Give one example each, with justification, to support the following statements.
i) Children in early primary school have a problem with handling formal arithmetic. ii) Repetition is not the same as rote learning.
iii) Objects of different shapes may have the same volume?
i) Children in early primary school have a problem with handling formal arithmetic.
Example: A child struggles to solve \(8 - 3 = ?\) using symbols but can answer if given a contextual problem like "You have 8 apples and give 3 away. How many are left?"
Justification: Early primary __________ __________ _________ ___ __________.
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Which of the following statements are true or false? Give reasons for your answer.
i) Pre-operational thinking is the characteristic of a two year old child.
ii) Each mathematical problem have a unique solution.
iii) ‘Today is a bright day’ is an unambiguous statement.
iv) The sum of the interior angles of a Pentagon is 450o .
v) If the capacity of a 3D-objects increases, then the volume also increases.
Illustrate the use of each of the following in learning the concept of “fraction”.
i) an outdoor activity
ii) newspapers and magazines
Prove that the sum of the first n even numbers is an even number. Is the kind of logic used in proving this is inductive, deductive or both? Justify your answer
Devise a game for a group of appropriate level of children to help them develop the ability to estimate volume
When a class 4 child was asked to mark the angle AOB in the following figure, she did the following
What could be the possible reasons for giving such answers? Suggest a class room activity that helps children explore and learn the concept of angle and also helps children to articulate reasons and construct arguments discussed in Sec. 18.3 of Block5
A class 5 child believe that the division always makes a number smaller. Describe an activity that could help her correct her misconceptions. Also describe an activity to assess how far the activity is effective.
Explain two implications for teaching mathematics of the fact that mathematical knowledge is hierarchically constructed. Give examples in support of your answers in the context of teaching negative numbers.