CTET MATHEMATICS QUIZ 8

Question 1:

To solve 27x4, a student uses the following strategy:

27x4 →30 × 4 →120

3x4 → -12

108

She says aloud the answer is 108.

Which of the following is most appropriate for the strategy used by the student ?

The student has estimated the answer through this strategy.

The student has used compensation strategies for multiplication.

The student has arrived at the answer by hit and trial method.

It is an inappropriate algorithm to solve a problem on multiplication.

Question 2:

Which of the following is an important objective of mathematics curriculum as per National Curriculum Framework 2005 ?

Mathematics is just arithmetic

Teaching of formal algorithms is primary grades should be focused upon.

Mathematics should be contextualised with the help of daily life examples.

Only Mathematical games and activities should be emhasied at primary level

Question 3:

Which of the following can be used as a contextual activity to introduce the concept of mapping and satial understanding to grade II learners ?

Asking students to measure distance between two cities on a map.

Asking students to solve, “If 1 cm = 100 km, what is 5 cm.

Asking students to draw the same shape, e.g. square, circle, etc., with different areas.

Asking students to draw their own house on paper, while maintaining sizes of different rooms.

Question 4:

Which of the following statements is NOT appropriate with regard to the nature of mathematics.

It is hierarchical in nature.

Mathematical concepts are abstract in nature.

It is like science which is based on observation.

It reveals the hidden patterns.

Question 5:

Which of the following can be best taught using a simulation software ?

Measuring the lengths of rectangles with various dimensions.

Skip counting to identify multiples of 5.

Finding different shapes with the same perimeter.

Finding place value and face value of various numbers.

Question 6:

While introducing the concept of multiplication Ms Neetu, a class II teacher, started with word problems such as “There are 4 members in a family and if each member requires 3 rotis for lunch; how many rotis are required ? What is the objective of using this type of word problems to introduce the concept ?

To improve the communication skills of children.

To develop the ability to connect real life situation with mathematical problems.

To integrate mathematics and language classes.

To focus only on developing mathematical language among children.

Question 7:

Which of the following is more likely to enhance critical thinking among learners tn mathematics ?

List four whole numbers between 131 and 136.

Find the value of 23x15.

What will be the length of rectangle if its area is 24 cm. square and its breadth is 4 cm.

What will be the length and breadth of rectangle with perimeter 24 cm?

Question 8:

Majority of students in a class says $360+55$ is equal to
$\begin{array}{r}360 \\+55 \\\hline=3115\end{array}$
Revisiting which of the following concepts will BEST remediate the misconception?

Addition with regrouping

Forward counting

3 - digit addition

One to one correspondence

Question 9:

Which of the following represents a “Constructivist classroom” in Mathematics ?

Teacher is taking an oral test on computational roblems on addition and students are answering by raising their hands.

Teacher has written various mathematical puzzles on blackboard and students are turn by turn solving them on the blackboard.

Teacher has brought fake currency note, bundles of sticks, abacus in class and engaging students in group activities to teach place value.

Teacher is demonstrating the use of Dienes Blocks to teach place value and students are busy writing the steps of instruction.

Question 10:

Which among the following is the appropriate sequence for introducing the concept of addition of natural numbers?

(a) Providing an experience with a contextual situation.

(b) Represents the situation using symbols.

(c) Verbalizing the situation.

(d) Representing the situation through pictures.

C,D,B,A

A,C,D,B

A,B,D,C

C,D,A,B