7j i l,rF l {fi- i O=-=+ .,th,- t s Ib' so!;2,on Answer all questions 1. The pr.ior knowledge needed forchildren to lear:n numbers - stage are the following except V V (A) (B) classifyingobjectsbytheirphysicalattributes../ creating, constructing and describing patterns by their geometrics attributes. '/ ' : physically comparing one to one correspondence..z' say out the numbers and memorized them. 2. The Hindu-Arabic numeration system,has four important characteristics which contributes to the devetopment of number sense. one of the characteristics is place valug grouprng use oftens commutative proper$. 3. Children use different countlng procedures when quhntifying sets. Supposeachildcountsu5,10,15,2aandsoon". This is (A) a eounting on strategy. @ skip counting strategy. (C) adding from left strategy. (D) nrakingcompatiblesstrategy.' (c) o @ (B) (c) (D)
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7ji
l,rFl {fi-i
O=-=+
.,th,- t sIb' so!;2,on
Answer all questions
1. The pr.ior knowledge needed forchildren to lear:n numbers
- stage are the following except
VV
(A)
(B)
classifyingobjectsbytheirphysicalattributes../
creating, constructing and describing patterns by their geometrics
attributes. '/ ' :
physically comparing one to one correspondence..z'
say out the numbers and memorized them.
2. The Hindu-Arabic numeration system,has four important characteristics
which contributes to the devetopment of number sense. one of the
characteristics is
place valug
grouprng
use oftens
commutative proper$.
3. Children use different countlng procedures when quhntifying sets.
Supposeachildcountsu5,10,15,2aandsoon".
This is
(A) a eounting on strategy.
@ skip counting strategy.
(C) adding from left strategy.
(D) nrakingcompatiblesstrategy.'
(c)
o
@(B)
(c)
(D)
4.
Code No. : MTE3l09
Equivalent iepresentation refers to the fact that a number can be
presented in many different ways, all of which are equivalent to the same
number but maY look different'
It is an important component of dev9lopingi-ptace yalue understanding
because children would
be able to write out the numblrs correctly'
be able to memorise the number correctly' n
be able to name and write the number'
be able to regroup and rename two-digit numbers'
@(B)
(c)
(D)
ThereareanumberofmodelstoillustratetheEach modelcan applied in different situation'
which of the following word problem show tn" t'tu"tigng!9-':np"dto!t ?
Aminah had 7 cards. she gave 4 to her sister.How many did she
have left ?
,Aminah hadT cards. siti had 4 cards. How many more cards did//
' Aminah have than Siti ?
Aminah had 7 cards. 5 0f them were blue and the rest were red'
How manY were red ?
Aminah had 7 cards. Her father gave her 4 more cards- How many
cards did she have ?
0..-..--r--n.<-".-.'r'
meaning of subtraction.t
(A)
€,
(c) "
(D)
C
rE3 I 09
Puan Siti gives the
multiplication.
foltowing situatibn to 'explain the meaning of
Ahmad, spent RM3.O0 on gifts for her mother's birthday. His
sister, Siti spent Slimes more. How much did Siti spend?
The above problem describes the multiplication concept of
(A) t equal group Problem :t@ comparison problem
7.
(C) y rePeated addition
(D) 1 cornbination Problem
People use a wide range
menially.
3 ?3
of methods to solve arithmetic problems
I
sry versatile teaching and legrning tool. Which of theCalculator is a vr
following it g! = role of the calculllora
(A) To enhance understanding of number
(B) lt helps to develop understanding of decimals' "/To reinforce existing concepts such as'place value" vz
To introduce new concepts such as negative numbers' '
(c)
o
lowing are reasons why we need to emphasise mental
computation in our classrosm ?
-X Save time. /,.+f. As a check for calculator answers'
lll. The simplest way of doing many calculations : "Develop children's memory of comp-utational procedures..
8.
@(B)
(c)
(D)
I and tl
I and,lll
ll and lll
ll and lV I. -, - 1\,r r''-- I!.,
f.+1--!"v:?'L'l-i-:( -/'-
need an exact answer quickly. &'wanttocheckananswerobtainedbyadifferentmethod
need to check whether the answers obtained ar'e accurate answers.
want to develop an efficient and qqick method to get the correct
answer.
10.
(A)
(B)
(c)
r@
g. Estimation is a crucial skill in everyday life as welt as in school---..:
mathematics.
Estimation skills are usefulwhen we
(A)
(B)
(c)
@
During the process of developing meanings for the operations and
learning basic facts,' a teacher should take time to provide consolidation
activities.
Effective : consolidati n g activities have the followin g features, exceptf
aclivities are self-checking '1activities show pupits' progress v
activities are short and interesting
activities are or$anized around sets of facts
11. All mathematics teachers should be familiar with some of the cCInmon. .:. -.. ,' :. 'r ' l:'r':.'raltdrnativb:elgorithrys Children''should':explore'':different ali;orithms for
' several reasons:
Alternative algorithms emphasize arithmetii skflls - ..
' i
Alternative algorithms rnay serve as a remedial objectives
Alternative algorithmi' provide Orocedure in finding answer
Alternative algorithms may help children develop more flexible
mathematical thinking and number sense
(A)
(B)
,(c)
@
En. Rama ptans to develop' the concept
pupils with the fotlowing activities. ' ()t
l. Listing all the equivalent fractionsfor a certain fraction
,(. showing equivalent fractions by using fractbn strips
/f) lll. Folding a piece of'paper and shading the equivalent fractlonsu
-+v using shaded parts to show the similar areas occupied by
.
equivalent fractions
IS
,.1I,
12. of equivalent fractions for h
-- :.llo \f'{rl hv1-
(A) .1, ll, lll, lv
(B) l[, M, lll, I
ftci nl. tv, ll, It\?\__-/,(D) M, lll, ll, I
214
?L-+- or3+: .i
Code No. : MTE3I09
13. A teacher begins his lesson by giving a symbolic sentence such as
The statement above indicates that the most important aspect to look into
during the lesson is to help children
(A) solve the problem
(B) estimate the answer
(C) use the materials given
#t:r-t'ti
ii'ili
t;
lr
I'
ili1i"
t:
C
15. book. What could
2.5+5=3.0
.-ii
?. )--, \. .
.J
\
, t?..;
)l'ri
-1
--'a--"-'
-rt. I]r)
f,F1lt see why a common denominator is necessary when additing ortYsubtracting
/--'\.,^\Below is an example of two children d'rscussing which i{larger, )
Choose the suitable skillthe pupils should acquire
Ordering of decimals,
Rounding of decimals
Compgqg of decimals
f lace-val ue interpretation.
The above answers were taken from Ali's exercise
possibly be the reason for.the.errors made ?
n'@ or {@"
(A)
(B)
(c)
'- ''2.
...(n)
(B)/,4\{Yc}
',(s)
He has not acquired the basic addition tacts
Hetoes'not know'the eonceFt.st'adOition
Hedoes nstknow the coneegq€f pla'@ value
He has nst acquired the skil$r.egro.uping'.74< ot
t\..*,- /11 I _r lt
16. Diffrcul$r with,,add
f1I._.-:.-
:
. ' ; . .:
into percentage
f " the va'fues are given in'frorizental
lffi :in terma of s1ory Problem ' ' ' l
- the decirTrals are expressed inOrrtfe'r-e$$F.i:
nt- regrouPing.
0gL-l'.tl-€'nff'(B) l, l[ ,'lll and lV
1V.
I(b) l, tll and lV onlYtJ@
fne iogowing matqrialg can be usgd to'ctrange a fraction
exceot-.,:!:@
fraction bars
100 grids \,/
lamerter,rufe,, I,,,rope :with'',l 00 digcs I
o@,(B)
(c)r (D)
CodeNo,:MTE3l09tl
18.
o,3
l,l
l,]
I
lI
,l
liI
1
1r(l)
. i,trl> , ,'
The shaded area in Diagram
(A) 30% of 200 o(
(B) 6A%+2 0'..
@ zx gooto
(D) 6oo/a
:
Diagram 13Qloo
1 is appropriate to represent
\t
19. A key ldea in mathematics is thathumbers can be represented in manyways. A rational number
(b) - You plal to {each a crass of yeg S pupits to add mixed decimats by. :..:: . ;
regrouping. Given a problem 1.S + 0.7 + 1.6 , suggest an activity.'.-..with illustration on how you would find the sum above by using.:. _t.-.Base-Ten Bloks.
Thus 7 tenth's isrwiitten as 0.7
You should include the addition by using place-value.
3 marks
l3
' 1.5
ffi ffi/
3 rnarks
Accept any other suitable explaination and activities ( 10 marks )