# Pedagogical Issues-Evaluation (CTET Paper-II Mathematics): Questions 4 - 8 of 17

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## Question number: 4

» Pedagogical Issues » Evaluation

Appeared in Year: 2012

MCQ▾

### Question

While teaching ratio and proportion, Ms. Rama demonstrated some computer operations on the screen – ‘copy and paste’ and ‘copy and enlarge’ or ‘copy and reduce’. This activity may be (Jan)

### Choices

Choice (4) Response

a.

Formative assessment activity

b.

Post – content activity

c.

Pre – content activity to introduce ratio

d.

Fun activity to pass time

## Question number: 5

» Pedagogical Issues » Evaluation

Appeared in Year: 2012

MCQ▾

### Question

Summative Assessment of the unit ‘Mensuration’ can be done through (Jan)

### Choices

Choice (4) Response

a.

Project work

b.

Maths Lab activity

c.

Paper-pencil test

d.

ICT activity

## Question number: 6

» Pedagogical Issues » Evaluation

Appeared in Year: 2015

MCQ▾

### Question

A learner exhibiting difficulty in sorting, recognizing patterns, orienting numbers and shapes, telling time and measurement may have dyscalculia with difficulty in (Feb)

### Choices

Choice (4) Response

a.

Visual – motor coordination

b.

Visual – spatial skills

c.

Visual – memory

d.

Language processing

## Question number: 7

» Pedagogical Issues » Evaluation

Appeared in Year: 2013

MCQ▾

### Question

A very common error observed in addition of linear expression is . This type of error is termed as (July)

### Choices

Choice (4) Response

a.

Procedural error

b.

Careless error

c.

Clerical error

d.

Conceptual error

## Question number: 8

» Pedagogical Issues » Evaluation

Appeared in Year: 2013

MCQ▾

### Question

A child of class VII defined the rectangle as follows:

“Rectangle is a quadrilateral whose opposite sides are parallel and equal. ”

The definition reflects that the child (July)

### Choices

Choice (4) Response

a.

Do not know the correct properties of the shape.

b.

Knows some properties, but missed some important to complete the definition.

c.

Cannot recognize the shape.

d.

Knows the properties of the shape, but repeated some properties in definition.

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