Study Notes On Lines, Angles And Triangle

Study Notes on Lines, Angles And Triangle

Mathematics is an equally important section for CTET, MPTET, KVS & DSSSB Exams and has even more abundant importance in some other exams conducted by central or state govt. Generally, there are questions asked related to basic concepts and properties of the Geometry.

To let you make the most of Mathematics section, we are providing important facts related to the Geometry.At least 2-3 questions are asked from geometry topic in most of the teaching exams. We wish you all the best of luck to come over the fear of the Mathematics section.

How to Overcome Exam Fever, Especially When You Fear Maths

Geometry

Polygon: Two types of angle

  1. Exterior
  2. Interior
  1. Exterior Angle: Sum of exterior Angle of the polygon is 360°,

Interior Angle: Sum of the interior angle of the polygon is (n – 2)× 180.

  1. Vertical opposite angle always be same

-: ∠ 1 = ∠ 3  and ∠ 1 + ∠ 2= 180°

-: ∠ 2 = ∠ 4  and   ∠ 3 + ∠ 4 = 180°

Practice Lines, Angles and Triangle Quiz Here for DSSSB Exam 

  1. Corresponding angles:

∠ 4 + ∠ 5 = 180°

∠ 3 + ∠ 6 = 180°

  1. Sum of 2 interior angle opposite to exterior angle

5. In the given fig. AB = AC, then AD which is median of the triangle also be height of triangle

  • In the given fig. ABCD is a cyclic quadrilateral.

∠ A + ∠ C = 180°  (opp. Angle)

∠ B + ∠ D = 180°

⟹ opposite interior angle is equal to exterior angle.

Practice Lines, Angles and Triangle Quiz Here for CTET Exam 

  • Centres of the triangle:

Type of centres:

  • Centroid
  • Incentre
  • Circum-centre
  • Ortho – centre

(1) Centroid: Intersecting points of the medians of triangle is known as centroid of the triangle.

Area of ∆ ABD = ∆ ACD

AG : GD = 2 : 1

Area of ∆ BGC = ∆ AGC = ∆ AGB

Area of ∆ nzGY : ∆ ABC

2 : 36

1 : 18

Example: PS is the median of a triangle PQR and O is centroid such that PS = 27 cm. The length of PO is

Sol. PS is the median and O is the centroid —– (given)

PS = 27 cm

Ratio of PO : OS

(2) Incentre:  Intersecting points of angle bisector of triangle is known as Incentre of the triangle

Ix = Iy = Iz = radius

Example: O is the incentre of triangle PQR, ∠ PQR = 70° and ∠PRQ = 60°, Then find the value of ∠ QOR.

Sol. Acc. to Question

QO and RO are the angle bisector

∴ ∠ RQO = 35° and ∠ QRO = 30°

In ∆ QOR, ∠ RQO + ∠ QRO + ∠ QOR = 180°

35° + 30° + ∠ QOR = 180°

∠ QOR = 180° – 65° ⟹ 115°

(3) Circum-centre: Intersecting point of the perpendicular bisector of triangle is known as circum-centre of the triangle

AO = OB = OC = Radius

∠BOC = 2 (∠BAC)

In right ∠ ∆ circum-centre is formed on the mid-point of hypotenuse.

(4) Ortho-centre: intersecting points of the altitudes of triangle is known as orthocentre of the triangle

Example:  In an obtuse angled triangle ABC, ∠B is obtuse angled and O is orthocentre. ∠ AOC = 69° and ∠ ABC is

Sol. ∠ ABC = 180° – ∠ AOC

= 180° – 69°

= 111°

Some important facts of the triangle:

  1. Mid-Point Theorem: In triangle ABC, P and Q are mid – point of AB and AC. Then PQ always || to BC (PQ || BC).

  1. Median theorem: In ∆ ABC, AD is Median

Example: If the length of the three sides of a triangle is a 9 cm, 40 cm, and 41 cm then find the length of median to its greatest side.

Sol. This is a right-angled triangle

  • Angle bisector theorem: Internal angle bisector

External angle bisector:

  • In the right Triangle ABC, F and D is the mid – points of AB and BC

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Mensuration-2D Study Notes for all Teaching Exams

Study Notes on 2D Mensuration

Mathematics is an equally important section for CTET, MPTET, KVS & DSSSB Exams and has even more abundant importance in some other exams conducted by central or state govt. Generally, there are questions asked related to basic concepts and formulas of the Mensuration.

To let you make the most of Mathematics section, we are providing important facts related to the 2D Mensuration.At least 3-4 questions are asked from mensuration topic in most of the teaching exams. We wish you all the best of luck to come over the fear of the Mathematics section.

How to Overcome Exam Fever, Especially When You Fear Maths

Rectangle

(a) Its diagonals are equal and bisect each other

(b) Area = L×B

(c) Diagonal d=

(d) (i) Area of a path inside a rectangular field:

Area of Path= 2x(l+b-2x)

(ii) Perimeter (p)= inner p+ outer p

= 2(l+b)+2(l+b-4x)

= 4(l+b-2x)

(e) Room as a Rectangular figure:

Area of 4 walls of a room= perimeter × height

= 2(l+b)×h

(f) Area of roof and 4 walls = 2H (L+B)+LB

Example: A rectangular piece is 40cm long and 30m wide from its four corners, quadrants of radii 3.5m have been cut. The area of remaining part is:

Sol. Area of Rectangle – 4 × area of quarter circle

Square

(a) Area = a² or ×(diagonal)²

(b) Perimeter = 4a

(c) Diagonal =

(d) Area of path inside square = 4d(x-d)

X= length of square, d= length of path

(e) Area of path outside square = 4d (x+d)

(f) Area of path midway square = d(2x-d)

Example: If each side of square park is increased by 35%. Find the percentage change in its area?

Practice Mensuration 2D Quiz Here for DSSSB Exam 

Parallelogram

(a) Area = base × height

(b) Perimeter= 2(a + b)

(c) d₁²+ d₂²= 2(a²+b²)

Example: A parallelogram PQRS has side PQ = 36cm and PS = 24cm. The distance between the sides PQ and RS is 16cm. Find the distance between the side PS and RQ.

Rhombus:

It is a quadrilateral whose all four sides are equal. Diagonal bisect each other at 90°

Example: The perimeter of Rhombus is 60cm and the measure of an angle is 60° then the area is:

Trapezium

It is a quadrilateral, whose any two opposite sides are parallel.

Practice Mensuration 2D Quiz Here for CTET Exam 

Triangle

A triangle is a polygon with three edges and three vertices.

Types of triangles:

  • Scalene Triangle: A scalene triangle has all its sides of different lengths.

Example: The ratio of sides of a triangle is 4:5:6. If perimeter of triangle is 90 cm then the Area of triangle is

  • Isosceles Triangle: An Isosceles triangle is a triangle with two equal sides also their opposite angles are equal.

  • Right angle triangle: It is a triangle with an angle of 90° The sides a, b and c of such a triangle satisfy the pythagoras theorem.

  • Equilateral triangle: It is a triangle whose all sides and angle are equal.

  • ∠A=∠B=∠C= 60°
  • If P₁, P₂, and P₃ are perpendicular lengths from any interior point (O) of an equilateral ∆ ABC to all its three sides respectively, then:

Example: Each side of an equilateral triangle is 16 cm. the area of triangle is:

Download Mensuration 2D Study Notes PDF 

Practice More Mathematics  Quiz Here

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Simple Interest based Mathematics Notes For CTET Exam : Free PDF

Fractions based Mathematics Notes

Mathematics is an equally important section for CTET, MPTET, KVS & DSSSB Exams and has even more abundant importance in some other exams conducted by central or state govt. Generally, there are questions asked related to basic concepts of the Simple Interest.

To let you make the most of Mathematics section, we are providing important facts related to the Simple Interest. At least 1-2 questions are asked from Simple Interest topic in most of the teaching exams. We wish you all the best of luck to come over the fear of the Mathematics section.

How to Overcome Exam Fever, Especially When You Fear Maths

Simple Interest

Simple interest is nothing but the fixed percentage of the principal (invested/borrowed/ amount of money).

 

Principal (P): It is the sum of money deposited/ loaned etc. also known as “Capital”.

Interest: It is the money paid by the borrower, calculated on the basis of Principal.

Time (T/n): This is the duration for which money is borrowed.

Rate of Interest (r/R): It is the rate at which the interest is charged on principal.

Amount (A) = Principal + Interest

Some Basic Formulae :

Simple Interest (SI):

P = Principal,

r = rate of interest (in %)

t = time period (yearly, half yearly etc.)

Some Useful Short-cut Methods:

 

  1. If a certain sum in T years at R % per annum amounts to Rs. A, then the sum will be

  1. If a certain sum is invested in n types of investments in such a manner that equal amount is obtained on each investment where interest rates are R₁R₂ R₃ …..Rn respectively and time periods are T₁ T₂ T₃….. Tn respectively, then the ratio in which the amounts are invested is :

  1. If a certain sum of money becomes n times itself in T years at simple interest, then the rate of interest per annum is

  1. If a certain sum of money becomes n times itself in T years at a simple interest, then the time T in which it will become m times itself is given by

  1. Effect of change of P, R and T on simple interest is given by the following formulae:

Change in Simple Interest

For example, if rate (R) changes from R₁ to R₂ an P and T are fixed, then

Similarly, if principal (P) changes from P₁ to P₂ and R and T are fixed, then change in

Also, if rate (R) changes from R₁ to R₂ and time (T) changes from T₁ to T₂ but principal (P) is fixed, then change in

  1. If a certain sum of money P lent out at S.I. amounts to A₁ in T₁ years and to A₂ in T₂ years, then

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Important Mathematics Questions for MPTET 2020 : 29th January 2020

Practice Mathematics Questions for MPTET Exam 

Dear Students!!! There is most general as well as a scoring section in all the competitive entrance examinations in the teaching field i.e Mathematics“.Because in this section only one thing is work i.e your accuracy and that could be nourished with the daily practice. With a proper system, Study Notes, Quizzes, Vocabulary one can quiet his/her nerves and exceed expectations in the blink of an eye. So, for this, we are providing you the daily quiz for all teaching exams i.e TET Exam 2020, DSSSBKVSSTET Exam

Q1. The number of Males and Females in an office are in ratio 5:3. If 20% of the males and 40% of the females are married, the percentage of persons, who are not married, is
एक कार्यालय में पुरुषों और महिलाओं की संख्या 5: 3 के अनुपात में है. यदि 20% पुरुष और 40% महिलाएं विवाहित है, तो उन व्यक्तियों का प्रतिशत बताएं, जो विवाहित नहीं हैं?
(a) 72%
(b) 72.5%
(c) 73%
(d) 73.5%

Q2. Find the HCF of 656, 2456 and 3656
656, 2456 और 3656 का HCF ज्ञात करें 
(a) 126
(b) 62
(c) 8
(d) 61

Q3. In an examination, 46% of the students failed in science and 34% failed in social science. If 25% of the students failed in both the subjects then find the percentage of students who passed in both the subjects?
एक परीक्षा में, 46% छात्र विज्ञान में और 34% सामाजिक विज्ञान में फेल हो गए. यदि 25% छात्र दोनों विषयों में फेल हो गए तो उन छात्रों का प्रतिशत ज्ञात करें जो दोनों विषयों में पास हुए हैं?
(a) 60%
(b) 55%
(c) 45%
(d) 65%

(a) 3
(b) 3.5
(c) 3.05
(d) 3.65

Q5. 60,000 is borrowed at compound interest at the rate of 4% for first year, 5% for the second year and 8% for the third year. The total compound interest paid after 3 years will be
चक्रवृद्धि ब्याज पर 60,000 रूपए पहले वर्ष के लिए 4% की दर पर, दूसरे वर्ष के लिए 5% पर और तीसरे वर्ष के लिए 8% पर उधार लिए जाते हैं. 3 वर्ष के बाद दिया गया कुल चक्रवृद्धि ब्याज होगा?
(a) 10,000
(b) 10,761
(c) 10,761.6
(d) 10,762

Q6. Rajiv borrowed a sum of money from Ram at the rate of 5% per annum simple interest for first five years, 8% per annum for next 7 years and 16% per annum for the period beyond 12 years. If he pays a total of Rs 8410 as interest only at the end of 16 years, how much did he borrow?
राजीव ने पहले पाँच वर्षों के लिए प्रतिवर्ष 5% साधारण ब्याज की दर से राम से धन की राशि ली, अगले 7 वर्षों के लिए प्रतिवर्ष 8% की दर से और 12 वर्ष से अधिक की अवधि के लिए प्रतिवर्ष 16% की दर से. यदि वह केवल 16 वर्षों के अंत में ब्याज के रूप में कुल 8410 रुपये का भुगतान करता है, तो उसने कितनी राशि उधार ली थी?
(a) 5,800
(b) 5,600
(c) 5,000
(d) 5,500

Q7. The ages of Rahul and Ram are in ratio 2:3 respectively. After 5 years, the ratio of their ages will be 7:8. What is the age of Ram?
राहुल और राम की आयु क्रमशः 2: 3 के अनुपात में है. 5 वर्षों के बाद, उनकी आयु का अनुपात 7: 8 होगा. राम की आयु कितनी है?
(a) 5 yrs
(b) 3 yrs
(c) 2 yrs
(d) 1 yrs

Q8. The value of ‘a’ when 5675×8a4 is divisible by 15, is
5675×8a4 को 15 से विभाजित करने पर ‘a’ का मान होगा?
(a) 9
(b) 8
(c) 6
(d) 5

(a) 30
(b) 30.66
(c) 30.5
(d) 41

Q10. 19200 shirts are to be packed in boxes. If 48 shirts can be packed in one box is Rs 216, then the total cost of boxes needed for this purpose is:
19200 शर्ट को बक्सों में पैक किया जाना है. यदि एक बॉक्स में 48 शर्ट पैक करने पर उसकी लागत 216 रूपये है तो तरह के सभी बक्सों की कुल लागत कितनी होगी?
(a) 21600
(b) 43200
(c) 86400
(d) None of those/ इनमें से कोई नहीं

Solutions

S2. Ans.(c)
Sol. HCF of 656, 2456 and 3656 = 8

S3. Ans.(c)
Sol. students failed in science = 46%
Students failed in social science = 34%
Total student failed in two subjects = (46+34)-25
= 80-25
= 55 %
Total percentage students who passed in both subjects = 100-55% = 45%

S8. Ans.(a)
Sol. (5675×8a4)÷15
Value of ‘a’ = 9


Maths Pedagogy Quiz For CTET Exam



Q1. Piaget believed that learning results from social instruction and teachers. Believing in Piaget’s theory, we shall use
(a) chalk and talk method
(b) lots of manipulatives and lab activities in the class
(c) group project and group discussion
(d) differentiated instruction

Q2. A child studying in Class IV exhibits difficulty in sorting, recognizing patterns, orientating numbers and shapes, telling time, measuring etc.
The child may be
(a) suffering from dyslexia
(b) suffering from dyscalculia
(c) suffering from dysgraphia
(d) suffering from attention deficit disorder

Q3. ‘Algebra Tiles’ are used to teach
(a) Factorisation of quadratic expressions
(b) Exponents
(c) Square roots and cube roots
(d) Graphing of linear equation

Q4. The purpose of a diagnostic test in mathematics is
(a) to fill the progress report
(b) to make a question paper for the end-term examination
(c) to know the gaps in children’s understanding
(d) to give feedback to the parents

Q5. When teaching addition of fractions, a teacher came across the following error:1/2 +1/3 = 2/5. What remedial action can be a teacher take in such a situation?
(a) Help the child to understand the magnitude of each fraction
(b) Help the child to understand the concept of LCM
(c) Ask the child to practice as much as she can
(d) No intervention is needed because she will understand as she grows

Q6. While teaching the addition of fractions, it was observed by Mr. Singh that the following type of error is very common:
2/3+2/5=4/10
Mr. Singh should take the following remedial action:
(a) Advise the students to work hard and practice the problems of fractional addition
(b) Give pictorial representation to clear the concept of addition of unlike fractions, followed by drill of same type of problems
(c) Give more practice of same type of problems
(d) None of these

Q7. Mr. Mohit present the following question to the class: Which of the two numbers can be added to make 54?
His question is
(a) a closed-ended question to check the skill of addition
(b) an ill-framed question to confuse students
(c) an open-ended question to promote mathematical thinking
(d) None of these

Q8. 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) Informal Deduction level
(d) None of these

Q9. “Which of the two numbers when multiplied, give the product of 24”?
This question
(a) helps the child to think metacognitively
(b) is an open-ended question as it has more than one answer
(c) is a closed-ended question as it has a definite answers
(d) suggests general problem-solving strategy to the child so that he/she can answer correctly

Q10. Urvashi was not able to understand the concept of odd and even numbers. In order to improve her understanding, the teacher took 20 pebbles of different colours 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. For this, she
(a) needs personal attention
(b) is a visual learner
(c) is a kinesthetic learner
(d) is an auditory learner

Maths Pedagogy Quiz For CTET Exam


Q1. Rubrics of assessment helps the teacher to
(a) prepare a valid question paper
(b) grade students easily
(c) make the records presentable
(d) plan the lesson well

Q2. Rubrics of assessment for the geometry lesson on “points and lines” in Class IV shall be
(a) can differentiate in between line, ray and line segment and can define them
(b) can differentiate in between line and line segment and can draw a line segment of given length accurately
(c) can measure the line in cms and inches accurately and can name the line
(d) None of the above

Q3. To introduce the concept of fractions, a teacher can begin with
(a) writing fractions in the form of a/b where b is not equal to 0
(b) identifying fractional parts of things around them
(c) identifying numerators and denominators of different fractions
(d) finding fractions on a number line

Q4. “Problem solving” as a strategy of doing mathematics involves
(a) activity based approach
(b) estimation
(c) extensive practice
(d) using clues to arrive at a solution

Q5. Ram is good in solving equations but usually faced word problems. Most of the time he asks “Should I add or subtract?” “Should I multiply or divide?” Such questions suggest
(a) Ram has lacks understanding of number operations
(b) Ram cannot add and multiply
(c) Ram seeks opportunities to disturb the class
(d) Ram has problems in comprehending language

Q6. A teacher uses the following riddle in a class while developing the concept of base 10 and place value
‘I am less than 8 tens and 4 ones.’
The objective of this activity is
(a) to do summative assessment
(b) to introduce the concept of tens and ones to the students
(c) to have some fun in the class and to break monotony
(d) All of the above

Q7. To teach various units of length to the students of Class III, a teacher shall take the following materials to the class:
(a) Measuring tape with centimeter on one side and meter on the other side
(b) Relation chart of various units
(c) Centimeter ruler and measuring tape
(d) Rulers of different lengths and different units, measuring strip, different things based on real life to measure etc.

Q8. Mrs. Singh introduced the lesson on multiplication of three-digit numbers in class III, by revising the multiplication tables and multiplication facts known to the students. Further she taught the procedure of multiplying two three-digit numbers. Mrs. Singh’s approach is
(a) Behavioural approach  
(b) Cognitive approach
(c) Exploratory approach
(d) Collaborative approach

Q9. A child of class III reads 482 as four hundred eighty-two but write it as 40082. What does this indicate for a teacher?
(a) Teacher should teach the concept of place value
(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 in the expression of numbers

Q10. In a class, a teacher asked the students to define a quadrilateral in different ways – using sides, angles, diagonals etc.
The teacher’s objective is to
(a) help the students to solve all the problems of quadrilateral based on definitions
(b) help the students to explore various definitions
(c) help the students to understand the quadrilateral from different perspectives
(d) help the students to memorize all definitions by heart

Maths Pedagogy Quiz For CTET Exam


Q1. To teach various units of length to the student of class III, a teacher shall take the following material to the class-
(a) measuring tape with cm on one side and m on another side
(b) relation chart of various units
(c) cm ruler and measuring tape
(d) rulers of different lengths and different units, measuring rod, measuring strip used by architects


Q2. The objective of teaching number system to class III student is to enable the students-
(a) To master the skill of reading large numbers
(b) To count upto 6 digits
(c) To see the numbers as groups of hundreds, tens and ones and to understand the significance of place value 
(d) To master the skill of addition and subtraction of four digit numbers

Q3. ‘Spatial Ability’ in a child refers to his ability of-
(a) Visualizing shapes, comparing them in plane or space and their orientation
(b) Visualizing the transformations such as flip, slide and rotation of two dimensional figures 
(c) Visualization of the word problems mentally
(d) Doing construction of angles accurately

Q4. Classroom discussion was initiated in class V on ‘Sale’ in festival season, during topic of ‘percentage’. This type of discussion in classroom-
(a) Start heated arguments in class and spoils the atmosphere of the class
(b) Help the students to listen to each other’s opinion and encourage them to present their argument 
(c) Must be avoided as it raises the noise level of class and disturb others
(d) None of the above

Q5. The criteria for evaluation of a text-book should be 
(a) Content
(b) Organisation and presentation of subject matter 
(c) Author and price of the book
(d) All of the above

Q6. To located specific learning and instrumental difficulties, is the main aim of
(a) Comparison
(b) Prognosis
(c) Diagnosis
(d) Prediction

Q7. Teaching methods are based on
(a) Maslow theory
(b) Classical theory of human organization
(c) Personality theory
(d) Modern theory of human organization

Q8. Teaching techniques are based on
(a) Projection theory
(b) Classical theory of human organization
(c) Cognitive theory of development
(d) Modern theory of human organization

Q9. Which is not related to audio-visual aid
(a) T.V.
(b) Black-Board
(c) Film
(d) Computer

Q10. The functions of mathematics teacher are
(a) Teaching
(b) Engaging students in various problem-solving activities
(c) Both (A) and (B)
(d) None of these

Maths Pedagogy Quiz For CTET Exam


Q1. While teaching addition, the teacher should proceed from
(a) Understanding the number system
(b) Prenumber concept
(c) Deduction
(d) Multiplication

Q2. While selecting a text-book, which of the following you will not consider?
(a) According to syllabus
(b) Language style
(c) Picture and Illustration
(d) Retailer and whole seller

Q3. Which of the following is/are the qualities of a mathematics teacher?
(a) Professional competency
(b) Mastery of the subject
(c) Impressive personality
(d) All of the above

Q4. Which of the following is not the objective of diagnostic test?
(a) To identify the weakness of the students
(b) To arrange remedial teaching
(c) To give suggestions for effective evaluation process
(d) To remove weakness of student

Q5. What type of children can be studied under case study?
(a) Gifted children
(b) Backward children
(c) Delinquent children
(d) All of the above

Q6. The contribution of feedback & reinforcement in teaching of Maths is-
(a) Teachers do not express any role in desired changes
(b) To enhance the frequency of desired
(c) To create obstacle in desired behaviour
(d) None of these

Q7. Which of the following is not a criterion for a good mathematics text book?
(a) It should be easily available in market
(b) The language used should be simple and clean
(c) There should not be any irrelevant matter
(d) It should not be colourful

Q8. Which of the following is not a principle of programmed instruction?
(a) Principle of small steps
(b) Principle of active responding
(c) Principle of flexibility
(d) Principle of self-pacing

Q9. Which of the following is the most important skill in teaching?  
(a) Skill of stimulus variation
(b) Skill of introduction
(c) Skill of pupil participation
(d) All of the above

Q10. Which of following is not a structure of mathematics?
(a) Algebraic structures
(b) Topological structures
(c) Order structure
(d) Arithmetic structures

Maths Pedagogy Quiz For CTET Exams


Q1. Which of following method is teacher-centered?
(a) Deductive method
(b) Heuristic method
(c) Lecture method
(d) Laboratory method

Q2. Laboratory method is based on
(a) Learning by doing
(b) Learning by observation
(c) Concrete to abstract
(d) All of the above

Q3. Pictures and charts are
(a) Audio aid
(b) Visual aid
(c) Audio-Visual aid
(d) None of these

Q4. In which type of programmed instruction learner is free to make decisions & is able to adopt the instruction to his needs?
(a) Linear programming
(b) Mathematics programming
(c) Branched programming
(d) Computer assisted instruction

Q5. “Angle: <:: Triangle : ?” This is an example of which type of question?
(a) Recollection type
(b) Matching type
(c) Analogical type
(d) Multiple choice type

Q6. Which of the following value is not related with teaching of mathematics?
(a) Practical value
(b) Social value
(c) Aesthetic value
(d) Multiple value

Q7. Correlation in mathematics indicates-
(a) Reciprocal relationship
(b) Joint relationship
(c) Applied relationship
(d) Discrete relationship

Q8. The curriculum of maths of primary standard should be-
(a) Child centred  
(b) Subject centred  
(c) Book centred  
(d) None of these

Q9. Which of the following is not qualitative technique of evaluation?
(a) Observation
(b) Check list
(c) Practical techniques
(d) Rating Scale

Q10. Select the odd one
(a) OHP
(b) Film-strip
(c) Magic-lantern
(d) Excursion

Maths Pedagogy Quiz For CTET Exams


Q1. Students often make a mistake in comparing the decimal numbers. For example 0.50 is larger than 0.5. The most probable reason for this error is –
(a) lack of practice of these types of questions in the class
(b) lack of concrete experience of representation of decimal number on number line
(c) careless attempt by the students
(d) misconception regarding the significance of zero in ordering decimal 

Q2. A teacher prompts the students to prepare Mathematical journal with the theme “Application of Mathematics in Daily life.” This activity is –
(a) to test the students understanding of Mathematical concepts
(b) to help students to connect Mathematical concepts and its applications and to share their knowledge and ideas 
(c) to provide opportunity to students share their ideas and knowledge
(d) none of these

Q3. A child display difficulty in differentiating between numbers, operations and symbols, two clock hands, different coins etc. This implies that the specific barrier affecting his learning is –
(a) poor verbal, visual, auditory and working memory
(b) poor visual processing ability i.e visual discrimination, spatial organization and visual coordination 
(c) poor language processing ability i.e expression, vocabulary and auditory processing
(d) poor motor skills, reading and writing skills

Q4. The most appropriate tool to expose the students of class II to plane figures, its vertices and edges is –
(a) Geo-board 
(b) Nets of 3D solids
(c) Cubes 
(d) Black-board surface

Q5. Following is a problem from textbooks of class III:
“Which mathematical operation will be used to solve the following problem?
A milkman sold 1410 liters of milk in 10 days. How many litres of milk did he sell in a day?” Which competence of Bloom’s cognitive domain is referred in the above question?
(a) Knowledge
(b) Comprehension
(c) Analysis
(d) Synthesis

Q6. Some students of class II, face difficulty in the addition of two digit numbers involving “carrying over”?
Reason behind this problem is lack of:
(a) interest in mathematics
(b) understanding the importance of zero
(c) understanding of regrouping process 
(d) understanding of difference between face value and place value

Q7. Which one of the following is an important characteristics of a good mathematics textbook at primary level ?
(a) it should only contains numerous exercise to give rigorous practice
(b) concepts should be introduced through contexts 
(c) it must be thick and large
(d) it should be attractive and colorful

Q8. If a learner is able to perform the four basic operations on whole numbers, fractions and decimal numbers, the learner is at –
(a) partitioning phase
(b) operating phase
(c) quantifying phase
(d) factoring phase

Q9. NCF 2005 recommends that teaching of mathematics at primary level should focus on –
(a) preparation for higher mathematics
(b) helping students to acquire international standards in learning of mathematics
(c) abstract concepts of mathematics
(d) helping students to connect classroom learning with everyday life

Q10. A teacher gives 36 tiles to students of class IV and asks them to arrange them in all possible rectangles. Which one of the following concepts cannot be addressed by using this activity?
(a) multiplication
(b) volume 
(c) area
(d) factors