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Maths Pedagogy Quiz for CTET Exam 2017

Maths Pedagogy Quiz for CTET Exam 2017_30.1

1. 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 –
A. lack of practice of these types of questions in the class
B. lack of concrete experience of representation of decimal number on number line
C. careless attempt by the students
D. misconception regarding the significance of zero in ordering decimal

2. A teacher  prompts the students to prepare Mathematical journal with the theme “Application of Mathematics in Daily life.” This activity is –
A. to test the students understanding of Mathematical concepts
B. to help students to connect Mathematical concepts and its applications and to share their knowledge and ideas
C. to provide opportunity to students share their ideas and knowledge
D. none of these

3. A child display difficulty in differentiating between numbers, operations and symbols, two clock hands, different coins etc. This implies that the specific barrier affecting his learning is –
A. poor verbal, visual, auditory and working memory
B. poor visual processing ability i.e visual discrimination, spatial organization and visual coordination
C. poor language processing ability i.e expression, vocabulary and auditory processing
D. poor motor skills, reading and writing skills
4. The most appropriate tool to expose the students of class II to plane figures, its vertices and edges is –
A. Geo-board
B. Nets of 3D solids
C. Cubes
D. Black-board surface

5. Following is a problem from textbooks of class III:
“Which mathematical operation will be used to solve the following problem?
A milkman sold 1410 liters of milk in 10 days. How many litres of milk did he sell in a day?” Which competence of Bloom’s cognitive domain is referred in the above question?
A. Knowledge
B. Comprehension
C. Analysis
D. Synthesis

6. The highlights of a good textbook are that –
1. they contain numerous exercises to give rigorous practice
2. all concepts can be introduced through situations
3. only solved examples are included
4. they must be thick and heavy
A. C and D
B. A and B
C. A and C
D. B and D

7. NCF 2005 emphasis that –
A. Maths shall be taught to selective students
B. Maths curriculum shall be separate for low achievers
C. Students should be tested first for their logico-mathematical ability
D. Succeeding in Mathematics should be mandatory for every child

8. NCF 2005 states that Mathematics teaching should be ambitious, coherent and important. Here, “ambitious” refers to achievement of –
A. narrow goals of Mathematics
B. linking of Mathematics with other subjects
C. applications of Mathematics
D. higher goals of Mathematics
9. The recommended key concept in the unit of multiplication in class III is –
A. multiplication of 2-digit number with 2-digit number
B. properties of multiplication – order property and group property
C. word problem based on multiplication
D. multiplication of 3-digit numbers by 10

10. From the unit of “fraction”, teacher asked the students to list any five fractions. This question refers to –
A. higher level of thinking
B. analytical thinking
C. spatial thinking
D. lower level of thinking