Tag: Maths

  • Single Digit Addition Worksheet for Class-1

    Dear readers, this is the Single Digit Addition Worksheet for Class-1 (Grade-1) students. The worksheet contains simple single digit additions without carry. The student of UKG can also use this worksheet. Please use “Download” button to download free pdf of this worksheet.

    Single Digit Addition Worksheet for Class-1 (Grade-1)

    Single Digit Addition Worksheet for Class-1 (Grade-1)
    Single Digit Addition Worksheet for Class-1 (Grade-1)

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  • Multiplication Worksheet for Class-1

    Dear readers, this is the Multiplication Worksheet for Class-1 (Grade-1) students. The student of Class-2 (Grade-2) can also use this worksheet. Please use “Download” button to download free pdf of this worksheet.

    Multiplication Worksheet for Class-1 (Grade-1)

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  • Mental Math Worksheet for Class-2 (Set-1)

    Dear readers, this is the 1st Set of Mental Math Worksheet for Class-2 (Mental Math Worksheet for Grade-2) students. Please use “Download” button to download free pdf of this worksheet.

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  • Cardinal Number and Ordinal Number

    प्रिय पाठकों, इस पोस्ट में Cardinal Number और Ordinal Number के बारे में बताया गया है।

    Cardinal Number and Ordinal Number

    जब हम किसी arrangement में objects को काउंट करते हैं तो इसे Cardinal Number कहते हैं, जैसे one (1), two (2), three (3) आदि। जब हम किसी arrangement में किसी object की position बताते हैं, तो इसे Ordinal Number कहते हैं, जैसे first (1st), second (2nd), third (3) आदि।

    Read – चंद्रबिंदु के शब्द – अनुनासिक शब्द

    इसको हम इस तरह भी समझ सकते हैं जैसे राम, श्याम और रवि तीन बच्चे एक लाइन में खड़े हुए हैं। तो तीन three (3) एक Cardinal Number है जो इनकी संख्या counting बताता है। इन तीनों में राम की position की first, श्याम की second और रवि की third है, इसलिए first, second और third Ordinal Numbers हैं।

    Cardinal Numbers

    1one
    2two
    3three
    4four
    5five
    6six
    7seven
    8eight
    9nine
    10ten
    11eleven
    12twelve
    13thirteen
    14fourteen
    15fifteen
    16sixteen
    17seventeen
    18eighteen
    19nineteen
    20twenty

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    Ordinal Numbers

    1stfirst
    2ndsecond
    3rdthird
    4thfourth
    5thfifth
    6thsixth
    7thseventh
    8theighth
    9thninth
    10thtenth
    11theleventh
    12thtwelfth
    13ththirteenth
    14thfourteenth
    15thfifteenth
    16thsixteenth
    17thseventeenth
    18theighteenth
    19thnineteenth
    20thtwentieth

    आपको यह पोस्ट कैसा लगा ? अपने सुझाव और कमेन्ट देने के लिए नीचे दिये गए कमेन्ट सेक्सन का प्रयोग करें। अगर आपको यह पोस्ट पसंद आया तो इसे अपने दोस्तों के साथ जरूर शेयर करें।

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  • Math Pedagogy Questions – MCQ Exercise Set-2 for TET

    Math Pedagogy MCQ Exercise

    In this following section of Math Pedagogy Questions – MCQ Exercise Set-2 for CTET, HTET, RTET, UPTET, and other TET exams, 30 questions (MCQ) with 4 choices are given. Choose the right answer for each question. Answer of these important Math Pedagogy questions are available in the last of this post. Check how many of your answers are correct.

    Read – Math Pedagogy MCQ Exercise Set-1 for CTET & TET

    Math Pedagogy Questions – MCQ Exercise Set-2

    1- Which of the following can be used as learning resources for visually challenged in Mathematics classroom?
    a) Taylor’s abacus, fraction kit, number chart
    b) Number chart, computer, geoboard
    c) Taylor’s abacus, computer, geoboard
    d) Computer, number chart, geoboard

    2- “Errors play an important role in Mathematics” This statement is
    a) false, as there is no scope of errors in Mathematics
    b) false, as errors indicate careless
    c) true, as they give ideas about how children construct Mathematics concepts
    d) true, as they give feedback to students about their marks

    3- Which of the following method is based on principles of “Watch, listen and learn”?
    a) Laboratory Method
    b) Demonstration Method
    c) Lecture Method
    d) Research Method

    4- The inductive method of Mathematics teaching is based on the principle
    a) from unknown to unknown
    b) from unknown to known
    c) from general to particular
    d) from particular to general

    5- Manipulative models, static pictures, written symbols, spoken and written language, real world situations or context are five ways to represent
    a) mathematical thinking and ideas
    b) geometrical proof
    c) mathematics curriculum
    d) mathematical vocabulary

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    6- The devices which are used to make teaching methods more effective are known as
    a) objectives of teaching
    b) principles of teaching
    c) techniques of teaching
    d) All of the above

    7- Evaluation is closely related with
    a) content
    b) evaluation strategies
    c) objectives
    d) process of learning

    8- Which type of evaluation has main purpose to give ‘feedback’ to the students?
    a) Formative evaluation
    b) Diagnostic evaluation
    c) Summative evaluation
    d) Prognostic evaluation

    9- A child who is able to perform all number operations and is able to explain the concept of fractions is at
    a) partition phase
    b) operational phase
    c) emergent phase
    d) quantifying phase

    10- Formative assessment in Mathematics at primary stage includes
    a) identification of learning gaps and deficiencies in teaching
    b) identification of common errors
    c) testing of procedural knowledge and analytical abilities
    d) grading and ranking of students

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    11- If Intelligence Quotient of a student is 100, it means that
    a) the student is genius
    b) intelligence level of the student is maximum
    c) mental age of the student is more than chronological age
    d) mental age of the student is same as the chronological age

    12- Most appropriate formative task to assess the students’ understanding of data analysis is?
    a) quiz
    b) role play
    c) crossword
    d) survey based project

    13- If student writes ‘five thousand fifty’ as ‘550’, it means
    a) concept of place value is not clear
    b) does not have knowledge of numbers
    c) does not have knowledge of Mathematics
    d) does not know addition

    14- Which of the following statements is not true about ‘mapping’ in Mathematics?
    a) Mapping strengthens spatial thinking
    b) Mapping promotes proportional reasoning
    c) Mapping is not a part of Mathematics curriculum
    d) Mapping can be integrated in may topics of Mathematics

    15- Mathematical communication refers to
    a) ability to consolidate and organise mathematical thinking
    b) ability to solve problems
    c) skills to participate in Mathematics quiz
    d) ability to speak in Mathematics classroom

    16- Which of the following is not an objective of teaching Mathematics at primary level according to NCF, 2005?
    a) Preparing for learning higher an abstract Mathematics
    b) Making Mathematics part of child’s life experiences
    c) Promoting problem-solving and problem posing skills
    d) Promoting logical thinking

    17- According to the NCF, 2005 which one of the following is not a major aim of Mathematics education in primary schools?
    a) To Mathematise the child’s thought process
    b) To relate Mathematics to the child’s context
    c) To enhance problem-solving skills
    d) To prepare for higher education in Mathematics

    18- As per the NCF 2005, the narrow aim of teaching Mathematics at schools is to
    a) teach daily life problems related to linear algebra
    b) develop numeracy related skills
    c) teach algebra
    d) teach calculation and measurement

    19- NCF 2005 emphasizes that
    a) Maths shall be taught to selective students
    b) succeeding in Mathematics should be mandatory for every child
    c) students should be tested first for their logical mathematical ability
    d) Maths curriculum shall be separate for low achievers

    20- When faced with word problems, Rajan usually asks “should I add or subtract.” “Should I multiply or divide?” Such questions suggest
    a) Rajan cannot add or multiply
    b) Rajan seeks opportunities to disturb the class
    c) Rajan has problem in comprehensing language
    d) Rajan lacks understanding of number operations

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    21- ‘Mathematics puzzles’ at primary level help in
    a) identifying brilliant students of the class
    b) providing fun to students
    c) testing problem-solving skills
    d) promoting problem-solving skills

    22- To introduce the concept of fractions a teacher can begin with
    a) identifying numerators and denominators of different
    b) finding fractions on a numbers line
    c) writing fractions in the form of a/b where b is not equal to 0
    d) identifying the fractional part of things around them

    23- The nature of Mathematics is
    a) ornamental
    b) logical
    c) difficult
    d) not for common

    24- Most appropriate strategy that can be used to internalize the skill of addition of money is
    a) use of models
    b) role play
    c) solving lots of problems
    d) use of ICT

    25- To be a “good” mathematician one must be able to
    a) master the techniques of answering questions
    b) memorize most of the formulae
    c) solve the problem in no time
    d) understand, apply and make connection across all the concepts

    26- Oral examples help to develop which power in pupils?
    a) Thought
    b) Logic
    c) Imaginations
    d) All of the above

    27- Success in developing values in mainly dependent upon
    a) government
    b) society
    c) family
    d) teacher

    28- The main goal of Mathematics education is
    a) to formulate theorems of Geometry and their proofs independently
    b) to help the students to understand Mathematics
    c) to develop useful capabilities
    d) to develop children’s abilities for mathematization

    29- Which work is not related with a teacher?
    a) Planning
    b) Guidance
    c) Teaching
    d) Budgeting

    30- Most of use of Mathematics done in the activities of human life, that is?
    a) cultural
    b) psychological
    c) social
    d) economical

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    Answers of above Math Pedagogy Questions – MCQ Exercise Set-2

    1(a), 2(c), 3(b), 4(c), 5(a), 6(c), 7(c), 8(a), 9(b), 10(a), 11(d), 12(d), 13(a), 14(c), 15(a), 16(a), 17(d), 18(b), 19(b), 20(d), 21(d), 22(d), 23(b), 24(b), 25(d), 26(d), 27(d), 28(d), 29(d), 30(d)

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