Developing an understanding of “variable” is crucial for developing an
understanding of “algebra”. Write three major hurdles children face while learning the concept of variable. Suggest a game that can be given to a group of children which helps them to overcome any one difficulty.
A variable in algebra is not the same thing as a variable in statistics, and a variable in statistics could have one of many meanings. In algebra, a variable is just a letter representing a number.
it isn’t bad enough that math involves arithmetic (I appreciated the advent of the graphing calculator!), mathematicians have also taken it upon themselves to give us a word like “variable” that is hard to define and means something different according to what branch of math you are dealing with and what situation you’re using the word in. To put it another way, a variable means nothing unless you have a context for it.
Imagine someone wondering what an “egg” is in biology. An egg is an egg, no matter where you put it. Google defines an egg as “…an oval or round object laid by a female bird, reptile, fish, or invertebrate, usually containing a developing embryo.” Now imagine that this meaning only applies in a subset of biology, say, anatomy. An egg in cryology, developmental biology or genetics might be called something else (perhaps eggos, eggles and egarios). Now imagine that the word “egg” is used in all of those subsets of biology to mean something different. An egg in cryology might be a freezing tank. An egg in developmental biology means a worm-like structure in a cell. An egg in genetics is a gene that’s been
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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.
When the activity given in Example 4 of Unit 6 of Block 2 was tried with few children it was found that it helped them to add two digit numbers.
Here we want you to try this activity on a sample of minimum 5 children around you and assess whether the activity is effective in helping these children add two digit numbers. Write a report of about 750 words regarding the conduct of the activity which should include the following:
i) Details of children worked with, their academic and social background.
ii) The pre-requisite knowledge required for acquiring the concept and how did you assess whether the children had this knowledge.
iii) Your observations on how the children perform the different parts of the activity
including the quality of peer interaction.
iv) The devices used for assessing/testing the effectiveness of the activity.
v) Analysis of the work done in (iv) above.
vi) The conclusion based on the points above.
Manisha always performs the division algorithm as follows:
In which step of the Division algorithm has she made the error? What are the possible reasons for committing the error. How do you help her to apply the algorithm in the correct way.
Write one word problem each for comparison model and complementary addition model for subtraction and explain the difference in the two models.
Suppose you want to teach a unit on “data handling”. What are different lessons you would divide this unit into. For any one of these lessons create a lesson plan.
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.
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
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v)