Mathematics Pedagogy CTET MCQ

01 The majority of class IV learners think that multiplcation of two numbers always results in a number which is bigger than both the numbers. How will you show that it is always not the case? 1. By showing the multiplication algorithm of one whole number and a fraction on a number line 2. By showing it through repeated addition of numbers 3. By showing the multiplication algorithm of two decimal numbers 4. By showing on a grid paper the multiplication of two decimal numbers

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02 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

03 Which of the following assessment strategies can be used to make connections of Mathematics with real-life and promote inter-disciplinarity? 1. Field trip, oral test, drill worksheet 2. Survey, project, checklist 3. Field trip, oral test, checklist 4. Field trip, survey, project

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04 Which of the following can be used as learning resources for visually challenged in a Mathematics classroom? 1. Taylor's abacus, fraction kit, number chart 2. Number chart, computer, geoboard 3. Taylor's abacus, computer, geoboard 4. Computer, number chart, geoboard

05 In the context of ' numbers ', primary class children i.e the children in age group 8-9 years, are able to accomplish which one of the following sets? 1. Classification, reversibility, proportional reasoning 2. Seriation, reversibility, proportional reasoning 3. Seriation, classification, proportional reasoning 4. Seriation, classification, reversibility

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06 A teacher of Class I asks a student to count the total number of objects in a collection of pens, erasers, and sharpners. The student put all the objects in a line and starts counting. He says that there are 2 pens, 5 erasers and 3 sharpners instead of 10 objects. In which principle / principles of counting do you think that the student is facing difficulty? 1. Abstraction and order irrelevance principles 2. Stable order and abstraction principles 3. One-to-one correspondence principle 4. Abstraction principle

07 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 practice 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

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