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# Place of Mathematics in Curriculum MCQ CTET

Place of Mathematics in Curriculum MCQ CTET

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## 01 The recommended key concept in the unit of ‘multiplication’ in class III is

1. multiplication of 2-digit number with 2 digit number
2. properties of multiplication – order property and group property
3. word problem based on multiplication
4. multiplication of 3-digit numbers by 10

Option 2 – properties of multiplication – order property and group property

## 02 ‘Tall shape of Mathematics’ mentioned in NCF, 2005 refers to

1. solving challenging problems
2. creating maths game
3. providing hands-on experience
4. building of one concept on other

Option 4 – building of one concept on other

## 03 As per NCF 2005, teaching of numbers and operations on them, measurement of quantities, etc., at primary level caters to the

1. narrow aim of teaching Mathematics
2. higher aim of teaching Mathematics
3. aim to Mathematise the child’s thought process
4. aim of teaching important Mathematics

Option 1 – narrow aim of teaching Mathematics

## 04 A child mentally calculated (27 + 38) as 65. When he was asked to explain his method of addition, he responded that 38 is near to 40, so (27 + 40) is 67, then removed 2 to get 65. This strategy of addition is

1. direct modelling
2. regrouping
3. compensating
4. incremating

Option 3 – compensating

## 05 Which one of the following does not match curricular expectations of teaching Mathematics at the primary level?

1. represent part of whole as a fraction and order simple fractions
2. analyse and infer from representation of grouped data
3. develop a connection between the logical functioning of daily life and that of mathematical thinking
4. develop language and symbolic notations with standard algorithms of performing number operations

Option 2 – analyse and infer from representation of grouped data

## 06 As per NCF 2005, the narrow aim of teaching Mathematics at schools is to

1. teach daily life problems related to linear algebra
2. develop numeracy related skills
3. teach algebra
4. teach calculation and measurements

Option 2 – develop numeracy related skills

## 07 National curriculum framework, 2005 recommends that teaching of Mathematics at primary level should focus on

1. preparation for higher Mathematics
2. abstract concepts of Mathematics
3. helping students to connect classroom learning with everyday life
4. helping students to acquire international standards in learning of Mathematics

Option 3 – helping students to connect classroom learning with everyday life

## 08 Which one of the following is best suited for comparision of sizes (areas) of two or more two-dimensional objects?

1. using non-standards units
2. estimation
3. observation
4. superposition

Option 3 – observation

(A) Indus

(B) Satluj

(C) Ganga

(D) Brahmaputra

## 09 Which one of the following statements is true?

1. zero should be introduced after number 9
2. zero should be introduced at the time of teaching place value
3. zero should be the first numeral to be taught
4. zero should be introduced after children develop number sense

Option 4 – zero should be introduced after children develop number sense

## 10 According to the NCF, 2005, which one of the following is not a major aim of Mathematics education in primary schools?

1. To mathematise the child’s thought process
2. to relate mathematics to the child’s context
3. to enhance problem-solving skills
4. to prepare for higher education in mathematics

Option 4 – to prepare for higher education in mathematics

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

1. preparing for learning higher and abstract mathematics
2. making mathematics part of child’s life experiences
3. promoting problem-solving and problem-posing skills
4. promoting logical thinking

Option 1 – preparing for learning higher and abstract mathematics

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

1. by showing the multiplication algorithm of one whole number and a fraction of the number line
2. by showing it through repeated addition of numbers
3. by showing the multiplication algorithm of two decimal numbers
4. 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

## 13 As per the NCE(2005), the narrow aim of teaching Mathematics at schools is to

1. develop numeracy-related skills
2. teach algebra
3. teach calculation and measurements
4. teach daily life problems related to linear algebra

Option 1 – develop numeracy-related skills

## 14 Curriculum includes the environment of school

2. physical
3. social
4. all of these

Option 4 – all of these

## The most powerful Peshwa was?

(A) Balaji Baji Rao

(B) Baji Rao

(D) Balaji Vishwanath

## 15 The curriculum is developed in view of

1. educational objectives
2. child development
3. national development
4. all of the above

Option 3 – national development

## 16 Which of the following is/are principles of curriculum construction in mathematics?

1. principle of unity
2. principle of flexibility
3. principle of correlation
4. all of the above

Option 4 – all of the above

## 17 As per kothari commission ( Place of Mathematics in Curriculum MCQ CTET )

1. mathematics should be made a compulsory subject for the students of I to X standard, as a part of general education
2. it is only an imagination that mental abilities, discipline, culture, social and moral developments can be done by mathematics
3. training of reasoning, thinking, self confidence and emotions are developed in students by mathematics
4. every student cannot become an engineer or a technician, so it should be an optional subject after VII standard

Option 1 – mathematics should be made a compulsory subject for the students of I to X standard, as a part of general education

## 18 Which one of the following is type of the curriculum that can be used in case of gifted children?

1. suggested curriculum
2. enrichment curriculum
4. substantial curriculum

Option 2 – enrichment curriculum

## 19 CCE emphasizes the devlopment of ( Place of Mathematics in Curriculum MCQ CTET )

1. scholastic area
2. individual abilities
3. non-scholastic area
4. all of the above

Option 4 – all of the above

## 20 “Start a discussion in the class on things in the child’s environment which roll and slide. Help children to look at their shapes and see how some things roll and others slide.”

1. discussions supplemented with demonstration help students to understand concepts better
2. discussions bring multiple perspectives into the classroom
3. discussion is the best strategy for the mathematics classroom
4. it is imperative for the teachers to draw the children’s attention to the

Option 1 – discussions supplemented with demonstration help students to understand concepts better

## 21 The chapters in the NCERT textbook of mathematics of class IV have titles like. “The Junk seller”, “Trip to bhopal”. “The way the world looks”. This shift has been done to

1. make it interesting by relating it to everyday life
2. know about selling junk and travelling
3. challenge the students to guess the mathematical content in the chapters
4. make them understand differently

Option 1 – make it interesting by relating it to everyday life

## 22 The NCF 2005 considers that mathematics involves ‘a certain way of thinking and reasoning’. From the statements given below, pick out one which does not reflect the above principle

1. the method by which it is taught
2. giving students set formulae to solve the numerical questions
3. the way the material presented in the textbooks is written
4. the activities and exercises choosen for the class

Option 2 – giving students set formulae to solve the numerical questions

## 23 ‘Recognition of patterns and their completion’ is an essential part of mathematics curriculum at primary stage as it

1. develops creativity and artistic attributes in students
2. prepares students to taken up competitive examinations
3. helps the students in solving ‘sudoku’ puzzles
4. promotes creativity amongst students and helps them to understand properties of numbers and operations

Option 4 – promotes creativity amongst students and helps them to understand properties of numbers and operations

## 24 The NCF(2005) considers that mathematics involves ‘a certain way of thinking and reasoning’. The vision can be realized by

1. giving special coaching to students
2. adopting exploratory approach, use of manipulatives, connecting concepts to real life, involving students in discussions
3. rewriting all textbooks of mathematics
4. giving lots of problem worksheets to students

Option 2 – adopting exploratory approach, use of manipulatives, connecting concepts to real life, involving students in discussions

## 25 The objective of teaching number system to class III students is to enable the students to

1. see the numbers as groups of hundreds, tens and ones and to understand the significance of place values
2. master the skill of addition and substraction of four-digit numbers
3. master the skill of reading large numbers
4. count up to 6 digits

Option 1 – see the numbers as groups of hundreds, tens and ones and to understand the significance of place values

## 26 According to NCF 2005 “Developing children’s abilities for mathematisation is the main goal of mathematics education. The narrow aim of school mathematics is to develop ‘useful’ capabilties.” Here mathematisation refers to develop child’s abilities

1. to develop the child’s resources to think and reason mathematically, to pursue assumptions to their logical conclusion and to handle abstraction
2. in performing all number operations efficiently including of finding square root and cube root
3. to formulate theorems of geometry and their proof independently
4. to translate word problems into linear equations

Option 1 – to develop the child’s resources to think and reason mathematically, to pursue assumptions to their logical conclusion and to handle abstraction

## 27 NCF 2005 emphasizes on constructivist approach of learning as it focuses on

1. effective lecture and instructions by teacher
2. memorization of definitions and formulae
3. submission of regular homework
4. active participation of learner through engaging activities

Option 4 – active participation of learner through engaging activities

## 28 NCF 2005 emphasizes that ( Place of Mathematics in Curriculum MCQ CTET )

1. maths shall be taught to selective students
2. succeeding in mathematics should be mandatory for every child
3. students should be tested first for their logical mathematical ability
4. maths curriculum shall be seperate for low achievers

Option 2 – succeeding in mathematics should be mandatory for every child

## 29 NCF, 2005 states that mathematics teaching should be ambitious, coherent and important. Here, ‘ambitious’ refers to achievement of

1. narrow goals of mathematics
2. linking of mathematics with other subjects
3. application of mathematics
4. higher goals of mathematics

Option 4 – higher goals of mathematics

Overall, we have added all the Place of Mathematics in Curriculum MCQ CTET above.

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