CARIBBEAN EXAMINATIONS COUNCIL

CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE

MODULE 1 – Number and Number Sense
NAME OF CENTRE: Harrison College CENTRE CODE: 030014 YEAR OF EXAMINATION: 2020
NAME OF GROUP MEMBERS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CANDIDATE’S REGISTRATION NUMBER: _____________________________________________

TITLE OF ACTIVITY: Number Pattern
Teacher Report

Maximum Mark Mark Awarded

Available
Use of Basic Mathematical Operations (3)

Use of Properties of Numbers (2)

Outlining the Rule / Generalization (4)

Application of Rule / Generalization to (4)

extend pattern/make predictions

Reflective Description (5)

Clarity and Organization of Ideas (2)

TOTAL (20)

Page 1 of 31
 CARIBBEAN EXAMINATIONS COUNCIL

CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE

MODULE 1 – Number and Number Sense
TITLE OF ACTIVITY: Number Pattern
Purpose of Activity
An Investigation into Shape Formation using clothes buttons

Mathematical Formulation (Outlining the Rule / Generalization)

Eighteen clothes buttons were obtained and spread on a large piece of Bristol board. The
buttons were equally spaced and joined by straight lines of equal length to form a shape as
shown in Table 1 below.

Table 1
Pattern No. Shape Formed Number of Buttons in Shape
1

The Problem Solution (Application of the Rule / Generalization to extend pattern / Make
predictions)

The sequence was extended to show the fifth and sixth patterns.

Pattern No. Shape Formed Number of Buttons in Shape

5

Page 2 of 31
Discussion of Findings / Conclusion (Reflective Description)
The number of buttons used when equally space formed a two-dimensional shape as listed in
the Table 2 below.
Table 2
Pattern No. Pattern Formed Number of Buttons in Pattern Name of Shape Formed
1

Study the information in Table 2 and comment below.

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 CARIBBEAN EXAMINATIONS COUNCIL
CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE
MODULE 1 – Number and Number Sense
NAME OF CENTRE: Harrison College CENTRE CODE: 030014 YEAR OF EXAMINATION: 2020
NAME OF GROUP MEMBERS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CANDIDATE’S REGISTRATION NUMBER: _____________________________________________

TITLE OF ACTIVITY: Number Chart
Teacher Report

Maximum Mark Mark

Available Awarded
Use of Basic Mathematical Operations (3)

Use of Properties of Numbers (2)

Outlining the Rule / Generalization (4)

Application of Rule / Generalization to (4)

extend pattern/make predictions

Reflective Description (5)

Clarity and Organization of Ideas (2)

TOTAL (20)

Page 4 of 31
 CARIBBEAN EXAMINATIONS COUNCIL
CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE
MODULE 1 – Number and Number Sense
TITLE OF ACTIVITY: Number Chart
Purpose of Activity
The construction of a Number Chart to show the relationship between numbers
Mathematical Formulation (Outlining the Rule / Generalization)
Nine pieces of paper, each numbered 1 to 9 were placed in two separate cylindrical containers.
Each of the two containers was shook for approximately 5 seconds and then place on a desk.
Without looking into the container, one piece of paper was removed from each container by
hand, without replacement and the two-digit number formed recorded. This process was
repeated 9 more times. The results obtained are shown in Table 1 below.
Table 1
Draw No. Two-Digit Number Divisible by Sum of Digits Is Sum Divisible by
Number Formed
3 9 3 9

10

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The Problem Solution (Application of the Rule / Generalization to extend pattern / Make
predictions)

Having studied the information in Table 1, outline the rule which determines whether a two-
digit number is divisible by both 3 and 9.
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______________________________________________________________________________
______________________________________________________________________________

Nine pieces of paper, each numbered 1 to 9 were placed in three separate cylindrical
containers. Each of the three containers was shook for approximately 5 seconds and then place
on a desk. Without looking into the container, one piece of paper was removed from each
container by hand, without replacement and the three-digit number formed recorded. This
process was repeated 9 more times. The results obtained are shown in Table 2 below.
Table 2
Draw No. Three-Digit Number Divisible by Sum of Digits Is Sum Divisible by
Number Formed
3 9 3 9

10

Page 6 of 31
Having studied the information in Table 2, outline the rule which determines whether a three-
digit number is divisible by both 3 and 9.
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______________________________________________________________________________

Discussion of Findings / Conclusion (Reflective Description)

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Page 7 of 31
 CARIBBEAN EXAMINATIONS COUNCIL
CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE
MODULE 1 – Number and Number Sense
NAME OF CENTRE: Harrison College CENTRE CODE: 030014 YEAR OF EXAMINATION: 2020
NAME OF GROUP MEMBERS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CANDIDATE’S REGISTRATION NUMBER: _____________________________________________

TITLE OF ACTIVITY: Number Puzzle
Teacher Report

Maximum Mark Available Mark Awarded

Use of Basic Mathematical Operations (3)

Use of Properties of Numbers (2)

Outlining the Rule / Generalization (4)

Application of Rule / Generalization to (4)

extend pattern/make predictions

Reflective Description (5)

Clarity and Organization of Ideas (2)

TOTAL 20

Page 8 of 31
 CARIBBEAN EXAMINATIONS COUNCIL
CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE
MODULE 1 – Number and Number Sense
TITLE OF ACTIVITY: Number Puzzle
Purpose of Activity
The construction of a Number Puzzle

Mathematical Formulation (Outlining the Rule / Generalization):

1 2

3 4 Across Down

1) 5+7 1) 99+36

5
3) 300+20+27 2) 4x6

6) 15x11 4) 7x11
6 7

8) 39÷3 5) 20-4

6) 36÷2
8
7) 500+20+3

Page 9 of 31
The Problem Solution (Application of the rule / Generalization to extend pattern / Make
predictions)
1 2

3 4

6 7

Discussion of Findings / Conclusion (Reflective Description)

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Page 10 of 31
 CARIBBEAN EXAMINATIONS COUNCIL
CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE
MODULE 1 – Number and Number Sense
NAME OF CENTRE: Harrison College CENTRE CODE: 030014 YEAR OF EXAMINATION: 2020
NAME OF GROUP MEMBERS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CANDIDATE’S REGISTRATION NUMBER: _____________________________________________

TITLE OF ACTIVITY: Use of the Calculator
Teacher Report

Maximum Mark Available Mark Awarded

Use of Basic Mathematical Operations (3)

Use of Properties of Numbers (2)

Outlining the Rule / Generalization (4)

Application of Rule / Generalization to (4)

extend pattern/make predictions

Reflective Description (5)

Clarity and Organization of Ideas (2)

(20)

Page 11 of 31
 CARIBBEAN EXAMINATIONS COUNCIL
CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE
MODULE 1 – Number and Number Sense
TITLE OF ACTIVITY: Use of the Calculator
Purpose of Activity
An Investigation into the proper use of a calculator with a malfunctioning key

Mathematical Formulation (Outlining the Rule / Generalization)

The number 2 on the calculator is damaged and cannot be used. A flowchart will be designed to
show four (4) different ways in which 24 x 12 can be calculated.

The Problem Solution (Application of the rule / Generalization to extend pattern / Make
predictions)
Using the image of the calculator below, complete the flowchart to solve this problem.

Page 12 of 31
Method 1 Method 2 Method 3 Method 4

Open Open
Bracket Open
Bracket 4
Bracket

+ − ÷

Close
Close
Bracket
Bracket Close
Bracket

Bracket
× ×
× ×

Open
Open Open
Bracket
Bracket Bracket

− +
−

Close Close
Bracket Bracket Close
Bracket

=
= =

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Discussion of Findings / Conclusion (Reflective Description)
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Page 14 of 31
 CARIBBEAN EXAMINATIONS COUNCIL
CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE
MODULE 2 – CONSCIOUS CONSUMER
NAME OF CENTRE: Harrison College CENTRE CODE: 030014 YEAR OF EXAMINATION: 2020
NAME OF GROUP MEMBERS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CANDIDATE’S REGISTRATION NUMBER: _____________________________________________

TITLE OF ACTIVITY: To determine which of two clothes dryers is the better buy
Teacher Report
Maximum Mark
Mark Awarded
Available
Comparison (a) Sufficiently Reasonable (3)
(b) Reasonable but partly sufficient 2
(c) Reasonable but insufficient 1

Use of mathematical (a) Use appropriate and varied mathematical (5)

concepts and operations concepts and operations
(b) Use appropriate mathematical concepts and 3–4
operations
(c) Use mathematical concepts and operations 1–2

Accuracy of Calculation (a) Accurate calculations 5 – (6)

(b) Most calculations accurate 3–4
(c) Some calculations accurate 1–2

Decision (a) Sound decision (3)

(b) Reasonable decision supported by calculation 2
(c) Reasonable decision 1

Inferences/Generalization (a) Reasonable supported by finding (3)

/Conclusion (b) Reasonable 2

TOTAL (20)

Page 15 of 31
 CARIBBEAN EXAMINATIONS COUNCIL

CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE

MODULE 2 – CONSCIOUS CONSUMER
TITLE OF ACTIVITY: To determine which of two clothes dryers is the better buy

Mathematical Formulation

John Brown and his family will be moving into their new home next week and will be in need of
a clothes dryer. Based on previous experience, the family on average washes 5 loads of clothes
per week. A brochure from the local appliance store contains the following information on the
only brand of machine available.

BRAND WORLD DRY

Model CX Model BV
6.7 Cubic Foot 13 Cycle Electric Dryer 6.7 Cubic Foot 13 Cycle Gas Dryer
CASH $ 1400 CASH $ 1480
TOTAL CREDIT PRICE $ 1820 TOTAL CREDIT PRICE $ 2100

The Problem Solution

According to the brochure Model CX uses 5 kWh to completely dry 1 load of clothes while
Model BV uses 0.6 cubic metres of gas to completely dry 1 load of clothes. The Electricity
Company charges $ 0.15 per kWh and a fuel charge of $ 0.40 per kWh. The Gas Company
charges $ 0.80 per cubic metre of gas.

Page 16 of 31
Cost of drying 5 loads of clothes using Model CX:
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Cost of drying 5 loads of clothes using Model BV:

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______________________________________________________________________________
Decision

The purchase options for the two models of dryer are as follows:

Model CX Model BV
Hire Purchase = $ Hire Purchase =$
Cash =$ Cash =$
Saving =$ Saving =$

The operational cost of the two models of dryer over a 52-week period is estimated as follows:

follows:
Model CX Model BV
=$ =$

Inferences / Generalization / Conclusion

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Page 17 of 31
 CARIBBEAN EXAMINATIONS COUNCIL
CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE
MODULE 4 – Measuring Around Us
NAME OF CENTRE: Harrison College CENTRE CODE: 030014 YEAR OF EXAMINATION: 2020
NAME OF GROUP MEMBERS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CANDIDATE’S REGISTRATION NUMBER: _____________________________________________

TITLE OF ACTIVITY: Measurement Involving a Room

Teacher Report
Maximum Mark
Mark Awarded
Available
Choice of room (1)

Sketch of room showing dimensions (a) Two (2) or more sides correct (2)
(b) One (1) side correct 1

Use of and appropriate instrument (1)

Accuracy of measurement / use of room (1)

Calculation of perimeter / length of board (3)

Strategies used (2 marks)
Correct answer (1 mark)

Least number of tiles needed (5)

Choice of appropriate size tile (1 mark)
Arrangement of tiles (2 marks)
Students correct total (1 mark)
Number of boxes needed (1 mark)

Creativity / Overall Presentation (2)

Description / Reflection (5)

Description of approach used (2 marks)
Experience gained (2 marks)
Clarity of communicating ideas (1 mark)
TOTAL (20)

Page 18 of 31
 CARIBBEAN EXAMINATIONS COUNCIL

CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE

MODULE 4 – Measuring Around Us
TITLE OF ACTIVITY: Measurement Involving a Room

Choice of Room
The school’ PTA is raising funds to refurbish the foyer area of the library where student sit and
study. The student council has decided to actively assist in this venture by also contributing to
the tiling of this area.

Sketch of Room Showing Dimensions

A twelve (12) foot measuring tape was used to measure the dimensions of the room as shown
in the sketch below.
36 feet

36 feet

48 feet

37 feet 11 inches

Calculation of Perimeter / Length of Board

After the dimensions of the room were obtained the Perimeter of the room was computed.

Page 19 of 31
______________________________________________________________________________
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Tiling the Room
a) Sizes of tiles available
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b) Costs of available tiles
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c) Computation of floor area
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d) Diagram showing layout of tiles on the floor area

Page 20 of 31
e) Computation of the number of each size of tile required, and the number of boxes of each
required
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f) Decision
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______________________________________________________________________________

Description / Reflection
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Page 21 of 31
 CARIBBEAN EXAMINATIONS COUNCIL
CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE
MODULE 3 – Spaces in the Environment
NAME OF CENTRE: Harrison College CENTRE CODE: 030014 YEAR OF EXAMINATION: 2020
NAME OF GROUP MEMBERS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CANDIDATE’S REGISTRATION NUMBER: _____________________________________________

TITLE OF ACTIVITY: The Construction of a Model
Teacher Report

Maximum Mark Available Mark Awarded

Inclusion of three (3) shapes / solids (3)

Effective / Creative use of shapes / solids (3)

Inclusion of three (3) types of angles (3)

Accuracy of angles (3)

Accurate labeling of model (3)

Description (3)

Overall presentation and aesthetic appeal (2)

TOTAL (20)

Page 22 of 31
 CARIBBEAN EXAMINATIONS COUNCIL
CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE
MODULE 3 – Spaces in the Environment
TITLE OF ACTIVITY: The Construction of a Model

Purpose of Activity
The construction of a model of an outdoor shelter which will also be used as a study area for
students during their recess periods.

Materials used in Construction

BASE CEILING
30 cm × 20 cm 30 cm × 20 cm

CYLINDRICAL SUPPORTS

12 cm long

12 cm 1000 12 cm
12 cm 1000
12 cm

400 400
400 400

20 cm
20 cm

ROOF SUPPORT
ROOF SUPPORT

Page 23 of 31
 1-Half of Roof
1-Half of Roof
30 cm × 15 cm
30 cm × 15 cm

Mathematical Formulation
A rectangular piece of thin plywood 30 cm × 20 cm was used to represent the floor / base area
of the shelter. Four (4) vertical cylindrical beams 12 cm long for supporting the ceiling and roof
were glued to each corner of the rectangular base. An identical piece of thin plywood 30 cm Х
20 cm was then glued to the top of the four cylindrical supports. This represents the ceiling of
the roof to prevent the nesting of birds.

Two (2) pieces of thin plywood were used to cut two (2) isosceles triangles of dimensions 12
cm, 12 cm and 20 cm. the 20 cm side of each triangle was then glued to the shorter, 20 cm side
of the ceiling. These represent the supports for the roof. The roof consisting of two (2)
congruent pieces of plywood 30 cm × 15 cm were then glued to the two (2) isosceles triangles.
Figure 1 below illustrates a depiction of the assembled parts of the constructed model.

Page 24 of 31
Figure 2 below shows the final constructed model.

Any Further Calculations

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Discussion / Conclusion
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Page 25 of 31
 CARIBBEAN EXAMINATIONS COUNCIL
CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE
MODULE 5 – Data Handling
NAME OF CENTRE: Harrison College CENTRE CODE: 030014 YEAR OF EXAMINATION: 2020
NAME OF GROUP MEMBERS:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

CANDIDATE’S REGISTRATION NUMBER: _____________________________________________

TITLE OF ACTIVITY:
Teacher Report
Maximum Mark
Mark Awarded
Available
Collection and Organization of Data (4)
(a) Appropriate use of Tables and Charts (3 – 4)
(b) Use of Tables and Charts (1 – 2)

Presentation of Data (4)

(a) Use a variety of pictorial forms 2
(b) Suitable labeling of pictorial forms 2

Interpretation of Data (4)

(a) Accurate interpretation of Data (3 – 4)
(b) Reasonable interpretation of Data (1 – 2)

Conclusion (3)
(a) Valid conclusion based on Data (2 – 3)
(b) Reasonable conclusion based on Data 1

Inference (3)
(a) Inferences adequately supported by Data (2 – 3)
(b) Inferences not supported by Data 1

Presentation (2)
(a) Layout 1
(b) Expression 1

TOTAL 20

Page 26 of 31
 CARIBBEAN EXAMINATIONS COUNCIL

CARIBEAN CERTIFICATE OF SECONDARY LEVEL COMPETENCE

MODULE 5 – Data Handling
TITLE OF ACTIVITY:

Purpose of Activity
An examination of some of the characteristics of the vehicles on a school compound on a
particular day
Collection and Organization of Data

The manufacturer, model and color of the vehicles parked on the school compound were
recorded and the results tabulated as shown in Tables 1 to 3 below.

Table 1: Manufacturer of vehicle

Manufacturer’ Name Tally Number of Vehicles

Toyota
Suzuki
Mitsubishi
Nissan
Subaru
Mazda
Kia
Ford
Honda

Table 2: Model of vehicle

Model Tally Number of

Vehicles
Two-Door

Four-Door

Page 27 of 31
Table 3: Color of vehicle

Color Tally Number of Vehicles

White
Red
Grey
Green
Blue
Pink
Burgundy
Tan
Black

Presentation of Data

Figure 1: A pie-chart showing the distribution of the manufacturers of the vehicles

Figure 2: A pie-chart showing the distribution of the models of the vehicles

Page 28 of 31
Figure 3: A pie-chart showing the distribution of the colors of the vehicles

Figure 4: A bar chart showing the distribution of the manufacturers of the vehicles

Page 29 of 31
Figure 5: A bar chart showing the distribution of the models of the vehicles

Figure 6: A bar chart showing the distribution of the colors of the vehicles

Page 30 of 31
Interpretation of Data

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Conclusion

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Inference

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Page 31 of 31