REVISION QUESTIONS MTE 3109 TEACHING OF NUMBERS, FRACTIONS, DECIMALS AN PERCENTAGES 1. What do you understand by `number sense?

Give examples. 2. Differentiate the meaning of cardinal numbers, ordinal numbers and nominal numbers. Give examples of each. 3. A number of pre-number concepts are essential to be developed in kindergarten or in early primary school before number concepts are presented. Among them are Classification, Seriation, Patterns, Comparisons, One-to-one correspondence, Conservation of Numbers and Group Recognition. Give examples of activities of each. 4. What is subitizing? Give examples. 5. Counting is an early number skill to be developed in primary school students. Give examples to show the difference between the following counting strategies: Counting All, Counting On, Counting Back, Skip Counting 6. Suggest some useful, meaningful and interesting concrete materials that are suitable for developing counting strategies. 7. Pictorial representation of numbers are essential to help students understand numbers. Draw some pictorial representations for (a) Numbers 0 10 (b) Numbers 10 to 20 (c) Numbers 100 - 200 8. Place value concept is a development from which of these pre-number concept activities? (A) Comparison (B) Grouping (C) Seriation (D) Classification 9. Models or representations are necessary to develop place value concepts in students. Proportional and non-proportional models can be used to develop place value concepts. a. What is the difference between these models? Give examples of each. b. Which model should be used first? Why? 10. Show how 201 and 120 would be represented with three different place-value models. 11. Models of addition and subtraction are related. For example Joining/combining model is related to Take away/separation models. Shows with diagrams the meaning of these models. Describe other models of addition and subtraction. 12. What do mean by basic facts of (a) addition (b) subtraction (c) multiplication (e) division? How many basic facts are there in each operation? 13. Name and draw suitable teaching aids to teach the basic facts of addition. 14. Describe a suitable activity with appropriate teaching aids to teach students

(a) Addition of two 3-dgit numbers with regrouping (b) Subtraction of three 2-digit number without regrouping 15. Draw pictorial representations and give word problem situations to show the difference between the following models of multiplication and divisions. (a) Multiplication as repeated addition (b) Multiplication as array (c) Division as repeated subtraction (d) Division as equal distribution 16. Compare and contrast the concepts of division as quotitive division (quotition) and as partitive division (partition). 17. Using suitable teaching aids, describe how a teacher can guide students to perform multiplication of 2-digit number and a one-digit number using the standard written algorithm. 18. Alternative algorithms are useful to develop in students to enhance number sense development. Give some alternative algorithms for a. Addition b. Subtraction c. Multiplication d. Division 19. Give three benefits of using calculators in mathematics class. 20. Describe an exercise or game where you can use abacus/calculators to teach operations of numbers 21. Discuss the importance of mental computation and estimation in learning mathematics. 22. Describe an activity each that can help develop mental computational skills and estimation skills in primary school students. 23. Give an example of each to represent fractions using these models: (a) region model (b) set model (c) area model (d) length model 24. Give the definition for these terms: (a) proper fraction (b) improper fraction (c) mixed number. 25. Describe how you can show students that (a)
3 1 1 2 and (b) 1 using suitable 3 6 2 2

diagrams. 26. Suggest two teaching aids that can be used to compare the values of improper fractions. 27. Describe how you can use (i) paper folding and (ii) fraction strips to teach students (a) To add two proper fractions with like denominators (b) To add two proper fractions with unlike denominators (c) To subtract two proper fractions with like denominators (d) To add two proper fractions with unlike denominators

28. How do you illustrate the multiplication of the following? Draw diagrams to show: (a) fraction with a whole number, (b) number with a fraction (c) fraction with a fraction. Write an appropriate word problem for each to illustrate the operation involved. 29. How do you illustrate the division of the following? Draw diagrams to show: (a) fraction with a whole number, (b) number with a fraction (c) fraction with a fraction. Write an appropriate word problem for each to illustrate the operation involved. 30. Draw decimal squares to show students that 45%=0.45 indicating clearly the place value of tenths and hundredths. 31. Using suitable teaching aids, describe how you can guide students to order decimals (compare which is bigger or smaller) e.g. 0.23, 0.5, 0.15, 1.2 32. Write a complete lesson plan for half-hour lesson to guide students to perform the addition of decimals up to two decimal places. 33. Gives some issues concerning the teaching of fractions, decimals and percent related to (a) students difficulties (b) teachers knowledge (CK, PCK), (c) environmental/policies. 34. Differentiate between content knowledge and pedagogical content knowledge of teachers. Which of the two is less of an issue concerning teaching of primary school mathematics?