# Pedagogical Issues (CTET (Central Teacher Eligibility Test) Paper-I Math): Questions 70 - 73 of 135

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## Question number: 70

» Pedagogical Issues » Place of Mathematics in Curriculum

Appeared in Year: 2012

MCQ▾

### Question

To teach various units of length to the students of class III, a teacher shall take the following materials to the class: - (January)

### Choices

Choice (4) Response

a.

Relation chart of various units

b.

Measuring tape with centimeter one side and meter on the other side

c.

Rulers of different lengths and different units, measuring rod, measuring strip used by architects

d.

Centimeter ruler and measuring tape

## Question number: 71

» Pedagogical Issues » Place of Mathematics in Curriculum

MCQ▾

### Question

After explaining the concept of fraction addition, a teacher is using the activity of strip folding: A Geometric Image Made by Boxes Showing Fraction Showing a geometric image made by boxes filled and unfilled

The above activity is a

### Choices

Choice (4) Response

a.

Pre-content activity

b.

Content activity

c.

Post-content activity

d.

Wastage of time

## Question number: 72

» Pedagogical Issues » Language of Mathematics

Appeared in Year: 2012

MCQ▾

### Question

The objective of teaching number system to Class III students is to enable the students - (January)

### Choices

Choice (4) Response

a.

To see the numbers as groups of hundreds, tens and ones and to understand the significance of place values

b.

To master the skills of addition and subtraction of four-digit numbers

c.

To master the skills of reading large numbers

d.

To count up to 6 digits

## Question number: 73

» Pedagogical Issues » Nature of Mathematics

Appeared in Year: 2012

MCQ▾

### Question

A suitable approach for explaining that a remainder is always less than the divisor to Class IV students can be- (January)

### Choices

Choice (4) Response

a.

Explain verbally to the students, several times

b.

Perform lots of division sums on the black-board and show that every time the remainder is less than the divisor

c.

Grouping of objects in multiples of divisor and showing that the number of objects, not in the group, are less than the divisor

d.

Represent division sums as mixed fractions and explain that the numerator of the fraction part is the remainder