Dear Students!!! There is most general as well as a scoring section in all the competitive entrance examinations in the teaching field i.e “Mathematics”.Because in this section only one thing is work i.e your accuracy and that could be nourished with the daily practice. So, for this, we are providing you the daily quiz for all teaching exams i.e CTET Exam 2018, DSSSB ,KVS,STET Exam.
Q1. Students make errors while solving mathematical problems because
(a) they do not practice enough
(b) they do not refer to multiple textbooks
(c) their socio-economic status affects their performance
Q2. The problem-solving method is the
(a) gradual and systematic guiding through the hierarchy of mathematical notions, ideas and techniques
(b) teaching of mathematical results, definitions and concepts by repetition and memorisation
(c) teaching the development of mathematics within a historical, social and cultural context
(d) cultivation of mathematical ingenuity, creativity and heuristic thinking by making students open-minded
Q3. In Class VII, a teacher taught the ‘properties of all types of quadrilaterals’. In the class test that followed after the unit, the teacher asked problems on the construction of quadrilateral. No one in the class was able to perform in the test. The reason may be
(a) all students of the class are dull
(b) there is a gap between instructions given in class and the assessment conducted
(c) the teacher is not able to create the interest of the students in this unit
(d) the students were not serious about the class test and had not prepared well
Q4. This is a problem from NCERT textbook of Mathematics :
“In a laboratory, the count of bacteria in a certain experiment was increasing at the rate of 2.5% per hour. Find the bacteria at the end of 2 hours if the count was initially 5,06,000.”
With the help of this problem, the teacher can inculcate the following value:
(a) Bacteria always grows and does not decay.
(b) Mathematics is required in every sphere of life.
(c) Preventive measures shall be taken immediately to prevent the spread of epidemics because bacteria grows at a very fast rate.
(d) To conduct experiment in Biology lab, the knowledge of Mathematics is essential.
Q5. While teaching ratio and proportion, Ms. Rama demonstrated some computer operations on the screen–‘copy and paste’ and ‘copy and enlarge’ or ‘copy and enlarge’ or ‘copy and reduce’. This activity may be
(a) pre-content activity to introduce ratio
(b) post-content activity
(c) formative assessment activity
(d) fun activity to pass time
Q6. Mr. Manish used of manipulatives, maths lab activities and ICT activities to clarify the concept of ‘Symmetry’. Mr. Manish wants to
(a) cater to students of all learning styles
(b) be popular amongst his students
(c) pass time so that he can avoid teaching of next topic, as it is not of his interest
(d) cater to kinesthetic learners only
Q7. The present NCERT textbooks on Mathematics are written keeping in mind the recommendations of
(a) National Curriculum Framework 2005
(b) National Policy on Education 1986
(c) Syllabus prescribed by CBSE in 2006
(d) Syllabus prescribed by State Board in 2006
Q8. Geo-board is an essential tool for teaching Geometry in middle classes as
(a) objects carried to classes always arouse curiosity in students about the concepts taken in class
(b) it enhances spatial ability as well hand-on experience help them to understand the properties of geometric shapes
(c) it is instruction of school authorities to use teaching aids in the class
(d) it keeps the class in control as students get busy themselves with geo-board
Q9. Following is a problem from text book of Class VI:
“Express the following statement through linear expression:
Neha has 7 more toffees than Megha. If Megha has x toffees, how many toffees does Neha have?”Which competence of Bloom’s cognitive domain is referred to in the above question?
(a) Knowledge
(b) Comprehension
(c) Analysis
(d) Synthesis
Q10. A student writes
This student
(a) always commits clerical error of writing unit with ratio
(b) has clear concept of units and their conversion
(c) can reduce fractions to lowest term correctly and can write the units properly
(d) has concept of units, conversion of units, fractions but missed the concept that ratio does not have units
Solutions
S1. Ans.(d)
S2. Ans.(a)
S3. Ans.(b)
S4. Ans.(b)
S5. Ans.(a)
S6. Ans.(a)
S7. Ans.(a)
S8. Ans.(b)
S9. Ans.(b)
S10. Ans.(d)
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