Q.

1. a) Try and recall the way you were taught multiplication of numbers. What were the strengths and

weaknesses of that method? How different is that method from the methods suggested in

AMT? (6)

b) Mathematics should be seen as an exploratory subject. Explain how this can be done while

teaching the concept of number. (Give a suggestive lesson plan and outlines of activities that

would be appropriate.) (7)

c) What is the difference between a ‘game’ and ‘an activity which is not a game’? Use an example

from the learning of measurement to bring out this difference. (3)

d) Give an example of an algorithm for multiplication of two natural numbers which is different

from the standard algorithm. Why is this algorithm mathematically correct? (4)

2. a) What are the processes involved in ‘thinking mathematically’? Explain them using an example

related to spatial understanding. (8)

b) Give an example of a concept that a Class 5 child is made to learn by heart without

understanding the full meaning of the concept. What aspects of this concept is the child not

understanding? What will the effects be of this way of ‘teaching’ on the child? (4)

c) Explain the E-L-P-S sequence in the context of learning ‘negative number’. (5)

d) ‘Evaluation is a continuous sub-process of the teaching-learning process’. Give at least three

different ways of evaluating continuously in the context of teaching ‘angle’. (3)

3. a) Write 356 in base 8. Further, give a detailed activity to help a child understand ‘place value’ in

base 8. (4)

b) Give justification for calling classification and seriation pre-number concepts. (2)

c) Why should children first meet number names as adjectives and not as nouns? (3)

d) Outline a series of three activities to introduce a child to subtraction and to help her improve her

understanding of this concept. Each of these activities should be at different ability levels.

Justify your choice of activities. (8)

e) List three errors children commonly make when dividing one number by another. (3)

4

4. a) According to you, which is the earliest class in which we should introduce children to negative

numbers, and why? (2)

b) Develop a unit plan for teaching children negative numbers. (8)

c) List 2 abilities that are developed through learning algebra. Justify your choice of abilities. (5)

d) Using the context of teaching children algebra, explain the relationship of mathematics and

language. (5)

5. a) Devise a series of at least 3 activities to explain the difference between

5

3

and

3

5

, for example,

to Class 4 children. (6)

b) Describe two distinct activities for assessing a child’s understanding of ‘angle’. (4)

c) Repetition need not be boring. Justify this statement in the context of teaching ‘area’. (4)

d) Give a series of 3 activities that can help children move ‘from particular to general’ in the

context of learning decimal fractions.