Gujarat TET Paper 1: Mathematics Test - 10 - Gujarat TET MCQ

During the factoring phase, students extend their idea about adding whole numbers to include the coordination of two factors needed for multiplicative thinking. They learn to construct groups of different sizes, number of wholes and a sum.

Any kind of mathematical problems are riddled with given clues. Proper information is needed to be expressed in mathematical form and then trying to understand the way of approach. One needs to understand what has been asked to solve and how to use the clues.
Creating diagrams and tables, finding logical reasons and patterns are the steps required to solve a problem. It also involves decoding the clues hidden in the problem itself to arrive at a solution.
Hence, the correct answer is "Using clues to arrive at a solution".

Teachers need to be well aware of the different aims and objectives of Mathematics teaching. A teacher who has sufficient knowledge of these aspects would be able to develop various skills among his/her students.

The total number of contribution is 40 (6 + 4 + 12 + 11 + 7 = 40).
Now, central angle of Megha's contribution = (6/40) x 360º = 6 x 9 = 54º.

The teaching methods should be more reliable to the students at this stage. Mostly the teacher uses to teach the students by using the non-metric units to calculate the mathematics, these are also known as basic mathematical techniques. In this method, the students are used to measure Rulers of different lengths and different units, measuring rod, measuring strip used by architects.

Mathematics deals with various types of geometrical figures, shapes, and patterns. It studies in depth their correlation and dependency on each other.

• It involves the quantity, measurements, and spatial relationships of various components of mathematics.

Now, subtract  from the above sum.

As in this problem the students should assume the pieces in half of a cake. As the cake is a real-life example, the students can't assume it because the operations on fractions are taught without taking the real-life example to the students and there is no language support.

Dyscalculia: The term Dyscalculia is derived from the Greek root ‘dys’ (difficulty) and Latin ‘calculia’ from the root word calculus - a small stone or pebble used for calculation.

• Dyscalculia is a disability resulting in difficulties such as difficulty in understanding numbers learning or comprehending arithmetic, learning how to manipulate numbers, performing mathematical calculations, and learning facts in mathematics.
• It is sometimes informally known as "math dyslexia", This is a learning disorder and related to difficulty in moving from concrete to abstract ( facilitating the mapping process between concrete and symbolic arithmetic).  

The student at this stage will only know the procedure to convert fraction into decimals. He is unaware of the concepts pertaining to it.

Word problems in mathematics are those questions that are given in the form of statements, which, after comprehension, are solved using mathematical operations. Word problems help to develop the ability to convert real-life problems into mathematical problems and find out a solution.

When teaching shapes a teacher can plan for a trip to historical places as such places contain different shaped objects so that they can easily see and understand what actually the shape is. It helps to give them a clear understanding of the shape so that they can imagine the objects when doing the next time. This helps to understand the shape more clearly and neatly. 
Hence, the correct answer is, 'shapes are an integral part of any architecture and such trips encourage connections across disciplines.'

To solve any linear equation, we can plot the graph of the equation.

The smallest common multiple of 4, 5 and 6 is 60.
Similarly, the smallest common multiple of 5, 6 and 9 is 90.
Therefore, the required difference is: 90−60=30
Hence, the correct option is 30.

Mathematical Communication refers to the communication by which learners discuss, share, analyze, and make sense of maths. It is used to express mathematical thoughts and ideas.
Communication in Mathematics develops the ability to organize, consolidate, and express mathematical thinking among students.
Aims of encouraging mathematical communication in the classroom:

• Enabling learners to reason logically.
• Enhancing mathematical understanding.
• Making learners able to assimilate mathematical terms.
• Enabling learners to express mathematical thoughts and ideas.
• Developing the ability to recognize the patterns of mathematical thought.
• Enabling learners to use precise language while talking about mathematical statements and using them.

Hence, it could be concluded that Mathematical communication refers to the ability to consolidate and organize mathematical thinking.

These materials will provide the students a clear knowledge on various units of lengths. The students will be able to clearly understand the need for various units and will also be able to compare different units. All these materials are easy to use and provide information about almost every unit of length used in daily life.

Mathematics is an increasingly unpopular subject at school because of its lack of relevance to everyday life. The sudden increase in difficulty to understand the language due to unnecessary social and mental pressure increasing its association towards being called a nerd. A certain amount of prerequisite intelligence is required to achieve success in mathematics. The chances of being a failure in this subject creates an amount of fear in students which later leads them to stay away from science as mathematics is widely used in all other science subjects. Mathematics also has very little application based career option at a higher level.
Hence, the correct answer is "All of the above".

By culture of a nation or society, we mean the mode of living of people inside it. The culture is reflected through how they live, behave, eat, drink and maintain social relationships.
Mathematics is responsible for bringing change in the mode of living and hence culture is also influenced by the improvement of mathematics.

The curriculum used in Mathematics is required to be objective-oriented.

The ability to understand the word problems by reading them carefully is needed and one should identify the mathematical logics in words by representing the problem in exact steps. One should find the correct operation that could be useful to solve the problem, that type of ability should be developed by the student. The solution making is the primary ability of the student in this field.

Mathematics is the study of numbers, shape, quantity, and patterns. Teaching methods of mathematics include problem-solving, lecture, inductive, deductive, analytic, synthetic, and heuristic or Discovery Method. The teacher adopts any method according to the needs and interests of students.

Pairs of prime numbers having a difference of 2 are called twin primes.
Therefore, 11, 13 are twin primes.

The formative tasks or assessments are used by a teacher to evaluate the learning skills of a student. This can help students to improve their progress during a lesson or source. The most appropriate formative task to assess the students understanding of data analysis is the survey-based projects because during the assessment of the survey-based projects the students cannot analyse this independently.

Mathematics is a science that deals with logical reasoning, quantitative calculation, practices of counting describing shapes, abstraction of subject matter, etc. Mathematics plays a vital role in daily life.

• A mathematical game is a game whose rules, strategies, and outcomes are defined by clear mathematical parameters. Often, such games have simple rules and match procedures, such as Tic-tac-toe and Dots and Box

This method does not conform to the approach in Mathematics learning. The students need not just memorize the tables, but should be able to apply them in their daily life as well.

In order to be a good mathematician, one must have the ability to understand things, apply them in the best way and make connections between different concepts for making the understanding crystal clear. Mathematics is not about learning rather it is about understanding the topic and analyzing its different parts so that the student can make cross-connections between more topics.
Hence, the correct answer is, 'understand, apply and make connections across the concepts.'

Mathematics is the study of geometrical figures, their co-relation, and their dependency on each other. It deals with quantity, measurement, and spatial relationships.

• Elementary students need a solid foundation in geometry in order to be successful later in middle school and high school geometry.
• The presentation of geometrical content should be appropriate to the classroom and informally organized which allows students to construct meaning.

Statement 1 is a belief and its value is of concept.
Statement 2 is a belief and its value is of responsibility.
Statement 3 is a belief and its value is of rationalism.

Given,
(17.28÷x) ÷ (3.6×0.2) = 2
Take x to one side and all other numbers on the other side.
(17.28/x) ÷(3.6×0.2) = 2
(17.28/x) ÷ 0.72 = 2
(17.28/(x x 0.72) = 2
⇒ (1/x) = (0.72 x 2)/17.28
⇒ (1/x) = (1/12)
∴ x = 12
Hence, the correct answer is 12.

Mathematics today is a diverse discipline that deals with data, measurements, and observations from science; with inference, deduction, and proof; and with mathematical models of natural phenomena, human behavior, and of social systems that makes it a universal subject.