How would you help children arrive at the formula that relates 

i) grams to kilograms

ii) paise to rupees

Design an activity using situations of profit and loss to help students understand addition and subtraction of signed numbers. What mathematical concepts will students learn through this activity? Design a board game that uses forward and backward steps to represent positive and negative numbers. How will this game help students understand the rules of signed number operations? What properties of signed numbers can be learned through real-life activities? 

What is meant by an algorithm in mathematics? Explain its importance at the primary level. Why is it important to teach multiplication algorithms systematically to primary school students? Explain common errors made by children while using the multiplication algorithm and how a teacher can correct them. 

How would you adopt an outdoor skip counting game for mixed ability learners. 

What activities or games would you plan to help students practice estimating differences of numbers. 

 Illustrate the use of each of the following in learning the concept of "division" 

i) a group activity

ii) daily life situations.

Write down an activity, each different from those given in the blocks, to help children understand that 

i) multiplication by 1 does not change the number.

ii) multiplication is repeated addition.

iii) division is repeated subtraction.

iv) division by 0 is not possible.

Define seriation. Describe how it helps children understand mathematical ideas such as order, comparison, sequencing, number concept, and measurement in real-life situations. 

Explain the concept of a teaching plan. Discuss the role of a teaching plan in making teaching-learning meaningful using an activity based at the primary level with suitable practical examples. Also, describe how evaluation and assessment can be planned in advance to assess students understanding of real-life mathematical situations.

Analyse the importance of games in reducing Mathematics anxiety at the Primary level. Discuss the teacher’s role in planning, organising, and evaluating game based activities in mathematics teaching.

Write down a game to teach children for :

i) multiplication

ii) what a circle is,

iii) estimation skills.

Also tell what do you expect from the children to know before you try to teach them these concepts. 

When do you think word problems should be introduced- before children master the formal algorithm, or after? What are reasons for your choice? 

A class-3 child was asked to add 1/4 and 1/5. She wrote 2/9. Why do you feel this happened? How would you help her to sort out the error? 

Do you agree with the necessity of the sequencing E-L-P-S for learning? If not, then what do you suggest as an alternative path for understanding and internalizing mathematical concept?

Choose a topic in measurement, and design two activities in your context to help your pupils explore and learn the concept. Try these activities out on few children, and write down the ways in which they promote children’s mathematical thinking. 

Which of the following statements do you think are true about young children? Indicate with a "T" for True and "F" for False. Justify your answer.

i) Children know more than they can articulate.

ii) Children know no mathematics when they enter formal school.

iii) The ability to count means the ability to recite number names in a sequence.

iv) When children use the correct word to express a concept, they know the concept.

v) Pre-operational thinking is characteristic of the primary school child.

From your experience of mathematics, give at least one example each of the use of inductive and deductive logic to prove mathematical statements. 

Write down three hierarchical chains in Mathematics. You can look for examples related to number operations, geometry and algebra. 

Discuss the methods of enzyme purification based on size or mass.

Explain application of enzyme in fruit juice and wine industry.