Maths CTET MCQ

30 How many packets of 1/16 kg sugar can be made from 3 1/4 kg of sugar? 1. 64 2. 52 3. 48 4. 12

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28 Which one of the following represents the number ' eleven thousand eleven hundred eleven '? 1. XIXIXI 2. 111111 3. 12111 4. 11000110011

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25 Which one of the following statements is not true about ' concept maps '? 1. Concept maps help in linking prior knowledge to new instruction 2. Concept maps represent a collection of interconnected concepts and links connecting them 3. Concept maps should be constructed by teacher only 4. Concept maps are hierarchical in nature

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24 To teach the Pythagoras theorem, a teacher has distributed a sheet on which four right-angled triangles were drawn and asks the child to find the relationship between the sides of a triangle. In the above situation, the teacher used 1. laboratory method 2. inductive method 3. deductive method 4. lecture method

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23 Which one of the following statements is true with respect to mathematical learning? ( Maths CTET MCQ ) 1. Mathematics can only be learnt by rigorous practice 2. Mathematics is a difficult subject to learn 3. Generally girls are weaker in mathematics 4. Everybody can learn mathematics

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21 To develop skill of counting among children, which one of the following is not required to be learned as pre-number concept? 1. Creating groups 2. One-to-one correspondence 3. Seriation 4. Reciting number names randomly

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20 Which one of the following happenings in the classroom is an activity? 1. Children engaged in the exploration 2. Teacher explaining how to do sums 3. Children reciting counting in form of rhymes 4. Children copying from the blackboard

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19 The learning outcomes in mathematics are developed 1. to prepare children for year-end examinations 2. such that children may be told small steps for calculations 3. to increase the achievement of children in various educational surveys 4. to define classwise competencies and skills to be achieved by children

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17 The mathematics used by illiterate shopkeeper ( Maths CTET MCQ ) 1. should be discussed by the teachers in classrooms as an alternate strategy in solving related problems 2. is not useful in the mathematics classroom 3. is very useful in solving all mathematical problems 4. has ambiguity and a very low level of correctness in it

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11 The assessment of what children learn in mathematics in primary classes should not focus on 1. development of reasoning skills 2. understanding of the mathematical concepts 3. development of mathematical language 4. preciseness in answering mathematics problems

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