Karnataka D.El.Ed 1st year Question Paper 2022 Maths

D.El.Ed
Question
Paper

Code No. :

PÜ®ÝìoPÜ ±èÅyÜ ÎûÜ| ±ÜÄàûÝ ÊÜáívÜÚ, ÊÜáÇæÉàÍÜÌÃÜí, ¸æíWÜÙÜãÃÜá, 560 003
KARNATAKA SECONDARY EDUCATION EXAMINATION BOARD, MALLESHWARAM,
BENGALURU, 560 003

CÈÉí¨Ü PÜñܤÄÔ
±ÜÅ¥ÜÊÜá ÊÜÐÜì¨Ü w.GÇ….Cw. ÊÜááS ±ÜÄàûæ, gáÇæç, 2022
First Year D.El.Ed. Main Examination, July, 2022
Facilitating Learning ( LPS )
MATHEMATICS
Subject / ËÐÜ¿á
PÜÈPæ¿á®Üá° A®ÜáPÜãÈÓÜáÊÜâ¨Üá Q.±ÝÅ.ÍÝ.
WÜ~ñÜ
Date of Exam. / ±ÜÄàûæ¿á ©®ÝíPÜ 07. 07. 2022
Maximum Marks / WÜÄÐÜu AíPÜWÜÙÜá 60
Duration of Exam. / ±ÜÄàûæ AÊܘ 3 hours / 3 WÜípæWÜÙÜá
Time / ÓÜÊÜá¿á 10.00 A.M. to 1.00 P.M.
A»Ü¦ìWÜÚWæ ÓÝÊÜޮܠÓÜãaÜ®æWÜÙÜá / General Instructions to the Candidates :

TEAR HERE TO OPEN THE QUESTION PAPER
1. A»Ü¦ìWÜÙÜá ñܮܰ ®æãàí¨Ü~ ÓÜíTæ¿á®Üá° ±ÜÅÊæàÍÜ ±ÜñÜŨÜÈÉ ÊÜáá©ÅÔÃÜáÊÜíñæÁáà EñܤÃÜ&±ÜâÔ¤Pæ¿áÈÉ
¯àwÃÜáÊÜ ¯WÜ©ñÜ ÓܧÙܨÜÈÉ ÓܳÐÜrÊÝX ŸÃæÀáÄ.

±ÜÅÍ氱ܣÅPæ¿á®Üá° ñæÃæ¿áÆá CÈÉ PÜñܤÄÔ
Candidates should write their Register Number on the Answer Booklet as printed in their
admission ticket.
2. A»Ü¦ìWÜÙÜá ÖæaÜácÊÜÄ EñܤÃÜ ÖÝÙæWÜÙÜ®Üá° ±Üvæ¨ÜÈÉ, EñܤÃÜ ÖÝÙæWÜÙÜ ÊÜááS±Üâo¨Ü Êæáà騆 ¯WÜ©ñÜ ÓܧÙܨÜÈÉ
ÊÜááS EñܤÃÜ&±ÜâÔ¤Pæ¿á PÜÅÊÜá ÓÜíTæ¿á®Üá° ŸÃæ¿áñÜPÜR¨Üáª.
Candidates should write their Main Answer Booklet Number on the additional answer
sheets in the space provided.
3. D ±ÜÅÍ氱ܣÅPæ¿áá BíWÜÉ ÊÜáñÜᤠPܮܰvÜ ÊÜÞ«ÜÂÊÜáWÜÙÜÈÉ ÊÜáá©ÅñÜÊÝX¨æ. Jí¨Üá ÊæàÙæ »ÝÐÝíñÜÃÜWæãívÜ
±ÜÅÍ氱ܣÅPæ¿áÈÉ ÊÜÂñÝÂÓÜ / ÓÜí¨æàÖÜ˨ܪÈÉ BíWÜÉ ÊÜÞ«ÜÂÊÜá¨ÜÈÉÃÜáÊÜ ±ÜÅÍæ°WÜÙÜá Aí£ÊÜáÊæí¨Üá ±ÜÄWÜ~ÓÜñÜPÜR¨Üáª.
This Question Paper is printed in English and Kannada mediums. In case of any discrepancies /
doubts in the translated language, question in English medium is considered as valid and final.
4. D ±ÜÅÍ氱ܣÅPæ¿á®Üá° ×ÊÜáá¾S hÝPæp… ÊÜáãÆPÜ ÊæãÖÜÃÜá ÔàÇ… ÊÜÞvÜÇÝX¨æ. ±ÜÄàûæ ±ÝÅÃÜí»ÜÊÝWÜáÊÜ ÓÜÊÜá¿áPæR
¯ÊÜá¾ ±ÜÅÍ氱ܣÅPæ¿á ŸÆŸ© ±ÝÍÜÌìÊÜ®Üá° PÜñܤÄÔ, ±ÜÅÍ氱ܣÅPæ¿áÈÉ GÇÝÉ ±ÜâoWÜÙÜá CÊæÁáà Gí¨Üá ±ÜÄàüÔPæãÚÛ.
This Question Paper has been sealed by reverse jacket. You have to cut on the right side to
open the Question Paper at the time of commencement of the examination. Check whether all
the pages of the Question Paper are intact.
5. A»Ü¦ìWÜÙÜá ¯WÜ©±Üwst ÓܧÙÜÊÜ®Üá° ÖæãÃÜñÜá±ÜwÔ C¯°ñÜÃæà ¿ÞÊÜâ¨æà ±ÜâoWÜÙÜÈÉ ®æãàí¨Ü~ ÓÜíTæÂ, WÜáÃÜáñÜá
ÖÝWÜã bÖæ° C¯°ñÜÃæ ¿ÞÊÜâ¨æà ÊÜÞ×£WÜÙÜ®Üá° ŸÃæ¿á¸ÝÃܨÜá. Jí¨Üá ÊæàÙæ, D ŸWæ¿á ¿ÞÊÜâ¨æà ÊÜÞ×£WÜÙÜ®Üá°
EñܤÃÜ&±ÜâÔ¤Pæ¿áÈÉ ŸÃæ¨Ü ±ÜûܨÜÈÉ AíñÜÖÜ EñܤÃÜ&±ÜâÔ¤Pæ¿á®Üá° ÊÜåèÆÂÊÜޱܮÜPæR ±ÜÄWÜ~ÓÜÇÝWÜáÊÜâ©ÆÉ.
Candidates should not write Register Number, mark, sign or any other information in the
Answer Booklet except in the specified place. In case, it is found any information in the sheets
of the answer scripts such answer scripts will not be considered for evaluation.
6. ±ÜÄàûÝ ÓÜÊÜá¿á¨ÜÈÉ A»Ü¦ì¿áá ±ÜÄàûÝ AÊÜÂÊÜÖÝÃܨÜÈÉ ñæãvÜXÔPæãíwÃÜáÊÜâ¨Üá PÜívÜáŸí¨ÜÈÉ ÖÝWÜã
±ÜÄàûÝ ÓÜãaÜ®æWÜÙÜ®Üá° EÆÉí™Ô¨ÜªÈÉ AíñÜÖÜ A»Ü¦ì¿á ËÃÜá¨Üœ ±ÜÄàûÝ ¯¿áÊÜÞ®ÜáÓÝÃÜ ÎÓÜᤠPÜÅÊÜáPæR
WÜáıÜwÓÜÇÝWÜáÊÜâ¨Üá ÊÜáñÜᤠAíñÜÖÜ A»Ü¦ì¿á EñܤÃÜ&±ÜâÔ¤Pæ¿á®Üá° ÊÜåèÆÂÊÜޱܮÜPæR ±ÜÄWÜ~ÓÜÇÝWÜáÊÜâ©ÆÉ.
Tear here

Candidate found to be indulging in malpractice during examination and violating examination
instructions, action will be taken against such candidate as per the examination rules and his
/ her Answer Booklet will not be considered for evaluation.
7. EñܤÃÜ ŸÃæ¿áÆá PܱÜâ³ /¯àÈ ÍÝÀá¿á ¸ÝÇ… ±ÝÀáíp… ±æ®… ÊÜÞñÜÅ E±ÜÁãàXÓÜñÜPÜR¨Üáª.
Use black / blue ball point pen only to write the answers.

D.El.Ed. – I 8014 [ Turn over

316-EK 2

PܮܰvÜ ÊÜÞ«ÜÂÊÜá

»ÝWÜ I

PæÙÜX®Ü ±ÜÅÍæ°WÜÚWæ ®ÝÆáR BÁáRWÜÙÜ®Üá° ¯àvÜÇÝX¨æ. AÊÜâWÜÙÜÈÉ ÓÜãPܤÊÝ¨Ü Jí¨Üá BÁáR¿á®Üá°
BÄÔ ŸÃæÀáÄ. ±ÜÅ£ ±ÜÅÍæ°Wæ Jí¨Üá AíPÜ ¯àvÜÇÝX¨æ. ±ÜÅ£ ±ÜÅÍæ°¿áã PÜvÝx¿á 1 × 10 = 10

1. WÜ~ñÜ PÜÈPæ¿áá ÓÜÌaÜfñæ, PÜÅŸ¨Üœñæ, ÓܳÐÜrñæ, ÓÜñÝÂÓÜñÜÂñæ ÊÜááíñÝ¨Ü ÆûÜ|WÜÙÜ®Üá° ¸æÙæÓÜáÊÜâ¨Üá
WÜ~ñÜ ¸æãà«Ü®æ¿á D WÜáÄ

(A) ÓÝÊÜÞiPÜ WÜáÄ (B) ÎÔ¤®Ü WÜáÄ

(C) E±Ü¿ááPܤñæ¿á WÜáÄ (D) ÓÝíÓÜ¢£PÜ WÜáÄ

2. WÜ~ñÜÊÜâ ËÊæàaÜ®Ý ÓÝÊÜá¥ÜÂìÊÜ®Üá° ¸æÙæÓÜáÊÜ ÓÝ«Ü®Ü D ÖæàÚPæ ¯àw¨ÜÊÜÃÜá
(A) WÝÓ… (B) PÝíp…
(C) ÇÝPæ (D) PÝÊæár
33
3.
1000
C¨ÜÃÜ ¨ÜÍÜÊÜÞíÍÜ ÃÜã±Ü

(A) 0∙33 (B) 3∙3

(C) 0∙033 (D) 33∙0

4. »ÝWÝPÝÃÜÊÜâ D ±ÜÅQÅÁá¿á ±Üâ®ÜÃÝÊÜ£ìñÜ ÃÜã±Ü
(A) ÊÜÂÊÜPÜÆ®Ü (B) ÓÜíPÜÆ®Ü
(C) WÜáOÝPÝÃÜ (D) CÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Üã AÆÉ
3
5.
4
ÊÜáñÜᤠ14 CÊÜâWÜÙÜ Êæãñܤ
4
(A) (B) 4
8

(C) 8 (D) 1

D.El.Ed. – I 8014

3 316-EK

6. ²¿Þhæ ±ÜÅPÝÃÜ þÝ®ÝñܾPÜ ¸æÙÜÊÜ~Wæ¿á ±ÝÅÃÜí¼PÜ ÖÜíñÜ

(A) L±ÜaÝÄPÜ ÖÜíñÜ (B) ÓÜíÊæà¨Ü®ÝWÜ£ ÖÜíñÜ

(C) ±ÜäÊÜìQÅ¿Þ ÖÜíñÜ (D) ÊÜáãñÜìQÅ¿Þ ÖÜíñÜ

7. ˨ݦì¿áá D ÖÜíñܨÜÈÉ ñÝ®Üá ÃÜbst PÜƳ®æ¿á®Üá° ËÊÜÄÓÜáñݤ®æ

(A) ÊÜåèÆÂÊÜÞ±Ü®Ü (B) ±ÜÄÍæãà˜ÓÜáÊÜâ¨Üá

(C) ËÓܤÄÓÜáÊÜâ¨Üá (D) ÊÜÂPܤ±ÜwÓÜáÊÜâ¨Üá

8. Jí¨Üá ÊÜÞ±ÜPÜ¨Ü ŸWæY ñæWæ¨ÜáPæãÙÜáÛÊÜ WÜáOÝñܾPÜ ¯|ì¿á

(A) ÊÜåèÆÂÊÜÞ±Ü®Ü (B) AÙÜñæ

(C) ÊÜåèÇÝÂíPÜ®Ü (D) CÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Üã AÆÉ

9. ¸æãà«Ü®Ý ±ÜÅQÅÁá¿áá ±ÜÅWÜ£¿áÈÉÃÜáÊÝWÜ Ë¨Ý¦ì¿á ËË«Ü ±ÜÄPÜƳ®æWÜÙÜ WÜÅ×Pæ¿á®Üá°
ÊÜÞ²ÓÜáÊÜâ¨Üá

(A) ÓÜÊÜáWÜÅ ÊÜåèÆÂÊÜÞ±Ü®Ü (B) ¯ÃÜíñÜÃÜ ÊÜåèÆÂÊÜޱܮÜ

(C) ÃÜã±ÜOÝñܾPÜ ÊÜåèÆÂÊÜÞ±Ü®Ü (D) ÓÜíPÜÆ®ÝñܾPÜ ÊÜåèÆÂÊÜޱܮÜ

10. ˨ݦìWÜÙÜ PÝ¿áì aÜoáÊÜqPæWÜÙÜ E¨æªàÍܱÜäÊÜìPÜ ÓÜíWÜÅÖÜ

(A) PÜê£ ÓÜí±Üâo (B) ŸÃæ¿ááÊÜ ±ÜâÓܤPÜ

(C) A»ÝÂÓÜ ±ÜâÓܤPÜ (D) aÝp…ìWÜÙÜá

D.El.Ed. – I 8014 [ Turn over

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»ÝWÜ II

D PæÙÜX®ÜÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá ±ÜÅÍæ°WÜÚWæ EñܤÄÔ. ±ÜÅ£Áãí¨Üá EñܤÃÜÊÜâ A«Üì
±ÜâoPæR ËáàÃÜ©ÃÜÈ 2 × 5 = 10

11. ¶æ®æÊÜÞ ÊÜáñÜᤠ¶ÝÅÂíP…ÃÜÊÜÃÜ ±ÜÅPÝÃÜ WÜ~ñÜ ÎûÜPÜ Öæãí©ÃܸæàPÝ¨Ü þÝ®ÝñܾPÜ AíÍÜWÜÙÜá
¿ÞÊÜâÊÜâ

12. V ®æà ñÜÃÜWÜ£ »ÝWÝPÝÃÜ ZoPܨÜÈÉ Ë¨Ý¦ì&ÎûÜPÜÃÜá ±Üvæ©ÃܸæàPÝ¨Ü ±ÜÄPÜƳ®ÝñܾPÜ þݮܨÜ
AíÍÜWÜÙÜ®Üá° ±ÜqrÊÜÞw.

13. ²¿Þhæ¿áÊÜÃÜá ±ÜÅÓݤ²Ô¨Ü þÝ®ÝñܾPÜ ¸æÙÜÊÜ~Wæ¿á ®ÝÆáR ÓÝÊÜޮܠÆûÜ|WÜÙÜ®Üá°
±ÜqrÊÜÞw.

14. ÓÜíŸí˜àPÜÃÜ| £ÙÜáÊÜÚPæ¿áá ¿Þí£ÅPÜ £ÙÜáÊÜÚPæXíñÜ ÖæaÜác ±ÜÄOÝÊÜáPÝÄ ÖæàWæ
ËÊÜÄÔ.

15. ÃÜaÜ®ÝñܾPÜ PÜÈPÝ ±ÜÄÓÜÃÜ¨Ü ¿ÞÊÜâ¨Ý¨ÜÃÜã ®ÝÆáR ÆûÜ|WÜÙÜ®Üá° £ÚÔ.

16. IV ®æà ñÜÃÜWÜ£ »ÝWÝPÝÃÜ ZoPܨÜÈÉ ¯àvÜŸÖÜá¨Ý¨Ü ¿ÞÊÜâ¨Ý¨ÜÃÜã GÃÜvÜá ÈUñÜ A»ÝÂÓÜ
PÝ¿áìWÜÙÜ®Üá° ÃÜbÔ.

17. ±ÜÄOÝÊÜáPÝÄ WÜ~ñÜ PÜÈPæ¿áÈÉ iW…&ÓÝ PÝ¿áìñÜíñÜÅ¨Ü ÖÜíñÜWÜÙÜ®Üá° ŸÃæÀáÄ.

18. PÜê£ ÓÜí±Üâo ÊÜåèÇÝÂíPܮܨÜÈÉ A®ÜáÓÜÄÓܸæàPÝ¨Ü ÖÜíñÜWÜÙÜ®Üá° £ÚÔ.

»ÝWÜ III

D PæÙÜX®Ü ±ÜÅ£ ±ÜÅÍæ°WÜã (a) A¥ÜÊÝ (b) BÁáRWÜÙÜ®Üá° ¯àvÜÇÝX¨æ. AÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Ý¨ÜÃÜã
Jí¨ÜPæR EñܤÄÔ. ±ÜÅ£Áãí¨Üá EñܤÃÜÊÜâ Jí¨Üá ±Üâo ËáàÃܨÜíñæ EñܤÄÔ 5 × 8 = 40

19. a) ±ÜÄPÜƳ®æWÜÙÜá Gí¨ÜÃæà®Üá ±ÜÄPÜƳ®æ¿á ZoPÝíÍÜWÜÙÜ®Üá° ÓÜÊÜáÓÜíTæÂWÜÙÜ
E¨ÝÖÜÃÜOæÁãvÜ®æ ¯¨ÜÎìÔ.

A¥ÜÊÝ

b) I ®æà ñÜÃÜWÜ£ ÓÜíPÜÆ®Ü ZoPÜ¨Ü ËÐÜ¿á ËÍæÉàÐÜOæ¿á ±ÜÅÊÜááS AíÍÜWÜÙÜ®Üá° ±ÜqrÊÜÞw.

D.El.Ed. – I 8014

5 316-EK

20. a) ÃÝÑóà¿á ±ÜsÜÂPÜÅÊÜá aèPÜqr ( NCF ) 2005 ÓÜãbÔÃÜáÊÜ ÍÝÇÝ WÜ~ñÜ ÎûÜ|¨Ü
¨ÜãÃܨÜêÑr ÖæàÚPæWÜÙÜ®Üá° ËÊÜÄÔ.

A¥ÜÊÝ

b) WÜ~ñÜ ¸æãà«Ü®Ý WÜáÄWÜÙÜ®Üá° ±ÜqrÊÜÞw. ¿ÞÊÜâ¨Ý¨ÜÃÜã Jí¨Ü®Üá° ËÊÜÄÔ.

21. a) ¸æãà«Ü®Ý ËþÝ®Ü ËÐÜ¿á þÝ®Ü¨Ü ±ÜÅÊÜááS AíÍÜWÜÙÜ®Üá° ËÊÜÄÔ.

A¥ÜÊÝ

b) ²ÔPæ¿á ÖÝWÜã A¨ÜÃÜ ÆûÜ|WÜÙÜ AíñÜÃ… ÓÜíŸí«ÜWÜÙÜ®Üá° A¥æçìÓÜáÊÜ bñÜÅ ®Üûæ
ŸÃæÀáÄ.

22. a) I Äí¨Ü V ®æà ñÜÃÜWÜ£ WÜ~ñÜ ±ÜsÜÂÊÜ®Üá° ±Üâ®ÜÃÝÊÜÇæãàQÔ¨ÝWÜ AWÜñÜÂÊÝX
¸æÙæÓÜŸÖÜá¨Ý¨Ü þÝ®ÝñܾPÜ AíÍÜWÜÙÜá ¿ÞÊÜâÊÜâ

A¥ÜÊÝ

b) V ®æà ñÜÃÜWÜ£ »ÝWÝPÝÃÜ ZoPܨÜÈÉ ¸æÙæÓÜŸÖÜá¨Ý¨Ü ËÐÜ¿á þÝ®Ü ÊÜáñÜᤠWÜ~ñÜ

±ÝÅ£¯˜PÜ þÝ®ÜÊÜ®Üá° ËÊÜÄÔ.

23. a) hæãàÇÝr®… væç¯àÓ…®Ü WÜ~ñÜ PÜÈPÝ ñÜñÜÌWÜÙÜ BÃÜá ÖÜíñÜWÜÙÜ®Üá° ÓÜãPܤ E¨ÝÖÜÃÜOæ ÓÜ×ñÜ
ËÊÜÄÔ.

A¥ÜÊÝ

b) V ®æà ñÜÃÜWÜ£ ÊÜáPÜRÚWæ £Å»Üág¨Ü ±ÜÄPÜƳ®æ¿áÈÉ ¸æÙæÓÜŸÖÜá¨Ý¨Ü A˜à®Ü ÊÜáñÜᤠ±ÜÅ«Ý®Ü

±ÜÄPÜƳ®æWÜÙÜ®Üá° ±ÜÅÊÝÖÜ ®Üûæ¿á ÊÜáãÆPÜ ËÊÜÄÔ.

D.El.Ed. – I 8014 [ Turn over

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24. a) WÜ~ñÜ ñÜÃÜWÜ£ ¸æãà«Ü®Ý ±ÜÅQÅÁá¿áÈÉ ÊæçWÝÔR¿áÊÜÃÜ ÓÝÊÜÞiPÜ&ÓÝíÓÜ¢£PÜ

ԨݜíñÜÊÜ®Üá° ÖæàWæ AÙÜÊÜwÔPæãÙÜáÛËÄ

A¥ÜÊÝ

b) ÃÜaÜ®ÝñܾPÜ ñÜÃÜWÜ£ ±ÜÅQÅÁá¿áÈÉ ÃÜaÜ®ÝñܾPÜ ÎûÜPÜÃÜ ±ÝñÜÅÊÜ®Üá° ËÊÜÄÔ.

25. a) 5E ÊÜÞ¨ÜÄ¿áÈÉ WÜ~ñÜ PÜÈPæ¿á®Üá° A®ÜáPÜãÈÓÜáÊÝWÜ ±ÜÅ£Áãí¨Üá ÖÜíñܨÜÈÉ

ÖÜËá¾PæãÙÜÛŸÖÜá¨Ý¨Ü GÃÜvÜá aÜoáÊÜqPæWÜÙÜ®Üá° ËÊÜÄÔ.

A¥ÜÊÝ

b) A®ÜáWÜÊÜá®Ü BÇæãàaÜ®Ý ÊÜÞ¨ÜÄÀáí¨Ü ÓÜÊÜá¸ÝÖÜá £Å»Üág ÓÜÊÜá©Ì¸ÝÖÜá £Å»Üág

ÊÜáñÜᤠAÓÜÊÜá¸ÝÖÜá £Å»ÜágWÜÙÜ ±ÜÄPÜƳ®æ¿á®Üá° ÖæàWæ A®ÜáPÜãÈÓÜáËÄ

26. a) WÜ~ñÜ PÜÈPæ¿á ÊÜåèÇÝÂíPÜ®ÜÊÜâ ŸÖÜá B¿ÞÊÜáWÜÙÜ®Üá° JÙÜWæãívÜ Jí¨Üá ±ÜÅQÅÁá

ÓÜãPܤ bñÜÅ ®Üûæ¿á ÊÜáãÆPÜ ËÊÜÄÔ.

A¥ÜÊÝ

b) ÓÝ«Ü®Ü ±ÜÄàûæWÜÙÜ ÊÜXàìPÜÃÜ|ÊÜ®Üá° ÓÜãPܤ bñÜÅ ®Üûæ¿á ÊÜáãÆPÜ ËÊÜÄÔ.

D.El.Ed. – I 8014

7 316-EK

( English Medium )

PART – I

Four choices have been given for each of the following questions.
Choose the most appropriate answer and write in the answer-book.
Each question has one mark. All the questions are compulsory.
1  10 = 10

1. The traits like neatness, orderliness, preciseness, truthfulness come

under which of the following aims of teaching Mathematics ?

(A) Social aims (B) Disciplinary aims

(C) Utilitarian aims (D) Cultural aims.

2. ‘‘Mathematics is a way to settle in the mind a habit of reasoning.’’ This

statement was given by

(A) Gauss (B) Kant

(C) Locke (D) Comte.

33
3. The decimal form of is
1000

(A) 0∙33 (B) 3∙3

(C) 0∙033 (D) 33∙0.

4. The process of division is the repeated form of

(A) Subtraction (B) Addition

(C) Multiplication (D) none of these.

D.El.Ed. – I 8014 [ Turn over

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3 1
5. The sum of and is
4 4

4
(A) (B) 4
8

(C) 8 (D) 1

6. The initial stage of cognitive development as per Piaget is

(A) Formal operational stage (B) Sensory-motor stage

(C) Pre-operational stage (D) Concrete operational stage.

7. The stage in which the student illustrates the constructed ideas is

(A) Evaluation (B) Explore

(C) Expand (D) Explain.

8. The process of making a judgement about the value of a measure is

(A) Evaluation (B) Measurement

(C) Assessment (D) None of these.

9. The type of evaluation which measures the conceptual understanding of a
student while the teaching-learning programme is in process

(A) Comprehensive Evaluation (B) Continuous Evaluation

(C) Formative Evaluation (D) Summative Evaluation.

10. The purposeful collection of student’s work is

(A) Portfolio (B) Note Book

(C) Practice Book (D) Chart.

D.El.Ed. – I 8014

9 316-EK

PART – II

Answer any five of the following questions, each answer not exceeding
half a page : 2  5 = 10

11. As per Fennema and Franke which are the components of Mathematics
teaching knowledge should a teacher have ?

12. List the components of conceptual knowledge that a student-teacher
should possess for the unit ‘Division’ of standard five.

13. List the four common characteristics of developmental stages proposed by
Piaget.

14. Explain how relational understanding is more effective than instrumental
understanding.

15. Mention any four characteristics of constructivist learning environment.

16. Design any two written works which can be given under the unit
‘Division’ of standard four.

17. Write the steps in jig-saw method in effective mathematics learning.

18. Mention the steps to be followed in Portfolio assessment.

PART – III

There is an alternate question for each of the following. Answer either
(a) or (b), each answer not exceeding one page : 5  8 = 40

19. (a) What are concepts ? Illustrate the factors of concepts with the
example of even numbers.

OR

(b) List the components of content analysis for the unit ‘Addition’ of first
standard.

D.El.Ed. – I 8014 [ Turn over

316-EK 10

20. (a) Explain the vision statements for school mathematics given by

NCF-2005.

OR

(b) List the aims of teaching mathematics. Explain any one of them.

21. (a) Explain the major aspects of pedagogical content knowledge.

OR

(b) Draw the diagram to understand the relationship between

pedagogical content knowledge and its attributes.

22. (a) Which are the aspects of knowledge that are essentially developed

while revisiting the contents of the units prescribed in 1st and 5th

standard mathematics.

OR

(b) Describe the content knowledge and knowledge of mathematical

representation to be developed in the unit on ‘Division’ from 5th

standard.

23. (a) Explain the six-stage theory of learning mathematics of Zoltan

Dienes with suitable examples.

OR

(b) Explain through a flowchart, how sub-ordinate and super-ordinate

concepts of triangle can be developed for the students of standard

five.

D.El.Ed. – I 8014

11 316-EK

24. (a) How will you adopt Vygotsky’s socio-cultural theory of learning in

the mathematics classroom transaction process ?

OR

(b) Explain the role of constructivist teacher in the constructivist

classroom process.

25. (a) Name two activities which can be conducted under each stage, while

you are facilitating learning in mathematics by adopting 5E Model.

OR

(b) How to facilitate the concepts of equilateral triangle, isosceles

triangle and scalene triangle by using Inductive Thinking Model ?

26. (a) ‘‘Assessment of learning mathematics is a multi-dimensional

process.’’ Explain with suitable diagram.

OR

(b) Explain the classification of Achievement test with the help of

suitable diagram.

D.El.Ed. – I 8014 [ Turn over

316-EK 12

D.El.Ed. – I 8014

ÊÜÞ¨ÜÄ EñܤÃÜWÜÙÜá
MODEL ANSWERS
ÓÜíPæàñÜ ÓÜíTæ : 316-EK
Code No. : 316-EK
w.GÇ….Cw. ±ÜÅ¥ÜÊÜá ÊÜÐÜì
D.El.Ed. FIRST YEAR
PÜÈPæ¿á®Üá° A®ÜáPÜãÈÓÜáÊÜâ¨Üá Q.±ÝÅ.ÍÝ. — WÜ~ñÜ
FACILITATING LEARNING ( LPS ) — MATHEMATICS
PܮܰvÜ ÊÜáñÜᤠCíXÉÐ… ÊÜÞ«ÜÂÊÜá
Kannada & English Medium
©®ÝíPÜ : 07. 07. 2022 ] [ WÜÄÐÜu AíPÜWÜÙÜá : 60
Date : 07. 07. 2022 ] [ Max. Marks : 60
PܮܰvÜ ÊÜÞ«ÜÂÊÜá

»ÝWÜ I

ŸÖÜá&BÁáR¿á EñܤÃÜWÜÙÜá ±ÜÅ£Áãí¨Üá ÓÜÄ EñܤÃÜPæR Jí¨æãí¨Üá AíPܨÜíñæ
1 × 10 = 10
1. (B) ÎÔ¤®Ü WÜáÄ
2. (C) ÇÝPæ

3. (C) 0∙033

4. (A) ÊÜÂÊÜPÜÆ®Ü

5. (D) 1

6. (B) ÓÜíÊæà¨Ü®ÝWÜ£ ÖÜíñÜ
7. (D) ÊÜÂPܤ±ÜwÓÜáÊÜâ¨Üá
8. (A) ÊÜåèÆÂÊÜޱܮÜ
9. (C) ÃÜã±ÜOÝñܾPÜ ÊÜåèÆÂÊÜޱܮÜ
10. (A) PÜê£ ÓÜí±Üâo

D.El.Ed. – I [ Turn over

316-EK 2

»ÝWÜ II

D PæÙÜX®ÜÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Ý¨ÜÃÜã I¨Üá ±ÜÅÍæ°WÜÚWæ EñܤÄÔ. ±ÜÅ£Áãí¨Üá EñܤÃÜÊÜâ A«Üì
±ÜâoPæR ËáàÃÜ©ÃÜÈ 2 × 5 = 10

11. ¶æ®æÊÜÞ ÊÜáñÜᤠ¶ÝÅÂíP…ÃÜÊÜÃÜ ±ÜÅPÝÃÜ WÜ~ñÜ ÎûÜPÜÃÜ þÝ®Ü¨Ü AíÍÜWÜÙÜ®Üá° D PæÙÜX®Üíñæ
¯«ÜìÄԨݪÃæ

 WÜ~ñÜ ËÐÜ¿á þÝ®Ü
a) WÜ~ñÜ þÝ®Ü & WÜ~ñÜ ÓÜÌ»ÝÊÜ / ÆûÜ|
b) WÜ~£à¿á ¯ÝÅ£­˜PÜWÜÙÜ þÝ¬Ü 1

 »æãà¨Ü®Ý ËþÝ®Ü þÝ®Ü
a) PÜÈ¿ááÊÜÊÜÃÜ PÜáÄñÜá þÝ®Ü
b) PÜÈÓÜáËPæ¿á ÊÜáñÜᤠ¯«ÝìÃÜ PæçWæãÙÜáÛËPæ¿á þÝ®Ü 1

12.  WÜáí±Üâ ÊÜÞvÜáÊÜâ¨ÜÃÜ ÊÜáãÆPÜ »ÝWÝPÝÃÜ

 WÜáOÝPÝÃÜ¨Ü ×ÊÜáá¾S ±ÜÅQÅÁá¿ÞX »ÝWÝPÝÃÜ

 »ÝWÝPÝÃÜ¨Ü AÇÝYÄ¥Üí

 »ÝgÂ, »ÝgPÜ, »ÝWÜÆŸª, ÍæàÐÜWÜÙÜ ¬ÜvÜáË¬Ü ÓÜíŸí«Ü 4×½=2

13. ¸æÙÜÊÜ~Wæ¿á ÖÜíñÜWÜÙÜ ÓÝÊÜޮܠÆûÜ|WÜÙÜá

 D ÖÜíñÜWÜÙÜá ¯ÜÄÓÜÃÜ ÓÜÌñÜíñÜÅÊÝXÆÉ, B¨ÜÃæ AÊÜâ QÅ¿ÞñܾPÜÊÝX ¯ÜÃÜÓܱÃÜ ÓÜíŸí˜ÔÊæ.

 ¸æÙÜÊÜ~Wæ¿áá ¯ÃÜíñÜÃÜ ÊÜáñÜᤠËbf®Ü° GÃÜvÜã BX¨æ.

 B ÊÜ¿áÔÕ¬Ü ÊÝ°¤¿áÈÉ ŸÃÜáÊÜ, B AÊܘ¿á ÊÜ¿áÔÕ¬Ü ÊÜáPÜRÙÜá ÓÝÊÜÞ¬ÜÂÊÝX ¯ÜÅ £
AÊܘ¿áÈÉ ŸÃÜáÊÜ WÜá|ÆûÜ|WÜÙܬÜá® ÓÜÃÝÓÜÄ¿ÞX ¯ÜŨÜÎìÓÜáÊÜÃÜá.

 D AÊܘWÜÙÜ ×ÊÜáá¾SÊÝXÃÜáÊÜâ©ÆÉ. 4×½=2

D.El.Ed. – I

3 316-EK

14. ¿Þí£ÅPÜ £ÙÜáÊÜÚPæ ¿Þí£ÅàPÜêñÜÊÝ¨Ü QÅÁá PÜísܱÝsÜ A¥ÜÊÝ ¯¿áÊÜáÊÜ®Üá° PÜÈ¿ááÊÜâ¨Üá.
AÇÝYÄ¥Üí PÜÈPæ E¨Ý. 10 ®Üá° ŸÃæ¿ááÊÜ Ä࣠10 ®Üá° D ÄࣿáÈÉ ŸÃæ¿ááñæ¤àÊæ Gí¨Üá
£ÚÓÜÇÝWÜáñܤ¨æ.
ÓÜíŸí˜àPÜÃÜ| £ÙÜáÊÜÚPæ A¥Üì¯Üä|ìÊÝ¨Ü PÜÈPæ¿ÞX¨Ü᪠CÈÉ Ë¨Ý¦ìWÜÙÜá WÜ~ñܨÜ
ÃÜaܬæWÜÙÜá, PæãíwWÜÙÜá ÊÜáñÜᤠÓÜíŸí«ÜWÜÙÜ ÊÜáãÆPÜ £Ú¿ááñݤÃæ.
E¨Ý. 10 ¬Üá® A¨ÜÃÜ AíQ&AíÍÜWÜÙÜ Óݧ¬Ü¸æÇæ¿á ¯ÜÅPÝÃÜ ŸÃæ¿ááñݤÃæ. 2

15. ÃÜaÜ®ÝñܾPÜ PÜÈPÝ ±ÜÄÓÜÃÜ¨Ü ÆûÜ|WÜÙÜá




 ËaÝÃÜ¿ááñÜ bíñÜ®æ¿á®Üá° Eñæ¤àiÓÜáñܤÊæ


CñÜÃæ ¿ÞÊÜâ¨æà ÓÜãPܤÊÝ¨Ü 4 AíÍÜWÜÙÜá 4×½=2

16.  ˨ݦìWÜÚWæ ÊÜÓÜá¤WÜÙÜ WÜáí¯Ü¬Üá® JÙÜWæãíwÃÜáÊÜ aÝp…ì ­àw A¨ÜÃÜÈÉ¬Ü ÊÜÓÜá¤WÜÙܬÜá®
WÜáí²®ÜÈÉ ÓÜÊÜá®ÝX ÖÜíbPæãÙÜáÛÊÜíñæ ÖæàÙÜáÊÜâ¨Üá.
 ±ÜsܱÜâÓܤPÜ¨Ü A»ÝÂÓܨÜÈÉÃÜáÊÜ ÓÜÊÜáÓæÂWÜÙÜ®Üá° ¹wÓÜáÊÜíñæ ÓÜãbÓÜáÊÜâ¨Üá.
CñÜÃæ ¿ÞÊÜâ¨æà GÃÜvÜá E¨ÝÖÜÃÜOæWÜÙÜá 2×1=2

17.  3 Äí¨Ü 6 ˨ݦìWÜÙÜ®Üá° ÊÜáãÆ WÜáí±ÜâWÜÙÝX Ë»ÝXÓÜáÊÜâ¨Üá.

 ¯ÜÅ£ ÊÜáãÆWÜáí°¬Ü JŸº ÓܨÜÓܬÜá ¯ÜÅñæÂàPÜWæãívÜá CñÜÃæ WÜáí°¬Ü ñÜý ÓܨÜÓÜÂÃæãí©Wæ
PÝ¿áì¯ÊÜì×ÓÜáÊÜâ¨Üá.
 ñÜý WÜáí±Üâ A«Ü¿á®Ü ÊÜÞvܸæàPÝ¨Ü ÓÝÊÜÞXÅ¿á E±ÜË»ÝWÜWÜÙÜ®Üá°
ÓÜíÍæãà˜ÓÜáñݤÃæ.
 ñÜýÃÜá ñÜÊÜáWæ ¯àw¨Ü E±ÜË»ÝWÜ¨Ü ¸æãà«ÜPÜ ±ÝñÜŨæãí©Wæ ÊÜáãÆWÜáí±ÜâWÜÚWæ
×í£ÃÜáWÜáñݤÃæ. 4×½=2

18. PÜê£ ÓÜí±Üâo ÊÜåèÇÝÂíPÜ®Ü¨Ü ÖÜíñÜWÜÙÜá
 JÃæ ÖÜaÜácËPæ¿á E¨æªàÍÜÊÜ®Üá° ÓܳÐÜr±ÜwÓÜáÊÜâ¨Üá.
 ÊÜÓÜá¤ËÐÜ¿á ÊÜáñÜᤠPèÍÜÆÂWÜÙÜ®Üá° WÜáÃÜá£ÓÜáÊÜâ¨Üá.

D.El.Ed. – I [ Turn over

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 C¨Ü®Üá° ¿ÞÃÜá ÁãàbÓܸæàPæí¨Üá ¯«ÜìÄÓÜáÊÜâ¨Üá.
 ¿ÞÊÜ ÊÜáñÜᤠGÐÜár Eñܱ¬Ü®WÜÙܬÜá® ÓæàÄÓÜŸÖÜá¨æí¨Üá ­«ÜìÄÓÜáÊÜâ¨Üá.
 PÜê£ ÓÜí±Üâo¨Ü AíQÓÜáÊÜ Ë«Ý®ÜÊÜ®Üá° ÃÜã²ÓÜáÊÜâ¨Üá.
 ¨Ühæì ÊÜáñÜᤠÍæÅà~WÜÙܬÜá® ­àvÜáÊÜ Áãàg¬æ¿á¬Üá® A¼ÊÜê©œ¯ÜwÓÜáÊÜâ¨Üá.
PܯÐÜu 4 AíÍÜWÜÙÜá 4×½=2

»ÝWÜ III

D PæÙÜX®Ü ±ÜÅ£ ±ÜÅÍæ°WÜã (a) A¥ÜÊÝ (b) BÁáRWÜÙÜ®Üá° ¯àvÜÇÝX¨æ. AÊÜâWÜÙÜÈÉ ¿ÞÊÜâ¨Ý¨ÜÃÜã
Jí¨ÜPæR EñܤÄÔ. ±ÜÅ£Áãí¨Üá EñܤÃÜÊÜâ Jí¨Üá ±Üâo ËáàÃܨÜíñæ EñܤÄÔ 5 × 8 = 40

19. a) ±ÜÄPÜƳ®æWÜÙÜá & ±ÜÄPÜƳ®æWÜÙÜá ÊÜÓÜá¤WÜÙÜ A¥ÜÊÝ ËÐÜ¿áWÜÙÜ WÜáí²®Ü ÖæÓÜÃÜáWÜÙÝX¨Üáª
AÊÜâWÜÙܬÜá® ÓܱÑràPÜÃÜ|WæãÚÓÜŸÖÜá¨ÝX¨Ü᪠Jí¨æÃÜvÜá ¯Ü¨ÜWÜÙܬÜá® JÙÜWæãíwÃÜáñܤ¨æ. 1

±ÜÄPÜƳ®æ¿á ZoPÝíÍÜWÜÙÜá ÊÜáñÜᤠÓÜÊÜáÓÜíTæ¿á E¨ÝÖÜÃÜOæ

 



(a) 

(b) 

0, 2, 4, 6, 8
 

  2
ÙÜá G


(a)  2, 4, 16, 24, 90
(b)  1, 3, 9, 11, 25.

4

D.El.Ed. – I

5 316-EK

b) ÓÜíPÜÆ®Ü ËÐÜ¿á ËÍæÉàÐÜOæ I ®æà ñÜÃÜWÜ£
 Jí¨æà Äࣿá ÊÜÓÜá¤WÜÙÜ GÃÜvÜá WÜáí±ÜâWÜÙÜ®Üá° JoárWÜãwÓÜáÊÜâ¨æà ÓÜíPÜÆ®Ü
 Joár GÑrÊæ GíŸá¨æà ÓÜíPÜƬÜ
 ÓÜíPÜÆ®Ü Gí¨ÜÃæ ÖæbcÓÜáÊÜâ¨Üá
 ÓÜíPÜÆ®Ü Gí¨ÜÃæ ÊÜááí¨æ aÜÈÓÜáÊÜâ¨Üá
 AvÜx ÓÝÈ®ÜÈÉ + ÊÜáñÜᤠ= bÖ殿á¬Üá® ŸÙÜÔ ÓÜíPÜÆ¬Ü ÊÜÞvÜáÊÜâ¨Üá
 PÜíŸÓÝȬÜÈÉ ÓÜíPÜƬÜ
 PÜãvÜáÊÜ ÊÜáñÜᤠÊæãñܤ ¯Ü¨ÜWÜÙÜ ŸÙÜPæ
 ¿ÞÊÜâ¨æà ÓÜíTæ¿á®Üá° Óæã®æ°¿á hæãñæWæ PÜãwÔ¨ÝWÜ ÊæãñܤÊÜâ A¨æà
ÓÜíTæ¿ÞWÜáñܤ¨æ.
 ÓÜíPÜƬÜPæR ÓÜíŸí˜Ô¨Ü bñÜÅ ÊÜáñÜᤠ¯Ü¨Ü ÓÜÊÜáÓæÂWÜÙÜá.

PܯÐÜu 5 AíÍÜWÜÙÜá 5×1=5

20. a) ÍÝÇÝ ÎûÜ|¨Ü ¨ÜãÃܨÜêÑr ÖæàÚPæWÜÙÜá
 WÜ~ñÜÊܬÜá® »Ü¿á©í¨Ü PÜÈ¿ááÊÜ Ÿ¨ÜÆá ÓÜíñæãàÐÜ©í¨Ü PÜÈ¿ááÊÜíñÝWܸæàPÜá.
 ˨ݦìWÜÙÜá ±ÜÅÊÜááSÊÝX WÜ~ñÜÊÜ®Üá° PÜÈ¿ááñݤÃæ.
 ˨ݦìWÜÙÜá A¥Üì±Üä|ì ÓÜÊÜáÓæÂWÜÙÜ®Üá° ±ÜÅ£±Ý©Ô AÊÜâWÜÙÜ®Üá° ¹wÓÜáñݤÃæ.
 ˨ݦìWÜÙÜá ÊÜÓÜá¤WÜÙÜ ¬ÜvÜáË¬Ü ÓÜíŸí«ÜWÜÙܬÜá® ÃÜaܬæWÜÙܬÜá® ËàüÓÜÆá
ÓÝÊÜá¥ÜÂìÊܬÜá® ŸÙÜÓÜáñݤÃæ.
 ˨ݦìWÜÙÜ WÜ~ñÜ¨Ü ÊÜáãÆÃÜaÜ®æWÜÙÜ®Üá° AÄ¿ááñݤÃæ.
 ¯ÜÅ£Áãí¨Üá ÊÜáWÜáÊÜâ WÜ~ñÜÊܬÜá® PÜÈ¿áŸÖÜá¨Üá GíŸ ¨ÜêyÜËÍÝÌÓÜ©í¨Ü
ÊÜáPÜRÙÜ®Üá° PÜÈPæ¿áÈÉ ñæãvÜXÓܸæàPÝX¨æ.
¿ÞÊÜâ¨æà ÓÜãPܤ 5 AíÍÜWÜÙÜá 5×1=5

D.El.Ed. – I [ Turn over

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b) WÜ~ñÜ ¸æãà«Ü®Ý WÜáÄWÜÙÜá
 ÎÔ¤®Ü WÜáÄWÜÙÜá
 E±Ü¿ááPܤñæ¿á WÜáÄWÜÙÜá
 ÓÝíÓÜ¢£PÜ WÜáÄWÜÙÜá
 ÓÝÊÜÞiPÜ WÜáÄWÜÙÜá 4×½=2

¿ÞÊÜâ¨Ý¨ÜÃÜã Jí¨ÜÃÜ ËÊÜÃÜOæ 3

21. a) ¸æãà«Ü®Ý ËþÝ®Ü ËÐÜ¿á þÝ®Ü¨Ü ±ÜÅÊÜááS AíÍÜWÜÙÜá
 ËÐÜ¿á þÝ¬Ü¨Ü ¯ÜÅ£­˜PÜ þݬÜ
 ËÐÜ¿á¨Ü PÜáÄñÝ¨Ü Ë¨Ý¦ìWÜÙÜ ±ÜÄPÜƳ®æWÜÙÜá
 ÓÝÊÜޮܠ¸æãà«Ü®Ý ËþÝ®Ü þÝ®Ü
 ±ÜsÜÂPÜÅÊÜá¨Ü þÝ®Ü
 ÍæçûÜ~PÜ ÓÜí¨Ü»ÜìWÜÙÜ þÝ®Ü
 ÎûÜ|¨Ü E¨æªàÍÜWÜÙÜ þÝ®Ü
Êæáà騆 ¿ÞÊÜâ¨æà PܯÐÜu 5 AíÍÜWÜÙÜ ËÊÜÃÜOæ 5×1=5

b)

5

D.El.Ed. – I

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22. a) WÜ~ñÜ ±ÜsÜÂÊÜ®Üá° ±Üâ®ÜÃÝÊÜÇæãàQÔ¨ÝWÜ ¸æÙæÓÜŸÖÜá¨Ý¨Ü þÝ®ÝñܾPÜ AíÍÜWÜÙÜá
 WÜ~ñÜ ËÐÜ¿á¨Ü þÝ®Ü.
 WÜ~ñÜ ËÐÜ¿áÊÜ®Üá° ±Üâ®ÜÃÝÊÜÇæãàQÔ AWÜñÜÂÊݨÜÃæ ±Üâ®Ü@ÃÜbÔ.
 WÜ~£à¿á ±ÜÅ£¯˜ÓÜáËPæ¿á®Üá° ±ÜÄàüÔ.
 PÜÈ¿ááÊÜÊÜÃÜ ÆûÜ|WÜÙÜ PÜáÄñÝ¨Ü þÝ®ÜÊÜ®Üá° ÎûÜPÜÃÜÈÉ ¸æÙæÔ.
 ÃÜaÜ®ÝÊÝ© ÊÜÞWÜìWÜÙÜ®Üá° A®ÜáÓÜÄÔ ñܱÜâ³WÜÅ×Pæ ¯ÊÝÄÓÜÆá ÁãàbÔ
 PÜÈ¿ááÊÜÊÜÃÜ ÓÝÊÜÞiPÜ&ÓÝíÓÜ¢£PÜ ×®æ°Çæ¿á®Üá° aÜbìÔ.
 ÓÜãPܤ ¸æãà«Ü®Ý E±ÜPÜÅÊÜáWÜÙÜ®Üá° B¿ááªPæãÚÛ.
 WÜáí±Üâ PÜÈPæ ÖÝWÜã ñÜÃÜWÜ£ ¯ÊÜìÖÜOæ PÜáÄñÜá aÜbìÔ.
 PÜÈPæ¿á®Üá° A®ÜáPÜãÈÓÜÆá AWÜñÜÂÊÝ¨Ü PÜÈPÝ ÓÝÊÜÞXÅWÜÙÜ PÜáÄñÜá aÜbìÔ.
 ÓÜãPܤ ÊÜåèÆÂÊÜÞ±Ü®Ü Ë«Ý®ÜWÜÙÜ®Üá° aÜbìÔ.

PܯÐÜu 10 AíÍÜWÜÙÜá 10 × ½ = 5

b) I. ËÐÜ¿á þÝ®Ü
 WÜáOÝPÝÃÜ ×ÊÜáá¾S ±ÜÅQÅÁá¿ÞX »ÝWÝPÝÃÜ
 »ÝWÝPÝÃÜ¨Ü AÇÝYÄ¥Üí
 »ÝgÂ, »ÝgPÜ, »ÝWÜÆŸª, ÍæàÐÜWÜÙÜ ¬ÜvÜáË¬Ü ÓÜíŸí«Ü
II. WÜ~£à¿á ¯ÝÅ£­˜WÜÙÜ þÝ®Ü
III. ˨ݦìWÜÙÜ £ÙÜáÊÜÚPæ þÝ®Ü

 WÜáí±Üâ ÊÜÞvÜáËPæÀáí¨Ü »ÝWÝPÝÃÜ
 ±Üâ®ÜÃÝÊÜ£ìñÜ ÊÜÂÊÜPÜÆ®ÜÊÝX »ÝWÝPÝÃÜ
 »ÝWÝPÝÃÜ¨Ü ÓÝíPæà£PÜ ÃÜã±Ü
 ¨Üñܤ ÓÜíTæ¿áÈÉ AíQWÜÙÜ Óݧ®Ü¨Ü ¸æÇæ

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IV. PÜÈ¿ááÊÜÊÜÃÜ ÆûÜ|WÜÙÜ þÝ®Ü

V. ¸æãà«Ü®Ý ËþÝ®Ü þÝ®Ü
VI. ÊÜåèÆÂÊÜÞ±Ü®Ü Ë«Ý®ÜWÜÙÜ þÝ®Ü

PܯÐÜu 10 AíÍÜWÜÙÜá 5×1=5

23. a) hæãàÇÝr®… væç¯àÓ…®Ü WÜ~ñÜ PÜÈPæ¿á BÃÜá ÖÜíñÜWÜÙÜá
 ÖÜíñÜ & 1 ÊÜááPܤ Bo ÖÜíñÜ
 ÖÜíñÜ & 2 ¯¿áÊÜá¨Üíñæ Bo ÖÜíñÜ
 ÖÜíñÜ & 3 ÖæãàÈPæ ÖÜíñÜ
 ÖÜíñÜ & 4 ¯ÜÅ£­˜ÓÜáÊÜ ÖÜíñÜ
 ÖÜíñÜ & 5 ÓÝíPæà£PÜ ÖÜíñÜ
 ÖÜíñÜ & 6 L±ÜaÝÄPÜ ÖÜíñÜ
ÊæáàÈ¬Ü ÖÜíñÜWÜÙܬÜá® ÓÜãPܤ E¨ÝÖÜÃÜOæÁãí©Wæ væç­Ó… ¸ÝÉP…¬Ü ÓÜÖÝ¿á©í¨Ü
ËÊÜÄÓÜáÊÜâ¨Üá 5

b) £Å»Üág¨Ü ±ÜÄPÜƳ®æ¿áÈÉ ¸æÙæÓÜŸÖÜá¨Ý¨Ü A˜à®Ü ÊÜáñÜᤠ±ÜÅ«Ý®Ü ±ÜÄPÜƳ®æWÜÙÜ ±ÜÅÊÝÖÜ
®Üûæ

5

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24. a)  ¸æÙÜÊÜ~Wæ¿á ÓÝËá±Ü ÊÜÆ¿á ( ZPD ) ËÊÜÃÜOæ 1

ZPD

 1

 2 2

 Öæbc®Ü þÝ®ÜÊÜâÙÜÛ AíÍÜ ( MKO ) ËÊÜÃÜOæ 1

 ÓæRà¯æäàÈxíW… ËÊÜÃÜOæ 1

b)  ¯ÝÅ¥ÜËáPÜ ÊÜáãÆ¨Ü ÊÜÞ×£¿áÈÉ ÊÜáWÜáÊÜâ PÜÈ¿áŸÖÜá¨Ý¨Ü ÖÜÆÊÝÃÜá
ÓÜí±Ü®Üã¾ÆWÜÙÜÈÉ Jí¨Ü®Üá° ±ÜäÃæçÓÜáÊÜíñÜÊÜ®ÝXÃܸæàPÜá.

 ˨ݦìWÜÙÜÈÉ D ×í¨æ CÃÜáÊÜ ±ÜÄPÜƳ®æWÜÙÜ ±ÜÅÓÜá¤ñÜ þÝ®ÜÊÜ®Üá° DX®Ü
A®Üá»ÜÊÜWÜÙÜ ÊÜáãÆPÜ £Ú¨ÜáPæãÙÜÛÆá ÓÜÖÝ¿á.

 ˨ݦìWÜÚWæ ±ÜÅÍæ°WÜÙÜ®Üá° ËaÝÃÜÊÜÞw PæàÙÜáÊÜ ÓÜÆáÊÝX ÊæàÙæ¿á®Üá°
¯àvÜáñݤ®æ.

 ˨ݦìWÜÙÜá bíñÜ®ÝÎàÆ aÜaæì¿áÈÉ »ÝWÜÊÜ×ÓÜÆá ±æäÅàñÝÕ×ÓܸæàPÜá.

 ˨ݦìWÜÙÜ ÓÝÌ¿áñܤñæ ÊÜáñÜᤠE±ÜPÜÅÊÜáWÜÙÜ®Üá° J²³PæãÙÜáÛÊÜâ¨Üá ÊÜáñÜá¤
±æäÅàñÝÕ×ÓÜáÊÜâ¨Üá.

CñÜÃæ ¿ÞÊÜâ¨æà 5 AíÍÜWÜÙÜá 5×1=5

25. a) 1 ñæãvÜXÓÜáÊÜâ¨Üá

 ñæÃæ¨Ü ±ÜÅÍæ° PæàÙÜáÊÜâ¨Üá

 ÓÜÊÜáÓÝÂñܾPÜ ÓÜí¨Ü»ÜìÊÜ®Üá° ÊÜááí©vÜáÊÜâ¨Üá

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2 ±ÜÄÍæãà˜ÓÜáÊÜâ¨Üá

 ÓÜíÃÜbñÜ aÜoáÊÜqPæWÜÙÜ®Üá° J¨ÜXÓÜáÊÜâ¨Üá

 ñÜívܨÜÈÉ PÝ¿áì¯ÊÜì×ÓÜáÊÜíñæ ÊÜÞvÜáÊÜâ¨Üá

3 ÊÜÂPܤ±ÜwÓÜáÊÜâ¨Üá

 ñÝÊÜâ ÃÜbst PÜƳ®æ¿á®Üá° ËÊÜÄÓÜáÊÜâ¨Üá

 Jí¨Üá ÊÜÞ¨ÜÄ ÃÜbÔ ËÊÜÄÓÜáÊÜâ¨Üá

4 ËÓܤÄÓÜáÊÜâ¨Üá

 ±Üvæ¨ÜáPæãívÜ þÝ®Ü / PèÍÜÆWÜÙÜ A®ÜÌ¿á

 þÝ®Ü ÊÜáñÜᤠPèÍÜÆWÜÙÜ ÊÜWÝìÊÜOæ

5 ÊÜåèÆÂÊÜÞ±Ü®Ü ÊÜÞvÜáÊÜâ¨Üá

 ËàûÜOæWÝX ñÝÙæ±Üqr

 PÜê£ ÓÜí±Üâo ÊÜåèÇÝÂíPÜ®Ü

CñÜÃæ ¿ÞÊÜâ¨æà ÓÜãPܤ 5 AíÍÜWÜÚWÜã GÃÜvæÃÜvÜá E¨ÝÖÜÃÜOæ 5×1=5

b) 1

ÎûÜPÜÃÜá £Å»Üág¨Ü bñÜÅWÜÙÜ®Üá° ŸÃæ©ÃÜáÊÜ ËáíaÜá¯ÜqrWÜÙܬÜᮠ˨ݦìWÜÚWæ ­àw ÓÜ|¡
WÜáí±ÜâWÜÙÜÈÉ PÜÈ¿ááÊÜíñæ PÜÈPÝ ±ÜÄÓÜÃÜÊÜ®Üá° ¯ËáìÓÜáÊÜÃÜá ±ÜÅ£ WÜáí²Wæ PܯÐÜu 3&5
ËáíaÜá±ÜqrWÜÙÜá

˨ݦìWÜÙÜá £Å»ÜágWÜÙÜ ¸ÝÖÜáWÜÙÜ®Üá° AÙæ¨Üá ÊÜÞ×£¿á®Üá° ¨ÝSÈÓÜáÊÜíñæ ÓÜãaÜ®æ
¯àvÜáÊÜÃÜá.

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2

˨ݦìWÜÙÜá ÓÝÊÜޮܠWÜá|ÆûÜ|WÜÙÜ®Üá° Öæãí©ÃÜáÊÜ £Å»ÜágWÜÙÜ WÜáí±Üâ
ÊÜÞvÜáÊÜÃÜá.

 GÇÝÉ ÓÜÊÜá¸ÝÖÜáWÜÙÜ®Üá° Öæãí©ÃÜáÊÜ £Å»ÜágWÜÙÜá

 GÃÜvÜá ÓÜÊÜá¸ÝÖÜáWÜÙÜ®Üá° Öæãí©ÃÜáÊÜ £Å»ÜágWÜÙÜá

 ¿ÞÊÜâ¨æà GÃÜvÜá ÓÜÊÜá¸ÝÖÜáWÜÙÜ®Üá° Öæãí©ÃÜ¨Ü £Å»ÜágWÜÙÜá

3

˨ݦìWÜÙÜá ±ÜÅ£ WÜáí²®Ü £Å»ÜágWÜÙÜ®Üá° Jí¨Üá Ë«Ü¨Ü £Å»ÜágÊÝX ËíWÜvÜOæ ÊÜÞw
ÎûÜPÜÃÜ ÓÜÖÝ¿á©í¨Ü ÖæÓÜÄÓÜáñݤÃæ. 5

26. a)

5

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b)

5

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( English Version )

PART – I
Four choices have been given for each of the following
questions. Choose the most appropriate answer and write in
the answer-book. All the questions are compulsory. 1 × 10 = 10
1. (B) Disciplinary aims 1

2. (C) Locke 1

3. (C) 0·033 1

4. (A) Subtraction 1

5. (D) 1 1
6. (B) Sensori-motor stage 1

7. (D) Explain 1

8. (A) Evaluation 1

9. (C) Formative Evaluation 1

10. (A) Portfolio 1
PART – II
Answer any five of the following questions, each answer not
exceeding half a page : 2 × 5 = 10
11. Fennema and Franke have determined the components of
Mathematics teacher's knowledge as follows :
1. Mathematical Content Knowledge
(a) Knowledge of Mathematics
(b) Knowledge of mathematical
representations 1
2. Pedagogical Content Knowledge
(a) Knowledge of student
• Knowledge of students’ cognitions
• Knowledge of teaching and decision making 1
12. • Concept of division by grouping
• Concept of division by repeated subtraction
• Symbolic way of representing division
• Place value of digits in a given number ×4=2

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13. Characteristics of developmental stages :
• these stages are not independent but they are functionally
related
• development is both continuous and discontinuous
• the age ranges for each period is the average age at which
children generally demonstrate the characteristics of thought of
each period
• these periods are irreversible. ×4=2
14. Instrumental understanding is a mechanical, rote or learn the rule
method.
Ex : Writing 10 would be understood as this is how we write 10 in
instrumental terms.
But, relational understanding is a more meaningful learning in
which the pupil is able to understand the links and relationships
which give mathematics its structure.
Ex : Writing 10 would be understood as the way we write 10 like
this (in terms of place value) in relational terms. 2
15. Characteristics of constructivist learning environment :
• Emphasis knowledge construction
• Provide multiple representations of reality
• Encourages thoughtful reflection on experiences
• Thinking of learning as a process.
( Any 4 suitable points ) ×4= 2

16. • Providing the students with a chart showing a group of objects
and asking them to share the objects within themselves within a
group equally
• Students will be asked to solve the exercise problems of the
text-book.
(Any two suitable examples) 1×2=2
17. Steps in Jigsaw method :
1. Students are divided into home groups of three to six students
2. Individual members of each group then break off to work with
the ‘experts’
3. ‘Experts’ research a sub-category of the material being studied
4. ‘Experts’ return to their home group in the role of instructor for
their sub-category. ×4=2

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18. The steps to be followed in portfolio assessment are :
• specify the purpose of the portfolio
• identify the content & skills
• deciding who will plan it
• deciding what and how many products go into it
• preparing the portfolio rubrics
• developing a rating and grading scheme
( At least 4 points ) ×4=2

PART – III
There is an alternate question for each of the following.
Answer either (a) or (b), each answer not exceeding one page :
5 × 8 = 40

19. (a) Concepts are expressions or names of groups of items or ideas that
can be exemplified and that consists of one or two words. 1
Elements / factors • Example (Even numbers)
of concepts
(1) Name • Even number
(2) Attributes
(a) Essential • It is a number
attributes It is divisible by 2
(b) Non-essential • The digit in the unit's
attributes place of an even number
is either 0, 2, 4, 6, 8
(3) Value of the • The number can be
attribute positive and negative
• Any number can be taken
(4) Definition A number divisible by 2 is
called an even number
(5) Examples
(a) Positive examples 2, 4, 16, 24, 90
(b) Negative examples 1, 3, 9, 11, 25 4

OR

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(b) Content analysis for the unit Addition (1st Std) :
• Addition means putting together things of two groups having
similar objects
• Addition means ‘how many altogether’
• Addition means increment
• Addition means moving forward
• Addition in horizontal form,
using the signs + and =
• Addition in vertical form
• Use of the terms addenda and sum
• Picture and word problems on addition
(At least any five points ) 5
20. (a) Vision statements for school mathematics :
• Children learn to enjoy mathematics, rather than fear it
• Children learn important mathematics. It is more important
than formulae & mechanical procedures
• Children see mathematics as something to take about, to
communicate to work together on
• Children pose and solve meaningful problem
• Children use abstractions to perceive relationships
• Children understand the basic structures of mathematics.
(Any five suitable points) 5
OR
(b) Aims of teaching mathematics :
• Disciplinary aims
• Utilitarian aims
• Cultural aims
• Social aims. ×4=2
For explanation of any one of the above 3
21. (a) The major aspects of pedagogical content knowledge are :
(1) Knowledge of representations of subject matter
(2) Understanding the students’ conceptions of the subject
(3) General pedagogical knowledge
(4) Curriculum knowledge
(5) Knowledge of educational contexts
(6) Knowledge of the purpose of education.
Explanation of any five 5
OR

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(b)

5

22. (a) • Knowledge of mathematics content
• Revisit the content and restructure
• Check the knowledge of mathematical representations and
develop them if found deficient
• Develop the knowledge of characteristics of the learners to
construct meaning in that unit
• Plant to identify the preconceptions and misconceptions
• Plan for overcoming the misconceptions
• Discuss the socio-cultural background of learner
• Select the most appropriate pedagogical approaches
• Discuss the classroom management and about group learning
• Discuss about the learning materials
• Discuss about assessment.  × 10 = 5

OR
(b) I. Content knowledge :
• Division as reverse process of multiplication
• Standard division algorithm
• Relation between dividend, divisor, quotient and remainder.
II. Knowledge of mathematical representations :
• Identify and list the various symbols, signs, pictorial
representations
• Creating opportunities for student-teachers to discuss
about these representations.

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III. Knowledge of student’s cognitions :
• Guide student-teachers to identify the pre-requisites
For Ex :
• Concept of division by grouping
• Concept of division by repeated subtraction
• Symbolic way of representing division
• Place value of digits in a given number.
(4) Knowledge of learner’s characteristics
(5) Knowledge of pedagogy
(6) Knowledge of assessment procedure. 5
23. (a) Six-stage theory of Zoltan Dienes :
Stage-1 Free play
Stage-2 Learning to play
Stage-3 Comparison stage
Stage-4 Representation stage
Stage-5 Symbolization stage
Stage-6 Formalization stage.
With any suitable example using Dienes’ blocks. 5
OR
(b)

5
24. (a) • Zone of proximal development (ZPD)
— Explanation 1
• Level 1 — present level of development
Level 2 — potential level of development
— Explanation 2

More knowledgeable other (MKO)
— Explanation 1
Scaffolding — Explanation 1
OR

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(b) • Become one of many resources that the student may learn from
the primary sources of information
• Engage the students in experiences that challenge previous
conceptions of their existing knowledge
• Allow students some thinking time for posing questions
• Encourage thoughtful discussions among students
• Encourage and accept student’s autonomy and initiative.
( Any suitable at least 5 points ) 1×5=5
25. (a) Stage - 1 Engage
• Ask open ended questions
• Show a surprising event
Stage - 2 Explore
• Provide structured activities
• Have them work in team
Stage - 3 Explain
• Explain the constructed ideas
• Construct and explain a model
Stage - 4 Expand
• Transfer knowledge and skill
• Apply knowledge & skill in real life situation
Stage - 5 Evaluate
• Check list for observation
• Portfolio assessment
Any suitable (2 points for each stage ) points 5
OR
(b) Step-1
The teacher creates a learning environment in which small groups
of students are provided with flash cards on which triangles are
drawn ( at least 3-5 cards for each group)
Students are instructed to measure the sides, record the data and
identify the characteristics.
Step-2
The students group the triangles having common characteristics,
the three categories of triangles are
• Triangles having equal sides
• Triangles having two equal sides
• Triangles having no two sides equal

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Step-3
Students categorise each group of triangles into one type and label
the group or category of triangles with the guidance of the teacher.
5
26. (a)

5
OR
(b)

5

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