(a) and (d) (a), (b) and (c) (a) and (c) (a), (c) and (d)

Multiplication of one digit by one digit Concept of regrouping Recalling multiplication tables One to one correspondence

6 8 12 16

0.01 cm 0.1 cm 0.01 m 0.1 m

Isosceles triangle Square Pentagon Circle

608 908 1808 3608

Only (a) (a) and (c) (a) and (b) (b) and (c)

(b) and (c) (a) and (c) Only (a) Only (c)

Validity Practicality Reliability Consistency

2356 2365 2536 2563

1 is a prime number 1 is a composite number 1 is both, a prime and a composite number 1 is neither prime nor a composite number

256 and 289 216 and 289 256 and 343 216 and 343

Failure does not imply that students cannot do mathematics. Everyone can learn mathematics. Mathematics learning is not gender specific. Discourage intuition as it hampers the development of mathematical ideas.

283.05 64.0 95.0 −26.5

Cognitive and physical domains Cognitive, affective and psychomotor domains Cognitive, social and spiritual domains Physical and psychological domains

343 371 378 354

210 285 240 330

75 packets of 750 Rupees each 750 packets of 7.50 Rupees each 7.5 dozen items of 750 Rupees each item 75 dozen items of 7.50 Rupees each item

Knowledge from ancient India and its contributions to modern India. Tribal knowledge, indigenous and traditional ways of learning as part of various subjects like Mathematics, Astronomy, Medicine, Agriculture etc. Field visits to different states as part of cultural exchange programmes. Formal examination to assess the knowledge gained by the students.

Dienes blocks Money Abacus Place value chart

15 m × 35 m 30 m × 20 m 25 m × 25 m 5 m × 45 m

Very often, there are many ways of solving a problem. It hampers the learning of child as it leads to confusion. Offering such a choice allows children to explore and use the approach that is most natural and easy for them. It is crucial for liberating school mathematics from the tyranny of the one correct answer.

Mathematics lab is essential as it provides opportunities for hands on activities for students. Charts are used in mathematics class as an effective teaching-learning material. Use of teaching-learning material in mathematics class consume students’ time for practice. Students do not enjoy riddles in mathematics class.

45 60 72 90

Teacher should scold the student and make him sit. Teacher should change the word ‘borrowing’ to ‘regrouping’ and then show the process of regrouping. Teacher should tell the student to focus on learning the algorithm of subtraction. Teacher should ignore the student’s question and continue with her work.

6 3 1 5

Word problems refer to exercises where the child formalises the situation into a form where a specific mathematical technique can be applied. Word problems are not examples of mathematical modelling. Word problems are important in secondary classes only. Word problems focus more on procedural knowledge in mathematics.

42 Rupees 50 Rupees 55 Rupees 57 Rupees

Asking the students to read time tables of bus and train timings. Within classroom, collecting statistics of students’ height; favourite food; colour; cartoon etc. and asking questions related to data. Showing population census of a city for five years and asking students to compare population growth. Drawing a bar graph on the blackboard and asking students to read the data from it.

Memorising formulae Use of patterns Visualization Making connections and representations