1. Do you agree with the following statements Give reasons for your answer.

The teacher must point out all the errors made by children and make them memorise the' correct answers so that they do not make a mistake again.

The product of two numbers can be smaller than each of the two numbers.

A good activity is one in which children need to move around in the class.

If the first two tosses of a coin produce a head, the third toss is likely to be a tail.

Children do not observe anything unless told to do so by adults.

2. List four essential features of a good activity. Explain each of these through an example of an activity for representing 3D in 2D.

What is the divisibility rule for dividing a number by 6 Use this rule to check whether 62 and 72 are divisible by 6 or not.

What is meant by 'normally distributed data' What does the shape of the normal curve look like? Give an activity to help the children of Class IV interpret normally distributed data.

4. Explain each of the following terms/phrases through an example of each:

Algebraic view of symmetry

Median of given data

Taking another person's perspective

Deductive logic in Mathematics

Regular solids

What do the terms 'assimilation' and 'accommodation' mean Explain them with the help of an example from learning of probability.

What does 'the ability to conserve' mean Give an example to illustrate this with justification.

What are the abilities needed by a child to be able to conserve volume? Justify your choice of abilities.

Which of the following statements are true and which are false? Prove or disprove each.

The sum of the squares of two consecutive even numbers is the square of an even number.

The lengths of both the diagonals of a rectangle are equal.

Given any set of data, its AM is equal to its mode.

What does 'elaboration' mean? How is it different from 'repeated practice' Explain this through an example.

7. Which of the following are the key features of a constructivist model Give reasons for your answer.

Children are active agents of their learning.

Children should be given knowledge bit-by-bit.

We should teach children the procedure to solve problems by following specifically determined steps one-by-one in the correct order.

Give an example1 with justification, of a real-life situation in which the concept of surface area is used. Also suggest an activity for a child to help her understand the difference between 'surface area' and 'volume'.

8. What are the four stages involved in the process of 'guided constructivist learning' Why is this process called 'scaffolding' Explain the stages in the context of place value of numbers.

How many factors does the square of a prime number have? Give reasons for your answer.

Give an example of a social bias from your surroundings. Convert this into a hypothesis. What kind of data will you collect to verify the truth or falsity of this

Explain the process of 'moving from particular to general' in the context of a procedure. Illustrate. this through an example pertaining to decimal fractions.

10.(a) What do procedural and conceptual knowledge mean? Give an example of each with reference to the properties of triangles. How would you help children develop each of these areas of knowledge in the context given?

What does 'tessellation' mean Give an example of a regular tessellation and an irregular tessellation.

11. List the five steps involved in solving a mathematical problem. Illustrate these steps while solving the problem below
Place the numbers from 1 to 9 in the circles in the triangle below so that the sum along each side of the triangle is 17.

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