# NIOS DLED Assignment Course-504 Full Answer In English

#### NIOS DLED Assignment Course-504 Full Answer In English. Here are all the answer of dled assignment course-504. I hope this can help you through your assignment.

**Assignment 1**

**Q1. Children understand mathematical knowledge from their environment”. In the reference ****of the statement, as a primary teacher, discuss the strategies used by children to acquire mathematical knowledge.**

Ans :- Children understand mathematical knowledge from their environment, this statement is completely true in reference of child mathematical learning. There are numerous examples and evidence to support this statement. Children in primary classes as we all know are fond of playing, and that becomes their first ground for mathematical knowledge acquirement.

**Different strategies used by children:**

**Strategy 1**. **Playing**

Children play and interests are the foundation of their first mathematical experiences. Playing activities provide the main contexts where most of children’s mathematics learning takes place. Child-initiated play is central to the activity of young children and much mathematical learning occurs within the play environment. These play experiences become mathematical as children represent and reflect on them. These processes of play have strong connections to mathematical thinking. Play is a rich context for the promotion of mathematical language and concepts and the actual formal way of learning from environment.

**Strategy 2: Music and Mathematics**

Young children come to school with intuitive knowledge of musical patterns and rhythms. Their first musical experiences can often include lullabies, nursery rhymes, stories and songs. Teachers can create mathematical opportunities for children to respond to the rhythms, patterns and sequences embedded in music. Children can learn and practice counting through the recitation of rhymes, chants and songs that have counting-related words.

**Strategy 3: Forming groups for games**

Representing basic processes such as addition or subtraction, by combining or separating groups of children. Partitioning of numbers can be explored – for example, a group of 7 children could explore the different ways in which 7 could be partitioned by splitting into two subgroups (6 + 1; 5 + 2 etc.).

Creating 2-D shapes such as triangles or rectangles using children’s bodies, and discussing the properties of such shapes.

These were some of the ways for children to acquire mathematical knowledge.

**Or**

**Do you understand that Mathematics is abstract in nature? If yes why, if not why. Give reasons in your support through suitable examples.**

Ans :- Yes Mathematics is the essence in nature, the science of mathematical patterns and relationships is, as a theoretical discipline, mathematics searches for the relation of relations without worry, whether or not those are equal in the real world of dissociations. From equations of stars to geometrical figures, there can be anything in the set of equations. Addressing, “Do the interval between a prime minister be made a pattern?” In the form of a theoretical question, mathematicians are interested in finding or proving only one approach that there is no one but can not use this kind of knowledge, for example, as per their volume, any regular In expression for the change in the surface of the solid surface. In the actual view, there is no interest of mathematicians in any correspondence between physical objects and physical objects.

After separation and their symbolic representation has been selected, according to the well-defined rules, those symbols can be linked differently and can be reconnected. Sometimes it is done with a fixed goal; The second time it is used in the context of the experiment or to see what happens, sometimes a suitable manipulation can easily be identified with the intuitive meaning of component words and symbols; Second time, a useful series of skills should be tested and out of error.

Typically, the symbol of the symbol is added to a statement that expresses ideas or proposals. For example, for the area of any square, the symbol A can be used with the symbol for the length of the side of the square in the form of equation A = s2. This equation specifies which field is related to- and also indicates that it depends on some other rules of general algebra can be detected that if the length of the edges of a square doubles, then The area of the square is four times great. More commonly, it is possible to know what happens to the area of a class, how the length of its side changes, and it’s On the contrary, how any changes in the area affect the sides.

**Q2. Give three characteristics of constructivist teaching. Illustrate these in the context of ****introducing shapes to children in class II.**

Ans :- Three characteristics of creative teaching are as follows:

- Learning situations, environments, skills, materials and tasks are relevant, realistic, authentic and Represent the natural complications of ‘real world’
- Primary sources of data are used to ensure the authenticity and complexity of the real world.
- Insisted on building knowledge and not reproduction.

Examples:

Provide children with many experiences in which they can practice the use and identification of aircraft and concrete shapes. Before starting with children’s shapes, start by type and then by size, encourage them to use both names of aircraft and solid shape in their discussion and class discussion. Do children catch, see, and describe shapes by their virtues. Provide enough experience so that children are comfortable with simple plane and solid shape and their properties.

Material: Two sets of cut-out aircraft sizes for each child; Items such as a small rubber ball, a rubber in the shape of a rectangular glasses, a cube-shaped box, one can, a party cap, a pyramid.

Preparation: Copy and cut shapes for each student Make a copy for each child Collect examples of solid shapes as listed above

Prerequisite Skills and Concepts: Children should be familiar with the names of solid and plane shape.

- Tell me: look at the shape labelled A
- Address: How many sides are there in this shape?

A volunteer provide answers. (4) Make sure the children understand that one side is straight line becoming part of a shape.

- Address: How many corners are in this figure?

A volunteer provide answers. (4) Explain to children that each corner is called the peak

Encourage children to be voluntary that size A is 4 vertical

- Address: What is the name of this size?

Volunteers say that the size is a square.

- ASK: How do you know that it is a square and not rectangular?

Children can keep in mind that a square has the same length on four sides.

- Say: You have described aircraft size by counting planes and corners. Now let’s see how we

Solid shapes can describe these objects are examples of concrete shapes, each one is a solid match

Size on your worksheet

Hold the cube-size box to see the children.

- Address: What size does this box match?

Do children tell the circle of the right size and ask a child to tell the number of the shape that it is in the round. Encourage children to tell shape names (Cubics) Answer if children do It is not a volunteer.

Define the faces and shadows of conditions again hold the box.

- Address: How many faces are there in the box? (6) How many edges are there? (12)

For each question, have children count and record the answers on copy.

Repeat this process for each solid object, to ensure that children can match each other. Object with the right size, tell how many faces and edges in the figure, and name the size. Record the Answers

Write the words *congruent *and *line of symmetry *on the board

- Specify: Sometimes a shape matching, can be added to equal parts. Then we say that size is. Think of folding as a line of symmetrical symmetry

Ask kids to look at Shapes *G *and *H.*

- Ask: Are these lines in lines of symmetry? Answer a volunteer (yes) how you can

tell? (If you add them in half, then both sides match exactly.)

Ask children to see the shapes A-F and tell how the lines of symmetry (A, C, D, E,

F). Explain to the child that Size B does not have a line of symmetry. (When you multiply it in

Half of the two sides do not match.)

Show that there are two types of symmetry in the rectangle challenge to find the children

Size (A, C, D, E, F, G) with more than one line of symmetry.

NIOS DLED Assignment Course-504 Full Answer In English

**ASSIGNMENT- 2**

**Q1. What is addition? Describe an activity that you would like to select in teaching of concept of ****addition at the primary classes.**

Ans :- The sum (often more symbol “+” marked) is one of the four basic functions of arithmetic; Others are subtraction, multiplication and division. Adding two whole numbers is the total amount of those combined quantities.

Apart from this, a combination of other physical objects can also be displayed. Using systematic generalization, additionally can be defined more abstract amounts, such as integers, rational numbers, real numbers, and complex numbers and other abstract objects such as vectors and matrix.

In arithmetic, the rules have been prepared in addition to adding numbers and negative numbers to algebra, in addition studies are studied in more detail.

Apart from this, there are many important properties, it is communicative, which means that the order does not matter, and it is an associative, which means that when one connects more than two numbers, the order in which it is done is not different Falls. Apart from the repetition of 1 is like counting; No number changes except 0, in addition to related tasks like related rules are also followed in the form of subtraction and multiplication.

Also performing is one of the simplest numerical tasks. Adding very small numbers is accessible to children; The most basic work, 1 + 1, can be done by infants as young as five months and by some members of other animal species. In primary education, students are taught to add numbers in the decimal system, start with one digit and deal with more difficult problems progressively.

**Q2. Explain the common mistakes committed by children in doing fraction related problems. ****Suggest learning activities to rectify such mistakes.**

Ans :- When teaching fraction, the teachers have to stay in search of the common misconception of the students, which causes errors in the calculation.

**Trust that the numerator and negatives can be considered as separate numbers.**Students often decrease the numerator of two fractions and the number (i.e., 2/4 + 5/4 = 7/8 or 3/5 – 1/2 = 2/3). This student is unable to identify the connection between the divisor, that is, the hole is the number of equal parts in which a whole is distributed and the fraction is a symbol of the number of those parts. The fact is that the numerator and coefficient are essentially considered as whole numbers in multiplication, only adds confusion.**Adding or adding different fractions along with failing to find a common****denominators**. Students often fail to denote a uniform, equivalent before adding or subtracting fractions, and instead use 2 nicominers in the north (e.g., 4/5 + 4/10 = 8/10) . Student does not understand that different letters reflect different pieces of different sizes and which add and subtract the parts, they need a common unit fraction (i.e., edge).**It is believed that only the whole numbers need to manipulate computation with more than one fraction**. When adding or subtracting mixed numbers, students can ignore partial part and only work with whole numbers (e.g., 53/5 – 21/7 = 3). These students are either ignoring the part of the problem, which they do not understand, understand the meaning of mixed numbers, or think that there is no solution to such problems.**Excluding the addition and multiplication problems except for the unchanged**. Students leave the unchanged divisor on the fractional multiplication problems, which have similar numbers (e.g., 2/3 × 1/3 = 2/3). This can be because students usually get more problems than fractional multiplication problems.**Failed to understand the invert-and-multiplication process to solve****fraction division problems**Students often kidnap the Invert-and-Multi practice process to divide by a fraction because they do not have a conceptual understanding of the process. A common error does not take the fraction either; For example, a student can resolve problem 2/3 ÷ 4/5 by multiplying the fraction of 4/5 (eg, without writing 2/3 ÷ 4/5 = 8/15). The wrong part (eg 2/3 ÷ 4/5 = 3/2 × 4/5) or fraction (2/3 ÷ 4/5 = 3/2 × 5/4) with other common mistakes of inverse and multiplied rule ) Such errors generally reflect the lack of perceptual understanding, why the Invert-and Multiply process produces the correct amount. A multi-step calculation has been translated into a more efficient process in the Invert-and-Multiply process.

**Suggestion To rectify Such errors:**

- Review the starting point: Examples of everyday and everyday issues involving language and thoughts, discussing the ‘real world’.
- Using oral and written language, practice the naming and recording (not symbols) of every day partitions, the difference between the count (how many) and the part (how much) and the mike as well as the proper fractions.
- Identify the different symbols (or again) in the context of “out of” idea for proper fractions.
- Tenth introduction through the representation of fractaneous diagram and number line Using Picture and Holing Partitioning Strategies, give the names of people and the tenth number.
- Explore fraction renaming using paper-folding, diagrams, and games (evenly different).

NIOS DLED Assignment Course-504 Full Answer In English

** ASSIGNMENT-3**

**Q1. Why there is a need of continuous and comprehensive evaluation in mathematics teaching ****learning? As a mathematics teacher, how continuous and comprehensive evaluation helps you in teaching learning of mathematics?**

Ans :- Need of continous and comprehensive evaluation in mathematics learning:

School Mathematics is often seen as the application of processes and formulas by students and teachers. This notion is supported by the form of assessment in most schools. Often, tests are prepared only to evaluate students’ knowledge of facts, sources and processes. Understanding the concepts and theories as a result is less important.

Almost every teacher, when asked, offers justification for formal evaluation as a way to find out what the students have learned. Emphasis should be given to help the teacher to mislead the effectiveness of their academic practices in mathematics while providing feedback to them, how to assess the understanding of learners.

In the elementary school years, the purpose of school mathematics is to develop both ‘useful’ capabilities in areas dealing with numbers, number operations, measurement, spatial thinking and data. Apart from this, it is to develop the ability to make mathematical reasoning, prepare and solve problems, estimate, estimate solutions and ability to detect desirable attitude towards mathematics. As a result, the child learns to communicate properly through mathematical concepts and symbols. Visualization and presentation skills are also important and using quantities, shapes and forms in modeling situations are a part of mathematical development.

Through the everyday conversation in the world, children develop mathematical thinking. Indeed, the everyday world of most rural children is enriched in oral mathematical traditions, including mathematics, riddles and entertainment in mathematics and even the techniques for solving and adapting problems. These are cognitive resources that children already have access to, and which can be prepared by academic procedures at school. With the school’s experience, children have to move forward in formulating a formal understanding of the more formal aspects of mathematics, numbers and numbers, and then many new concepts, operations and separations with written representation system. It is well established that early understanding of the children of mathematics is ‘concrete’ and ‘referenced’, and it helps in designing learning tasks in which concrete materials are manipulated and provided in those references. Increases their meaning and invites children to join them In a problem-solving mode, it is through such activity that children’s ‘creator’ ‘Mathematical knowledge. This method of doing math can also be pleasant and satisfying for most of the children. Mathematics is hierarchically and logically structured and there is education development of children so we can expect gradual change and strengthen the understanding of children.

As an appraiser of mathematics, attitude towards self and direction of mathematics is definitely formed by the nature of children’s experiences, while learning on mathematics has an impact on their motivation and ability to learn. It not only includes calculations, mathematical reasoning and problem-solving capabilities, but also praises the beauty of mathematics.

Therefore, the right way to learn is to implement continuous and comprehensive evaluation in the curriculum.

**How continuous and comprehensive evaluation helps in teaching and learning:**

Traditionally, assessments go to the specific objectives of the course, especially when they are mentioned in the textbook. In the CCE approach, mathematical ideas and abilities are taught, taught, and assessed in objects of knowledge.

- To be organized around the broad dimensions, as well as the purpose of the organization of course design and learning experiences, mathematical knowledge will be conceptualized.
- The child can only be given concrete activities and answer the report, and the teachers will use an observation letter for notes.
- Advice to discuss the meeting and to include one discussion at the same time
- Calculations are included as a component of mathematical learning.
- Allow for open-end discovery, problems with problems with more than one correct answer and changes in questions, allow teachers to interact with children’s thinking.
- Memories of mathematical facts facilitate calculation and mathematical logic, but children should also be able to use ‘rebuilding’ the facts and use them as a means of effectively eliminating mathematically important.
- More process oriented can be ideal Ideally when they are trying paper-pencil tests, children should be kept in mind, while they will solve the problems, to see how they choose and change strategies. , They answer the signs.
- It will include meta-cognitive knowledge and the ability to learn to learn. It will include the ability to express and understand the mathematical language, including mathematical attitude, problems and the ability to continue to solve problems.
- Use the wrong answer to understand the child’s sensation.
- To get more than one level in the response, you can allow changes in the work.

NIOS DLED Assignment Course-504 Full Answer In English

**Also See :- NIOS DLED Assignment Course-503 Full Answer In English**

**Also See :- NIOS DLED Assignment Course-502 Full Answer In English**

**Also See :- NIOS DLED Assignment Course-501 Full Answer In English**

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