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
i) True. because without teaching-learning process we cant Assess them.
ii) False. their error helps other children to learn with no future
_______ ___ ________ __________ __________ _______ __________ ________ ________ _____ _____ ______.
_____ __________ _________ ___ ____ _________ ________ _________ ________.
_________ ______ ____ _________ ___ ______ ____.
- Solved Assignments
- Study Notes
- Guess Papers
- Question Papers
✓ Unlock up to 60% of the answer
✓ No payment required
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.
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)
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.
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.
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”.
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.
A child may not be able to perform a task simply because of language incompetence, and not cognitive incompetence. Illustrate the difference between language incompetence and cognitive incompetence while performing a Mathematical task with suitable examples.