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Use This Code TEACH5

**Q1. The statement accentuating the core idea of place value system is**

(a) Place value pertains to an understanding that the same numeral represents on which position it is

(b) In the place value system, the position of the digit can vary but the essence of the digit remains the same. That is, the face value of the digits does not change.

(c) Place value system is based on the idea of places. The numbers are decided by the places they take.

(d) In the place value system, the place as well as the face value of the digit helps in determining the size the number

**Q2. When asked to perform ‘Fifty plus 3’, a child gave the answer 503. She is unable to**

(a) Understand how the position of zero determines its vale or non-value.

(b) Follow the procedures of adding numbers that involve zero

(c) Decompose and re-compose numbers involving zero

(d) Understand the language of the problem

**Q3. The objective of teaching place value to class III is to**

(a) Enable counting of larger numbers

(b) Help children do quick arithmetic operations

(c) Help children understand grouping of numbers in hundreds, tens and ones.

(d) Master the skill of larger numbers

**Q4. In Class II, teacher performed the following activity: She gave shells to her students and asked them to make groups of 3 shells. Each group of 3 shell was then exchanged with a ball. By doing this activity, the teacher was helping her students**

(a) To master the traits of exchanging goods

(b) To refine their sensory motor skills of working with small objects like shells

(c) To recognize the association of numbers with concrete objects

(d) To help them understand the idea of place value

**Q5. A teacher gave the following puzzle in her classroom ‘I am 8 less than 80 tens.’**

**She is helping her students to :**

(a) Understand place value system

(b) Understand the role of language in mathematics

(c) Enjoy puzzles in mathematics

(d) Appreciate the role of context in mathematics

**Q6. ‘In a tourist bus, six children can sit on a seat. There are 52 children in the class. How many seats will they occupy?’ The given problem represents**

(a) Rate-type division problem

(b) Equal-sharing type division problem

(c) Equal-grouping type division problem

(d) Multiplying-factor type division problem

**Q7. Analyze the following problem to identify its structure.**

**Mr Jackson is buying a two-tone car. The company offers it in six colours and bodies in eight other colours How many options are there for Mr Jackson ?**

(a) Multiplication of Rate type

(b) Multiplication of Cartesian Type

(c) Multiplication of Repeated Addition type

(d) Multiplication of Scalar Factor Type

**Q8. A teacher wanted to orient her grade IV students about remainder theorem.**

**The most appropriate approach that she could take can be :**

(a) Give a worksheet that has lots of problems on division.

(b) Ask students to learn this theorem by heart so that they never forget it.

(c) Give them groups of objects to be divided in equal parts and then ask them to compare the objects that remain with the division done.

(d) Ask them to study the chapter on fractions as when doing so they will intuitively get the idea.

**Q9. A teacher gave the following question to her class: ‘Find the dimensions of all the rectangles whose area is 36 units, given that the dimensions of the rectangles are whole numbers.’ By giving this task, the teacher was trying to**

(a) Connect the ideas of array-type multiplication, concept of area of rectangles and commutative property of multiplication

(b) Represent the product of two numbers in different array arrangements.

(c) Encourage her students to use geoboard as a tool for representing different rectangles

(d) Clarify the concepts related to area of rectangles; decimals and whole numbers; geometry and arithmetic

**Q10. A teacher gave 15 tiles to her class and asked them to make rectangles with these tiles. Students gave only two possible arrangements 3 × 5 and 5 × 3 The aim of this activity is to**

(a) Spend some classroom time doing activities

(b) Build the idea of factorization with the help of rectangular models

(c) Assess learning levels of children

(d) Leave children alone to make discoveries

**Solutions**

S1. Ans.(a)

S2. Ans.(b)

S3. Ans.(c)

S4. Ans.(d)

S5. Ans.(a)

S6. Ans.(c)

S7. Ans.(b)

S8. Ans.(c)

S9. Ans.(a)

S10. Ans.(b)

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