Questions 21-22
Choose two letters A-E.
Write your answers in boxes 21-22 on your answer sheet.
Which TWO unexpected benefits of mental arithmetic do they mention?
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better memory for number facts
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stronger problem-solving
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more classroom confidence
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better reading comprehension
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longer concentration
(A) is incorrect. Memory, problem-solving, and confidence are described as expected or obvious benefits.
(B) is incorrect. Memory, problem-solving, and confidence are described as expected or obvious benefits.
(C) is incorrect. Memory, problem-solving, and confidence are described as expected or obvious benefits.
(D) is correct. Both students say the link between mental arithmetic and reading comprehension was unexpected.
(E) is correct. They had not expected the link with attention span.
Associated Text:
The link I had not thought of was with reading comprehension. Children doing regular mental maths seem to process patterns better when they read
(A) is incorrect. Memory, problem-solving, and confidence are described as expected or obvious benefits.
(B) is incorrect. Memory, problem-solving, and confidence are described as expected or obvious benefits.
(C) is incorrect. Memory, problem-solving, and confidence are described as expected or obvious benefits.
(D) is correct. Both students say the link between mental arithmetic and reading comprehension was unexpected.
(E) is correct. They had not expected the link with attention span.
Associated Text:
I had never connected mental arithmetic with attention span.
Priya: Same here. Apparently regular mental calculations help children stay focused for longer.
Questions 23-24
Choose two letters A-E.
Write your answers in boxes 23-24 on your answer sheet.
For children with dyscalculia, which TWO problems are easiest to correct?
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confusing similar-looking digits
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failing to retain their times tables
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working through calculations too fast
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misaligning columns in addition
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finding it hard to judge the rough size of a quantity
(A) is correct. Mixing up similar-looking digits can be corrected quite quickly by teaching a clear way to form each digit.
(B) is incorrect. Retaining times tables, rushing calculations, and judging rough quantity are described as harder or deeper problems.
(C) is incorrect. Retaining times tables, rushing calculations, and judging rough quantity are described as harder or deeper problems.
(D) is correct. Squared paper helps children keep columns aligned.
(E) is incorrect. Retaining times tables, rushing calculations, and judging rough quantity are described as harder or deeper problems.
Associated Text:
Yea~ They mix up digits that look alike, such as 6 and 9, especially when children are copying quickly from a board. A clear way of forming each digit can put that right quite quickly.
(A) is correct. Mixing up similar-looking digits can be corrected quite quickly by teaching a clear way to form each digit.
(B) is incorrect. Retaining times tables, rushing calculations, and judging rough quantity are described as harder or deeper problems.
(C) is incorrect. Retaining times tables, rushing calculations, and judging rough quantity are described as harder or deeper problems.
(D) is correct. Squared paper helps children keep columns aligned.
(E) is incorrect. Retaining times tables, rushing calculations, and judging rough quantity are described as harder or deeper problems.
Associated Text:
But if they fail to keep columns aligned in addition, squared paper helps a lot.
Priya: Exactly. One digit in each box, and the columns stay in place.
Questions 25-30
Choose the correct letter, A, B, or C.
Write your answers in boxes 25-30
on your answer sheet.
25. What can happen if children rely too much on calculators?
26. What is Jamie's view of traditional column arithmetic?
27. How does weak mental arithmetic mainly affect exams?
28. What does Priya predict about mental arithmetic?
29. Where does Priya notice phone dependence most?
30. How do they feel about their own mental arithmetic now?
(A) is correct. Priya says relying on a calculator can make children stop wanting to learn the mathematical methods.
(B) is incorrect. Speed in picking up calculators and positive acceptance of errors are not mentioned.
(C) is incorrect. Speed in picking up calculators and positive acceptance of errors are not mentioned.
Associated Text:
What happens is that they can stop wanting to learn the methods behind the maths. They reach for the calculator before trying the steps.
(A) is correct. Jamie says traditional pen-and-paper column arithmetic can hold back children with dyscalculia by making the written layout a barrier.
(B) is incorrect. He says mental strategies may be more accessible, and C is not discussed.
(C) is incorrect. The recording does not support this option: it is still preferred by most teachers.
Associated Text:
the old pen and paper approach holds one group of children back. Keeping numbers aligned and carrying figures can be especially hard for children with dyscalculia
(A) is incorrect. Jamie rejects the idea of a direct grade drop.
(B) is incorrect. They do not say mental arithmetic has become unimportant in exams.
(C) is correct. Weak mental arithmetic shows up in timing: students calculate more slowly and finish fewer exam questions.
Associated Text:
In practice, timing is where it shows up. Students calculate more slowly and finish fewer questions, even when they understand the method perfectly well.
(A) is incorrect. Calculator-first teaching and resistance to screen-based maths are not her prediction.
(B) is correct. Jamie says children still need mental arithmetic outside the classroom, and Priya predicts children will continue to be taught it.
(C) is incorrect. Calculator-first teaching and resistance to screen-based maths are not her prediction.
Associated Text:
Children still need it outside the classroom.
Priya: Yes, children will go on being taught it, though teachers may need to explain more clearly why it still matters.
(A) is correct. Priya says she notices her phone dependence most at the supermarket, where she finds it hard to add up totals at the till.
(B) is incorrect. Estimating large numbers and following news statistics are not mentioned.
(C) is incorrect. Estimating large numbers and following news statistics are not mentioned.
Associated Text:
I notice it most at the supermarket. I find it hard to add up totals at the till.
(A) is incorrect. They do not say they feel anxious or embarrassed.
(B) is incorrect. They do not say they feel anxious or embarrassed.
(C) is correct. Both Jamie and Priya say they regret losing the habit of doing mental arithmetic.
Associated Text:
I miss doing mental arithmetic. I used to add things up in my head quite naturally.
Jamie: [sad] I feel the same. I regret losing the habit.
