Section A – Application in the classroom
01. Explain Polya’s Four Steps of Problem Solving. Explain it with a suitable question.
Polya’s steps make problem-solving easier and more structured for children:
1. Understand the problem – What are we being asked?
E.g., “I had 15 apples, I gave 5 to my friend. How many are left?”
2. Make a plan – “Can I draw, act it out, or subtract?”
3. Carry out the plan – Try the subtraction.
4. Look back – Does the answer make sense?
02. What is meant by "pre-mathematics concept" in early grades? List them.
Pre-mathematics concepts are the building blocks children need before formal math.
They include:
• Sorting and classifying
• Comparing sizes or quantities
• Understanding shapes and patterns
• Sequencing
• Recognizing numbers and matching quantities
03. Describe two types of instructional support a teacher can provide during problem-solving sessions.
1. Visual support – Using drawings, counters, or number lines to help students “see” the math.
2. Verbal scaffolding – Asking guiding questions like, “What do you know already?” or “What could you
try next?”
04. How can model methods (e.g., number lines, bar models) help students understand problem solving?
Model methods make abstract ideas concrete. A number line helps kids see steps in subtraction or addition,
while a bar model shows part-whole relationships clearly. These tools turn thinking into something visual,
making problem-solving easier and more fun.
Section B – Application in the Classroom.
02. “I have a number. When I double it and subtract 3, I get 11. What’s my number?”
How would you model this problem visually?
I’d use simple objects like blocks or counters. First, I’d show a “mystery number” using a covered cup or blank
box. Then, double that amount using counters, take away 3, and see that we’re left with 11.
On the board, I’d draw:
[ ? ] → ×2 → –3 → = 11
This helps students see each step clearly.
How would you support a struggling student?
I’d simplify things using smaller numbers first and guide them gently step-by-step. I’d use real objects, give lots
of encouragement, and maybe even turn it into a fun story:
“You had some apples, got twice as many, gave 3 away, and now have 11. How many did you start with?”
What questions would you ask to guide their thinking?
• What happens when we double a number?
• What number gives 11 when we take 3 away?
• What could the number be before we doubled it?
• Can we try and see if it works?
Section C – Respond to the Given Question
01. What is the value of the missing number represented by the question mark in the given
number pattern?
In the first and second patterns:
Top + Left + Right = Bottom
We know Left is 2, Right is 5, and Bottom is 15.
So,
Top = 15 – (2 + 5)
Top = 15 – 7 = 8
Answer: 8
2x2+4=8
4x2+3=11
8x2+7=23
13x2+9=23
c
= 37
= 41
= 29
= 38
