MCK - Question 1.

Identify the missing number from this sequence?

44, 38, 32, ?, 20,14
A. 6 B. 26

C. 28 D. 24

Correct Answer: B

Curriculum link:
Describe, continue and create patterns with fractions, decimals and whole numbers resulting
from addition and subtraction (ACMNA107)

Rationale:
Students may get confused by this question if they are not able to correctly identify the
pattern. If students use an ineffective method to determine the pattern this could cause some
confusion and lead to an incorrect answer. As answers B, C and D are all so similar they
may get confused when selecting the correct answer, B. Alternatively, as the pattern
decreases by 6 they may select answer ‘A’. By correctly identifying the missing number
students will achieve FSiM Level 3; recognising patterns involving whole numbers linked by
subtraction based strategy.

MCK - Question 2.
As the numbers increase along the ruler from one to nine, what number is the arrow pointing
at?

1 3 5 7 9

E. 4 F. 5

G. 3.5 H. 4.5

Correct Answer: D
Curriculum link:
Describe, continue and create patterns with fractions, decimals and whole numbers resulting
from addition and subtraction (ACMNA107)
Use efficient mental and written strategies and apply appropriate digital technologies to solve
problems (ACMNA291)

Rationale:
In order to obtain the correct answer “D”, students may have to make effective computational
choices by dividing the spaces between the odd numbers listed on the ruler. Each downward
line represents 1/2, the students will have to calculate by moving along the ruler adding by
halves from 1 (FSiM, KU7). The question stipulates as the numbers increase, however if the
student does not know increase or decrease they may struggle to answer the question.
Alternatively if the students understands the relationship between addition and subtraction
some may choose to move backwards by subtracting halves from 5 to get the answer
(Burns, 2010). Students will also meet FSiM KU2 partitioning numbers into part-part-whole
helps us relate addition and subtraction and understand their properties.

MCK - Question 3.
Find the value of the coefficient “x “in the below equation
5x = 40

A. 10 B. 12
C. 6 D. 8

Correct Answer: D

Curriculum link:
Find unknown quantities in number sentences involving multiplication and division and
identify equivalent number sentences involving multiplication and division (ACMNA121)

Rationale:
This question was chosen to address the student’s skill set to complete number sentences
that involve calculating missing numbers. Formal algebraic representation, incorporating the
use of symbols and algebraic syntax is appropriate from year 3 onwards (Perso, 2003).
However, Perso (2003) notes that problems with understanding algebra arises when the
emphasis on using letters to stand for numbers is introduced. Students must organise and
process the information by making effective computational choices to get the desired
answer. This can be done by looking at the equation in different ways. By partitioning the
numbers into part-part whole, students can better understand the problem as per FSiM KU5
/ KU6 (Department of Education WA, 2013). Here 5x = 40, can also be represented by
40÷5=x, x5=40, or 40÷ x =5. All of which achieve the same answer of x =8. Understanding
how to analyse a pattern and its relationship involving multiplication, together with
understanding of mathematical language such as coefficient is paramount to being able to
understand the context of mathematical statements.

MCK - Question 4.
Jimmy’s dog Rex is half Jimmy’s age. If Rex is 5 how old is Jimmy?
A. 10 B. 2 1/2
C. 35 D. 12

Correct Answer: A

Curriculum link:
Find unknown quantities in number sentences involving multiplication and division and
identify equivalent number sentences involving multiplication and division (ACMNA121)
Identify and describe factors and multiples of whole numbers and use them to solve
problems (ACMNA098)

Rationale:
Students should be able to organise and process information mathematically and apply their
thoughts to find a solution to this problem (Booker et al. 2004). Here students should
paraphrase the problem at hand as per FSiM KU8 (Department of Education WA, 2013).
They could use a combination of mental and written calculations to determine the correct
answer of 10. Students may become confused if they do not comprehend or efficiently read
the question, causing them to use alternate mathematical practices such as multiplying or
subtracting the number to reach an incorrect result.