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.
Given,
Here,
In this, Manisha when, divide 6 by 3 leaes no remainder.
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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.
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”.
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)
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.
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.
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
“Children learn better in groups “Justify this statement with the help of two suitable examples in the context of learning the concept of “angle”.