CTET Maths Pedagogy Questions In English

Q1. While teaching the addition of fractions, it was observed by Jyoti that the following type of error is very common:

(2/3)+(2/5)=(4/10)

Jyoti should take the following remedial action:

(a) Advise the students to work hard and practice the problems of fractional addition

(b) Give pictorial representation to clear the concept of addition of unlike fractions, followed by drill of same type of problems

(c) Give more practice of same type of problems

(d) None of these

 Ans.(b)

Q2. Mrs. Anamika present the following question to the class: Which of the two numbers can be added to make 54?

Her question is

(a) a closed-ended question to check the skill of addition

(b) an ill-framed question to confuse students

(c) an open-ended question to promote mathematical thinking

(d) None of these

Q3. Students are asked to establish a relation between vertically opposite angles. They draw various figures, measure the angles and observe that vertically opposite angles are equal.

In this case, students according to Van Hiele thought are at

(a) Deduction level

(b) Visualization level

(c) Informal Deduction level

(d) None of these

Q4. “Which of the two numbers when multiplied, give the product of 24”?

This question

(a) helps the child to think metacognitively

(b) is an open-ended question as it has more than one answer

(c) is a closed-ended question as it has a definite answers

(d) suggests general problem-solving strategy to the child so that he/she can answer correctly

Q5. Kavita was not able to understand the concept of odd and even numbers. In order to improve her understanding, the teacher took 20 pebbles of different colours and asked her to pair them up and sort out the numbers from 1 to 20 for which pebbles get paired up or do not get paired up. For this, she

(a) needs personal attention

(b) is a visual learner

(c) is a kinesthetic learner

(d) is an auditory learner

Q6. Rubrics of assessment helps the teacher to

(a) prepare a valid question paper

(b) grade students easily

(c) make the records presentable

(d) plan the lesson well

Q7. Rubrics of assessment for the geometry lesson on “points and lines” in Class IV shall be

(a) can differentiate in between line, ray and line segment and can define them

(b) can differentiate in between line and line segment and can draw a line segment of given length accurately

(c) can measure the line in cms and inches accurately and can name the line

(d) None of the above

Ans.(a)

Q8. To introduce the concept of fractions, a teacher can begin with

(a) writing fractions in the form of a/b where b is not equal to 0

(b) identifying fractional parts of things around them

(c) identifying numerators and denominators of different fractions

(d) finding fractions on a number line

Q9. “Problem solving” as a strategy of doing mathematics involves

(a) activity based approach

(b) estimation

(c) extensive practice

(d) using clues to arrive at a solution

Q10. Arun is good in solving equations but usually faced word problems. Most of the time he asks “Should I add or subtract?” “Should I multiply or divide?” Such questions suggest

(a) Arun has lacks understanding of number operations

(b) Arun cannot add and multiply

(c) Arun seeks opportunities to disturb the class

(d) Arun has problems in comprehending language

Ans.(d)