What is a magic square? Complete entries in the following and make it a magic square.
| 8 | 12 | 1 | |
| 11 | 7 | 2 | |
| 10 | 5 | 3 | |
| 4 | 6 | 9 |
Illustrate the methods used for filling the entries. Also explain why the method work?
A magic square is a grid of numbers where the sum of the numbers in each row, column, and both main diagonals is the same. In the given 4x4 grid:
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8 12 1
11 7 2
10 5 3
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Much of Mathematics teaching is actually about encouraging children to become more aware about patterns they find and to use them in their thinking. Illustrate this in the case of the situation given below by answering the questions given in questions (i), (ii) and (iii), below.
“A mathematics teacher in class 5 showed the following pattern in the class
. 46 44 = 2024
63 67 = 4221
71 79 = 4909
She gave some time for the students to identify the pattern. After some time she asked the students to find the answer of “84 × 86” in one second. One student answered 7224. Based on this situation, answer the following question.
i) What is the pattern used by the student?
ii) Explain why it works?
iii) Describe how it helps to encourage mathematical thinking.
Illustrate with examples why “classification” and “seriation” are pre number concepts. Develop a series of three distinct activities at different levels of difficulty, to assess how for children have ability to perform any one of these two processes. Explain how these activities are at different levels of ability
A class 4 teacher wants to help her students understand the 3 categories of division of numbers. Construct one word problem of each category corresponding to the division 32 ÷8 = 4.Which of these categories of word problems is usually considered difficult for a primary school child to understand? Give reasons for your answer
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.
How would you convince a child that any number multiplied by 0 is 0, using a teaching aid
Analyze any chapter of the mathematics text book for class 3 children and identify two portions in it where the language of mathematics is not appropriate to the level of children. You reword the portions of it, to make it simpler for children to learn it better. Present the original portion and the changed portion with necessary explanation which justifies the changes.
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?