DOWNLOAD ORIGINAL AND CURRENT WAEC SYLLABUSES FOR MAY/JUNE AND OCT/NOV EXAMS-MATHS,PHYSICS,CHEMISTRY,FURTHER MATHS

1. MATHEMATICS

2. PHYSICS

3. CHEMISTRY

4.FURTHER MATHS

 

ARE YOU INTERESTED IN THE NIGERIAN DEFENCE ACADEMY?...HERE ARE THE CURRENT ADMISSION REQUIREMENTS

Check Out NDA Requirements For 2013/14 Admission

We love to bring to the notice of the general public the necessary requirements needed for NDA 2013/14 Admission. Candidates are expected to possesses the listed qualifications below before proceeding to pick the form.

NDA

Only candidates who meet the JAMB national cut-off mark will be eligible to sit for the NDA Entrance Examination at their Examination Centre of choice.

To be eligible for admission into the Nigerian Defence Academy NDA a candidate (Male and Female) must have the following-as listed below:

• Minimum of 5 credit passes at SSCE (WAEC or NECO) or GCE O Level or Grade II Teachers Certificate obtained in not more than 2 sittings, relevant to the Faculty of their choice.


• Credit in English Language and Mathematics


• At least one supporting relevant credit to the compulsory credits in Faculty of Arts and Social Sciences and Faculty of Science. However, only one supporting relevant credit is required in the Faculty of Engineering.


• Be at least 17 years old and not more than 21 years old at the time of entry into the Academy. Note that Nigerian Airforce candidates must be between 17 and 18 years old at entry.


• Must not be less than 1.68 metres tall for male and 1.62 metres for female.


• Must be medically and physically fit and must be of good moral character.


• Must be single male or female without legal obligation to support any child or other individuals.


• Present a Certificate of Origin obtained from a Local Government and a Certificate of State Indigeneship from the Office of the State Governor is desirable.

Furthermore, candidates are to note the following:

Awaiting results are not qualified. Results not submitted with application form will not be accepted.

Only examination results of 5 years from date taken will be accepted.

Admission into the Nigerian Defence Academy is for both MALE and FEMALE NIGERIANS only.

Course	General Requirements	Compulsory Credits	Relevant Credits
Faculty of Arts and Sciences
BSc Economics	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Economics and Mathematics	Accounts, Commerce, Government, Geography, History, French and Arabic
BSc Accounting	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Accounting and Mathematics	Accounts, Commerce, Government, Geography, History, French and Arabic
BSc Geography	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Geography and Mathematics	History, Economics, Government, Accounts, Commerce, French and Arabic
BA History and International Studies	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, History and Mathematics	History, Economics, Government, Accounts, Commerce, French and Arabic
BSc Political Science and Defence Studies	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Government and Mathematics	History, Economics, French, Geography, Accounts and Commerce
BSc Psychology	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Biology and Mathematics	Economic, Health Science, Government and Agric Science
Faculty of Engineering
BEng Civil	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics, Physics and Chemistry	Technical Drawing, Further Mathematics, Biology and Geography
BEng Electrical and Electronics	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics, Chemistry and Physics	Technical Drawing, Further Mathematics, Biology and Geography
BEng Mechanical	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics, Chemistry and Physics	Technical Drawing, Further Mathematics, Biology and Geography
Faculty of Science
BSc Biological Sciences	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics, Biology and Chemistry	Physics, Agric Science, Geography and Health Science
BSc Chemistry	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics, Chemistry and Biology	Physics, Health Science, Agric Science and Geography
BSc Mathematics	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics and Physics	Chemistry, Additional/ Further Mathematics, Biology and Geography
BSc Computer Science	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics and Physics	Chemistry, Additional/ Further Mathematics, Biology and Geography
BSc Physics	5 credit passes in not more than 2 sittings including English Language and Mathematics	English Language, Mathematics and Physics	Chemistry, Biology, Technical Drawing and Geography

http://www.ndaapplications.org/

 

AT LAST...FG APPROVES EMPLOYMENT OF ENGLISH, MATHEMATICS TEACHERS...SHALL WE LAUGH OR CRY?

The Federal Government has granted approval for the immediate employment of about 1, 000 teachers of Mathematics and English Language towards addressing the shortage of teachers in these critical subjects. Minister of State for Education, Chief Ezenwo Nyesom Wike has said.

The minister dropped the hint at the National Mathematical Centre, Sheda, Abuja while declaring open the ‘Batch One’ of a two-week capacity building workshop for Mathematics and English Language teachers in Federal Unity Colleges.

Wike warned the 144 participants of the workshop to justify government’s financial commitment to the project and directed the workshop facilitators to conduct an evaluation test at the end of the exercise which would serve as guide for the government as to who is fit to be retained as teachers in these subjects.

According to him, it would not be business as usual for both principals and teachers in Federal Unity Colleges, stressing that sentiments would not be entertained from any quarter in terms of posting and transfers in the colleges. He maintained that the colleges must uphold their role as standard bearers for secondary education in Nigeria in line with the transformation agenda of President Goodluck Jonathan’s administration.

The Permanent Secretary, Federal Ministry of Education, Dr Mac John Nwaobiala, attributed the appalling performance of students in Mathematics and English Language partly to poor teaching methods; hence he described the workshop as a step in the right direction.

Director of Basic Education in the ministry, D. C. Uwaezuoke commended the minister for his trailblazing role in reintroducing training programmes for teachers, quoting some of the participants as saying that they never received such training in the last 15 yrs.


YETUNDE OSOBA/NATIONAL MIRROR

LAST MINUTE REMINDERS ON JAMB EXAM AND JAMB MATHEMATICS!

FOR JAMB EXAMS

1. Avoid “expo” arrangements like plague. Most time they will fail you. You could also land in jail.

2. Visit your examination center at least once so that the examination environment on the exam day will not be completely new. Look at the classrooms. Feel the furniture. Imagine the crowd around on the exam day and see yourself there cool and calm.

3. The day before the exams ensure that all expected documents (original + photocopies) are with you pen/pencil, eraser, sharpener, log table are kept at a place where your kid brother or sister cannot get them. 

4. On the day of the exam leave home very early.

5. Getting to the exam location, keep your composure. Other students are also as nervous as you are. The difference is your being able to keep calm despite the anxiety within.

6. Disregard those reading “textbooks” at the exam center. Check for the room where your number is located and determine all the time that you will not be affected by the exam atmosphere.

7. In the exam hall pray to God to lead you successfully. Read instructions carefully. Do not be disturbed by the ruffling sheets of students in a hurry or who might have started before you.

 8. Push Maths aside until you have done other subjects thereby saving yourself time for Maths later. Use appropriate pencil.

9. ANSWER ALL QUESTIONS. Avoid “no result situations”. Turn to kalo kalo in any emergency situation if need be.

10. Do not rush to be the first out of exam hall. Law students are usually guilt of this. But once finished, go home. Do not discuss the exam with anyone. Not even your closest friend!

FOR JAMB MATHEMATICS

11. Do you realize you have an average of only 54 seconds for each question?

12. Do you also realize that reading each question itself might take you up to10 and 24 seconds? So do you really have more than 30 seconds on the average for working each problem?

13. Actually there are four types of  Jamb  Maths questions:

(a). Those you can answer by mental elimination of options (options that are not likely to be the answer).

(b). Those you can answer by mental calculation.

(c). Those you can answer by written simplification

(d). Those you can answer only by "full working". These are otherwise called TIME WASTERS.

 14. AVOID those under 13(d) like plague till you have answered all those under 3(a) – (c). Use kalo-kalo method for 3(d) usually close to the end of the examination. Don't pretend you can be a Professor of Mathematics because you don't have the time. This method might also be useful for all calculation-based subjects such as Physics, Chemistry or to some extent, Economics.

 15. Where possible use methods and formulas instead of tables e.g. 88² – 12², = (88 + 12)(88 - 12) . 100 × 76

 

MENTORS IN NIGERIAN SECONDARY SCHOOLS MUST HAVE CLEAR OBJECTIVES AND DETAILED DAILY OPERATIONAL NOTES TO USE (2)

WHAT NIGERIAN SECONDARY STUDENTS NEED MOST ARE MENTORS/LIFE COACHES NOT “TEACHERS” (3)

[caption id="attachment_7512" align="aligncenter" width="593"] ...break period during a seminar for mentors at Mason College.....[/caption]

 NOTES COMPLETION / HAND WRITING / TEXT BOOK INTEGRITY CHECKS / OTHER ACADEMIC TOOLS CHECKS (WEDNESDAYS)

33.This is one of the most important parts of the mentoring work in the school and mentors are advised to do 3 things always before each Wednesday or the day fixed by management for any of these checks.

(a)   Having a record of the maximum number of expected notebooks per student and ensuring that their students have filled and submitted the relevant form previously (subject choices available to ss1 – ss3 form). In fact the mentor should keep a copy of these forms for each of their students in their operational files.

(b)   Continually encourage their wards to have tutors sign or initial their notebooks for completion throughout the week before the D-day for checking. But mentors have to watch out for possible trickery by students notebook covered with his own outer casing as evidence that his or her notes are complete.

(c)    Continually remind their students about weekly checks and the need to bring all notebooks to school on D-day.

34.Marks awarded or penalties deducted shall of course be related to the actual number of completed notes submitted. Although deductions shall be related logically to those not yet submitted, gross violation of expected rules shall lead to the award of zero to the student concerned. For instance completeness amounting to 25% or more of expected notes shall be treated as gross violation.

35.Mentors are to note that they shall be expected to provide appropriate comments whenever necessary on handwriting and other integrity checks such as on the availability of textbooks or other academic tools. This can be done in line with school calendars or according to random checks on their students but promptly agreed with management. Random checks mean a deviation from the checking of notes for completion. It does not imply that students shall not be informed in advance about what mentors intend to check.

36.All checks for textbooks and other academic tools shall however be expected to take place before the mid-term examinations.

37.Mentors are to please note that some integrity checks are usually included within the calendars prepared by management for each term. They should please work with these calendars in mind except if amended by management.

38.Mentors do have a very challenging job on their hands in relation to what is called the Notebook Integrity Project (NIP). The relevant write-up which converts the project into a tool for mentors and school management is to be found in the section of Eduguide for staff members. This check has to be planned carefully as substitute work for Notes Completion checks but the focus and length of time involved are different. Mentors are therefore advised to read this write-up carefully, because it is one of the most important ever prepared on the issue of notes completion for students anywhere in the world.\

39.Mentors are to note from the NIP that students who have spent more than one year in the school are expected to combine notes of the years gone by with those of their current classes in such a way that all notes of JS 1 – 3 or SS 1 – SS3 classes are bunched together.

NOVEL SUMMARY SCHEME / ORAL ENGLISH / PUBLIC SPEAKING (THURSDAYS)

40.Each student is basically expected to have a wide vocabulary of English words, understand lots of idiomatic expressions and ultimately be in good position to express himself/herself appropriately. It does not matter whether the school is in the private or public domain. In Mason College students are usually launched into orbit by being asked to give words of exhortation at the daily school assembly .

41.For this purpose also, there are write-ups to support mentors. There are write-ups covering public speaking, vocabulary improvement, spellings, idiomatic expressions,famous quotations etc in the students and staff sections of Eduguide. There are also library-related guidelines, and write-up related to modern retrieval and research methods to boost preparation of students and staff for this purpose. Even where public speeches are not required there are also write-ups on the techniques of writing reports which mentors can read and interpret or convert to acceptable levels of understanding for their wards.

42.The Academic Group shall determine the fortnight cycles or turnovers to be used for the Novel Summary Scheme. These shall be done through the calendars usually prepared at the beginning of each term. The operation of this scheme cannot be successful without keeping to the rules guiding the use of the school libraries (at  school location as well as at Bookends).

43.The objective of the scheme is to get each student show  in the first week of each cycle that he or she actually collected a novel for reading. By the end of the fortnight or even before its end the student must write at least a half page  summary of the novel based on certain guidelines of the Novel Summary which were divided into types A, B or C (these shall be specified in future posts)

44.Students shall be expected to seek audience with English Language/Literature tutors to have the type of summary chosen. It is important therefore that mentors and English Language tutors get to know the summary types and activities listed as types A,B and C. These are to be found under the students’ section of the Eduguide.

45. In the second week of the cycle mentors shall ensure that the students have their summaries marked by English Language/Literature tutors.They should  also have these scores transferred for their working papers.

46.Mentors are also expected to ensure that their wards prepare well for periods of exhortation during   daily school assemblies. It is expected that the Vice-Principal Admin shall comment on student’s performance daily on public exhortations and  mentors linked to such students shall be named, praised or called to order for their students' oral deliveries.

47.Students who submit their summaries early are to be encouraged to read more novels for pleasure by mentors, the Academic Group and librarians. Students shall be encouraged with bonus marks where considered necessary by their mentors. Where a student fast-tracks or fast-forward all his/her possible submission dates for a term such student shall definitely be given bonus marks by the mentor in charge.

48.It is to be noted that senior students usually prefer novels from Bookends at 5^th Avenue and that there are approved library rules for the operation and management of this. Mentors shall please ensure that they are aware of these rules.

49.Penalties for late submission or non-submission shall be the same as for assignments.

BEHAVIORAL CHECKS (FRIDAYS)

50.The areas of focus for behavioral checks are:

(a)Regularity    (b)    Punctuality     (c)      Appearance  (d)   Participation in Break Activities

(e) Oral English Expressions (Or use of Pidgin English).

51.Mentors have limited work or decisions to make on these. Most of the statistics in this section  shall normally be extracted  from Students Admin Records or from scores provided by Admin officials in charge of break periods. Mentors however might disagree with certain scores provided under Appearance and Oral English Expressions and discuss their opinions with the Vice Principal Admin before modifying the scores provided. If ,however, the Admin Department insists on its scores mentors must refrain from.

52..Each of the factors under behavioral checks has a maximum score of 20  and mentors have the simplest job of just adding each score to get the behavioral score  for the week.

53.In addition to this, they shall be expected to speak to students on regularity and punctuality as guidance counselors for these two shall always attract the attention and punishment by Management each week.

54.A student who makes an overall pass grade on behavior but failed woefully on punctuality should  have the matter either attended to publicly at the assembly or by the Director at 5^th Avenue. The job of the mentors shall therefore be to ultimately reduce the numbers of wards who might become caught in the vicious web of not being punctual to school always.

MATHS / ENGLISH CLINIC STUDY / EXAMINATION / JAMB TECHNIQUES AND SEMINARS / MOTIVATIONAL DISCUSSIONS & FINISHING TECHNIQUES / NOTAZINE WORK / GP EXERCISES.

55.Write-ups on these are being posted on our websites for use of mentors.

CLASSROOM TOOLS AVAILABLE FOR MENTORS / STAFF FOR USE OR FOR REFERENCE

56.Mentors are advised to read or get to know how to use the following tools for their work in the school. They must always remember that the time fixed for checks are usually late in the day and are not the best of time for effective brain or memory work by them or their students. It is also important that clinics and checks are held / conducted in an atmosphere of friendliness that shall make students thankful for what our mentors specifically and the schools generally are doing for them

a.Director’s Overall Review Questions Covering Academic Related as Non- Academic modes in

  the school.

b.Students Projects – Summary of how to conduct researches.

c. Review Tests for Red Note Scheme Part 1 and 2.

d. The Notebook integrity Project.

e. Students’ Attitude Checklist.

f. Students’ Problem Inventory for SS 1-3 classes.

g. How to conduct research work for Students' Projects (SS1 –SS3 only).

h. Techniques of Writing.

Good luck

EDUPEDIA IS WILLING TO SET UP AND MAINTAIN A SIMPLE AND WORKABLE MENTORING SCHEME FOR ANY SCHOOL AS A PREMIUM-LEVEL SERVICE

Kindly visit/comment/follow/like us on any of our pages below

1.http://edupedianigeria.wordpress.com

2.http://lagosbooksclub.wordpress.com

3.https://twitter.com/lagosbooksclub,

4.http://www.facebook.com/mason.collegefestac,

5.http://www.facebook.com/olukayode.odumosu1

Thank you.

 

MENTORS IN NIGERIAN SECONDARY SCHOOLS MUST HAVE CLEAR OBJECTIVES AND DETAILED DAILY OPERATIONAL NOTES TO USE (1)

WHAT NIGERIAN SECONDARY STUDENTS NEED MOST ARE MENTORS/LIFE COACHES NOT “TEACHERS” (2)

[caption id="attachment_5935" align="aligncenter" width="495"] ...they obviously need life coaching more than their parents ever had...[/caption]

B.GENERAL GUIDELINES FOR MENTORING WORK AT MASON COLLEGE

NOTE:SOME OF THE TERMS YOU MIGHT COME ACROSS IN THIS WRITE-UP WERE INTERNALLY GENERATED AT MASON GROUP OF SCHOOLS BUT YOU MAY ASK FOR FURTHER EXPLANATION IF NEEDED

1.Mentoring work includes classroom checks or compound searches whenever necessary. In some cases it should involve home visits by mentors as authorized and previously discussed with management.

2.The bulk of mentoring work however shall consist of integrity checks of students under each mentor to ensure that he/she is participating effectively in both academic and related programs of the school. The ultimate objectives are to contribute to their education and generally improve their academic performance as shall be reflected through mid-term or terminal reports.

3.For staff members, mentoring shall be the fastest way to progress in terms of promotion and increased salaries in the school. It is not likely that a tutor who is not a mentor can progress as fast as a mentor to a management position in the school.

4.Where there are obvious cases of dramatic positive changes observed on the part of the student which are traceable or attributed to a mentor such a mentor shall be due to a bonus at the end of the term equivalent to 50% of one month salary. This is a discretionary decision which can be taken by the Director only with or without recommendations from the school’s management. It shall also be in addition to any additional payment  that might be considered for mentors by management.

5.All mentors are expected to be aware of school rules for students and staff members that are available in the library. No mentor shall be allowed to punish students under them except through the Vice-Principals.

6.No mentor shall be allowed to contact parents of students under his or her care directly for any reason. Even if the parent makes the initial contact, he/she shall be directed to the Vice-Principal or the most senior staff in charge of Remedial studies. This is because mentoring is both academic and mainly remedial in nature. The work to be carried out is based on academic-related programs but the mentors’ job is mainly remedial. Every effort by the school staff need some overall coordination.

7.Any mentor found to be lacking in any respect or department of his/her job may not only be removed from mentoring job but might also have his/her overall appointment terminated especially where lack of self-motivation is found.

C. SPECIFIC GUIDELINES ON MENTORING WORK AT MASON COLLEGE (AMENDABLE FOR OTHER SCHOOLS)

8..Remedial work  is divided up as follows:

a.Maths Clinic / Maths Continuous Exercises/ Maths Foundation Exercises.

b.English Clinic/English Foundation Exercises

c.Study and Examination Techniques.

d.Motivational Discussions / Notazine Work/G.P. Exercises

e.Overall Review Exercises (including Seminars).

f. Integrity Checks in the following areas

- Assignments’ checks.

- Red notes checks/Salvation lines checks.

- Notes completion/Text book checks/NP checks.

- Novel summary checks.

- Behavioral records’ checks and observations.

What mentors are expected to do under Maths Clinic, English Clinic and Study and Examination Techniques are already covered by handouts included in Eduguide. These shall be modified by announcements and meetings when necessary.

9. Motivational Discussion covers what we know in Mason College as Life 101 & Life 102. Many of the topics for these are also covered by past handouts which are also to be found in the Eduguide for students or for staff members.

10.Overall reviews are usually conducted by the Director or by any of the VPs as shall be directed.

11.What mentors are expected to do under integrity checks are stated below under the ‘scoring  scheme’.There are also write-ups on Red Notes/Salvation Lines, N.I.P. Novel Summary Exercises which are also to be found in Eduguide for students or staff members.

 SCORING  SCHEME/ASSIGNMENTS (MONDAYS)/SUBMISSION OF ASSIGNMENTS

12.Award 50 marks for total number. of assignments given and fully submitted by students according to the school’s schedule.

13.The V.P (Academics) shall tighten things up at the gate to ensure that there are no disputes to submission dates and that no student comes to school early in the morning to conclude his/her assignment within or without the school’s compound. Any student caught by clerks or by any other staff while making effort to conclude an assignment in school shall be treated as if the assignment was not submitted as scheduled.

14.50% of the available score for prompt submission shall be lost for late submission prorated over the number of assignments or subjects involved.

15.The whole of the 50% score shall be lost if submission takes place more than 24 hours after the expected hour/date of submission.

 MARKING OF ASSIGNMENTS

16.This is the second stage for scoring of assignments. The total maximum score for converted scores of all assignments shall also be 50%. This shall be by prorating the total score over the number of subjects/assignments given. Example: if only two assignments are given each subject shall have a maximum of 25marks. So a student with 60% score in one subject will have ⁶⁰/₁₀₀ × 25 = 15marks for the actual assignment in that particular subject.

17.For assignments not submitted at all the student shall obviously lose the maximum score available not only for submission but also for marking.

 PERSONAL STUDY TABLES/REVISIONS/RED NOTES/SALVATION LINES/SALVATION QUESTIONS (TUESDAYS)

18.The historical links to the Red Book of the era of Chairman Mao in China was explained to mentors.

19.As graduates of higher institutions it was to be assumed that mentors were themselves conversant with how to prepare revision notes.

20.There is a write-up on Red Notes for reference by mentors under Eduguide for students. Mentors are also  to note that the preparation of Red Notes have links to write-ups in preparation of personal study time tables as well as study and exam techniques.

21.In fact Red Notes shall be prepared vis-à-vis students’ personal study time tables.

22.Mentors are however, to assist students decide or organize their reading hours at home remembering that each student shall essentially be required to spend  2 hours of study each day on three major activities which are Assignments, Red Notes and Novel Summary Scheme. A fourth dimension can be hand writing sessions for those identified as needing them. For this purpose mentors must obtain and sign the Daily Diary of their students. They are to note that the students’ Daily Diary is directly linked to the students’ personal time table on a daily basis.

23.Where student have incomplete notes they are to regard the completion of their assignments and notes most important during private studies each day.

24.Mentors have been warned that students have many tricks up their sleeves when it comes to   preparation of Red Notes as well as in completion of assignments. Specific examples of what have been done in the past and what can be done by students were enumerated to mentors. Many times students tend to forget that these Red Notes are meant to be used to support themselves and not school management when exams are near.

25.Red Notes are not to be confused with Salvation Lines and Salvation Questions. Mentors are to read the write-up on these three under Eduguide for the benefit of their students. They are all students’ tools to be prepared at the appropriate time or on relevant days as evidence of what they do when they are away from school.

26.In preparing their Red Notes any deviation from the personal study time tables agreed with the school shall lead to at least 25 marks being deducted for each occurrence.

27.Any gross violation such as complete deviation from and disregard for agreed study time tables shall also lead to a loss of at least 50 marks and appropriate comment made in the space provided in the mentors working papers.

28.Non-submission of Red Notes on an appointed date on the school calendar shall lead to 100 marks loss. There is no prorated loss as the Red Notes for all subjects are expected to be within inside one book. Even students’ salvation lines are expected to be at the back of their Red Notes. Writing of salvation lines from salvation questions is usually relevant a few weeks to mid-term and terminal examinations.

29.Mentors and management are to agree on the actual week salvation Lines shall be substituted for Red Notes as the focus of their checks. These shall be communicated to students in advance. Students shall also need to be regularly reminded about Salvation Lines.

30.Salvation Lines not drawn in accordance with the handout by the school need to be discouraged. Salvation Lines without collections of questions from the school’s Question Bank or from publications based on actual examinations from WAEC, NECO, JAMB or State Examination Board are also to be discouraged. Students should have evidence from Question Bank Records to show to the person in charge of statistics or mentors that past questions have been used in drawing up their Salvation Lines. They can also be tested to relate their actual Salvation Lines to actual questions used.

31.Students shall be given at least a week’s notice for checking of salvation lines. And the volume of what is written shall not cover more than 100 lines for each subject extracted from their notes, textbooks in order of importance.

32.The scoring/penalty system for Salvation Lines shall be the same as for Red Notes.

TO BE CONTINUED.....

EDUPEDIA IS WILLING TO SET UP AND MAINTAIN A SIMPLE AND WORKABLE MENTORING SCHEME FOR ANY SCHOOL AS A PREMIUM-LEVEL SERVICE

Kindly visit/comment/follow/like us on any of our pages below

1.http://edupedianigeria.wordpress.com

2.http://lagosbooksclub.wordpress.com

3.https://twitter.com/lagosbooksclub,

4.http://www.facebook.com/mason.collegefestac,

5.http://www.facebook.com/olukayode.odumosu1

Thank you.

A SUMMARY OF REVISION AND EXAMINATION STRATEGIES FOR THOSE TAKING WAEC/NECO EXAMS

ODUMOSU’S TOP 10 Rs (RE-BLOGGED FROM OUR WORDPRESS.COM SITE)

SUMMARY OF REVISION STRATEGIES

1. REFRESH yourself and collect facts through lectures and supplemental reading.

2. REVISE the facts as often as possible with home work & personal studies using a personal study timetable and a revision schedule.

3. REWRITE these facts like a resume into  summary form we call RED NOTE book (revision scrap-book)

4. REVIEW the Red Note book till it becomes part of you (becomes your database)

5. REST your brain and limbs by including relaxation periods within your study and revision schedule.

SUMMARY OF EXAMINATION STRATEGIES

6. READ instructions and questions carefully.

7. RE-ARRANGE them according to your perception (easy,normal,and difficult).

8. RECOLLECT the relevant facts from your database (REVISION SCRAP BOOK) for each question and list them down as quickly as possible.

9. REPLY the examiner in kind remembering all the useful hints you have been given. Put your better foot forward first all the time.Observe all rules given to you on how to give smart answers.

10. REFRAIN from rushing out of the hall when you have finished.Revise your work before leaving.Once you leave please refrain definitely from discussing the exams especially if you still have other papers to tackle in the coming days.Let the actual result decide whether you need to start another refresher course or not.

Kindly let us know if this summary of revision and examination strategies has been useful to you.

Good Luck.

 

25 WAYS NIGERIAN SCHOOL MANAGERS EXPOSE THEIR WEAKNESSES

 POINTED OUT BY STAFF MEMBERS THEMSELVES AT A SCHOOL SEMINAR

1.NON- PREPARATION OF SCHOOL’S CALENDAR  FOR THE YEAR/TERM

2.INADEQUATE PERIOD ALLOCATIONS TO SUBJECTS E.G. ALLOCATING 2 PERIODS TO ACCOUNTING WHEN IT ACTUALLY NEEDS 3 TO 4.

3.FREQUENT TIME TABLE CLASHES WHEN PUT INTO OPERATION.

4.PUTTING UP WASTEFUL STAFFING PLANS VIS-À-VIS TIMETABLE..

5.NON-AVAILABILITY OF THE LATEST LIST OF RECOMMENDED TEXTBOOKS FOR STUDENTS OR PARENTS

6.NON-PREPARATION OF SCIENCE PRACTICAL SCHEDULES OR  OPERATING WITHOUT A LIST OF SCIENCE PRACTICAL MATERIALS AND EQUIPMENT AVAILABLE WHICH CAN LEAD TO SUPPLY OR PURCHASE OF THOSE NOT AVAILABLE

7.NOT MAKING UP FOR PERIODS LOST BY SUBJECTS WHOSE TEACHERS ARE TEMPORARILY UNAVAILABLE.

8.NOT COMPLETING OR DELIVERING ON TIME JOBS ALLOCATED BY MANAGEMENT OR OWNER.

9.OUTSTANDING OPERATIONAL MATTERS REPORTED BUT NOT FOLLOWED UP.

10.ENCOURAGING STUDENTS TO CHEAT DURING INTERNAL AND EXTERNAL EXAMS..

  11. JOBS  GIVEN BUT NOT DISTRIBUTED OR DELEGATED AS NECESSARY.

  12. JOBS DELEGATED WITHOUT ADEQUATE OR APPROPRIATE BRIEFING OF SUBORDINATE STAFF

  13. HANDLING DELEGATED JOBS POORLY. INCLUDING NON-IMPLEMENTATION OF SCHOOL RULES AND REGULATIONS ON  OFFENDING STUDENTS.

  14. DOING JOBS WITHOUT ADEQUATE TECHNICAL KNOW-HOW.

  15. JOBS  DONE WITHOUT THOROUGH UNDERSTANDING OF PURPOSE.

  16. JOBS DONE WITHOUT REVIEW OR FOLLOW – UP.

  17. NOT PAYING ADEQUATE ATTENTION TO NEATNESS AND ORDERLINESS OF SCHOOL ASSETS AT ALL TIMES.

  18. FALSIFICATION OF SCHOOL RECORDS

  19. TOYING WITH STUDENTS’ STATE OF HEALTH E.G. DIRTY WATER FILTERS OR ALLOWING STUDENTS TO BREATHE IN SMOKY FUMES FROM GENERATORS

  20. ALLOWING DIRECT CONTACT BETWEEN STUDENTS AND VISITORS DESPITE SCHOOL RULES AND REGULATIONS TO THE CONTRARY.



21. GETTING VISITORS UNNECESSARILY ANGRY OR TOUCHY THROUGH POOR RECEPTION.

22. QUALITY MENTORING WORK LACKING  FOR STUDENTS ALLOCATED TO THEM.

23. MISMANAGEMENT OF RELATIONSHIP WITH EXTERNAL PARTIES SUCH AS PARENTS, EXAMINATION BODIES LIKE WAEC AND NECO AND STATE’S MINISTRY OF EDUCATION.

24. NON – PARTICIPATION IN VERY IMPORTANT ACADEMIC AND CO-CURRICULA MATTERS SUCH AS EXTERNAL ACADEMIC AND SPORTS COMPETITIONS, ESSAY AND DEBATE COMPETITION.

25. NOT PLANNING EXTENSIVELY AND TAKING DUE STEPS NECESSARY FOR EXECUTING SCHOOL EXTERNAL PROGRAMS SUCH AS EXCURSIONS AND ACADEMIC TOURS.

Kindly visit /follow/like/comment on our pages at

1.https://twitter.com/lagosbooksclub,

2.http://www.facebook.com/mason.collegefestac,

3.http://www.facebook.com/olukayode.odumosu1

Please share out this post/article to those who might find it useful at work,school or in their lives.

Thanks.

Related articles

• "a True Story of Nigeria I Will Tell My Children"...through the Eyes of a Ghanaian

 

WHETHER YOU PASS WAEC OR JAMB STARTS FROM HERE AND NOW! (2)

RELATED POST


WHETHER YOU PASS WAEC OR JAMB STARTS FROM HERE AND NOW! (1)

50 SELF-REVIEW QUESTIONS BY STUDENTS FOR WAEC / NECO / JAMB EXAMS (2)

26.HAVE YOU CHOSEN A STUDY PARTNER OR STUDY GROUP?

27.HAVE YOU ENGAGED YOURSELF IN BRAINSTORMING SESSIONS ABOUT LIKELY QUESTIONS?

28.HAVE YOU UNDERSTOOD THE IMPORTANCE OF ROLE-PLAYING IN PREPARING FOR EXAM THROUGH A GROUP?

29.HAVE YOU UNDERSTOOD THE IMPORTANCE OF TECHNIQUE SEMINARS IN PREPARING FOR AN EXAM?

30.HAVE YOU LEARNED FROM JAMB SEMINARS THAT IT IS NECESSARY TO MAKE EDUCATED   GUESSES?



..mason college queen…

31.HAVE YOU MASTERED HOW TO UPLOAD AND DOWNLOAD FACTS TO YOUR PAPER IN THE EXAM HALL FROM YOUR EXAM SCRAPBOOK THROUGH YOUR BRAIN?

32.HAVE YOU UNDERSTOOD WHY THE TIME YOU USED IN PRACTICING PAST Q/As SHOULD BE SLIGHTLY LESSER THAN THE REAL EXAM?

33.HAVE YOU MASTERED THE 6-STEPS ANSWER PLAN FROM MATHS THEORY PAPERS?(THESE ARE STILL TO COME FROM EDUPEDIA) DO YOU KNOW YOU CAN STILL GET A REASONABLE GRADE WITHOUT GETTING THE REAL ANSWER IF YOU FOLLOW THE 6-STEP PLAN? HAVE YOU UNDERSTOOD WHY ALL ROUGH WORK IN MATHS, PHYSIC & CHEMISTRY THEORY PAPERS HAVE TO BE TAGGED TO THE REAL ANSWERS?

34. HAVE YOU LEARNED THE ETIQUETTE OF MATHS?

35. HAVE YOU PRACTICED RELEVANT EXAMINATION TECHNIQUES?



…our beautiful, brilliant,entertaining senior prefect girls…an all-rounder!…now a medical student…

TO SATISFY WAEC/NECO/JAMB EXAMINERS

36.HAVE YOU UNDERSTOOD THE IMPORTANCE OF EXAM INSTRUCTIONS?

37.HAVE YOU KNOWN HOW TO START RIGHT IN THE EXAM HALL AFTER READING THE INSTRUCTIONS? HOW TO SELECT AND ALLOCATE TIME THROUGH PROPER PACING OF YOURSELF?

38.HAVE YOU KNOWN HOW TO INTERPRETE QUESTIONS PROPERLY? DO YOU KNOW THE VOCABULARY OF QUESTION TYPES? (TO BE PROVIDED LATER BY EDUPEDIA)

39.HAVE YOU KNOWN HOW TO PRESENT YOUR ANSWERS NEATLY, TO MAKE THE EXAMINER FAVORABLE TOWARDS YOUR WORK?

40.HAVE YOU BELIEVED THAT THE QUANTITY OF ANSWER YOU GIVE IS NOT AS IMPORTANT AS THE QUALITY?



…singing or praying?…very talented summer school student…

41.HAVE YOU MASTERED HOW TO PRESENT YOUR WORK THROUGH THE HANDOUT TITLED ‘HOW TO PASS EXAMS BY RELEVANT PRESENTATION OF WORK?’(STILL TO COME FROM EDUPEDIA)

42.HAVE YOU LEARNED HOW TO KEEP AN EXAMINER HAPPY BY NOT IRRITATING HIM THROUGH ILLEGIBLE HANDWRITING,WRITING IN THE MARGIN, ROUGH WRITING, INCORRECT NUMBERING, USING INK FOR DRAWING DIAGRAMS, HALF-FINISHED OR VERBOSE SENTENCES ETC?

43. HAVE YOU MASTERED THE RULES OF DRAWING DIAGRAMS IN AN EXAM? HAVE YOU LEARNED THAT YOUR DIAGRAMS SHOULD BE LARGE AND NOT SMALL MAY BE UP TO HALF OF THE PAGE? DO YOU KNOW THIS IS APPLICABLE TO GRAPHS TOO?

44.HAVE YOU LEARNED TO KEEP A RULER AND A COIN OR MATHS SET WITH YOU? WHAT ABOUT YOUR WRISTWATCH?

45.HAVE YOU UNDERSTOOD THAT ALL OBJECTIVE PAPERS IN WAEC OR NECO HAVE GOT TO BE ANSWERED USING SAME JAMB TECHNIQUES?



…because she was soooooo involved…very funny though…

46.HAVE YOU REALIZED THAT MATHS, PHYSICS AND CHEMISTRY OBJECTIVE QUESTIONS ARE SUPPOSED TO BE WORKED OUT IN THE HEAD AS OBJECTIVE EXAMS IS ALL ABOUT SPEED. DURING THE EXAMINATION, EXPECT TO  GRASP  RELATIONSHIPS BETWEEN FIGURES AND MANIPULATE THEM WITHOUT PUTTING PEN TO PAPER

47.HAVE YOU UNDERSTOOD THAT IF YOU FEEL CERTAIN ABOUT AN ANSWER YOU DON’T NEED TO PONDER FURTHER ON IT? YOU MUST ACCEPT THAT YOU GOT IT RIGHT AND MOVE TO THE NEXT. THIS IS MORE FOR MATHS, PHYSICS & CHEMISTRY QUESTIONS.

48.HAVE YOU ALSO LEARNED TO LEAVE DIFFICULT QUESTIONS THAT MIGHT HOLD YOU UP OR DOWN UNTIL YOU HAVE DEALT WITH THE EASIER ONES?

49.HAVE YOU MASTERED IN OBJECTIVE QUESTIONS HOW NOT TO  PUT THE ANSWER OF QUESTION 22 IN THE ANSWER SPACE OF 21 WHICH WAS DIFFICULT AND WHICH YOU SKIPPED TO ANSWER LATER?

50. HAVE YOU LEARNED NOT TO DISCUSS THE EXAM WITH ANY OTHER STUDENT ON THE MORNING OF THE EXAM OR AFTER THE EXAM ITSELF?



…involved and funny too…nice kids they were…

GOOD LUCK

WAEC MATHS:WHY CHEAT AFTER WAEC PROVIDED YOU WITH THESE GUIDES?(3)

WAEC exams

 

WAEC – May/June. 2009

 

General Comments

 

The standard of the paper like in previous years was reported to have been maintained. The questions were within the syllabus and covered a wide area of the syllabus. The rubrics as well as the marking scheme were reported to be clear, generous and quite liberal.

 

However, the performance of the candidates generally fell below those of previous years. Notwithstanding, there were isolated reported cases of brilliant ones who did excellently well in the paper.

 

Candidates’ Weaknesses

 

Apart from not giving answers to the required degree of accuracy, majority of the candidates could not apply the basic concepts and theorems correctly in some aspects of the syllabus. Such areas of the syllabus as reported included:
(1)     Mensuration of three dimensional shapes;
(2)     Circle theorems;
(3)     Trigonometry;
(4)     Geometrical Construction.

 

Many candidates were said to be able to solve the inequality in question 2 but they were unable to get the three greatest integral values of x.

 

Suggested Remedies

 

(1)Teachers should put in more effort in the teaching of plane and solid geometry.

 

(2)Teachers and students should be encouraged to use teaching aids
during mathematics lessons in order to make some mathematical concepts clearer to the pupils.

 

(3)Candidates should be groomed on the rudiments of answering questions.

 

(4)Candidates are encouraged to adequately prepare for the examinations by practicing on a wide range of problems.

 

(5)Mathematics syllabus should be adequately covered.

 

(6)Teachers should spend more time in teaching those areas of the syllabus where candidates’ performance had been consistently poor such as Geometry.

 

Candidates’ Strengths

 

From the responses of candidates, it was stated that their performance in the following areas had improved which was commendable:
(1)Surds;
(2)Indices;
(3)Statistics;
(4)Set theory.

 

GCE – Nov/Dec. 2009

 

General Comments

 

It was reported that the standard of the paper compared very favourably with those of the previous years.  The rubrics were clear and unambiguous and the instructions were precise.  The questions were also clear, straight-forward and had a good coverage of the syllabus.  Accuracies required were well stated and the diagrams were clear.  The marking scheme was reported to be quite liberal, clear and generous.  The marks distributions were adequate and student-centred.

 

Generally, the performance of candidates was reported not to be different from those of previous years although they appear to have improved over that of last year.  It was also observed that candidates whose performance on the question on Geometrical construction and graphs were above average, performed well in the paper.

 

Candidates’ Weaknesses

 

Many candidates were adjudged not to have adhered to the given instructions.  It was observed that candidates relied so much on tables and calculators even in questions which stated otherwise while others presented their responses poorly.

 

The chief examiner was also of the opinion that candidates exhibited weaknesses in their:

 

 interpretation and application of geometric statement and theorems as in

 

questions 5 and 9.

 

    interpretation of graphs.  Some candidates even drew histograms with

 

class limits instead of class boundaries.

 

solution to problems on probability especially where it involved addition

 

and multiplication of probabilities.

 

 simplification of simple surds.  

 

response to word problems.

 

Though the question on number bases was well attempted, many candidates resorted to first converting to base ten rather than working in the base given in the question.

 

Suggested Remedies
Candidates should study the syllabus in order to know the scope of coverage.

 

Candidates should adequately prepare for examinations by engaging private teachers or attending coaching classes.
    
Candidates should possess adequate materials such as four-figure tables, Mathematical sets etc.
    
Candidates should be well exposed to past WASSCE questions.

 

 

Candidates’ Strengths

 

Generally, no outstanding performance was observed.  However, there were observed improvement in candidates’ response in the following areas:

 

Simplification of fractions and simple algebraic equations.

 

Computation of tables and drawing of graphs.
    
Mensuration – areas of plane shapes.
    
Operations on number bases.

 

Candidates’ performance in Arithmetic Progression (A.P) and longitude and latitude were also commendable.

 

WAEC MATHS:WHY CHEAT AFTER WAEC PROVIDED YOU WITH THESE GUIDES?(1)

examination hall

GCE – Nov/Dec. 2007

General Comments

The Mathematics Paper II for November/December 2007 WASSCE maintained the same standard as those of

previous years.  The rubrics were clear and the questions were within the content of the syllabus.

The questions were unambiguous and they were loaded with many skills to show the understanding of

the topic.   The marking scheme was quite detailed, liberal, clear, generous and easy to follow.

There seemed to be a slight improvement in the performance of candidates in some centers.  It was

also observed that candidates performed better in Section A than in Section B and there were few

cases of candidates copying each other.  In general, the performance of candidates compared

favourably with those of previous years.

Candidates’ Weaknesses

From their responses, it was observed that some aspects of the syllabus were poorly handled by the

candidates. This demonstrated clearly lack of knowledge of the topics on the part of the candidates.

Apart from non-adherence to instructions and rubrics of the question, the candidates also exhibited

significant weakness in

(1) manipulating numerals and decimals;
(2) theory of logarithms;
(3) mensuration – solving problems on 3-dimensional shapes;
(4) construction;
(5) reading and solving problems from graphs.

Although question 13 was very popular among the candidates, many candidates made poor attempt on it.

In the (a) part, candidates were guilty of premature approximation or they did not approximate to

the desired places. While in the (b) part, many candidates did not use the angle at the centre of

the circle but that at the circumference. Some candidates also did not use curly brackets when

listing the elements of sets.

Candidates’ Strengths

Generally, outstanding performances were noticed in the following topics where a good number of

candidates earned good marks:

(1) Inequality;

(2) Set theory;

(3) Surds;

(4) Number bases

(5) Drawing quadratic graph;

(6) Plane geometry – circle theorems;

(7) Commercial arithmetic – compound interest and depreciation;

(8) Construction of cumulative frequency tables and drawing Ogives

(9) Longitude and latitude;

(10) Area of shaded segment.

IF YOU THINK WAEC MATHS IS HELL,HERE ARE 84 STEPS TO MATHS HEAVEN (5)

[caption id="attachment_2609" align="alignleft" width="125"] waec logo[/caption]

THOSE WHO FAILED WAEC MATHS ALSO MISSED THESE KEY AREAS IN

THEIR PREPARATIONS!

1.WAEC MATHS FORMULAS, SIGNS,NOTATIONS,SYMBOLS AND HINTS.

2.THE SIX PROCEDURAL STEPS FOR  SOLVING ALL WAEC MATHS  QUESTIONS (VERY IMPORTANT)!

Now lets explain these two a bit more as follows:

 RECOGNITION / IMPORTANCE OF MATHS  FORMULAS, SIGNS, SYMBOLS,NOTATIONS & HINTS

68. A maths formula is a set of rules expressed in symbols or as an acronym for simplification purposes. A formula is a shorthand expression of a mathematical relationship which often is the master key for finding solutions. Since a maths formulas are often tools for solutions the best attitude for students is not to dread or avoid them but to develop familiarity with them.

69. Similarly students need to be familiar with maths signs, symbols, notations and hints as would be indicated later in this write-up. The table below points to the most important areas for fishing for relevant formulas during private studies e.t.c.

S/N	AREA OF MATHS	AREA OF KEY FORMULAS(FOR SSS)
1/2	ARITHMETIC/STRUCTURE	The laws of indices, Logarithm, Series and formulas relating to  business arithmetic.
3	ALGEBRA	The  “almighty formula” and identity relations.
4	TRIGONOMETRY	Trigonometrical ratios, Pythagoras and related theorems.
5	GEOMETRY	Mensuration formulas for plane and spherical geometrical including circles.
6/7	PROBABILITY& STATISTICS	Formulas for sum of probability, and likelihood estimates, mean, mode, median, quartile, variances and standard deviations.

70. Let’s refer a bit to signs and symbols in maths. One is bound to ask what their uses are because  lots of  misconception and phobia are attached to them by students. Tutors must therefore  spend some time explaining  their utility during exams,tests or homework to students. The purpose shall be to chip off  part of the phobia and fear fear and let them understand that there is nothing really special or difficult about mathematical signs and symbols. Students need to understand that they are just representations adopted as shorthand to quicken and simplify the process of computation in maths. However, after a long period, regularity, frequency and consistency of use, these signs and symbols became standard signs for specific purposes in the history of mathematics e.g. “∑” (sigma) which has become a standardized sign for summation or “θ”(theta) which has come to represent the sign for a regular angle. As stated earlier, they vary importantly because they have helped to determine or get many formulas defined or expressed through them. Some of the commonest mathematical, signs, symbols notations and hints have been listed for further reference by students.

a. Key mathematical signs, symbols. and notations

b. Basic quick revision formulas & hints  for WAEC maths clinic or Js3 exams

c.  Senior School Revision formulas and hints

Due to the length of b and c above they have been separated and shall be published as whole units for reference purposes.

KEY MATHEMATICAL SIGNS, SYMBOLS AND NOTATIONS

71. Apart from popular signs such as  +,  -,  ×,  =,  >,  <,  ≥,   ≤,  √, % we also have =, ∑, α, =>, ↔,è, Π, {}, Ł, ι, Δ, /. Please spend some time  to searching for their meanings. You should not wait to be spoon-fed all the time. We are already familiar with most of them or are we not?

72. Students should also know the signs and symbols used to represent the following words even though many relate more to the sciences. These include meter, kilogram, seconds, radian, Newton joule, watt, volt, ohm, Faraday, hertz, degree, Celsius, square meter, per cubic meter, etc.

73. Note that a full stop is written after symbols for units except when they occur normally at the end of the sentence. Note that symbols for units do not have plural forms e.g. 40 kilogram. Also pay close attention to the most popular Greek alphabets such as:

α= alfa or alpha =a, β= beta =b, γ= gama or gamma = g, Δ= delta = d, π=pi  = p, ∑= sigma =s, Θ= theta or teta = th, Φ=phi = f, Ω= omega = oi

Please  also note that  alphabets  have their capital and small letter forms which are mixed above. But curiously the capital and small forms don’t usually look alike.

74. The seven different branches of maths have their different symbols e.g . statistics have the following:

X-sample or arithmetic mean, Π – mean of population, S – standard deviation or sample, S²-variance of sample, Б -standard deviation, б²-variance of population.

PLEASE NOTE THAT MANY OF THESE SIGNS,HINTS,SYMBOLS ARE TO BE FOUND IN THE LISTS OF FORMULAS AND HINTS TO BE PUBLISHED  LATER ON THIS WEBSITE.


PROCEDURAL STEPS FOR  SOLVING WAEC MATHS PROBLEMS (VERY IMPORTANT!)

  75. STEP 1: IDENTIFY The branch of mathematics, key concepts and question phrase from the problem given. This is a mental effort  which should take a few seconds only.

  76. STEP 2: RE-STATE the relevant facts given starting with the phrase “GIVEN THAT …”in most cases.

Here you are only restating facts from the question without solving it but you will get marks in a theory examination paper for doing the obvious!

77. STEP 3: INTERPRETE The facts given into a numerical equation on a drawing or a pictorial expression if not already given and in most cases SIMPLIFY the mathematical expression further for  the next step you are likely to take..

78. STEP 4: APPLY the relevant formula after determining whether there is a formula applicable to the simplified form to get a solution. You may state the formula as follows “using the formula which states that…..”

79. STEP 5: COMBINE Your knowledge of arithmetical and algebraically rules with the simplified facts, formula or theory from step 4 to get an answer.

80. STEP 6: STATE your answer clearly on a different line .Don’t forget the unit of measurement such as m² or km or cm³

CONCLUSION:

81. TO PASS WAEC MATHS

Know the branches of maths

Understand the concepts .


Know the question types.

Develop capability for recognizing  signs, symbols and notations.

Memorize as many of the formulas  and hints as you can and know how and when they can be applied.

Practice the 6 procedural steps outlined above.

Having mastered these six steps you can crown it all with continuous practice. But note that  engaging in continuous practice of math as many tutors would say without  grounding yourself in what maths is all about is an act of deceit capable of limiting  your success.


 Steps 82 to 84 have been separated and transferred to


BASIC ETIQUETTE FOR WAEC MATHS


They are however summarized as follows:


82.Certain student  practices usually  found pleasing to WAEC  maths examiners

83. Additional points to note for WAEC maths studies.

84. Topics identified by WAEC experts which might be useful for private studies

OUR "84 STEPS" TERMINATES HERE. BUT WE  HAVE ADDITIONAL HELPFUL NOTES ON WAEC MATHS FOR YOU.SO PLEASE READ ON.

THANK YOU AND GOOD LUCK.

IF YOU THINK WAEC MATHS IS HELL,HERE ARE 84 STEPS TO MATHS HEAVEN (4)

[caption id="attachment_2628" align="alignleft" width="500"] WAEC EXAM HALL[/caption]

100 EXAMPLES OF QUESTION-PHRASES USED BY WAEC IN MATHS EXAMS

QUESTION  TYPES, VISUALIZATION & CRYSTALLIZATION

46. Learning maths through concepts and rules will be difficult without visualization of concepts in the mind. Learning maths vocabulary makes little practical sense to a student when learnt by itself. For example “numerators” or “denominators” are famously important yet they serve no practical purpose for most learners except when they provoke thoughtfulness and program understanding. Most vocabulary and rules lead to what is called inert knowledge .But students can make sense with a slight shift of emphasis to VISUALIZATION as a central concept.

47. The difference between a ”good” and “bad” maths  student is the amount of visualization each brings to bear on the subject. Non-performing students need careful help to visualize. Apart from the activities listed under 44 above, lots of instructional objects/educational aids need to be used in the classroom. Visualization crystallizes what can be called “PICTURES IN THE MIND”. Class activities directing students on how to visualize questions and concepts IN THE MIND should be emphasized with many instructional materials.

48. The problem that students face when they are confronted with maths questions are mostly in 3 areas:

              a. Inability  understanding the questions asked.

              b. Lack of knowledge of how to start or how to proceed in finding a solution to questions.

              c. Ignorance of what is really expected by the examiner.

49. To overcome these problems there is also a need for students to get familiar with mathematical question phrases Since maths is a science  of precision and exactness, the words used in forming the  questions or the concepts combined within each questions show or require specific meanings  or visualizations which must be  understood by students. The terms usually as follows:

 50. CALCULATE: Ascertain the solution by maths methods you know

51. CONSTRUCT: Form by putting together the part, build up, fit together, frame according to certain conditions.

52. DETERMINE: Settle, decide what is to be done, ascertain or calculate.

53. DRAW: Make a neat pencil figure, clearly or neatly.

54. EVALUATE:  Determine the value or the amount.

55. EXPRESS: State definitely (or show clearly)

56. FACTORIZE: turn into factors or break the multiples into smaller units.

57. FIND: Discover, seek out or obtain by search.

58. LOCATE: Find the place or discover the exact place or determine the where about.

59. MAKE A SUBJECT: Separate out, make to stand  alone or express in terms of others.

60. MEASURE: State the size or weight or ascertain the amount by quantifying.

61. PROVE: Ascertain as a truth by argument or otherwise i.e. show that something is true or not.

62. SHOW: Present a better view, allow or cause to be seen.

63. SIMPLIFY: Make less difficult or easier to understand.

64.  SKETCH: Give only a rough line of a figure of it. Make out a rough finished drawing. 

65. SOLVE: find the answer to the problem.

66. In the exam hall the problem of students and candidate principally is how to understand the meaning of the questions asked, determine applicable concepts and  visualize what principles are been tested. There is also a general lack of ability to answer questions orderly or meaningfully.

67. Please find below a list of 100 exam question-phrases usually used by examiners for class or private study exercises on imagination and visualization (numerically, graphically and pictorially).

 CAN YOU VISUALIZE THESE  WAEC MATHS QUESTION-PHRASES/CONCEPTS IN YOUR MIND?

MATHEMATICS IS ALL ABOUT PSYCHOLOGY.BUT YOUR UNDERSTANDING IS ALSO USUALLY AFFECTED BY HOW VAST YOUR ENGLISH VOCABULARY IS.IT IS NOT JUST WHETHER YOU ARE BRILLIANT OR NOT. IT IS IMPORTANT THAT YOU CAN INTERPRETE FACTS, FIGURES & CONCEPTS CONTAINED IN THE PHRASES BELOW.

1. AREA OF THE CURVED SURFACE OF A CYLINDER


2. LENGTH OF THE BASE RADIUS OF A CYLINDER


3. MODAL CLASS


4. VOLUME OF A RIGHT-SIDED CONE


5. CYLINDRICAL CONTAINER


6. CYCLIC QUADRILATERAL


7. MINOR SECTOR OF A CIRCLE


8. VERTEX OF A CONE


9. HEMISPHERICAL BASE


10. ARC WHICH SUBTENDS ANGLE AT CENTER OF A CIRCLE


11. HOLLOW CYLINDER/SPHERE


12. ARC OF RADIUS


13. RADIUS OF A TUBE


14. PYTHAGORAS RULE


15. PARALLEL OF LATITUDE


16. ELEMENTS OF A SET/SUBSET


17. COMPLEMENTS OF THE SET


18. SECTOR OF A CIRCLE


19. CENTER OF PARALLEL OF LATITUDE


20. SHADED PORTION OF TWO CIRCLES OR OF A QUADRILATERAL


21. LINEAR GRAPH


22. PERCENTAGE ERROR


23. VERTICAL CROSS SECTION


24. HORIZONTAL CROSS SECTION


25. FREQUENCY OF SEQUENCE


26. SUM OF DEGREES


27. ANGLE SUBTENDED AT THE CENTER OF THE EARTH


28. ARC OF THE EQUATION


29. SECANT VALUE


30. RIGHT-ANGLED/ISOSCELES/SCALENE/TRIANGLE


31. RATIONALIZE/SIMPLIFY


32. OPPOSITE AND ADJACENT SIDES


33. LOCUS OF POINTS


34. CYCLIC QUADRILATERAL


35. RIGHT CIRCULAR CYLINDER


36. WALLS OF A ROOM


37. CUBOID/RECTANGULAR BLOCK


38. LINEAR SEQUENCE


39. NAUTICAL MILE


40. STANDARD ZERO


41. BY SUBSTITUTION


42. CORRECT TO 2 SIGNIFICANT FIGURES


43. SHORTEST DISTANCE BETWEEN TWO POINTS


44. THE NTH TERM


45. CORRECT TO I DECIMAL PLACE


46. DIFFERENCE IN LONGITUDE


47. SATISFY INEQUALITIES


48. AREA OF CURVED SURFACE


49. ANGLE OF SECTOR OF AN ANGLE


50. PERPENDICULAR TO/FROM


51. AREA OF THE BASE OF THE CONE


52. ILLUSTRATE ON GRAPH PAPER AND SHADE THE REGION


53. DRAW THE GRAPH OF THE RELATION -2 × 2


54. USING THE GRAPH TO SOLVE AN EQUATION


55. ANSWER TO THE NEAREST 100KM


56. DISTANCE BETWEEN TWO POINTS OF LATITUDE USING A RULER AND COMPASS


57. CONSTRUCTING A TRIANGLE OR TRAPEZIUM OR A RECTANGLE


58. THE LOCUS (LOCI) OF POINTS EQUIVALENT FROM 2 POINTS OR FROM 2 LINES WHICH PASS THROUGH A TRIANGLE


59. LABELING POINTS OF INTERSECTION


60. USING THE OGIVE  50TH PERCENTILE


61. CALCULATING THE ANGULAR DISTANCE


62. RANGE OF DISTRIBUTION


63. LENGTH OF CORD


64. SURFACE AREA OF A HOLLOW CYLINDER OR OF A CYLINDER CLOSED AT ONE END


65. VOLUME OF A CONE


66. CUTTING A SECTOR OF A CIRCLE TO FORM A CONE


67. CALCULATING THE LENGTH OF ARC WHICH SUBTENDS AN ANGLE OF 700


68. THE SCOPE OF A GRAPH


69. DERIVATION OF EQUATIONS WHOSE COEFFICIENT ARE INTEGERS AND WHICH HAS ROOTS OF 1/2 & -7 (AS EXAMPLE)


70. ARC OF A RADIUS


71. SOLUTION SET OF INEQUALITIES


72. AREA OF A SPHERE OF RADIUS CM


73. AREA OF A CYLINDRICAL CONE CLOSED AT BOTH ENDS


74. PRODUCT OF TWO % ERRORS


75. VOLUME OF A RIGHT-ANGLED CONE


76. VOLUME OF A HEMISPHERICAL TANK


77. CONSTRUCTION OF A GROUPED DATA


78. UNDEFINED EXPRESSION FOR VALUES OF Y


79. A CYLINDER OF BASE RADIUS 4 GIVEN AT ONE END


80. RATIO OF THE BASE OF A CYLINDER TO THAT OF ITS CURVED SURFACE


81. EVALUATION WITH OR WITHOUT MATHEMATICAL TABLES


82. CONVERSION OF 80KM/HR TO METERS/SECOND


83. FINDING THE AREA OF THE ENCLOSED REGION OF 2 SEMI CIRCLES


84. PERIMETER OF THE REGION


85. FINDING THE COORDINATES OF A POINT


86. COMMON RATIO OF A GP


87. CUMULATIVE FREQUENCY CURVE OF DATA


88. CLASS BOUNDARIES OF DISTRIBUTION


89. SUBJECT OF THE FORMULA


90. GRADIENT OF A LINE


91. DIRECT/INVERSE VARIATION


92. CALCULATING IPQI


93. MEANING OF “TOSSING A FAIR DICE”


94. MEANING OF “VERTICAL WALL OR HORIZONTAL GROUND”


95. MEANING OF “CAPACITY OF” (VOLUME)


96. MEANING OF “LINE OF SIGHT”


97. MEANING OF “FLIGHT OF A BIRD OR OF AN EAGLE OR AN AEROPLANE”


98. MEANING OF “TWO SHIPS LEFT PORT”


99. MEANING OF FLIGHT DUE NORTH (ALONG THE MERIDIAN)


100. STANDARD DEVIATION OF A GROUPED DATA          

CAN YOU IMAGINE, EXPLAIN OR DRAW YOUR INTERPRETATION OF THESE QUESTION-PHRASES TO A STUDY GROUP OF YOUR CLASSMATES?


GOOD LUCK!