# Pedagogical Issues-Nature of Mathematics (CTET (Central Teacher Eligibility Test) Paper-I Math): Questions 25 - 28 of 31

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## Question number: 25

» Pedagogical Issues » Nature of Mathematics

Appeared in Year: 2012

MCQ▾

### Question

Mr. Jain draws the following figure on the blackboard:

Then he posed a problem to the students “If lt. paint is required to paint of a wall, how much paint would be required to paint complete wall? “

Mr. Jain wants to expose the students to problems based on (November)

### Choices

Choice (4) Response

a.

Division of fraction by a fraction.

b.

Product of fractions.

c.

Fraction divided by a whole number.

d.

Division of whole number by a fraction.

## Question number: 26

» Pedagogical Issues » Nature of Mathematics

Appeared in Year: 2012

MCQ▾

### Question

Higher Order Thinking Skills (HOTS) based questions demand the – (November)

### Choices

Choice (4) Response

a.

Knowledge of algorithm

b.

Knowledge and some degree of cognitive efforts

c.

Knowledge of facts, rules, formulae

d.

Knowledge of symbols and diagrams

## Question number: 27

» Pedagogical Issues » Nature of Mathematics

Appeared in Year: 2012

MCQ▾

### Question

Shailja can express a number in different ways. For example 4 = 2 + 2 or 4 = 1 + 3 etc. In which developmental phase of numbers is she? – (November)

### Choices

Choice (4) Response

a.

Operating phase

b.

Quantifying phase

c.

Partitioning phase

d.

Factoring phase

## Question number: 28

» Pedagogical Issues » Nature of Mathematics

Appeared in Year: 2012

MCQ▾

### Question

Hamida always allows her students to observe the number pattern and to form conjectures on their own in order to enhance their mathematical abilities. She wrote the following problems on board and asked the students to write the answers:

Through the set of questions she wants the students to observe that – (November)

### Choices

Choice (4) Response

a.

As one divisor is decreased by 10 and the other is increased by power of 10, the product remains same

b.

If both the divisor and the dividend are decreased by power of 10, the quotient is also decreased by the power of 10

c.

As one factor is divided by 10 and the other is multiplied by 10, the product remains same

d.

If both the divisor and the dividend are increased or decreased by power of 10, the quotient remains the same