1

TEACHER’S PROFICIENCY ASSESSMENT

MATHEMATICS (Primary)

CANDIDATE’S
NAME
PHOTO

MARKS OBTAINED
[OUT OF 50]

DATE

INSTRUCTIONS
• Answer all questions.
• Use a black or blue pen.
• Write your full name and date in the boxes at the top of the page.
• Kindly paste a recent passport size picture in the space provided above.
• Write your answer to each question in the space provided.
• Do not use an erasable pen or correction fluid.
• Dictionaries are not allowed.

INFORMATION
• The total mark for this paper is 80.
• The number of marks for each question or part question is shown in brackets [ ].

This document has 8 pages.

 2

Section A: Problem-Solving & Application (20 Marks)

Real-World Application (5 Marks)

1)A water tank has a conical bottom section of height 2 m and a cylindrical top section of height 5 m. The

base radius of both sections is 1.5 m.

(a) Calculate the total volume of water the tank can hold. (Use π = 3.14)

(b) If the tank is filled at a rate of 100 liters per minute, how long will it take to fill it completely?

Logical Reasoning (5 Marks)

2) A school cafeteria prepares 120 sandwiches daily. On Mondays and Wednesdays, the demand increases
by 20%, and on Fridays, it decreases by 15%.
(a) How many sandwiches are needed on each of these days?
(b) Over a five-day week, how many sandwiches are prepared in total?
 3

Mathematical Modeling (5 Marks)

3) A teacher observes that students who complete at least 75% of their homework score 20% higher in
exams than those who complete less.
(a) If the average exam score of a student who completes 50% of their homework is 60, estimate their
potential score if they completed 75%.
(b) Create a mathematical equation that models this relationship.

4) Estimation & Approximation (5 Marks)

You are planning a school trip for 240 students. Each bus can carry 35 students, and each bus costs
₹12,000 to hire.
(a) Estimate the total cost of hiring buses.
(b) If an additional 10% discount is offered for booking at least 5 buses, calculate the revised cost.
 4

Section B: Pedagogical Approach & Curriculum Design (15 Marks)

Conceptual Understanding (5 Marks)

5) Explain how you would teach the concept of prime factorization to a Grade 5 class using hands-on
activities. Provide an example.

Assessment & Differentiation (5 Marks)

6) A class of 30 students has varying math proficiency levels. How would you design an assessment
strategy that caters to different learning abilities while ensuring fair evaluation?
 5

Mathematical Misconceptions (5 Marks)

7) A student claims that 1/3 + 1/4 = 2/7. How would you address this misconception in class?

Section C: Critical Thinking & Analysis (15 Marks)

Data Interpretation (5 Marks)

8) A teacher recorded the math test scores of 10 students in a class:

Scores: 45, 50, 60, 75, 80, 90, 90, 95, 100, 100
(a) Find the Mean (Average) Score
(b) Find the Median Score
(c) Find the Mode Score(s)
 6

Higher-Order Thinking Question Creation (5 Marks)

9) Design a non-routine math problem that encourages students to think critically and apply multiple math
concepts. Provide a solution.

Cross-Disciplinary Integration (5 Marks)

10) How can you integrate science or history into a math lesson on ratios and proportions? Provide a
classroom activity example.
7
 8

Marking Scheme – Teacher’s Proficiency Assessment (Math)

Total Marks: 80

Section A: Problem-Solving & Application (20 Marks)

1) Real-World Application (5 Marks)
(a) Volume of tank:
Cylinder: V = πr²h = 3.14x (1.5)2 x 5 = 35.33 m³ [2]
Cone: V = r²h = ×3.14× (1.5)2 x 2 = 4.71 m² [1]
Total Volume = 35.33+4.71 = 40.04 m³ (40,040 L) [1]
(b) Time to fill:
40,040÷100= 400.4 minutes ≈ 6 hours 40 minutes [1]

2) Logical Reasoning (5 Marks)

(a) Monday/Wednesday: 120+20%=144 [1]
Friday: 120−15%=102 [1]

(b) Weekly total:

144+144+120+120+102=630 sandwiches [3]

3) Mathematical Modeling (5 Marks)

(a) Score increase:
60+20%=60+12=72 [2]
(b) Equation: S=B+0.2(B) where B is base score, and S is the improved score [3]

4) Estimation & Approximation (5 Marks)

(a) Buses needed: 240÷35=6.862, so 7 buses [2]
Cost: 7×12,000=84,000 [1]
(b) Discount: 10% on ₹84,000 = ₹8,400
Final Cost: ₹84,000 - ₹8,400 = ₹75,600 [2]

5) Conceptual Understanding – Prime Factorization (5 Marks)

Expected Answer: (Variations are allowed)
To teach prime factorization to a Grade 5 class, I would use hands-on activities such as factor
trees and manipulatives.
Example:
 Start by writing a number, e.g., 36, on the board.
 Demonstrate breaking it down step by step:
 36 → 2 × 18
 18 → 2 × 9
 9→3×3
o Final prime factorization: 2 × 2 × 3 × 3 or 22×322^2 \times 3^222×32.
 Distribute number cards to students and ask them to create their own factor trees.
 Use building blocks or LEGO to represent prime numbers, reinforcing the concept
visually.
 Introduce prime vs. composite numbers by sorting numbers into two groups.
Marking:
 Explanation using factor trees – 2 Marks
 Clear step-by-step breakdown – 2 Marks
 Hands-on activity integration – 1 Mark
 9

6) Expected Answer: (Variations are allowed)

To cater to different learning abilities in a class of 30 students, I would use a tiered assessment
approach:
Example Strategies:
1. Prior knowledge check through a Diagnostic Assessment (Before Lesson)
o A quick pre-test to identify struggling students.
2. Differentiated Practice (During Lesson)
o Struggling learners: Use visual aids, group work, and simpler problems.
o Average learners: Mixed difficulty problems.
o Advanced learners: Challenge problems involving real-world applications.
3. Formative Assessment (Throughout Lesson)
o Peer support : Pair weaker students with stronger ones.
o Exit tickets: Give a short problem at the end of the lesson to check
understanding.
4. Unit end test (After Lesson)
o Provide multiple-choice, problem-solving, and real-life application questions to
test different skills.
Marking:
 Explanation of differentiated strategies – 2 Marks
 Use of formative/summative assessment – 2 Marks
 Example of practical application – 1 Mark

7) Mathematical Misconceptions – Addressing 1/3 + 1/4 = 2/7 (5 Marks)

Expected Answer: (Variations allowed)
To correct the misconception that 1/3+1/4=2/7,
I would use a combination of visual representation, logical reasoning, and hands-on activities to
guide students toward the correct method of adding fractions.
Step-by-Step Teaching Approach:
1. Start with a Visual Model
 Draw two circles on the board:
o Divide the first into three equal parts to represent 1/3.
o Divide the second into four equal parts to represent 1/4.
 Shade one part in each and ask students:
o “Can we directly add these fractions?”
o “Are these parts the same size?” (Students will notice they are different.)
2. Explain the Need for a Common Denominator
 Ask: “How can we compare 1/3 and 1/4 if their parts are not equal?”
 Find the LCM of 3 and 4, which is 12, and convert:
o 1/3=4/12
o 1/4=3/12
 Add: 4/12+3/12=7/12
 Explain why 2/7 is not correct—the denominator never gets added in fraction addition.
3. Use a Real-Life Example
 Say: “Imagine you have a pizza. You eat 1/3 of one pizza, and your friend eats 1/4 of another. If
we put the eaten pieces together, does that make 2/7 of a pizza?”
 Let students reflect and explain why 7/12 makes sense instead.
4. Address the Misconception with a Common Mistake Analysis
o Show the incorrect method: “If we add both the numerators and denominators, we get
2/7. But does that match our model?”
o Discuss why the denominator should represent the common unit size, not be summed
up.
5. Reinforce with a Hands-On Activity
 Provide fraction strips or cut-out fraction circles.
 Have students model 1/3 + 1/4 and arrange them into equal twelfths.
 Let them physically combine the pieces and observe the correct sum.
 10

Marking Scheme (5 Marks)

Clear visual explanation using models – 2 Marks
Step-by-step breakdown with common denominator method – 2 Marks
Engaging real-world example for better understanding – 1 Mark

8) Mean Calculation
Mean=Sum of all scores /Total number of students

Sum of all scores =45+50+60+75+80+90+90+95+100+100 / 10= 88.5 Mean = 88.5

(b) Median Calculation

 Arrange scores in ascending order (already arranged):
45, 50, 60, 75, 80, 90, 90, 95, 100, 100
 Since there are 10 numbers (even count), the median is the average of the 5th and 6th values:
Median=80+90/ 2=170/ 2=85 , Median = 85.
(c) Mode Calculation
 Mode is the most frequently occurring number.
 The scores 90 and 100 appear twice each, more than any other score. Mode = 90 and 100
(Bimodal)
Final Answers:
Mean = 88.5
Median = 85
Mode = 90, 100

Q9 & Q 10

Candidates own answers.