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.
i)
The most common answers are 40 and 96... Does anyone could say why? Hence if it is given the first terms in a sequence and the sequence is not well defined, the next term is able has multiple right solutions, even infinite solutions. For instance, in the next problem Find the solution which I gave one solution, is able to have infinite answers, even the other answers given in the problem can be right... Just only have to take polynomials with two variables x,y which satisfies the conditions, for example,can you
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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.
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.
Write one word problem each for comparison model and complementary addition model for subtraction and explain the difference in the two models.
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.
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.
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)