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partitioning - an action of taking away or removing some objects and finding out how many remain eg there were 15 toffees in this container and 10
developing an understanding of subtraction the process of subtraction is the reverse of that of addition adding more to a collection to make it
e1 what is the difference between the two models listed above which is more difficult for children to understande2 list some activities and word
previously discussed how important it is to expose children to a variety of verbal problems involving the concept that they are trying to learn
communicating the meaning of addition one of the characters in a novel written by the malayalam writer vaikom muhammed basheer was asked by his
objectives after going through this unit you should be able to1 explain the processes involved ih addition and subtraction2 plan and execute
introduction when a child of seven isnt able to solve the sum 239 what could the reasons be when she is asked to subtract 9 from 16 why does she
what is place value this section is only for your assumptions and not-meant to be passed on to your learnersyou may have realised that in the
doing these sums initially in this way helps children see why they carry over numbers to the next columnyou may like to devise some related
find the volume of a rectangular based right pyramid with its base 18 cm by 24 cm and the slanted edge 39
john was doing his homework on vertical addition and had to compute 5 3 3 4 and 6 8 45he did the first one easily just the way his teacher had
it is difficult to produce the individual answers and the insights that they were providing but lets look at some broad patterns that we found which
problems related to applying operations some of us were testing class 4 children with addition and subtraction problems we gave them sums that
1what are the strengths and shortcomings of the methods of teaching h t 0 in examples 1 and 22 a think of another activity for getting children to
i gave my niece a whole heap of beads and showed her how to divide it up into sets of 10 beads each then i showed her how she could lay out each set
in class 1 the teacher had written down the digits 01 9 on the board then she made all the children recite the corresponding number names finally
developing an understanding the other day i was showing the childrens book 203 cats to my 7-year-old niece she had recently learnt how to write
objectivesafter studying this unit you should be able to1 evolve and use alternative activities to clarify the learners conceptual2
introduction we are often confronted with children not being able to deal with h t 0 ie hundreds tens and ones or units with comfort though they
here we learn1 discussed what counting means and stressed that it is not the ability to recite number names2 talked about the need for a child to
a woman was trying to teach her three-year-old child the numbers from 1to 5 from a childrens book on numbers each number was illustrated by the same
four-year-old mariamma was reciting number names - some of them in order and others randomly the childs aunt sitting nearby asked her can you write
introducing counting from what you studied previous study you know what it means to count you would also agree that rote learning of number names
give an example to illustrate how language incompetence can interfere with a childs ability to perform a taskwhile setting up a classification
devise one activity each to help the child understand as many as and one-to-one correspondence try them out on a childchildren in your neighbourhood