Place of Mathematics in Curriculum MCQ CTET Q&A

represent part of whole as a fraction and order simple fractions
analyse and infer from representation of grouped data
develop a connection between the logical functioning of daily life and that of mathematical thinking
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

teach daily life problems related to linear algebra
develop numeracy related skills
teach algebra
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

preparation for higher Mathematics
abstract concepts of Mathematics
helping students to connect classroom learning with everyday life
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?

using non-standards units
estimation
observation
superposition

Option 3 – observation

09 Which one of the following statements is true?

zero should be introduced after number 9
zero should be introduced at the time of teaching place value
zero should be the first numeral to be taught
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?

To mathematise the child’s thought process
to relate mathematics to the child’s context
to enhance problem-solving skills
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?

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

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?

by showing the multiplication algorithm of one whole number and a fraction of the 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

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

develop numeracy-related skills
teach algebra
teach calculation and measurements
teach daily life problems related to linear algebra

Option 1 – develop numeracy-related skills

14 Curriculum includes the environment of school

academic
physical
social
all of these

Option 4 – all of these

15 The curriculum is developed in view of

educational objectives
child development
national development
all of the above

Option 3 – national development

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

principle of unity
principle of flexibility
principle of correlation
all of the above

Option 4 – all of the above

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

mathematics should be made a compulsory subject for the students of I to X standard, as a part of general education
it is only an imagination that mental abilities, discipline, culture, social and moral developments can be done by mathematics
training of reasoning, thinking, self confidence and emotions are developed in students by mathematics
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?

suggested curriculum
enrichment curriculum
additional curriculum
substantial curriculum

Option 2 – enrichment curriculum

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

scholastic area
individual abilities
non-scholastic area
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.”

discussions supplemented with demonstration help students to understand concepts better
discussions bring multiple perspectives into the classroom
discussion is the best strategy for the mathematics classroom
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

make it interesting by relating it to everyday life
know about selling junk and travelling
challenge the students to guess the mathematical content in the chapters
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

the method by which it is taught
giving students set formulae to solve the numerical questions
the way the material presented in the textbooks is written
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

develops creativity and artistic attributes in students
prepares students to taken up competitive examinations
helps the students in solving ‘sudoku’ puzzles
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

giving special coaching to students
adopting exploratory approach, use of manipulatives, connecting concepts to real life, involving students in discussions
rewriting all textbooks of mathematics
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

see the numbers as groups of hundreds, tens and ones and to understand the significance of place values
master the skill of addition and substraction of four-digit numbers
master the skill of reading large numbers
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

to develop the child’s resources to think and reason mathematically, to pursue assumptions to their logical conclusion and to handle abstraction
in performing all number operations efficiently including of finding square root and cube root
to formulate theorems of geometry and their proof independently
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

effective lecture and instructions by teacher
memorization of definitions and formulae
submission of regular homework
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 )

maths shall be taught to selective students
succeeding in mathematics should be mandatory for every child
students should be tested first for their logical mathematical ability
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

narrow goals of mathematics
linking of mathematics with other subjects
application of mathematics
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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01 The recommended key concept in the unit of ‘multiplication’ in class III is

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

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

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

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