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Place of Mathematics in Curriculum mcq CTET. We covered all the place of mathematics in the School curriculum b.ed in this post so that you can practice well for the exam.
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Place of Mathematics in Curriculum mcq for CTET Students
The key concept recommended for the ‘multiplication’ unit in class III is
a) multiplying a 2-digit number with another 2-digit number
b) understanding the properties of multiplication – order and group properties
c) solving word problems based on multiplication
d) multiplying 3-digit numbers by 10
Option b – understanding the properties of multiplication – order and group properties
The term ‘Tall shape of Mathematics’ in NCF, 2005 indicates
a) tackling challenging problems
b) developing maths games
c) providing practical learning experiences
d) building one concept upon another
Option d – building one concept upon another
According to NCF 2005, teaching numbers, operations, and measurement at the primary level addresses the
a) limited goal of teaching Mathematics
b) advanced goal of teaching Mathematics
c) purpose of developing the child’s mathematical thinking
d) purpose of teaching significant Mathematics content
Option a – limited goal of teaching Mathematics
A student mentally calculated (27 + 38) as 65. He explained that 38 is close to 40, so (27 + 40) equals 67, and then he subtracted 2 to get 65. This method is an example of
a) direct modelling
b) regrouping
c) compensating
d) incremating
Option c – compensating
Which of the following does not align with the curricular goals of primary Mathematics?
a) showing fractions as parts of a whole and ordering simple fractions
b) analyzing and drawing conclusions from grouped data
c) relating daily logical activities with mathematical thinking
d) using language and symbols with standard number operation methods
Option b – analyzing and drawing conclusions from grouped data
As per NCF 2005, the limited objective of Mathematics education in schools is to
a) teach everyday problems involving linear algebra
b) build numeracy skills
c) teach algebraic concepts
d) focus on calculations and measurements
Option b – build numeracy skills
The NCF 2005 suggests that Mathematics instruction in primary School should prioritize
a) preparing for advanced Mathematics
b) teaching abstract Mathematics concepts
c) helping learners relate Mathematics to real life
d) meeting international standards in Mathematics learning
Option c – helping learners relate Mathematics to real life
Which method is most appropriate for comparing areas of two or more 2D objects?
a) using non-standard measurement units
b) making estimations
c) making observations
d) using superposition
Option c – making observations
Which of the following statements is correct?
a) Zero should be introduced after number 9
b) Zero should be taught when explaining place value
c) Zero should be the first numeral introduced
d) Zero should be introduced after students have developed number sense
Option d – Zero should be introduced after students have developed number sense
According to NCF 2005, which of the following is not a key aim of Mathematics education in primary schools?
a) developing mathematical thinking in children
b) relating Mathematics to students’ daily experiences
c) improving problem-solving abilities
d) preparing for advanced Mathematics studies
Option d – preparing for advanced Mathematics studies
Which of the following is not a target of primary Mathematics education under NCF 2005?
a) getting ready for higher-level abstract Mathematics
b) integrating Mathematics into everyday experiences
c) fostering skills in problem-solving and posing
d) encouraging logical reasoning
Option a – getting ready for higher-level abstract Mathematics
Many class IV students believe that multiplying two numbers always gives a result larger than both. How can you demonstrate this is not always true?
a) by using a number line to show multiplication of a whole number and a fraction
b) by explaining through repeated addition
c) by showing the multiplication of two decimal numbers using a formula
d) by using a grid to illustrate multiplication of two decimal numbers
Option d – by using a grid to illustrate multiplication of two decimal numbers
As per NCF 2005, the narrow focus of School Mathematics is to
a) build numeracy skills
b) teach algebraic topics
c) focus on calculation and measurement skills
d) address real-life linear algebra problems
Option a – build numeracy skills
The School curriculum includes
a) academic aspects
b) physical surroundings
d) all of these
Option d – all of these
The curriculum is designed considering
a) educational goals
b) child growth and development
c) national progress
d) all of these
Option c – national progress
Which of the following are principles of Mathematics curriculum design?
a) unity
b) flexibility
c) correlation
d) all of these
Option d – all of these
According to the Kothari Commission
a) Mathematics should be a compulsory subject from class I to X as part of general education
b) the belief that Mathematics builds mental skills, discipline, and Social development is just imagination
c) Mathematics helps develop reasoning, thinking, confidence, and emotional skills
d) since not everyone will be an engineer, Mathematics should be optional after class VII
Option a – Mathematics should be a compulsory subject from class I to X as part of general education
Which curriculum type is suitable for gifted students?
a) suggested curriculum
b) enrichment curriculum
c) additional curriculum
d) substantial curriculum
Option b – enrichment curriculum
Continuous and Comprehensive Evaluation (CCE) focuses on developing
a) academic skills
b) individual talents
c) non-academic abilities
d) all of these
Option d – all of these
“Encourage class discussions about things in the child’s surroundings that roll or slide. Help them notice shapes and understand why some objects roll while others slide.”
a) discussions with demonstrations help students grasp concepts more effectively
b) discussions introduce varied viewpoints in the classroom
c) discussions are the best strategy for Mathematics teaching
d) teachers must draw children’s attention to these objects
Option a – discussions with demonstrations help students grasp concepts more effectively
The chapters in the class IV NCERT Mathematics textbook, like “The Junk Seller”, “Trip to Bhopal”, and “The Way the World Looks”, aim to
a) make learning interesting by connecting it to daily life
b) help students learn about junk trading and travelling
c) challenge students to discover the Mathematics in each topic
d) offer a different way of understanding concepts
Option a – make learning interesting by connecting it to daily life
According to NCF 2005, Mathematics is about “a certain way of thinking and reasoning.” Which of the following does not support this idea?
a) the teaching method used
b) providing formulae for solving problems directly
c) the textbook content presentation
d) the class activities and exercises selected
Option b – providing formulae for solving problems directly
Identifying and completing patterns is important in primary Mathematics because it
a) enhances artistic and creative skills
b) prepares students for competitive exams
c) helps students solve Sudoku puzzles
d) encourages creativity and aids understanding of numbers and operations
Option d – encourages creativity and aids understanding of numbers and operations
The NCF 2005 vision of Mathematics as a way of thinking and reasoning can be achieved by
a) giving students special coaching
b) using exploratory methods, manipulatives, real-life connections, and group discussions
c) rewriting all Mathematics textbooks
d) providing many problem-solving worksheets
Option b – using exploratory methods, manipulatives, real-life connections, and group discussions
The goal of teaching the number system to class III students is to
a) help them see numbers as groups of hundreds, tens, and ones, and understand place value
b) ensure they can add and subtract four-digit numbers
c) enable them to read large numbers correctly
d) help them count up to six digits
Option a – help them see numbers as groups of hundreds, tens, and ones, and understand place value
According to NCF 2005, the primary aim of Mathematics education is to develop children’s ability for mathematization. The limited School goal is to develop practical skills. Here, mathematization means
a) developing children’s abilities to think mathematically, follow logical reasoning, and manage abstract ideas
b) ensuring students can quickly perform all numerical operations, including square and cube roots
c) enabling students to independently create and prove geometry theorems
d) helping students translate word problems into linear equations
Option a – developing children’s abilities to think mathematically, follow logical reasoning, and manage abstract ideas
NCF 2005 encourages a constructivist learning approach that emphasizes
a) effective lectures and teacher-led instruction
b) memorizing definitions and formulas
c) regular homework completion
d) active student participation in engaging tasks
Option d – active student participation in engaging tasks
NCF 2005 stresses that
a) Mathematics should be taught to a selected group of students
b) all children must succeed in Mathematics
c) students’ logical and mathematical abilities should be tested first
d) Mathematics curriculum should be different for low performers
Option b – all children must succeed in Mathematics
According to NCF 2005, Mathematics teaching should aim to be ambitious, coherent, and meaningful. The term ‘ambitious’ here refers to
a) focusing on limited Mathematics goals
b) integrating Mathematics with other subjects
c) applying Mathematics in various situations
d) striving for higher learning goals in Mathematics
Option d – striving for higher learning goals in Mathematics
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