Any Query !!!       Call Us @ 9199852182 / 9852900088       Whatsapp Us @ 9852900088     Email Us - myabhasolutions@gmail.com  

Welcome to Abha Solutions

IGNOU AMT 1 Teaching of Primary School Mathematics 2018 2019

IGNOU AMT 1 Teaching of Primary School Mathematics 2018 2019

Regular Price: ₹220.00

Special Price ₹149.00

Availability: In stock

|
IGNOU AMT 1 Teaching of Primary School Mathematics 2018 2019 is available for purchase in increments of 1
OR
*A-Grade Assignment
Abha Solutions WhatsApp 9199852182
Abha Solutions E-MAil at 

myabhasolutions@gmail.com
Abha Solutions Call at 

+91-9852900088

• Latest IGNOU 2018 2019

• IGNOU AMT 1 Teaching of Primary School Mathematics

• IGNOU BDP (Bachelor Degree Programmes) Solved Assignment 2018 2019

• Latest 2018 2019 Solved Assignment

• AMT 1 Teaching of Primary School Mathematics

• BDP (BACHELOR DEGREE PROGRAMMES) AMT 1

• Buy Now AMT 1 Solved Assignment


Questions :

  1. Suggest an activity to help a child of class 3 realise that division by 0 is meaningless?

  2. When a student in the third standard was asked to write the number six hundred sixty seven, she wrote 60076. What could be the possible reasons for making such an error. What will be your strategy to rectify her errors and help her to learn the correct way of writing the numbers.

  3. Give pictorial representations of

    (i)\: \frac{3}{4}\times \frac{1}{3}

    ii)\frac{3}{4}\dotplus \frac{1}{3}

    \(3\)

  4. Give 3 reasons for children not being comfortable with solving word problems. Illustrate these reasons through a single example related to algebra.

  5. A class 4 child was asked to solve a few problems on fractions. Her response to these problems were

    i)6\tfrac{3}{5}\dotplus \frac{2}{5}\doteq 6\times \frac{3}{5}\dotplus \frac{2}{5}\doteq 6

    ii)\frac{7}{3}\times 10\doteq \frac{7\times 10}{3\times 10}\doteq \frac{70}{30}\doteq \frac{7}{3}

    iii)\frac{36}{56}\doteq \frac{36}{56}\doteq \frac{3}{5}

    Why do you think she responded like that? Suggest an activity to help her to understand the operations correctly?

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

     

  6. Illustrate the process of moving from particular to general giving one example each from a mathematical and non-mathematical context.

  7. Give two examples in the context of addition of numbers with carry-over giving an evidence that children develop their own strategies to solve problems.

  8. A common misconception children have is that the larger the perimeter, the larger the area of a two-dimensional figure. Devise an activity to clear this misconception.

  9. Suggest an activity to evaluate a child’s abilities to add and subtract in the context of measuring time. Explain why this activity is an activity for evaluation.

  10. Explain why the three pre-number concepts need to be developed by a learner for her to be able to count. Your explanation needs to include specific examples.

  11. Ilustrate how the E – L – P – S sequence can be applied to help children understand the concept of ‘angle’

  12. Children have several misconceptions regarding negative numbers. List four of them. Also, for any one of these misconceptions, give a detailed strategy for helping the children correct it.

  13. The diversity in any classroom has major implications for teaching mathematics. Explain this statement, with examples from teaching algebra to support your explanation.

  14. List 3 errors that you would except a child of class 5 would make while measuring different angles with a protractor. Choose 3 – 4 children of class 5 from your neighbourhood, give each of them a protractor to measure an angle and closely observe how they are using the protractor. If they did anyone, find out the reasons for making the error/s.

  15. For a class 4 of 30 children device one activity each for

    i) introducing the concept of length.

    ii) evaluating the ability to measure length.

  16. Outline a series of three activities (each requiring a different level of learner’s ability) to help a learner develop an understanding of ‘place value’. Also specify the link between different activities which makes the series. (Note that giving a ‘series’ means that the links between the different activities must also be brought out).

  17. Give an example each, with justification, to support the following statements:

    i) Classroom relationships become a resource for developing the mathematical abilities of children.

    ii) Each child needs time to reflect on the mathematical concept or process being taught.

    iii) Learning experiences should be designed so as the build on existing proficiencies, interests and experiences, for effective mathematical teaching.

    iv) Each of us must develop the ability to estimate.

    v) Mathematical problems can have diverse solutions.


*This Assignment/Project Help Book is only for demonstration Purpose that how to solved/write them. As IGNOU is a distance Learning Approach, many students were not aware how to write and how much to write the Assignment/Project. So, it is our request treat it as a help book guide. First read the entire .pdf file after buying and then write yourself in your own words.
Abha Solutions WhatsApp 9199852182
Abha Solutions E-MAil at 

myabhasolutions@gmail.com
Abha Solutions Call at 

+91-9852900088

Description

Details

• IGNOU AMT 1 Teaching of Primary School Mathematics

• IGNOU BDP (Bachelor Degree Programmes) Solved Assignment 2018 2019

• Latest 2018 2019 Solved Assignment

• AMT 1 Teaching of Primary School Mathematics

• BDP (BACHELOR DEGREE PROGRAMMES) AMT 1

• Buy Now AMT 1 Solved Assignment

ASSIGNMENT
Course Code: AMT-01
Assignment Code: AMT-01/TMA/2019

Additional Information

Additional Information

UNIVERSITY IGNOU
DEGREE BACHELOR DEGREE PROGRAMMES
COURSE CODE BBARL
COURSE NAME BBA in Retailing with the Modular Apporach
SUBJECT CODE amt 1
SUBJECT NAME Marketing
PRODUCT TYPE SOFT COPY
YEAR 2018 2019
TYPE Assignment
Reviews
Related Product

You may also be interested in the following product(s)


Product Tags

Use spaces to separate tags. Use single quotes (') for phrases.

Abha Solutions WhatsApp 9199852182
Abha Solutions E-MAil at 

myabhasolutions@gmail.com
Abha Solutions Call at 

+91-9852900088
IGNOU AMT 1 Teaching of Primary School Mathematics 2018 2019
₹149.00