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.
i)
General and Specific Words
General Words are words that name a group or a category of a set of things, people, idea, and the likes. These terms are usually used when you want to discuss an idea as a whole. Examples of general words include: furniture, money, equipment, seasoning and shoes.
Specific Words are words that, through the use of modifiers, name a specific idea, thing, person and the likes. These kinds of words are used when you want to limit your discussion to a particular idea. Examples of these words would include rocking chair, dollar, gym equipment, pepper and high-heeled shoes. The degree on how you can be specific on certain terms usually varies. Like, for example, gym equipment. Although it is already specified on what kind of equipment it is, you can still be more specific and make use of a term that names a certain kind of gym equipment.
Concrete and Abstract Words
Concrete words are words that are tangible. Although it may seem easy to point out what things are tangible and what are not, some people would still find it difficult and confusing. You just have to limit concrete words to words that refer to nouns that can be perceived by the senses. Those that can touch, smell, see, hear, taste, and feel by your senses.
Abstract words on the other hand and in opposition to concrete words, are words that can’t be perceived by the senses. Words that you can’t touch, smell, hear, taste and feel by your sense.
Induction versus Deduction*
Arguments (or reasonings) divide into two classes: inductive arguments and deductive arguments. An inductive argument draws a general conclusion from observation of particular cases. A deductive argument
draws a particular conclusion from general laws.
The premises of Inductive Arguments claim to provide incomplete or partial reasons
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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.
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.
“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.
Write one word problem each for comparison model and complementary addition model for subtraction and explain the difference in the two models.
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.
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)