Class Diagnostic

Mathematics

Kishamba · Grade 6 · 2026 · 11 learners

All 4 content areas need attention. Data Handling is the weakest content area — confidence interval lower bound at 0%.

Sitting average: 28.4% — descriptive only, not a mastery score.

1At-risk
0Developing
0Secure
See the learning journey → Mathematics prerequisite map
GradeGrade 6
Year2026
Learners11
Strands4

Kishamba Grade 6 Maths: Overall Performance Near Chance Level

The overall mean score for Grade 6 Mathematics is 28.4%, which is close to the 25% chance level for a 4-choice multiple-choice assessment. Three out of four curriculum strands assessed are performing at-risk, with Data Handling showing the lowest mastery. All learners are currently performing below the secure threshold on this sitting.

The assessment relied heavily on single questions per topic, which provides very sparse data for each area. A closer look at the conditions under which this assessment was administered would help, given the overall results.

Primary analysis

Content area mastery

Sorted from weakest to strongest — CI lower bound tells you the most you can confidently rule out.

Strands = the CBC content areas that make up this subject. Performance is reported per strand because a subject-wide average hides where the gap actually is.

Data HandlingAt-risk
CI: likely 0–20%·performing at chance·20 responses
G5
1 learning outcome
Interpret data represented by frequency tablesG5
15%most wrong: D
MeasurementAt-risk
CI: likely 1–9%·below target·110 responses
G2G5G6
10 learning outcomes
Work out area of rectangles and squares in square centimetres cm in different situationsG51 question
0%most wrong: A
Appreciate use of kilogrammes and grammes in measuring mass in real lifeG51 question
10%most wrong: 1kg of sand 1kg of stones
Convert kilogrammes to grammes and grammes to kilogrammes in real life situationsG51 question
10%most wrong: C
Convert kilometres to metres and metres to kilometres in different situationsG51 question
20%most wrong: A
Work out volume of cuboids in cubic centimetres cm using the formulaG51 question
20%most wrong: B
Convert minutes to seconds and seconds to minutes in real lifeG51 question
20%most wrong: B
Identify time in a m and p m in day to day life experiencesG61 question
20%most wrong: A
Multiply litres and millilitres by whole numbers in real life situationsG51 question
40%most wrong: B
Recite the number of days in each month of the yearG21 question
50%most wrong: 31
Determine buying and selling prices of different items in the communityG61 question
60%most wrong: B
NumbersAt-risk
CI: likely 3–8%·below target·490 responses
G3G5G6
33 learning outcomes
Identify 1 2 1 4 and 1 8 as part of a groupG31 question
0%most wrong: 24
Subtract fractions using lcm in different situationsG61 question
0%most wrong: C
Create patterns involving the addition of numbers up to a sum of 1 000 000 in real life situationsG51 question
0%most wrong: A
Use place value and total value of digits up to hundreds of thousands in different situationsG5
8%most wrong: thousand
Identify place value of decimals up to thousandths in different situationsG51 question
10%most wrong: A
Divide up to a 4 digit number by up to a 3 digit number where the dividend is greater than the divisor in real life situationsG6
10%most wrong: A
Add fractions using lcm in different situationsG61 question
10%most wrong: A
Appreciate use of fractions in real lifeG61 question
10%most wrong: D
Round off numbers up to tens of thousands to the nearest hundred and thousand in different situationsG51 question
13%most wrong: 1
Subtract of up to two 6 digit numbers with regrouping in different situationsG5
15%most wrong: A
Order numbers up to tens of thousands in different situationsG5
15%most wrong: thousand
Read and write numbers up to tens of thousands in words in different situationsG5
19%most wrong: 4009 12130 114180 181 p1 4009 2121 211 211 7865 12130 41 89111 885889 2111 222222 3333 14444
Determine highest common factor hcf and greatest common divisor gcd in different situationsG51 question
20%most wrong: D
Multiply up to a 3 digit number by up to a 2 digit number in real life situationsG5
21%most wrong: 40
Apply divisibility tests of 2 5 and 10 in real life situationsG5
24%most wrong: odd
Subtract a 2 digit number from a three digit number with single regroupingG31 question
30%most wrong: 156
Use numbers up to millions in symbols in real lifeG61 question
30%most wrong: A
Multiply up to a 4 digit number by a 2 digit number in real life situationsG61 question
30%most wrong: C
Subtract decimals up to 4 decimal places in different situationsG61 question
30%most wrong: B
Divide up to a 3 digit number by up to a 2 digit number where the dividend is greater than the divisor in real lifeG5
31%most wrong: 4 rem7
Appreciate use of whole numbers in real life situationsG5
33%most wrong: 5 8
Appreciate use of the addition of whole numbers in real life situationsG51 question
38%most wrong: 4137
Subtract two fractions with the same denominator in different situationsG51 question
38%most wrong: 5
Determine least common multiple lcm in real life situationsG5
40%most wrong: B
Round off numbers up to 100 000 to the nearest thousand in different situationsG61 question
40%most wrong: A
Add up to two 6 digit numbers with double regrouping with the sum not exceeding 1 000 000 in different situationsG5
42%most wrong: 14434
Appreciate the use of fractions in real lifeG51 question
50%most wrong: 1/5121
Solve simple equations with one unknown involving real life situationsG5
50%most wrong: C
Perform combined operations involving addition subtraction multiplication and division up to 3 digit numberG61 question
50%most wrong: A
Order numbers up to 100 000 in real life situationsG61 question
60%most wrong: A
Compare fractions in different situationsG51 question
63%most wrong: 2 3 3 3
Use place value and total value of digits up to millions in real lifeG6
65%most wrong: A
Create number patterns involving addition up to1000G31 question
90%
GeometryApproaching
CI: likely 11–67%·below target·10 responses
G5
1 learning outcome
Describe 3 d objects in the environmentG51 question
50%most wrong: The student has drawn a circular shape that resembles more of a circle than a cone. The drawing lacks the characteristic triangular side view of a cone and does not show converging lines to an apex.

Prerequisite gaps

Foundational skills to re-assess

These prerequisite skills connect to multiple later outcomes. A gap here can cascade. Evidence is limited — treat as a prompt to re-assess, not a diagnosis.

Foundational prerequisite

Identify place value of decimals up to thousandths in different situations (G5)

Connects to 33 later outcomes. 90% gap on this item — worth re-assessing before building on it. low-confidence 1 question

G5 · Numbers › Decimals

Identify place value of decimals up to thousandths in different situations

Understanding Fractions and Decimals · builds on 15 connections · unlocks 33

Open in full graph ↗

Foundational prerequisite

Multiply up to a 3 digit number by up to a 2 digit number in real life situations (G5)

Connects to 19 later outcomes. 79% gap on this item — worth re-assessing before building on it.

G5 · Numbers › Multiplication

Multiply up to a 3 digit number by up to a 2 digit number in real life situations

Mastering Multiplication Concepts · builds on 14 connections · unlocks 19

Open in full graph ↗

Foundational prerequisite

Convert kilometres to metres and metres to kilometres in different situations (G5)

Connects to 19 later outcomes. 80% gap on this item — worth re-assessing before building on it. low-confidence 1 question

G5 · Measurement › Length

Convert kilometres to metres and metres to kilometres in different situations

Length · builds on 8 connections · unlocks 19

Open in full graph ↗

Curriculum insight

Gateway concepts for Mathematics

Learning outcomes that unlock the most downstream learning across all grades.

Gateway Concepts

Learning outcomes that unlock the most downstream learning

  1. 77
    identify the centimetre as a unit ofmeasuring length in real life situationsG4 · measurement › length · Understand
  2. 65
    identify the metre as a unit of measuring lengthG2 · measurement › length_measuring_length · Understand
  3. 63
    measure length using fixed unitsG2 · measurement › length_measuring_length · Apply
  4. 61
    measure length in metresG3 · measurement › length · Apply
  5. 57
    identify the place value of numbers in ones and tensG2 · numbers › whole_numbers · Understand

Instrument note

What this assessment tested

This assessment mostly sampled Apply and Understand — it does not test higher-order skills. Absence from the assessment is not evidence learners cannot perform those tasks.

Apply
Understand
Create
Remember
Analyze
All learning outcomes (45) — single-question data, directional only

Most outcomes below are covered by just 1–2 questions. These numbers describe what learners scored on those specific items — not whether they have mastered the outcome. Use strands above for diagnostic confidence.

Identify 1 2 1 4 and 1 8 as part of a groupG30%At-risk1 question — directional only
common wrong answer: 248 learners attempted
Subtract fractions using lcm in different situationsG60%At-risk1 question — directional only
Applycommon wrong answer: C10 learners attempted
Create patterns involving the addition of numbers up to a sum of 1 000 000 in real life situationsG50%At-risk1 question — directional only
Createcommon wrong answer: A10 learners attempted
Work out area of rectangles and squares in square centimetres cm in different situationsG50%At-risk1 question — directional only
Applycommon wrong answer: A10 learners attempted
Use place value and total value of digits up to hundreds of thousands in different situationsG58%At-risk
Applycommon wrong answer: thousand10 learners attempted
Appreciate use of kilogrammes and grammes in measuring mass in real lifeG510%At-risk1 question — directional only
Applycommon wrong answer: 1kg of sand 1kg of stones10 learners attempted
Convert kilogrammes to grammes and grammes to kilogrammes in real life situationsG510%At-risk1 question — directional only
Applycommon wrong answer: C10 learners attempted
Identify place value of decimals up to thousandths in different situationsG510%At-risk1 question — directional only
Understandcommon wrong answer: A10 learners attempted
Divide up to a 4 digit number by up to a 3 digit number where the dividend is greater than the divisor in real life situationsG610%At-risk
Applycommon wrong answer: A10 learners attempted
Add fractions using lcm in different situationsG610%At-risk1 question — directional only
Applycommon wrong answer: A10 learners attempted
Appreciate use of fractions in real lifeG610%At-risk1 question — directional only
Applycommon wrong answer: D10 learners attempted
Round off numbers up to tens of thousands to the nearest hundred and thousand in different situationsG513%At-risk1 question — directional only
Applycommon wrong answer: 18 learners attempted
Subtract of up to two 6 digit numbers with regrouping in different situationsG515%At-risk
Applycommon wrong answer: A11 learners attempted
Interpret data represented by frequency tablesG515%At-risk
Understandcommon wrong answer: D10 learners attempted
Order numbers up to tens of thousands in different situationsG515%At-risk
Applycommon wrong answer: thousand10 learners attempted
Read and write numbers up to tens of thousands in words in different situationsG519%At-risk
Applycommon wrong answer: 4009 12130 114180 181 p1 4009 2121 211 211 7865 12130 41 89111 885889 2111 222222 3333 144448 learners attempted
Determine highest common factor hcf and greatest common divisor gcd in different situationsG520%At-risk1 question — directional only
Applycommon wrong answer: D10 learners attempted
Convert kilometres to metres and metres to kilometres in different situationsG520%At-risk1 question — directional only
Applycommon wrong answer: A10 learners attempted
Work out volume of cuboids in cubic centimetres cm using the formulaG520%At-risk1 question — directional only
Applycommon wrong answer: B10 learners attempted
Convert minutes to seconds and seconds to minutes in real lifeG520%At-risk1 question — directional only
Applycommon wrong answer: B10 learners attempted
Identify time in a m and p m in day to day life experiencesG620%At-risk1 question — directional only
Understandcommon wrong answer: A10 learners attempted
Multiply up to a 3 digit number by up to a 2 digit number in real life situationsG521%At-risk
Applycommon wrong answer: 4010 learners attempted
Apply divisibility tests of 2 5 and 10 in real life situationsG524%At-risk
Applycommon wrong answer: odd11 learners attempted
Subtract a 2 digit number from a three digit number with single regroupingG330%At-risk1 question — directional only
Applycommon wrong answer: 15610 learners attempted
Use numbers up to millions in symbols in real lifeG630%At-risk1 question — directional only
Applycommon wrong answer: A10 learners attempted
Multiply up to a 4 digit number by a 2 digit number in real life situationsG630%At-risk1 question — directional only
Applycommon wrong answer: C10 learners attempted
Subtract decimals up to 4 decimal places in different situationsG630%At-risk1 question — directional only
Applycommon wrong answer: B10 learners attempted
Divide up to a 3 digit number by up to a 2 digit number where the dividend is greater than the divisor in real lifeG531%At-risk
Applycommon wrong answer: 4 rem78 learners attempted
Appreciate use of whole numbers in real life situationsG533%At-risk
Applycommon wrong answer: 5 810 learners attempted
Appreciate use of the addition of whole numbers in real life situationsG538%Approaching1 question — directional only
Applycommon wrong answer: 41378 learners attempted
Subtract two fractions with the same denominator in different situationsG538%Approaching1 question — directional only
Applycommon wrong answer: 58 learners attempted
Determine least common multiple lcm in real life situationsG540%Approaching
Applycommon wrong answer: B11 learners attempted
Round off numbers up to 100 000 to the nearest thousand in different situationsG640%Approaching1 question — directional only
Applycommon wrong answer: A10 learners attempted
Multiply litres and millilitres by whole numbers in real life situationsG540%Approaching1 question — directional only
Applycommon wrong answer: B10 learners attempted
Add up to two 6 digit numbers with double regrouping with the sum not exceeding 1 000 000 in different situationsG542%Approaching
Applycommon wrong answer: 1443410 learners attempted
Appreciate the use of fractions in real lifeG550%Approaching1 question — directional only
Applycommon wrong answer: 1/51218 learners attempted
Describe 3 d objects in the environmentG550%Approaching1 question — directional only
common wrong answer: The student has drawn a circular shape that resembles more of a circle than a cone. The drawing lacks the characteristic triangular side view of a cone and does not show converging lines to an apex.10 learners attempted
Solve simple equations with one unknown involving real life situationsG550%Approaching
Applycommon wrong answer: C11 learners attempted
Recite the number of days in each month of the yearG250%Approaching1 question — directional only
Remembercommon wrong answer: 3110 learners attempted
Perform combined operations involving addition subtraction multiplication and division up to 3 digit numberG650%Approaching1 question — directional only
Applycommon wrong answer: A10 learners attempted
Order numbers up to 100 000 in real life situationsG660%Developing1 question — directional only
Applycommon wrong answer: A10 learners attempted
Determine buying and selling prices of different items in the communityG660%Developing1 question — directional only
Applycommon wrong answer: B10 learners attempted
Compare fractions in different situationsG563%Developing1 question — directional only
Analyzecommon wrong answer: 2 3 3 38 learners attempted
Use place value and total value of digits up to millions in real lifeG665%Developing
Applycommon wrong answer: A10 learners attempted
Create number patterns involving addition up to1000G390%Secure1 question — directional only
10 learners attempted

Interpretation guide

How to read this report

median 1 question/LO → per-LO is item-evidence not mastery; mastery claims at strand; 2026 harder next-grade paper; misconceptions are distractor hypotheses.

Sparsity note: outcomes with 1 question cannot support diagnostic conclusions — the 1 question — directional only tag marks these throughout.