# Error Analysis Mathematics CTET MCQ

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Error Analysis Mathematics CTET MCQ.

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## 01 Manipulative models, static pictures, written symbols, spoken and written language, real world situations or contexts are five ways to represent

1. mathematical thinking and ideas
2. geometrical proof
3. mathematics curriculum
4. mathematical vocabulary

Option 1 – mathematical thinking and ideas

## 02 Geo board is an effective tool to teach

1. basic geometrical concepts like rays, lines and angles
2. geometrical shapes and their properties
3. difference between 2-D and 3-D shapes
4. concepts of symmetry

Option 2 – geometrical shapes and their properties

## 03 At primary level use of tangram, dot games, patterns etc., helps the students to

1. understand basic operations
2. enhance spatial understanding ability
3. develop sense of comparing numbers
4. strengthen calculation skills

Option 2 – enhance spatial understanding ability

## 04 It is important to conduct mathematical recreational activities and challenging geometrical puzzles in the class as

1. they can create interest in low achievers and slow learners in mathematics
2. they bring students out of the monotonous and boring routines of mathematics classroom
3. they give space to gifted learners
4. they are helpful to enhance spatial and analytical ability of every learner

Option 4 – they are helpful to enhance spatial and analytical ability of every learner

## 05 A teacher uses the exploratory approach, use of manipulatives and involvement of students in discussion while giving the concepts of mathematics. She uses this strategy to

1. achieve the higher aim of teaching mathematics
2. develop manipulative skills among the students
3. create a certain way of thinking and reasoning
4. achieve the narrow aim of teaching mathematics

Option 3 – create a certain way of thinking and reasoning

## 06 ‘Vedic Mathematics’ is ecoming popular now-a-days especially amongst primary school children and is used to enhance

1. the algorithmic understanding of students in mathematics
2. the problem solving skills of students in mathematics
3. the concentration of students in mathematics
4. the calculation skills and speed in mathematics

Option 4 – the calculation skills and speed in mathematics

## 07 Manipulative tools are important for learners at primary level as they help them most to

1. speed up mental and oral calculations
2. perform better in examination
3. understand basic mathematical concepts
4. solve word problems

Option 3 – understand basic mathematical concepts

## 08 Which one of the following manipulative tools is required to develop geometrical concepts of ‘symmetry’ and ‘reflection’ in class IV?

2. dot paper
3. abacus
4. two sided counter

Option 2 – dot paper

## 09 Some students of class II, face difficulty in the addition of two digit numbers involving ‘carrying over’. Reasong behind this problem is lack of

1. interest in mathematics
2. understanding of difference
3. understanding the importance of zero
4. understanding of regrouping process

Option 4 – understanding of regrouping process

## 10 “Errors play an important role in mathematics.” This statement is

1. false, as there is no scope of errors in mathematics
2. false, as errors indicate carelessness
3. true, as they give ideas about how children construct mathematics concepts
4. true, as they give feedback to students about their marks

Option 3 – true, as they give ideas about how children construct mathematics concepts

## 11 Which of the following statements is true in the context of teaching ‘measurement’ to primary class students?

1. standard measures should be followed by non-standard measures
2. non-standard measures should be followed by standard measures
3. only non-standard measures should be used
4. non-standard measures should not be used

Option 2 – non-standard measures should be followed by standard measures

## 12 A teacher of class II asks her students to write 4 ones and 3 tens. Some students write as 43 instead of 34. As a teacher, how will you help the students in understanding the concept?

1. always teach by column method of tens and ones to avoid confusion
2. give a lot of questions to practie in column method
3. ask the students to represent on abacus and then write
4. tell them it is wrong and ask them to write the correct answer 5 times

Option 3 – ask the students to represent on abacus and then write

## 13 Which of the following teaching-learning resources would be the most appropriate to teach the concept of addition of two decimal numbers?

1. geo board
2. beads and string
3. graph paper
4. abacus

Option 3 – graph paper

## 14 A given rectangle and a parallelogram have the same area. However, many class IV students respond that the parallelogram has a larger area. How can a teacher help the students to understand that their area are the same?

1. using paper folding
2. using scale
3. using a geo board
4. using a graph paper

Option 4 – using a graph paper

## 15 A class was asked to round off 342, 718 and 315 to the nearest ten. One of the students’ answers was 340, 710, 310. What type of error is it?

1. wrong algorithm
2. regrouping error
3. basic fact error
4. incorrect operation

Option 1 – wrong algorithm

## 16 A very common error observed in addition of linear expression is 5y +3 = 8y. This type of error is termed as

1. clerical error
2. conceptual error
3. procedural error
4. careless error

Option 2 – conceptual error

## 17 Appropriate method for the establishment of the formulae in mathematics is

1. induction
2. planning
3. synthesis
4. none of these

Option 1 – induction

## 18 The method based on scientific method is

1. induction
2. project
3. speech
4. none of these

Option 2 – project

## 19 ‘Unknown to known’ is advanced in which method

1. synthesis
2. deduction
3. analysis
4. induction

Option 2 – deduction

## 20 Class-room teaching skills are developed by using ……… as feedback device.

1. simulation technique
2. T-group technique
3. micro-teaching
4. programmed instruction

Option 3 – micro-teaching

## 21 The step of team teaching is

1. planning
2. planning and organisation
3. organisation and evaluation
4. planning, organisation and evaluation

Option 4 – planning, organisation and evaluation

## 22 Micro-teaching is a system of

1. controlled practice
2. uncontrolled practice
3. both 1 and 2
4. none of the above

Option 1 – controlled practice

## 23 Meaning of the word ‘Heurisco’ is ( Error Analysis Mathematics CTET MCQ )

1. to know
2. to think
3. to learn
4. to discover

Option 4 – to discover

## 24 The most use of teaching aids is in ( Error Analysis Mathematics CTET MCQ )

1. arithmetic
2. algebra
3. science
4. trignometry

Option 3 – science

## 25 “Problem solving” as a strategy of doing Mathematics involves ( Error Analysis Mathematics CTET MCQ )

1. activity based approach
2. estimation
3. extensive practice
4. using clues to arrive at a solution

Option 1 – activity based approach

## 26 Which teaching comparison of fractions in which the numerators are same e.g., 3/5 and 3/7 Rohit’s response was “Since the numerators are same and since 7 is bigger than 3/5.” This suggests that

1. rohit does not know the concept of equivalent fractions
2. rohit has not practised well
3. rohit does not understand the magnitude of fractions
4. rohit does not know the concept of numerator and denominator

Option 1 – rohit does not know the concept of equivalent fractions

## 27 The concept of areas of plane figures can be introduced to the students of class V by

1. measuring the area of any figure with the help of different objects like palm, leaf, pencil etc
2. calculating the area of a rectangle by finding length and breadth of a rectangle and using the formula for area of a rectangle
3. stating the formula for area of rectangle and square
4. calculating the area of figures with the help of counting unit squares

Option 1 – measuring the area of any figure with the help of different objects like palm, leaf, pencil etc

## 28 To teach various units of length to the students of class III, a teacher shall take the following materials to the class

1. centimetre ruler and measuring tape
2. rulers of different lengths and different units, measuring rod, measuring strip used by architects
3. measuring tape with centimetre on one side and metre on the other side
4. relation chart of various units

Option 2 – rulers of different lengths and different units, measuring rod, measuring strip used by architects

## 29 Use of abacus in class II does not help the students to ( Error Analysis Mathematics CTET MCQ )

1. understand the significance of place value
2. read the numbers without error
3. write the numeral equivalent of numbers given in words
4. attain perfection in counting

Option 3 – write the numeral equivalent of numbers given in words

## 30 Students often make a mistake in comparing the decimal numbers. For example 0.50 is larger than 0.5. The most probable reason for this error is

1. misconception regarding the significance of zero in ordering decimal
2. lack of practice of these types of questions in the class
3. lack of concrete experience of representation of decimal number on number line
4. careless attempt by the students

Option 1 – misconception regarding the significance of zero in ordering decimal

## 31 A child displays difficulty in differentiating between numbers, operations and symbols, two clock hands, different coins etc. This implies that the specific barrier affecting his learning is

1. poor motor skills, reading and writing skills
2. poor verbal, visual, auditory and working memory
3. poor visual processing ability i.e., visual discrimination, spatial organisation and visual coordination
4. poor language processing ability i.e., expression, vocabulary and auditory processing

Option 3 – poor visual processing ability i.e., visual discrimination, spatial organisation and visual coordination

## 32 The most appropriate tool to expose the students of class II to plane figures, its vertices and edges is

1. blackboard surface
2. geo board
3. nets of 3-D solids
4. cubes

Option 2 – geo board

## 33 A student was asked to read the following numbers 306, 408, 4008, 4010. He read as follows thirty six, forty eight, four hundred eight, forty ten. The reasong for error in reading is that

1. the student does not like Maths class and finds the class boring
2. the student has understood the concept of place value but does not know how to use it
3. the student is not fit for study of maths
4. the student is not able to understand the concept of place value and feels comfortable using two digit numbers only

Option 4 – the student is not able to understand the concept of place value and feels comfortable using two digit numbers only

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