Read the approaches used by the two teachers to teach solving oflinear equation, say 2x - 6 = 10
Teacher A | Teacher B |
Steps (a)Take 6 on other (b) Change the sign of 6 and add to 10 (c) Get 2x = 16 (d)Take 2 on the other side and divide (e) Get x = 8 |
Steps (i) Equation always mentain equality. So, same operation with same number can be performed on both sides to maintain equality (ii) HENCE, 2X - 6 + 6 = 10 + 6 = 2X = 16 (iii) |
It can be observed that
teacher A focuses on conceptual knowledge while teacher B focuses on procedural knowledge
teachers A and B focus on instrumental
understanding
teacher A emphasizes on instrumental understanding while teacher B emphasizes on
relational understanding
teacher A emphasizes on relational understanding while teacher B emphasizes on instrumental understanding
can reduce fractions to lowest term correctly and can write the units properly
has concept of units, conversion of units, fractions but missed the concept that ratio does not have units
always commits clerical error of writing unit with ratio
has clear concept of units and their conversion
We call a number perfect if it is the sum of all its positive divisors, except itself. e.g., 28 is a perfect number because 28 = 1 + 2 + 4 + 7 + 14. Which of the following numbers is a perfect number?
9
6
13
10
A fraction is equivalent to . Its denominator 8 and numerator add upto 91. What is the difference between the denominator and numerator of this fraction ?
19
21
3
13
If
the sum of the digits a and b is
13
12
15
14
D.
14
A teacher conducted a debate in the class on the following topic
"Zero is the most significant number.''
She encouraged every child to express his/her view on the topic. The teacher is
using her Mathematics class as life-skill class to develop value of argument among the children
inducing problem-solving skill among the children
making her classroom more communicative and reflective
passing her time as students are not in mood of studying