Hkcee Past Paper

Whether a light bulb needs to be changed, a critical audio or visual component shorts out, or the HVAC (heating, ventilation, and air-conditioning) system goes out, proper maintenance could be the factor that saves or destroys an event before it even begins. Proper maintenance can not only save the organization from unscheduled downtime but it can also prevent unwarranted cost. For example: if a vehicle doesn’t have its oil regularly serviced, it could cause the vehicles engine to fail possibly causing thousands of dollars of damage. The same thing can be said when it comes to a facility and its maintenance.

- Complete all of the details required on the front page of the examination booklet. - Make sure that you note the SIX(6) questions attempted on the front of your examination booklet - If Seven questions are attempted, the first SIX(6) will be marked. - You may use a non-programmable calculator - Graph paper will be provided. - Answers are to be written in ink. Pencils are permitted for graphing purposes. - The

This is the result of solving an equation to find a value(s) for the variable(s) which make the equation true.

  A.  -8 + x [(let x be the variable number, therefore sum of variable (x) and (-8) would be x-8 or -8 + x)]

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.

[The formal and informal assessments in the learning segments provided direct evident throughout the learning segments as I was able to incorporate relevant and meaningful assessments with my students. In the first lesson, students will be assessed through an observation during the anticipatory activity. I will use a Smart Presentation in this lesson and have the students determine which items have the greatest/least quantity. I will collect the data using my clipboard. In learning experience 2, students will, again, be observed. I will use a checklist ensuring students are able to read quantities from left to right as well as being able to recognize the three key vocabulary terms for this unit –

Find the number that 5 times itself is the same as 3 times that number plus 2.

Also I still do not quit understand how this amounts to 8 ------> (1+1)**(5-2) = 8 why 2 * ? and what is the value?

I can figure out the missing number in a subtraction word problem using objects, drawings, and symbols

Student B demonstrates mathematical strengths in the explanation of both solutions of the area and perimeter, although one of the formula used was incorrect. Mathematical strength was also displayed in the actual multiplication 5x2x5x2=100, and addition 5+2+5+2=14 cm, failing to include the units of measurement

After hand marking all of the papers, the data was arranged in an Excel file. For simplicity purposes, the method of correcting the papers was different from a classroom grader. Whereas a teacher would normally award points for “partial credit,” the papers were marked on a binary “one or none” format. The correct answer was awarded one point, and the incorrect answer (inclusive of only partially correct answers and incorrect formatting listed by instructions) was marked a zero. The way in which the questions were answered incorrectly was recorded by using a special notation on the Excel cell (whether the question was a lack of understanding, a computational error, or incorrect formatting). 3 Do-Nows were thrown out do to a clear lack of thought on the part of the student, and responses left blank or with a note saying they did not

It’s hard to keep all the math rules straight. You may have been thinking of addition. With addition we would

A(-2, 2) becomes A'(5, 1) , B(-2, 4) becomes B'(5, 3) , C(2, 4) becomes C'(9, 3) , D(2, 2) becomes D'(9, 1)

3 x 2 + -2 x 4 + 3 x 8 + -2 x 1= 6 -8 +24 -2= 20

The goal of educational assessment is to record, evaluate and enable improved student learning. The monitoring of student work, through developing understanding of key subject concepts and their achievement of syllabus objectives requires comparison against outcomes and standards. These outcomes and standards help define the criteria which is considered essential and relevant for assessment. Through correct implementation, integration, and reliability and validity, all forms of assessment should enable improved student learning when teaching is targeted towards syllabus outcomes, objectives and through highlighting gaps in student knowledge.