NISHTHA 3
Module 9
FLN Foundational Numeracy (QUIZ)
• Cardinal numbers
• Ordinal numbers
• Nominal numbers
• All of the above
→ Cardinal numbers
How many times should we add 4 to get 16?
• Twenty times
• Four times
• Sixty four times
• Sixteen times
→ Four times
Which of the following does not involve one to one correspondence?
• Matching
• Grouping
• Pairing
• Mapping
→ Grouping
Which of the following is not a pre number skill
• Knowing numerals
• One to one correspondence
• seriation
• classification
→ Knowing numerals
Which of the following is not a type and utility numbers
• Aesthetic Numbers
• Cardinal Numbers
• Nominal Numbers
• Ordinal Numbers
→ Aesthetic Numbers
The ability to immediately perceive the cardinality of a collection, usually not more than four or five elements without counting is called as
• Subitization
• Classification
• Seriation
• Conservation
→ Subitization
The concept of ‘zero’ can be introduced best through which of the following operations?
• Subtraction
• Multiplication
• Addition
• Division
→ Subtraction
What should be the appropriate sequence in learning/understanding multiplication?
i. Applying distributive law of multiplication w.r.t. addition
ii. Understanding the meaning of multiplication
iii. Learning the algorithm of multiplication
iv. Understanding and using the language of multiplication
• i, ii, iii, iv
• ii, iv, i, iii
• iv, ii, iii, i
• iv, iii, i, ii
→ ii, iv, i, iii
What are numerals?
• Number names
• Symbols for numbers
• Size of numbers
• Value of numbers
→ Symbols for numbers
In order to ensure strong FLN the children should be assessed-
• Through question paper which have more questions from the textbooks
• Continuously through formative/adaptive methods
• Through weekly and monthly tests
• Annually by state/district authority
→ Continuously through formative/adaptive methods
Which of the following pairs are not complementary to each other?
• Subtraction and Multiplication
• Addition and Multiplication
• Addition and Subtraction
• Multiplication and Division
→ Subtraction and Multiplication
When does a child is said not to acquire understanding of shapes and space?
• When he/she observes the objects in the environment and their geometrical attributes
• When he/she uses own vocabulary to describe space and the shapes
• When he/she explores and communicates association between an object and its shape
• When he/she crams the names of shapes like cube, cuboid, sphere, etc. without
understanding
→ When he/she crams the names of shapes like cube, cuboid, sphere, etc. without understanding
Essential requirement to classify objects is to:
• Recite the name of the objects
• Identify the objects by their characteristics
• Read the names of the shapes
• Know the name of the objects
→ Identify the objects by their characteristics
Which of the following is not a dimension of assessments of mathematics learning?
• Procedural knowledge
• Communication
• Mathematical reasoning
• Disposition towards mathematics
→ Procedural knowledge
Which of the following is not a key skill to develop under Number sense
• Fundamental operations like addition/ subtraction
• Recitation of number names
• Applications of basic operations in daily life
• Comparison of numbers like bigger than/ smaller than
→ Recitation of number names
Which of the following is not a mathematical process?
• Role Memorization
• Visualization
• Spatial understanding
• Estimation
→ Role Memorization
Which of the following is not a pedagogical process to enhance foundational Numeracy skill:
• Instruction in home language
• Giving lots of practice questions
• Use of manipulative
• Using poems, rhymes, stories, riddles in mathematics
→ Giving lots of practice questions
The process by which information is exchanged between individuals through mathematical symbols, signs, diagrams, graphs is known as
• Language acquisition
• First language learning
• Mathematical communication
• Mathematical language
→ Mathematical communication
What is the right sequence to teach numbers:
1. Opportunities for Counting
2. Writing numerals
3. Reading numerals
4. Developing number sense
• 1, 4, 2, 3
• 1, 4, 3, 2
• 1, 2, 3, 4
• 2, 1, 3, 4
→ 1, 4, 3, 2
Which of the following is not an objective of making a child proficient in numeracy in the foundational years?
• It helps them in dealing with numbers
• It helps in developing logical thinking and reasoning in daily life
• It helps them to do fast calculations
• It helps in achieving learning outcomes in later stages
→ It helps them to do fast calculations
……….. Number are used to describe the position of an object when they are arranged in a specific order.
• Cardinal Number
• Aesthetic Number
• Ordinal Number
• Nominal Number
→ Ordinal Number
Which of the following is not a component of Data Handling?
• Construction of Data
• Representation of Data
• Interpretation of Data
• Collection of Data
→ Construction of Data
Which of the following is the most appropriate strategy to teach shapes at a foundational stage?
• Development of extensive vocabulary of shapes need to be the primary objective at
foundational stage
• Shapes at foundational stage should be limited to the recognition of simple basic
shapes
• Teacher should introduce by giving clear definition of simple shapes
• Children should be given ample opportunities to develop intuitive understanding of
shapes
→ Children should be given ample opportunities to develop intuitive understanding of shapes
Putting together things that have some characteristics in common enhances the competence of
• number sense
• mathematical communication
• seriation
• classification
→ classification
Which of the following pre-school teachers should avoid?
• Include items in the classroom and at home that promote mathematical thinking
• Building on everyday activities of children
• Use language focused on mathematical concepts
• Ask children to write numbers before number sense
→ Ask children to write numbers before number sense
Which of the following scenarios is not involved in the word problems related to addition and subtraction?
• Comparison of objects
• Classification of objects
• Increase or decrease of same quantity
• Combination of two or more objects
→ Classification of objects
Which of the following is not an objective of making a child proficient in numeracy in the foundational years?
• It helps them in dealing with numbers
• It helps in achieving learning outcomes in later stages
• It helps in developing logical thinking and reasoning in daily life
• It helps them to do fast calculations
→ It helps them to do fast calculations
What is Subitising?
• Ability to identify the number of objects by simply looking at them and without actually
counting each object
• Ability to recite number names up to ten
• Ability to discriminate between objects
• Ability to count
→ Ability to identify the number of objects by simply looking at them and without actually counting each
object
Which of the following is the most crucial aspect of learning multiplication?
• Recall of tables and their recitation
• Learning the multiplication algorithm and solving
• Understanding multiplication as finding “how many times”
• Memorization of multiplication facts
→ Understanding multiplication as finding “how many times”
Which of the following does not involve the ordering a collection of objects according to the given rule.
• Arrangement
• Seriation
• Classification
• Patterning
→ Classification
Child should be able to seriate objects before learning numbers, because seriation is:
• Needed for operations on numbers
• Related with ordination or placing numbers in order
• About reciting number names
• Not related to counting
→ Related with ordination or placing numbers in order
Activities on matching or pairing of objects will help in the development of which pre-number skill
• Counting on
• One to one correspondence
• Classification
• Seriation
→ One to one correspondence
Which of the following activities is best suited for the development of spatial understanding among children?
• Drawing the front view of a bottle
• Memorizing definitions for each basic shape
• Drawing numbers on a number line
• Noting the time of sunset
→ Drawing the front view of a bottle
During the learning of Mathematics at early stages, a child is not expected to -
• Think mathematically and taking decisions with reasoning
• Use vocabulary for understanding of space and shapes
• Learn Conventions needed for Mathematical techniques
• Learn Counting before number sense
→ Learn Conventions needed for Mathematical techniques
Which of the following is not a component of foundational numeracy:
• Patterns
• Mathematical Communications
• Memorizing number names
• Data Handling
→ Memorizing number names
Which of the following is not a correct way of assessment?
• Use of self-assessment
• Use of audio-visual tool for assessment
• A subjective test according to the learning levels of children
• A test based on memorisation
→ A test based on memorisation
During the process of counting, a child doesn’t
• Writes number names
• Points object one at a time
• Recites number names in order
• Classifies into groups
→ Writes number names
For building upon the understanding of one-to-one correspondence, children do not need to understand the meaning of
• More than/ less than
• Many and few
• As many as
• numeration
→ numeration
Which of the following is not true:
• All squares are rectangles
• All rectangles are squares
• All squares are parallelograms
• All rectangles are parallelograms
→All rectangles are squares
