Code No : MTE 3111 SECTION A (20 marks) Answer all questions. 1.

Children face different types of challenges when dealing with problems related to shape and space activities such as describing, representing and constructing. Which of the following is also a challenge to the children ? (A) Drawing

(B)

Colouring

(C)

Classifying

(D)

Displaying

2. Many misconceptions that children develop in 2D shapes can be avoided with careful planning on how information is presented. The following practices help to overcome this issue except to

(A)

present both regular and irregular 2D shapes

(B)

use colourful models when teaching 2D shapes

(C)

use simple mathematical language and vocabulary

(D)

stress on important characteristics such as number of sides and angles in 2D shapes

Code No : MTE 3111 3. The best way to introduce the topic 3-Dimensional Shapes to Year 2 pupils is by (A) (B) (C) cones (D) and cones counting the number of faces and sides of cubes, cuboids showing models of various types of solids stating the characteristics of cubes, cuboids and cones comparing the shapes of the faces of cubes, cuboids and

4.

Which are the common terms involved in finding the area of square, rectangle, and triangle? (A) (B) (C) (D) width and base height and length height, width, and vertices length , width, height and base

Code No : MTE 3111

5. In introducing solids, Mr. Muthusamy shows his pupils a few examples and non examples of the net of a cube. Which are the examples of the net of a cube?

II

III

IV

Code No : MTE 3111 V

(A) (B) (C) (D)

I, II and III only I, II and IV only II, III and V only I, II, III and IV only

6. Madam Lee is teaching the concept of area in shapes and space using the Geometers Sketch Pad (GSP) software.

Figure 1
All these are the possible learning outcomes except (A) (B) (C) understand the area of a given shape calculate the area of a given shape identify the correct area of a given shape 5

Code No : MTE 3111

(D)

use the correct formula of area from a given shape

7.

Mr.Sam uses the following activity to teach the topic "Volume of Liquid". He fills four containers P, Q, R and S with coloured liquid. He asks his pupils to measure the volumes of the liquid using a tin can. The measurements are recorded in a table. Which of the following skills is being taught by Mr Sam? (A) (B) (C) (D) Estimating volume. Recording volume to the nearest unit. Measuring volume using standard unit. Measuring volume using non standard unit.

8.

Below are a few questions given by a teacher to her pupils while teaching "Length" .

Which is longer, a snake or a worm? Which is taller, a rambutan tree or a coconut tree? The teacher is asking her pupils to make a (A) (B) (C) (D) 9. visual comparison direct comparison direct measurement accurate approximation

Mr. Tan wants to teach his pupils to find the area of a rectangle. Which of the following activities is the most suitable to introduce the concept of area of rectangle?

Code No : MTE 3111 (A) (B) (C) (D) 10. Write out the formula of area of rectangle Arrange unit square tiles on the rectangle Revise basic facts of multiplication Form a rectangle using tangram

A suitable learning activity to enable pupils to compare the volume of two containers of different sizes, A and B using direct comparison is by (A) aligning the two containers side by side (B) (C) (D) filling the containers with water using a cup pouring water from container A into container B weighing the two containers using equal arm balance

11. .

Filling a 100-millilitre measuring cylinder with water then pouring it into a onelitre measuring cylinder and repeating the process another 9 times. The aim of this activity is to introduce (A) (B) (C) (D) estimation of volume. fun in learning mathematics. the importance of using resource material. the relationship of 1 litre is equal to 1000 millilitres.

12.

While teaching the topic Mass, Madam Siew guides her pupils to do group activity as below: Place a book on one end of a balance scale Then place marbles at the other end of the balance scale until both side are balanced Record down the number of marbles that balances the weight of the book Repeat the steps above by replacing the book with other objects that is in the classroom (such as duster, pencil case) on 7 one side of the balance Discuss the findings with other members in the group.

Code No : MTE 3111

The learning outcome for the above activity is to (A) (B) (C) (D) measure mass by using traditional scale measure mass by using standard measurement measure mass by using non-standard measurement compare mass by using the terms heavier than or lighter than

13.

Below is a question asked by a teacher on Mass. The mass of 100 paper clips is 30 grams. What is the mass of 5000 paper clips? The question above covers the topic of (A) (B) (C) (D) estimating mass. measuring mass. conservation of mass. multiplication involving mass.

14.

Below is a question given by a teacher to her pupils while teaching conversion of mass units. Compare the body mass of the following students: Ali weighs 60 pounds Keat Meng weighs 40 kilograms Muthu weighs 38000 grams 8

Code No : MTE 3111

The teacher is asking her pupils to make (A) a visual comparison (B) (C) (D) a direct comparison an indirect comparison a direct measurement

15.

The following are four steps to teach pupils to read time to the nearest five minutes.

Pupils count numbers in multiples of five

II

Teacher introduces the minute hand

III

Pupils read time to the nearest five minutes as teacher moves the minute hand

IV

Pupils read the markings on the clock face to multiples of five

Arrange these steps in the correct sequence. 9

Code No : MTE 3111

(A) II, I, IV, III (B) I, II, IV, III (C) I, II, III, IV (D) II, III, I, IV

16.

Measurement plays a crucial role in our daily lives. As a teacher, which of the following sequence is the most suitable to teach measurement to young children? (A) (B) (C) (D) Estimation of measurement, comparison of measurements, standard unit of measurements and non standard unit of measurement. Comparison of measurements, non standard unit of measurement, standard unit of measurements and estimation of measurement. Comparison of measurements, estimation of measurement, non standard unit of measurement and standard unit of measurements. Non standard unit of measurement, estimation of measurement, comparison of measurements and standard unit of measurements.

17.

When teaching the topic data handling, Puan Kays pupils produced the following Table 1. Food Nasi Lemak Fried Mee Sandwich Cakes Total Number of pupils 14 4 20 12 50 Table 1

State at which stage the pupils are in handling the data. 10

Code No : MTE 3111

(A) (B) (C) (D) 18.

Collecting data Organizing data Interpreting data Representing data

The charts P, Q, R and S show different ways of representing data.

P block graph

Q multilink cubes

R bar graph

S bar graph

Which of these charts is most suitable for teaching Data Handling to low achievers? (A) (B) (C) (D) P Q R S

19.

In groups of three, the first member get 2 counters, the second member get 4 counters and the third member get 6 counters. Now ask the members to distribute the counter evenly. The process is repeated for different set of counters. Complete the table below and have pupils reflect on the outcomes. No. of counters for each member 2 4 6 5 1 3 3 6 6 Total (Total counters) (no. of members)

The activity above is suitable for (A) teaching division. 11

Code No : MTE 3111

(B) (C) (D) 20.

teaching addition. introducing data handling. deriving formula for calculating average.

The height of four students were measured using different pieces of string. The four pieces of string were then tied together and cut into four equal parts of the same length. Miss Tan uses the above activity to explain a mathematics concept. What is the concept ? (A) (B) (C) (D) Division Average Estimation Multiplication

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