## CTET - Mathematics and Science

Mathematics and Science

1. This Section consists of 30 questions.

2. All questions are compulsory and carry equal marks.

3. Answer the questions quickly and as carefully as you can.

4. Some questions may be difficult and others easy.

5. Do not spend too much time on any question.

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Question 1 |

Directions—Answer the following questions by selecting the most
appropriate option.

1.Which of the following activities is meant to enhance problem solving abilities of students of Class III ?

1.Which of the following activities is meant to enhance problem solving abilities of students of Class III ?

A | A group project : How the students of primary wing shall be distributed equally in four houses (house system of school) so that every house has talented
students from sports, arts, cultural and academic activities ? |

B | Conduct an interclass quiz in the class on ‘numbers and operations’ |

C | A worksheet containing problems on four basic operations like—Find 25 × 34, 451 ÷ 11, etc. |

D | A crossword puzzle containing clues for all key terms learnt like even number, odd number, composite number, prime number, etc. |

Question 1 Explanation:

Students of Primary wing shall
be distributed equally in four
houses it enhance to Problem
solving abilities of students of
class III.

Question 2 |

2. The recommended key concept in the unit of ‘multiplication’ in
Class III is—

A | properties of multiplication—order property and group property |

B | word problem based on multiplication |

C | multiplication of 3-digit numbers by 10 |

D | multiplication of 2-digit number with 2-digit number |

Question 2 Explanation:

The recommended key concept
is based on properties of
multiplication.

Question 3 |

3. 33. From the unit of ‘fraction’, teacher asked the students to list any five
fractions—

This question reefers to

This question reefers to

A | analytical thinking |

B | spatial thinking |

C | lower level of thinking |

D | higher level of thinking |

Question 3 Explanation:

To list any five fraction it
shows the lower level of thinking
of students.

Question 4 |

4.

The child answered :

length of AB = 5 cm

length of AB = 3 cm

This refers to—

The child answered :

length of AB = 5 cm

length of AB = 3 cm

This refers to—

A | procedural error |

B | error due to habit of naming line segment as AB |

C | reading error |

D | conceptual error |

Question 4 Explanation:

It refers that the Students has
error due to habit of naming line
segment as AB.

Question 5 |

5. A teacher distributed newspaper in Class V and asked the students
to read the cricket scores of Indian team in latest match. Then
she asked them to draw bar graph of the scores. The teacher
is trying to—

A | teach them through project approach |

B | make the class joyful and communicating |

C | enhance reasoning power of the students |

D | help the students to make connections between mathematical concepts and real life |

Question 6 |

6. The following word problem was given to a child of Class IV—
Mumbai has 336 bus stops. Delhi has 127 more bus stops than
Mumbai. How many bus stops are there in all, in Delhi ?
The child’s response to the problem is recorded as :

Total bus stops in Delhi are 336 + 127 = 463.

The teacher shall report about his performance as—

Total bus stops in Delhi are 336 + 127 = 463.

The teacher shall report about his performance as—

A | the child is good at visualizing and analyzing, and his problem- solving ability is appreciable |

B | the child has not adopted the right procedure. He needs to practice more |

C | the child is not able to write all steps required properly |

D | the child can find the answer correctly but his expression is poor |

Question 6 Explanation:

From above calculation it is
clear that the child is good at
visualizing and analyzing.

Question 7 |

7. A student was asked to read the following numbers :

306, 408, 4008, 4010

He read as follows :

Thirty six, forty eight, four hundred eight, forty ten The reason for error in reading is that—

306, 408, 4008, 4010

He read as follows :

Thirty six, forty eight, four hundred eight, forty ten The reason for error in reading is that—

A | the student has understood the concept of place value, but does not know how to use it |

B | the student is not fit for study of Maths |

C | the student is not able to
understand the concept of place value and feels comfortable using two-digit numbers only |

D | the student does not like |

Question 7 Explanation:

It is clear that child is not able
to understand the concept of
place-value.

Question 8 |

8. The parameter(s) of assessment for ‘time’ for Class IV shall be—

A | reading time on digital and analogous clock, concept of half past, quarter past, quarter to,
a.m., p.m., relation between minutes and seconds |

B | reading time on digital clock, concept of a.m. and p.m. only |

C | reading time on digital clock only |

D | reading time on analogous clock only |

Question 8 Explanation:

To calculate time option (1) is
suitable.

Question 9 |

9. ‘Tall shape of Mathematics’ mentioned in NCF, 2005 reefers to—

A | creating Maths game |

B | providing hands-on experience |

C | building of one concept on other |

D | solving challenging problems |

Question 9 Explanation:

According to NCF 2005 ‘Tall
shape of Mathematics’ refers to
building of one concept on other.

Question 10 |

10. Consider the following :

5 + 3 = ?

The open-ended question corresponding to the above close-ended question is—

5 + 3 = ?

The open-ended question corresponding to the above close-ended question is—

A | What shall be added to 5 to get 8 ? |

B | Give any two numbers whose sum is 8. |

C | What is the sum of 5 and 3 ? |

D | Find the sum of 5 and 3. |

Question 10 Explanation:

5 + 3 = 8, hence close ended
question is—give any two numbers
whose sum is 8.

Question 11 |

11. Farhan went to school library and found that 100 books kept in story
section are spoiled. 20 books are missing. 219 are kept in shelf and
132 were issued to students. How many storybooks were there in
the library ?

Teacher can teach the following value through this question—

Teacher can teach the following value through this question—

A | Sharing books with others |

B | Taking good care of books |

C | Sense of cooperation |

D | Helping others |

Question 12 |

12. The product of the place values of 5 and 6 in 70560 is—

A | 3000 |

B | 30000 |

C | 30 |

D | 300 |

Question 12 Explanation:

Product of the place values of
5 and 6 in 70560
= 500 × 60
= 30000

Question 13 |

13. When 3010301 is divided by 43, the quotient is—

A | 70007 |

B | 7077 |

C | 7007 |

D | 70707 |

Question 13 Explanation:

Quotient = 3010301 ÷ 43
= 70007

Question 14 |

14. What should be subtracted from the product 3001 × 101 to get
300311 ?

A | 2090 |

B | 2970 |

C | 270 |

D | 2790 |

Question 14 Explanation:

Required subtract number
= 3001 × 101 – 300311
= 303101 – 300311
= 2790

Question 15 |

15. (Smallest common multiple of 36 and 60) ÷ (Biggest common factor
of 18 and 45) is equal to—

A | 30 |

B | 40 |

C | 10 |

D | 20 |

Question 16 |

16. (10 tens + 11 hundreds + 12 ones) equals—

A | 111012 |

B | 101112 |

C | 1212 |

D | 1213 |

Question 16 Explanation:

(C) 10 tens + 11 hundreds 12
ones = 100 + 1100 + 12
= 1212

Question 17 |

17. The number of factors of 42 is—

A | 8 |

B | 9 |

C | 6 |

D | 7 |

Question 17 Explanation:

The number of factors of 42
= 1, 2, 3, 6, 7, 14, 21, 42

Question 18 |

18. When 3488 is divided by 12 and 2478 is divided by 11, the difference
between the remainders in both cases is—

A | 6 |

B | 7 |

C | 3 |

D | 5 |

Question 18 Explanation:

When 3488 is divided by 12,
then remainder will become 8
and 2478 is divided by 11, then
remainder will become 3.
Now, difference = 8 – 3
= 5

Question 19 |

19. A train leaves station P at 8 : 18 a.m. and reaches station Q at
10 : 28 p.m. on the same day. The time taken by the train to
reach Q is—

A | 14 hours 46 minutes |

B | 18 hours 46 minutes |

C | 13 hours 10 minutes |

D | 14 hours 10 minutes |

Question 19 Explanation:

The time taken by the train to
reach Q
= 8 : 18 am to 8 : 18 pm
+ 8 : 18 pm to 10 : 28 pm
= 12 hours + 2 hours 10 minutes
= 14 hours 10 minutes

Question 20 |

20. 14 L 280 mL of orange juice and 18 L 830 mL of carrot juice were
mixed together. This mixture was filled in 15 bottles each containing
1·5 L. How much mixture was left ?

A | 9 L 610 mL |

B | 11 L 605 mL |

C | 10 L 610 mL |

D | 11 L 105 mL |

Question 20 Explanation:

The mixture was left
= (14 L·280 mL + 1 L 830 ml)
– 15 × 1·5 L
= [(14·280 + 18·830) – 22·5] L
= 33·11 – 22·5
= 10·61 L
= 10 L 610 mL

Question 21 |

21. One-fourth of a pizza was eaten by Renu. The rest was equally
distributed among 12 children. What part of the pizza did each
of these children get ?

A | 1/32 |

B | 3/16 |

C | 1/8 |

D | 1/16 |

Question 22 |

22. The number of seconds in 6 hours equals the number of
minutes in—

A | 10 days |

B | 15 days |

C | 2 days |

D | 4 days |

Question 22 Explanation:

The number of seconds in 6
hours = 6 × 60 × 60
= 21600
Now, the number of minutes in
15 days = 15 × 24 × 60
= 21600

Question 23 |

23. The perimeter of a square is 20 cm. A rectangle has the same
width as the square. The length of the rectangle is double its width.
The area, in square cm, of the rectangle is—

A | 50 |

B | 100 |

C | 25 |

D | 30 |

Question 24 |

24. The internal length, breadth and height of a rectangular box A are
20 cm, 18 cm and 15 cm respectively and that of box B are 18 cm,
12 cm and 5 cm respectively. The volume of box A is how many
times that of box B ?

A | 5 |

B | 6 |

C | 3 |

D | 4 |

Question 25 |

25. Which of the following is not correct ?

A | 1 metre 5 centimetre = 1·5 metre |

B | 0·40 is same as 0·4 |

C | Rupee 3/4 = Rupee 0·75 |

D | Area of a square of side 10 cm = Area of rectangle of length 10 cm and breadth 0·1 m |

Question 26 |

26. One orange costs five and half rupees and 1 kg apple costs Rs. 80.
Then the total cost of one and half dozen of oranges and one
and three-fourth kilogram of apples is—

A | Rs. 229 |

B | Rs. 239 |

C | Rs. 209 |

D | Rs. 219 |

Question 27 |

27. NCF, 2005 states that Mathematics teaching should be ambitious,
coherent and important. Here, ‘ambitious’ refers to achievement of—

A | linking of Mathematics with other subjects |

B | application of Mathematics |

C | higher goals of Mathematics |

D | narrow goals of Mathematics |

Question 27 Explanation:

Ambitious refers to higher
goal of Mathematics.

Question 28 |

28. In Class II, concept of even number and odd number was
introduced by activity of pairing the given number with concrete
objects. Then teacher asked the students to check (i) whether the
total number of crayons in their colour boxes is even in number
or odd in number, (ii) whether the number of pages in their Maths
notebook is odd or even.

This task of finding even or odd number of crayons/pages is—

This task of finding even or odd number of crayons/pages is—

A | assessment as learning |

B | assessment at the end of learning |

C | assessment of learning |

D | assessment for learning |

Question 28 Explanation:

To calculate even a odd number
shows the assessment for
learning of students.

Question 29 |

29. After explaining the operation of subtraction in Class II, teacher
drew the following diagram on the board and asked the students to
fill in the circles :

The purpose of the exercise is :

The purpose of the exercise is :

A | summative assessment |

B | arranging fun activity for the students |

C | mathematization of mind |

D | strengthening skill of addition and subtraction |

Question 29 Explanation:

To fill in the circles it is clear
that the knowledge of addition
and subtraction is tested. Hence,
option (D) is suitable.

Question 30 |

30. How many rectangles are there in the following figure ?

The above question is testing—

The above question is testing—

A | understanding of learner |

B | creativity of learner |

C | memory of learner |

D | knowledge of learner |

Question 30 Explanation:

To find the total number of
Rectangle shows the understanding
power of learner.

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