- On
- By
- 0 Comment
- Categories: Ignou, IGNOU Question Papers

# IGNOU Teaching of Primary School Mathematics: AMT-1 DEC-2017 SLOVED QUESTION

**Teaching of Primary School**

**Mathematics **

**Note:** Question no. 1 is compulsory. Answer any eight questions out of the remaining nine questions.

**Q1. (a) Explain the process of moving from Particular to General. Your explanation should include an example related to outdoor games.**

**Ans. **Refer to Chapter-1, Q.No.-5 ** click**

**(b) What is a negative number? Give two ways of representing such a number. Further, give one context in which negative numbers can be used.**

**Ans. **Refer to Chapter-3, Q.No.-1 ** click**

**(c) Give an example, with justification, of ‘seriation’. Also explain why seriation is a pre-number concept.**

**Ans. **Refer to Chapter-2, Q.No.-7 ** click**

**(d) Find Further, represent pictorially.**

**Ans.** Same as Chapter-4, Q.No.-35 **click**

**(e) Explain what ‘capacity’ and ‘volume’ mean. Further, using an example, explain the difference between them.**

**Ans. **Refer to Chapter-5, Q.No.-24 and Q.No.-25 **click**

**Q2. (a) Explain the E-L-P-S sequence of learning. Also, illustrate this in the context of the learning of ‘variable’.**

**Ans. **Refer to Chapter-1, Q.No.-27 ** click**

**(b) Give an example of an activity which is not a game, related to the learning of ‘classification’.**

**Ans. **Refer to Chapter-2, Q.No.-4 ** click**

**Q3. (a) Do only observation and superimposition help the child compare two objects size-wise? Give reasons for your answer.**

**Ans. **Refer to Chapter-5, Q.No.-12 **click**

**(b) Give an example each to show how the ability to estimate the following is useful:**

**(i) Area**

**Ans. **Refer to Chapter-5, Q.No.-20 ** click**

**(ii) The product of two natural numbers**

**Ans. HERE YOU GET FULL ANSWER click**

(c) **A child solved a problem as follows:**

** Identify the misconception she has. Outline two activities to help the child realise her misconception. These activities should use different representations.**

**Ans.** Now, Refer to Chapter-4, Q.No.-25 **click **** **

**Q4. (a) Give two common errors committed by children while using a ruler for measuring length. For any one of these errors, outline an activity to help the child correct it. Further, give an activity to assess the efficacy of the activity you have outlined.**

**Ans. **Refer to Chapter-5, Q.No.-17 ** click**

**(b) Represent 38 (written in decimal system) in binary number system.**

**Ans. **Binary number system-100110

**(c) Explain the process of abstraction. Also illustrate it in the context of size.**

**Ans. **Refer to Chapter-1, Q.No.-4 ** click**

**Q5. (a) Explain the difference between “Instant of time” and “Time interval”, giving an example of each.**

**Ans. **Refer to Chapter-5, Q.No.-38 ** click**

**(b) Briefly explain the four fundamental mathematical ideas which are pre-requisites for any measurement. For any two of the above, suggest an activity each to assess whether the children have acquired the concept concerned.**

**Ans. HERE YOU GET FULL ANSWER click**

**Q6. (a) Describe two activities at different levels of ability to help children understand the place value concept. Explain how each requires a different ability level from the other.**

**Ans. **Refer to Chapter-2, Q.No.-23 and Q.No.-24 **click**

**(b) What does Algorithm mean? Give an algorithm for division of one decimal fraction by another decimal fraction. Illustrate its working by giving an example.**

**Ans. **Refer to Dec-2011, Q.No.-8(a) ** click**

**(c) Do children who learn multiplication tables by rote have an understanding of multiplication? Justify your answer.**

**Ans. **Refer to Chapter-1, Q.No.-30 ** click**

**Q7. (a) List four guidelines used for planning to teach a mathematical unit. Illustrate these in the context of planning a unit on teaching subtraction of numbers.**

**Ans. **Refer to Chapter-1, Q.No.-39 & Refer to June-2014, Q.No.-10 **click**

**(b) Describe two skills children develop while learning algebra**.

**Ans. HERE YOU GET FULL ANSWER click**

**Q8. (a) Paper-folding activities are helpful in learning mathematics. Explain this with the help of two suitable examples from different areas of mathematics.**

**Ans. **Refer to Chapter-4, Q.No.-6 and Q.No.-28 ** click**

**(b) Simi says that the angle LMN below is the space between LM and LN. Do you agree with her? Give reasons for your answers**

**Ans. HERE YOU GET FULL ANSWER click**

**(c) Explain what the language of mathematics is. Your explanation should include an example pertaining to equivalent fractions.**

**Ans. **Now, Refer to Chapter-4, Q.No.-12 **click**

**Q9. (a) Give an example each with justification to illustrate the following statements:**

**(i) Children have their own strategies for solving problems.**

**Ans. **Refer to Chapter-1, Q.No.-20 ** click**

**(ii) Repetition need not be boring**

**Ans. **Refer to Chapter-1, Q.No.-28 ** click**

**(iii) Children who can recite number names may not know counting.**

**Ans. **Refer to Chapter-2, Q.No.-3 ** click**

**(b) Give a word problem for each of the following categories:**

**(i) Cartesian product**

**Ans. **Refer to Chapter-2, Q.No.-41 **click**

**(ii) Augmentation**

**Ans. ** Refer to Chapter-2, Q.No.-27 ** click**

**(iii) Complementary addition**

**Ans. **Refer to Chapter-2, Q.No.-31 **click**

**(iv) Equal sharing**

**Ans. **Refer to Chapter-2, Q.No.-48 ** click **

**Q10. Give an example in support of each of the following statements:**

(i) **Children of different ages can be at the same developmental stage.**

**Ans. HERE YOU GET FULL ANSWER click**

(ii) **To begin learning multiplication, it is necessary that children are somewhat familiar with the addition process.**

**Ans. HERE YOU GET FULL ANSWER click**

(iii) **The use of language can affect the learning of the concepts of mathematics.**

**Ans. **Refer to Dec-2011, Q.No.-10(e) ** click**

(iv) **Fractions have meaning only in relation to the whole to which they apply**.

**Ans. HERE YOU GET FULL ANSWER click**

(v) ** Any regular figure has at least one line of symmetry. **

**Ans. **Refer to Chapter-5, Q.No.-5 **click**