Questions:-

1.  
2. a) Suggest an activity to help a child of class 3 realize that division by 0 is meaningless?
3. b) When a student in the third standard was asked to write the number six hundred sixty seven, she wrote 60076. What could be the possible reasons for making such an error. What will be your strategy to rectify her errors and help her to learn the correct way of writing the numbers.

Ans: a) Suggest an activity to help a child of class 3 realize that division by 0 is meaningless:

60076. b) When a student in the third standard was asked to write the number six hundred sixty seven, she wrote 60076. What could be the possible reasons for making such an error. What will be your strategy to rectify her errors and help her to learn the correct way of writing the numbers.

2. a) Give pictorial representations of i) ¾ *1/3 ii) ¾+1/3
3. b) Give 3 reasons for children not being comfortable with solving word problems. Illustrate these reasons through a single example related to algebra.

1. b) Give 3 reasons for children not being comfortable with solving word problems. Illustrate these reasons through a single example related to algebra?

3. a) A class 4 child was asked to solve a few problems on fractions. Her response to these problems were

 Why do you think she responded like that? Suggest an activity to help her to understand the operations correctly?

3. a) A class 4 child was asked to solve a few problems on fractions. Her response to these problems were

 Why do you think she responded like that? Suggest an activity to help her to understand the operations correctly?

4.  
5. a) Illustrate the process of moving from particular to general giving one example each from a mathematical and non-mathematical context.
6. b) Give two examples in the context of addition of numbers with carry-over giving an evidence that children develop their own strategies to solve problem.

5. a) A common misconception children have is that the larger the perimeter, the larger the area of a two-dimensional figure. Devise an activity to clear this misconception.

(5) b) Suggest an activity to evaluate a child’s abilities to add and subtract in the context of measuring time. Explain why this activity is an activity for evaluation.

(5) b) Suggest an activity to evaluate a child’s abilities to add and subtract in the context of measuring time. Explain why this activity is an activity for evaluation.

6. a) Explain why the three pre-number concepts need to be developed by a learner for her to be able to count. Your explanation needs to include specific examples.

(6) b) Illustrate how the E – L – P – S sequence can be applied to help children understand the concept of ‘angle’.

Ans:  Explain why the three pre-number concepts need to be developed by a learner for her to be able to count. Your explanation needs to include specific examples:

6) b) Illustrate how the E – L – P – S sequence can be applied to help children understand the concept of ‘angle’.

7. a) Children have several misconceptions regarding negative numbers. List four of them. Also, for any one of these misconceptions, give a detailed strategy for helping the children correct it.

 b) The diversity in any classroom has major implications for teaching mathematics. Explain this statement, with examples from teaching algebra to support your explanation

1. b) The diversity in any classroom has major implications for teaching mathematics. Explain this statement, with examples from teaching algebra to support your explanation.

8.

1. a) List 3 errors that you would except a child of class 5 would make while measuring different angles with a protractor. Choose 3 – 4 children of class 5 from your neighborhood, give each of them a protractor to measure an angle and closely observe how they are using the protractor. If they did anyone, find out the reasons for making the error/s.
2. b) For a class 4 of 30 children device one activity each for
3. i) introducing the concept of length.
4. ii) evaluating the ability to measure length.

9. Outline a series of three activities (each requiring a different level of learner’s ability) to help a learner develop an understanding of ‘place value’. Also specify the link between different activities which makes the series. (Note that giving a ‘series’ means that the links between the different activities must also be brought out).

10. Give an example each, with justification, to support the following statements:
11. i) Classroom relationships become a resource for developing the mathematical abilities of children.

1. ii) Each child needs time to reflect on the mathematical concept or process being taught.

iii) Learning experiences should be designed so as the build on existing proficiencies, interests and experiences, for effective mathematical teaching.

1. iv) Each of us must develop the ability to estimate.
2. v) Mathematical problems can have diverse solutions.