No. of Printed Pages: 12 IAMT-Ol I
BACHELOR'S DEGREE PROGRAMME I
CERTIFICATE PROGRAMME IN TEACHING OF
PRIMARY SCHOOL MATHEMATICS (CTPM)
Term-End Examination
December, 2015

01982
(APPLICATION ORIENTED COURSE)
AMT-01 TEACHING OF PRIMARY SCHOOL MATHEMATICS
Time: 3 hours Maximum Marks: 100 (Weightage
Note: Question no. 1 is compulsory. Answer any eight questions from Q. No.2 to Q. No. 10. "

1. "Children learn by experiencing things." What do you understand by the statement Justify the statement with an example. 4

What is a number line? How would you use it for demonstrating the addition of negative numbers?" 4

Represent the following pictorially: 4 1/2 1/4
0.38

Where in the environment around you do you find different types of angles? Give examples to show acute, obtuse 'and right-angles being used. Show these angles pictorially also. 4

What is a line of symmetry Give an example of a plane figure with exactly two lines of symmetry. Describe an activity to develop an understanding of a line of symmetry. 4

2. How can we use mathematics for fun Illustrate your answer with two examples. 4

Explain the E.L.P.S. sequence of learning a concept. Illustrate the sequence in the context of learning division. 6

3. List any two pre-requisite skills for learning counting. Explain with an example why these skills are considered pre-requisites for learning counting. 4

What do you understand by place value? How does it help in representing numbers Give a detailed activity to help children understand place value. 6

4. Explain the meaning of the term "Variable" Give a detailed activity to make children understand the concept of a variable. 6

'Mathematics is hierarchical In nature.' Justify this statement with the help of two examples. 4

5. Vinod reads the mixed fraction 2 1/2 as 21/3 . He says it can therefore be written as 7/1. Do you agree with him Justify your answer. Devise an activity to help children understand the concept of mixed fraction. 6

Give two distinct errors children make commonly while dealing with operations on decimal fractions. What strategies would you use to find out their reasoning behind these errors? 4

6. List three common errors children make while measuring length. Devise an activity to help children learn the skill of measuring length. 6

Assessment should be an integral part of instruction. Describe two distinct strategies for assessing children's understanding of equivalent fractions. 4

7. Differentiate between 'concrete to abstract' and 'particular to general', with the help of suitable mathematical examples from daily life. 4

What could the child's logic be behind the following subtraction done by her?
43
-18
35
Suggest an activity to help the child realize her error. 4

Represent 224 in base six. 2

8. Explain the terms perimeter and area with the help of suitable pictures. Give a detailed activity for Class 5 children to help them understand the relationship between them. 5

For children of Class give one word problem in each of the following categories and contexts: 5
Complementary addition for decimal fractions
Cartesian product for fractions

9. What are the steps involved in planning a unit for teaching Plan a unit on the addition of two-digit numbers giving details. 8

What is an algorithm Why do we use algorithm in number operations? 2

10. Which of the statements given below are correct? Correct all the wrong statements and justify those that are correct: 10
Capacity and volume are one and the same for any object.
Assessment begins after teaching-learning process ends. It is a measure of the effort the child has made.
Algebra is generalized mathematics.
0.21 0.4 because 21 4. All squares are rectangles but all rectangles are not squares.