Stay Update with us

Email Subscription for Get Latest Notification and MCQ Quiz

# CTET 2015 February Paper-1 Questions  with Answer

### CTET  2015 February Paper-1 Questions  with Answer

Child DevelopmentMathematicsEVS
Language – I (Eng)Language – II (Hindi)

#### Mathematics

DIRECTIONS: Answer the following question by selecting the most appropriate option.

Q31. Which of the following is not correct?

(a) 3 hours 14 minutes = 194 minutes

(b) 2 kg 30 g is the same as 2030 g

(c) 3 liters 80 milliliters =  380 milliliters

(d) Area of a square of side 10 cm = Area of the rectangle of length 100 cm and breadth 0-0.1 m

 Answer: (c) 3 liters 80 milliliters =  380 millilitersSolution: 3 hours 14 minutes = 3 × 60 + 14 = 194 min;2 kg 30 gm = 2 × 1000 + 30 = 2030 gm;3 liters 80 milliliters = 3 × 1000 + 80 = 3080 millilitersSo, (c) is incorrect

Q32. On dividing 110111 by 11, the sum of the quotient and the remainder is

(a) 11011

(b) 10101

(c) 11001

(d) 10011

 Answer: (d) 10011Solution: dividing 110111 by 11 remainder = 1 and quotient = 10010Required sum = 10010 + 1 = 10011

Q33. What should be subtracted from the product 102 x 201 to get 19999?

(a) 503

(b) 602

(c) 103

(d) 401

 Answer: (a) 503Solution: Let x will be subtracted∴ 102 x 201 – x = 19999⇒ x = 20502 – 19999 = 503

Q34. The number of degrees in two and two-thirds of a right angle is

(a) 240

(b) 270

(c) 180

(d) 210

 Answer: (a) 240Solution: right-angle = 90°∴ Two and two-third of a right-angle = $2\frac{2}{3}\times 90=\frac{8}{3}\times 90$ = 240°

Q35. A one-litre carton of juice is in the shape of cuboids and has a square base of size 8 cm by 8 cm. The depth of juice in the carton, in centimetres, is closest to

(a) 20

(b) 22

(c) 16

(d) 18

 Answer: (c) 16Solution: let depth of juice in carton = hVolume of carton = 8×8×h∴ 64h = 1000⇒ h = 1000/64 = 15.625 ≈ 16

Q36. Which one of the following statements is true?

(a) The product of three odd numbers is an even number.

(b) The difference between an even number and an odd number can be an even number.

(c) The sum of two odd numbers and one even number is an even number.

(d) The sum of three odd numbers is an even number

 Answer: (c) The sum of two odd numbers and one even number is an even number

Q37. The sum of place values of 5 in 6251, 6521 and 5621 is

(a) 550

(b) 15

(c) 5550

(d) 5050

 Answer: (c) 5550Solution: place values of 5 in 6251 = 5 × 10 = 50,place values of 5 in 6521 = 5 × 100 = 500place values of 5 in 5621 = 5 × 1000 = 5000Required sum = 50 + 500 + 5000 = 5550

Q38. At the primary level use of tangram, dot games, patterns, etc. helps the students to

(a) understand basic operations.

(b) enhance spatial understanding ability.

(c) develop a sense of comparing numbers.

(d) strengthen calculation skills.

 Answer: (b) enhance spatial understanding ability.

1. Which one of the following does not match curricular expectations of teaching mathematics at the primary level?

(a) Represent part of the whole as a fraction and order simple fractions

(b) Analyze and infer from the representation of grouped data

(c) Develop a connection between the logical functioning of daily life and that of mathematical thinking

(d) Develop language and symbolic notations with standard algorithms of performing number operations

 Answer: (b) Analyze and infer from the representation of grouped data

Q40. The main goal of Mathematics education is

(a) to formulate theorems of Geometry and their proofs independently.

(b) to help the students to understand mathematics.

(c) to develop useful capabilities.

(d) to develop children’s abilities for mathematisation.

 Answer: (d) to develop children’s abilities for mathematisation

Q41. A teacher uses the exploratory approach, use of manipulative and involvement of students in discussion while giving the concepts of mathematics. She uses this strategy to

(a) achieve the higher aim of teaching mathematics.

(b) develop manipulative skills among the students.

(c) create a certain way of thinking and reasoning.

(d) achieve the narrow aim of teaching mathematics.

 Answer: (c) create a certain way of thinking and reasoning.

Q42. A teacher asks Shailja of class V about the perimeter of a figure.

She also asked Shailja to explain the solution in her words. Shailja was able to solve the problem correctly but was not able to explain it. This reflects that Shailja is having

(a) poor confidence level and poor mathematical skills

(b) poor understanding of the concept of the perimeter but the good verbal ability

(c) lower language proficiency and lower order mathematical proficiency

(d) lower language proficiency and higher-order mathematical proficiency

 Answer: (d) lower language proficiency and higher-order mathematical proficiency

Q43. The section, ‘Practice Time’ included in different topics in the Mathematics textbook aims at

(a) providing fun and enjoyment to students

(b) having a change in daily routine

(c) ensuring better utilization of time

(d) providing extended learning opportunities

 Answer: (d) providing extended learning opportunities

Q44. Formative Assessment in Mathematics at the primary stage includes

(a) identification of learning gaps and deficiencies in teaching

(b) identification of common errors.

(c) testing of procedural knowledge and analytical abilities.

(d) grading and ranking of students.

 Answer: (a) identification of learning gaps and deficiencies in teaching

Q45. It is important to conduct mathematical recreational activities and challenging geometrical puzzles in the class as

(a) they can create interest in low achievers and slow learners in mathematics.

(b) they bring students out of the monotonous and boring routines of mathematics classr0om.

(c) they give space to gifted learners.

(d) they are helpful to enhance the spatial and analytical ability of every learner.

 Answer: (d) they are helpful to enhance the spatial and analytical ability of every learner.

Q46. ‘Vedic Mathematics is becoming popular nowadays especially amongst primary school children and is used to enhance

(a) the algorithmic understanding of students in mathematics.

(b) the problem-solving skills of students in mathematics.

(c) the concentration of students in mathematics.

(d) the calculation skills and speed in mathematics.

 Answer: (d) the calculation skills and speed in mathematics.

Q47. Akanksha wants to become a good mathematics teacher. To be a good mathematics teacher she must have

(a) good communicative skills and the knowledge of close-ended questions.

(b) conceptual knowledge, understanding and ability to relate the content of mathematics with real life.

(c) good knowledge of Number systems, Algebra and Geometry.

(d) ability to solve problems in no time.

 Answer: (b) conceptual knowledge, understanding and ability to relate the content of mathematics with real life.

Q48. A teacher introduced multiplication in her class as repeated addition and then by a grouping of the same number of objects taken multiple times she introduced the X symbol and further conducted a small activity of finding products using criss-cross lines or matchsticks. Here the teacher is

(a) providing remedial strategies for low achievers in mathematics.

(b) using multiple representations to make the class interesting

(c) developing a lesson and taking students ‘from concrete to abstract concepts.

(d) catering to learners with different learning styles.

 Answer: (c) developing a lesson and taking students ‘from concrete to abstract concepts.

Q49. 13 students of class VA and 15 of class VB participated in a writing competition. They scored marks as follows:

Class VA:  14, 6, 15, 12, 11, 11, 7, 9, 17, 13, 3, 10, 18

Class VB:  13, 9, 0, 7, 14, 6, 0, 9, 16, 9, 13, 16, 5, 18, 11

What inference can you draw from the given data?

(a) Both the sections performed equally well because the highest score of both the sections is 18

(b) Class VA performed better because the average Score of VA is more.

(c) Both the sections performed equally well because the total marks scored by both the sections are the same.

(d) Both the sections performed equally well because the average marks of both the sections are the same.

 Answer: (b) Class VA performed better because the average Score of VA is more.Solution: Average of Class VA= $\frac{14+6+15+12+11+11+7+9+17+13+3+10+18}{13}=11.2308$Average of Class VB= $\frac{13+9+0+7+14+6+0+9+16+9+13+16+5+18+11}{15}=9.73333$Class VA performed better because the average Score of VA is more.

Q50. How many 1/10 are in 6/5

(a) 8

(b) 5

(c) 12

(d) 10

 Answer: (d) 10Solution: $\frac{\frac{6}{5}}{\frac{1}{10}}=\frac{6}{5}\times 10=12$

Q51. A train leaves a station at 6: 14 a.m. and reaches its destination after 13 hours 48 minutes. The time at the destination is

(a) 8:02 p.m.

(b) 8:12 p.m.

(c) 7:02 p.m.

(d) 7:12 p.m.

 Answer: (a) 8:02 p.m.Solution: time at the destination = 6 : 14  + 13 : 48  = 20 : 02 = 8 : 02 pm

Q52. ( Sum of multiples of 7 between 21 and 49) ÷ ( Biggest common factor of 25 and 30) is equal to

(a) 35

(b) 37

(c) 14

(d) 21

 Answer: (d) 21Solution: multiples of 7 between 21 and 49 = 28 , 35 and 42Sum = 28 + 35 + 42 = 105Biggest common factor of 25 = 5 × 5 and 30 = 5 × 6 = 5 is 5Required sum 105 ÷ 5 = 21

Q53. The sum of all the positive factors of 96 is

(a) 251

(b) 155

(c) 252

(d) 156

 Answer: (c) 252Solution: positive factors of 96 are 1, 2, 3, 4, 6, 8, 12, 16, 24, 32, 48, 96Required sum = 1 + 2 + 3 + 4 + 5 + 6 + 8 + 12 + 16 + 24 + 32 + 48 + 96 = 252

Q54. As per the NCF 2005, the narrow aim of teaching Mathematics at schools is

(a) to teach daily life problems related to linear algebra.

(b) to develop numeracy related skills.

(c) to teach algebra.

(d) to teach calculation and measurements

 Answer: (b) to develop numeracy related skills.

Q55. Ravi has three dozen chocolates. He gave one-third of them to his neighbour, one-sixth to Rehana and one-fourth to his sister. How many chocolates are left with him?

(a) 9

(b) 10

(c) 6

(d) 8

 Answer: (a) 9Solution: ravi give total chocolates= $36\times \left( \frac{1}{3}+\frac{1}{6}+\frac{1}{4} \right) =27$Chocolates are left with him = 36 – 27 = 9

Q56. The perimeter of a square is 44 cm. The perimeter of a rectangle is equal to the perimeter of this square. The length of the rectangle is 5 cm more than the side of the square. The sum of areas (in cm) of the square and the rectangle is

(a) 217

(b) 229

(c) 169

(d) 140

 Answer: (a) 217Solution: Let side of square = a∴ 4a = 44 ⇒ a = 11Area of square = 11 × 11 = 121 cm2∴ Length of the rectangle = 11 + 5 = 16Let the breadth of rectangle b∴ 2(16+b) = 44⇒16 + b = 22⇒ b = 6Area of rectangle = 16 × 6 = 96 cm2∴ required sum = 121 + 96 = 217 cm2

Q57. A child who is able to perform all number operations and is able to explain the concept of fractions is at

(a) Partition phase

(b) Operational phase

(c) Emergent phase

(d) Quantifying phase

Q58. What is the value of -1 + 2 – 3 + 4 – 5 + 6 -7 + ….. + 1000 = ?

(a) 500

(b) 2000

(c) 0

(d) 1

 Answer: (a) 500Solution: -1 + 2 – 3 + 4 – 5 + 6 -7 + ….. + 1000= (–1 + 2) + (–3 + 4) + ( – 5 + 6) + ……. upto 500 pair= 1 + 1 + 1 + up to 500= 500

Q59. From the unit of “Shapes,’ the teacher asked the students to “make/draw any picture by using shapes”

The objective that can be achieved through this activity is

(a) Application

(b) Knowledge

(c) Comprehension

(d) Creating

Q60.Arjun, a student of class IV, is able to answer all questions related to Number System orally but commits mistakes while writing the solution of problems based on Number System. The best remedial strategy to remove errors in his writing is

(a) to give him 10 practice tests.

(b) to relate real-life experiences with mathematical concepts.

(c) to provide him with a worksheet with partially solved problems to complete the missing gaps.

(d) to teach more than one way of solving problems of Number System

 Answer: (d) to teach more than one way of solving problems of Number System

Pages ( 2 of 5 ): « Previous1 2 3 ... 5Next »

### Nyc Divorce Coach Micki McWade, LMSW, is Committed to Helping Couples and people Through an Amicable Split

error: Content is protected !!