Math and Pedagogy MCQ Question with Answer | ||||
| Quiz-1 | Quiz-2 | Quiz-3 | Quiz-4 | Quiz-5 |
| Quiz-6 | Quiz-7 | Quiz-8 | Quiz-9 | Quiz-10 |
| Quiz-11 | Quiz-12 | Quiz-13 | Quiz-14 | Quiz-15 |
Directions (Q. 1–3): Answer the following questions by selecting the most appropriate option.
Q1. In a triangle, at least two angles must be
(a) Right angles
(b) Obtuse angles
(c) Acute angles
(d) None of these
Q2. ABCD is a parallelogram in which ∠B = 80°. What is the value of ∠D?
(a) 60°
(b) 80°
(c) 100°
(d) 50°
Q3. Which of the following statements is not true about a cube?
(a) A cube has 6 faces
(b) A cube has 12 edges
(c) A cube has 10 vertices
(d) A cube has all sides equal
Q4. What will be the digit in the unit place is the product of 119, 118, 117 and 116?
(a) 4
(b) 1
(c) 9
(d) 0
Q5. Which of the following numbers is divisible by 9?
(a) 254789
(b) 214357
(c) 745321
(d) 774342
Q6. What will be the difference between the largest and the smallest numbers formed by 0, 2 and 4?
(a) 204
(b) 18
(c) 396
(d) 216
Q7. Rajshree industries sold 78000 units of a cosmetic soap brand in 2013 and 100990 units of the same soap in 2014. The increase in the number of sold cosmetic soap units in 2014 is
(a) 20990 units
(b) 21990 units
(c) 22990 units
(d) 23990 units
Q8. Solve $\frac{19}{21}\times \frac{399}{323}\times \frac{476}{361}$
(a) $\frac{28}{91}$
(b) $\frac{82}{19}$
(c) $\frac{82}{91}$
(d) $\frac{28}{19}$
Q9. Simplify 10 + (205 ÷ 5 – 5) ÷ 6
(a) 42
(b) 82
(c) 16
(d) 55
Q10. Which mathematical operation should come in place of “*” in the equation 24 × 26 – 18 * 2 = 615?
(a) +
(b) –
(c) ×
(d) ÷
Q11. Which of the following lengths is equivalent to 4 cm 5 mm?
(a) 31.5 cm
(b) 45 mm
(c) 3.15 cm
(d) 31.5 mm
Q12. Which of the following relations is correct?
(a) 1 kg = 10000 g
(b) 1 mg = 0.01 g
(c) 1 g = 100 mg
(d) 1 mg = 0.001 g
Q13. The capacity of a water bottle is 3752 L. What is the capacity of the water bottle in kilolitre and litre units?
(a) 3 kL 758 L
(b) 3 kL 752 L
(c) 3 kL 768 L
(d) 3 kL 552 L
Q14. How many complete weeks are there in a year?
(a) 52
(b) 50
(c) 51
(d) 53
Q15. Which of the following numbers will replace the question mark in the pattern?
(a) 10
(b) 12
(c) 15
(d) 13
Q16. How many cubes do you see in the picture below? This question tries to evaluate the students for their
(a) Mathematical sense
(b) Geometrical and spatial sense
(c) Number sense
(d) Common sense
Q17. Ankit studying in Class IV was asked “Which of the two angles shown below is small?” He thought for a while and then said, “Angle A is smaller than angle B”. Based on the common misconception that children have, what could be the basis of Ankit’s answer?
(a) He must have thought that the angle having lines of shorter length is smaller.
(b) He must have measured the angles.
(c) He must have estimated the measurement of angles.
(d) He must have made just a quick guess.
Q18. Which type of error do you see in the following example?
(a) Error related to gaps in the knowledge of basic facts
(b) Error related to regrouping
(c) Error related to the wrong use of an algorithm
(d) Error due to carelessness
Q19. As per NCF 2005, one of the main goals of Mathematics education in schools is to
(a) Develop numeracy skills
(b) Enhance problem-solving skills
(c) Nurture the analytical ability
(d) Mathematize the child’s thought process
Q20. The students of class IV are given the following puzzle to solve: Both my digits are even. The first digit is smaller than the second digit. The sum of my digits is 10. What number am I? (46 or 56?) What is the objective of giving such puzzles to the students?
(a) To provide them with an interesting and challenging environment
(b) To assess whether they understand the terms even and odd
(c) To test their skill of adding numbers
(d) To test the comprehension level of the students
Q21. The students of class IV have been given the assignment to prove with the help of suitable figures that there can be two or more rectangles having the same perimeter (for example, 24 cm). The rubric for assessing the work of a student should be on whether he/she is able to
(a) make two rectangles having a perimeter equal to 24 cm
(b) write down all possible combinations of lengths and breadths of rectangles in order to get the same perimeter and draw two of them with accurate measurements
(c) make different rectangles with a perimeter of 24 cm
(d) write down different combinations of lengths and breadths of rectangles in order to get the same perimeter
Q22. The nature of mathematics is
(a) Ornamental
(b) Difficult
(c) Logical
(d) Uncommon
Q23. Manu loves to recite tables loudly. He enjoys discussions, debates and talking to others but has difficulty in working silently on maths problems. Manu is a/an
(a) Hyperactive child
(b) Kinaesthetic learner
(c) Auditory learner
(d) Visual learner
Q24. Preeti learns better when taught through charts, models or other visuals. She has difficulty in understanding the written matter. Preeti is a/an
(a) Auditory learner
(b) Visual learner
(c) Kinaesthetic learner
(d) Slow child
Q25. Reena was asked to solve the problem “One ant has 6 legs. How many legs do 25 ants have?” Her response was 31 legs. What could be the reason for her wrong answer?
(a) Lack of comprehension
(b) Lack of knowledge of basic facts
(c) Wrong use of operators
(d) Carelessness
Q26. Salim was given a problem sum “A 6 m ribbon has to be cut into 12 pieces. What will be the length of each piece?” This is how he solved it: 6 ÷ 12 = 2 m (ans). What is wrong with Salim’s solution?
(a) Lack of knowledge of basic facts
(b) Wrong transformation
(c) Wrong operation
(d) Lack of attention
Q27. The ability of a child to sort and arrange different objects, such as pictures, in an orderly manner is called
(a) Conservation
(b) Assimilation
(c) Augmentation
(d) Seriatim
Q28. Who opposed Piaget’s cognitive stages of development and felt that schools waste time trying to match the complexity of subject material to a child’s cognitive stage of development?
(a) Vygotsky
(b) Bruner
(c) Van Hiele
(d) Ausubel
Q29. From the chapter ‘Tenths and Hundredths’ of Class V, the teacher asked the students to convert lengths given in millimetres into centimetres and vice versa. This question refers to
(a) higher level of thinking
(b) the lower level of thinking
(c) analytical thinking
(d) spatial thinking
Q30. Students that need “hands-on experiences and use of manipulative like pattern blocks, Cuisenaire rods, algebra tiles, algebra cubes, geoboards, tangrams, counters, dice, etc.,” are at the
(a) Sensorimotor stage
(b) Concrete operational stage
(c) Preoperational stage
(d) Formal operational stage