Math and Pedagogy MCQ Questions 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. 1–30): Answer the following questions by selecting the most appropriate option.
Q1. Which of the following is a straight angle?
(a) 0°
(b) 180°
(c) 270°
(d) 360°
Answer: (b) 180° Explanation: An angle that is equal to 180° is called a straight angle. |
Q2. If the side of a cube is 4 cm, what will be its total surface area?
(a) 64 cm^{2}
(b) 96 cm^{2 }
(c) 128 cm^{2 }
(d) 32 cm^{2 }
Answer: (b) 96 cm^{2} Explanation: Total surface area = 6 × side × side = 6 × 4 × 4 = 96 cm^{2} |
Q3. 450 degrees is equivalent to …… right angles.
(a) $1\frac{1}{2}$
(b) $2\frac{1}{2}$
(c) 3
(d) 5
Answer: (d) 5 Explanation: 90° is equivalent to 1 right angle ∴ 450 is equivalent to $\frac{1}{90}\times 450$right angles = 5 right angles |
Q4. Which of the following statements is true?
(a) A right angle is equal to 180°
(b) The angle of a straight line is 90°
(c) An obtuse angle is equal to 75°
(d) An acute angle is equal to 85°
Answer: (d) An acute angle is equal to 85° Explanation: An angle less than 90° is called an acute angle. An angle of 90° is called a right angle. An angle greater than 90° but less than 180° is called an obtuse angle. An angle of 180° is called a straight line. |
Q5. The product of two consecutive numbers is exactly divisible by
(a) 5
(b) 4
(c) 3
(d) 2
Answer: (d) 2 Explanation: The product of two consecutive numbers is always divisible by 2. |
Q6. 50 million can be written in the Indian number system as
(a) 5 crores
(b) 50 lacs
(c) 5 lacs
(d) 500 lacs
Answer: (a) 5 crors Explanation: 1 million = 10 lacs ∴ 50 million = 5 crores |
Q7. Which of the following statements is true?
(a) The largest negative integer cannot be found.
(b) The smallest positive integer cannot be found.
(c) Consecutive odd numbers differ by 1.
(d) Two composite numbers can be co-primes.
Answer: (d) Explanation: Two composite numbers can be co-primes. For example, 25 and 36 are two composite numbers, but they are also co-primes. |
Q8. The sum of $\frac{5}{12}+\frac{7}{8}+\frac{7}{9}+\frac{4}{10}+\frac{2}{8}+\frac{4}{3}+\frac{2}{5}$ is
(a) $\frac{4163}{360}$
(b) $4\frac{163}{360}$
(c) $\frac{1607}{360}$
(d) $1\frac{607}{360}$
Answer: (b) $4\frac{163}{360}$ Explanation: $\frac{5}{12}+\frac{7}{8}+\frac{7}{9}+\frac{4}{10}+\frac{2}{8}+\frac{4}{3}+\frac{2}{5}$ = $\frac{150+315+280+144+90+480+144}{360}$ = $\frac{1603}{360}=4\frac{163}{360}$ |
Q9. Reshma bought 2 dozen bananas from a fruit seller. If the cost of 1 banana is Rs. 2.25, what will be the cost of 2 dozen bananas?
(a) Rs.540
(b) Rs.54
(c) Rs.4.5
(d) Rs.5.4
Answer: (b) Explanation: Cost of 1 banana = Rs. 2.25 Cost of 2 dozen bananas = 24 × 2.25 = 54 |
Q10. Simplify 225 + (25 × 24) ÷ (25 – 5).
(a) 525
(b) 41.25
(c) 5435
(d) 255
Answer: (d) Explanation: 225 + (25 × 24) ÷ (25 – 5) = 225 + 600 ÷ 20 = 225 + 30 = 255 |
Q11. Which of the following is not correct?
(a) 43.2 kg = 4320 g
(b) A cuboid has eight vertices
(c) 0.304 is same as 0.3040
(d) 17 mm = 1.7 cm
Answer: (a) Explanation: We know 1 kg = 1000 m So, 43.2 kg = 43.2 × 1000 = 43200 g Hence, 43.2 kg = 4320 g is an incorrect relation. |
Q12. If 4 mugs of water can fill a bucket, how many mugs can fill 5 such buckets?
(a) 50
(b) 25
(c) 20
(d) 21
Answer: (c) Explanation: Number of mugs required to fill 1 bucket = 4 So, the number of mugs required to fill 5 buckets = 5 × 4 = 20 |
Q13. What will be the time 2 hours 25 minutes before 1:45 pm?
(a) 11:20 a.m.
(b) 12:10 a.m.
(c) 11:20 p.m.
(d) 12:10 p.m.
Answer: (a) Explanation: 1: 45 pm – 2: 25 pm = 11: 20 am So, the time will be 11:20 a.m. |
Q14. Priyanshu had Rs. 780. He spent Rs. 450 as railway fare and Rs. 200 on his food. How much money is left with him?
(a) Rs. 100
(b) Rs. 130
(c) Rs. 124
(d) Rs. 127
Answer: (b) Explanation: Total = Rs. 780 The money spent by Priyanshu on railway fare and food = Rs. (450 + 200) = Rs. 650 Now, (780 – 650) = Rs. 130 Therefore, he is left with Rs. 130. |
Q15. Find the next term in 1, 2, 5, 10, 17, 26….
(a) 33
(b) 37
(c) 39
(d) 108
Answer: (b) Explanation: The first term is 1 more than the square of 0. The second term is 1 more than the square of 1. So, the seventh term will be 1 more than the square of 6. |
Q16. Which of the following is not helpful in achieving the higher aim of mathematics in our education system?
(a) Developing the child’s capability for logical and analytical thinking
(b) Nurturing a confident attitude to problem-solving
(c) Ability to memorise definitions and formulae
(d) Ability to select mathematical tools and apply them accordingly
Answer: (c) Explanation: Developing the inner resources of the children and enabling them to handle abstraction required to deal with the modern complex technological world constitute the higher goals of mathematics. So, the ability to memorize definitions and formulae will not help to achieve the higher aim of mathematics. |
Q17. Reena selects a rectangle out of several quadrilaterals and explains that the figure selected by her is a rectangle because it has four right angles. She is also able to explain why all squares are rectangles, but all rectangles are not squares. At what level is she according to Van Hiele’s levels of geometry?
(a) Level 2 – Informal deduction
(b) Level 3 – Formal deduction
(c) Level 0 – Visualisation
(d) Level 1 – Analysis
Answer: (a) Explanation: Reena is at the informal deduction level. Students at this level not only think about properties but are also able to notice relationships within and between figures. Moreover, they become able to formulate meaningful definitions. They also make and follow informal deductive arguments. |
Q18. Which of the following processes is responsible for creating fear and anxiety in the students learning mathematics?
(a) Visualisation and representation
(b) Mathematical communications
(c) Estimation of quantities
(d) Memorisation of important concepts
Answer: (d) Explanation: Memorisation of important concepts is very difficult. Once students learn certain concepts by heart (without understanding), they tend to forget them very soon and this results in fear and anxiety among them. |
Q19. Communication in a mathematics class refers to developing the ability to
(a) give prompt responses to questions asked in the class
(b) contradict the views of others on problems of mathematics
(c) organise, consolidate and express mathematical thinking
(d) interpret data by looking at bar graphs
Answer: (c) Explanation: Communication in maths refers to expressing mathematical thinking by using mathematical language to present a problem, consolidate the given facts and organise them for analysis and interpretation. |
Q20. A Class 3 student multiplied 35 with 5. The answer given was
What type of error is it?
(a) Wrong algorithm
(b) Regrouping error
(c) Basic fact error
(d) Incorrect operation
Answer: (c) Explanation: It is a basic fact error. The student does not have a good knowledge of tables. |
Q21. Which one of the following does not match curricular expectations of teaching mathematics at the primary level?
(a) Analyse and infer from the representation of grouped data.
(b) Develop a connection between the logical functioning of daily life and that of mathematical thinking.
(c) Develop language and symbolic notations with standard algorithms of performing number operations.
(d) Represent part of the whole as a fraction and order simple fractions.
Answer: (a) Explanation: Analysis of data and drawing inferences are higher-order skills and not meant for the students of primary classes. |
Q22. ‘Tall shape of mathematics’ mentioned in NCF 2005 refers to
(a) solving challenging problems
(b) creating maths game
(c) providing hands-on experience
(d) building of one concept on other
Answer: (d) Explanation: ‘Tall shape of mathematics’ refers to the building of one concept on the other. Maths has always been tall. This means that, in mathematics, one concept is built on the other to form a tall structure. If a student knows to count, he/she can do addition and subtraction. In the next stage, they learn multiplication and division. For doing algebra, one needs the knowledge of arithmetic and so on. These days’ efforts are being made to make maths broad-based, i.e, start a number of concepts right from the beginning. |
Q23. For the close-ended question, 9 – 5 =? The corresponding open-ended question is
(a) What should be subtracted from 9 to get 4?
(b) Write two odd numbers whose difference is 4.
(c) If the number 5 is subtracted from a number, the answer is 4. What is the number?
(d) The difference between the two numbers is 4. If one number is 5, what is the second number?
Answer: (b) Explanation: Write two odd numbers whose difference is 4. This is an open-ended question as different students can give different answers to the question, e.g. 5 – 1, 19 – 15, etc. |
Q24. Which one of the following questions is open-ended?
(a) Write any two numbers whose product is 45.
(b) Use a number line to find 3 times 15
(c) Find 15 x 3.
(d) How will you multiply 15 by 3?
Answer: (a) Explanation: Write any two numbers whose product is 45. In this question, different students will come out with different responses (e.g. 5*9 or 3*15). Other questions have only one answer each. So they are close ended questions. |
Q25. Which of the following is an open-ended question?
(a) Perimeter of a rectangle is equal to the perimeter of a square with a side of 6 cm. The breadth of the rectangle is 6 cm less than its length. Find the length and breadth of the rectangle.
(b) Perimeter of a rectangle is equal to the perimeter of a square with a side of 6 cm. What could be the length and breadth of the rectangle?
(c) Perimeter of a rectangle is equal to the perimeter of a square with a side of 6 cm. If the length of the rectangle is 2 cm more than the length of the square, find the breadth of the rectangle.
(d) Perimeter of a rectangle is equal to the perimeter of a square with a side of 6 cm. If the length of the rectangle is 2 times more than its breadth, find the length and breadth of the rectangle.
Answer: (b) Explanation: Perimeter of a rectangle is equal to the perimeter of a square with a side of 6 cm. What could be the length and breadth of the rectangle? In this case, students can give more than one correct response of length and breadth (7, 5 or 8, 4 or 9, 3 or 10, 2 or 11, 1). All the other options can have only one response; hence they are close ended. |
Q26. “Puneet can draw a circle of the given radius using a compass.” This shows the achievement of
(a) Disposition goal
(b) Social Goal
(c) Content Goal
(d) Process goal
Answer: (d) Explanation: Process goal helps students achieve understanding and in this case, Puneet shows his understanding of the concept and competence of drawing (representing) a circle of the given radius with the help of a compass. The other options are not applicable in this context. |
Q27. Bani is able to represent common and decimal fractions (both smaller and greater than 1) on a number line. She is at
(a) Operational phase
(b) Emergent phase
(c) Quantifying phase
(d) Partition phase
Answer: (a) Explanation: At the operational phase, students are able to represent numbers, common and decimal fractions on a number line, can partition decimal numbers, compare or combine two fractions. They can write suitable number sentences for a full range of multiplication and division situations involving whole numbers, decimals and fractions. |
Q28. According to NCF 2005, school mathematics takes place in a situation where
(a) Children are involved in chorus drill of formulae and pressure of performance and examination
(b) Mathematics is part of children’s life experience
(c) Children are forced to learn all concepts by daily practice
(d) Children are listeners and the teacher is an active narrator
Answer: (b) Explanation: According to NCF 2005, school mathematics takes place in a situation where mathematics is part of children’s life experiences. In this way, children learn to appreciate and enjoy mathematics, they are enabled to solve meaningful problems, they use abstractions to perceive relationships and structure, they understand the basic structure of mathematics, etc. |
Q29. Data handling at the upper primary stage focuses on
(a) techniques of data collection
(b) data collection, organisation and interpretation
(c) data interpretation only
(d) data organisation only
Answer: (b) Explanation: Data handling is considered a narrower term in respect of data interpretation. Both data handling and data interpretation are based on data collection, organisation and interpretation. Moreover, data handling helps students to be more logical and analytical. |
Q30. CBSE announced the celebration of ‘GANIT Week‘ in schools to commemorate the birth anniversary of the legendary mathematician Srinivasan Ramanujan. GANIT stands for
(a) Growing Ability in Numerical Innovations and Techniques
(b) Growing Ability in Numerical Innovations and Training
(c) Growing Aptitude in Numerical Innovations and Techniques
(d) Growing Aptitude in Numerical Innovations and Training
Answer: (d) Explanation: GANIT stands for Growing Aptitude in Numerical Innovations and Training. The GANIT Week was celebrated from 16 to 22 December 2015 on the occasion of Dr. Srinivasan Aiyangar Ramanujan’s 128th birth anniversary. In this series, 22 December is also observed as the ‘National Mathematics Day’ in India. |