Give three errors children commonly make regarding decimal numbers. Further, for any one of these errors, give a series of three activities to help a group of children correct the misconception underlying the error. Also explain how each activity would meet the objective, and how the three activities are connected as a series.
Three errors children commonly make regarding decimal numbers are given below :
1. Place Value of the ______ ______ ________ ________ _____ _________ _______.
___ ______ _____ __________ ______ ___ __________ _____ ______ _____ _______.
_______ __________ ____ ________ __________ _____ _____ ____ __________ _____ _________ ____.
____ _____ _________ ____ ____ _________.
_______ __________ ________ __________ _________ _______ _______ _______ _______.
___ ____ __________ __________ ________ ____ ________ ________.
_______ __________ ___ _________ _______ __________ _________.
Get Full Answer on WhatsApp
Explain the five Van Hiele levels of developmenL of spatial understanding in the context of measuring shape and size of 2D figures. (lO)
Give three errors children commonly make regarding decimal numbers. Further, for any one of these errors, give a series of three activities to help a group of children correct the misconception underlying the error. Also explain how each activity would meet the objective, and how the three activities are connected as a series.
Give an appropriate example each in support of the statements below. Also justify your choice of example.
i) Classroom relationships become a resource for developing the mathematical
abilities of children.
ii) Each child needs time to reflect on the mathematical concept or process being taught.
iii) Learning experiences should be designed so as to build on existing proficiencies, interests and experiences, for effective mathematics teaching.
iv) The ability to make connections between apparently separate mathematical ideas is crucial for conceptual understanding.
v) Mathematical problems can have diverse solutions.
Is every natural number a fraction? Is every decimal number a fraction? Give
reasons for your answers.
Give two distinct word problems (pertaining to the town you stay in) represented by
the expression 
Also find the solution to them.
How would you generalise to any base the concept of place value base 10 and the process of wriing any number using this? I-low are you using algebra to do this’?
Explain how each of the pre-number concepts support the actual process of counting. Your explanation should include an example.