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Maths Quiz (Pedagogy) for CTET Exam 2016

Maths Quiz (Pedagogy) for CTET Exam 2016_30.1

1. Rubrics of assessment helps the teacher to –
A. prepare valid question papers
B. grade students easily
C. makes the records presentable
D. plan the lesson well
2. Rubrics of assessment for the geometry lesson on points and lines in class IV shall be:
A. can differentiate between line, ray and line-segment and can define them
B. can differentiate between line and line segment, can mark a point and can draw a line segment of given length accurately
C. can measure the line in cm and inches accurately, can name the line
D. can measure the line segment in cm and inches accurately and can mark end points of line segment

3. To introduce the concept of fractions, a teacher can begin with-
A. writing fractions in the form of a/b where b is not equal to 0
B. identifying fractional parts of things around them
C. identifying numerators and denominators of different fractions
D. finding fractions on a number line
4. “Problem solving” as a strategy of doing mathematics involves-
A. activity based approach
B. estimation
C. extensive practice
D. using clues to arrive at a solution
5. When faced with word problems, Rajan usually asks “Should I add or subtract?”
“Should I multiply or divide?” Such questions suggest-
A. Rajan lacks understanding of number operations
B. Rajan cannot add or multiply
C. Rajan seeks opportunities to disturb the class
D. Rajan has problems in comprehending language
6. A teacher uses the following riddle in a class while developing the concept of base 10 and place value: “I am less than 8 tens and 4 ones.”
The objective of this activity is-
A. to do summative assessment
B. to introduce the concept of tens and ones to the students
C. to have some fun in the class and break the monotony
D. to reinforce the concept of base 10 and place value
7. To teach various units of length to the student of class III, a teacher shall take the following material to the class-
A. measuring tape with cm on one side and m on one side and m on the other side
B. relation chart of various units
C. cm ruler and measuring tape
D. rulers of different lengths and different units, measuring rod, measuring strip used by architects
8. A child of class III reads 482 as four hundred eighty two but writes it as 40082. What does this indicates for a teacher?
A. teacher should teach the concept of place value when the children are able to write numbers correctly
B. child is not attentive in the class and is a careless listener
C. child is a careful listener but has not established sense of place value
D. child is confusing the expression of number in expanded form and in short form
9. In a class, a teacher asked the students to define a quadrilateral in different ways using sides, using angles, using diagonals etc.
The teacher’s objective is to-
A. helps the students to solve all problems of quadrilateral based on definitions
B. helps the students to explore various definitions
C. helps the student to understand quadrilateral from different perspectives
D. helps the students to memorize all definitions by heart
10. Mrs. Singh introduced the lesson on multiplication of three-digit numbers in the class III, by revising the multiplication tables and multiplication facts known to the students. Further she taught the procedure of multiplying two three – digit numbers. Mrs. Singh’s approach is- _________ 
A. behavioral approach
B. cognitive approach
C. exploratory approach
D. collaborative approach