Mathematics Teacher Resource 2022

Do Your Learners Do the Thinking?
DEVELOPING LEARNERS’
HIGHER-ORDER THINKING SKILLS
IN MATHEMATICS FOR GRADES 7, 8, 9 & 10
A TEACHER’S RESOURCE
A Professional Learning Package on the

PPST Indicators 1.5.2 and 1.5.3
i
This Teacher’s Resource in Mathematics for Grades 7, 8, 9 & 10 was developed
through the Philippine National Research Center for Teacher Quality (RCTQ),
a partnership between the Philippine Normal University
and the SiMERR National Research Centre–University of New England,
with support from the Australian Government.
Copyright © 2022 by the Department of Education

All rights reserved
Permission to use or reproduce this publication or parts of

it in hard or digital copies and for personal or classroom
use is granted free provided that the copies are not
reproduced or distributed for commercial purposes
and that this notice and full citation of the Department
of Education (DepEd) appear on the first page of the
reproduced copies. Otherwise, prior written permission
from DepEd is required to reproduce, republish,
post online, store in a retrieval system, or transmit
this publication in any form.
Published 2022 in the Philippines by the Department of Education
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TABLE OF CONTENTS
The Project Team iv

Acknowledgments v
Introduction to the Teacher’s Resource vii

Structure of the Teacher’s Resource vii
Overview ix
Programme for International Student Assessment (PISA)
and the K to 12 Framework ix
The Philippine Professional Standards for Teachers (PPST)
and Higher-Order Thinking Skills (HOTS) x
What Teachers can expect from this Resource Material xi
Introduction to the Basic SOLO Model: xii
Part 1 Background xii
Part 2 Overview of SOLO xiv
Part 3 Introduction to SOLO levels: Language and Meaning xvi
Part 4 The SOLO Model and Instruction xxi
Part 5 Final Comment
Learning Approaches xxiii
Enacting Mathematical Approaches xxv
Addressing Challenges xxvi
SOLO-based Assessment Items
SOLO-based Items for Grade 7 1

Acceptable Answers to SOLO-based Items 88
Grade 7 Answers and Reflection 90
References 135
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THE PROJECT TEAM
Research Center RCTQ Senior Staff Technical Working Group

for Teacher Quality
Gina O. Gonong, PhD Jonel G. Aznar
Levi E. Elipane, PhD Director Master Teacher I
Senior Program Manager & Bato Rural Development High
Project Leader Ma Lourdes D. Pantoja School, SDO Catanduanes
Deputy Director
Franchita Alcausin Christine Lickias
Project Officer Ali A. Anudin, PhD Master Teacher I, Baguio City
Senior Program Manager NHS, SDO Baguio City
Jeanny S. Burce
Research Officer Arvin Yana Bernardino Gomez
Senior Manager for Master Teacher II, Camachiles
Ma. Lourdes C. Dimasakat Communications and Advocacy NHS, SDO Mabalacat City
Research Officer
Krupskaya M. Añonuevo Mar Joseph Fernandez
Senior Manager for Projects, Teacher III, Urdaneta City NHS,
Mathematics Content Planning, and Linkages SDO Urdaneta City
Writer / Reviewer
Fritzie Ann Binueza
John Pegg, PhD Support Staff Master Teacher I, New Ormoc
Director, UNE-SiMERR City NHS, SDO Ormoc City
National Research Centre Ma Izella D. Lampos
Lizette Anne L. Carpio Renato Pacpakin
Janine Rose L. Dueñas Education Program Supervisor
UNE-SiMERR Earl Joseph M. Cruz SDO Davao de Oro
National Research Centre Nicole Ingrid M. Resuena
Riza Q. Abarca Jay-ar Lipura
Joy Hardy, PhD Beverly E. Estocapio Education Program Supervisor,
Deputy Director Norrisa Opiña-Satumbaga Calinan NHS, DepEd Region XII
Ken Vine, PhD Elmar Ancog

Principal Research Adviser Layout and Design Master Teacher I
Lala NHS, SDO Pagadian City
Mikkey Mari M. Tuazon
Cristy A. Mendoza Ralmond Roca
Sharwin F. Calimlim Teacher III, Makati Science HS,
Kristine Jean Calacapa SDO Makati City
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ACKNOWLEDGEMENTS
Project Adviser Australian Embassy-Manila
Usec. Nepomuceno Malaluan Francesca Lawe-Davis

Undersecretary and Chief of Staff First Secretary
of the Office of the DepEd Secretary
Jennifer S. Wong
Ester Roxas
National Educators
Academy of the Philippines Philippine Normal University
John Arnold Siena Bert J. Tuga, PhD

Director IV President
Anna Marie San Diego Ronald Allan S. Mabunga, PhD

OIC-Project Development Officer V Harry B. Huliganga
Professional Development Division Jennie V. Jocson, PhD
Lordinio A. Vergara, PhD
Jayson Peñafiel Vice Presidents
Focal Person
Content Expert Reviewers
Neddy G. Arong Nelson Bungihan Armil O. Turtor

Education Program Specialist Master Teacher II Master Teacher I
SDO Siquijor SDO Ifugao SDO Zamboanga del Norte
Exquil Bryan P. Aron Jerome Chavez Joseph Palattao

Education Program Specialist Education Program Specialist Education Program
SDO Iligan City SDO Tayabas Specialist
Bureau of Learning Delivery
Mary Jane P. Martin Elsa M. Lim
Master Teacher I Education Program Specialist
SDO Cauayan City SDO Calapan City
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Overview of the
Teacher’s Resource
INTRODUCTION TO TEACHER’S RESOURCE
Hello, dear Teacher! Welcome to this

Professional Learning Package in Mathematics!
The Professional Learning Package (PLP) in Mathematics is composed of:
✓ this Teacher’s Resource in Mathematics, which includes 24 assessment items involving
93 individual Questions;
✓ a Mentor’s Guide.
This Teacher’s Resource is designed to set up instructional support for you to implement
teaching strategies effectively in helping learners develop higher-order thinking skills
through the PPST Indicator 1.5.2 and Indicator 1.5.3; thus, responding to the demands of
the Programme for International Student Assessment (PISA) and other international and
national assessments.
Developing Higher-Order Thinking Skills (HOTS) among learners is crucial to prepare them
to face and manage the challenges of the 21 st-century academic and social environment as
well as to help them reach their full potential.
Through this learning package, you will be able to determine and obtain essential methods
and resources for equipping learners with lifelong critical-thinking competencies. Likewise,
this learning package will be relevant to your professional practice in enhancing your
knowledge and skills in the identified PPST indicators.
Structure of the Teacher’s Resource

This Teacher’s Resource contains twenty-four (24) SOLO-based assessment items involving
ninety-three (93) individual Questions
▪ eight (8) Items involving thirty-four (34) individual Questions for Grade 7;
▪ two (2) Items involving seven (7) individual Questions for Grade 8;
▪ eight (8) Items involving twenty-eight (28) individual Questions for Grade 9; and
▪ six (6) Items involving twenty-four (24) individual Questions for Grade 10.
In addition, acceptable answers for each question/activity can be found in a separate

section in this resource. Writer’s Reflections are included for two main purposes:
1. To assist participants know and understand the intention of the item writers in
developing the items – this is important both in understanding the mathematics
content being assessed and the strategies being employed to engage students in
higher-order thinking.
2. To model the thinking and design processes to consider when developing their own
HOTS assessment items.
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Overview of the
A valuable approach for ongoing professional learning is for teachers to try to predict how
their students are likely to engage with and answer questions, then check after using the
assessment items if their predictions are supported. This reflective approach efficiently
reinforces professional learning and teachers’ skills in designing high quality assessment
items.
Further, the SOLO-based assessment items address competencies and topics across the
following grade levels: Grades 7, 8, 9, and 10. You may also adjust the complexity of the
items to better suit the levels of knowledge, understanding and skills of your students. You
are also encouraged to adapt the types of strategies for use with other Grade levels and
curriculum content.
Ideas for Mentors:

Using the items in LACs might include:
 Initially, selecting a single Item/or Item set to use to introduce the structure and
features of the package to mentees
 Suggesting as small set of items around a single topic for mentees to try before a
next LAC session, so the whole group can feedback and share ideas on the same set
of items
 Discussing the full range of HOTS strategies being modelled in the resource.
 Asking mentees to identify an item of interest t0 review, try with their students,
evaluate and then report back to their group
 Leading your LACs group to identify some general strategies that support HOTS,
e.g., building questions up in a topic from unistructural to multistructural to
relational; or using open questions and scaffolds.
Ideas for Mentees:

Using the items:
 Trying some items themselves to reflect on their science knowledge and
understanding
 Trying some item with their students – maybe some in early grades and some in
higher grades
 Sharing some items with their school colleagues – this could be useful for
collaborative discussions; clarifying the focus the school has on the Philippine
Curriculum that they are currently implementing
 Adapting or developing some items for your school’s context.
Further or complementary study:

 Reading more about HOTS
 Exploring PISA competencies and PISA testing and how they might be used in your
school
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TEACHER’S RESOURCE
OVERVIEW
Programme for International Student Assessment (PISA)
and the K to 12 Framework
The Programme for International Student Assessment (PISA), which began in 2000, is an
international large-scale assessment (ILSA) by the Organization for the Economic Co-
operation and Development (OECD). PISA measures 15-year-olds’ ability to use the
knowledge and skills they learned in school to real-life situations. PISA does not assess how
well learners remember facts but how they are able to interpret texts, solve mathematics
problems, or explain phenomena scientifically using their knowledge and reasoning skills.
These skills are higher-order thinking skills (HOTS).
The Philippines took part in the PISA international program in 2018. The assessment results,
informed as well by findings from other international and national assessments, prompted
a more aggressive reform initiative to strengthen teachers’ subject knowledge and
pedagogy to help improve learner performance. To assist in this reform initiative, the
National Educators Academy of the Philippines (NEAP) and the Research Center for
Teacher Quality (RCTQ) collaborated to develop Professional Learning Packages (PLPs) in
Mathematics, Science, and English/Reading for teachers in Grades 7, 8, 9 and 10.
The professional learning packages in this resource are situated within the context of the
Philippines K to 12 Mathematics Curriculum Framework. The curriculum framework is founded
on the belief that “mathematics is a skills subject” focused on quantities, shapes and figures,
functions, logic, and reasoning. At the heart of the Philippine mathematics curriculum is the
need to develop critical-thinking and problem-solving skills, which must be comprehensively
and thoroughly learned by the learners (Department of Education, 2016).
PISA and its tests are one specific way to explore the degree to which learners in the
Philippines have developed critical thinking and the ability to solve problems. At the same time
PISA offers participating nations the opportunity to situate their students’ learning within an
international context of over 70 countries.
The Structure of the Observed Learning Outcome (SOLO) model offers a framework, that can
act as a link between the Philippine Curriculum, what should be happening in the classroom
and the development of PISA competencies evidenced by results of 15 year-olds on PISA tests.
Designed initially for use by schools in describing the quality of learner responses, SOLO
provides a language to describe the structure of a response that is sufficiently generic to be
relevant to all learning situations.
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Overview of the
The Philippine Professional Standards for Teachers (PPST)

and Higher-Order Thinking Skills (HOTS)
The enhancement of higher-order thinking skills is crucial and imperative in achieving an

improved learner performance. To help our teachers, the DepEd sought the issuance of the
Philippine Professional Standards for Teachers (PPST) to define what teachers should
know, be able to do, and value to achieve competence.
The first Domain of the PPST is Domain 1: Content Knowledge and Pedagogy, which
focuses on the teachers’ ability to apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current research to promote high-quality
learning outcomes.
Under this domain, Proficient (1.5.2) and Highly Proficient (1.5.3) indicators aim to equip
teachers to efficiently employ teaching strategies to advance learners’ higher-order
thinking skills as response to the demands of the changing character of 21st century
learners:
Apply a range of teaching strategies

Indicator 1.5.2 to develop critical and creative thinking,
as well as other higher-order thinking skills
Develop and apply effective teaching strategies

Indicator 1.5.3 to promote critical and creative thinking,
as well as other higher-order thinking skills
This Teacher’s Resource incorporates the principles of Structure of the Observed Learning
Outcome (SOLO) taxonomy developed by Biggs and Collis (1982) to facilitate higher-order
learning effectively among learners.
SOLO is developed to classify learning outcomes based on their complexities, allowing

teachers to assess learners’ learning outcomes in terms of quality. Moreover, it can be
used as a framework to describe the levels of complexities in higher-order thinking skills.
Learners with higher-order thinking skills demonstrate at least the relational level of
complexity in SOLO.
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What teachers can expect from this Resource Material
To assist you in responding to PPST Indicators 1.5.2 and 1.5.3, this Teacher’s Resource
contains non-prescriptive and suggestive SOLO-based items that you may use in the
classroom.
This Teacher’s Resource, hence, aims to support you in understanding HOTS and in
reflecting these skills in your respective classroom practices. This, then, shall guide you in
performing pedagogy and assessment practices in Mathematics that promote learners’
critical thinking, creative thinking, and higher-order thinking skills.
In summary, this resource seeks to:
✓ address the appropriate strands/indicators in the:

o Philippine Professional Standards for Teachers (PPST Strand 1.5 Strategies for
developing critical and creative thinking, as well as other higher-order thinking skills);
o Philippine Professional Standards for School Heads (PPSSH Strand 3.2 Teaching
Standards and Pedagogies); and
o Philippine Professional Standards for Supervisors (PPSS Strand 3.1 Support for
Instructional Leadership);
✓ advocate different learning approaches and modalities through distance and blended
(multi-modal) learning;
✓ support the development and application of collaborative expertise in teachers,
master teachers and school heads to underpin their own development through the
Learning Action Cells (LAC); online presentations, classroom applications and
mentoring;
✓ keep teachers abreast with various HR systems within DepEd such as the
demonstration of indicators in the RPMS through classroom observations;
✓ assist in the teaching and learning process and be able to respond seamlessly to the
expectations set by international and national assessments; and
✓ respond to professional development needs identified in DepEd Memorandum 50, s.
2020, or the DepEd Professional Development Priorities for Teachers and School
Leaders for School Year 2020-2023.
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Overview of the
Introduction to the Basic SOLO Model

by Professor John Pegg
This Introduction to the basic SOLO Model, divided into four Parts, was written by Professor
John Pegg of the SiMERR National Research Centre in Australia. The aim is to situate the
reader within the early, and still highly relevant, research and thinking that has been
undertaken on SOLO. This will enable teachers to develop a stronger base in assessing
student responses. This is particularly relevant in the case of explaining lower-order and
higher-order questioning and thinking.
Part 1 Background to SOLO
The SOLO Model (the SOLO Taxonomy) of John Biggs and Kevin Collis (Biggs & Collis 1982,
1991; Pegg 2003, 2020) is a cognitive (brain-based) developmental framework that offers a
useful tool to explore the quality of a learner response in a specific context. The notion of
‘quality’ is not unfamiliar in Education discussions, its importance is seldom challenged.
However, trying to tie down a meaning for quality and what it means operationally has shown
not to be so easy.
At its basis, SOLO is interested in describing the nature of a learner response to a question or
stimulus. This information offers insights into what a learner knows, understands and can do,
as well as directions along which instruction may most profitably proceed.
When asked the ‘quality’ of a student’s learning, a common response is to mention the
number of facts or pieces of relevant information a person knows something about. This
information might be further supported by citing scores on a recent examination, or the
number of correct items a person has achieved in some test/quiz.
Such descriptions of ‘quality’, definitely offer a perspective on learning performance – a view

that knowledge creation is about acquiring more and more pieces of information. In terms of
operationalizing ‘quality’, this description can result in predictable and routine approaches to
instruction involving drill and practice. However, this view can also limit a breadth of practices
in teaching involving more demanding higher-order practices such as analysis, explanation,
and synthesis, and that may lead to unfortunate long-term consequences for a learner.
Being told that a student obtained a score of 73% on a test tells us very little about the quality
of the learning, except that the student probably knows more than someone who achieved
63% on the same test and not as much as someone who scored 83%. However, little can be
interpreted if the comparison was with a person who achieved 70-72% OR 74-75%.
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Overview of the
Data are clear that tests are often limited in their ability to discriminate meaningful student
learning on scores within a few percentage points of one another. The impact of misguided
interpretations of learning is even more dramatic when scores hover around the 50% mark. A
mark which usually holds an unprecedented and undeserved importance by society.
Also, there are often issues interpreting student scores when students obtain the same score.
Do similar scores on a test mean that students have the same questions correct or incorrect?
Ideas of equivalence can be misleading. It is possible, for example, that one student earned
their marks on the most straightforward questions across the test, while another respondent
might be able to achieve correct responses on some quite difficult questions in certain areas
and perform poorly in other areas.
It would seem quite likely that a student who is able to respond to some more difficult
questions is likely to be able to advance more quickly with support, than a student who is only
able to undertake the more basic questions correctly.
Further, and more importantly, numeric descriptions of quality do little to explain:

▪ what a learner knows or understands;
▪ in what directions a teacher, or the learner themselves, might move to improve or
advance their learning; and, as importantly,
▪ how might this notion of ‘quality’ link to how the brain learns.
SOLO offers help in addressing these concerns. The focus of the SOLO categorization is on
cognitive processes in addressing an issue or question rather than the end-products alone.
SOLO offers a framework that enables explorations and descriptions of the quality of ‘how
well’ learning has progressed in different contexts. This provides a genuine balance to more
typical approaches, mentioned earlier, that describe ‘how much’ is known.
The application of SOLO to the analysis of learner responses enables insights into learner
cognitive development as well as understandings of possible cognitive blockages associated
with the pattern of ideas that are impacting on leaner growth. As such, SOLO offers teachers
insights into learner thinking and subsequent teaching actions.
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Overview of the
Part 2 Overview of SOLO
Over the past 40 plus years, since the late 1970s, SOLO has built a substantial evidence base
involving many thousands of research studies resulting in many hundreds of published
articles. Now, SOLO has an extensive and growing universal following.
SOLO has emerged out as a consequence of describing learning through the eyes of a learner
involving two separate but related activities. This involves:
▪ the acquisition or development of relevant ideas, facts, skills, concepts, processes and
strategies; and
▪ the use of this acquired information in some form such as to solve problems, apply
understanding, or explain or interpret meaning.
This reflects the two main ideas in Part 1 above concerning describing quality as ‘how much’
and ‘how well’.
In terms of this current publication, this dual approach to thinking about ‘quality’ linked to
SOLO, offers a realistic and practical description of what lower-order and higher-order
thinking looks like as demonstrated in a learner’s response.
In particular, SOLO enables teachers to distinguish between skills, knowledge and content
that may be considered as lower-order functioning (or the result of surface learning) and
those described as higher-order functioning (or the result of deep learning). SOLO supports
teachers with ways to identify the practical meaning of lower-order and higher-order quality,
and ways to identify examples in different contexts.
Such practical advice on applying decision skills, to distinguish lower- and higher-order
functioning is achieved by describing an operationalized balance between:
(i) the degree of complexity of how responses are structured by the brain; and
(ii) relevant information associated with the content/context.
As lower-order skills and understandings are necessary pre-requisites for higher-order

thinking, the ability of teachers to efficiently and effectively separate lower- and higher-
order categorizations is a critically important skill. SOLO offers a structure upon which such
decisions can be made.
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Overview of the
This significant strength of the SOLO model lies in its links with neuroscience and how the
brain learns, i.e., the cognitive (brain) processes. These brain-based ideas behind SOLO are
linked to:
▪ information processing capacity, such as, working memory demands;

▪ the creation of neural pathways/networks through deliberate practice;
▪ the amount of information able to be retained by the learner in a particular domain;
and,
▪ features specific to learning tasks or activities.
Overall, despite the obvious importance of the notion of ‘quality’ to education, descriptions
of what is meant by quality have not received the attention, or use in practice, it deserves.
SOLO offers an alternative to traditional assessment counts of ‘how many’, by placing SOLO
center stage in learning and teaching. Teachers who learn to apply SOLO routinely in the
classroom find that it is relevant and useful to understanding learning situations in all subject
areas.
Further, when used correctly, SOLO can help teachers not only apply more objective and
systematic assessment techniques, but it can help clarify developmental learning pathways to
inform lesson and syllabus development, as well as strengthen formative-assessment
approaches.
There are four main aspects to modern descriptions of SOLO. These are:
▪ SOLO levels
▪ the SOLO modes
▪ SOLO levels within modes
▪ SOLO cycles.
All four aspects are important for completeness, but initially, it is sufficient for the reader to
become familiar with the meaning, use and application of the concepts around SOLO levels
(Section Part 3 below). This feature is the one most prominent in early general discussions.
Also, when information about SOLO is provided, say on the Web, the information provided on
SOLO levels is usually the sole focus.
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Overview of the
Part 3 Introduction to SOLO Levels: Language and Meaning
Biggs and Collis (1982) believe the way the brain structures learnt material, ‘structural
organization’ of knowledge, is the difference between well learned from poorly learned
material. It is this structural aspect of knowledge in the brain that underpins descriptions of
quality. They (Biggs and Collis):
believe that there are ‘natural’ stages in the growth of learning any complex
material or skill…in certain important aspects these stages are similar to, but not
identical with, the developmental stages in thinking described by Piaget and his co-
workers. (Biggs & Collis, 1982, p. 15)
SOLO Levels
SOLO Levels are the most well-known aspect of the SOLO model. The SOLO levels describe
the increasing sophistication (the increasing quality) of responses in handling certain
tasks/questions relevant to a particular activity or domain. The levels are given specific
names that every teacher needs to acquire and use accurately and consistently.
In the 1982 version of SOLO there are five levels of response. They represent a
developmental continuum beginning from a level that describes an irrelevant or incorrect
understanding, through a series of three levels describing how the brain structures
understanding to an acceptable degree, to a fifth and final level where a response extends
beyond what might typically be expected as an acceptable response.
Unistructural, Multistructural and Relational levels

In what follows the middle three levels are described first, and the first and last of the five
levels are considered second. The three middle levels have the names unistructural,
multistuctural and relational. The names are almost self-explanatory. Their level descriptions
are:
A unistructural (U) response is one where the focus is on a single attribute. It might involve
writing a single sentence with one main idea, or undertaking one algorithm, or providing
one reason or suggestion, or identifying one relevant piece of information from the
stimulus, etc. The key to this level is in the name. The prefix ‘uni’ stands for ‘oneness’. So,
the ‘structure’ of the response is a single aspect that is relevant to the question or activity.
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Overview of the
Figure 1: Unistructural level
A multistructural (M) response is one that includes several relevant independent pieces of
information from the stimulus or comprises a number (i.e., more than 1) usually sequential
actions, explanations, algorithms, etc. The key to this level is in the name. The prefix ‘multi’
stands for ‘many’. So, the structure of the response contains more than one aspect that is
relevant to the question or activity. Further the different aspects are seen to be independent
of one another. There is no integration of pieces of information or seeing inter-related
aspects.
Figure 2: the Multistructural level
A relational (R) response is one that integrates all relevant pieces of information or data
from the  stimulus. These aspects in the stimulus are now linked to one another resulting in
an overall coherence, a pattern, to the data presented and any approach to be undertaken.
There is no inconsistency within the known system.
xvii
Overview of the
Figure 3: The Relational level
These three levels are often referred to as a SOLO unistructural–multistructural–relational

cycle or a SOLO UMR cycle.
The three levels described above offer descriptions of increasing complex structures of thinking
by the brain in which higher levels are directly built upon preceding levels, i.e., the mutlistructural
response contains the unistructural response, a relational response identifies the relationships
among the separate elements of the multistructural response. Taken together, the three levels
represent a SOLO UMR cycle.
Prestructural and Extended Abstract levels

Two other SOLO levels can be found in the literature. They are most relevant to and used when
people talk about the SOLO Taxonomy based around the 1982 book. The names of the two levels
are prestructural and extended abstract.
The prestructural level, as the word indicates, occurs ‘pre’ or ‘before’ the structure starts and so it
is used to code responses that fail to address a relevant feature. Such a response is described as:
xviii
Overview of the
A prestructural level (Pre) of response is one that does not focus on the relevant question or
activity. Usually, the answer is quickly given with little thought. The answer is likely to be
irrelevant or simply repeat information already provided in the question or activity.
Figure 4: The Prestructural level
The extended abstract level, as the word meaning indicates, occurs after a relational response. So,
it is used to identify a response that goes beyond what might typically be expected. In such cases
the answer would have a deeper perhaps more abstract feel, hence, the name.
An extended abstract (EA) response is one that goes beyond what was expected at the relational
level. In school situations it can involve deduction, ability to close on situations not experienced.
Answers can be held open or qualified to allow for logical alternatives.
Figure 5: The Extended Abstract level
The two outer levels, one below and one above the middle three levels, respectively, are
named prestructural and extended abstract.
Finally, a useful question is: What are the variables that determine or underpin the level of
response given by a learner? There are five.
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Overview of the
The Degree of Abstractness: The first level (pre-structural) is personal to the learner and not
the topic. The next three levels (unistructural, multistructural and relational) are relevant to
the area of focus and share similar characteristics. The last level (extended abstract) is more
general and extends beyond the previous levels in an appropriate abstract way.
Number of Organizing Dimensions: The first level does not have an organizing dimension
relevant to the activity or question. For the next three levels the organization is based on
one dimension, several independent dimensions, and an integration of the independent
dimension. The final level moves beyond the previous by adding an overarching general
framework encompassing the earlier work.
Consistency: The first level is the most inconsistent. This encompasses the information
provided and the response provided. The next two levels provide growing consistency as
more elements are used in determining a response. The relational level response is
consistent within the internal or provided context of the learner. The extended abstract
level response not only is able to work within the internal context but can also consider
external principles or other contexts providing a much deeper and often more nuanced
response.
Openness of Conclusion: The list of levels demonstrates a graduation of thinking from

‘closed’ to ‘open’. ‘Closed’ is where learners respond very quickly to an activity or stimulus,
sometimes without even understanding the question. As a learner offers increasing levels of
response, there is more time and consideration provided, i.e., the response becomes more
‘open’ so as to enable more room for considered interpretations. This ‘openness’ is
maximized for extended abstract responses.
Sequence of Levels: The levels are developmental with an earlier level being a building block
for the next level. A unistructural response is within the related multistructural response. A
relational response integrates the elements of the earlier multistructural response. An
extended abstract response has within it the relational response but extends it through
embedding the response within a broader external environment or through incorporating
broader principles or theoretical positions.
xx
Overview of the
Part 4 The SOLO Model and Instruction
The strength of the SOLO model is the linking of the hierarchical nature of cognitive
development through the modes (not mentioned in this Summary) and the cyclical nature of
learning through the levels.
In terms of SOLO levels, each level provides building blocks for the next higher level. SOLO
also provides teachers with a common and shared language that enables them to describe in
a meaningful way their observations of student performance. This is particularly important
when teachers try to articulate differences between lower-order and higher-order skills and
understandings.
Emerging from careful research work of SOLO is the observation that while the lower levels
in the SOLO model can be taught in the traditional sense. The shift to developing learner
higher-order skills and for them to be able to respond to questions with higher-order
responses requires a quality in the thinking of the learner that cannot be guaranteed by
explicit teaching alone.
There appears to be certain teaching approaches and strategies that might be better applied
when students are identified as responding at one SOLO level than when at another.
Knowledge of this pattern can better help teachers develop a rationale for their actions and
help inform the nature of their instruction to targeted groups.
xxi
Overview of the
Part 5 Final Comment
Overall, it has been clear that for the great majority of teachers, assessment of subjects
taught in school are dominated by a focus on content (in the form of facts) and skills
(associated with computational techniques), and the ability of learners to reproduce these
on demand. This narrow focus can have a sterile effect upon innovations and developments
in the mathematics curriculum and even on what it means for a person to think
mathematically or scientifically.
The issue here for teachers is about
(i) interpreting the quality of the learning in terms of ‘how well’ material is
understood (Biggs & Collis, 1982; 1991); and
(ii) selecting the most appropriate strategies, procedures or teaching activities for
their students at their SOLO response level.
Higher-order goals of learning, such as judgement formation, solving relevant problems, and
on developing understanding, must encompass not only the content, but also the
interrelationships between various processes and procedures.
Nevertheless, these more demanding skills and developments must be built on fundamental
lower-order knowledge, skills and understandings. Quality education, instruction and learner
outcomes, must embrace the full range of abilities as described and categorized through the
SOLO model in the topics identified.
xxii
Overview of the
Learning Approaches
This Teacher’s Resource deals with varied stems, questions, or activities that you may
integrate into your lesson delivery using different approaches. These approaches may
include (1) Mathematical Modelling Approaches, (2) Critical Thinking and Problem-Solving
based Approaches and, (3) Assessing Mathematical Literacy through Mathematical
Reasoning & Computational Thinking. These strategies have been found to enable higher-
order thinking among learners. You may also want to tap other related time-tested
pedagogical approaches in teaching Mathematics.
Moreover, there are some procedures that you may consider. We categorize these
procedures as Instruct-Situate-Question-Build strategies. This is a Problem-Based Learning
Approach designed for the flow of SOLO-based questions to aid teachers. It starts with
Instruct on what the teacher will expect on the Situate-Question-Build steps/components of
the procedure. The Situate contains the context, which makes it PISA quality question/s;
while the Question contains unistructural and/or multistructural level of questions. Lastly,
the Build part contains the relational level questions, which was built further from
unistructural and multistructural levels.
1. Mathematical Modelling Approach
Mathematical Modeling is an attempt to study and understand real-life problems using

mathematics. It has been an integral part of society that plays a vital role in business,
engineering, and many other fields (Vos, 2013). With its importance, it just makes sense that
it is now integrated into schools. Math Modelling is the process of choosing and using
appropriate mathematical ideas and concepts to analyze and solve problems (NCTM, 2016).
Wessels (2014) defines Mathematical Modelling as the practice of making sense of the world
through a mathematical perspective.
According to Boaler (2001), mathematical modelling theory focuses on individuals and

suggests that knowledge is created as a result of a series of interactions between people
and the world. This situation requires examination of learners’ situations with different
practices. For this reason, it becomes important to present learners with situations in which
they use the knowledge and have application opportunities.
2. Critical Thinking and Problem-Solving based Approaches
The twin goals of K to 12 mathematics teaching education are critical thinking and problem-
solving. Critical thinking, according to Scriven and Paul (1987), is the intellectually disciplined
process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation, experience, reflection,
reasoning, or communication, as a guide to belief and action. On the other hand, according
xxiii
Overview of the
to Polya, mathematical problem solving is finding a way around a difficulty, around an

obstacle, and finding a solution to a problem that is unknown.
3. Assessing Mathematical Literacy through Mathematical Reasoning & Computational

Thinking
PISA 2021 offers a framework for assessing mathematical literacy in the 21st century, which
includes mathematical reasoning and some aspects of computational thinking. These
problems in this guide will be solved using mathematical reasoning and computational
thinking with the aid of SOLO. The assessment is aimed at presenting problems assessing
Mathematics Literacy using mathematical reasoning and computational thinking. More
specifically, it aims
1. To be able to present problems that involve Mathematical Reasoning.

2. To be able to present problems that involve Computational Thinking.
3. To be able to present these problems using SOLO Learning Approach.
xxiv
Enacting Mathematical Approaches
According to Tatto (2008), there are three hypothesized subdomains for the framework for
mathematics pedagogical content knowledge: mathematics curricular knowledge,
knowledge of planning mathematics, and knowledge of enacting mathematics (p.4).
Mathematical enactment focuses on analysis and evaluation of learners’ mathematical
solutions or arguments as well as contents of learners’ questions. It also includes diagnosis
and analysis of typical learners’ responses, including misconceptions as well as explaining or
representing mathematical concepts or procedures. It is also a venue of generating fruitful
questions and responding to it by providing appropriate feedback.
In enacting mathematics for teaching and learning, activities may include but are not limited
to (1) analyzing or evaluating learners’ mathematical solutions or arguments; (2) analyzing
the content of learners’ questions; (3) diagnosing typical learners’ responses, including
misconceptions; (4) explaining or representing mathematical concepts or procedures; (5)
generating fruitful questions; (6) responding to unexpected mathematical issues; and (7)
providing appropriate feedback.
In Mathematics Enacting, teachers may ask learners to find where mistakes have been made
among the given answers/solutions and explain why they were mistakes. Have learners
provide the correct answer to the question. Learners may also allocate marks for the wrong
answer/s identified for added fun in the activity.
In the following illustration, the SOLO level of questioning is multistructural. Here, teachers
may think of one lower-order activity at the multistructural level in which different methods,
approaches, or techniques can be used to find or provide an answer.
xxv
Overview of the
Addressing Challenges
Integration of the SOLO model and various teaching approaches poses challenges to
teachers. Vital attention for teaching text structures can be associated with high stakes
assessments at the regional, national, and international arena in secondary/high school level
measures (e.g., National Achievement tests, PISA).
Generally, the types of questions on these tests are categorized to measure higher-order
thinking skills. These questions typically focus on causes for the problem, effects of the
solutions, and even comparing alternative solutions.
Another challenge is the relation of metacognition to content. It is important that learners

learn the content before they can apply metacognition (Lin, Schwartz, & Hatano, 2005). This
is why teachers need to ensure that content is learned by learners.
For face-to-face classes, the teacher can ask a series of questions ranging from unistructural
to multistructural, relational and extended abstract response questions. The same can be
done in an online modality. However, this becomes a challenge for other modes where no
interaction between the teacher and the learner is possible such as with modular
instruction.
For big class sizes, maximum learner participation can be tapped by throwing structured
questions to the group. SOLO-based questions may be asked, and volunteer learners will be
called to recite. Class discussion will help and hopefully yield desired results.
If learning is your passion,

this Professional Learning
Package is for you.
xxvi
Grade 7
1
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2
Subject Mathematics – Geometry

Grade Level 7
Item
Topic Angles of Polygons (part 1)
No.
PISA Relates to the understanding of spatial and geometric phenomena
001
Competency and relationships.
M7GE-IIIf-1: The learner derives inductively the relationship of exterior
and interior angles of a convex polygon.
Content Standards and Performance Standard:

K to 12 • The learner demonstrates understanding of key concepts of
Curriculum
geometry of shapes and sizes, and geometric relationships.
Competency
• The learner is able to create models of plane figures and formulate
and solve accurately authentic problems involving sides and angles
of a polygon.
✓ Explicitly using SOLO (from U → M → R)

✓ Alternative question taking a different approach, method, or
technique
Higher Order ☐ Presenting information in a different form
Thinking ☐ Reversing the way that a solution is traditionally achieved
Strategy ☐ Providing an erroneous answer and asking students to correct
adopted mistakes
☐ Compare and contrast two similar features
☐ Other
3
ACTIVITY 1 Grade 7 Mathematics: Geometry (Polygons, part 1)
Question 1 Using you prior knowledge that the interior angle sum of a triangle measures
180°:
Question 1 a1. Describe how you would you be able to find the sum of the interior angles of a
quadrilateral? Show your working.
Your Answer:
Question 1 b1. Draw three triangles that do not overlap but still fill the space inside the given
quadrilateral.
Your Answer:
4
Question 1 b2. Describe how you would be able to find the sum of the interior angles of a
quadrilateral using the quadrilateral that has been divided into three non-overlapping
triangles. Show/explain you working.
Your Answer:
Question 1 c1.
Using triangles in the interior of a quadrilateral from any point in its interior: What would be
the solution in getting the sum of the interior angles of the quadrilateral?
Your Answer:
5
Question 1 c2.
Consider the case (if not done so already) where the triangles within the quadrilateral were
overlapping. Students would be required to use three or more triangles to determine the
angle sum of a quadrilateral.
Your Answer:
6

Grade Level 7
Item
Topic Angles of Polygons (part 2)
No.
002 PISA Relates to the understanding of spatial and geometric phenomena and
Competency relationships.
M7GE-IIIf-1: The learner derives inductively the relationship of exterior

and interior angles of a convex polygon.
K to 12 Content Standards and Performance Standard:

Curriculum • The learner demonstrates understanding of key concepts of
Competency geometry of shapes and sizes, and geometric relationships.
• The learner is able to create models of plane figures and formulate
and solve accurately authentic problems involving sides and angles
of a polygon.
☐ Explicitly using SOLO (from U → M → R)

✓ Alternative question/item taking a different approach, method, or
Higher technique
Order ☐ Presenting information in a different form
adopted mistakes
✓ Compare and contrast two similar features
☐ Other:
7
ACTIVITY 2 Grade 7 Mathematics: Geometry (Polygons, part 2)
Question 2 a1. Complete the following table to find the sum of interior angles of pentagon,
hexagon, and octagon. They may use as many solutions as possible.
Smallest
Number of Sum of Interior
Polygon Number of non-
Sides Angles
overlapping triangles
Quadrilateral
Pentagon
Hexagon
Heptagon
Octagon
Question 2 b1. Using the information in the table or otherwise find the sum of the interior
angles of a polygon with
(i) 12 sides.
(ii) 30 sides.
Your Answer:
(i)
(ii)
8
Question 2 b2. Using the information in the table of otherwise, find the number of sides of a
polygon if the interior angle sum is:
(i) 2,700°
(ii) 7,560°
Your Answer:
(i)
(ii)
Question 2 b3. Write a sentence expressing the relationship (rule) that links the number of
sides of a polygon to the angle sum of a polygon.
Your Answer:
9
Question 2 c1. If the number of sides of a polygon is ‘y’ and interior angle sum is ‘x’, express
this relationship as an equation.
Your Answer:
Question 2 c2. Check that the formula developed is true for the cases listed to the answers in
Question 2 a1.
Your Answer:
10
Question 2 c3. What would be the sum of interior angles of a polygon with
(i) 50 sides?
(ii) 300 sides?
Your Answer:
(i)
(ii)
Question 2 c4. Which solution strategy would be the ‘best’ one to use for such large
numbers of sides? Why? Give reasons for your answer.
Your Answer:
11
Subject Mathematics – Statistics and Probability

Grade Level 7
Item Topic Bar Graphs
No.
003 PISA
Understanding variation as the heart of statistics.
Competency
M7SP-IVd-e-1: The learner uses appropriate graphs to represent

organized data: pie chart, bar graph, line graph, and histogram.

• The learner demonstrates understanding of key concepts, uses
K to 12 and importance of Statistics, data collection/gathering and the
Curriculum different forms of data representation, measures of central
Competency tendency, measures of variability, and probability.
• The learner is able to collect and organize data
systematically and compute accurately measures of
central tendency and variability and apply these
appropriately in data analysis and interpretation in
different fields.

☐ Alternative question/item taking a different approach, method, or
Higher technique
adopted mistakes
☐ Other:
12
ACTIVITY 3 Grade 7 Mathematics: Bar Graphs

Question 3. Mr. Marunong is the school head at Mathalino National High School, one of the
leading math schools in the provinces. He wants to determine the number of students at the
school for the past five years to develop a program that will benefit the students, teachers,
and school. One of the teachers gave him a graph that shows the information for the school
years 2016-2020.
Question 3 a1. What year does the school have the highest number of enrollees
Your Answer:
Question 3 a2. Which of the following statements is/are true about the bar graph?
a. The number of students is increasing over a period of 5 years

b. There was a decrease in students during 2019
c. The year 2020 has the highest number of students
d. Grade 10 was the least number of students among grade levels.
Your Answer:
13
Question 3 a3. What are the main messages/story that the given bar graph tells us on the
student numbers?
Your Answer:
14
Subject Mathematics
Grade Level 7
Item Topic Numbers and Number Sense
No.
004
Employing Mathematical Concepts, Facts, Procedures, and Reasoning
1. devising and implementing strategies for finding mathematical
solutions
PISA
2. manipulating numbers, graphical and statistical data and information,
Competency
algebraic expressions and equations, and geometric representations.
Represent real-life situations and solve problems involving real number
M7NS-Ic-d-1: The learner performs fundamental operations on integers.

Curriculum • The leaner demonstrates understanding of key concepts of sets and
Competency the real number system.
• The learner is able to formulate challenging situations involving sets
and real numbers and solve these in a variety of strategies.

Higher technique
Strategy ✓ Providing an erroneous answer and asking students to correct
adopted mistakes
☐ Other:
15
ACTIVITY 4 Grade 7 Mathematics: Number and Number Sense
Question 4. June was asked to simplify the given expression involving operations on
integers [ (+81) ÷ (-9) + (-4)] – [ 2(-4) + (+6)]. His solution was given below.
Student (June’s) Attempt:

1 [ (+81) ÷ (-9) + (-4)] – [ (2) (-4) + (+6)]
2 [ (-9) + (-4)] – [ (2) (-4) + (+6)]
3 [ (-9) + (-4)] – [ (-8) + (+6)]
4 [ -9 -4 ] – [ -8 + 6]
5 [ -13 ] – [ 2 ]
6 -13 – 2
7 = -15
Question 4 a1. Is the solution correct? Justify your answer.
Your Answer:
Question 4 a2. If you were marking this question out of five marks, how many marks would you give
the student. Provide a number between 0 and 5 marks and describe why you allocated this mark.
Your Answer:
16
Subject Mathematics
Grade Level 7
Item Topic Weight
No.
PISA
005 Recognizing functional relationships between quantities.
Competency
M7AL-IIj-2: The learner solves problems involving equations
and inequalities in one variable.

Curriculum algebraic expressions, the properties of real numbers as applied in
Competency linear equations, and inequalities in one variable.
• The learner is able to model situations using oral,
written, graphical, and algebraic methods in solving
problems involving algebraic expressions, linear
equations, and inequalities in one variable.

Higher technique
Thinking ✓ Reversing the way that a solution is traditionally achieved
adopted mistakes
☐ Other:
17
ACTIVITY 5 Grade 7 Mathematics: Weight
Question 5
Sarah joined a community outreach last Sunday. She was in-charge of packing fruits
particularly ponkans before putting them in crates. Each crate weighs 3 kilograms when
empty, an individual ponkan averages 0.2 kilograms. When the crate is full it weighs 12
kilograms.
Question 5 a1.
What is the total weight of ponkan placed in the crate?
Your Answer:
Question 5 a2.
How many ponkans can Sarah place in a full crate?
Your Answer:
18
Question 5 a3.
At another farm, the packers found that they could fit 50 ponkans in a crate with the
same weight. How much did their ponkans weigh?
Your Answer:
19
Subject Mathematics
Grade Level 7
Item Topic Measures of Central Tendency (part 1)
No.
006 PISA
Employing Mathematical Concepts, Facts, Procedures and Reasoning
Competency
M7SP-IVf-g-1: The learner calculates the measures of central

tendency of grouped and ungrouped data.

• The learner demonstrates understanding of key concepts, uses
K to 12
and importance of Statistics, data collection/gathering and the
Curriculum
different forms of data representation, measures of central
Competency
tendency, measures of variability, and probability.
• The learner is able to collect and organize data systematically and
compute accurately measures of central tendency and variability
and apply these appropriately in data analysis and interpretation
in different fields.
☐ Uses an approach within a question of answering more difficult

SOLO type-questions from Unistructural to Relational.
Higher ☐ Alternative question/item taking a different approach, method, or
Order technique
Thinking ☐ Presenting information in a different form
Strategy ☐ Reversing the way that a solution is traditionally achieved
adopted ☐ Providing an erroneous answer and asking students to correct
mistakes
☐ Other:
20
ACTIVITY 6 Grade 7 Mathematics: Measures of Central Tendencies part 1)
Question 6.
Ruth is a Grade 7 student from Maliga High School. Her test scores out of a possible 100 in
Mathematics were as follows:
78 89 87 79 80 78 76 88
Question 6 a1. Determine the range of test scores of Ruth in Mathematics
Your Answer:
Question 6 a2. Determine the average test score of Ruth in Mathematics.
Your Answer:
21
Question 6 a3.
There will be an additional test in Mathematics in one week. What should be the minimum
grade Ruth needs to receive in order to increase her average test score of 1 point?
Your Answer:
Question 6 a4.
Is it still possible for Ruth to increase her average Mathematics test score to 2 points?
Your Answer:
22
Subject Mathematics
Grade Level Grade 7
Item Topic Measures of Central Tendency (part 2)
No.
PISA
007 Employing Mathematical Concepts, Facts, Procedures and Reasoning
Competency
M7SP-IVf-g-1: The learner calculates the measures of central

tendency of grouped and ungrouped data.

• The learner demonstrates understanding of key concepts, uses and
K to 12
importance of Statistics, data collection/gathering and the different
Curriculum
forms of data representation, measures of central tendency,
Competency
measures of variability, and probability.
• The learner is able to collect and organize data systematically and
compute accurately measures of central tendency and variability and
apply these appropriately in data analysis and interpretation in
different fields.

Higher technique
adopted mistakes
☐ Other:
23
ACTIVITY 7 Grade 7 Mathematics: Measures of Central Tendancy, part 2)
Question 7. Richard sells fresh mangoes from his farm with an average weight of 152 grams.
A sample of 18 mangoes yielded the following weights in grams:
148 149 152 152 151 152

154 153 150 149 148 145
152 156 148 139 151 149
Question 7 a1. What is the most common weight of the 18 mangoes selected for the
customer?
Your Answer:
Question 7 a2. If the mangoes were laid out in order of their weights: What is the medium
weight of the selected sample?
Your Answer:
24
Question 7 a3. Determine the difference between the advertised weight and the observed
weight based on the sample
Your Answer:
Question 7 a4. Is it possible to attain an observed mean weight of 152 grams if another
mango is added to the sample?
Your Answer:
Question 7 a5. Which measure of central tendency should be used to describe the data?
Provide as much detail as possible in your answer.
Your Answer:
25
Subject Mathematics
Grade Level Grade 7
Item Topic Language of Sets
No. PISA
Recognizing functional relationships between quantities.
008 Competency
M7NS-Ib-2: The learner solves problems involving sets.

Curriculum • The learner demonstrates understanding of key concepts of sets
Competency and the real number system.
• The learner is able to formulate challenging situations involving sets
and real numbers and solve these in a variety of strategies.

Higher technique
adopted mistake
✓ Other: Develop a concept map
26
ACTIVITY 8 Grade 7 Language of Sets
Question 8.
Provide a list of words that you use when working involved with the concept of ‘sets’.
Question 8 a1. Individual students should write down their own list.
Your Answer:
Question 8 a2. Groups of students should join together and (i) share individual ideas with an
explanation and (ii) create a combined list to share with the class.
Your Answer:
27
Question 8 a3. Working on the board the class will combine all lists so that there is a master
list.
Your Answer:
Question 8 a4. Develop a concept map.
Using the agreed class list of words on sets, organise them using a concept map. Student
return to their group to develop their concept map. Students can use chart, arrows, or any
images to show their ideas until the Group will form a concept map in Set and be ready to
share this with the class.
Your Answer:
28
Grade 8
29
30
Subject Mathematics
Grade Level Grade 8
Item Topic Triangle side lengths
No. PISA
001 Recognizing functional relationships between quantities
Competency
M8GE-IVb-1: The learner applies theorems on triangle

inequalities.

Curriculum inequalities in a triangle, and parallel and perpendicular lines.
Competency • The learner is able to communicate mathematical thinking with
coherence and clarity in formulating, investigating, analyzing, and
solving real-life problems involving triangle inequalities, and
parallelism and perpendicularity of lines using appropriate and
accurate representations.

Higher technique
Thinking ✓ Reversing the way that a solution is traditionally achieved
adopted mistakes
☐ Other:
31
ACTIVITY 1 Grade 8 Mathematics: Triangle side lengths
Question 1. Bernard is constructing a wooden triangular frame to be used as a part of a

mold. He already has pre-cut wooden blocks which are 5 cms and 6 cms long to be used as 2
sides of the triangular frame. If he decides that the length of the third side is also a whole
number solve the following questions.
Question 1 a1. By considering the Triangle Inequality Theorem, which states that the sum of
the lengths of any 2 sides of a triangle must be greater than the third side; list down the
possible length of the third side for Bernard to create the triangular frame.
Your Answer:
Question 1 a2. Using the answer to Question 11 a1, determine all the possible perimeters of
the triangle.
Your Answer:
32
Question 1 b1. Suppose Bernard only had a 10-in wooden block to create the three sides of
the triangular shaped mold, how should he cut the wooden block such that all
measurements should be a whole number?
Note: The Triangle Inequality Theorem: This theorem states that the sum of the lengths of
any 2 sides of a triangle must be greater than the third side.
Your Answer:
33
Subject Mathematics – Statistics and Geometry

Grade Level Grade 8
Item Topic Language of Probability
No. 002
Representing a situation mathematically, using appropriate variables,
symbols, diagrams, and standard models
PISA
Competency Choosing among an array of and employing the most effective
computing tool to portray a mathematical relationship inherent in a
contextualized problem
M8SP-IVi-j-1: The learner solves problems involving probabilities of

simple events.
K to 12
Curriculum
• The learner demonstrates understanding of key concepts of
Competency
probability.
• The learner is able to formulate and solve practical problems
involving probability of simple events.

Higher technique
Order ✓ Presenting information in a different form
adopted mistakes
✓ Other: Develop a concept map
34
ACTIVITY 2 Grade 8 Mathematics: Language of Probability

Question 2.
Provide a list of words that you use when working involved with the concept of ‘probability’.
Question 2 a1. Individual students should write down their own list of words that come to
mind when we mention the word ‘probability’.
Your Answer:
Question 2 a2. Groups of students should join together and (i) share individual ideas with an
explanation and (ii) create a combined list to share with the class.
Your Answer:
35
Question 2 a3. Working on the board the class will combine all lists so that there is a master
list.
Your Answer:
Question 2 a4. Develop a concept map.

Using the agreed class list of words on probability, organize them using a concept map.
Student return to their group to develop their concept map. Students can use chart, arrows,
or any images to show their ideas until the Group will form a concept map in Probability and
be ready to share this with the class.
Your Answer:
36
Grade 9
37
38

Grade Level Grade 9
Item Topic Trigonometry in Oblique Triangle
No. Appreciating the power of abstraction and symbolic representation.
0 01 PISA
Competency
M9GE-IVh -j-1: The learner solves problems involving oblique
triangles.

Curriculum • The learner demonstrates understanding of the basic concepts of
Competency trigonometry.
• The learner is able to apply the concepts of trigonometric ratios to
formulate and solve real-life problems with precision and accuracy.
✓ Explicitly using SOLO (from U → M)

technique
Higher ☐ Presenting information in a different form
Order
☐ Reversing the way that a solution is traditionally achieved
Thinking
☐ Providing an erroneous answer and asking students to correct
Strategy
mistakes
adopted
✓ Other: Consolidating the meaning of a multistructural question
39
ACTIVITY 1 Grade 9 Mathematics: Geometry (Trigonometry in Oblique Triangle)
Question 1. Two friends Allan and Dan, each riding his own car, left Town A at the same time.
Allan traveled along a straight road to Town B at an average speed of 60 kph, while Dan
traveled along a straight road to Town C at an average speed of 90 kph and both reached
their destinations after 45 minutes.
Question 1 a1. What is the total distance traveled by these two friends?
Your Answer:
Question 1 a2. If the road going to Town B forms a 120o angle with the road going to Town C,
draw a simple representation of this information labelling key aspects.
Your Answer:
40
Question 1 a3. Determine how far is Town B from Town C if they are joined by a straight
road?
Your Answer:
Question 1 a4. If Town C and Town B are connected by a straight road, how long will it take
to travel at an average speed of 60 kph?
Your Answer:
41

Grade Level Grade 9
Item Topic Trigonometry, Right Triangles
No.
Identifying the mathematical aspects of a problem
002
PISA Competency situated in a real-world context and identifying the
significant variables.
M9GE-IIIj-1: The learner solves problems that

involve triangle similarity and right triangles.

• The learner demonstrates understanding of key
K to 12 Curriculum
concepts of parallelograms and triangle similarity.
Competency
• The learner is able to investigate, analyze,
and solve problems involving
parallelograms and triangle similarity
through appropriate and accurate
representation.

☐ Alternative question/item taking a different approach,
method or technique
☐ Presenting information in a different form
Higher Order Thinking ✓ Reversing the way that a solution is traditionally
Strategy adopted achieved
☐ Providing an erroneous answer and asking students
to correct mistakes
☐ Other:
42
ACTIVITY 2 Grade 9 Mathematics: Geometry (Trigonometry, Right Triangles)
Question 2. Ivan is working on his Mathematics project. The project gives practical hands-on
experience using similar triangles. Ivan chose JD Wile’s stick method.
This method uses a stick that is the same length as his arm to make an isosceles triangle.
Also, his arm is parallel to the ground, and the stick is perpendicular to his hand to form a
right triangle as shown in the figure below with the indicated measures.
Question 2 a1. Based on the given diagram, prove that the two triangles are similar.
Your Answer:
43
Question 2 a2. Based on the given diagram, if Ivan’s height to his shoulders is 61 inches, the
length of the stick is 28 inches and the distance of Ivan from the tree is 161 inches, calculate
the height of the tree in meters.
Your Answer:
Question 2 a3. Ivan decided to apply the same approach to another tree in his yard. His
parents informed him that the height of this second tree was already known, and it was 121
inches. How far (in meters) does Ivan need to stand from the tree to verify this distance?
Your Answer:
44
Subject Mathematics – Patterns and Algebra

Grade Level Grade 9
Item Topic Quadratic Functions
No. PISA Using mathematical modelling as a lens onto the real world.
0 03 Competency
K to 12 M9AL-li-j-2: The learner analyzes the effects of changing the

Curriculum values of a, h and k in the equation y = a(x – h)2 + k of a
Competency quadratic function on its graph.

• The learner demonstrates understanding of key concepts of quadratic
equations, inequalities and functions, and rational algebraic
equations.
• The learner is able to investigate thoroughly mathematical
relationships in various situations, formulate real-life
problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them
using a variety of strategies.
Higher ✓ Explicitly using SOLO (from U → M → R)

Order ✓ Alternative question/item taking a different approach, method, or
Thinking technique
Strategy ☐ Presenting information in a different form
adopted ☐ Reversing the way that a solution is traditionally achieved
☐ Providing an erroneous answer and asking students to correct
mistakes
☐ Other:
45
ACTIVITY 3 Grade 9 Mathematics: Quadratic Functions
Question 3 a1. Write 5x2 – 30x + 12 in the form a(x – h)2 + k
Your Answer:
Question 3 a2. A rectangle has side lengths of 3y and y+4. The area of the rectangle is 36
cm2. Show that 3(y + 2)2 – 48 = 0
Your Answer:
46
Question 3 a3. Find the perimeter of the rectangle.
Your Answer:
47
Subject Algebra and Patterns

Grade Level Grade 9
Item Topic Quadratic Equations
No. PISA
004 Recognizing functional relationships between quantities
Competency
M9AL-Ia-b-1: The learner solves quadratic equations by (a) extracting
square roots; (b) factoring; (c) completing the square; and (d) using
the Quadratic formula.

Curriculum quadratic equations, inequalities and functions, and rational
Competency algebraic equations.
relationships in various situations, formulate real-life problems
involving quadratic equations, inequalities and functions, and
rational algebraic equations and solve them using a variety of
strategies.
✓ Explicitly using SOLO (from M → R)

Higher technique
adopted mistakes
☐ Other:
48
ACTIVITY 4 Grade 9 Mathematics: Quadratic Equations
Question 4. Jose was requested to solve for the roots of the quadratic equation by using the
completing the square method. When his teacher checked his work, Jose learned that he
was incorrect.
Jose’s answer
STEP 1: Given: 3𝑥 2 − 7𝑥 − 6 = 0
3𝑥 2 − 7𝑥 = 6
7
STEP 2: 𝑥2 − 3 𝑥 = 2
7 49 49
STEP 3: 𝑥 2 − 3 𝑥 + 36 = 2 + 36
7 121
STEP 4: (𝑥 + 6)2 = 36
7 121
STEP 5: √(𝑥 + 6 )2 = ±√ 36
7 11
𝑥+ =±
6 6
7 11
STEP 6: 𝑥 = −6 ± 6
7 11 7 11
𝑥 = −6 + ; 𝑥 = −6−
6 6
2
Jose’s final answer: 𝑥 = −3, 𝑥 = 3
Question 4 a1. In which of the steps did Jose make his first mistake? Explain your answer and
give the correct solution to the problem.
Your Answer:
49
Question 4 a2. Write out the correct solution to the problem.
Your Answer:
Question 4 a3. Determine what mark out of ten would have been a fair reward for Jose for
the work he had undertaken? Given the reasons for your decision.
Your Answer:
50

Grade Level Grade 9
Item Topic Radical Expressions
No.
005 PISA Understanding quantity, number systems and their algebraic
Competency properties
M9AL-IIg-1: The learner simplifies radical expressions using the laws

of radicals.
K to 12
Curriculum
Competency
variation and radicals.
• The learner is able to formulate and solve accurately problems
involving radicals.

☐ Alternative question/item taking a different approach, method or
Higher technique
adopted mistakes
☐ Other:
51
ACTIVITY 5 Grade 9 Mathematics: Radical Expressions
Question 5.
Joe and Ken were asked by their teacher to show how they write the given expression with
rational exponents into a radical expression and simplify it. Below is the illustration of their
solution.
Question 5.
Describe the approach taken by each student a1. Joe and a2. Ken and indicate where any
mistakes occurred
Question 5 a1. Joe
Your Answer:
52
Question 5 a2. Ken
Your Answer:
53

Grade Level Grade 9
Item Topic Quadratic Equations
No. PISA
Competency
M9AL-Ic-d-1: The learner solves equations transformable to

quadratic equations (including rational algebraic equations).

K to 12 • The learner demonstrates understanding of key concepts of quadratic
Curriculum equations, inequalities and functions, and rational algebraic
Competency equations.
relationships in various situations, formulate real-life problems
involving quadratic equations, inequalities and functions, and rational
algebraic equations and solve them using a variety of strategies.

Higher technique
adopted mistakes
☐ Other:
54
ACTIVITY 6 Grade 9 Mathematics: Quadratic Equations
Question 6. Terrence was tasked to solve a rational algebraic equation.
𝑥+5
+ 3 = 3𝑥
𝑥−3
The following was his solution:
𝑥+5
+ 3 = 3𝑥 Step 1
𝑥−3
𝑥 + 5 + 3(𝑥 − 3) = 3𝑥(𝑥 − 3) Step 2
𝑥 + 5 + 3𝑥 − 9 = 3𝑥 2 − 9𝑥 Step 3
3𝑥 2 − 13𝑥 − 9 = 0 Step 4
−(−13)± √(−13)2 −4(3)(−9)
𝑥= Step 5
2(3)
13 ±√169−108
𝑥= Step 6
6
13 ±√61
𝑥= Step 7
6
Question 6 a1. Determine the mistakes on the solution. Explain why.
Your Answer:
55
Question 6 a2. Provide the correct solution and answer.
Your Answer:
Question 6 a3. If the question was to be scored out of ten marks. How many marks do you
believe the student, Terrence, deserved for his solution?
Your Answer:
56

Grade Level Grade 9
Item Topic Trigonometry, Right Triangles
No.
007 PISA Identifying the mathematical aspects of a problem situated in a real-
Competency world context and identifying the significant variables.
M9GE-IIIj-1: The learner solves problems that involve triangle

similarity and right triangles.

Competency parallelograms and triangle similarity.
• The learner is able to investigate, analyze, and solve problems
involving parallelograms and triangle similarity through
appropriate and accurate representation.

Higher technique
adopted mistakes
✓ Other:
57
ACTIVITY 7 Grade 9 Mathematics: Geometry (Trigonometry, Right Triangles)
Question 7 a1. An observer in a lighthouse is 70 feet above sea level. He saw two boats in the
water directly in front of him. The angle of depression to the nearest boat is 50°. The angle
of depression to the other boat is 25°. Draw a diagram that summarizes the data provided.
Your Answer:
Question 7 a2. Using the information provided in Question 7 a1., Determine the distance
between two boats? Hint: use tangent ratios to help find the answer.
Your Answer:
58
Question 7 a3. Solve the same problem but use a different approach. Using the information
provided in Question 7 a1., Determine the distance between two boats? Hint: use the Sine
Rule to help find the answer.
Your Answer:
Question 7 a4. What are the compare and contrast the two approaches used in Question 7
a2. using the tangent ratios and those employed in Question 7 a3. using the sine rule. What
were the similarities and differences noticed?
Your Answer:
Similarities:
Differences:
59
Question 7 a5. Which approach did you prefer to use? What were the reasons for your views?
Your Answer:
60

Grade Level Grade 9
Item
Topic Inverse Variation
No.
008
Recognizing functional relationships between quantities.
PISA
Representing a situation mathematically, using appropriate variables,
Competency
symbols, diagrams, and standard models.
M9AL-llb-c-1: The learner solves problems involving

variation.
K to 12
Curriculum
Competency
variation and radicals
• The learner is able to formulate and solve accurately
problems involving radicals.

Higher technique
adopted mistakes
✓ Other: Extension possible beyond the question posed.
61
ACTIVITY 8 Grade 9 Mathematics: Inverse Variation
Question 8.
The average heart rates and the life span of some animals are shown in the following Table.
Mammal Average Heart rate Average Life span

(beats/minute) (minutes)
Mouse 634 1 576 800
Rabbit 158 6 307 200
Lion 76 13 140 000
Horse 63 15 768 000
Elephant ? ?
Question 8 a1. Using information from the Table above: What is the average life span (in
minutes) for the lion?
Your Answer:
Question 8 a2. Describe a feature that you can identify in the order of the list of mammals
presented in the Table?
Your Answer:
62
Question 8 a3. Describe any pattern that is evident between the average size of the
mammals and their average heart rate/minute?
Your Answer:
Question 8 a4. How does the average heart rate vary as the average life span?
Your Answer:
63
Question 8 a5. Assuming there is a basic inverse relationship between the average heart rate
and the average life span of the mammals listed, develop an equation of the variation
between average heart rate and average life span. Round off the constant to the nearest
billion.
Your Answer:
Question 8 a6.
The average heart rate and the average life span of some animals are shown in the Table. An
Elephant’s life span is about 70 years. Estimate its average heart rate (in beats per minute).
(Assume the average length of a year to be 365.25 days.)
Your Answer:
64
Grade 10
65

Grade Level Grade 10
Item Topic Circles
No.
001 • Devising and implementing strategies for finding mathematical
PISA solutions
Competency • Employing Mathematical Concepts, Facts, Procedures and
Reasoning.
M10GE-IIf-2 : The learner solves problems on circles.

circles and coordinate geometry.
K to 12 • The learner is able to
Curriculum • formulate and find solutions to challenging situations
Competency involving circles and other related terms in different
disciplines through appropriate and accurate
representations.
• formulate and solve problems involving geometric
figures on the rectangular coordinate plane with
perseverance and accuracy.

✓ Alternative question/item taking a different approach, method or
Higher technique
adopted mistakes
☐ Other:
67
ACTIVITY 1 Grade 10 Mathematics: Circles
Question 1 Karl plans to construct a circular swimming pool with a radius of 4 meters (see
the green circle below). Two sprinklers A and B are installed on the edge of the pool. A
water source (Point D) is located 14 meters from the center of the pool (point C). Two lines
of pipes, which is tangent to the pool, will be connected to the two sprinklers.
Question 1 a1. What is the measure of ∠𝐷𝐴𝐶?
Your Answer:
68
Question 1 a2. How long is the pipe which connects the water source and sprinkler A, i.e.,
AD?
Your Answer:
Question 1 a3. How long is the pipe which connects the water source and sprinkler B, i.e.,
BD?
Your Answer:
69
Question 1 a4. Suppose the distance of two sprinklers is 7.65 m. Karl decided to construct a
fountain at point F (midway between two sprinklers) and another pipe must be installed to
connect it from the water source. How far is fountain from the water source?
Your Answer:
Question 1 a5. Find another (alternative) approach to solve this question of finding the
length of DF?
Your Answer:
70

Item Topic Permutations and Combinations
No. PISA
Recognizing functional relationships between quantities
002 Competency
M10SP-IIId -e – 1: The learner solves problems involving
permutations and combinations.

Curriculum • The learner solves problems involving Permutations and
Competency Combinations
• The learner is able to use precise counting technique
and probability in formulating conclusions and making
decisions.

Higher technique
adopted mistakes
☐ Other:
71
ACTIVITY 2 Grade 10 Mathematics: Permutations and Combinations

Question 2 a1. A basketball team consist of 5 players, although some additional players,
called reserves, can be on the bench and used as replacements. By allocating alphabetical
seven names (A, B, C, D, E, F, G) to the players, list all possible five-person team
compositions that would be available to take the basketball court.
Your Answer:
Question 2 b1. Coach John has only 8 players for his basketball team because some members
of the team are not available. To start a game, he needs to submit the names of his 5 players
to the organizing officials. Determine how many different teams of five players can be
selected from the available players.
Your Answer:
72
Question 2 b2. When the coach considered the eight players available, he noted that three
players performed best when they took up a ‘guard’ position and another three performed
best in the role of ‘power forwards’. The remaining two players had the necessary skills to
take on the role of ‘center’. The coach decided that the team should comprise two ‘guards’
and two ‘power forwards’ and one ‘center’. To select the strongest team, the players would
be selected based on their strengths. On these criteria: how many possible teams of five
players can be selected?
Your Answer:
73

Item Topic Circles (sector and arc length)
No. PISA
003 Appreciating the power of abstraction and symbolic representation
Competency
M10GE-IIf-2: The learner solves problems on circles

• The learner demonstrates understanding of key concepts of circles
and coordinate geometry.
K to 12 • The learner is able to
Curriculum o formulate and find solutions to challenging situations
Competency involving circles and other related terms in different
disciplines through appropriate and accurate
representations.
o formulate and solve problems involving geometric

Higher technique
adopted mistakes
☐ Other:
74
ACTIVITY 3 Grade 10 Mathematics: Circles (Sector and Arc length)
Question 3. Jane, a Grade 10 student, is making some folded fans made of 25-cm long strips
of bamboo as fan ribs with its leaves covered with silk in green. The fan when fully opened
has a central angle of 120o.
Question 3 a1. If the constructed fans will be used to decorate by making colorful circles
calculate how many fans will be used to make a full circle?
Your Answer:
75
Question 3 a2. If the leaves of the fan are 5 cm away from the rivet, calculate the area of the
fan covered by the silk cloth, the green shaded area.
Your Answer:
Question 3 a3. Jane wants to decorate the fan by adding laces, 2 cm wide, to the curved
1
edge of the fan, 2 cm of the lace is glued to the edge of the fan. Find the length of the lace
she needs to decor the edge of the fan?
Your Answer:
76
Question 3 a4. Jane wants to decorate the fan by adding laces, 2 cm wide, to the curved
1
edge of the fan, 2 cm of the lace is glued to the edge of the fan. Calculate the area of the
glued part with lace.
Your Answer:
77

Item Topic Permutation and Combination
No. PISA
Competency
M10SP-IIId-e-1: The learner solves problems involving

permutations and combinations.
K to 12 Content Standards and Performance Standard

Competency combinatorics and probability.
• The learner is able to use precise counting technique
and probability in formulating conclusions and
making decisions.
☐ Explicitly using SOLO (from M → R)

Higher technique
adopted mistakes
☐ Other:
78
ACTIVITY 4 Grade 10 Mathematics: Permutation and Combination
Question 4 Alex is having trouble remembering his PIN on his Credit card. He recalls the
digits he used would have been drawn from the following numbers 0, 2, 3, 4, 5, and 7. He
also recalled that (i) the number he used was even; (ii) it did not start with zero; and (iii) it
did not repeat any digits. His Bank in the Philippines uses only 4 digits as a PIN with a Credit
card. He decided to work out the possible PINs that can be formed satisfying the above
conditions. Here is his solution to the problem provided below.
Alex’s Solution:
Repetition of the digits is not allowed, and it is an even number. A number is even if it ends
with 0,2,4,6, and 8. Using the Fundamental counting Principle.
Step 1: For the last digit considering the number is even, there are three choices. That
is 0, 2, and 4.
Step 2: Next to consider is the first digit, there will be 5 choices left since the number
should not start with zero.
Step 3: For the second digit, there will be 5 choices remaining since 0 can now be
included in the selection.
Step 4: For the third digit, there will be 4 choices.
Hence, the number of 4-digit even numbers is

5 × 5 × 4 × 3 = 300
There are 300 possible PIN satisfying the above condition.
Question 4 a1. Unfortunately, the answer is not correct and contains a conceptual error. Find
the step where the error occurred and describe why it is an error.
Your Answer:
79
Question 4 a2.
Provide the correct answer to the question.
Your Answer:
Question 4 a3.
If the question was to be scored out of ten marks. How many marks do you believe the
student, Alex, deserved for his solution?
Your Answer:
80

Item Topic Circle
No.
005 PISA
Appreciating the power of abstraction and symbolic representation.
Competency
M10GE-IIc-1: The learner derives inductively the relations

among chords, arcs, central angles, and inscribed angles.

• The learner demonstrates understanding of key concepts of circles
K to 12 and coordinate geometry.
Curriculum • The learner is able to
Competency o formulate and find solutions to challenging situations involving
circles and other related terms in different disciplines through
appropriate and accurate representations.
o formulate and solve problems involving geometric

Higher technique
adopted mistakes
✓Other: Develop a concept map
81
ACTIVITY 5 Grade 10 Mathematics: Geometry (Circle)
Question 5 a1. The purpose of the activity is to create a concept map on solving a problem
related to Circles. To begin, individual students should write down their own list of words
that come to mind when we are solving a problem related to a circle.
Your Answer:
Question 5 a2. The purpose of this question part is to have look at the question of
developing a concept map through Circle sub-topics made up by the students themselves.
They can use the individual words to help them populate as many Circle sub-topics as they
can.
Your Answer:
82
Question 5 a3. Groups of students should join and (i) share individual ideas with an
explanation and (ii) create a combined list of Circle sub-topics to share with the class.
Your Answer:
(i) Agreed Group list
(ii) Agreed Class list
Question 5 a4.
Develop concepts maps. There are many possible maps. Some will be around individual
Circle sub-topics and others will focus on seeing links among the Circle sub-topics.
Your Answer:
83

Item Topic Permutations
No.
006 PISA Recognizing functional relationships between quantities
Competency
M10SP-IIIb-1: The learner solves problems involving permutations.

Competency combinatorics and probability.
• The learner is able to use precise counting technique and
probability in formulating conclusions and making decisions.

✓ Alternative question/item taking a different approach, method or
technique
Higher Order ✓ Presenting information in a different form
adopted mistakes
☐ Other:
84
ACTIVITY 6 Grade 10 Mathematics: Permutations
Question 6 a1. Alexander and his 4 friends were scheduled to have their vaccination. As they
went to the vaccination site, they were offered a long bench good for 5 people while waiting
for their turn. In how many ways could Alexander and his friends to be seated on the bench?
Your Answer:
Question 6 a2. Suppose we still have Alexander and his 4 friends in the scene. In this case
Alexander has a best friend among his four friends and these two people wanted to be
seated next to each other. In how many ways could they be seated? (Show all working)
Your Answer:
85
Question 6 a3. Repeat the question (Question 6 a2.) above but consider the case where
both Alexander and his friend are together but 2 of the friends also wish to sit together
Your Answer:
Question 6 a4. In this question all five friends are about to sit down on the bench with no
special requests. As it was about to happen Alexander remembered he just had a difficult
time with one of his four friends, and it might be best if they were not seated next to each
other. In how many ways could the group be seated in the long bench?
Your Answer:
86
Question 6 a5. Can you think of your own scenario and determine the solution to your own
problem? Write out the problem and the solution and share with a group in your class. See if
the group agrees with your working and answer.
Your Answer:
87
Acceptable Answers to
SOLO-based Items
(includes Writer’s Reflections to provide
background to readers)
88
89
Acceptable Answers
to SOLO-based Items
Grade 7
Item
Answers
no.
QUESTION 1 Grade 7 Mathematics
Q1 a1:
By drawing a diagonal line, the rectangle is divided exactly into two triangles. As the
interior angle sum for one triangle is 180°. The angle sum of two triangles that make a
quadrilateral will be 2x 180° = 360°
Q1 b1:
001 Q1 b2:
Three triangles would be formed when the triangles are formed from a side of a
quadrilateral. See illustration above.
However, as 3 triangles in the interior are formed, students thinking might be

perturbed into giving an answer of 180°× 3, which is wrong. This would allow students
to realize that they need to subtract 180° as these were angles formed not in the
interior angles in question, but along an edge/side of the quadrilateral.
Q1 c1:
Here, the students would multiply 180° by 4, then subtract 360° as the angles formed in
the center are irrelevant to the measure of the interior angles of the quadrilateral.
89
Acceptable Answers
to SOLO-based Items
For solutions where there are a number of ‘unnecessary’ angles, diagrams could just be
deducted.
Q1 c2:
Students would be required to use three or more triangles to determine the angle sum
of a quadrilateral with a number overlapping. This will require a systematic approach
that will be different depending on the configuration of the triangles and the number
of non-overlapping triangles involved.
Reflection:
In Question 1 a1. The teacher may just draw the quadrilateral. The quadrilateral must
not be a square or a rectangle so that the respondents would not be fixated on the
square and rectangle as representation of a quadrilateral. Respondents should be able
to divide the quadrilateral into two non-overlapping triangles if they draw a diagonal
from one corner (vertex) to the opposite corner (vertex). Check the respondents’
language use with words such as corner, vertex, quadrilateral, diagonal, angle, etc.
They should be able to spell these words as well.
The teacher should not draw the diagonal line first but allow respondents to explore
how this question might be addressed. Respondents may need to be encouraged to
think how they can use the information provided. This might help them to be able to
think that the quadrilateral could be divided into two triangles by drawing a diagonal
line from two opposite vertices, or by any other way.
The answers provided to the question in Question 1 a1. are designed to engage
respondents on the task and establish baseline understanding. This question is a
unistructural question in applying one simple idea to a familiar situation.
In Question 1 b1.
There are many ways of forming non-overlapping triangles inside the quadrilateral,
though the number of triangles formed would also vary. Respondents should share
90
Acceptable Answers
to SOLO-based Items
their attempts with the class.
Now provide an alternative (another) correct answer/solution to the original activity.

Taking a different approach, method or technique by dividing the quadrilateral into
more than two triangles. How many triangles would you be able to draw inside the
quadrilateral? How would these triangles be formed?
After using your new technique with more than two triangles: How would respondents
compute for the sum of the interior angles of the quadrilateral?
In Question 1 b2.
Here the teacher asks respondents to consider cases where there are three triangles
(or more) and have them described mathematically how they would explain their
answer and share with other respondents in the class.
You will identify different solution strategies by forming (i) triangles by drawing a line
that extends to another vertex to form triangles; (ii) triangles from a point along a side
of the quadrilateral to vertices. Another strategy would be by identifying any point in
the interior of the quadrilateral and extending lines from this point to all the vertices of
the quadrilateral this is taken up in Question 1 c1.
Question 1 c1. This question concerns a triangle vertex within the quadrilateral. The
main point here is for you, the teacher, to be able to discuss WITH respondents how
the sum of the interior angles of the quadrilateral may be computed. Why do we need
to subtract 180°? Or 360°?
A further extension (Question 1 c2.) would be to consider the case (if not done so
already) where the triangles within the quadrilateral were overlapping. Respondents
would be required to use three or more triangles to determine the angle sum of a
quadrilateral. This question, if developed by the respondent, would be relational.
Be watchful of the responses of the respondents. Respondents might be able to

present this solution first, so be flexible in orchestrating the discussions. Also, there
could be many other approaches suggested by respondents such as forming too many
triangles and by drawing many lines that form triangles.
Most of these questions are multistructural if you have already carried out extensive
specific instruction. The reason is respondents are following a rule you have given. If
the respondents are first presented with a question and asked to complete the
question (problem solving) in some cases such as Question 1 c1. and 1 c2. they would be
relational.
91
Acceptable Answers
to SOLO-based Items
Q2 a1:
Smallest
Polygon Number of Number of non-overlapping Sum of Interior
Sides triangles Angles
4
Quadrilateral 2 360°
5
Pentagon 3 540°
6
Hexagon 4 720°
7
Heptagon 5 900°
8
Octagon 6 1080°
Q2 b1:
(i) 12 sides means there will be 10 triangles. Hence, 10x180 = 1,800. Sum of
interior angles is 1,800°
(ii) 30 sides means there will be 28 triangles. Hence, 28x180 = 5,040. Sum of
interior angles is 5,040°
Q2 b2:
002 (i) 2,700/ 180= 15 which means there will be 15 internal non-overlapping
triangles. Hence, the number of sides of the polygon will be 15 +2=17. Answer
is 17 sides.
(ii) 7,560/ 180= 42 which means there will be 44 internal non-overlapping
triangles. Hence, the number of sides of the polygon will be 42 +2=44.
Answer is 44 sides.
Q2 b3:
The relationship (rule) that links the number of sides of a polygon to the angle sum of a
polygon is
The angle sum of a polygon is equal to the number of non-overlapping triangles times
180 (the angle sum of a triangle) times the angle sum of a triangle. But the number of
sides of the polygon is equal to the number of triangles plus 2. Therefore, the
relationship between the Polygon angle sum and the number of sides can be written as
The angle sum of a polygon is equal to the number of sides of the polygon minus 2 times
the angle sum of a triangle.
Q2 C1:
From the above question, Question 2 a1, we can see a rule emerging.
Let x be the interior angle sum for a polygon.

Let y be the number of sides of a polygon
92
Acceptable Answers
to SOLO-based Items
Therefore,
The interior angle sum of a polygon = (number of non-overlapping triangles) times 180
The interior angle sum of a polygon = (number of sides of the polygon minus 2) times
180
x = (y-2) x 180
Q2 c2:
(i) 50 sides?
(ii) 300 sides?
Q2 c3:
(i) 8,640o
(ii) 53,640o
Q2 c4:
The answer concerns the significance of obtaining the formula. While there is some
thinking involved to get the formula, from then on it is a simple task of substation to
get the answer saving a large amount of time and tedious effort.
Reflection:
It would be nice to organize the blackboard to show the works of the respondents
based on several solution strategies. You may use a table to facilitate the consolidation
of findings. Note that is a messy procedure as you, together with the respondents,
would be working on the many and diverse solution strategies that would be coming
from your students. Using a table or chart might help.
Note that diagonal solution is not possible for polygons with odd number of sides.
Variety in solution paths are often unpredictable.
Here, the respondents would engage in comparisons of solution strategies. More so,
they would need to come up with a formula to find the answer using the most
convenient and intuitive solution for them. Let the respondents do the talking and the
strategizing, perhaps in small groups and report back to the teacher. Give them time to
think, collaborate, and communicate. The final questions are leading the respondents
towards abstraction and its importance.
In terms of applying SOLO to Questions 2 a1, b1. and b2., the correct response can be
considered multistructural as the questions require the respondent to follow a
procedure and undertake a number of sequential steps. Questions 2 b3. and c1. require
relational thinking. Using the formula that has been provided Question 2 c2. is
multistructural once the rule has been established as it requires only successful
substitution. Finally, Question 2 c3. is simply a case of substitution into the rule.
Question 2 c4. can be answered at a number of levels and it depends on the depth and
thinking behind the response to identify the level.
93
Acceptable Answers
to SOLO-based Items
Q3 a1:
School Year 2020
Q3a2:
a. False
b. True
c. True
d. True
Q3 a3:
Overall, the number of students enrolled increases except in the year 2019. The biggest
percentage increase of enrolment from the previous year occurred in 2020. Grade 7 has
the greatest number of students in each year, but in each year, there was a decline in
student numbers for each year with the lowest number of students in each school year
were in Grade 10.
This question contains an initial Stem which has all the information required for the
003 following three questions. The three questions represent a different SOLO level,
namely unistructural, multistuctural and relational. The correct answer for:
Question 3 a1. Is at the unistructural level as it requires one piece of information.
Question 3 a2. The level is multistructural as the respondent is expected to undertake a

number of single observations.
Question 3 a3. The answer would be at the relational level as it is asking for some
integration of responses in terms of overall response.
Despite the aim of questions to be answered at different levels it is possible that

respondents might give much lower levels than required for a complete response. For
example, in the case of Question 3 a3. a respondent might provide only one fact about
the data. If this was the case, then the response would be unistructural not the
anticipated relational response.
94
Acceptable Answers
to SOLO-based Items
Q4 a1:
The answer was not correct. The correct solution is
1 [ (+81) ÷ (-9) + (-4)] – [ (2) (-4) + (+6)]

2 [ (-9) + (-4)] – [ (2) (-4) + (+6)]
3 [ (-9) + (-4)] – [ (-8) + (+6)]
4 [ -9 -4 ] – [ -8 + 6] 6 added to -8 should be -2
5 [ -13 ] – [ -2 ]
6 -13 + 2
7 = -11
Q4 a2:
The success of the answer depends on the reason given. If there is only one reason the
response would be coded as unistructural. An example might be: “I would give no
marks because the student got the answer wrong.”
A good response at relational level might be: “I would give 4 marks out of 5 because
while the student got the wrong answer, the student has done much working that was
correct. To get 5 the student would have had to have the working and answer correct.
The student has shown a good understanding of order of operations, the use of
brackets and its impact on undertaking various operations as well as basic operations
using whole numbers.”
004 Reflection:
Question 4. Represents the Stem (overall information needed) for the following two
questions. The first question, Question 4 a1, represents a SOLO level of relational as it
expects respondents to go through the question looking for mistakes. The correct
answer for Question 4 a1. is at the relational level as it requires an overview of the
information provided.
For Question 4 a2. This is more of a fun activity for the respondents, and it has a serious
side as well as. The question offers the respondent a lot of practice at undertaking
basic arithmetic operations and using order of operation information in a different way
to what they would previously have experienced.
However, it also helps respondents understand that showing your working out is
beneficial as you can be rewarded by the marker for what you know not simply for
getting the answer wrong. It also offers a non-threatening example for respondents to
talk about mathematics and to defend their position.
There is no correct answer to the question, but the quality of the discussion can have a
SOLO level. The class could be split up into groups which gave the same score out of 5,
and they could be asked to defend their decision to other groups in the class. For
example, in the case of Question 4 a2. a respondent might provide only one fact about
the data. If this was the case, the response would be unistructural not the anticipated
relational response.
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Q5 a1:
Nine (9) kilograms. 12 – 3 = 9
Q5 a2:
Let x – be the number of ponkans
Representation:
0.2x + 3 = 12
0.2x = 12 – 3
0.2x = 9
x = 9/0.2
x = 45 ponkans can be placed in a full crate
Q5 a3:
Let x – be the weight of a ponkan
Representation:
50x + 3 = 12
50x = 9
x = 9/50 = 0.18 kilograms
Reflection:
005 Question 5. Represents Stem (overall information) needed for the following three
questions. Respondents will need to return to the Stem to complete all question parts.
Question 5 a1. is at the unistructural level as it requires one arithmetic operation (a

subtraction involving two numbers given in the question). In addition respondents
need to identify important data that are needed, and ignoring the data that are
irrelevant, and having a plan/approach to solve the problem.
For Question 5 a2. The level is multistructural as the respondent is expected to

undertake a number of single sequential steps to reach a solution drawing on relevant
pieces of information. This differs from the first question as it only required a single
step or operation. In the case of a multistructural question the steps are in a known
sequential order.
For Question 5 a3. The answer would be at the relational level as the question does not
follow a set of sequential steps. The question is asking respondents to reverse their
train of thought from what has been asked previously. It requires a consideration
(thinking) to consider all the information and then to work out what is needed. There
needs to be oversight of the whole question and this needs to occur while individual
steps are undertaken. In the case of a relational question the respondent must identify
and maintain the connections among the constructs they presented.
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Q6a1:
The range of scores is 89 – 76 = 13
Q6a2:
78 + 89 + 87 + 79 + 80 + 78 + 76 + 88
Mean = 8
Mean = 81.875
Therefore, Ruth’s average test score in Mathematics is 81.875
Q6a3:
Let x be the results of the 9th test in Mathematics
78 + 89 + 87 + 79 + 80 + 78 + 76 + 88 + 𝑥
82.875 = 9
(82.875) (9) = 78 + 89 + 87 + 79 + 80 + 78 + 76 + 88 + x
745.875 - 78 - 89 - 87 - 79 - 80 - 78 - 76 - 88 = x
x = 90.875
Therefore, Ruth needs to receive 90.875 for her next test.
Q6 a4:
78 + 89 + 87 + 79 + 80 + 78 + 76 + 88 + 𝑥
83.875 =
9
(83.875) (9) = 78 + 89 + 87 + 79 + 80 + 78 + 76 + 88 + x
745.875 - 78 - 89 - 87 - 79 - 80 - 78 - 76 - 88 = x
006 x = 99.875
Therefore, Ruth can still receive an average of 83.875 on her Mathematics test scores
but she needs to get 100% on her next test.
Reflection:
The four questions represent a different SOLO level. The correct answer for Question 6
a1. is at the unistructural level as it requires one piece of information through the use of
a single operation.
For Question 6 a2. The level is multistructural as the respondent is expected to

undertake a number of single operations in a sequence, such as add all the scores and
then undertake a division.
For Question 6 a3. the answer would be at the relational level as it is asking for some
integration of responses in terms of overall response and the approach needs to be
considered and is more than following a series of known steps.
For Question 6 a4. The answer requires more than the overview of the situation.
Respondents are expected to interrogate the data and look more deeply at
possibilities.
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QUESTION 7 Grade 7
Q7 a1:
The mode weight for the sample selected is I52 grams. It occurs four times.
Q7 a2:
In order the weights are 139, 145, 148, 148, 148, 149, 149, 149, 150, 151, 151, 152, 152, 152,
152, 153, 154, and 156. There are two middle scores 150 and 151. The median is the
average of those two scores 150.5
Q7 a3:
Observed mean:
(139 + 145 + 148 + 148 + 148 + 149 + 149 + 149 + 150 + 151 + 151 + 152 + 152 + 152 +
152 + 153 + 154 + 156) / 18 ≈ 149.89 grams
152 - 148.89 = 2.11
The difference between the two weights is 2.11 grams. This means that the
selected fruit was on average less than the advertised weight.
Q7 a4:
The advertised weight for 18 +1 =19 mangoes is 19 x 152 = 2,888
Let the weight of the additional mango be x
The observed weight for 18 plus 1 selected is (139 + 145 + 148 + 148 + 148 + 149 + 149 +
149 + 150 + 151 + 151 + 152 + 152 + 152 + 152 + 153 + 154 + 156 + x)
Hence 2888 - (139 + 145 + 148 + 148 + 148 + 149 + 149 + 149 + 150 + 151 + 151 + 152 + 152 +
152 + 152 + 153 + 154 + 156) = x
007 x = 190
For the observed mean to be 152 grams, we need to add a mango weighing 190 grams
which, while possible can be an outlier as it is far from the average mean of 148.89
grams. It would be highly unlikely to find such a large mango.
Q7 a5:
All measures of central contribute some information but in this case, we are most
interested in the weight across a number of Mangoes. The mode tells us the most
common weight of the mangoes. The median only tells us the position of the upper
and lower 50% of the data values, it does not take all actual values into consideration.
The arithmetic average or the mean takes all values into consideration and allows a
direct comparison with average weight identified by the farmer. Therefore, it will be
most appropriate to use the mean.
Reflection:
The five questions and these represent SOLO levels. They are based on the same Stem
in Question 7.
Question 7 a1. Asks for the mode value of the selected data. This is the score that
occurs the most often. In this case the answer is 152 grams which occurred four time. It
is unistructural as it requires a single answer being obtained by counting or observation
of the data.
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For Question 7 a2. the level is multistructural as the respondent is expected to

undertake a number of actions. The first involves writing the scores in ascending order.
The next step is to find which score, or scores, is/are in the middle. In this case there
are two middle scores. The median is the average of these scores.
For Question 7 a3. the answer would be at the multistructural level as it is asking for a
series of arithmetic actions in sequence. The question provides that all the scores need
to be added and then divided by 18 to find the mean (average) of the weights and
finally to check the difference between this figure and the advertised figure which will
involve a subtraction. The number of actions needed to get the correct result may
cause this question to be seen as more difficult by respondents than other
multistructural questions.
For Question 7 a4. the answer is relational as it is not a routine question. Respondent
will need to understand the reason for all the individual steps required in obtaining a
mean and establish how an increase in the mean can be accommodated and eventual
work out a procedure to achieve a result.
The correct answer for Question 7 a5. is potentially at the unistructural level as it
requires one piece of information. However, the question is interesting as it requires a
good understanding of the three measures of central tendency, all of which have value
in certain questions. Depending on the quality of the answer and if the respondent
explains why the mode and mean are not used this could easily require a relational
response.
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QUESTION 8 Grade 7
Q8 a1:
Individual list (probably a few words such as collection of things, commas, numbers or
letters, words or objects, elements, members, brackets (braces)
Q8 a2:
Agreed Group list
Will include individual answers as well as ones that emerge as part of discussion
‘Well defined’ if all elements are listed, belonging to a set, not belonging to a set, finite
set and infinite set, subset, empty set, null set, others?
Q8 a3:
Agreed Class list
This will bring together all the group responses. Also depending on where the class is
at there may be an opportunity to talk about the union of sets and the intersection of
sets and equal sets. If appropriate we can talk about the number of elements or
cardinality but probably this is too far for Grade 7.
Q8 a4:
Possible start
Sets
008
Describing Operations
Sets Kinds of sets using Sets
Reflection:
The purpose of this activity is to use a series of lessons/topic/activity that has already
been completed and ask the respondents to bring together the main ideas of the
text/story/activity. The idea is to assist them organize these ideas in a logical way that
will help their understanding and present these ideas using a grade appropriate and
age relevant concept map.
One great value for respondents with the development of a concept map it provides a
context in which respondents are expected to talk about mathematics, express their
understandings or misunderstandings and listen to their peers as well as the teachers.
Most concept maps should have words on the arrows linking the main ideas. This way
the different pathways represent a story.
Despite the aim of this activity to help respondents attain an overview to be answered
at different levels it is possible that respondents may give much lower levels than
required for a complete response. Nevertheless, the overall activity is about presenting
a finished product which is at the relational level for the concept that is being
addressed at the knowledge level required. Great care must be taken not to push the
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concept map into areas the respondents are yet to encounter.
It is most likely that individual respondents will mainly be working at unistructural and
multistructural SOLO levels. It will require encouragement and support to have a class
end product on what they have already achieved at the relational level. For example, in
the case of Question 8 a1. a respondent might provide only one fact about sets. If this
was the case, then the response would be unistructural and it will be significant by the
end of the activity that the respondent can provide a number of relevant ideas at the
multistructural level.
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Grade 8
Item
Answers
no.
001 Q1 a1:
Using the Triangle Inequality Theorem, let 𝑐 be the measure of the third side. Let the 5
cm wooden block be the first side and 6 cm wooden block be the second side.
Inequality 1: (1st side) + (2nd side) > 3rd side

5+6>𝑐
11 > 𝑐
Inequality 2: (2nd side) + (3rd side) > 1st side

6 + 𝑐 >5
𝑐 > −1
Inequality 3: (1st side) + (3rd side) > 2nd side

5 + 𝑐 > 6
𝑐>1
The third side must be greater than 1 cm but less than 11 cms. Using traditional
notation, the answer would be 1 < 𝑐 < 11.
Q1 a2:
The intersection of Inequalities 2 and 3 is 𝑐 > 1, which is Inequality 3. We could
combine Inequalities 1 and 3 to come up with the possible integral values of 𝑐 such that
1 < 𝑐 < 11. We organize the result by making a table:
1st side (a) 2nd side (b) 3rd side (c) Perimeter= a+b+c
5 6 2 13
5 6 3 14
5 6 4 15
5 6 5 16
5 6 6 17
5 6 7 18
5 6 8 19
5 6 9 20
5 6 10 21
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From the table developed we can see the smallest and largest perimeters that would
be possible, namely, 13 cm is the shortest and 21 cm is the longest perimeter. Hence,
there are 9 possible triangles whose perimeter is a whole number between 13 to 21
inches, inclusively.
Q1 b1:
Construct a table listing all the possible sides of the triangle whose perimeter is 10 and
must satisfy the condition stated by Triangle Inequality Theorem.
Note: The order of the measurements is not important, hence, 1-4-5, 1-5-4, 4-1-5, 4-5-1, 5-
4-1 and 5-1-4 refer to only one triangle.
𝒂 𝒃 𝒄 𝒂+𝒃 𝒂+𝒃 𝒃+𝒄 𝒂+𝒄 𝒂+𝒃> 𝒄 𝒃+𝒄 >𝒂 𝒂+𝒄> 𝒃

+𝒄
1 1 8 10 2 9 9 ❌ ✔ ✔
1 2 7 10 3 9 8 ❌ ✔ ✔
1 3 6 10 4 9 7 ❌ ✔ ✔
1 4 5 10 5 9 6 ❌ ✔ ✔
2 2 6 10 4 8 8 ❌ ✔ ✔
2 3 5 10 5 8 7 ❌ ✔ ✔
2 4 4 10 6 8 6 ✔ ✔ ✔
3 4 3 10 7 7 6 ✔ ✔ ✔
Therefore, Bernard has two possible triangles: a triangle whose measures are 2 in, 4 in
and 4 in and a triangle whose measures are 3 cm, 3 cm, and 4 in.
Question 1 a1. Concerns the application of a known procedure. To assist the

respondents to start the question, the name of the theorem upon which the question
is based is provided as well as what the theorem states. Those respondents who attain
the side is greater than 1 is only part of the answer and their response would be coded
as multistructural as they have undertaken a number of sequential steps. To achieve
the correct answer, they need to look holistically at the question and indicate the lower
and upper boundaries. If respondents do this their response is at the relational level.
Question 1 a2. The answer to this question requires respondents to use the information
from the previous question. The answer can be found by tabulating the information.
This would require interpreting the statement about c 1 < 𝑐 < 11 and linking this with
the values for a and b. Normally this would be considered a multistructural activity but
the need to manage a, b, and c together might mean it is relational.
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In both cases respondents will be shown to use different approaches to solving the
question. These different approaches should be shown to the class and discussed as to
what is different and what is the most efficient.
Question 1 b1.
This is a relational question. The respondent is provided with the answer for the
perimeter and is asked to find the possible sides of the triangular mold is all lengths are
integers. This is a reversible question and requires some patience on the respondent
and constant checking.
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002 Q2 a1:
Individual list, probably a few words such as:
Probability, likelihood, events, unlikely, likely, certain, 50-50 chance, event, sample
space, expected outcomes, impossible outcomes, possible outcomes, certainty, biased,
unbiased, probability range, random experiment, equally likely events, probability of an
event, possible outcome, total number of outcomes, experimental probability,
theoretical probability.
Q2 a2:
Agreed Group list
Q2 a3:
Agreed Class list
This will bring together all the group responses. Also depending on where the class is
at there may be an opportunity to talk about specific simple examples such as throwing
a die, or tossing a coin, or drawing colored beads from a bag. If appropriate students
can talk about the number of elements in a sample space, and how this is critical for
probability understanding.
Q2 a4
Probability events
likelihood
Sample
Space
Reflection:
The purpose of this activity is to use a series of lessons/topic/activity that has already
been completed and ask the respondents to bring together the main ideas of the
will help their understanding and present these ideas using a Grade appropriate and
age relevant concept map.
One great value for respondents with the development of a concept map it provides a
context in which respondents are expected to talk about mathematics, express their
understandings or misunderstandings and listen to, and learn from, their peers as well
as the teachers.
the different pathways represent a story.
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at different levels it is possible that respondents may give much lower levels than
concept map into areas the respondents are yet to encounter.
end product on what they have already achieved at the relational level. For example, in
the case of Question 2 a1. a respondent might provide only one fact about probability.
If this was the case, then the response would be unistructural and it will be significant
by the end of the activity that the respondent can provide and talk about a number of
relevant ideas at the multistructural level.
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Grade 9
Item
Answers
no.
001 Q1 a1:
From Town A to Town B
Average speed SAB is (60 kph)
Time taken is 45 minutes (3/4 hour)
𝐷𝐴𝐵 = SAB x TAB
𝐷𝐴𝐵 = 60 x ¾
= 45 km
From Town A to Town C

= (90 kph) (3/4 hr)
𝐷𝐴𝐶 = 67.5 km
The total distance traveled by the two friends is 45 km + 67.5 km = 112.5 km
Q1 a2:
B
120o
A C
Q1 a3:
From Question 21 1a. we found
From Town A to Town B, 𝐷𝐴𝐵 = 45 km
From Town A to Town, 𝐷𝐴𝐶 = 67.5 km
The two roads form an angle of 120o.
The following diagram summarises this information.
120o
A C
Applying the Law of Cosines
𝑎2 = 𝑐 2 + 𝑏2 − 2𝑏𝑐 𝑐𝑜𝑠 1200
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1
𝑎2 = 452 + 67.52 − 2(45)(67.5)(− )
2
𝑎2 = 2,025 + 4,556.25 + 3,037.5
𝑎 = 98.08
There for the distance between Town C and Town B, 𝐷𝐵𝐶 is 98.08 km
Reflection:
The three of the four questions of Question 1. represent the SOLO level of
multistructural. Only question, Question 1 a2., is at the unistructural level, as it requires
translating a straightforward description into a diagram.
The other questions all require a sequential predictable series of actions resulting in the
correct answer.
Of importance is the fact that questions rely on the answer to a previous question. This
answer to the previous question does not have to be completed a second time, but can
be referred to in the answer. It is enough to state where the answer came from and to
use it as a piece of information to help address the following question.
Using previous data from a question belonging to the same base information is often
common in math and students need to be informed of the possibility. It is not cheating
to use work on a question that has previously been the focus of a question.
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002 Q2 a1:
∠DAE = ∠BAC because ∆𝐵𝐶𝐴 𝑎𝑛𝑑 ∆𝐷𝐸𝐴 share a common ∠𝐴
∠BCA = ∠DEA because they are both right angles.
∠𝐴𝐷𝐸 = ∠𝐴𝐵𝐶, as the angle sum of both triangles is 180o
Therefore
∆𝐵𝐶𝐴 𝑎𝑛𝑑 ∆𝐷𝐸𝐴 are similar as the corresponding angles of both triangles
are equal.
Q2 a2:
∆𝐷𝐸𝐴 is an isosceles triangle since the length of the stick is the same as Ivan’s arm.
Because ∆𝐵𝐶𝐴 is similar to ∆𝐷𝐸𝐴, then ∆𝐷𝐸𝐴 is isosceles as well. Therefore, AC = CB =
161 inches. So the height of the tree is 161 inches + 61 inches (the height to Ivan’s
shoulder) = 222 inches.
There are 2.54 cm in 1 inch so the height of the tree in meters is

(222 x 2.54)/ 100 m ≈ 5.64 𝑚
Q2 a3:
The distance of Ivan from the tree is equal to the height of the tree (121 inches) minus
the height of Ivan’s shoulder (61 inches) = 121 – 61 = 60 inches
Because of the fact that ∆𝐵𝐶𝐴 𝑖𝑠 𝑠𝑖𝑚𝑖𝑙𝑎𝑟 𝑡𝑜 ∆𝐷𝐸𝐴, and both triangles are isosceles.
As before 1 inch = 2.54 cm

Therefore (60 in x 2.54)/100 = 1.524 meters
Reflection:
There are 3 questions addressing this trigonometric question based on a real-world
context involving a piece of wood of a special length equal to the length of the
extended arm (as far as his fist extended) of Ivan. Also, the height of the stick above
the ground is up to Ivan’s shoulder, not his head.
The basis of the use of this technique is on identifying similar triangles which in this
case are also isosceles triangles.
Question 2 a1. Concerns establishing by a proof that two triangles as similar. A property
of similar triangles is that all corresponding angles are equal or the equivalent idea
since all triangle angle sum is the same then we only require that two corresponding
angles are equal. This question is a standard geometric question, and it is a the
multistructural level.
The correct answer for Question 2 a2. Also requires that the triangles are observed to
be isosceles with the base and the perpendicular height being equal. Again, this require
a small number of observations and the correct result is at the multistructural level as it
requires more than one piece of discrete information.
For Question 2 a3. the height of the tree is known, and the student is required to work
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in reverse as compared to Question 2 a2. The level here is relational as the student is
expected to unpack what had previously been undertaken and reformulate it in a new
but integrated way.
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003 Q3 a1:
5x2 – 30x + 12
= 5(x2 – 6x + 9 –9) + 12
= 5(x – 3)2 – 45 + 12
= 5(x–3)2 – 33
Therefore a = 5; h = 3; k = – 33
Q3 a2:
Area of rectangle is 3y x (y + 4) = 3y2 + 12y
Therefore 3y2 + 12y = 36
3y2 + 12y – 36 = 0
3(y2 + 4y +4 –4) – 36 = 0
3(y + 2)2 – 12 – 36 = 0
3(y + 2)2 – 48 = 0
The answer as required.
Q3 a2:
Solving the equation 3(y + 2)2 – 48 = 0
(y + 2)2 = 16
y + 2 = +4 or –4
y = 2 or – 6
The lengths of the rectangle are 3y and y+4. On substitution of y values this is 6 and 6 or
–18 and –2
As the sides of a rectangle cannot have negative lengths then the only practical value
for y is 2. Thus, the sides are all equal to 6 cm.
This means that the rectangle is a square with a perimeter of 24 cm.
Reflection:
These questions are concerned with developing and using the completing the square
approach to quadratic expressions.
Question 3 a1. Is a relative straight forward approach to establish if the students can
develop a quadratic expression in terms of a binomial that is squared. The level is
multistructural as the respondent is expected to undertake a number of familiar steps
in sequence ensuring that the expression does not change in value.
Question 3 a2. This question is about using the completing the square technique to
confirm the answer given in the question. The prompt to use this approach can be
taken from Question 3 a1. and/or from the general look of the answer. The approach to
obtain the answer involves a predictable sequence of steps. Again, the level of this
question is multistructural.
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integration of responses in terms of overall response. Respondents need to work
backwards from the idea of perimeter and to sort out how to achieve the solution.
Note that the solution should explain why the values of y that lead to a negative
answer are not appropriate in this case and need to be excluded.
Note also, that the figure turns out to be a square in this question. Need to confirm
with respondents that a square belongs to the family of rectangles. A square is a
rectangle with adjacent sides equal. Some students might think in error that the
adjacent sides of a rectangle are not equal. The name of a shape with this characteristic
is referred to as an oblong not a rectangle.
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004 Q4 a1:
Jose made a mistake in Step 4 because he factored the left side of the equation using
the “plus sign” instead of the negative sign of the binomial. This explains why the rest
of the steps may also be wrong.
Q4 a2:
7 121
STEP 4: (𝑥 − 6)2 = 36
7 121
STEP 5: √(𝑥 − 6)2 = ±√ 36
7 11
𝑥−6 =± 6
7 11
STEP 6: 𝑥 = 6± 6
7 11 7 11
𝑥 = 6+ ;𝑥 =6−
6 6
18 −4 −2
Jose’s final answer should be: 𝑥 = = 3, 𝑥 = =
6 6 3
Q4 a3: Teacher’s judgment call

NOTE: The reasons should focus on giving recognition to what the student has been
able to achieve. How much was correct, not just counting steps. The number and
seriousness of the mistakes. If one mistake is made and the following working using
that mistake is correct, then the following work cannot be considered wrong
mathematics. The only provisory here is if the mistake makes the question simpler.
Reflection:
Question 4 offers a solution by student, Jose, to the solution of a quadratic equation
using a specific method, namely, completing the square.
Question 4 a1. Asks for the first error in the solution attempt by Jose. This is at the
multistructural level as the respondent needs to consider each step sequentially.
For Question 4 a2. the level is multistructural as the respondent is expected to

undertake a number of single, sequential steps correctly as they proceed through a
typical solution process.
integration of responses in terms of overall response to the mark awarded to Jose.
However, the respondents may provide different quality answers. For example, a
respondent might provide only one fact about the data. If this was the case, then the
response would be unistructural not the anticipated relational response.
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005 Q5 a1:
Joe was incorrect because he changed the given expression into radicals by taking the
numerator as the index of the radical and taking the denominator as the exponent of
the radicand. In line 2 Joe has found the square root cubed where it should be the cube
root squared. After making this error the following working is consistent with the
mistake made.
Q5 a2:
Ken was correct and there are no errors in his work, because he changed the given
expression into radicals by taking the denominator of the fractional exponent as the
index of the radical and taking the numerator as the exponent of the radicand.
Reflection:
This is a similar activity that has been offered in some activities, but it is organized
slightly differently in this set.
The respondent is provided with two choices concerning a radical expression that two
students have been asked to simplify. As it turns out, one approach is correct, and one
is incorrect. In future questions of this type it is possible for there to be different errors
in both responses.
For Question 5 a1. and Question 5 a2. the level is multistructural as the student is
expected to work their way sequentially through each step themselves is this correct
or not.
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006 Q6 a1:
There were two errors.
The first error starts at Step 4.

After he multiplied all the terms by the LCD 𝑥 − 3(Line 2) and applied distributive
property (Line 3), unfortunately, when similar terms were combined, the constant term
5 was overlooked (Line 4).
𝑥 + 5 + 3𝑥 − 9 = 3𝑥 2 − 9𝑥
It should be 4𝑥 − 4 = 3𝑥 2 − 9𝑥 , instead of 4𝑥 − 9 = 3𝑥 2 − 9𝑥.
The second error occurs at Step 6 when the student correctly multiplied 4 x 3 x 9 but
did not correctly take into consideration of the two negative signs.
13 ±√169+108
𝑥= Step 6
6
Q6 a2:
The correct solution is:
4𝑥 − 4 = 3𝑥 2 − 9𝑥
3𝑥 2 − 13𝑥 + 4 = 0
(3𝑥 − 1)(𝑥 − 4) = 0
3𝑥 − 1 = 0 ; 𝑥 − 4 = 0
1
𝑥 = 3 ;𝑥 = 4
1
So, the correct answer is 𝑥 = 3 or 𝑥 = 4

Reflection:
Question 6 a1. Is about the solution of a quadratic equation by a student. There are two
mistakes not one. Because the solution needed is a number of sequential steps to be
performed correctly, finding one mistake would be coded as unistructural and the two
mistakes would be at the multistructural level.
The second question, Question 6 a2., requires a multistructural response as it requires a

set of correct procedures performed in sequence, composed of a predictable number
of small steps.
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The final question, Question 6 a3. can offer several levels of response. However, the
highest level, relational, will require the respondent to first identify both the mistakes
and the answer and find the balance of what has been achieved and what has not. This
can be achieved by teasing out the magnitude of the error as compared to the amount
of information and processes the respondent demonstrated that they understood.
Interestingly, the student made the question harder by making a mistake and needing
to employ the quadratic formula, which was known correctly, although while the
student was able to make the correct substitution, he failed in simplifying the
arithmetic needed under the square root sign.
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007 Q7 a1:
Q7 a2:
Let a be the distance of boat B1 from the base of the lighthouse
Let b be the distance between two boats B1 and B2
Using Tangent ratios
70 70
Using trigonometric ratios we have, 𝑡𝑎𝑛 50° = 𝑎 𝑎𝑛𝑑 𝑡𝑎𝑛 25° = 𝑎+𝑏
70 70
𝑎= ; 𝑎+𝑏 =
𝑡𝑎𝑛50° 𝑡𝑎𝑛25°
70
𝑎= −𝑏
𝑡𝑎𝑛25°
Since both equations are equal to a, equate them
70 70
= −𝑏
70 70
𝑏+ =
70 70
𝑏= −
𝑏 ≈ 91.38 𝑓𝑒𝑒𝑡
Therefore, the distance of the two boats is approximately 91.38 feet
Q7 a3:
Let b be the distance between two boats
Using Sine Rule
40° 65°
70 ft 70 ft
50° 25°
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𝑎 70 𝑎+𝑏 70
= ; =
𝑠𝑖𝑛40° 𝑠𝑖𝑛50° 𝑠𝑖𝑛65° 𝑠𝑖𝑛25°
70𝑠𝑖𝑛40° 70𝑠𝑖𝑛65°
𝑎= ; 𝑎+𝑏 =
𝑠𝑖𝑛50° 𝑠𝑖𝑛25°
70𝑠𝑖𝑛40° 70𝑠𝑖𝑛65°
𝑎= ; 𝑎= −𝑏
Since both equations are equal to a, equate them
70𝑠𝑖𝑛40° 70𝑠𝑖𝑛65°
= −𝑏
70𝑠𝑖𝑛40° 70𝑠𝑖𝑛65°
𝑏+ =
70𝑠𝑖𝑛65° 70𝑠𝑖𝑛40°
𝑏 = −
𝑏 ≈ 91.38 𝑓𝑒𝑒𝑡
Therefore, the distance of the two boats is approximately 91.38 feet

Similarities
(list here)
Have the students complete this on their own first, for both similarities and differences. Then
when marking establish a list on the board where all students contribute. Then discuss each
one with the students and discard any that seem inappropriate or not mathematical. Then have
students mark their own from the summary list on the board.
Differences
(list here)

Preference here
(List preference)
Reasons here
Have the students complete this on their own first, with their reasons. Then when marking
establish a list of reasons on the board where all students contribute. Then discuss each one
with the students and discard any that seem inappropriate or not mathematical. Then have
students mark their own from the summary list on the board.
Reflection:
Question 7 a1. Has been isolated as an individual question. It is important that
respondents are given opportunities to independently draw a diagram to summarize
given data in a question as opposed to being given the diagram. Also, it means if
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respondents have trouble with this aspect they can be supported. It also means that
after the diagram is corrected all respondents can start on a level playing field in order
to proceed. The SOLO codes for this question differ from the ones that follow. In
general, the correct answer to this question is at the multistructural level where all only
relevant data are provided in the question, and this is all included in the diagram.
Question 7 a2. And Question 7 a3. Are multistructural questions as they are about
applying a known formula and substituting know variables into the equations. These
should be corrected before moving onto the real purpose of this activity which are the
following two questions. This is not to say that these questions are not important. It is
a critical skill to find the appropriate approach to use and to carry out the procedures
successfully. However, this can all be done without any conceptual thinking about what
has happened.
Question 7 a4. And Question 7 a5. Require students to look at the work they have
completed and to analyze it in two ways. These two questions have the potential to be
relational depending on the respondent answers. If the respondent focuses only on
one idea in either question the answer will be at the unistructural level, a number of
individual ideas would be at the multistructural level and a number of ideas that are
integrated to provide a response would be relational.
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008 Q8 a1:
The average life span for a lion is 13, 140, 000.
Q8 a2:
The list shows mammals that are increasing in size. The mouse is the smallest and the
elephant is the largest. The other animals are in order between these two.
Q8 a3:
As the average size of the mammal gets bigger the average number of heart beats per
minute becomes smaller.
Q8 a4:
As the average heart rate gets lower, the average life span increases. There is an
inverse variation between the average heart rate of mammals and their average life
span.
Q8 a5:
Let y be the life span and x be the heart rate
𝑘
y=𝑥
𝑘
1 576 800 = 158
k = (1 576 800) x (158)
k = 2 000 000 000 (correct to the nearest billion)
2 000 000 000

Therefore, the equation of variation is y = 𝑥
Q8 a6:
An average elephant’s life span in minutes is approximately
70 (years) x 365.25 (days) x 24 (hours) x 60 (minutes)
36 817 200 minutes
Using for formula developed in Question 28 a3.

2 000 000 000
The equation of variation is y =
𝑥
2 000 000 000
36 817 200 =
𝑥
2 000 000 000
x=
36 817 200
x ≈ 54.32 (correct to 2 decimal places)
The average heart rate for an elephant is expected to be approximately 54.32

beats/minute.
Reflection:
The correct answer for Question 8 a1. And Question 8 a2. Are questions for a first cycle
SOLO response. It requires information directly from the table. This questions, while
very straightforward, encourages the respondent to look at the table carefully and find
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relevant pieces of information. It also encourages the respondent to start the question.
For Question 8 a3. The level is unistructural as the respondent is asked to find a single
pattern in one column of the Table. This is the start of what might be a mathematical
response to the question.
Question 8 a4. The level is unistructural as the student is prompted to consider a simple
pattern in two individual rows and then make a consideration of some common link.
For Question 8 a4. The answer would be at the multistructural level as it is asking for
the respondent to adopt a mathematical approach by noting the ‘inverse’ relationship
that is evident and maybe writing down the formula.
In Question 8 a5. The answer would be at the multistructural level as it is asking for
substitution of data into a known equation and solving that equation.
In Question 8 a6. The correct answer would be at the relational level. This involves
using information generated in earlier parts of the question, some establishing that the
units used are appropriate before substitution into an equation and solving the
equation.
It would be worth a discussion and exploration by the class (i) what the word ‘average’
means in this context? And (ii) why the word ‘average’ is used here? Also for discussion
is round decimals and the need for, or use of, this.
At the end of the activity the class might discuss how humans might fit into this
information and the implications that are possible.
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Grade 10
Item
Answers
no.
001 Q1 a1:
Since the tangent of the circle is always perpendicular to the radius of the circle at the
point of tangency, and perpendicular segments intersect at a right angle, then ∠𝐷𝐴𝐶 =
90o.
Q1 a2:
Since triangle 𝐶𝐴𝐷 is a right triangle with ∠𝐴𝐶𝐵 as the right angle, and 𝐶𝐷 as the
hypotenuse, then by Pythagorean Theorem,
𝐴𝐷2 = 𝐶𝐷2 − 𝐶𝐴2
= 142 − 42
𝐴𝐷2 = 180
𝐴𝐷 = √180 = 13.416𝑚
Q1 a3:
Triangles ADC and BDC are congruent as both have a right angle, equal hypotenuse
length and one other side of both triangles is also equal. CD (hypotenuse) is common
to both triangles, and AC = BC has both are radii of the same circle. Therefore A𝐷 =
𝐵𝐷,
hence 𝐵𝐷 = 𝐴𝐷 = √180 = 13.416𝑚.
Q1 a4:
Because triangles ACD and BCD are congruent this means that ∠𝐴𝐶𝐹 = ∠𝐵𝐶𝐹
Therefore, as triangle ACB is isosceles CF bisects AB at right angles. This also means
that CE which contains points C and F is also perpendicular to AB
7.65
Since 𝐹 is the midpoint of 𝐴𝐵, then 𝐴𝐹 = 2 = 3.825𝑚.
Also, 𝐶𝐸 is perpendicular to 𝐴𝐵 by theorem. Hence, ∠𝐴𝐹𝐷 = 90o. By Pythagorean
Theorem,
𝐴𝐷2 = 𝐴𝐹 2 + 𝐷𝐹 2
𝐷𝐹 = √𝐴𝐷2 − 𝐴𝐹 2
= √13.4162 − 3.8252
= 12.859𝑚
The fountain is 12.859 meters away from the water source.
Q1 a5:
Triangle 𝐶𝐹𝐴 is a right triangle with ∠𝐶𝐹𝐴 = 90, hence, by Pythagorean Theorem,
𝐴𝐶 2 = 𝐴𝐹 2 + 𝐶𝐹 2
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𝐶𝐹 = √𝐴𝐶 2 − 𝐴𝐹 2
= √42 − 3.8252
= 1.170𝑚
Since 𝐷𝐶 = 𝐷𝐹 + 𝐶𝐹 then, 𝐷𝐹 = 𝐷𝐶 − 𝐶𝐹
= 14 − 1.170
= 12.83𝑚
It is noted that the two solutions are the same up to one decimal place only because of
rounding off error.
Reflection:
The five questions each represent a particular SOLO level. The correct answer for
Question 1 a1. is at the unistructural level as it requires one piece of information from a
known theorem. Also, although not reliable, the visual image of the answer looks like
the real answer as well. Hence it would be valuable to check with the respondent the
reason for their correct answer. If the answer is based only on visual criteria, then
discussion will be needed as this is not an appropriate response for a geometry
question as often diagrams are used to support the solution process and not drawn to
scale accurately.
For Question 1 a2. the level is multistructural as the respondent is expected to use the
Pythagoras theorem in a non-prompted situation involving given data.
For Question 1 a3. the level is also multistructural for similar reasons. In this question
the respondent is expected to use the right-angle congruency theorem in a non-
prompted situation involving given data.
For Question 1 a4. the level is relational. Again, it is important that respondents do not
assume answers based on visual appearance. For example, there needs to be thought
given to why point F is the midpoint of AB, and not rely on the fact that it looks like it.
Question 1 a5. is also at the relational level as the respondent must seek out an
alternative solution having already found a solution. This is not a particularly easy thing
to do as the earlier approach will still be evident in the thinking of the respondent.
Also, in the case of Question 1 a5. the impact of rounding error is worth exploring in
detail and discussing.
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002 Q2 a1:
(ABCDE) (ABCDF) (ABCDG) etc should be looking to see some systematic way that the
list is being developed to ensure all combinations (n=21) have been found.
Q2 b1:
The problem is about selecting the 5 players among 8 available members of
the team to play in the basketball game. Since the order is not important in
the selection of players, it is better to use combination instead of
permutation.
From the situation, we will select 5 players from 8 available players.

𝑛!
𝐶(𝑛, 𝑟) =
(𝑛 − 𝑟)! 𝑟!
𝑛 = 8; 𝑟 = 5
8!
𝐶(8,5) =
(8 − 5)! 5!
8 x 7 x 6 x 5!
=
3! 5!
=8x7
There are 56 ways of selecting 5 players from 8 available players.
Q2 b2:
Coach John will field 2 guards, 2 power forwards, and 1 center.
By Fundamental Counting Principle:

𝐶(2,1) x 𝐶(3,2) x 𝐶(3,2)
2! 3! 3!
= x x
1! 1! 1! 2! 1! 2!
= 2x3x3
= 18 𝑤𝑎𝑦𝑠 𝑜𝑓 𝑠𝑒𝑙𝑒𝑐𝑡𝑖𝑛𝑔 5 𝑝𝑙𝑎𝑦𝑒𝑟𝑠.
Reflection:
The three questions represent a different SOLO level.
This first question was an opportunity, which was valuable background to for Question
2 b1. to check the ‘validity’ of the rule by writing down all the possible teams.
Respondents were expected to use some systematic pattern and possibly verifying it
through application of the known combination rule. This question was separated from
the following two questions as it was felt the size of the numbers in Question 2 b1. and
Question 20 b2. made it too tedious to list so many different possible teams.
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Despite the general area of permutations and combinations to be perceived to be
challenging to obtain the correct answer, Question 2 b1. is at the unistructural level (in
the second cycle) as it requires the application of a known rule in a single straight-
forward application.
For Question 2 b2. the level is multistructural as the respondent is expected to

undertake a number of single observations in sequence by applying known rule of
three occasions.
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003 Q3 a1:
3 fans could be made as the angle at the center is 360o
Q3 a2:
Area of a circle:
𝐴 = 𝜋𝑟 2
= 𝜋(25)2
= 625 𝜋
= (625)(3.14)
= 1962.5 𝑠𝑞 𝑐𝑚2
Area of the fan:

1
The area of the fan which is the sector of the circle in the given problem is 3 of the area
of the circle.
1
𝐴𝐹 = 3 (𝜋)(25)2
𝐴𝐹 = 654.17 𝑠𝑞 𝑐𝑚2 the area of the fan.
Area of the fan covered by silk:
To find the area covered by silk, consider the area not covered by silk as a sector of the
circle with a radius of 5 cm.
1
𝐴𝑆′ = 3 (𝜋)(5)2
𝐴𝑆′ = 26.17 𝑠𝑞 𝑐𝑚2 the area of the part not covered by silk
Then subtract the area not covered by the silk from the total area of the fan.
𝐴𝑆 = 𝐴𝐹 − 𝐴𝑆′
= 654.17 − 26.17
= 628 𝑠𝑞 𝑐𝑚2 the area of the part covered by silk
Q3 a3:
Circumference of a circle is 2 x π x Radius
1
The length of the arc is ( 3)(2)(π)(25) ≈ 52.35 cm
Therefore, Jane needs approximately 53 cm of lace.
Q3 a4:
The radius of the fan from the rivet to the edge of the lace glued to the fan is 25 −
0.5 = 24.5 cm
1
𝐴𝐿′ = 3 (3.14)(24.5)2 = 628.26 𝑠𝑞 𝑐𝑚2area of the fan from the rivet to the edge of the
lace glued to the fan.
To find the area with glued lace:
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𝐴𝐿 = 𝐴𝐹 − 𝐴𝐿′
= 654.17 − 628.26
= 25.91 𝑠𝑞 𝑐𝑚2
The four questions each represent a SOLO level. The correct answer for Question 21 a1.
is at the unistructural level as it requires one simple operation resulting from dividing
360 by 120.
Question 3 a2., Question 3 a3. and Question 3 a4. all represent questions at a
multistructural level as the respondent is expected to undertake a number of small
calculations. There calculations for each question are in sequence. Some of the
questions might appear more difficult for the respondent, but they are all examples of
identifying given data and substituting these numbers into various known formulas
associated with area or circumference of a circle.
None of the questions posed would be at the relational level as they do not require the
need of some overview of the question requiring an overall response.
This question is important for teachers in helping understand the difference between
lower-order and higher-order thinking. Nevertheless, it is important that respondents
are able to complete successfully such questions as they represent the needed
knowledge as a basis in order to move to higher-order thinking.
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004 Q4 a1:
The error starts at Step 2. Since zero is included in the selection and has many
placement restrictions. As a result, the solution cannot immediately employ the
Fundamental Counting Principle. Instead, the solution must consider cases wherein
zero is used and not used as an ending digit of the possible number.
Q4 a2:
Case I When an even number ends with zero.
First digit: 5 choices
Second digit: 4 choices
Third digit: 3 choices
Last digit: 1 choice
Using the fundamental counting Principle
5 × 4 × 3 × 1 = 60
Case II: When an even number does not end with zero
First digit: 4 choices since it will not start with zero
Second digit: 4 choices
Third digit: 3 choices
Last digit: 2 choices
Using the fundamental counting Principle

4 × 4 × 3 × 2 = 96
Adding Case I and Case II

60 + 96 = 156 Possible PIN satisfying the conditions.
Reflection:
Question 4. Expects respondents to find where the mistake has been made among the
given answer/solution and explain why it was a mistake. Respondents are then asked
to provide the correct answer to the question. Respondents are also asked to allocate
marks for the wrong answer/s identified for an added ‘fun’ in the activity. This last part
also adds some conceptual understanding and discussion.
Identifying the answer in Question 4 a1. is most likely a relational response as it requires
a holistic understanding of what the respondent has done but how it links to other
issues.
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The second question, Question 4 a2., requires a multistructural response as it requires a
set of procedures performed in sequence, composed of a number of small calculations.
The final question, Question 4 a3. can offer several levels of response. However, the
highest level, relational, will require the respondent to first identify the mistake and the
answer and find the balance of what has been achieved and what has not. This can be
achieved by teasing out the magnitude of the error as compared to the amount of
information and processes the respondent demonstrated that they understood.
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005 Q5 a1:
Individual list, probably a few words such as: circumference, area, sector, centre, chord
tangent, secant, arcs, segment, diameter, radius, etc
Note: If respondents naturally work systematically in terms of Circle sub-topics for this
question, then this is to be acknowledged when the class reports but not prompted at
the beginning, see the next question. The idea of this first question is to see what
individual respondents know in this area without support. These basic ideas are helping
respondents move from first cycle (preliminary basic learning) to the second cycle.
Q5 a2:
Sub-topics identified by respondent might be: lines related to a circle; parts of a circle;
angles on different parts of a circle; theorems about a circle; tangents to circles their
properties; circle measurements;
Q5 a3:
(i) Agreed Group list
(ii) Agreed Class list

Q5 a4:
Reflection:
The purpose of this activity is to use a series of lessons that has already been
completed and ask the respondents to bring together the main ideas of the
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will help their understanding and present these ideas using a grade-appropriate and
age-relevant concept map.
One great value for respondents with the development of a concept map is it provides
a context in which respondents are expected to talk about mathematics, express their
understandings or misunderstandings, and listen to and learn from, their peers as well
as the teachers.
the different pathways present a ‘story’.
at different levels, it is possible that respondents may give much lower levels than
concept map into areas where the respondents have not yet to encounter.
end-product on what they have already achieved at the relational level.
In the case of Question 5 a1. a respondent might provide a number of single ideas
about a single aspect of circles, such as names for parts of a circle. If this was the case,
then the answer is in the first cycle. (NOTE: only giving (say) the name ‘radius’ is
unistructural but in the first cycle.) For the respondents to enter the second cycle they
need to start thinking in terms of Circle sub-topics. A response at the unistructural level
in the second cycle will contain many of the words needed in a specific Circle sub-topic
such as most of the names that describe different aspects of a circle. It will be
significant by the end of the activity that the respondent can provide and talk about a
number of relevant Circle sub-topics each made up of individual points if they are to be
coded at the multistructural level see Question 5 a2. and Question 5 a3.
Question 5 a4. is at the relational level, second cycle, if it is bringing different

sub-groups together in the same concept map. This would be a hoped-for
result for capable Grade 10 respondents.
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006 Q6 a1:
Because the question involves seating arrangement in a linear fashion, then order of
the persons is important. Hence, we shall use permutation. There were 5 people
involved including Alexander, so 𝑛 = 5. Since all of them must be seated, then 𝑟 = 5.
The question asks for the permutation of 5 people taken 5 at a time. In symbols,
𝑛!
𝑃(𝑛, 𝑟) =
(𝑛 − 𝑟)!
5!
𝑃(5,5) =
(5 − 5)!
5!
= 0!
= 5! = 120 ways
Q6 a2:
The seating arrangement must be divided into 2 groups: for Alexander and his best
friend in one group; and for the three other friends in the second group.
There are 4 places on the bench that Alexander and his best friend could be placed on
the long bench. This is at the beginning and end and in two places between each of the
friends. Also, Alexander and his friend can sit side-by-side in 2 ways. The question now
concerns how many ways can the three friends and Alexander-and-his-best-friend, i.e.,
4 separate groups be seated, P(4,4).
The total number of ways that all five people could they be seated together with the
condition of Alexander’s friend is given by
𝑃(2,2) × 𝑃(4,4) = 2! × 4! = 48 𝑤𝑎𝑦𝑠

Q6 a3:
Here there becomes two pairs and one individual which we can consider as three
separate elements. Therefore, there are 2 ways for each of the pairs and then the 3
separate elements to be allocated. P(2,2) x P(2,2) x P(3,3) = 24 ways
Note: The problem could include some restrictions on how they could be seated. For
example, consider a new question.
Q6 a4:
If all friends were to sit down with no restrictions there would be P(5,5) = 120 ways
If Alexander and Alexander’s friend who he had a bad time with him did sit together it
would be on P(4,4) x P(2,2) = 48 ways
If Alexander and Alexander’s friend who he had a bad time with him did NOT sit
together it would be on 120 – 48 = 72 ways
Q6 a5:
Class to discuss
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Reflection:
Permutations require respondents to determine the number of ways some actions in
an activity can be arranged. There are new symbols to be understood and ideas such as
factorial illustrated by a ‘!’ after a whole number. There is much basic work and
practical activities to be undertaken to help the respondent establish the meaning of
permutations. Most of this early work occurs in the first cycle of SOLO.
By the time respondents are at the unistructural level (in the second cycle) they can
undertake simple tasks such as determining how many ways five people can be seated
in five chairs. This is shown in Question 6 a1.
In Question 6 a2. the cognitive demands of the question increase by adding certain
straightforward conditions. This question is at the multistructural level. It requires
applying a similar idea to Question 6 a1. on more than one occasion. Sometimes, with
some small additional observations that are performed sequentially.
In Question 6 a3., despite an increase in conceptual difficulty, the question part is still
more of the same process as in Question 6 a1., but the idea needs to be applied a few
times as in Question 6 a2. and is also at the multistructural level.
Question 6 a4. requires respondents to have a much deeper understanding of the

process and the question as they need to hold a small number of important aspects
together at the same time. It is about using the same basic formula but offers a more
connected use and the process is not as predictable as the previous questions parts.
This question is at the relational level.
Question 6 a5. Offers insight into respondent understanding. Producing a question plus
the correct response can be found at all three levels. These levels will follow very
closely the descriptions above, for example, a unistructural level will require a simple
application of the permutation. The relational level will require the need for a
considered response linking together different ideas or conditions.
Finally, it is important that respondents do not rely on the general counting principles
established and apply them without thinking. The use of permutations can be a useful
tool, but the respondent needs to be sure of the context in which it is to be used. Too
often respondents apply a unistructural response in cases that require more deliberate
consideration to establish whether and how a permutation might be used
appropriately.
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REFERENCES
Biggs, J, Collis, K (1982) Evaluating the Quality of Learning: the SOLO Taxonomy. Academic
Press, New York.
Biggs, J, Collis, K (1991) Multimodal learning and the quality of intelligent behaviour. In Rowe
H (ed) Intelligence, Reconceptualization and Measurement, Laurence Erlbaum Assoc,
New Jersey, p 57–76.
Boaler, J. (2001) Mathematical Modelling and New Theories of Learning. Teaching

Mathematics and its Applications. Vol. 20, No. 3, 121-128,
Department of Education, PISA 2018 National Report of the Philippines.
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Mathematics Curriculum Guide.
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Pedagogy and Assessment in Higher Order Thinking Skills 1

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Do Your Learners Do the Thinking?

A Professional Learning Package on the

Copyright © 2022 by the Department of Education

Permission to use or reproduce this publication or parts of

Published 2022 in the Philippines by the Department of Education

The Project Team iv

Introduction to the Teacher’s Resource vii

SOLO-based Assessment Items

SOLO-based Items for Grade 7 1

Research Center RCTQ Senior Staff Technical Working Group

Ken Vine, PhD Elmar Ancog

Project Adviser Australian Embassy-Manila

Usec. Nepomuceno Malaluan Francesca Lawe-Davis

John Arnold Siena Bert J. Tuga, PhD

Anna Marie San Diego Ronald Allan S. Mabunga, PhD

Content Expert Reviewers

Neddy G. Arong Nelson Bungihan Armil O. Turtor

Exquil Bryan P. Aron Jerome Chavez Joseph Palattao

INTRODUCTION TO TEACHER’S RESOURCE

Hello, dear Teacher! Welcome to this

Structure of the Teacher’s Resource

In addition, acceptable answers for each question/activity can be found in a separate

Ideas for Mentors:

Ideas for Mentees:

Further or complementary study:

The Philippine Professional Standards for Teachers (PPST)

The enhancement of higher-order thinking skills is crucial and imperative in achieving an

Apply a range of teaching strategies

Develop and apply effective teaching strategies

SOLO is developed to classify learning outcomes based on their complexities, allowing

What teachers can expect from this Resource Material

In summary, this resource seeks to:

✓ address the appropriate strands/indicators in the:

Introduction to the Basic SOLO Model

Such descriptions of ‘quality’, definitely offer a perspective on learning performance – a view

Further, and more importantly, numeric descriptions of quality do little to explain:

Part 2 Overview of SOLO

As lower-order skills and understandings are necessary pre-requisites for higher-order

▪ information processing capacity, such as, working memory demands;

Part 3 Introduction to SOLO Levels: Language and Meaning

Unistructural, Multistructural and Relational levels

Figure 1: Unistructural level

Figure 2: the Multistructural level

Figure 3: The Relational level

These three levels are often referred to as a SOLO unistructural–multistructural–relational

Prestructural and Extended Abstract levels

Figure 4: The Prestructural level

Figure 5: The Extended Abstract level

Openness of Conclusion: The list of levels demonstrates a graduation of thinking from

Part 4 The SOLO Model and Instruction

Part 5 Final Comment

The issue here for teachers is about

1. Mathematical Modelling Approach

Mathematical Modeling is an attempt to study and understand real-life problems using

According to Boaler (2001), mathematical modelling theory focuses on individuals and

2. Critical Thinking and Problem-Solving based Approaches

to Polya, mathematical problem solving is finding a way around a difficulty, around an

3. Assessing Mathematical Literacy through Mathematical Reasoning & Computational

1. To be able to present problems that involve Mathematical Reasoning.

Enacting Mathematical Approaches