By showing the multiplication algorithm of one whole number and a fraction on a number line
By showing it through repeated addition of numbers
By showing the multiplication algorithm of two decimal numbers
By showing on a grid paper the multiplication of two decimal numbers

Option 4 – By showing on a grid paper the multiplication of two decimal numbers

02 Which of the following statements is true in the context of teaching ‘ measurement ‘ to primary class students?

Standard measures should be followed by non-standard measures
Non-standard measures should be followed by standard measures
Only non-standard measures should be used
Non-standard measures should not be used

Option 2 – Non-standard measures should be followed by standard measures

03 Which of the following assessment strategies can be used to make connections of Mathematics with real-life and promote inter-disciplinarity?

Field trip, oral test, drill worksheet
Survey, project, checklist
Field trip, oral test, checklist
Field trip, survey, project

Option 4 – Field trip, survey, project

04 Which of the following can be used as learning resources for visually challenged in a Mathematics classroom?

Taylor’s abacus, fraction kit, number chart
Number chart, computer, geoboard
Taylor’s abacus, computer, geoboard
Computer, number chart, geoboard

Option 3 – Taylor’s abacus, computer, geoboard

05 In the context of ‘ numbers ‘, primary class children i.e the children in age group 8-9 years, are able to accomplish which one of the following sets?

Classification, reversibility, proportional reasoning
Seriation, reversibility, proportional reasoning
Seriation, classification, proportional reasoning
Seriation, classification, reversibility

Option 2 – Seriation, reversibility, proportional reasoning

06 A teacher of Class I asks a student to count the total number of objects in a collection of pens, erasers, and sharpners. The student put all the objects in a line and starts counting. He says that there are 2 pens, 5 erasers and 3 sharpners instead of 10 objects. In which principle / principles of counting do you think that the student is facing difficulty?

Abstraction and order irrelevance principles
Stable order and abstraction principles
One-to-one correspondence principle
Abstraction principle

Option 1 – Abstraction and order irrelevance principles

07 A teacher of Class II asks her students to write 4 ones and 3 tens. Some students write as 43 instead of 34. As a teacher, how will you help the students in understanding the concept?

Always teach by column method of tens and ones to avoid confusion
Give a lot of questions to practice in column method
Ask the students to represent on abacus and then write
Tell them it is wrong and ask them to write the correct answer 5 times

Option 3 – Ask the students to represent on abacus and then write

08 Which of the following statements is not true about ‘ mapping ‘ in Mathematics?

Mapping strengthens spatial thinking
Mapping promotes proportional reasoning
Mapping is not part of Mathematics curriculum
Mapping can be integrated in many topics of Mathematics

Option 3 – Mapping is not part of Mathematics curriculum

09 Which of the following aspects of ‘ shapes ‘ is not dealt with at primary level?

Pattern
Angle
Symmetry
Tessellation

Option 2 – Angle

11 A given triangle and a parallelogram have the same area. However, many class IV students respond that the parallelogram has a larger area. How can a teacher help the students to understand that their areas are the same?

Using paper folding
Using scale
Using a geoboard
Using a graph paper

Option 4 – Using a graph paper

12 Which of the following is not an objective of teaching Mathematics at primary level according to NCF, 2005?

Preparing for learning higher and abstract Mathematics
Making Mathematics part of child’s life experiences
Promoting problem-solving and problem-posing skills
Promoting logical thinking

Option 1 – Preparing for learning higher and abstract Mathematics

13 The difference between the place value of 5 in 29503 and the face value of 7 in 32071 is

Option 2 – 493

14 If 30028 = 28 ones + 28 thousand + …….. tens, then the number in the blank space is

Option 1 – 200

15 When the remainder obtained on dividing 80808 by 108 is divided by the remainder obtained on diving 90909 by 109, then the quotient is

Option 1 – 8

16 If 603 x 28 = 63 x 4 x ……., then the number in the blank space is ( Mathematics Pedagogy CTET MCQ )

Option 2 – 67

18 A number is smaller than half of one hundred and lies between 4 tens and 5 tens. Ones digit is one less than tens digit. If the sum of digits is 7, then the product of the digits in the number is

Option 3 – 12

19 In a school, there are 360 students out of which two-thirds are girls and the rest are boys. Three-fourths of the number of boys are players. The number of boys who are not players are

Option 4 – 30

20 Harish bought a scooter for RS 49553. He paid RS 8076 in cash and agreed to pay the remaining amount in 37 equal installments. What is the amount of each installment?

RS 1201
RS 1339
RS 1021
RS 1121

Option 4 – RS 1121

21 A train left Hyderabad at 13:15 on Friday and reached Bengaluru at 07:30 on Saturday. The duration of the journey was

18 h 15 min
19 h 45 min
5 h 35 min
12 h 45 min

Option 1 – 18 h 15 min

22 The number of minutes in 15 days is equal to the number of seconds in ( Mathematics Pedagogy CTET MCQ )

Option 1 – 6 h

23 15 L 286 mL of range juice is mixed with 19 L 714 mL of carrot juice. 12 L 750 mL of mixture is used and the rest is filled in bottles each containing 250mL. The number of bottles is

Option 3 – 89

25 The size of a soap cake is 7 cm x 5 cm x 25 cm. The maximum number of soap cakes which can be packed into two boxes each having internal measurements as 56 cm x 0.4 m x 0.25 m is

1280
2560
640
960

Option 1 – 1280

26 The length of a rectangle is three times its breadth. The breadth is half the side of a square whose perimeter is 72 cm. Then,

the perimeters of both rectangle and square are equal
the perimeter of the rectangle is less than the perimeter of the square
the areas of the square and rectangle are equal
the area of the rectangle is more than the area of the square

Option 1 – the perimeters of both rectangle and square are equal

27 Which one of the following is not correct? ( Mathematics Pedagogy CTET MCQ )

2005 g = 2.005 kg
The volume of a cuboid of length 45 cm, breadth 15 cm and height 40 cm is equal to the volume of a cube whose side is 0.3 m
One hundredth of 10 is equal to 0.1
55 L 55 mL = 55.55 L

Option 4 – 55 L 55 mL = 55.55 L

28 Which of the following is an essential prerequisite to understand multiplication of a two-digit number by a one-digit or a two-digit number?

Commutative property of addition
Commutative property of multiplication
Multiplication as distribution over addition
Multiplication as inverse of division

Option 3 – Multiplication as distribution over addition

29 Which of the following cannot be considered as a reason for fear and failure in Mathematics?

Classroom experiences
Symbolic notations
Structure of Mathematics
Gender differences

Option 4 – Gender differences

30 Which of the following teaching-learning resources would be the most appropriate to teach the concept of addition of two decimal numbers?

Geoboard
Beads and string
Graph paper
Abacus

Option 3 – Graph paper

We will add a few more Mathematics Pedagogy CTET MCQ soon. Visit our MCQ TUBE website daily for the latest MCQ content of CTET for free.

01 The majority of class IV learners think that multiplcation of two numbers always results in a number which is bigger than both the numbers. How will you show that it is always not the case?