1.
Explain how mathematics is used in daily life, giving two examples, each from distinct areas of mathematics.

List all the pre-number concepts. Further, for" anyone of them, explain why it is a pre-number concept.

Children are not comfortable with solving word problems. Give two reasons for this, explaining them with the help of an example.

List two fractions equivalent to 2/3. Further,3 give a detailed activity to help children of Class IV understand why these fractions are equivalent.

What is an axis of symmetry of a 2D-figure Give one activity in detail to assess the student's understanding of the concept of symmetric figures.

2.
Explain the "movement from· concrete to abstract". illustrate this with the help of an example related to natural numbers.

When given the task of solving 3 12, the child said "twelve, thirteen, fourteen, fifteen". When she was asked to find 9 she said "ten, eleven, twelve, thirteen". What strategy did she use in doing the additions?

Give an example of a non-standard unit of measuring time and a standard unit of measuring time. Why is there a need for a standard unit

3.
Explain the sequence for learning. Illustrate it in the context of introducing the concept of division of numbers.

Give an activity, which is not a game, to help children learn to measure size. How would you alter this activity to make it a game Justify the alteration.

4.
What is an algorithm Take an algorithm related to addition of fractions and explain how and why it works.

What is a negative number? Give a series of two activities to introduce children to the concept of negative numbers.

5.
Observe the following work done by Rizwan
2.4 7.2
+1.7 -1.8

3.11 6.6

Write the probable reasons for the child's answers.

What is a variable Give two distinct wayS in which a variable is used, each with an example.

Represent 18 (in the decimal system) in base 5.

6.
Arrange the following decimal fractions in ascending order 2.5, 2.05, 1·472 Detail the process you have used to compare the decimal fractions. Describe an activity for a class of 30 students to assess their understanding about the comparison of decimal fractions.

What does "Zero" mean? Give a series of two activities to help children realise that is not 'nothing'.

7.
Children are join school. not blank slates when they

Children learn by experiencing things.

Mathematical conjectures are based on observed patterns.

Children at the Van Hiele Level 2 can see relationships among figures.

Every negative integer is a rational number.

8.
List two misconceptions children commonly have about "angle". For anyone· of them, give an activity to help a child overcome the misconception. How.would you modify this activity if it were for a class of 30 children?

Prove that the sum of any two odd integers . is an even integer. What would the sum of any three odd integers be

9. Which of the following statements are true Justify your answers. Marks will be given only for justification.

If a child asks a question in the class, it shows that she has not understood anything about the concept under discussion.

The product of two non-zero numbers is greater than or equal to either number.

An assessment activity is also a learning activity.

y x y =2y.

A child who does not know the multiplication tables is not ready for learning the concept of area.

10.
List the three levels of relationship between mathematics and language. Give an example of each.

What is 'place value' Explain this using 405 as an example.

Draw a diagram to represent 5/8 3/4 .