Pedagogical Issues (CTET (Central Teacher Eligibility Test) PaperI Math): Questions 70  73 of 135
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Question number: 70
» Pedagogical Issues » Place of Mathematics in Curriculum
Appeared in Year: 2012
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
Question
After explaining the concept of fraction addition, a teacher is using the activity of strip folding:
The above activity is a
Choices
Choice (4)  Response  

a.  Precontent activity 

b.  Content activity 

c.  Postcontent activity 

d.  Wastage of time 

Question number: 72
» Pedagogical Issues » Language of Mathematics
Appeared in Year: 2012
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 fourdigit 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
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 blackboard 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 
