A, B and C B and C A and C A and B

She always praises the student who achieves highest marks in the class in the term-end examination. She shows to children the videos on Indian mathematicians and their contributions. She gives mathematical puzzles and magic squares to be solved in the class. She establishes a mathematics corner in her class where students can perform various mathematical activities.

Errors of the students give information about their thought process. Errors in mathematics are part of learning. Errors in mathematics help teachers in planning their lessons. Errors of the students should be overlooked as pointing errors will demotivate them.

Norm-referenced assessment is useful in diagnostic testing and remedial teaching. Criterion-referenced assessment is to evaluate the mastery learning of the students. Criterion-referenced assessment is useful in diagnostic testing and remedial teaching. Norm-referenced assessment tells us where a student stands as compared to other students in his/her performance.

C and D A and B B and D B and C

made easier strengthened discouraged reduced

Vague terms for comparison. Antonyms, not necessary for learning mathematics. Simply English language adjectives. Important pre-number concepts.

Poor performance of girls in mathematics is due to the fear of mathematics prevalent in them. Mathematics, by its nature, is a male-dominated subject. Gendered constructs of society have led to the belief that boys use more innovative strategies for problem-solving and thus have better conceptual understanding. The mathematical abilities in boys are innate.

The vast knowledge base of mathematics The scope of multiple answers to a given question in mathematics The scope of a number of different methods to solve a problem in mathematics The abstract nature of primary concepts in mathematics

Aryabhatta Bhaskara I Ramanujan Mahavira

A and B Only A Only B Only C

The best student in the class reads aloud the multiplication tables and rest of the students repeat after him/her. Children are reciting multiplication tables in a chorus. Children are given manipulatives like number grids, tokens arranged in rectangular arrays and they are exploring multiplication patterns using them. Teacher has written incomplete multiplication tables on blackboard and children are completing the tables by writing them on blackboard.

Using Division method Using LCM (Least Common Multiple) method Using Fraction Discs Using Calculators

keeping children busy. projecting ideas. entertaining children. maintaining discipline.

Student recognizes the number 6 as 1 added to 5. Student rolls a die and is able to say it is four without actually counting the dots. Student recognizes the number 4 as the number with 1 taken away from 5. Student recognizes the number 5 as the successor of 4.

650 g 250 g 300 g 500 g

8 times 2 times 3 times 4 times

Cube, Cuboid, Semi-circle, Cone Cube, Cuboid, Circle, Cone Cube, Cuboid, Circle, Triangle Cube, Cuboid, Sphere, Cylinder

₹2·50 ₹0·50 ₹1·50 ₹2·00

1/4 < 1/3 < 1/2 1/2 < 1/4 < 1/3 1/2 < 1/3 < 1/4 1/3 < 1/4 < 1/2

36 28 32 25

1 : 4 1 : 3 4 : 1 3 : 1

A kite becomes a rectangle if its opposite angles are equal. A rectangle becomes a square if all its sides are equal. A rhombus becomes a square if all its angles are equal. A parallelogram becomes a rectangle if all its angles are equal.

Eight Four Five Six

4 hours 35 minutes 3 hours 25 minutes 4 hours 25 minutes 3 hours 35 minutes

200 0 50 100

One billion Ten crore One crore One million

10·5, 1·50, 1·055, 1·05, 1·005, 0·155 1·05, 1·005, 1·50, 1·055, 10·5, 0·155 10·5, 1·05, 1·055, 1·50, 1·005, 0·155 10·5, 1·50, 1·05, 1·055, 1·005, 0·155

11 3 5 9

15 0 – 5 5