CTET November 2012 Question Paper-1 with Answer | ||||
| Child Development | Mathematics | EVS | Language – I (Eng) | Language- II (Hindi) |
Mathematics
Directions: Answer the following questions by selecting the most appropriate option.
Q31. A child of class Ill reads 482 as four hundred eighty two but writes it as 40082. What does this indicate for a teacher?
(a) Teacher should teach the concept of place value when the children are able to write numbers correctly
(b) Child is not attentive in the class and is a careless listener
(c) Child is a careful listener but has not established sense of place value
(d) Child is confusing the expression of number in expanded form and in short form
Q32. Shailja can express a number in different ways. For example 4 = 2+2 or 4 = 1+3 etc. In which developmental phase of numbers is she?
(a) Operating phase
(b) Quantifying phase
(c) Partitioning phase
(d) Factoring phase
Q33. Floor of a square room of side 10 meters is to be completely covered with square tiles, each having length 50 centimeters. The smallest number of tiles needed is
(a) 500
(b) 200
(c) 300
(d) 400
Q34. One orange costs two and a half rupees. How much will three and a half dozen oranges cost?
(a) Rs. 120
(b) Rs. 105
(c) Rs. 90
(d) Rs. 112
Q35. A chocolate has 12 equal pieces. Manju gave one-fourth of it to Anju, one-third of it to Sujatha and one-sixth of it to Fiza. The number of pieces of chocolate left with Manju is
(a) 4
(b) 3
(c) 2
(d) 1
Q36. What should be added to the product 140 x 101 to get 14414?
(a) 364
(b) 264
(c) 274
(d) 278
Q37. The perimeter of two squares is 12 cm and 24 cm. The area of the bigger square is how many times that of the smaller?
(a) 5 times
(b) 2times
(c) 4 times
(d) 3 times
Q38. The sum of all the factors of 100 is
(a) 223
(b) 115
(c) 216
(d) 217
Q39. (Smallest common multiple of 12 and 16) x (Smallest common
multiple of 10 and 15) is equal to
(a) 480
(b) 960
(c) 720
(d) 1440
Q40. The sum of place values of 2 in 2424 is
(a) 220
(b) 2020
(c) 2002
(d) 4
[ Read Also: Science and Pedagogy Questions with Answer ]
Q41. To introduce subtraction of two-digit numbers in Class III, a teacher proceeded in the following steps:
Step I: Revision of two-digit numbers with understanding of place value system.
Step II: Use of tally marks to show that a smaller number can be subtracted from a larger number.
Step III: Application of subtraction on numbers under each column of place value.
In this case, the teacher is developing the lesson
(a) from system concept → algorithm → operation
(b) from system concept → operation→ algorithm
(c) from operation → system concept → algorithm
(d) from algorithm → system concept → operation
Q42. 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) Analytic level
(d) Informal Deduction level
Q43. Rubrics of assessment for the geometry lesson on points and lines in Class IV shall be
(a) can differentiate between line, ray and line segment and can define them
(b) can differentiate between line and line segment, can mark a point, can draw a line segment of given length accurately
(c) can measure the line in cm and inches accurately, can name the line
(d) can measure the line segment in cm and inches accurately and can mark endpoints of a line segment
Q44. “Which two numbers when multiplied give the product 24? This question
(a) helps the child to think meta-cognitively
(b) is an open-ended question as it has more than one answer
(c) is a closed-ended question as it has a definite number of answers
(d) suggests a general problem-solving strategy to the child so that he/she can answer correctly
Q45. In a class, a teacher asked the students to define a quadrilateral in different ways using sides, using angles, using diagonals, etc. The teacher’s objective is to
(a) help the students to solve all problems of quadrilateral based on definitions
(b) help the students to explore various definitions
(c) help the students to understand quadrilateral from different perspectives
(d) help the students to memorize all definitions by heart
Q46. Uma was not able to understand the concept of odd and even numbers. In order to improve her understanding, the teacher took some 20 pebbles of different colors 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 Uma
(a) needs personal attention
(b) is a visual learner
(c) is a kinesthetic learner
(d) is an auditory learner
Q47. Pradeep was shown a broken 
ruler and asked, where is 5 cm on the ruler. He picked up the ruler and pointed at the mark of 5 cm on the ruler. His answer
(a) is reflecting that he has the misconception that 5 cm refers to a point and not to a length
(b) is correct as he rightly pointed out the mark of 5 cm on the ruler
(c) is incorrect as he is showing a point only and not the distance between two points marked as 0 and 5
(d) is incorrect as the ruler is broken and he must start with
Q48. Higher Order Thinking Skills (HOTS) based questions demand the
(a) knowledge and some degree of cognitive efforts
(b) knowledge of facts, rules, formulae
(c) knowledge of algorithm
(d) knowledge of symbols and diagrams
Q49. Classroom discussion was initiated in Class V on “Sale’ in festival season, during the topic of “Percentage’. This type of discussion in the classroom
(a) starts heated arguments in class and spoils the atmosphere of the class
(b) helps the students to listen to each other’s opinion and encourages them to present their argument
(c) must he avoided as it raises the noise level of class and disturbs others
(d) helps the students to enhance their debating skills
Q50. The most appropriate formative task to assess the students understanding of data analysis is
(a) Survey-based Project
(b) Quiz
(c) Role play
(d) Crossword
Q51. Piaget believed that learning results from social instruction and a mathematics teacher believing in Piaget’s theory shall use
(a) chalk and talk method
(b) lots of manipulative and lab activities in the class
(c) group project and group discussion
(d) differentiated instruction
Q52. In the figure, side of each square is 1 cm. The area, in square cm, of the shaded part is
(a) 11
(b) 8
(c) 9
(d) 10
Q53. Internal length, breadth and height of a rectangular box arc 10 cm, 8 cm and 6 cm respectively. How many boxes are needed to pack 6240 centimeter cubes?
(a) 17
(b) 12
(c) 15
(d) 13
Q54. When 121012 is divided by 12, the remainder is
(a) 4
(b) 0
(c) 2
(d) 3
Q55. Number of hours and minutes from 6: 14 a.m. to 8: 02 p.m. on the same day is
(a) 14 hours and 16 minutes
(b) 2 hours and 12 minutes
(c) 12 hours and 16 minutes
(d) 13 hours and 48 minutes
Q56. Which one of the following is not correct?
(a) 3 liters 30 milliliters = 330 milliliters
(b) I paisa = Rs. 0.01
(c) one and a half dozen =18
(d) 1 millimeter = 0.1 centimeter
Q57. How many 1/6 are there in 2/3 ?
(a) 6
(b) 2
(c) 3
(d) 4
Q58. The number of degrees in four and one-third right angles is
(a) 405
(b) 395
(c) 390
(d) 400
Q59. Hamida always allow her students to observe the number pattern and to form conjectures on their own in order to enhance their mathematical abilities. She wrote the following problems on board and asked the students to write the answers
21 ÷ 7
2.1 ÷ 0.7
0.21 ÷ 0.07
0.021 ÷ 0.007
Through the set of questions she wants the students to observe that
(a) if both the divisor and the dividend are decreased by power of 10, the quotient is also decreased by the power of 10
(b) as one factor is divided by 10 and the other is multiplied by 10, the product remains same
(c) as one divisor is decreased by 10, and the other is increased by power of 10, the product remains same
(d) if both the divisor and the dividend are increased or decreased by power of 10, the quotient remains the same
Q60. The students of Class V were able to attempt the problem $\frac{1}{2}\,\,\div \,\,\frac{1}{3}$ correctly, but not able to solve the problem. “How many 1/3 cake pieces are there in half a cake?”. The reason is
(a) students are not able to understand the mathematical equivalence of the two problems
(b) students’ language development is poor
(c) problem is of higher difficulty level for Class V
(d) operations on fractions are taught without contextualization and language support