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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

Answer: (c) Child is a careful listener but has not established sense of place value |

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

Answer: (a) Operating 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

Answer: (d) 400Explain: Area of floor = (10) Area of square tile = $\left( \frac{50}{100}\times \frac{50}{100} \right) m^2$ Smallest number of ties = $\frac{Area\,\,of\,\,floor}{Area\,\,of\,\,square\,\,tile}\\=\frac{100}{0.5\times 0.5}\\=400$ |

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

Answer: (b) Rs. 105Explain: Cost of one orange = 5/2 oranges bought = 36 + 6 = 42 cost of 3 and half dozen oranges = 42 x 5/2 = 105 |

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

Answer: (b) 3Explain: Anju had = ¼ x 12= 3 pieces , Sujatha had = ¼ x 12=4 pieces, Fiza had = ⅙ × 12 = 2 pieces Total pieces = 3 + 4 + 2 = 9 pieces Choclate left with Manju = 12 – 9 = 3 pieces |

Q36. What should be added to the product 140 x 101 to get 14414?

(a) 364

(b) 264

(c) 274

(d) 278

Answer: (c) 274Explain: Product of 140 x 101 = 14140 Difference=14414-14140 = 274 274 is added to the product to get 14414 |

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

Answer: (c) 4 timesExplain: Perimeter of smaller square with side a ⇒ 4a ⇒ a Area of smaller square = (a Perimeter of bigger square with side a ⇒ 4a ⇒ a Area of bigger square = (a The area of bigger square is 4 times that of smaller square. |

Q38. The sum of all the factors of 100 is

(a) 223

(b) 115

(c) 216

(d) 217

Answer: (d) 217Explain: Factors of 100 = 1, 2, 4, 5, 10, 20, 25, 50, 100 Sum of all the factors of 100 = 1+ 2+ 4+ 5+ 10 + 20 + 25 + 50 + 100 =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

Answer: (d) 1440Explain: Smallest common multiple of 12 and 16 = 48 Smallest common multiple of 10 and 15 = 30 Product = 48 x 30 = 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

Answer: (a) from system concept → algorithm → 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

Answer: (d) Informal Deduction levelExplain: Levels of Van Hiele model are:- Level 1 – visualization (students recognize shapes) Level 2 – Analysis (students begin to identify and learn to use properties but not establish a relationship) Level 3 – Informal Deduction students able to recognize relationships between and among properties of shapes or classes of shapes Level 4 – Deduction students can go beyond just identifying characteristics of shapes Level 5 – Rigor this is the highest level and at this student can work in different geometric systems |

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

Answer: (a) can differentiate between line, ray and line segment and can define themExplain: A rubric is a scoring tool for subjective assessment and can differentiate between line, ray and line segment and can define them. |

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

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

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

Answer: (c) help the students to understand quadrilateral from different perspectivesExplain: The teacher’s objective is to help the students to understand quadrilateral from different perspectives. |

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

Answer: (a) needs personal attention |

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

Answer: (b) is correct as he rightly pointed out the mark of 5 cm on the ruler |

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

Answer: (a) knowledge and some degree of cognitive efforts |

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

Answer: (b) helps the students to listen to each other’s opinion and encourages them to present their argument |

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

Answer: (a) Survey-based Project |

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

Answer: (c) group project and group discussion |

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

Answer: (d) 10 |

Explain: Area of Δ ABC = $\frac{1}{2}\times BC\times AB=\frac{1}{2}\times 4\times 3=6$ Area of ΔBCD = $\frac{1}{2}\times BC\times DE=\frac{1}{2}\times 4\times 2=4$ Total Shaded area = 6 + 4 = 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

Answer: (d) 13Explain: Boxes required = $\frac{Volume\,\,of\,\,cubes}{Volume\,\,of\,\,Rectangular\,\,box}\,\,$ $$=\frac{6240}{10\times 8\times 6}=13$$ |

Q54. When 121012 is divided by 12, the remainder is

(a) 4

(b) 0

(c) 2

(d) 3

Answer: (a) 4 |

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

Answer: (d) 13 hours and 48 minutesExplain: 8:02 pm – 6:14 am = 20:02 – 6: 14 = 13 hours 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

Answer: (a) 3 liters 30 milliliters = 330 millilitersExplain: 3 lit 30 ml = 3000 + 30 = 3030 ml (1lit= 1000 ml) it’s not correct |

Q57. How many 1/6 are there in 2/3 ?

(a) 6

(b) 2

(c) 3

(d) 4

Answer: (d) 4Explain: $\frac{\frac{2}{3}}{\frac{1}{6}}=\frac{2}{3}\times 6=4$ |

Q58. The number of degrees in four and one-third right angles is

(a) 405

(b) 395

(c) 390

(d) 400

Answer: (b) 395Explain: Four right angle + ⅓ rd right angle = 4 × 90 + ⅓ × 90 = 360 + 30 = 390 |

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

Answer: (d) if both the divisor and the dividend are increased or decreased by power of 10, the quotient remains the sameExplain: 21 ÷ 7 = 3; 2.1 ÷ 0.7=3; 0.21 ÷ 0.07-3; 0.021 ÷ 0.007-3 As we observed that 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

Answer: (d) operations on fractions are taught without contextualization and language support |