## FIRKI - MODULE 1 - PLC 1 ASSIGNMENT & FEEDBACK FORM

* FIRKI - MODULE 1 - PLC 1 ASSIGNMENT & FEEDBACK FORM SUBMISSION*

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*Model Assignments*

*Model 2 - Quiz Answers*

*FIRKI Module-2 Video Questions and Answers, Handout Answers, Quiz Answers*

# Module 2: Teaching Fractional Numbers

## Unit 5: Fractions Video – 3 Questions and Answers

Question 1: A teacher presents the following maths problem to their class: “You have a ribbon that is 4 meters long. You cut the ribbon into pieces that are each 1/2 meter long. How many pieces do you get?” Which meaning of fraction does this problem denote?

**Answer: Fractions as Measurement** (**Measurement, because the length of each piece is used to determine how many pieces fit into the whole ribbon.**)

Question 2: If the given rectangle is defined as 1 whole, what do the parts represent ?

**Answer: These parts are not congruent and have equal area** (**The whole is in form of area, when it is divided into fractions every time all parts have equal areas but need not to be congruent in shape.**)

Question 3: A student is able to determine the number of times the smaller part fits into the whole in the below image. Which concept has the student mastered?

**Answer: Iterating** (**Iterating involves counting of fractional parts. This helps students understand the relationship between the parts and the whole.**)

## Demonstration Video -Fractions – 1Question and Answer

Question 1: Which of the following strategies was modelled by the teacher in the video ? (You can choose multiple responses.)

**Answer: Using fraction strips to convert mixed fractions into improper fractions and Using visual representations**

## Unit 6: Decimals Video – 3 Questions and Answers

Question 1: A student marks ones as the smallest unit on the number line. What would you suggest to the teacher who is correcting the notebook?

**Answer: Model place value of numbers on both side of decimal** (**Place-value system extends infinitely in both directions, to very small values and to very large values.**)

Question 2: When given 0.46 and 0, a student chooses 0 as larger. How can such an error be addressed ?

**Answer: Explaining how to compare decimal number with zero **(**A zero is less than a decimal number.**)

Question 3: Laxmi was modelling the fraction ‘15/100‘ by drawing it on a circular wheel, reading it as one tenths and five hundredths and writing it as 0.15. She is focusing of which of the essential component of teaching decimals?

**Answer: ** **Making connections between fractions and decimals** (**Using visual models for areas like circular grid and reading them both as fractions and decimals helps to make connections between the two.**)

## Demonstration Video -Decimals – 1 Question and Answer

Question: Which of the following strategies does the teacher use in the video? (You can choose multiple responses)

**Answer: Connecting decimals to real life examples of students and Connecting multiple representations of decimals and Representing decimals on number line**

## Handout for module 2

*No Question for this section. Just download this handout to complete activity.*

## Questions on Handout Module 2 – 2Questions and Answers

Question 1: In the reading material, ‘Drag and Drop’ is an activity on Decimal that focuses on:

**Answer: Using decimals on the number lines**

Question 2: Which of the activity shows the relation between place value and decimal?

**Answer: 10 to 1 relationship**

## Summary – Module 2

*No Question for this section. Just download this handout to complete activity.*

## Quiz of Module 2

Queston 1: Which of the following best explains the importance of teaching students about various constructs of fractions in primary grades?

**Answer: **It helps in strengthening the conceptual understanding of fractions as a whole

Queston 2: A teacher gives the following question to the students-

* “How many ways can you place two rods of the same colour below another rod, or rods to show one half?”*

**This question would belong to which of the following models?**

**Answer: **Length Model

Queston 3: Which model would you categories the following question under?

*“Twelve friends were having a picnic. One-third of the friends ate chocolate and others ate toffee. How many friends ate chocolate and how many ate toffee?”*

**Answer: Set Model**

Queston 4: A student of grade 5 was asked to represent 4/7 and 7/4. He draws the same figure for both as shown below. What could be the possible reason for misrepresenting 7/4?

Queston 5: A student was asked the following question – which of the following is greater: 1/4 or 1/2? The student answers 1/4. Identify the reasons for this misconception.

**Answer: **Overgeneralizing the knowledge of whole numbers to fractions.

Queston 6: Identify the type of error: Student considers 0.378 greater than 0.64.

**Answer: **Over generalizing knowledge of whole numbers on decimals

Queston 7: Teacher Ramesh was modelling 0.75 by shading 75/100 of a 10 x 10 square grid. Which aspect of teaching decimals will be achieved by using visual models.

**Answer: **To help students connect decimals and fractions

Queston 8: A teacher wants to create an engaging lesson to help her students understand the application of decimals in real-world scenarios. Which of the following activities would be the most effective for achieving this goal?

**Answer: **Organizing a class activity where students go “shopping” with play money and have to calculate total costs, discounts, and change to reinforce decimal usage.

Queston 9: While comparing decimals, a student wrote 0.57 < 0.087. Which strategy is most suited to help her clarify the misunderstanding.

**Answer: **Lining up the digits and comparing the digits in each place value

Queston 10: Ramesh sir was making students practice which concept through the following game? Locate 0.01, 0.09 and 0.11 on a number line.

**Answer: **Comparison of decimals

*Next Activity Question and Answers will be posted shortly. Keep visiting this page regularily.*

## PLC -2 assignment

will be available from 16th November, 2024

## PLC-2 : Feedback Form

will be available from 16th November, 2024

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