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Module Review Q's
Module Review Questi
| Question |
|---|
| What are the THREE main measurement concepts? If you had a child working on some area related activities, what sorts of things would the child say or do to suggest to you that they had difficulties understanding these concepts? |
| What is the learning sequence for measurement? Develop a series of activities that would introduce children to the concept of capacity and measuring capacity. |
| SHORT ESSAY: Children are introduced to measurement concepts through the comparison of familiar objects. Using the ELPSARA framework, design a series of activities that could develop children's conceptual understanding of volume. |
| How would you support children as they work through a problem-solving lesson? That is, what key questions might you ask them? |
| A teacher asked her class:" find the area of the following rectangular sand-pit". What age class might this problem be appropriate for? How would you improve the problem so that it might better cater for a wider range of student abilities? |
| When children are working mathematically (as defined in the syllabus), what sorts of things might they be doing? |
| What is meant by "trusting the count"? What sorts of activities could children be given so that they learn to trust the count? |
| Place value is regarded as one of the BIG ideas of number. What is it about place value that children find difficult to understand? What are some activities that you would use to introduce the concept of place value to your students? |
| Describe some activities for young (Early Stage 1) children that would help them gain an understanding of: (1) addition (2) subtraction (3) multiplication (4) division. |
| We provide children with strategies for developing these number facts. What are the strategies used to teach the addition number facts? What strategies are used for the different number facts? |
| A child did some subtractions using the formal written method (see below). Develop some activities to help this child. |
| A child tells you that one third is bigger than one half. What misconception do you think he/she has regarding fractions? How would you help them? |
| What (pictorial or concrete) representations could you use to help children understand the concept of decimals? Describe activities that you might use with these? |
| Explain the difference (with examples) between continuous fraction models and discrete fraction models. |
| A child is having difficulty doing the following question: 1/2 x 1/3. How would you help them gain a CONCEPTUAL understanding of this question? |
| In the early years, children are required to recognise, describe, continue, translate, and create patterns. Describe some activities that you could develop for Early Stage 1 children. |
| A child gave an answer of 17 to the question: 12 + 5 = ? + 7. What misconception might they have and how would you help them overcome this? |
| How would you use patterns to help children learn their addition facts? |
| What are the steps you would encourage children to work through as they undertook a statistical investigation? |
| Suggest some sources for the questions that children could investigate? Can you think of some examples? |
| Suggest some criteria that you could use to assess the usefulness of ICT resources in the teaching of statistics and probability. Then use these criteria to compare the relative benefits of the software packages Excel and TinkerPlots. |
| Suggest chance related activities that could be conducted with Early Stage 1 and Stage 1 classes. |
| Develop the following question into a short essay (two hand written A4 pages?) |
| Level 3 of van Hiele's hierarchy of geometric thought is termed "the informal deduction" level. What sorts of activities would you expect to see children doing at this level that they would not have been doing at the preceding level? |
| Describe an activity that children in Stage 3 might be doing if they were working towards an outcome in the location sub-strand. |
| The textbook discusses mental rotation as one of six spatial visualisation abilities. Describe an activity that would assess children's mental rotation ability. |
| Describe an ICT tool that could be used to help children develop their geometric understanding. How would its use develop this understanding? |
Created by:
acraig15
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