**Directions:** Answer the following questions by selecting the most appropriate option.

**31.** While teaching comparison of fractions which the numerators are same e.g. 3/5 and 3/7 Rohit’s response was “since the numerators are same and since 7 is larger than 5,

therefore 3/7 is bigger than 3/5 .”

This suggests that

(1) Rohit does not know the concept of equivalent fractions

(2) Rohit has not practised well

(3) Rohit does not understand the magnitude of fractions

(4) Rohit does not know the concept of numerator and denominator

**Ans: (1)**

**32.** Examine the following matchstick patterns:

If the pattern continues, how many matchsticks are needed in the 15th stage?

(1) 61

(2) 62

(3) 105

(4) 65

**Ans: (2)**

**33.** To introduce the concept of fractions, a teacher can begin with

(1) writing fractions in the form of a/b where b ? 0

(2) identifying fractional parts of things around them

(3) identifying numerators and denominators of different fractions

(4) finding fractions on a number line

**Ans: (2)**

**34.** is 3/4 of a ‘unit’. What will be 1½ ?

1.

2.

3.

4.

**Ans: (4)**

**35.** The number 49532 rounded off to the nearest thousand is

(1) 41000

(2) 50000

(3) 49000

(4) 49500

**Ans: (2)**

**36.** In the following, which is the greatest number?

(1) [(2+2)^{2}]^{2}

(2) (2+2+2)^{2}

(3) (4)^{2}

(4) (2×2×2)^{2}

**Ans: (1)**

**37.** “Start a discussion in the class on things in the child’s environment which roll and slide. Help children to look at their shapes and see how some things roll and others slide.”

Source: Math Magic II, NCERT

Suggestions like this have been given in the NCERT textbook of Class-II to help a teacher understand that

(1) discussions supplemented with demonstration help students to understand concepts better

(2) discussions bring multiple perspectives into the classroom

(3) discussion is the best strategy for the mathematics classroom

(4) it is imperative for the teachers to draw the children’s attention to the things around them

**Ans: (1)**

**38.** The chapters in the NCERT textbook of mathematics of Class-IV have titles like 38. “The Junk Seller”, “Trip to Bhopal”, “The Way the World Looks”.

This shift has been done to

(1) make it interesting by relating it to everyday life

(2) know about selling junk and travelling

(3) challenge the students to guess the mathematical content in the chapters

(4) make them understand differently

**Ans: (1)**

**39.** The weight of some mangoes is 2 kg 600 g and that of some apples is 1 kg 450 g. The weight of the mangoes is greater than that of the apples by

(1) 1 kg 200 g

(2) 150 g

(3) 4 kg 50 g

(4) 1 kg 150 g

**Ans: (4)**

**40.**“Problem solving” as a strategy of doing mathematics involves

(1) activity based approach

(2) estimation

(3) extensive practice

(4) using clues to arrive at a solution

**Ans: (1)**

**41.** Sequence the following tasks as they would be taken up while. developing the understanding of shapes and space across primary classes :

a. Matches the properties of 2-D shapes by observing their sides and corners

b. Describes intuitively the properties of 2-D shapes

c. Sorts 2-D shapes

d. Describes the various 2-D shapes by counting their sides, corners and diagonals

(1) a, d, b, c

(2) c, a, d, b

(3) d, b, a, c

(4) c, b, d, a

**Ans: (2)
**

**42.** If an operator is defined as

4 3=4+5+6

5 4=5+6+7+8

6 4=6+7+8+9

what will n 8 be equal to ?

(1) 8n + 36

(2) n + 36

(3) n + 28

(4) 8n + 28

**Ans: (2)**

**43.** A teacher asked in a class to represent 1/8 of .Which amongst the following is an incorrect representation?

(1)

(2)

(3)

(4)

**Ans:
**

**44.** The purpose of a diagnostic test in mathematics is

(1) to fill the progress report

(2) to plan the question paper for the end-term examination

(3) to know the gaps in children’s understanding

(4) to give feedback to the parents

**Ans: (3)**

**45.** 407928 is read as

(1) Forty thousand nine hundred twenty eight

(2) Four lakh seven thousand nine hundred twenty eight

(3) Four lakh seventy nine thousand twenty eight

(4) Forty seven thousand nine hundred twenty eight

**Ans: (2)**

**46.** The length of a rectangle is ‘l’ and its width is half of its length. What will be the perimeter of the rectangle if the length is doubled keeping the width same?

(1) 6*l*

(2) 3*l*

(3) 4*l*

(4) 5*l*

**Ans: (4)**

**47.** Which is true for a hexagonal pyramid?

(1) It has two hexagonal faces and six rectangular faces

(2) It has six hexagonal faces joined by six rectangular faces

(3) It has six faces and each face is a hexagon

(4) It has a hexagonal base with six triangular faces meeting at a point

**Ans: (4)**

**48.** How many 4-digit numbers are there in the Hindu-Arabic Numeration System?

(1) 9999

(2) 9000

(3) 99

(4) 8999

**Ans: (2)**

**49.** Vikas teaches mathematics to a class of 56 students. He believes that conducting a test is effective if the feedback is given immediately. He conducted a short class test of 10

marks. What is the best possible way of giving the feedback effectively?

(1) He can have a whole class discussion on ways in which they have got their solutions and which is the effective strategy to arrive at the correct answer

(2) Pick out any copy at random and discuss the method followed in the copy on the board

(3) He can let the students check each other’s answer

(4) He can explain the solution of each problem on the board and ask the students to check their answer on their own

**Ans:**

**50.** When teaching ‘shapes’, a teacher can plan a trip of historical places as

(1) field trips have been recommended by CBSE, so they are a must

(2) shapes are an integral part of any architecture and such trips encourage connections across disciplines

(3) she has completed most of the syllabus well in time and needs to provide leisure

(4) it would be a good break from the routine mathematics class and an opportunity to improve communicative kills

**Ans: (2)**

**51.** In a dice, the numbers on the opposite faces add up to 7. Which amongst the following will fold into a dice?

(1)

(2)

(3)

(4)

**Ans: (3)**

**52.** To introduce the concept of area, a teacher can start with

(1) calculating area of figures with the help of counting unit square

(2) explaining of formulae for finding area of figures of different shapes

(3) comparing area of any figure with the help of different objects like palm, leaf, pencil, notebook, etc.

(4) calculating area of a rectangle by finding length and breadth of a rectangle and using the formula for area of a rectangle (i.e. length x breadth)

**Ans: (3)**

**53.** When faced with word problems, Rajan usually asks “Should I add or subtract?” “Should I multiply or divide?”. Such questions suggest

(1) Rajan lacks understanding of number operations

(2) Rajan cannot add and multiply

(3) Rajan seeks opportunities to disturb the class

(4) Rajan has problems in comprehending language

**Ans:**

**54.** A rhombus has diagonals of length 8 cm and 6 cm. Find its perimeter.

(1) 24 cm

(2) 28 cm

(3) 18 cm

(4) 20 cm

**Ans: (4)**

**55.** Look at the following table:

Station | Bus 1 | Bus 2 | Bus 3 | |
---|---|---|---|---|

New Delhi | Departure | 19:15 | 12:30 | 16:45 |

Faridabad | Arrival
Departure |
20:22
20:37 |
13:25
13:35 |
19:10
19:22 |

Mathura | Arrival | 00:40 | 18:10 | 21:55 |

Which bus takes the least time to reach Mathura from New Delhi?

(1) Bus 3

(2) Both Bus 2 and Bus 3 take equal time

(3) Bus 1

(4) Bus 2

**Ans: (3)**

**56.** When teaching addition of fractions, a teacher came across the following error: 1/2 + 1/3 = 2/5 What remedial action can the teacher take in such a situation?

(1) Help the child to understand the magnitude of each fraction

(2) Help the child to understand the concept of LCM

(3) Ask the child to practise as much as she can

(4) No intervention is needed because she will understand as she grows

**Ans: (2)**

**57.** Sequence the following tasks as they are taken up while developing the concept of measurement :

a. Learners use standard units to measure length.

b. Learners use non-standard units to measure length.

c. Learners verify objects using simple observation

d. Learners understand the relationship between metric units.

(1) c, b, a, d

(2) d, a, c, b

(3) a, b, d, c

(4) b, a, c, d

**Ans: (1)**

**58.** The NCF (2005) considers that Mathematics involves ‘a certain way of thinking and reasoning’. From the statements given below, pick out one which does **not** reflect the above principle:

(1) The method by which it is taught

(2) Giving students set formulae to solve the numerical questions

(3) The way the material presented in the textbooks is written

(4) The activities and exercises chosen for the class

**Ans: (2)**

**59.**“These days prices have started rising.” Which amongst the following graphs represents this situation?

(1)

(2)

(3)

(4)

**Ans: (1)**

**60.** To be a “good” mathematician one must be able to

(1) understand, apply and make connections across the concepts

(2) master the techniques of answering questions

(3) memorise most of the formulae

(4) solve the problem in no time

**Ans: (1)**