CTET Mathematics Pedagogy Content

CTET Mathematics Pedagogy Content MCQ

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01 Three brands of pens A, B and C are available in packets of 10, 12 and 24 respectively. If a shopkeeper wants to buy equal number of pens of each brand, what is the minimum number of packets of each brand, he should buy?

1. A = 10, B = 12, C = 5
2. A = 5, B = 12, C = 10
3. A = 10, B = 5, C = 12
4. A = 12, B = 10, C = 5

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03 Which of the following statements is not correct?

1. All prime numbers are odd numbers
2. There are infinitely many prime numbers
3. A prime number has only two factors
4. There are only four single digit prime numbers

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04 A number that is divisible by all the numbers from 1 to 10 ( both inclusive ) is

1. 10
2. 100
3. 604
4. 2520

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05 Ayesha has only RS 5 and RS 10 coins with her. If the total number of coins she has is 25 and the amount of money with her is RS 160, then the number of RS 5 and RS 10 coins with her are

1. 18 and 7 respectively
2. 10 and 15 respectively
3. 15 and 10 respectively
4. 20 and 5 respectively

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07 One-sixth of the trees in a garden are Neem trees. Half of the trees are Ashoka trees and the remaining are Eucalyptus trees. If the number of Neem trees is five, how many Eucalyptus trees are there in the garden?

1. 5
2. 10
3. 15
4. 20

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08 A train leaves Delhi on 29th August 2019 at 16:30 h and reaches its destination on 31st August at 08:45 h. The total travel time of the journey is

1. 36 h 15 min
2. 38 h 45 min
3. 39 h 45 min
4. 40 h 15 min

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09 In which of the following, lengths have been arranged in decreasing order?

1. 8500 mm, 800 cm 8 mm, 80 dm 8 cm, 8 m
2. 80 dm 8 cm, 8500 mm, 8, 800 cm, 8 mm
3. 8 m, 80 dm 8 cm, 8500 mm, 800 cm, 8 mm
4. 8500 mm, 80 dm, 8 cm 800 cm 8 mm, 8m

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10 A, 180 cm long wire is formed into a rectangle. If the width of this rectangle is 30 cm, what is its length?

1. 45 cm
2. 60 cm
3. 90 cm
4. 120 cm

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11 When asked to write 44, some students of grade II wrote it as 404. As a teacher, how will you address this?

1. correct their answer in their copies
2. explain principle of exchange using concrete material
3. group them with those who have done it correctly
4. tell them to find out the correct answer

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13 Which of the following topics are not part of the primary school Mathematics curriculum as per NCF 2005?

1. Tessellation
2. Symmetry
3. Patterns
4. Ratio

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15 Which of the following could be contributing factor to under achievement in Mathematics? ( CTET Mathematics Pedagogy Content )

1. Gender
2. Socio-cultural background
3. Nature of Mathematics
4. Innate ability of person

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16 Which of the following is the most appropriate strategy to explain that 1/4 is less than 1/3?

1. using LCM method
2. using paper strips
3. using Dienes blocks
4. using number chart

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17 Which of the following is the most important aspect of making lesson plan while teaching Mathematics to primary school children?

1. following the sequence of text book
2. presenting mathematical concepts in a structured manner
3. providing opportunities to students to allow construction of concepts
4. writing activities and questions for reference

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18 Which of the following cannot be considered a feature of a constructivist Mathematics classroom?

1. The role of language and dialogue in learning Mathematics is given due attention
2. The teacher acknowledges that students may construct multiple understandings from a given interaction
3. Objective type test items are used as the primary means of assessment
4. Connections between Mathematics and other curricular areas are highlighted

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19 Which of the following statements is in agreement with the constructionist view of mathematics?

1. Mathematics is about learning facts
2. Mathematicians are required to discover the ‘ truths ‘
3. Mathematics is entirely objective
4. Visualisation is an important aspect of Mathematics

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20 Which of the following activities is best suited for the development of spatial understanding among children?

1. Drawing the top view of a bottle
2. Locating cities on a map
3. Noting the time of moon rise
4. Representing numbers on a number line

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21 Which of the following is not true with respect to the learning of Mathematics?

1. Ability to perform and excel in Mathematics is innate
2. Teacher’s beliefs about learners have a powerful impact on learning outcomes
3. Students’ socio-economic background impacts their performance in Mathematics
4. School’s language of instruction can impact a child’s performance in Mathematics

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22 Identify the type of the following word problem. ” I have 6 pencils. Manish has two more than me. How many pencils does Manish have? “

1. Comparison addition
2. Comparison subtraction
3. Takeaway addition
4. Takeaway subtraction

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23 Which of the following is not true of the Hindu Arabic system of numeration?

1. The position of a digit in a number dictates its value
2. It is additive in nature
3. It follows the base 2 system
4. It is multiplicative in nature

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24 Identify a desirable practice for teaching Geometry at primary level?

1. Geometry at the primary level should be limited to the recognition of simple basic shapes
2. The teacher should begin by giving clear definitions of simple shapes and showing examples
3. Children should be given ample opportunities to develop an intuitive understanding of space
4. Developing extensive geometric vocabulary need not be an objective at the primary level

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25 Which of the following is an indicator of mathematical reasoning? ( CTET Mathematics Pedagogy Content )

1. Ability to provide definitions of mathematical concepts
2. Ability to provide a justification for a mathematical procedure
3. Ability to calculate efficiently
4. Ability to recall the correct formulae in different situations

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27 I am a 2 digit number. The digit in tens place and the digit in units place are consecutive prime numbers. The sum of digits is multiple of 3 and 4. The number is

1. 57
2. 23
3. 35
4. 13

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29 Which of the following is at the third place when the numbers are arranged in ascending order? 7.07, 7.70, 7.707, 7.007, 0.77

1. 7.70
2. 7.007
3. 7.07
4. 7.707

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30 In a five-digit number, the digit at ten’s place is 8, digit at units places in one-fourth of the digit at ten’s place, the digit at thousands place is 0 digit at hundreds place is twice that of units place and the digit at ten thousands place is thrice the digit at unit’s place.

1. 64082
2. 64028
3. 46028
4. 60482

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