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# Maths Quiz (Pedagogy) for CTET Exam 2016

1. “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

2. 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 and multiply
C. Rajan seeks opportunities to disturb the class
D. Rajan has problems in comprehending language

3. 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 to break monotony
D. To reinforce the concept the base 10 and place value

4. “Inquiry method” is also known as-
A. problem-solving method
B. collection method
C. heuristic method
D. classification method
5. Identify the open ended problem-
A. finds the cube of 10
B. writes any 5 numbers whose cube is more than 64
C. parikshit makes a cuboid of dimensions 5 cm, 2 cm, 5 cm. How many such minimum cuboids are required to form a cube?
D. finds the cube root of 512 using prime factorization method

6. “Which two numbers when multiplied give the product 24?”
This question-
A. is a closed ended question as it has definite number of answers
B. is an open ended question as it has more than one answer
C. suggests general problem solving strategy to the child so that she can answer correctly
D. helps the child to think metacognitive

7. Prof. B.S. Bloom is associated with
A. taxonomy of objectives
B. teaching method
C. teaching models
D. teaching strategies
8. Proceed from Analysis to synthesis is a –
A. technique
B. maxim
C. model
D. principle

9. “To develop new theories by discovering broad generalizations” is the purpose of –
A. action research
B. local research
C. fundamental research
D. all of these

10. On the basis of teaching objectives, mathematics teaching can be classified as –
A. cognitive-affective-psychomotor
B. memory level-understanding level-reflective level
C. automatic-democratic-laisses faire
D. none of the above