Q1 · medium · PYQ 2018
After teaching the concept of multiplication to her class, a teacher asked her children to multiply 48 by 4. One of her students solved it orally as "To multiply 48 by 4, we first add 48 to 48, which makes 96 and then add another 96 to reach 192. So, the answer is 192". What can you say about his/her strategy of multiplication?
- The child used a wrong method to multiply. He/She has to use the place value algorithm to multiply the numbers.
- He/She has not understood the concept of multiplication.
- The given problem is a multiplication problem and not addition problem.
- He/She understood multiplication as repeated addition.
Q2 · easy · PYQ 2018
Which one of the following is not a mathematical process?
- Visualization
- Memorization
- Estimation
- Measurement
Q3 · medium · PYQ 2018
Which one of the following is the most suitable strategy to teach the skill of addition of money?
- Use of ICT
- Role play
- Use of models
- Doing lots of problems
Q4 · medium · PYQ 2018
Which one of the following methods is most suitable for teaching mathematics at upper primary level?
- Demonstration method
- Lecture method
- Activity-based learning
- Problem-solving method
Q5 · easy · PYQ 2018
The strategy of questioning used in the mathematics class at upper primary level—
- should be discouraged as it demoralizes the child who is unable to answer
- makes the classroom noisy as the children would be talking too much
- could create stress among children and may lead them to accept the teacher's authority
- helps children to express their thoughts or understanding and think critically