KTET Paper 1: Mathematics Test - 6 - KTET MCQ

This type of activity is done to introduce the topic to the class. While folding a strip, the teacher asks the student about what fraction of the strip is folded. The students, when involved in such discussions, feel more interested. When they are able to answer the question, they feel the topic to be easy. This mind-set of students makes them learn the topic effectively. It is thus, a pre-content activity.

The NCF has aimed at bringing reforms in the education system with learner-centric, flexible processing learning autonomy. Teachers being a facilitator, a supportive and encouraging learning atmosphere can be created. It was formed to increase the thinking and reasoning power of the students. These are first used resources for a feeble mind. Thus, the teaching of mathematics enhances the child’s resources to think and reason.
Hence, the correct answer is "To think and reason".

Academic standards are explicit statements that define the skills and knowledge that students must possess in a particular concept or multiple concepts. At the end of the academic year, the children are expected to achieve certain academic standards.

The number of triangles can be estimated after the systematic analysis of the figure. Therefore, it is a kind of analytical thinking.

The teacher is trying to strengthen or support the students to understand the concept of place values of base 10 by taking an example related to real-life. By this, the students can understand the concept clearly because of the practical knowledge they are gaining when they are connected with examples.

From the above-mentioned information it could be concluded that Mr Jim did so to generate effective 'discussion' as discussion is a teaching methodology which facilitates meaningful learning by emphasizing upon:

• sharing ideas and experiences with peers and teachers.
• learning through meaningful interaction in group settings.
• looking at any issues from different angles and point of views.
• developing a democratic way of thinking and the spirit of tolerance.
• increasing the maximum participation of students in the learning process.

Note: Remaining options are irrelevant in the context.

Mathematics quiz, mathematical exhibitions and mathematical lab are different techniques that help in learning different concepts of maths.

3 litres  30 millilitres= (3000+30) = millilitres = 3030 millilitres
From option B:

1 paisa = 1/1000 rupees= 0.01 rupees
From option C:
1.5 dozen = 12+6  = 18
From option D:
1 millimetres = (1/1000) metre and 1 metre = 100 centimetres
So, 1 millimetres = (1/1000) × 100 = (1/10) = 0.1
Hence, 3 litres 30 millilitres = 330 millilitres is wrong.

Since there is more than one way of learning a mathematical concept; therefore, assessment of learning that concept requires more than one mode of assessment. Further, learning a concept not only enhances achievement, but it also brings about the change in several aspects of the learner’s socio-personal characteristics. 
Socio-personal characteristics: Exactness, precise expression, logical approach to all activities, higher-order thinking are some exemplars of socio-personal qualities associated with mathematics learning. By keen observation, interaction with students individually or in groups, evaluation of students’ products like writings, and materials are some of the methods of assessing socio-personal qualities associated with mathematics learning can be assessed.
Socio-Personal skills that can be assessed in peer/group assessment:

• Participation in the group work
• Sharing of experiences/ideas
• Sharing the workload
• Helping peers
• Taking Leadership
• Doing self-correction
• Listening and accepting other ideas

Hence, we can conclude that Participation in group work and Doing self-correction are socio-personal characteristics associated with mathematics learning that need to be assessed along with the assessment of achievement in mathematics concepts.

Dyscalculia is the difficulty in learning or comprehending arithmetic, such as difficulty in understanding numbers, learning how to manipulate numbers, and learning fact in Mathematics. It also includes difficulty with time measurement, and spatial reasoning. Hence, it is the correct answer.

Mathematics revolves around digits, shapes, data, and objects that help us to understand the world around us by exploring the hidden patterns in a systematic and organized manner as it has universal applicability.

• The curriculum of mathematics at the primary level mainly emphasizes the creation of positivity among the learners towards mathematics and to develop a liking for mathematics among the learners.

Given,
The length of the rectangle = l
The breadth of the rectangle = l/2
The length of the rectangle is doubled.
Hence, the length of the rectangle = 2l
Now the perimeter of the rectangle is given by, 
P = 2(length + breadth) = 2(2l + l/2) = 4l + l = 5l

Teaching has three variables:
1. Dependent variables - Student
2. Independent variables - Teacher
3. Intervening variables - Curriculum

Visual memory is a form of memory that describes the relationship between perceptual processing and the storage, encoding and retrieval of the resulting representations. It is a memory that preserves some characteristics of our senses pertaining to a visual experience. If a child is facing a problem of visual memory it will create difficulty in retaining Mathematical facts and difficulty in telling time. 
Hence, the correct answer is, 'Difficulty in retaining Mathematical facts and difficulty in telling time.'

Mathematics is a science that involves dealing with numbers, different kinds of calculations, measurement of shapes and structures, organization and interpretation of data and establishing relationships among variables, etc. 

Role play is the most suitable strategy to teach the skill of the addition of money. The learner should however concentrate on how accurately he/she thinks through the mind of the person or model whose role is being played. The main purpose of role-playing is the development of social skills or the ability to develop interpersonal relationships and to understand interpersonal problems. 

Children should see mathematics as something to talk about, to communicate through, to discuss among themselves, to work together on. Children use abstractions to perceive relationships, to see structures, to reason out things, to argue the truth or falsity of statements. So, learning HOTS (Higher order thinking skills) type mathematical problems is not as important as solving problems through visualisation and formulation.
Hence, the correct answer is "To  learn HOTS type  mathematics problems".

The quadrilateral is defined as a closed two-dimensional shape that has four straight lines.

• It has four sides, four angles, and four vertices.
• The Sum of the Internal angle of the Quadrilateral is 360°.
• A few Examples of Quadrilateral are Rhombus, Rectangle, Square, and Trapezium.

Each type of Quadrilateral has its properties.

Mathematics pedagogy hardly reverberates with the results of the psychology of students.

From the given information:
Number of thousands = 19
Number of hundreds = 19
Number of ones = 19
We know that the place value of hundred changes after ten hundreds.
So, we can write the 19 hundreds = 1 thousand + 9 hundreds
The total value of given numbers in words = 19000+1000+900+19 = 20919.

Initially it is important to recognize fractions as rational numbers. All fractions can be termed as rational numbers; however, all rational numbers cannot be termed as fractions. Only those rational numbers in which 'p' and 'q' are positive integers are termed as fractions. Then, it is important to have better understanding of part -whole relations of objects. In the part-whole interpretation, the denominator shows the number of equal parts in the whole and the numerator shows how many of those parts are included in the particular fraction. This model offers a helpful introduction to fractions and used to explore equivalent fractions and addition-subtraction of fractions. Next sequence is to represent fractions on a number line. Representing fractions on a number line means that we can plot fractions on a number line, which is similar to plotting whole numbers and integers. Fractions represent parts of a whole. So, fractions on the number line are represented by making equal parts of a whole i.e. 0 to 1, and the number of those equal parts would be the same as the number written in the denominator of the fraction.
Thus it is clear that, In the given problem, the correct sequence for teaching fractions is recognizing fractions as rational numbers, introducing part whole relations of objects and last representing fractions on a number line.

All of these are types of mathematics students as mentioned in the question.

When a student can't learn or grasp a concept than the students need personal and special attention of the teacher so that teachers explain all the prospectives of a topic by giving them real-life examples. As in the given question, the teacher explains the concept of odd and even number by taking the colourful pebbles as an example. As Uma has the example practically in her hands and she is able to count and pair the pebbles according to odd and even number concept.

Mathematics is a subject matter that includes complex numerical abstractions that deal with data analysis, the relationship between figures, objects, and patterns.

• The old methods of mathematics teaching heavily depended upon rote learning and drill which have been replaced by methods that depend upon discovery and problem-solving approaches. 
• The content should be presented in a psychological way that topics must be interrelated and in a successive order i.e., first introduce the concept of simple interest, then the compound interest. ​

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 analytic level.

The teacher must make the child understand the concept of LCM. The teacher must teach him that when two fractions are added that have different denominator then have added the fractions by first taking out the LCM. It is a very important concept which must be taught otherwise it will create confusion in every phase of life. The teacher must give his best to teach the child in the best possible way so that he understands the concept of LCM and when to use it.
Hence, the correct answer is, 'Help the child to understand the concept of LCM.'

The pedagogical approach used by the teacher has a crucial role in making the subject of Mathematics easy or difficultforo the students. Proper orientation and training need to be provided to Mathematics teachers in the area of pedagogy and practice.  

Number of milligrams in 6 grams = 6000
So 6000 grams is equal to = 6 kilograms = 6Kg

If a student of Class III, while doing addition 4562+728, he is adding 7+4=11, that means he is not aware of the concept of Place Value. He does not know that how the values are placed while doing addition. He has not understood yet that values are placed from the right-hand side.
Hence, the correct answer is, 'Concept of Place Value.'

Spatial reasoning involves composing and decomposing shapes and figures, visualization, or the ability to mentally manipulate, rotate, twist, or invert pictures or objects, spatial orientation, or the ability to recognize an object even when the object’s orientation changes.