share
 Identify necessary  Knowledge Platform
content required (skills + videos
concepts)  Questioning Technique
 Review past paper (Socratic approach)
questions on the concept  Practical Demonstration
 Utilise the resource guide
for additional materials
Any Additional Suggestion:
Encourage students to explain their reasoning and solutions to their peers, which can deepen their
understanding and highlight different methods.

Question No. 3b
Question Text 1
If x  2  3 , then find the value of x  in the simplest form.
x
SLO No. 4.4.2
SLO Text Solve problems based on surds.
Max Marks 4
Cognitive A
Level
Checking 1 mark for taking the reciprocal of x
Hints 1 2 3
1 mark for multiplication and division with the conjugate 
2 3 2 3
1
1 mark for the simplification and writing in the form  2 3
x
1
1 mark for adding x  and writing in the simplest form
x
Overall Overall good number of candidates achieved success in this question by applying the
Performance concepts of surds properly. However, some candidates struggled in multiplying and
dividing with the correct conjugate.
Description of Better responses effectively used the conjugates to rationalise the denominator of
Better 1 2 3
Responses expressions  , and found the value of 1/x and then, accurately calculated
2 3 2 3
the resulting values by adding the values of x and 1/x.
Image of
Better
Response

Description of Weaker responses made errors in applying conjugates, i.e., they wrote this
Weaker 1 2 3 1 2 3
Responses  at the place of  . Some candidates did not write the
2 3 2 3 2 3 2 3
correct identity or found the least common multiple (LCM) of the denominator. These
mistakes resulted in incorrect simplifications and caused candidates to lost marks.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Pedagogy Used for that Assessment Strategies

Achievement SLO
 Identify the expectation  Story Board  Past paper questions
of command words (use  Cause and Effect  Discussion on E-Marking Notes
Command Word Guide)  Fish and Bone  AKU-EB Digital Learning Solution
 Ensure the content is  Concept Mapping powered by Knowledge Platform
taught at the relevant  Audio Visual https://akueb.knowledgeplatform.com/login
cognitive level Resources
 Identify necessary  Think, Pair and Share
content required (skills +  Knowledge Platform
concepts) videos
 Review past paper  Questioning Technique
questions on the concept (Socratic approach)
 Utilise the resource  Practical
guide for additional Demonstration
materials
Any Additional Suggestion:
Following are some teaching strategies related to misconceptions and common errors which candidates
exhibited.
Incorrect Rationalisation: Provide step-by-step demonstrations of rationalisation for various types of
expressions. Offer problems that require rationalisation and guide students through the correct process.
Misapplication of Formulas: Present a variety of problems that require different formulas for surd-related
operations. Discuss the scenarios where each formula is applicable and encourage students to identify the
correct formula. Break down the simplification process into clear steps. Guide students through problems
where simplification is a crucial component and provide practice to reinforce these skills.

Question No. 4a
Candidates were given the choice to attempt any ONE out of the two questions: 4a and 4b. Majority
of the candidates attempted 4a.
 
Question Text Factorise x 4  4 completely.
SLO No. 5.2.1a
SLO Text Factorise the expression of the following types a) a 4  a 2 a 2  b 2 or a 4  4b 4
Max Marks 4
Cognitive A
Level
1 mark for writing x  4 as x 2   2 2
Checking 4 2

Hints
1 mark for adding and subtracting of 4x 2
1 mark for applying formula of a  b 
2

1 mark for converting expression to a 2  b 2

Overall Although majority of the candidates attempted this question, but they struggled in the
Performance understanding of the concept of factorisation by wrongly applying the relevant formula at
each step. Few candidates were able to attempt this question successfully.
Description of Better responses correctly added and subtracted the term 4x 2 . They also converted an
Better expression into an answer by using a2-b2 and achieved full marks by writing the correct
Responses
factors ( x  2  2 x)( x  2  2 x) .
2 2

Image of
Better
Response

Description of The weaker responses generally indicate that candidates were confused in distinguishing
Weaker factors and products, and expression and factors. This resulted in losing marks though
Responses following the correct process. Specifically, candidates did not add and subtract the term
4x 2 or in some cases they did not use a2-b2 correctly.
-Image of
Weaker
Response
Suggestions for improvement (Highlight all that apply)

Maximising SLO Preferred Pedagogy Used Assessment Strategies

Achievement for this SLO
 Identify the expectation  Story Board  Past paper questions
of command words (use  Cause and Effect  Discussion on E-Marking Notes
Command Word Guide)  Fish and Bone  AKU-EB Digital Learning Solution
 Ensure the content is  Concept Mapping powered by Knowledge Platform
taught at the relevant  Audio Visual https://akueb.knowledgeplatform.com/login
cognitive level Resources
 Identify necessary  Think, Pair and Share
content required (skills +  Knowledge Platform
concepts) videos
 Review past paper  Questioning Technique
questions on the concept (Socratic approach)
 Utilise the resource guide Practical Demonstration
for additional materials
Any Additional Suggestion:
Teachers are suggested to incorporate following strategies while teaching factorisation.
Pattern Recognition: Encourage students to look for patterns in the expanded expressions. Guide them to
recognise the identity (a+b)2 and a2-b2
Formula Presentation: Introduce the formulas for the (a+b)2 and a2-b2 expressions.
Explain the rationale behind each formula and how they relate to the pattern.

Question No. 4b
Question Text  4
Find the possible values of p, if  px  p  is divided by  x   and the remainder is
 p
p2  p.
SLO No. 5.3.1
SLO Text Apply remainder theorem to find the remainder when a polynomial is divided by a linear
polynomial;
Max Marks 4
Cognitive A
Level
Checking 4
1 mark for taking x 
Hints p
1 mark for equating p 2  p  4  p
1 mark for factorisation
1 mark for finding the values of p
Overall This question was related to the application of remainder theorem. Although less of
Performance number of candidates attempted this part, however among those majority of the candidates
attempted this question successfully. Some of the candidates did mistake in factorisation
and finding the value of p.
Description of Candidates demonstrated a clear understanding of the remainder theorem and found the
Better 4
Responses correct value of x and worte x  . Furthermore they simplified the question correctly
p
and successfully found the correct value of p by taking square root.
 Image of
Better
Response

Description of Weaker responses struggled with this question due to related factors and remainders. They
Weaker made errors in following the correct steps in determining the value of x, resulting in
Responses incorrect values for p. Candidates wrote the solution like 4 p 2  p  p 2  p while the
correct way to represent that step is 4  p  p 2  p . These mistakes were the reasons to
lost their marks.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Preferred Pedagogy Used Assessment Strategies

Achievement for this SLO
 Identify the expectation  Story Board  Past paper questions
of command words (use  Cause and Effect  Discussion on E-Marking Notes
Command Word Guide)  Fish and Bone  AKU-EB Digital Learning Solution
 Ensure the content is  Concept Mapping powered by Knowledge Platform
taught at the relevant  Audio Visual Resources https://akueb.knowledgeplatform.com/login
cognitive level  Think, Pair and Share
 Identify necessary  Knowledge Platform
content required (skills videos
+ concepts)  Questioning Technique
 Review past paper (Socratic approach)
questions on the concept  Practical Demonstration
 Utilise the resource *K =
guide for additional
materials
Any Additional Suggestion:

Question No. 5
Question Text 5a  3b 5c  3d
If a : b :: c : d, then show that  by using K-method.
5a  3b 5c  3d
SLO No. 6.4.1
SLO Text Prove conditional equalities involving proportions using K-method
Max Marks 3
Cognitive A
Level
Checking 1 mark for writing a  bk and c  dk
Hints 1 mark for substituting in the LHS and simplification
1 mark for substituting in the RHS and proving equality

Overall Overall, candidates demonstrated proficiency in this question by formulating an equation

Performance based on the provided data and correctly identifying a specific value corresponding to the
given information. Their performance reflects a solid grasp of the K-method.
Description of Better responses demonstrated a clear understanding of K-Method. They successfully
Better substituted the correct values for 'a' which is a  bk and for 'c' which is c  dk in the given
Responses ratio. Then, candidate cancelled out 'b' and 'd' after taking common to achieve the desired
result and earning full marks.
Image of
Better
Response

Description of Weaker responses struggled in understanding the question. They did not comprehend the
Weaker question properly because they did not apply the K-Method which was mandatory and
Responses attempted to solve it using methods like componendo-dividendo or by substituting
incorrect values for 'a' and 'c', resulting in errors during simplification.
 Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Pedagogy Used for that Assessment Strategies

Achievement SLO
 Identify the expectation of  Story Board  Past paper questions
command words (use  Cause and Effect  Discussion on E-Marking Notes
Command Word Guide)  Fish and Bone  AKU-EB Digital Learning Solution
 Ensure the content is  Concept Mapping powered by Knowledge Platform
taught at the relevant  Audio Visual https://akueb.knowledgeplatform.com/login
cognitive level Resources
 Identify necessary content  Think, Pair and Share
required (skills +  Knowledge Platform
concepts) videos
 Review past paper  Questioning
questions on the concept Technique (Socratic
 Utilise the resource guide approach)
for additional materials  Practical
Demonstration
Any Additional Suggestion:

Question No. 6
Question Text 1 2 1 0
If A    and B    , then verify that  AB 1  B 1  A 1 .
0 1  0 1 
SLO No. 7.5.10
SLO Text Verify the result (AB)^-1=B^-1xA^-1 with the help of examples;
Max Marks 4
Cognitive A
Level
Checking 1 mark for finding AB
Hints 1 mark for finding  AB 1
1 mark for finding the inverses of A and B
1 mark for multiplying the inverses of B and A
Overall This question pertains to matrices, where candidates were tasked with verifying a property.
Performance The majority of the candidates completed the solution effectively and managed their
workspace efficiently. However some of the candidates struggled in finding the product
 between matrices A and B.
Description of Better responses demonstrated accurate multiplication of matrices A and B, calculation of
Better B-1 and A-1, determination of their determinants and comprehension of the inverses of AB,
Responses A and B. Candidates showed good understanding of identity matrix in multiplication of two
matrices. Candidates fulfilling all these requirements were able to score well in the
question.
Images of
Better
Responses

Description of Weaker responses showed misconception in applying matrix manipulation and finding
Weaker inverse of the matrix resulting in a loss of marks. They did not have a concept of
Responses multiplying a matrix with a unit matrix will give you the same matrix (AI=A).
Image of
Weaker
Response
Suggestions for improvement (Highlight all that apply)

Maximising SLO Achievement Preferred Pedagogy Assessment Strategies

Used for this SLO
 Identify the expectation of  Story Board  Past paper questions
command words (use  Cause and Effect  Discussion on E-Marking Notes
Command Word Guide)  Fish and Bone  AKU-EB Digital Learning Solution
 Ensure the content is taught  Concept Mapping powered by Knowledge Platform
at the relevant cognitive  Audio Visual https://akueb.knowledgeplatform.com/login
level Resources
 Identify necessary content  Think, Pair and
required (skills + concepts) Share
 Review past paper questions  Knowledge
on the concept Platform videos
 Utilise the resource guide for  Questioning
additional materials Technique (Socratic
approach)
 Practical
Demonstration
Any Additional Suggestion:

Question No. 7
Question Text Using compass, draw the altitudes for the given triangle and identify the point of
concurrency.

B C

SLO No. 8.1.3b

SLO Text Verify, for a given triangle, the concurrency of a) angle altitudes
Max Marks 3
Cognitive U
Level
Checking 1 mark for drawing altitudes (at least two correct)
Hints 1 mark for showing that the altitudes are concurrent
1 mark for identifying the point of concurrency
Overall This question was related to practical geometry for which majority of the candidates did
Performance not perform well. The task required drawing altitudes and accurately constructing all the
necessary arcs. Furthermore, some candidates did not prioritise precision and accuracy in
their constructions.
Description of In this practical geometry question, few candidates earned good scores by not only
Better drawing the altitude using a compass with marking correct arcs but also correctly
Responses identifying the point of concurrency.
Image of
Better
Response

Description of Weaker responses struggled to distinguish between altitude, angle bisector, and side
Weaker bisector, resulting in confusion and loss of marks. Another notable issue was that some
Responses candidates only drew two altitudes or incorrectly marked the intersection point as the
point of concurrency.
Image of
Weaker
Response
Suggestions for improvement (Highlight all that apply)

Maximising SLO Achievement Preferred Pedagogy Assessment Strategies

Used for this SLO
 Identify the expectation of  Story Board  Past paper questions
command words (use  Cause and Effect  Discussion on E-Marking Notes
Command Word Guide)  Fish and Bone  AKU-EB Digital Learning Solution
 Ensure the content is taught  Concept Mapping powered by Knowledge Platform
at the relevant cognitive  Audio Visual https://akueb.knowledgeplatform.com/login
level Resources
 Identify necessary content  Think, Pair and
required (skills + concepts) Share
 Review past paper questions  Knowledge
on the concept Platform videos
 Utilise the resource guide for  Questioning
additional materials Technique (Socratic
approach)
 Practical
Demonstration
Any Additional Suggestion:
1. Practice with Various Triangles
 Different Triangles: Practice verifying the concurrency of altitudes for different types of triangles
(e.g., acute, obtuse, right). This will help solidify your understanding that the altitudes are always
concurrent regardless of the triangle type.
2. Review and Analyze
 Check Results: Review the results of your constructions and measurements. Ensure that all three
altitudes meet at the same point.
 Error Analysis: If the altitudes do not appear concurrent, recheck the accuracy of your drawings
and measurements.
Question No. 8a
Candidates were given the choice to attempt any TWO out of the three questions: 8a, 8b, and 8c.
Question Text In the given diagram, ABCD is a parallelogram and the side BC of the parallelogram
is passing through the midpoints AE and ED of the triangle AED.

B F C
5 cm
6 cm 5 cm

A D

Find the length of

i. AD.

ii. BE.

iii. CF.
SLO No. 10.1.1 a, c
SLO Text Apply the following theorems to solve related problems:
a. in a parallelogram:
i. the opposite sides are congruent
ii. the opposite angles are congruent
iii. the diagonals bisect each other;
the line segment, joining the midpoints of two sides of a triangle, is parallel to the
third side and is equal to one half of its length.
Max Marks 3
Cognitive A
Level
Checking i. 1 mark for finding AD
Hints ii. 1 mark for finding BE
iii. 1 mark for finding CF
Overall Overall performance of this question was on a lower side. As this question is related to the
Performance application of theorems, only few were able to write the correct lengths of the sides. Most
of the candidates struggled in achieving good marks.
Description of Better responses applied the relevant theorem to find the required measurements. This
Better reflects the deeper understanding of theorems at candidates’ end. They correctly add the
Responses lengths of BF and FC to get the length of BC and then applied the theorem which says
BC=AD.
Image of
Better
Response

Description of Candidates often encounter difficulties with theorem-based questions. While the question
Weaker does not explicitly require reasoning, many candidates included reasoning in their
Responses responses. They struggled to visualise the application of the theorem correctly. For
instance, in the example mentioned, candidates mistakenly considered triangle AED as
isosceles instead of applying the properties of a parallelogram.
 Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Achievement Preferred Pedagogy Assessment Strategies

Used for this SLO
 Identify the expectation of  Story Board  Past paper questions
command words (use  Cause and Effect  Discussion on E-Marking Notes
Command Word Guide)  Fish and Bone  AKU-EB Digital Learning Solution
 Ensure the content is taught  Concept Mapping powered by Knowledge Platform
at the relevant cognitive  Audio Visual https://akueb.knowledgeplatform.com/login
level Resources
 Identify necessary content  Think, Pair and
required (skills + concepts) Share
 Review past paper questions  Knowledge
on the concept Platform videos
 Utilise the resource guide for  Questioning
additional materials Technique (Socratic
approach)
 Practical
Demonstration
Any Additional Suggestion:
 Visual Aids: Use diagrams and visual aids to help students understand geometric properties. Interactive
whiteboards or geometry software can be especially useful for dynamic demonstrations.
 Hands-On Activities: Incorporate activities where students can construct shapes, measure angles, and
explore properties using physical tools or software.
 Question No. 8b
Question Text
b. Sarah was playing with a thread connecting to pins on a soft board. The positions of the
pins were labelled as U, V, W and X.
She measured the threads connecting the pins as VW = 7 cm, UX = 4 cm and WY = 3 cm.
She observed that the angles UVX and WVX were equal in measurement and the thread XV
bisected the thread connected to UW at right angle.

U
V

4 cm
Y
7 cm
X 3 cm

W
Based on the given information,

i. find the length of the threads connecting U and V. (1

ii. find the length of the threads connecting W and X. (1

iii. what would be the minimum length of thread required to connect U and W ?

SLO No. 11.1.1b

11.1.1d
12.1.1d
SLO Text Apply the following theorems to solve related problems
- any point equidistant from the end points of a line segment is on the right bisector of it
- any point on the bisector of an angle is equidistant from its arms.
- perpendicular is the shortest distance from a point to the line.

Max Marks 3
Cognitive A
Level
Checking i. 1 mark UV
Hints ii. 1 mark for WX
iii. 1 mark for UW
Overall In this question, candidates were expected to apply their understanding of the theorem.
Performance Only fewer candidates were able to solve this question successfully, while majority of the
candidates struggled in mentioning the minimum length of thread required to connect U
and W.
Description of Better responses demonstrated that candidates not only grasped the question but also
Better effectively applied the properties of angle and side bisectors. They applied the correct
Responses theorem which says ‘any point on the bisector of an angle is equidistant from its arms’ to
find the value of VU which was 7cm. Therefore, they provided accurate values and
substantiated their answers.
 Image of
Better
Response

Description of The following response was deemed inadequate because the candidate not only
Weaker misunderstood the question but also made errors in applying the theorems, revealing
Responses misconceptions and failing to provide the correct required length. In part (iii), the
candidate incorrectly stated the length, due to a lack of understanding. Some candidates
did not have concept of shortest distance. Therefore they have calculated UW=4+4=8cm.
Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Achievement Preferred Pedagogy Assessment Strategies

Used for this SLO
 Identify the expectation of  Story Board  Past paper questions
command words (use  Cause and Effect  Discussion on E-Marking Notes
Command Word Guide)  Fish and Bone  AKU-EB Digital Learning Solution
 Ensure the content is taught  Concept Mapping powered by Knowledge Platform
at the relevant cognitive  Audio Visual https://akueb.knowledgeplatform.com/login
level Resources
 Identify necessary content  Think, Pair and
required (skills + concepts) Share
 Review past paper questions  Knowledge
on the concept Platform videos
 Utilise the resource guide for  Questioning
additional materials
 Technique (Socratic
approach)
 Practical
Demonstration
Any Additional Suggestion:
Teachers are advised to use following teaching activities.
Step-by-Step Problem Solving: Break down the problem-solving process into step-by-step instructions.
Model how to apply the theorem correctly, emphasising the logic and reasoning behind each step.
Encourage students to follow along and ask questions as you work through examples.

Question No. 8c
Question
Text

SLO No. 13.1.1d

SLO Text Apply the following theorems to solve related problems:
d. if two triangles are similar, the measures of their corresponding sides are proportional.
Max Marks 3
Cognitive A
Level
Checking 1 mark for identifying the corresponding sides to apply the condition
Hints 1 mark for writing the condition of similarity
1 mark for substituting values and showing similarity
Overall Majority of the candidates successfully completed this part by accurately applying their
Performance understanding of the theorem stating that "if two triangles are similar, the measures of their
corresponding sides are proportional. While some of the candidates struggled in writing the
correct ratio.
Description Better responses demonstrated a thorough comprehension of similar triangles and the
of Better AE DE
underlying reasoning. . Some of them wrote  which showed they practiced alot
Responses AC BC
of similar triangles’ ratios. As a result, these candidates correctly determined the ratios of
corresponding sides and validated their findings.
Image of
Better
Response

Description Weaker responses struggled to apply the concept of similar triangles. Some candidates
of Weaker attempted to take ratios of corresponding sides but failed to correctly identify which
Responses AE AD
triangles were similar. Some of them wrote  which showed they do not have
EC DB
understanding of similar triangles.
 Image of
Weaker
Response

Suggestions for improvement (Highlight all that apply)

Maximising SLO Achievement Preferred Pedagogy Assessment Strategies

Used for this SLO
 Identify the expectation of  Story Board  Past paper questions
command words (use  Cause and Effect  Discussion on E-Marking Notes
Command Word Guide)  Fish and Bone  AKU-EB Digital Learning Solution
 Ensure the content is taught  Concept Mapping powered by Knowledge Platform
at the relevant cognitive  Audio Visual https://akueb.knowledgeplatform.com/login
level Resources
 Identify necessary content  Think, Pair and
required (skills + concepts) Share
 Review past paper questions  Knowledge
on the concept Platform videos
 Utilise the resource guide for  Questioning
additional materials Technique (Socratic
approach)
 Practical
Demonstration
Any Additional Suggestion:
• Better comprehension of the question
• More practice to label the given figure from information
Annexure A: Pedagogies Used for Teaching the SLOs

Pedagogy: Storyboard
Description: A visual pedagogy that uses a series of illustrated panels to present a
narrative, encouraging creativity and critical thinking. It helps learners organise ideas,
sequence events, and comprehend complex concepts through storytelling.
Example: In a Literature class, students are tasked with creating storyboards to
visually retell a novel. They draw key scenes, write captions, and present their stories
to the class, enhancing their reading comprehension and fostering their imagination.

Pedagogy: Cause and Effect

Description: This pedagogy explores the relationships between actions and
consequences. By analysing cause-and-effect relationships, learners develop a deeper
understanding of how events are interconnected and how one action can lead to
various outcomes.
Example: In a History class, students study the causes and effects of the Industrial
Revolution. They research and discuss how technological advancements in
manufacturing led to significant societal changes, such as urbanisation and labour
reform movements.

Pedagogy: Fish and Bone

Description: A method that breaks down complex topics into main ideas (the fish)
and supporting details (the bones). This visual approach enhances comprehension by
highlighting essential concepts and their relevant explanations.
Example: During a Biology class on human anatomy, the teacher uses the fish and
bone technique to teach about the human skeletal system. Teacher presents the main
components of the human skeleton (fish) and elaborates on each bone's structure and
function (bones).

Pedagogy: Concept Mapping

Description: An effective way to visually represent relationships between ideas.
Learners create diagrams connecting key concepts, aiding in understanding the overall
structure of a subject and fostering retention.
Example: In a Psychology assignment, students use concept mapping to explore the
various theories of personality. They interlink different theories, such as Freud's
psychoanalysis, Jung's analytical psychology, and Bandura's social-cognitive theory,
to see how they relate to each other.

Pedagogy: Audio Visual Resources

Description: Incorporating multimedia elements like videos, images, and audio into
lessons. This approach caters to different learning styles, making educational content
more engaging and memorable.

Example: In a General Science class, the teacher uses a documentary-style video to

teach about the solar system. The video includes stunning visual animations of the
planets, interviews with astronomers, and background music, enhancing students'
interest and understanding of space.

Pedagogy: Think, Pair, and Share

Description: A collaborative learning technique where students ponder a question or
problem individually, then discuss their thoughts in pairs or small groups before
sharing with the entire class. It fosters active participation, communication skills, and
diverse perspectives.
Example: In a Literature in English class, the teacher poses a thought-provoking
question about a novel's moral dilemma. Students first reflect individually, then pair
up to exchange their opinions, and finally participate in a lively class discussion to
explore different viewpoints.

Pedagogy: Questioning Technique (Socratic Approach)

Description: Based on Socratic dialogue, this method stimulates critical thinking by
posing thought-provoking questions. It encourages learners to explore ideas, justify
their reasoning, and discover knowledge through a process of inquiry.
Example: In an Ethics class, the instructor uses the Socratic approach to lead a
discussion on the meaning of justice. By asking a series of probing questions, the
students engage in a deeper exploration of ethical principles and societal values.

Pedagogy: Practical Demonstration

Description: A hands-on approach where learners observe real-life applications of
theories or skills. Practical demonstrations enhance comprehension, skill acquisition,
and problem-solving abilities by bridging theoretical concepts with real-world
scenarios.
Example: In a Food and Nutrition class, the instructor demonstrates the proper
technique for filleting a fish. Students observe and then practice the skill themselves,
learning the practical application of knife skills and culinary precision.

(Note: The examples provided in this annexure serve as illustrations of various

pedagogies. It is important to understand that these pedagogies are versatile and can
be applied across subjects in numerous ways. Feel free to adapt and explore these
techniques creatively to enhance learning outcomes in your specific context.)
Acknowledgements

The Aga Khan University Examination Board (AKU-EB) acknowledges with

gratitude the invaluable contributions of all the dedicated individuals who have played
a pivotal role in the development of the Mathematics SSC-I E-Marking Notes.
We extend our sincere appreciation to Ms Shahneel Jawaid and Mr Muhammad
Kasshaf, Specialists in Mathematics at AKU-EB, for taking subject lead during the
entire process of e-marking.
We particularly thank to Ms Shahnila Mohammad, Principal Marker, Habib Public
School, Karachi, for evaluating each question’s performances, delineating strengths
and weaknesses in candidates’ responses, and highlighting instructional approaches
along with recommendations for better performance.
Additionally, we express our gratitude to the esteemed team of reviewers for their
constructive feedback on overall performance, better and weaker responses, and
validating teaching pedagogies along with suggestions for improvement.
These contributors include:

• Mahrukh Amin Jiwa, Specialist, MSP, AKU-EB

• Zain Muluk, Manager, Examination Development, AKU-EB

• Raabia Hirani, Manager, Curriculum Development, AKU-EB

• Dr Naveed Yousuf, CEO, AKU-EB