# NISHTHA 3

# Module 9

__FLN Foundational Numeracy (QUIZ)__

……………… numbers are used to communicate
the size of a group of objects.

• 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**