1.1.6 What is the purpose of using dot cards and counters in teaching `more/less` relationships?( 1 )
A. To help learners understand the concept of time.
B. To move learners towards abstract methods of recording operations.
C. To introduce learners to probability and prediction.
D. To develop the learner`s understanding of fractions.


1.1.7 What is the recommended trajectory of learning for teaching `more/less` relationships?( 1 )
A. Concrete to semi-concrete to abstract.
B. Abstract to concrete to semi-concrete.
C. Semi-concrete to concrete to abstract.
D. Abstract to semi-concrete to concrete.


1.1.8 What is the purpose of using ten-frames in teaching `more/less` relationships?( 1 )
A. To move learners towards abstract methods of recording operations.
B. To introduce learners to probability and statistics.
C. To develop the learner`s understanding of fractions.
D. To help learners understand the concept of time.


1.1.9 What is the main objective of teaching `skip counting`?( 1 )
A. To help learners understand the concept of multiplication and develop strong number sense.
B. To help learners understand the concept of space.
C. To move learners towards abstract methods of recording operations.
D. To develop the learner`s understanding of rhythm.


1.1.10 458 rounded off to the nearest ten is?( 1 )
A. 400
B. 460
C. 450
D. 500