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Maths Quiz (Pedagogy) for CTET Exam 2016

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

Q1. Rubrics of assessment help the teacher to-
(a) Prepare valid question papers
(b) Grade students easily
(c) Make the records presentable
(d) Plan the lessons well

Q2. 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, can draw a line, segment of given length accurately
(c) Can measure the line in cms and inches accurately, can name the line
(d) Can measure the line segment in cms and inches accurately and can mark end points of line segment

Q3. To introduce the concept of fractions, a teacher can begin with-
(a) Writing fractions in the form of a/b where b? 0
(b) Identifying fractional parts of things around them
(c) Identifying numerators and denominators of different fractions
(d) Finding fractions on a number line

Q4. “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

Q5. 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

Q6. 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

Q7. To teach various units of length to the students of Class III, a teacher shall take the following materials to the class-
(a) Measuring tape with centimeter on one side and meter on the other side
(b) Relation chart of various units
(c) Centimeter ruler and measuring tape
(d) Rulers of different lengths and different units, measuring rod, measuring strip used by architects

Q8. A child of class III reads 482 as four hundred eighty two but writes it as 40082. What does this indicate 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

Q9. 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) Help the students to solve all problems of quadrilateral based on definitions
(b) Help the students to explore various definitions
(c) Help the students to understand quadrilateral from different perspectives
(d) Help the students to memorize all definitions by heart

Q10. Mrs. Singh introduced the lesson on multiplication of three-digit-numbers in 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) Behavioural approach
(b) Cognitive approach
(c) Exploratory approach
(d) Collaborative approach