Write one word problem each for comparison model and complementary addition model for subtraction and explain the difference in the two models.
The Comparison Concept
To illustrate the comparison concept, take a look at the following problem:
Peter has 5 pencils and 3 erasers. How many more pencils than erasers does he have?
We can first give the child concrete objects, like 5 pencils and 3 erasers, and let the child put the two groups of objects side-by-side to match the 2 types of items, i.e., 1 pencils match with 1 eraser. Then, he will be able to see that there are 2 more pencils which cannot be matched with any erasers because he has run out of erasers to do that.
When they are comfortable with comparing concrete objects, we can then proceed to teach them to draw pictures of the concrete objects within boxes to illustrate the equation 5 - 3 = 2
After that, we can teach the
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Explain the differences in the following processes with the help of suitable
examples (apart from the examples given in the material).
i) ‘Concrete to abstract’ and ‘particular to general’.
ii) Inductive and deductive methods of proof.
Write one word problem each for comparison model and complementary addition model for subtraction and explain the difference in the two models.
“Children learn better in groups “Justify this statement with the help of two suitable examples in the context of learning the concept of “angle”.
Draw pictures to represent the following:
i) Comparing two objects which look different in size but have the same volume.
ii) Measuring the area of an irregular figure.
iii) 0.2 + 0.02 + 0.95
iv)
v)
Which of the following statements are ‘true’ and which are ‘false’? Give justification for your answer.
i) Assessment begins after the teaching-learning process ends.
ii) Errors made by the children obstruct the flow of teaching in the classroom.
iii) “zero” is ‘nothing’.
iv) Mathematics is about looking for patterns.
v) (-3) - (-5) + 2 = -6
Estimation is a difficult skill to master. Explain why it is difficulty in the context of measuring height. Suggest an activity to assess that a group of children have mastered the skill for estimation. Explain why this activity is an “assessment activity.
Solve the following number puzzle:
Step 1: Take a number from 1 to 9
Step 2: Multiply the number by 3
Step 3: Subtract 6 from the result obtained in step 2
Step 4: Divide the result obtained in step 3 by 3.
Step 5: Subtract the result obtained in step 4 from the number taken in the step 1. What is the number chosen?
Is the answer same if we take any other number from 1 to 9? Justify.