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.
All learners have their own strengths and weaknesses. They may be skilled in some aspects in mathematics but may be incompetent in another area. It is important for teachers to know what skills the students have because they can utilize these skills to help improve the students’ weaknesses. If teachers do not recognize the students’ strengths and weaknesses, they might give students challenges. Students will face difficulty in the the given task because they do not have the required skills. As a
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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.
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.
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)
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.
“Children learn better in groups “Justify this statement with the help of two suitable examples in the context of learning the concept of “angle”.
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”.