Mathematics Pedagogy CTET MCQ

30 Which of the following teaching-learning resources would be the most appropriate to teach the concept of addition of two decimal numbers? 1. Geoboard 2. Beads and string 3. Graph paper 4. Abacus

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29 Which of the following cannot be considered as a reason for fear and failure in Mathematics? 1. Classroom experiences 2. Symbolic notations 3. Structure of Mathematics 4. Gender differences

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28 Which of the following is an essential prerequisite to understand multiplication of a two-digit number by a one-digit or a two-digit number? 1. Commutative property of addition 2. Commutative property of multiplication 3. Multiplication as distribution over addition 4. Multiplication as inverse of division

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27 Which one of the following is not correct? ( Mathematics Pedagogy CTET MCQ ) 1. 2005 g = 2.005 kg 2. The volume of a cuboid of length 45 cm, breadth 15 cm and height 40 cm is equal to the volume of a cube whose side is 0.3 m 3. One hundredth of 10 is equal to 0.1 4. 55 L 55 mL = 55.55 L

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25 The size of a soap cake is 7 cm x 5 cm x 25 cm. The maximum number of soap cakes which can be packed into two boxes each having internal measurements as 56 cm x 0.4 m x 0.25 m is 1. 1280 2. 2560 3. 640 4. 960

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23 15 L 286 mL of range juice is mixed with 19 L 714 mL of carrot juice. 12 L 750 mL of mixture is used and the rest is filled in bottles each containing 250mL. The number of bottles is 1. 81 2. 77 3. 89 4. 85

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22 The number of minutes in 15 days is equal to the number of seconds in ( Mathematics Pedagogy CTET MCQ ) 1. 6 h 2. 8 h 3. 4 h 4. 5 h

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21 A train left Hyderabad at 13:15 on Friday and reached Bengaluru at 07:30 on Saturday. The duration of the journey was 1. 18 h 15 min 2. 19 h 45 min 3. 5 h 35 min 4. 12 h 45 min

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20 Harish bought a scooter for RS 49553. He paid RS 8076 in cash and agreed to pay the remaining amount in 37 equal installments. What is the amount of each installment? 1. RS 1201 2. RS 1339 3. RS 1021 4. RS 1121

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19 In a school, there are 360 students out of which two-thirds are girls and the rest are boys. Three-fourths of the number of boys are players. The number of boys who are not players are 1. 60 2. 75 3. 25 4. 30

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