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)
i.
ii. Let the irvegular figwe is
Total area = area of 1+ area of 2+ area of 3 area of + area of 5
= area of square
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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.
Explain the 5 levels of development in geometric understanding proposed by Van Hieles.
Illustrate you explanation in the context of learning the concept of “size”.
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.
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
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”.
Give an example of each, with justification, to illustrate the following statements:
i) There can be several solutions to a problem.
ii) Mathematics learning is spiral in nature.
iii) Knowing the number names does not reflect the understanding of number.