Here is a sequence of numbers:

2, 5, 10, 17, …

What would be the next number in the sequence? Give two different answers, stating the rule in each case.

Why do children have difficulties with the algorithms for addition and subtraction of decimal numbers? Describe in detail how you would help class 5 children develop the subtraction algorithm. (To specify, consider 3.7 – 1.82.)

Write the five steps involved in solving any mathematical problem (as given by Davis and Mayer)? Illustrate each of them by solving the following problem: Ä coin is tossed 6 times. Assuming that it is a fair coin, what is the probability of getting exactly 3 heads and 3 tails”?

According to Piaget, pre-school children do not maintain a consistent criterion while classifying objects. Explain this statement with two examples from different areas of mathematics.

A class 2 child adds 141 and 41 as follows:

         1 4 1

       +4 1

____________

         5 5 1

______________

i) Give possible reasons for wrong result?

ii) What does the teacher lose by not looking carefully at errors made by her learners? 

iii) Describe a distinct activity that you would carry out with the class to address the problem of such results in the addition of numbers.

Factors decreasing blood sugar levels

High Residue food

Oils rich in MUFA

 Non-modifiable risk factor of CHD

High GI food item

Enteral feeds

Wheat allergy foods

Low sodium foods

Prebiotics

What is a tiling (tessellation)? Give an example of a tiling using two different shapes.)

Oncogenic viruses

Give an example of a mathematical conjecture.

We have a hypothesis: “Class V girls perform better in mathematics than boys of the same class”. What data would children need to gather to test this hypothesis? How would they analyse the data?

Peripheral Vein feeding

Energy balance