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Consider a classroom situation in which a teacher is introducing Class 6 children to operations
on negative numbers. In this context, explain the different levels at which mathematics and
language are related
on negative numbers. In this context, explain the different levels at which mathematics and
language are related
The diversity in any classroom has major implications for teaching mathematics. Explain this
statement, with examples from teaching algebra to support your explanation.
statement, with examples from teaching algebra to support your explanation.
Children have several misconceptions regarding negative numbers. List four of them. Also, for
any one of these misconceptions, give a detailed strategy for helping the children correct it
any one of these misconceptions, give a detailed strategy for helping the children correct it
There are broadly 5 different real-life situations which require multiplication. Give a word
problem each for these situations, in the context of children playing in a field.
problem each for these situations, in the context of children playing in a field.
How would you modify these activities if you were doing them with a class of 30
learners?
learners?
Outline a series of three activities (each requiring a different level of learner’s ability) to
help a learner develop an understanding of ‘place value’. (Note that giving a ‘series’
means that the links between the different activities must also be brought out.)
help a learner develop an understanding of ‘place value’. (Note that giving a ‘series’
means that the links between the different activities must also be brought out.)
Explain why the three pre-number concepts need to be developed by a learner for him/her to be
able to count. Your explanation needs to include specific examples
able to count. Your explanation needs to include specific examples
Is there any difference in the way you would plan a unit and a lesson? Explain your answer,
with examples in its support.
with examples in its support.
Illustrate how the E – L – P – S sequence can be applied to help children understand the concept
of ‘angle’.
of ‘angle’.
Explain the differences in the following processes involved in the growth in mathematical
understanding. Also provide an example of each, pertaining to ‘data handling’.
i) known to unknown;
ii) particular to general.
understanding. Also provide an example of each, pertaining to ‘data handling’.
i) known to unknown;
ii) particular to general.
