Write one word problem each for comparison model and complementary addition model for subtraction and explain the difference in the two models.
The Comparison Concept
To illustrate the comparison concept, take a look at the following problem:
Peter has 5 pencils and 3 erasers. How many more pencils than erasers does he have?
We can first give the child concrete objects, like 5 pencils and 3 erasers, and let the child put the two groups of objects side-by-side to match the 2 types of items, i.e., 1 pencils match with 1 eraser. Then, he will be able to see that there are 2 more pencils which cannot be matched with any erasers because he has run out of erasers to do that.
When they are comfortable with comparing concrete objects, we can then proceed to teach them to draw pictures of the concrete objects within boxes to illustrate the equation 5 - 3 = 2
After that, we can teach the kids to go on to draw the boxes without the objects.
Eventually, the equation can be visualised as a comparison between the 2 quantities given in the question and the pupils can easily see that to find the difference, they just need to subtract the smaller quantity from the larger quantity.
So, 5 - 3 = 2
Therefore, Peter has 2 more pencils than erasers.
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Write one word problem each for comparison model and complementary addition model for subtraction and explain the difference in the two models.
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
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.
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”.
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.
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.