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NECO Biology Practical Answers [26th June] 2026/2027: The NECO Biology Practical paper is a hands-on exam where you identify specimens, draw biological diagrams, and perform basic experiments. You will observe plants, animals, and slides, write down their features, and answer questions about their habits, classes, and uses.

NECO Biology Practical SPecimen 2026/2027

NECO BIOLOGY PRACTICAL (PAPER I)
COMPLETE ANSWERS – QUESTIONS 1, 2 & 3

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QUESTION 1 (Specimens A, B, C, D, E)

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(a)(i) Identify specimens A, B, C, D and E (5 marks)

A – Pelvic girdle of rabbit/small mammal

B – Cervical vertebra of rabbit/small mammal

C – Caudal vertebra of rabbit/small mammal

D – Transverse section of pawpaw fruit

E – Transverse section of guava fruit

(a)(ii) State the location of A, B and C in the body of the animal (3 marks)

A – Located in the pelvic region (hind limb region) of the animal.

B – Located in the neck region (cervical region) of the vertebral column.

C – Located in the tail region (caudal region) of the vertebral column.

(a)(iii) Name the three bones that make up A (pelvic girdle) (3 marks)

1. Ilium
2. Ischium
3. Pubis

(a)(iv) State two structural differences between B (cervical vertebra) and C (caudal vertebra) (4 marks)

B (Cervical vertebra) C (Caudal vertebra)

1. Has a transverse foramen (foramen transversarium) 1. Does NOT have a transverse foramen
2. Has a prominent neural spine 2. Neural spine is reduced or absent
3. Has a large centrum 3. Centrum is small or reduced
4. Articulates with ribs (in some cases) 4. Does not articulate with ribs

(a)(v) Give two functions of B (cervical vertebra) to the organism (2 marks)

1. It supports the head and allows movement of the head in different directions.
2. It protects the spinal cord passing through the vertebral canal.

(b)(i) State the type of placentation observed in D and E (2 marks)

D (Pawpaw) – Parietal placentation

E (Guava) – Axile placentation

(b)(ii) Give one reason for each answer (2 marks)

D – The ovules are attached to the inner wall of the ovary (pericarp) on ridges.

E – The ovules are attached to a central axis (column) in the centre of the ovary.

(c) Draw a well-labelled diagram of specimen E (guava fruit transverse section) – 8-10 cm long

In your answer booklet, draw the transverse section of guava fruit showing:

· Outer skin (epicarp)
· Fleshy mesocarp
· Central cavity with numerous seeds attached to the central axis
· Axile placentation with seeds embedded in the pulp
· Label: epicarp, mesocarp, seeds, central axis, placental tissue

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QUESTION 2 (Specimens F, G, H, I, J)

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(a)(i) Identify specimens F, G, H, I and J (5 marks)

F – Quill feather

G – Agama lizard

H – Rat/Rabbit (small mammal)

I – Quadrat

J – Sweeping net

(a)(ii) State three importance of F (quill feather) to the organism that possesses it (3 marks)

1. It is used for flight (in birds that fly).
2. It provides insulation to keep the bird warm.
3. It is used for display and camouflage.

(a)(iii) Mention three adaptive features of G (Agama lizard) to its habitat (3 marks)

1. It has scaly skin which prevents water loss, adapting it to dry environments.
2. It has claws on its toes for climbing and gripping surfaces.
3. It can change colour (camouflage) to blend with its surroundings and escape predators.

(a)(iv) State the class each to which G and H belong (2 marks)

G (Agama lizard) – Reptilia

H (Rat/Rabbit) – Mammalia

(a)(v) Give two structural differences between G and H (4 marks)

G (Agama lizard) H (Rat/Rabbit)

1. Body is covered with dry, scaly skin 1. Body is covered with fur/hair
2. Has claws on toes 2. Has nails on toes
3. Has no external ear (pinna) 3. Has prominent external ear (pinna)

(a)(vi) Give three common features in G and H that serve as evidence of convergent evolution (3 marks)

1. Both have a vertebral column (backbone) – they are vertebrates.
2. Both have paired appendages (limbs) for locomotion.
3. Both have a well-developed head with sensory organs (eyes, nostrils, mouth).

(b)(i) Mention one function each of I and J (2 marks)

I (Quadrat) – Used to estimate the population of plants or slow-moving animals in a given area.

J (Sweeping net) – Used to collect flying or ground-dwelling insects for study.

(b)(ii) Describe in three steps how I (quadrat) is used to perform its function (3 marks)

1. Place the quadrat randomly on the ground in the study area.
2. Count the number of individuals of the target species within the quadrat.
3. Repeat the process at several randomly selected points and calculate the average number per quadrat, then multiply by the total area to estimate the population.

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QUESTION 3 (Specimens K, L, M, N, O, P)

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(a)(i) Identify specimens K, L, M, N, O and P (6 marks)

K – Housefly

L – Pride of Barbados fruit/pod

M – Cashew nut

N – Millipede

O – Crab

P – Sorghum grain

(a)(ii) Give three adaptive features of K (housefly) to its mode of feeding (3 marks)

1. It has sponging mouthparts (labella) for sucking liquid food.
2. It has compound eyes that help it locate food sources.
3. It has sensory hairs on its legs to taste and detect food.

(a)(iii) Mention one economic importance of K (housefly) (1 mark)

It transmits disease-causing organisms (pathogens) such as those causing typhoid, cholera, and dysentery.

(a)(iv) Name the class each to which K, N and O belong (3 marks)

K (Housefly) – Insecta

N (Millipede) – Diplopoda

O (Crab) – Crustacea

(a)(v) State the habitat of K, N and O (3 marks)

K (Housefly) – Terrestrial habitat (around human settlements, refuse dumps)

N (Millipede) – Terrestrial habitat (under leaves, logs, and in moist soil)

O (Crab) – Aquatic (marine) and terrestrial (estuarine, mangrove swamps)

(a)(vi) Classify L, M and P into their fruit type (3 marks)

L (Pride of Barbados fruit/pod) – Dehiscent fruit (legume/pod)

M (Cashew nut) – Indehiscent fruit (nut)

P (Sorghum grain) – Indehiscent fruit (caryopsis/grain)

(a)(vii) State the mode of dispersal of L and M (2 marks)

L (Pride of Barbados) – Dispersed by explosive mechanism (ballistic dispersal) and by wind.

M (Cashew nut) – Dispersed by animals (zoochory) and water.

(a)(viii) Mention two observable differences between N (millipede) and O (crab) (4 marks)

N (Millipede) O (Crab)

1. Body is elongated and cylindrical 1. Body is flattened and broad
2. Has two pairs of legs per body segment 2. Has five pairs of legs (including chelipeds)
3. Has a distinct head with short antennae 3. Has a distinct head with long antennae
4. Does not have a hard exoskeleton 4. Has a hard, calcified exoskeleton (carapace)

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END OF ANSWERS – QUESTIONS 1, 2 & 3

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NECO Biology Practical Answers [26th June] 2026/2027

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NECO Igbo Answers [25th June] 2026/2027:The 2026 NECO Igbo (Papers III & II: Objective & Essay) exam is scheduled to run for 3 hours, testing candidates on prose, poetry, oral literature, and language structure . To prepare, candidates should study the official syllabus and practice with verified past questions .

NECO Igbo Answers [25th June] 2026/2027

NECO Igbo OBJ

1-10: EABCDEDABA
11-20: CEEACCADEA
21-30: BCABEADCBA
31-40: ACBACEACDB
41-50: AEAECADEDC
51-60: ADAAABDCBA

(WITH NUMBERING)
1.E 2.A 3.B 4.C 5.D 6.E 7.D 8.A 9.B 10.A
11.C 12.E 13.E 14.A 15.C 16.C 17.A 18.D 19.E 20.A
21.B 22.C 23.A 24.B 25.E 26.A 27.D 28.C 29.B 30.A
31.A 32.C 33.B 34.A 35.C 36.E 37.A 38.C 39.D 40.B
41.A 42.E 43.A 44.E 45.C 46.A 47.D 48.E 49.D 50.C
51.A 52.D 53.A 54.A 55.A 56.B 57.D 58.C 59.B 60.A

COMPLETED!!!

NECO Igbo Essay

Number 1

(1a)
Ụmụnwoke ka mkpa n’ezinaụlọ karịa ụmụnwaanyị. ‘I kwenyere ka ọbụ na i kwenyeghị.’ Isiokwu:

Nnn Ụmụnwoke na Ụmụnwaanyị nwere otu uru na mkpa n’ezinaụlọN’ala Igbo na ọtụtụ omenala n’ụwa nile, enwere echiche ochie na-asị na ụmụnwoke ka mkpa n’ezinaụlọ karịa ụmụnwaanyị. Mụ onwe m adịghị ekwenye n’echiche a ma ọlị. N’oge gboo, a na-ele nwa nwoke anya dị ka onye ga-anọchi anya nna ya, gbatịkwuo aha ezinụlọ, ma keta akụ na ụba. Ma n’ụwa nke taa, ihe agbanweela. Agbanyeghị na nwa nwoke nwere ọrụ ọ na-arụ, nwa nwaanyị nwekwara nnukwu mkpa nke na-enweghị onye ga-emezu ya ma ọ bụghị ya. Ezinaụlọ ọ bụla chọrọ ma nwoke ma nwaanyị ka ha wee zuo oke ma nwee ọganihu.Nke mbụ, anyị kwesịrị ịma na ọganihu akụ na ụba nke ezinaụlọ n’oge taa adịghịkwa adadabere naanị n’elu ụmụnwoke. Na mbụ, a na-eche na ọ bụ naanị ụmụnwoke na-aga ọrụ ma na-eweta ego na nri n’ezinaụlọ. Ma taa, ụmụnwaanyị agụgoro akwụkwọ nke ọma, ha na-arụ ọrụ dọkịta, ọkaiwu, ndị ndọrọ ndọrọ ọchịchị, na ndị ọchụnta ego. Ọtụtụ oge, ọ bụ ụmụnwaanyị na-akwụ ụgwọ akwụkwọ ụmụ ha, na-azụ nri, ma na-ewu ụlọ maka ndị mụrụ ha. Nwa nwaanyị gụrụ akwụkwọ ma nwee ego na-abụ nnukwu ngọzi na ogidi siri ike n’ezinaụlọ ya.Nke abụọ, ụmụnwaanyị na-enye nlekọta na nkwado mmụọ nke ụmụnwoke na-apụghị inye. Nwa nwaanyị anaghị echezọ ebe o siri pụta, ọbụladị ma ọ lụọ di. Mgbe ndị nne na nna meresịrị agadi, ọ bụ ụmụnwaanyị na-esikarị nso na-elekọta ha, na-asa ha uwe, na-enye ha nri, ma na-agwọ ha ọrịa. Ụmụnwoke na-enwesi mmasị n’ịchọ ego na azụmahịa nke na ha anaghị enweta oge ha ga-eji nọrọ nso lekọta ndị agadi ahụ otú ahụ ụmụnwaanyị si eme ya.Nke atọ, n’ihe gbasara ọdịnala na idowe aha ezinaụlọ, ọ bụ eziokwu na nwa nwoke na-anọchi anya, ma gịnị na-eme ma ọ bụrụ na nwa nwoke ahụ ghọọ onye na-abaghị uru ma ọ bụ mebie aha ezinụlọ? Ọtụtụ ụmụnwaanyị ebulila aha ezinụlọ ha elu site na mmeri ha meriri n’agụmakwụkwọ na n’ọrụ aka n’ụwa nile. Nwa nwaanyị nwere ezi agwa na-ewetara nne na nna ya nkwanye ùgwù karịa nwa nwoke na-eme mpụ.N’ikpeazụ, nwa nwoke na nwa nwaanyị bụ onyinye sitere n’aka Chineke. Onweghị onye ka ibe ya mkpa. Ezinụlọ chọrọ ike na nchebe nke nwa nwoke, chọọkwa amamihe, ịhụnanya, na nlekọta nke nwa nwaanyị. Idobe otu dika ọ ka ibe ya mma na-eweta nkoropụ, ịkpọasị na mmebi iwu n’etiti ụmụnne. N’ihi nke a, m na-ekwusi ike na ụmụnwoke amaghị mkpa karịa ụmụnwaanyị n’ezinaụlọ; ha abụọ nwere uru hà nhata.

2)
(i)Mmepụta Ụda : A na-emepụta myiriụdaume site n’imi (nasal cavity), ebe mgbochiume nwere ebe dị iche iche a na-anọ egbochi ikuku ume na mbakwunye ọnụ dika egbugbere ọnụ, ezé, ma ọ bụ mọnịga.
(ii)Ikwu onwe ya dị ka Nkejiokwu: Myiriụdaume nwere ike ikwurụ onwe ya naanị ya mebe otu nkejiokwu (dị ka /m/ na m-ma). Mgbochiume nkịtị enweghị ike ikwurụ onwe ya mebe nkejiokwu ma ọ bụrụ na udaume esoghị ya.
(iii)Akara Ụdaolu: A na-etinye akara ụdaolu n’elu myiriụdaume ma ọ kpaa agwa dị ka ụdaume. Mana, anaghị etinye akara ụdaolu n’elu mgbochiume nkịtị.
(iv)Ọnụọgụgụ: Myiriụdaume dị naanị abụọ n’asụsụ Igbo (m, n). Mgbochiume dị iri abụọ na asatọ n’ọnụọgụgụ.

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Number 3

(3a)
(i)Mma (ebee ka ‘m’ mbụ bụ myiriụdaume)
(ii)Nna (ebee ka ‘n’ mbụ bụ myiriụdaume)
(iii)Mba (ebee ka ‘m’ bụ myiriụdaume)

(3b)
(i)Ụdaume mfe : Ha bụ a, ị, ọ, ụ.
(ii)Ụdaume nshị / arọ : Ha bụ e, i, o, u

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Number 4

(4i) Edereede
-Nkerisi: e-de-ree-de
-Ọnụọgụgụ: Ọ nwere nkejiokwu 4

(4ii) Ụtọasụsụ
-Nkerisi: ụ-tọ-a-sụ-sụ
-Ọnụọgụgụ: Ọ nwere nkejiokwu 5

(4iii) Ogbatumtum
-Nkerisi: o-gba-tu-m-tu-m
-Ọnụọgụgụ: Ọ nwere nkejiokwu 6 (Rịba ama: “m” na-arụ ọrụ dịka myiriudaume n’ebe a).

(4iv) Ọtapịapịa
-Nkerisi: ọ-ta-pị-a-pị-a
-Ọnụọgụgụ: Ọ nwere nkejiokwu 6

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Number 5

(5a)
(i)Chidi (Aha mmadụ)
(ii)Enugwu (Aha ebe)
(iii)Eke (Aha ụbọchị ubi)
(iv)Naịjịrịa (Aha obodo)

(5b)
(i)Aha Mmadụ (Dịka Chidi): Nke a bụ ụdị mkpọaha a na-enye otu onye kpọmkwem iji mata onye ọ bụ na dika akara njirimara ya site n’ọmụmụ.
(ii)Aha Ebe (Dịka Enugwu): Nke a bụ mkpọaha a na-eji amata otu obodo, mpaghara, ma ọ bụ obodo ukwu pụrụ iche n’elu ala.

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Number 6

(6)
Nne na-agwa nwa ya nwaanyị otu ọ ga-esi biri ndụ ya nke ọma. Nne ya nyere ya iwu ka ọ na-arụ ọrụ ụlọ niile na-egosi na ọ bụ ọrụ dịịrị ya ịme nke ahụ. Oge ụfọdụ, nne ya na-agwa ya ka ọ ghara ịdọta uche mmadụ, ka ọ ghara ịgwa ụmụ nwoke okwu na ka ọ na-anọrọ ụmụ nwoke nso mgbe niile. N’aka nke ọzọ, ọ na-eche na ọ ga-abụ onye mara mma n’anya ụmụ nwoke n’ime ọha mmadụ ka o wee biri ndụ dị mma. Nne ya mere ka ọ mata na ka mmadụ wee biri ndụ dị mma, ọ ghaghị ịbụ ihe na-enwu enwu. Ọ ghaghị ibiri ndụ dịka uche Chineke siri dị. site n’ime otu ahụ, Chineke ga-eme ka ndụ ya na-enwu gbaa ma maa mma. Nwa nwaanyị ahụ nabatara ntụziaka ahụ n’obi ekele.

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Number 8

(8a)
(i)Ezinụlọ mfe / Obere ezinụlọ – Nna, nne na ụmụ ha.
(ii)Ezinụlọ nju / Nnukwu ezinụlọ – Nna, nne, ụmụ, nne na nna ochie, nwanne nna, wdg.

(iii)Ezinụlọ nwunye karịrị otu – Otu nwoke, ndị nwunye ya na ụmụ ha.

(8b)
(i)Ihe e ji amata ebe ihe mberede ma ọ bụ ihe ize ndụ dị: A na-eke ya n’ụgbọala bu ozu ma ọ bụ n’ebe a na-arụ ọrụ okporo ụzọ.

(ii)Ihe e ji agba mgbaàmà n’ofufe na omenala: Ndị dibịa na ndị nze na ọzo na-eji ya eme ememe dị iche iche ma ọ bụ iji gosi na ebe anwụsịla nsọ.

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Number 9

(9)
(i)Asụsụ Igbo: Ha na-asụ otu asụsụ nwere olumba dị iche iche.
(ii)Eji m m mma (Ewumewu Ịwa Ji): Ememe iji kwado owuwe ihe ubi ọhụrụ.
(iii)Ịgbaso omenala na nsọ ala: Nkwanye ùgwù siri ike n’ebe ndị okenye na omenala ala nna ha dị.

(9b)
(i)Ọjị (Oji Igbo): Ọ bụ akara mbụ nke nnabata na udo.
(ii)Mmiri: Iji mee ka akpịrị kpaa ọbịa mmiri ma ọ bụ iji kwọọ aka.

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Number 10

(10)
(i)Ọnwụ ji ajọ aka kporo ya pụọ.
(ii)Eze ọnwa na-amụmụ ọnụ ọchị n’igwe.
(iii)Ufe na-agba egwu mgbe ikuku na-efe.
(iv)Agụụ na-ata m taa.
(v)Ụbọchị taa na-akwa ákwá maka mmiri ozuzo.

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Number 11

(11)
(i)Mkpọmkwem
(ii)Chakachaka

(11b)
(i)Gidi gidi bụ ugwu eze.
(ii)Onye kpara akụkụ nku rịọrọ gbatịa, ọ naghị efe efe.
(iii)Eze mbe si na ihe ọ sọrọ onye sị mụ ya tụọ, ọ sọrọ ya ya zụta ite ọ ga-esi ya.

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Number 12

(12a)
Ihe abụọ Ọnyịdo gupụtara bụ ụmụagbọghọ abụọ mara mma (ndị nwere ike ịlụ di) ma ọ bụ ego na akụnụba ọ ga-enweta ma ọ bụrụ na ọ gbasoro ndụmọdụ ya.

(12b)
Tupu agha amalite, aha abụọ ọ kpọrọ ya bụ “Dibia Aghụghọ” na “Onye Nduhie” (Dịka ọ na-enyo mmasị na eziokwu dibịa ahụ enyo).

(12c)
Obinna jiri ịchọ ndụmọdụ/ngwọta maka nsogbu ya gaa na nke Ọnyịdo (karịsịa gbasara otu ọ ga-esi gbanarị ma ọ bụ lanarị ihe isi ike na ọgụ dị n’oge agha ahụ).

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Number 13

(13a)
Gudele, Amọkwe, na Umuode.

(13bi)
Onye kwuru okwu a bụ Nna Ọbịageri (ma ọ bụ di Nwakaego).

(13bii)
Ha na-aga ije nyocha/mmemme di na nwunye (ije gbasara agbamakwụkwọ ma ọ bụ ịhụ maka ọdịmma nwa ha nwanyị bụ Ọbịageri).

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Number 14

(14ai)
Ụwa Ọjọọ Nke A” ma ọ bụ “Oyibo Mebichara Ihe”.

(14aii)
Ahụmịhe ( Ntụnyere ‘|’) ma ọ bụ Egbeokwu , ebe a na-atụnyere omume ma ọ bụ ọnọdụ anyị na ụgịrị kworo enwe eze.

(14b)
(i) Eziokwu bụ ihe anaghị amala amala (ọ naghị ere ure ma ọ bụ gbanwee).
(ii) Eziokwu bụ ngwá ọgụ na-emeri ọchịchịrị na mmebi iwu niile.

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Èdè (Language & Grammar)

• Translation (Ìtumọ̀)
• Proverbs (Òwe)
• Idioms and expressions
• Figures of speech
• Spelling and grammar rules (Ìrò èdè)

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NECO Yoruba Answers [25th June] 2026/2027

01-10: EDBAECCBAC
11-20: DCCACBAAEB
21-30: ADECDBADAA
31-40: DBCBEADCBC
41-50: CEABEBABDB
51-60: BBEBCECECA

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NECO Hausa Answers [25th June] 2026/2027

1a)

Unguwar Lalle,
Karamar Hukumar Sabon Gari,
Jihar Kaduna.
25 ga Yuni, 2026.

Zuwa ga,
Mai Girma Shugaban Karamar Hukuma,
Karamar Hukumar Sabon Gari,
Jihar Kaduna.

Mai Girma Shugaba,

BUKATAR AIWATAR DA AYYUKAN CIGABA A KAUYEN UNGUWAR LALLE

Ina rubuta wannan wasiƙa ce a madadin daukacin al’ummar kauyen Unguwar Lalle domin bayyana muku wasu muhimmar buƙatu na ayyukan ci gaba da muke bukata a samar mana a wannan yankin namu. Wannan wasika tana kunshe da koke-koken da mutanen kauyen nan suka dade suna tattaunawa akai. Mun san irin kokarin da kuke yi na inganta rayuwar al’umma, shi ya sa muke rokon ku duba halin da muke ciki.

Da farko dai, babbar matsalar da muke fuskanta ita ce ta rashin ruwan sha mai tsafta. Ruwa shine jigon rayuwa, kuma rashinsa yana janyo mana yaduwar cututtuka daban-daban. A halin yanzu, rijiyoyin burtsatse guda biyu ne kawai ke aiki a duk fadin kauyen, kuma hakan bai wadaci jama’a ba. Mutane, musamman mata da yara, suna fuskantar wahala sosai wajen samo ruwa. Muna rokon karamar hukuma da ta samar mana da karin rijiyoyin burtsatse masu amfani da hasken rana domin magance wannan matsalar.

Na biyu, muna fuskantar kalubale babba a bangaren kiwon lafiya. Asibitin dake kauyenmu ba shi da isassun magunguna da ma’aikata. Hakan yana sa marasa lafiya, musamman mata masu juna biyu, tafiya mai nisa zuwa babban birni kafin su sami kulawa. Mata da yawa suna fuskantar matsaloli kafin su isa asibitin birni saboda nisan gari. Muna bukatar a gyara asibitin tare da samar da isassun magunguna da kwararrun ma’aikatan lafiya.

Bugu da kari, hanyar da ta hada kauyenmu da babban birni tana cikin mummunan hali, musamman a lokacin damina. Manoma suna shan wahala wajen kai amfanin gonarsu zuwa kasuwa saboda lalacewar hanyoyi. Idan aka gyara wannan hanya, tattalin arzikin yankinmu zai bunkasa sosai.

Daga karshe, muna rokon a duba batun samar da wutar lantarki da kuma inganta makarantar firamare ta kauyenmu, domin yaranmu su samu ilimi mai inganci a cikin yanayi mai kyau da ya dace.

Muna fatan zaku duba wadannan bukatu namu cikin hanzari domin kawo sauki ga rayuwar al’ummar wannan kauye. Mun gode da irin kulawa da goyon baya da kuke ba mu a ko da yaushe.

Naku na gaskiya,
(Sa-hannu)
Malam Bello Umar
(Wakilin Al’ummar Unguwar Lalle)

Number 2

(2i)
/aa/
Matsayin Harshe: Harshen yana kasancewa a kasa kwance (Wasali na Kasa). Shi ma bayansa ko gabansa ba ya daukaka sosai (Wasali na Tsakiya).

Matsayin Leɓɓa: Leɓɓa suna kasancewa a bude ba tare da yin gwaiwa ko rami ba (Wasali maras gwaiwa / budadde).

(2ii)
/uu/
Matsayin Harshe: Bayan harshe yana daukaka zuwa silin baki (Wasali na Baya / na Sama).

Matsayin Leɓɓa: Leɓɓa suna yin rami ko zama kamar gwaiwa (Wasali mai gwaiwa).

Number 3

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Number 4

(4)
Siffa:
Misali 1: Yarinya kyakkyawa
Misali 2: Gida babba

Kaddau / Mallaka:
Misali 1: Littafi nawa
Misali 2: Mota ta Audu

Number 5

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Number 6

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Number 7

(7)
Auren Sadaka
Wannan shi ne nau’in auren da mutum yake bayar da ‘yarsa kyauta ga masani (malami) ko talaka wanda yawanci ba zai iya daukar nauyin da ke cikin aure ba. Muhimmancin irin wannan auren shi ne cewa aiki ne na lada ga uba, saboda haka ba ya ranar samun wata moriyar kansa ko kadan. Shi miji ba zai kashe komai ba sai kalilan da yake bayarwa ga wadanda suka kawo masa yarinyar gidansa, a matsayin alamar godiyarsa. Wannan bai wuce fam daya ba kuma yana iya yin kasa da haka. Yawanci ba a sanar da mijin da zai aura game da taron ba, kuma mamakin da yake yi lokacin da aka kawo amarya gidansa sai dai kawai a yi tunaninsa.
A kwanakin nan, irin wannan auren yana saurin bacewa saboda cin zarafi da yawa ya shigo cikinsa. Mutane sun fara aurar da ‘ya’yansu mata ta wannan hanyar, ba don kyakkyawar manufa ta lada kadai ba.

Number 8

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Number 9

(9a)
Zaman Gandu: Tsari ne na zaman iyali na gargajiya inda uba (ko babban gida) ke zama da ‘ya’yansa maza da iyalansu gaba daya a gida daya, suna yin noma tare a gona guda don ciyar da iyalin baki daya.

(9b)
(i)Hadin kai: Yana karfafa dankon zumunci, kauna, da hadin kan dangi a tsakanin iyali guda.
(ii)Taimakon Juna: Yana saukaka ayyukan gona ta hanyar samun isassun ma’aikata (karfin kwari) ba tare da biyan kudi ba.
(iii)Tattalin Arziki: Yana rage kashe kudi wajen neman abinci tun da ana nomawa kuma ana raba abincin cikin adalci ga kowa.

Number 10

(10a)
-Hausa Bakwai: Suna nufin halastattun kasashen Hausa guda bakwai na asali wadanda suka fito daga tsatson Bayajidda da Magajiya.

-Banza Bakwai: Suna nufin makwabtansu ko wasu garuruwa bakwai wadanda suka ari yaren Hausa ko kuma suka yi tasiri da al’adun Hausawa amma ba su da asalin jinin Hausa kai tsaye.

(10bi)
Hausa Bakwai:

(i)Daura
(ii)Kano
(iii)Katsina

(10bii)
Banza Bakwai:

(i)Zamfara
(ii)Kebbi
(iii)Nupe

Number 11

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Number 12

(12)
(i) Laminde: Ita ce babban jigo ko daya daga cikin taurari mata a wasan, wacce ke nuna irin kalubalen da mata ke fuskanta a cikin al’umma ko dangantakarta da Malam Zalimu.

(ii) Saude: Ita ma wata tauraruwa ce da ke taka rawa wajen fito da manufar marubucin na nuna rayuwar gida, aure, ko rikice-rikicen da ke faruwa a cikin al’ummar da aka kwatanta.

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