Diploma in Primary Education
Primary Mathematics
Final Examination - Batch : 07 ( 2008 / 2009 )
Time : 2½ Hours
Part - I
Answer all the questions in Part - I ( 02 marks each )
l Select the most suitable answer and write the relevant letter (a), (b), (c), or (d) in front of the question number in the answer script.
(01) A shape having no corners and no straight sides is,
(a) a circle (b) a square
(c) a rectangle (d) a triangle
(02) There are two sets of objects. To find whether the numbers in the two sets are equal less or more we use the pre number concept,
(a) relationship (b) invariance
(c) ordering (d) one to one correspondence
(03) A figure has a rotational symmetry if the order of rotational is,
(a) one (b) more than one
(c) more than two (d) equal to two
(04) A figure having the shape of an isosceles triangle has,
(a) one axis (b) two axes
(c) three axes (d) no axes, of symmetry
(05) If two wires of equal length are taken and one wire is cut into several pieces and then placed together in a line the length of the wire does not change, this is an example of,
(a) relationship (b) invariance
(c) inclusion (d) one to one correspondence
(06) A child joins similar shapes in the given figure. Then we can assume that he has developed the concept of,
(a) relationship 
(b) one to one correspondence
(c) shapes
(d) ordering
(07) The number of addition facts (bonds) from 0 to 9 is equal to,
(a) 45 (b) 54
(c) 81 (d) 100
(08) When the arrangement of the objects in a set is changed the number of objects do not change. This explains the concept of,
(a) ordering (b) invariance
(c) inclusion (d) relationship
(09) The amount of water a vessel can hold is the,
(a) volume of water (b) volume of the vessel
(c) capacity of water (d) capacity of the vessel
(10) The figure which has rotational symmetry but not the bilateral symmetry is,
(a) a circle (b) a rectangle
(c) a square (d) a parallelogram
Part - II
Answer any four questions. ( 20 marks each )
(01) Explain how you would develop the concept of shapes among the primary pupils.
(02) Describe the steps of the procedure you would adapt to develop the skill of addition and subtraction of numbers between 0 and 18 using the number line.
(03) Explain how you would explain the concepts of half and quarter to primary pupils.
(04) How would you introduce the two times multiplication table to grade 3 pupils ?
(05) The four main directions are introduced in the primary classes. What are the activities you would use to make the children understand the four directions ?
(06) What are “Number Rods” ? What are the skills you can develop using the Number Rods ? Explain.
THE END
Diploma in Primary Education
Primary Mathematics
Final Examination - Batch : 08 ( 2009 / 2010 )
Time : 2½ Hours
Part - I
Answer all the questions in Part - I ( 02 marks each )
l Select the most suitable answer and write the relevant letter (a), (b), (c), or (d) in front of the question number in the answer sheet.
(01) A pupil is given a set of shapes. He grouped them according to the colour of the shape. This is an example of,
(a) Sorting (b) Comparing
(c) Ordering (d) Relationship
(02) When you arrange a set of objects in a circle and then in a line a child will say that the number of objects will not change the concept developed in the child is,
(a) inclusion (b) invariance
(c) one to one correspondence (d) ordering
(03) A poster with a river, a boat a bridge and some trees. This poster can be used to develop the concept of :
(a) Storing (b) inclusion
(c) neighbourhood (d) invariance
(04) In a class the number of girls are less than the number of pupils and the number of boys are also less than the number of pupils. This example can be used to develop the concept of,
(a) invariance (b) sorting
(c) one to one correspondence (d) inclusion
(05) The primitive man kept a record of his herd of cattle by using pebbles. For each cow there had to be one and only one pebble. The mathematical concept developed here is,
(a) one to one correspondence (b) relationship
(c) counting (d) comparing
(06) There is a column of nine flowers drawn and another column of same number of flowers drawn in a different order. The pupils were asked to match the similar flowers. This exercise is used to develop the concept of,
(a) one to one correspondence (b) invariance
(c) inclusion (d) relationship
(07) The place value of 7 in 2784 is,
(a) 100 (b) 700
(c) 1000 (d) 7
(08) A billion is equal to,
(a) thousand thousands (b) thousand million
(c) million millions (d) hundred thousand
(09) Examples of proper fractions are,
(a) 2/3, 3/7, 7/8 (b) 5/2, 7/7, 9/5
(c) 1/1, 1/3, 1/5 (d)
(10) The scalene triangle (triangle having unequal sides) has,
(a) one axis (b) two axes
(c) three axes (d) no axes, of symmetry
Part - II
Answer any five questions. ( 16 marks each )
(01) We introduce the writing of numerals in grade one. Write the sequence of steps of the procedure of how you would use to instruct the pupils to write the numerals ?
(02) How would you introduce the addition of two numbers with carrying over such as 24 + 17, using concrete objects ?
(03) What are the steps involved in the introduction of subtraction in the primary grade ?
(04) Describe how you would use the concrete experiences, visual experiences and the abstract experiences to introduce the two times multiplication table.
(05) One explanation of division is sharing equally. How would you develop this concept among primary pupils ? Use the method to introduce the division by two.
(06) What are the features of the fractions half, quarter and the thirds ? Draw two different types of visuals to show half, quarter and third.
(07) There are four directions that pupils should be aware of. Describe an activity to instruct the pupils to get the idea of the directions.
(08) Describe activities to develop the concept of shapes among the primary pupils.
THE END
Diploma in Primary Education
Primary Mathematics
Final Examination - Batch : 09 ( 2009 / 2010 )
Time : 2½ Hours
Part - I
Answer all the questions in Part - I ( 02 marks each )
l Select the most suitable answer and write the relevant letter (a), (b), (c), or (d) in front of the question number in the answer sheet.
(01) 01. To understand that 4 is included in 5 and that 4 is always less than 5, the pupils should have developed the concept of :
[a] one to one correspondence [c] neighborhood
[b] inclusion [d] relationship.
02. In a fish market different kinds of fish are kept at different places. This is an example of :
[a] invariance [c] relationship
[b] inclusion [d] sorting
03. The number rods can easily be used to introduce the :
[a] length [c] value of the digits
[b] digits [d] compare the lengths.
04. The number of axes of symmetry of a parallelogram is :
[a] four [c] one
[b] two [d] zero.
05. When the arrangement of objects are changed the number of objects remains same. This is the definition of :
[a] inclusion [c] one to one correspondence
[b] invariance [d] relationship.
06. We introduce the pre number concepts in primary classes because:
[a] they are very easy
[c] they are the basis for the study of numbers
[b] they can be developed by activity methods
[d] they are in the syllabus
07. The objects that are used in the concrete stage of learning are :
[a] solid objects [c] unmovable objects
[b] the objects that can be manipulated [d] clearly visible objects
08. The total number of addition facts [bonds] is equal to :
[a] 100 [c] 54
[b] 81 [d] 45
09. The number line can be used to learn :
[a] addition and subtraction [c] subtraction only
[b] addition only [d] multiplication only
10. At the beginning it is suitable to introduce the numbers from:
[a] zero to nine [c] one to nine
[b] zero to ten [d] one to ten
Diploma in Primary Education
Primary Mathematics
Final Examination - Batch : 10 (2010 / 2011)
Time : 2½ Hours
Select the most suitable answer and write the relevant letter [a], [b], [c] or [d] in front of the question number in the answer script.
Part - I
Answer all the questions in Part - I ( 02 marks each )
[01] A pupil is given a set of shapes of different sizes and of different colours ,he grouped them according size. The pre number concept involved in this activity is:
[a] sorting [c] comparing
[b] ordering [d] inclusion.
[02] The primitive man kept a record of his herd of sheep by using one pebble to one sheep. This is an example of the pre mathematical concept known as:
[a] counting [c] ordering
[b] comparing [d] one to one correspondence.
[03] A poster showing a procession of animals in a jungle can be used to develop the concept of:
[a] location [c] inclusion
[b] ordering [d] relationship.
[04] When the arrangement of objects kept on a table is changed the pupil might say that the number of objects will change. The pre number concept that is not developed in him is :
[a] invariance [c] one to one correspondence
[b] inclusion [d] neighbourhood
[05] A pupil says that 4 is included in 6 and that 4 is less than 6, then we say that he has developed the pre number concept:
[a] invariance [c] ordering
[b] inclusion [d] one to one correspondence.
[06] We usually separate the vegetables brought home according to the:
[a] size [c] shape
[b] colour [d] kind
[07] The shape which has no corners and no straight edges is a :
[a] circle [c] rectangle
[b] square [d] triangle.
[08] The shape which has no axis of bilateral symmetry is a:
[a] kite [c] parallelogram
[b] diamond [d] square
[09] The total number of addition facts [bonds] between 0 and 9 is:
[a] 45 [c] 81
[b] 54 [d] 100
[10] Four different objects are placed on a table in a column and similar four objects are placed in a parallel column but in different order. The pupils were asked to join the similar objects by drawing a line. The pre number concept we try to develop is:
[a] one to one correspondence [c] inclusion
[b] relationship [d] invariance.
Part - II
Answer any four questions from Part - II ( 20 marks each )
[01] We introduce the addition of two digits whose sum is less than nine in three stages.
Name and explain the three stages by giving examples.
[02] The number line can be used to find the sum and difference of two numbers.
Describe the procedure with three examples in each case.
[03] We can use teaching aids such as abacus or drinking straws to introduce the place value of numbers.
Explain the procedure used to introduce the place value of numbers from 10 to 20.
[04] Explain with suitable diagrams the method of introducing the two times table to primary pupils.
[05] Draw three different charts to be displayed in the classroom to show the meaning of subtraction to primary pupils.
[06] How would you make the pupils to discover the properties of the fractions ‘half’,’quarter’and ‘third’ and write them ?
THE END
