Numbers:

  1. The numerical expression 3/7 + (-7)/8 = 25/56 shows that
    1. Rational numbers are closed under addition
  2. Write any 5 numbers whose cube is more than 64 – It is an open-ended problem
  3. Let a,b,c be 3 rational numbers , where a=3/5, b= 2/3 and C= -5/6 . The truth is a+(b+c)=(a+b)+c
  4. If q is the square of natural number p, then p is the square root of q
  5. To prove that there is no rational number whose square is 2. This type of proof is 
    1. proof by contradiction
  6. “every odd natural number is a prime number”. The following methods of proof which can be used to prove/disprove the above statement  – Method of disproof.
  7. ‘Representation’ in mathematics – includes expressing the number sequence through geometrical patterns.
  8. The correct statement is the composite number can be odd
  9. The curricular expectations at teaching primary level – Includes – develop language and symbolic notations with standard algorithms performing number operations
  10. The numbers are used to express each stated number in standard form. The use of such examples – reflects the inter-disciplinary approach.
    1. the speed of light is 3,00,000,000 m/sec
    2. The height of the Mt.everest is 8848 m.
    3. the diameter of a wire on a computer chip is 0.000003 m.
    4. The size of a plant cell is 0.00001275 m.
  11. students ability to apply the concept of square roots in the real-life situation can be assessed through the following problem
    1. 2025 plants are to be planted in a garden in such a way that each row contains as many plants as the number of rows. Find the number of rows and the number of plants in each row.
    2. In a park 784 plants are arranged so that the number of plants in a row is the same as the number of rows. The number of plants in each row is 28
  12. A teacher asked the students to “find the number of possible pentominoes using 5 squares and then further explore the number of possible hexominoes and so on.” These types of activities help the child to
    1. identify the relation between number patterns and shapes.
  13. It is observed that to a problem like ‘show that the sum of any 2 odd numbers is an even number’, most of the students replied by quoting one example, say, 5+7=12.
    1. Students answered this question inappropriately as students have not learned the logical proof for the statement in the class
  14. Diagnostic test:
    1. The purpose of a diagnostic test in mathematics is
    1. to know the gaps in children’s understanding
  15. Class 6 students were given a layout of a house. The students were asked to find out the – 
    1. Perimeter and area of each room
    2. Total perimeter and a total area of the house
      1. This above activity can be used by the teacher as formative assessment task because – the student’s response will help the teacher to diagnose their understanding regarding finding dimensions, calculations, knowledge of formulae for perimeter and area, etc,
  16. Some students of your class are repeatedly not able to do well in mathematics exams and tests. As a teacher, you would-Diagnose the cause and take steps for remediation.

Logic:

  1. Algebra is introduced in the middle classes. According to Piaget’s theory of cognitive development, it is appropriate to introduce algebra at this stage as
    1. the child is at the concrete operational stage and he can understand conceptualize concrete experience by creating a logical structure.
  2. Learning mathematics at the upper primary level is about gaining an understanding of mathematical concepts and their applications in solving the problem logically.
  3. The curricular expectations at teaching primary level – develop a connection between the logical functioning of daily life and that of mathematical thinking
  4. According to van Hiele’s level of geometric thought, the five levels of geometric understanding are visualization, analysis, informal deduction, formal deduction and rigour.
    1. Students of class7 are asked to classify the quadrilaterals according to their properties. These students are at ——- level of van hiele geometrical thought. – Analysis.
  5. The method of drawing conclusions from the formula is deductive
  6. To prove that there is no rational number whose square is
    1. This type of proof is proof by contradiction

Errors;

  1. The statements which do not reflect the contemporary view of students’ errors in maths?
    1. they should be overlooked
    2. But they reflect
      1. as a part of learning
      2. as a rich source of information about thinking of a child
      3. they can guide the teacher in planning her classes
  2. Errors play a crucial role in the learning of mathematics this statement is true because errors reflect the thinking of the child
  3. A student was asked to calculate the surface area of a cube. He calculated the volume. The reason for the error in calculation is
    1. the student is not able to understand the concept of surface area and volume
  4. Salman solves -3-4 = +7. the error is committed as Salman is careless
  5. A teacher of class 7 finds that despite her regular teaching, a student makes errors. The teacher should study the errors and their possible causes and design her teaching strategy
  6. A problem-solving strategy in mathematics involves trial and error
  7. Anil is able to answer all questions orally but commits mistakes while writing the solutions to problems. The best remedial strategy to remove errors in his writing is 
    1. Providing him with  a worksheet with partially solved problems to complete the missing gaps
  8. A very common error observed in addition to linear expression is 5y+3=8y. This type of error is termed as
    1. Conceptual error
  9. Salman solves -3-4 = +7. The error is committed as Salman is not clear about the concept of the addition of integers.

Learning and Teaching:

  1. The following statements reflect a desirable assessment practice in the context of maths learning – 
    1. holding conversations and one to one discussions with children can be helpful in assessing them.
  2. The statement which is true in learning mathematics
    1. everyone can learn and succeed in maths
  3. Contemporary understanding of maths pedagogy encourages teachers to do all 
    1. develop the skill of systematic reasoning in students
    2. encourage the ability to approximate solutions
    3. create opportunities for students to guess and verify the solutions to problems
  4. children coming to the school from rural areas in the context of mathematics
    1. they have poor communication skills in mathematics.
  5. The statement which reflects the contemporary view of students errors in maths
    1. they can guide the teacher in planning her classes
    2. they are a part of learning
    3. they are a rich source of information
    4. errors reflect the thinking of the child
  6. True statement about mathematics
    1. maths is a tool
    2. maths is a form of an art
    3. Maths is a language
  7. The method which is most suitable for teaching mathematics at the upper primary level is the problem-solving method
  8. The most essential in learning mathematics at the upper primary level is exploring different ways of solving a problem
  9. Remedial teaching is helpful for removing the learning difficulties of weak students
  10. A teacher prompts a student to prepare mathematical journal with the theme “application of mathematics in daily life”. this activity is to help the student to connect mathematical concepts and their applications and to share their knowledge and ideas.
  11. ‘Representation’ in mathematics refers to
    1. expressing the number sequence through geometrical patterns
    2. expressing the relation between 2 variables as an equation
    3. expressing the given data through graphs
  12. projects in mathematics
    1. promote inquiry skills
    2. They enhance problem-solving skills
    3. they establish inter-disciplinary linkages
  13. The activities which are appropriate  for ‘data representation and data interpretation projects:
    1. survey
    2. project
    3. newspaper report
  14. CBSE has recommended a mathematics laboratory as a part of the mathematics curriculum at the upper primary and secondary stages. The main purpose of a math laboratory is to provide opportunities for hands-on learning
  15. The most essential aspect of mathematical planning in upper primary class -provide learning opportunities to allow learners to construct concepts
  16. The most appropriate in teaching-learning of data interpretation in class-7 – providing survey reports from newspapers
  17. A good mathematics textbook contains a lot of questions for exploration.
  18. ‘problem-posing’ in mathematics means – creating problems from the content
  19. Gender is not a contributing factor responsible for mathematics anxiety
    1. While other contributing factors are nature of subject, examination system and curriculum
  20. Some students of your class are repeatedly not able to do well in mathematics exams and tests. As a teacher, you would- Diagnose the cause and take steps for remediation
  21. In an inclusive mathematics classroom strategy for addressing the needs of visually challenged learners – design alternate teaching-learning assessment methods
  22. A learner exhibiting difficulty in sorting, recognizes patterns, orienting numbers and shapes, telling time, and measurement have dyscalculia with a difficulty in visual-motor coordination.
  23. 4 stages of language development in the mathematics classroom in order are everyday language – symbolic language – the language of mathematics – problem-solving – mathematize situation language
  24. Learning mathematics at the upper primary level is about gaining an understanding of mathematical concepts and their applications in solving the problem logically.
  25. Place of mathematical education in the curricular framework is positioned on
    1.   2 concerns  – What mathematics education can do to improve the communication skills  of every child and how it can make them employable after school
  26. In a mathematics classroom, the emphasis is placed on mathematical content, process, and reasoning
  27. NCF(2005) considers that mathematics involves a certain way of thinking and reasoning. From the statement given below are the one which reflects this principle
    1. the way the material presented in the textbook is written
    2. the activities and exercise chose for the class
    3. the method by which it is taught
  28. As per NCF, 2005 
    1. The narrow aim of teaching mathematics at school is to develop-numeracy related skill and the higher aim is to develop problem-solving skills.
  29. As per NCF, 2005 one main goal of mathematics education in schools is to – mathematize child’s thought process
  30. As per NCF 2005, Mathematics curriculum is ambitious, coherent and teaches important mathematics. here ambitious refers to
    1. seek higher aims of teaching mathematics in school
  31. As per the vision statement of NCF, 2005, school mathematics does take place in a situation where children
    1. pose and solve meaningful problems
    2. learn to enjoy mathematics
    3. see mathematics as a part of their daily life experience
  32. Communication in mathematical class refers to developing the ability of 
    1. organize, consolidate and express mathematical thinking
  33. Flexibility in mathematics refers to 
    1. ability to solve a particular type of problem with more than one approach
  34. ‘Maths lab-activities’ can be used for – Formative assessment only
    1. It is a range of formal and informal assessment procedures employed by teachers during the learning process in order to modify teaching and learning activities. and improve student attainment
  35. The twin premises to fix the place of mathematics teaching in our school curriculum are
    1. how to engage the mind of every student and
    2. how to strengthen the student’s resources.
  36. A suitable approach to introduce coordinate geometry in class 9 is through the use of
    1. Demonstration using technology integration

Problem Solving: