Section -II: Mathematics
Directions: Answer the following questions by selecting the most appropriate option
Q31. Perimeter of a square is 24 cm and length of a rectangle is 8 cm. If the perimeters of the square and the rectangle are equal, then the area (in square cm) of the rectangle is
Q32. The difference of the place value and the face value of the number 3 in 12345 is
Q33. Which one of the following is not correct?
(a) 56.7 kilogram = 5670grams
(b) A cube has six faces.
(c) One millimeter = 0.1 cm
(d) 0.10 is same as 0.1
Q34. The speed of a boat in a river is 20 km per hour and the speed of another boat is 23 km per hour. They travel in the same direction from the same place at the same time. The distance between the boats after three and half hours is
(a) 10 km
(b) 10.5 km
(c) 11 km
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Q35. When 90707 is divided by 9, the remainder is
Q36. When a fresh fish is dried it becomes 1/3 of its weight. Sunita buys 1500 kg fresh fish for 25 per kg and sell them, when dried, for 80 per kg. How much does she earn?
(a) Rs. 2,500
(b) Rs. 2,700
(c) Rs. 3,500
(d) Rs. 3,000
Q37. Look at the following pattern
(9 – 1) ÷ 8 = 1
(98 – 2) ÷ 8 = 12
(987 – 3) ÷ 8 = 123
(9876 – 4) ÷ 8 = 1234
According to this pattern: (987654 – 6) ÷ 8 = ?
Q38. 750 ml juice is filled in one bottle and six such bottles are packed in one carton. The number of cartons needed for 450 liters of juice is
Q39. Internal length, breadth and depth of a (rectangular) box are 4 cm, 3 cm and 2 cm respectively. How many such boxes are needed to pack 8664 centimeter cubes?
Q40. Write the equivalent fraction of 1/3″. The above question asked to students of Class IV refers to
(a) lower-level demand task as it requires procedural skills
(b) lower-level demand task as it is based on memorization only.
(c) higher-level demand task as it is based on procedure with connection
(d) higher-level demand task as it is based on procedure without connection
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Q41. 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 the number line
(c) a careless attempt by the students
(d) misconception regarding the significance of zero in ordering decimal
Q42. A teacher prompts the students to prepare Mathematical journals with the theme “Application of Mathematics in Daily life”. This activity is
(a) to test the students understanding of Mathematical concepts
(b) to provide an opportunity to students share their ideas and knowledge
(c) to help students to a sense of Mathematics
(d) to help students to connect Mathematical concepts and its applications and to share their knowledge and ideas
Q43. According to Van Hiele level of geometric thought, the five levels are- visualization, analysis, informal deduction. Formal deduction and rigor. Some polygons are given to a child of Class III for sorting
He classified the polygons on the basis of the number of sides This child is at level …………. Of Van-Hiele Geometrical thought.
(c) Informal deduction
(d) Formal deduction
Q44. A child displays difficulty in differentiating between numbers, operations, and symbols, two clock hands, different coins, etc. This implies that the species 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.
Q45. NCF 2005 emphasizes on Constructivist Approach of learning as it focuses on
(a) memorization of definitions and formulae.
(b) submission of regular homework
(c) active participation of learner through engaging activities
(d) effective lecture and instructions by the teacher
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Q46. Following are array diagram bindis to represent 15
The way of representing 15 or any other number in the above manner can be used to teach the concept of
(a) area and commutative property
(b) commutative property of multiplication, identification of prime and composite numbers, area of a rectangle
(c) representation of a number as a product of two numbers, commutative property of multiplication, multiplicative identity, identification of prime and composite number area of a rectangle using units quantity
(d) representation of a number as a product of two numbers, commutative property of multiplication, multiplication identity, identification of the prime and composite number
Q47. Which of the following questions is open-ended
(a) Write the numbers 25, 71, 19,9, 8, 17, 85 in ascending
(b) Which is more? 1/3 or 7/5
(c) Write any four number greater than 2.7
(d) What is 7 more than 2/7?
Q48. The most appropriate tool to expose the students of class-II to plane figures, its vertices and edges is
(b) Nets of 3D solids
(d) Black-board surface
Q49. Following is a problem from textbook of class V
“There are 4 poles of measure 105 cm, 215 cm, 150 cm, and 235 cm respectively. If they have to be cut into places of equal length, what is the maximum length of each piece ?”
This question is asked to
(a) test knowledge of factors and multiples
(b) check the skill of finding HCP
(c) enhance problem-solving skills using learned concepts
(d) give the practice of word problems based on HCF and LCM
Q50. Following is a problem from the textbook 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 liters of milk did he sell in a day ?”
Which competence of Bloom’s cognitive domain is referred to in the above question?
Q51. Rashid is studying in class V. He can classify various types of triangles in different categories but has difficulty in understanding the abstract proof for the sum of three angles in a triangle to be always 180. According to Piaget Cognitive Theory Rashid is at
(a) Concrete operational stage
(b) Formal operational stage
(c) Sensory-motor stage
(d) Pre-operational stage
Q52. According to NCF 2005
“Developing children’s abilities for mathematization is the main goal of mathematics education The narrow aim of school mathematics is to develop ‘useful capabilities.”
Here mathematization refers to develop child’s abilities
(a) In performing all number operations efficiently including of finding square root and cube root
(b) To formulate Theorems of Geometry and their proofs independently
(c) To translate word problems into linear equations
(d) To develop the child’s resources to think and reason mathematically, to pursue assumptions to their logical conclusion and to handle abstraction
Q53. The highlights of a good textbook are that
A. They contain numerous exercises to give rigorous practice
B. All concepts can be introduced through situations
C. Only solved examples are included
D. They must” be thick and heavy
(a) A and B
(b) C and D
(c) A and C
(d) Band D
Q54. NCF 2005 emphasizes that
(a) Succeeding in Mathematics should be mandatory for every child.
(b) Students should be tested first for their logical-mathematical ability
(c) Maths curriculum shall be separate for low achievers
(d) Maths shall be taught to selective students
Q55. The difference between the smallest common multiple and biggest common factor of 5, 10 and 35 is
Q56. The number of factors of 105 is
Q57. If the time now is 2: 17 PM. what will be the time 11 hours and 59 minutes from now?
(b) 9:59 A.M
(c) 2: 16 A.M
Q58. Number of degrees in three and one half right angles is
Q59. 11 ones + 11 tens+11 hundreds equals
Q60. The sum of five hundred nine and three thousand twenty eight is