Error Analysis Mathematics CTET MCQ. We covered all the Error Analysis Mathematics CTET MCQ in this post for free so that you can practice well for the exam.
Install our MCQTUBE Android app from the Google Play Store and prepare for any competitive government exams for free.
We created all the competitive exam MCQs into several small posts on our website for your convenience.
You will get their respective links in the related posts section provided below.
Related Posts:
Error Analysis Mathematics CTET MCQ for Students
Manipulatives, visuals, symbols, language, and real-life situations are used to represent
a. mathematical thinking and ideas
b. geometrical proof
c. mathematics curriculum
d. mathematical vocabulary
Option a – mathematical thinking and ideas
A geoboard is an effective resource for teaching
a. concepts like rays, lines, and angles
b. shapes and their characteristics
c. difference between 2D and 3D figures
d. symmetry concepts
Option b – shapes and their characteristics
Using tangrams, dot games, and patterns in early classes supports students in
a. learning basic arithmetic
b. developing spatial awareness
c. improving number comparison
d. enhancing computational fluency
Option b – developing spatial awareness
Conducting fun math activities and geometry puzzles in class helps to
a. engage slower learners in math
b. break the routine of boring math classes
c. offer challenges for gifted students
d. build spatial and logical thinking in all learners
Option d – build spatial and logical thinking in all learners
A teacher using manipulatives, discussions, and an exploratory approach aims to
a. reach broader teaching goals
b. build students’ practical skills
c. develop reasoning and thinking habits
d. fulfill limited teaching objectives
Option c – develop reasoning and thinking habits
Vedic Mathematics is becoming popular among primary children to improve
a. algorithmic clarity
b. problem-solving methods
c. focus in math classes
d. speed and accuracy in calculation
Option d – speed and accuracy in calculation
Manipulatives are essential for younger learners because they help with
a. mental math and quick calculations
b. exam preparation
c. foundational math understanding
d. solving word problems
Option c – foundational math understanding
Which manipulative is most suitable to teach symmetry and reflection in Class IV?
a. string of beads
b. dot paper
c. abacus
d. two-sided counters
Option b – dot paper
Class II students struggling with carrying in two-digit addition often lack
a. interest in math
b. clarity on differences
c. understanding of zero
d. grasp of regrouping
Option d – grasp of regrouping
In math, mistakes are important because
a. they should not occur in a precise subject
b. they only reflect carelessness
c. they show how children develop concepts
d. they help students assess marks
Option c – they show how children develop concepts
While teaching measurement to primary students, one should
a. begin with standard units only
b. move from non-standard to standard units
c. use only non-standard units
d. avoid non-standard measures entirely
Option b – move from non-standard to standard units
A teacher notices students write 43 instead of 34 when told “4 ones and 3 tens.” The best support would be
a. teaching column method only
b. drilling them with more column method questions
c. using an abacus for representation
d. correcting them by repetition
Option c – using an abacus for representation
The best tool to explain addition of decimals is
a. geoboard
b. string beads
c. graph paper
d. abacus
Option c – graph paper
Students think a parallelogram has a larger area than a rectangle with the same area. A helpful resource is
a. paper folding
b. measuring with a scale
c. geoboard
d. graph paper
Option d – graph paper
A student rounds 342, 718, and 315 to 340, 710, and 310. This is an example of
a. wrong algorithm use
b. regrouping confusion
c. basic factual mistake
d. operational error
Option a – wrong algorithm use
A typical mistake in combining terms like 5y + 3 = 8y is considered a
a. clerical slip
b. conceptual error
c. procedural mistake
d. careless mistake
Option b – conceptual error
The preferred method to establish math formulas is
a. inductive reasoning
b. planning ahead
c. synthesis method
d. none of the above
Option a – inductive reasoning
The approach modeled after scientific investigation is the
a. inductive method
b. project method
c. oral explanation method
d. none of these
Option b – project method
Which approach follows “from unknown to known”?
a. synthesis
b. deduction
c. analysis
d. induction
Option b – deduction
Which feedback technique is used to build classroom teaching skills?
a. simulation
b. T-group method
c. micro-teaching
d. programmed learning
Option c – micro-teaching
What is the correct sequence of steps in team teaching?
a. planning only
b. planning and organizing
c. organizing and evaluating
d. planning, organizing, and evaluating
Option d – planning, organizing, and evaluating
Micro-teaching is a form of
a. structured practice
b. free-form practice
c. both structured and unstructured
d. none of the above
Option a – structured practice
“Heurisco” translates to
a. to know
b. to think
c. to learn
d. to discover
Option d – to discover
Teaching aids are used most frequently in
a. arithmetic lessons
b. algebra classes
c. science teaching
d. trigonometry
Option c – science teaching
Problem solving in math emphasizes
a. activity-based learning
b. estimation techniques
c. repeated practice
d. clue-based solutions
Option a – activity-based learning
A student compares 3/5 and 3/7 and says 3/7 is larger due to a larger denominator. This shows
a. lack of equivalent fraction understanding
b. insufficient practice
c. poor grasp of fraction size
d. confusion about numerator and denominator
Option a – lack of equivalent fraction understanding
To introduce area concepts in Class V, one might use
a. objects like leaves, hands, or pencils to measure area
b. the area formula for rectangles directly
c. memorized formulas for shapes
d. counting unit squares on figures
Option a – objects like leaves, hands, or pencils to measure area
To teach length units in Class III, a teacher should bring
a. centimeter scale and tape measure
b. rulers and rods of varying lengths and units
c. dual-unit measuring tape
d. a chart showing unit conversions
Option b – rulers and rods of varying lengths and units
Abacus use in Class II is not beneficial for
a. understanding place value
b. reading numbers correctly
c. writing numeral forms of number words
d. accuracy in counting
Option c – writing numeral forms of number words
A common decimal error: 0.50 is greater than 0.5. This mistake is likely due to
a. misunderstanding the role of zero in decimals
b. inadequate practice
c. lack of number line experience
d. a casual mistake
Option a – misunderstanding the role of zero in decimals
A child struggles to distinguish numbers, symbols, clock hands, and coins. The likely barrier is
a. poor motor or literacy skills
b. weak memory across modalities
c. visual processing difficulties (discrimination, spatial skills, coordination)
d. weak verbal and auditory language processing
Option c – visual processing difficulties (discrimination, spatial skills, coordination)
The most suitable tool to teach plane shapes, edges, and vertices in Class II is
a. chalkboard
b. geoboard
c. 3D shape nets
d. cubes
Option b – geoboard
A child reads 306 as thirty-six, 408 as forty-eight. This likely indicates
a. lack of interest in math class
b. understanding of place value but poor application
c. unsuitability for learning math
d. comfort only with two-digit numbers due to poor place value understanding
Option d – comfort only with two-digit numbers due to poor place value understanding
We covered all the Error Analysis Mathematics CTET MCQ above in this post.
Check out the latest MCQ content by visiting our mcqtube website homepage.
Also, check out:
