New : 10 most repeated math question types in CTET
2. 5550
3. 5050
4. 550
Solution
Place value of 5 in 6251 is 50
place value of 5 in 6521 is 500
and the place value of 5 in6 521 is 5000
and their sum is 5000 + 500 + 50 = 5550
2. The sum of two odd numbers and one even number is an even number
3. The sum of three odd numbers is an even number
4. The product of three odd numbers is an even number
Answer:
lets take an example
Let 3 and 5 are the two odd numbers and 4 is the even number
sum of 3 and 5 is 8 , add 4 to get 12, an even number. it is true for any number satisfying the above criteria.
Q33. A one-litre carton of juice is in the shape of a cuboid and has a square base of size 8 cm by 8 cm. the depth of juice in the carton ,in centimetres , is closed to
1. 22
2. 16
3. 18
4. 20
Answer:
I litre = 1000 cubic centimeter
the area of the base of cuboidal box = 8 x 8 = 64 square centimeter
Therefore the depth or height of the juice box is 1000/64 = 15.625 cm which when rounding off gives 16
2. Develop a connection between the logical functioning of daily life and that of mathematical thinking
3. Develop language and symbolic notations with standard algorithms of performing number operations
4. Represent part of whole as a fraction and order simple fraction
2. To develop useful capabilities
3. To develop children’s abilities for mathematization
4. To formulate theorm of geometry and their proof s independently
Q36. At primary level use of tangrams , dot games, patterns, etc helps the students to
1. Enhance spatial understanding ability
2. Develop sense of comparing numbers
3. Strengthen calculation skills
4. Understand basic operations
1. Knowledge
2. Comprehension
3. Creating
4. Application
2. To provide him with a worksheet with partially solved problems to complete the missing gaps.
3. To teach more than one way of solving problems of number system
4. To give him 10 practice tests
1. 2000
2. 0
3. 1
4. 500
Answer:
Grouping the first and second numbers , third and fourth number , five and sixth numbers and so on.
we get 500 pairs of numbers
()+()+()+.....+()+()
=(-1+2)+(-3+4)+(-5+6)+.....+ (-997+998) + (-999+1000)
= 1 +1 +1 ... + 1 +1
= 500
2. 169
3. 140
4. 217
Answer:
perimeter of square = 4 L = 44......... given
=> L = 11 cm
Again given that the perimeter of the square is equal to the perimeter of the rectangle
and let the width of the rectangle be b , the according to the condition in the question the length of the rectangle is 11 + 5 = 16 cm
therefore, we get
2(b + 16) = 44
=> b + 16 = 22
=> b = 6
and therefore area of rectangle is 16 x 6 = 96
and the sum of the square an the rectangle is 96 + 11x11 = 96 + 121 = 217
2. To teach algebra
3. To teach calculation and measurement
4. To teach daily life problems related to linear algebra
4. 9
Answer:
Three dozen chocolate = 3 x 12 = 36 chocolates
He gave one-third to the neighbor , he is left with 36 - (1/3)36 = 36 - 12 = 24 chocolate
one sixth to rehana, he is left with 24 - (1/6)36 = 24 - 6 = 18 chocolate
and after giving one-fourth to his sister he is left with 18 - (1/4)36 = 18 - 9 = 9 chocolates
3. Quantifying phase
4. Partition phase
2. Developing a lesson and taking students from concrete to abstract concept
3. Catering to learners with different learning styles
4. Providing remedial strategies for low achievers in mathematics
Q46. It is important to conduct mathematical recreation activities and challenging geometrical puzzles in the class as
1. They bring out of the monotonous and boring routines of mathematical classroom.
2. They give space to gifted learners
3. They are helpful to enhance spatial and analytical ability of every learner
4. They can create interest in low achievers and slow learners in mathematics
2. The concentration of students in mathematics
3. The calculation skills and speed in mathematics
4. The algorithmic understanding of students in mathematics
Q48. Formative assessment in mathematics at primary stage includes
1. Identification of common error
2. Testing of procedural knowledge and analytical abilities
3. Grading and ranking of students
4. Identification of learning gaps and deficiencies in teaching
2. Creating a certain way of thinking and reasoning
3. Achieve the narrow aim of teaching mathematics
4. Achieve the higher aim of teaching mathematics
1. Poor understanding of concept of perimeter but good verbal ability
2. Lower language proficiency and lower order mathematical proficiency
3. Lower language prodiciecy and higher order mathematical proficiency
4. Poor confidence level and poor mathematical skills
2. Ensuring better utilization of time
3. Provided extended learning opportunity
4. Providing fun and enjoyment to students
2. Class V B – 13,9,0,7,14,6,0,9,16,9,13,16,5,18,11
2. Both the sections performed equally well because the total marks scored by both the sections are the same
3. Both the section performed equally well because the average marks of both the sections are the same
4. Both the sections performed equally well because the highest score of both the sections is 18.
2. 12
3. 10
4. 8
Answer:
divide (6/5) by (1/10) = (6/5)(10) = 12
2. 101010
3. 10011
4. 11011
Solution:
the remainder would be 1 and the quotient would come out be 10010 and their sum would be 10011.
Q55. What should be subtracted from the product 102 x 201 to get 19999?
1. 602
2. 103
3. 401
4. 503
Answer:
102 x 201 = 20502
subtract 19999 from 20502 to get 503.
2. 3 litres and 80 millilitres = 380 milliliters
3. Area of square of side 10 cm = area of rectangle of length 100 cm and breadth 0.01 m
4. 3 hours 14 minutes = 194 minutes
Answer:
3 litres and 80 millilitres is equal to 3080 millilitres not 380 millilitres
2. 180
3. 210
4. 240
Answer:
two and two-thirds is equal to = 2 + 2/3 = 8/3 and a right angle is 90 degrees
therefore, 8/3 of a right angle is (8/3)90 = 240 degrees
2. 14
3. 21
4. 35
Answer:
( 28+35+42) ÷ (5)
= 21
2. 155
3. 156
4. 251
Answer:
factors 96 are 1,2,3,4,6,8,12,16,24,32,48,96 and their sum is 252
Q60. A train leaves a station at 6:14 a.m. and reaches its destination after 13 hours 48 minutes. The time at destination is
1. 8:12
2. 7:02
3. 7:12
4. 8:02
Answer:
after 13 hours the time will be 7:14 and after 48 minutes the time will be 8:02
Q31. The sum of place values
of 5 in 6251, 6521 and 5621 is
1.
152. 5550
3. 5050
4. 550
Solution
Place value of 5 in 6251 is 50
place value of 5 in 6521 is 500
and the place value of 5 in6 521 is 5000
and their sum is 5000 + 500 + 50 = 5550
Q32. Which one of the following
statements are true?
1.
The difference of an even number and an odd
number can be an even number2. The sum of two odd numbers and one even number is an even number
3. The sum of three odd numbers is an even number
4. The product of three odd numbers is an even number
Answer:
lets take an example
Let 3 and 5 are the two odd numbers and 4 is the even number
sum of 3 and 5 is 8 , add 4 to get 12, an even number. it is true for any number satisfying the above criteria.
Q33. A one-litre carton of juice is in the shape of a cuboid and has a square base of size 8 cm by 8 cm. the depth of juice in the carton ,in centimetres , is closed to
1. 22
2. 16
3. 18
4. 20
Answer:
I litre = 1000 cubic centimeter
the area of the base of cuboidal box = 8 x 8 = 64 square centimeter
Therefore the depth or height of the juice box is 1000/64 = 15.625 cm which when rounding off gives 16
Q34. Which one of the following
does not match the curricular expectation of teaching mathematics at the
primary level?
1. Analyze and
infer from representation of grouped data2. Develop a connection between the logical functioning of daily life and that of mathematical thinking
3. Develop language and symbolic notations with standard algorithms of performing number operations
4. Represent part of whole as a fraction and order simple fraction
Q35. The main goal of
mathematics education is
1.
To help the
students understand the mathematics2. To develop useful capabilities
3. To develop children’s abilities for mathematization
4. To formulate theorm of geometry and their proof s independently
Q36. At primary level use of tangrams , dot games, patterns, etc helps the students to
1. Enhance spatial understanding ability
2. Develop sense of comparing numbers
3. Strengthen calculation skills
4. Understand basic operations
Q 37. From the unit of ‘shapes’ the teacher asked the
students to make “ make /draw” any
picture by using shapes.
The objective that can be achieved through this activity is 1. Knowledge
2. Comprehension
3. Creating
4. Application
Q38. Arjun , a student of class 4 is able to answer all questions
related to number system orally, but commits mistakes by writing the solutions of
the problems based on number system. The best remedial strategy to remove
errors in his writing is
1
To relate real time experience with mathematical
concepts2. To provide him with a worksheet with partially solved problems to complete the missing gaps.
3. To teach more than one way of solving problems of number system
4. To give him 10 practice tests
Q39. What is the
value of
-1 + 2 -3 +4 -5 +6 -7 +….+1000 ?1. 2000
2. 0
3. 1
4. 500
Answer:
Grouping the first and second numbers , third and fourth number , five and sixth numbers and so on.
we get 500 pairs of numbers
()+()+()+.....+()+()
=(-1+2)+(-3+4)+(-5+6)+.....+ (-997+998) + (-999+1000)
= 1 +1 +1 ... + 1 +1
= 500
Q40. Perimeter of a
square is 44 cm. the perimeter of a rectangle is equal to the perimeter of this
square . the length of the rectangle is
5 cm more than the side of the square. The sum of area (in cm2) of
the square and the rectangle is
1.
2292. 169
3. 140
4. 217
Answer:
perimeter of square = 4 L = 44......... given
=> L = 11 cm
Again given that the perimeter of the square is equal to the perimeter of the rectangle
and let the width of the rectangle be b , the according to the condition in the question the length of the rectangle is 11 + 5 = 16 cm
therefore, we get
2(b + 16) = 44
=> b + 16 = 22
=> b = 6
and therefore area of rectangle is 16 x 6 = 96
and the sum of the square an the rectangle is 96 + 11x11 = 96 + 121 = 217
Q41. As per the NCF 2005, the narrow aim of teaching
mathematics at school is
1.
To develop numeracy related skills2. To teach algebra
3. To teach calculation and measurement
4. To teach daily life problems related to linear algebra
Q42. Ravi has three dozen chocolates. He gave one-third of
them to a neighbor. One-sixth to Rehana and one-fourth to his sister. How many
chocolates are left with him?
1.
10
2.
6
3.
84. 9
Answer:
Three dozen chocolate = 3 x 12 = 36 chocolates
He gave one-third to the neighbor , he is left with 36 - (1/3)36 = 36 - 12 = 24 chocolate
one sixth to rehana, he is left with 24 - (1/6)36 = 24 - 6 = 18 chocolate
and after giving one-fourth to his sister he is left with 18 - (1/4)36 = 18 - 9 = 9 chocolates
Q43. A child who is able to perform all number operations
and is able to explain the concept of fractions at
1.
Operational phase
2.
Emergent phase3. Quantifying phase
4. Partition phase
Q44. A teacher introduced multiplication in her class as
repeated addition and then by grouping of same number of objects taken multiple
times she introduced the symbol ‘x’ symbol and further conducted a small
activity of finding product using criss cross lines of matchsticks. Here the
teacher is
1.
Using multiple representation to make class
interesting2. Developing a lesson and taking students from concrete to abstract concept
3. Catering to learners with different learning styles
4. Providing remedial strategies for low achievers in mathematics
Q46. It is important to conduct mathematical recreation activities and challenging geometrical puzzles in the class as
1. They bring out of the monotonous and boring routines of mathematical classroom.
2. They give space to gifted learners
3. They are helpful to enhance spatial and analytical ability of every learner
4. They can create interest in low achievers and slow learners in mathematics
Q 47. ‘ Vedic Mathematics ‘ is becoming popular nowadays
especially amongst primary school children and is used to enhance
1.
The problem solving skills of students in
mathematics2. The concentration of students in mathematics
3. The calculation skills and speed in mathematics
4. The algorithmic understanding of students in mathematics
Q48. Formative assessment in mathematics at primary stage includes
1. Identification of common error
2. Testing of procedural knowledge and analytical abilities
3. Grading and ranking of students
4. Identification of learning gaps and deficiencies in teaching
Q49. A teacher uses the exploratory approach, use of manipulative
and involvement of students in discussion while giving the concepts of mathematics.
She uses this strategy to develop
1.
Develop manipulative skills among students2. Creating a certain way of thinking and reasoning
3. Achieve the narrow aim of teaching mathematics
4. Achieve the higher aim of teaching mathematics
Q50. A teacher asks Sheila of class V about the perimeter of
a figure.
She also asked Shailja to explain the solution in her words.
Shailja was able to solve the problem correctly but was not able to explain it.
This reflects that shailja is having 1. Poor understanding of concept of perimeter but good verbal ability
2. Lower language proficiency and lower order mathematical proficiency
3. Lower language prodiciecy and higher order mathematical proficiency
4. Poor confidence level and poor mathematical skills
Q51. The section , ‘
Practice Time’ included in different topics in mathematics textbook aims at
1.
Having a change in daily routine2. Ensuring better utilization of time
3. Provided extended learning opportunity
4. Providing fun and enjoyment to students
Q52. 13 students of class V A and 15 students of V B participated
in a writing competition. They scored marks as follows:
1.
CLASS V A
- 14, 6, 15, 12, 11, 11,7,9,17,13,3,10,182. Class V B – 13,9,0,7,14,6,0,9,16,9,13,16,5,18,11
What interference can you draw from the given data?
1.
Class V A performed better because the average score V A is more2. Both the sections performed equally well because the total marks scored by both the sections are the same
3. Both the section performed equally well because the average marks of both the sections are the same
4. Both the sections performed equally well because the highest score of both the sections is 18.
Q53. How many 1/10 are in 6/5?
1.
52. 12
3. 10
4. 8
Answer:
divide (6/5) by (1/10) = (6/5)(10) = 12
Q54. On dividing 110111 by 11, the sum of the quotient and
the remainder is
1.
110012. 101010
3. 10011
4. 11011
Solution:
the remainder would be 1 and the quotient would come out be 10010 and their sum would be 10011.
Q55. What should be subtracted from the product 102 x 201 to get 19999?
1. 602
2. 103
3. 401
4. 503
Answer:
102 x 201 = 20502
subtract 19999 from 20502 to get 503.
Q56. Which of the
following is not correct?
1.
2 kg 30 g is the same as 2030g2. 3 litres and 80 millilitres = 380 milliliters
3. Area of square of side 10 cm = area of rectangle of length 100 cm and breadth 0.01 m
4. 3 hours 14 minutes = 194 minutes
Answer:
3 litres and 80 millilitres is equal to 3080 millilitres not 380 millilitres
Q57. Number of degrees in two and two-thirds of a right
angle is
1.
2702. 180
3. 210
4. 240
Answer:
two and two-thirds is equal to = 2 + 2/3 = 8/3 and a right angle is 90 degrees
therefore, 8/3 of a right angle is (8/3)90 = 240 degrees
Q58. (sum of multiples of 7 between 21 and 49) ÷ (biggest
common factor of 25 and 30) is equal to
1.
372. 14
3. 21
4. 35
Answer:
( 28+35+42) ÷ (5)
= 21
Q59. The sum of all the positive factors of 96 is
1.
2522. 155
3. 156
4. 251
Answer:
factors 96 are 1,2,3,4,6,8,12,16,24,32,48,96 and their sum is 252
Q60. A train leaves a station at 6:14 a.m. and reaches its destination after 13 hours 48 minutes. The time at destination is
1. 8:12
2. 7:02
3. 7:12
4. 8:02
Answer:
after 13 hours the time will be 7:14 and after 48 minutes the time will be 8:02
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