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