2024 2025 Student Forum Amt-01 ignou

#1
4th May 2015, 10:52 AM
 Unregistered Guest
Amt-01 ignou

From next month I am going to participate in Indira Gandhi National Open University (IGNOU) AMT-01 Teaching of primary School Mathematics in English exam, so I need IGNOU AMT-01 previous year model question paper, will you please provide here???
#2
2nd March 2016, 08:10 AM
 Unregistered Guest
Re: Amt-01 ignou

Sir I am looking for the AMT-01 : Teaching Of Primary School
Mathematics paper of IGNOU so can you please provide me the same
#3
2nd March 2016, 08:11 AM
 Super Moderator Join Date: Apr 2013
Re: Amt-01 ignou

Hi friend below I am giving you the AMT-01 : Teaching Of Primary School
Mathematics paper of IGNOU

Indira Gandhi National Open University, was established by an Act of Parliament in 1985.

Time : 3 hours Maximum Marks : 100

Weightage 70%

Note : Question no. 1 is compulsory. Attempt any 8 (eight)

questions from Q.No. 2 to Q.No. 10.

1. (a) What is the difference between 'ordering'
and iseriation' ? Outline an activity to assess
a childs understanding of this difference.
(b) What do you understand by fraction ? 4
Describe a paper folding activity to create
an understanding of fractions.
(c) Suggest two distinct activities that would 4
convince children of the need to use
standard units for measurement.
(d) What is an open ended question ? Give two 4
examples of such questions, one pertaining
to single digit addition and one to
multiplication

3. (a) Give two reasons to explain why children
have problems in solving addition and
subtraction with carry Over.
Design two activities to help children
overcome these problems.
(b) Suggest two distinct activities that would 4
help children arrive at a formula that relates
centimeters to meters.
5
5
6

AMT-01

4. (a) What is E - L - P - S sequence of learning 8
concept ? Illustrate this sequence in the
context of learning decimal fractions.
(b) Represent 224 in base six. 2

5. List the steps involved in dealing with a word 10
problem. Further give a word problem and
explain these steps in the context of this problem.

6. (a) Suggest an activity to explain to a class 4 3
child that
5 11
4 4
(b) What is a variable ? Give three 7
misunderstandings children have when
they are introduced to the concept of a
variable. Give details of an activity you
would plan to help children understand the
concept of a variable.

7. (a) What are open and closed figures ? How 4
would you assess that the students have
understood the difference between open and
closed figures ?

(b) What is the difference between time interval 4
and instant of time ? Devise an activity for
a group of class 5 children that would help
them understand this difference.
AMT-01 3 P.T.O.
(c) What is the difference between a number 2
and a numeral ? Explain with the help of
an example.

8. (a) State whether the following statements are 6
true or false. Give justification in support
(i) All squares are rectangles.
(ii) Some quadrilaterals are open figures
whereas some are closed figures.
(iii) Any triangle has at least one axis of
symmetry.
(b) List any two pre - requisite skills for 4
counting. Explain with an example each
why these skills are considered pre -
requisites for learning counting.

9. (a) What do you understand by line of 5
symmetry ? Suggest an activity for teaching
the concept of line of symmetry to a group
of 30 class 5 children.
(b) Give an example of a wrong algebraic 5
generalization made by a child. Give two
activities in brief to help her realize her error.
AMT-01 4

10. Give five guidelines for writing a unit plan. 10
Illustrate these guidelines in the context of
making a unit plan for teaching 'negative
numbers' to students of class 3.

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