CTET Jan 2012 Paper 1 Mathematics With Solution

Vishal Kumar 28/05/2020

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CTET January 2012 (Paper 1) Mathematics with Solution

Online Mock Test

Tayari Online Has Been Brought Online For You, Solved Question Paper Of CTET Mathematics January 2012 (Paper 1). Tayari Online Has Prepared CTET January 2012 (Paper 1) Mathematics As A Mock Test For You Which Will Help You To Check Your Level Of Preparation And Will Familiarize You With The Answer From CTET January 2012 Question Paper. This Paper Was Conducted By CBSE on January 2012. With This Paper, Candidates Can Easily Know The Level Of Questions. This Paper Consists Of 150 Questions. Candidates Preparing For CTET Exam Are Advised To Solve This Paper Which Is Given By This Mock Test, In Addition To Other Previous Years Question Papers Of CTET. The Link To Download Other Previous Year Papers Of CTET Is Given At The End Of This Article.

Instructions for mock test candidates

1- The test used to be of one and a half hours duration but now it is two and a half hours and consists of 150 questions. There is no negative marking. This test booklet consists of five parts, I, II, III, IV and V, containing 150 objective type questions, each containing 30 questions:

Part I: Child Development and Pedagogy (Q. 1 to Q. 30)

Part II: Mathematics (Q. 31 to Q. 60)

Part III: Environmental Studies (Q. 61 to Q. 90)

Part IV: Language I – (English / Hindi) (Q. 91 to Q. 120)

Part V: Language II – (English / Hindi) (Q.121 to Q.150)

2- Take this mock test by taking a copy and pen for rough work.

3- Read the questions carefully, mark the correct answer and press the next button.

4- At the end of the mock test you will be shown your result, see the result in which your questions will be shown with answers, which will help you to evaluate you, look at your answer sheet and evaluate yourself.

5- If you want to download this question paper then at the end of this article you will get the question paper of CTET 2012 January (Paper 1), you can download it.

Created on May 28, 2020 By

Vishal Kumar

Central Teacher Eligibility Test-CTET

CTET January 2012 (Paper 1) Mathematics With Solution

Tayari Online Has Been Brought Online For You, Solved Question Paper Of Mathematics CTET January 2012 (Paper 1). Tayari Online Has Prepared CTET January 2012 Mathematics (Paper 1) As A Mock Test For You Which Will Help You To Check Your Level Of Preparation And Will Familiarize You With The Answer From CTET January 2012 Mathematics (Paper 1) Question Paper. This Paper Was Conducted By CBSE on January 2012.

NameEmailPhone Number

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PART-II

MATHEMATICS

Do You Want To Continue

Yes

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Directions: Answer the following question by selecting the most appropriate option.

Question - The concept of areas of plane figures can be introduced to students of Class V by

Stating the formula for area of rectangle and square

Calculating the area of a rectangle by finding length and breadth of a rectangle and using the formula for area of a rectangle

Measuring the area of any figure with the help of different objects like palm, leaf, pencil, etc.

Calculating the area of figures with the help of cutting unit square

3 / 31

Computational skills in Mathematics can be enhanced by

Clarifying concepts and procedures followed by lots of practice

Describing algorithm only

Giving conceptual knowledge alone

Conducting hands-on activities in class

4 / 31

To teach various units of length to the students of Class III, a teacher shall take the following material to the class:

Relation chart of various units

Rulers of different length and different units, measuring rod, measuring strip used by architects

Centimeter ruler and measuring tape

Measuring tape with centimeter on one side and meter on the other side

5 / 31

The objective of teaching number system to Class III students is to enable the students

To see the numbers as groups of hundreds, tens and ones and to understand the significance of place values

To count up to 6 digits

To master the skill of addition and subtraction of four-digit numbers

To master the skill of reading large number

6 / 31

Most appropriate strategy that can be used to internalize the skill of addition of money is

Solving lots of problems

Role play

Use of models

Use of ICT

7 / 31

A teacher uses the following riddle in a class while developing the concept of base 10 and place value: ‘I am less than 8 tens and 4 ones.’ The objective of this activity is

To reinforce the concept of base 10 and place value

To introduce the concept of tens and ones to the students

To have some fun in the class and to break monotony

To do summative assessment

8 / 31

To assess the students’ competency on solving of word problems based on addition and subtraction, rubrics of assessment are

Understand of problem, performing correct solution

Identification of problem, performing correct operation

Incorrect, partially correct, completely correct

Comprehension of problem, identification of operation to be performed, representation of problem mathematically, solution of problem and presentation of problem

9 / 31

Ms. Reena uses a grid activity to teach the concept of multiplication of decimal. A sample is illustrated below:

0.2×0.3 = 0.06

Through this method, Ms. Reena is

Focusing more on conceptual knowledge and problem-solving and less on procedural knowledge

Focusing more on procedural knowledge and less on conceptual knowledge

Using traditional approach of learning

Focusing on developing problem-solving skill

10 / 31

While planning a lesson on the concept of fraction addition, a teacher is using the activity of strip folding:

The above activity is a

Content activity

Wastage of time

Post-content activity

Pre-content activity

11 / 31

A suitable approach for explaining that a remainder is always less than the divisor to Class IV students can be

Represent division sums as mixed fractions and explain that the numerator of the fraction part is the remainder

Perform lots of division sums on the black-board and show that every time the remainder is less than the divisor

Grouping of objects in multiples of divisor and showing that the number of objects, not the group, are less than the divisor

Explain verbally to the students, several times

12 / 31

The figure consists of five square of the same size. The area of the figure is 180 square centimetres. The perimeter (in cm) of the figure will be

13 / 31

While teaching the addition of fraction, it was observed by Mr. Singh that the following type of error is very common:

2/3 + 2/5 = 4/10

Mr. Singh should take the following remedial action:

Advise the students to work hard and practice the problems of fraction addition

Give more practice of same type of problem

Explain the concept of LCM of denominator

Give pictorial representation to clear the concept of addition of unlike fractions, followed by drill of same type of problem

14 / 31

The solid as shown in the figure is made up of cubical blocks each of side 1 cm. the number of blocks is

15 / 31

The NCF (2005) considered that Mathematics involves ‘a certain way of thinking and reasoning’. The vision can be realized by

Giving special coaching to students

Rewriting all text-books of Mathematics

Adopting exploratory approach, use of manipulatives, connecting concepts to real life, involving students in discussions

Giving lots of problem worksheets to students

16 / 31

Rizul is a kinesthetic learner. His teacher Ms. Neha understood his style of learning. Which of the following strategies should she choose to clear his concept of multiplication?

(a) Counting the points of intersection on criss-cross line

(b) Forcing him to memorise all tables

(d) Skip counting

17 / 31

Use of Abacus in Class II does not help the students to

Understand the significance of place value

Write the numeral equivalent of numbers given in words

Read the numbers without error

Attain perfection in counting

18 / 31

In which of the following divisions, will the remainder be more than the remainder you get when you divide 176 by 3?

174÷4

176÷2

175÷3

173÷5

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500 cm + 50 m +5 km=

5055 m

55 m

500 m

555 m

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‘Recognition of pattern and their completion’ is an essential part of Mathematics curriculum at primary stage as it

Helps the students in solving ‘Sudoku’ puzzles

Promote creativity amongst students and helps them to understand properties of numbers and operations

Prepares students to take up competitive examinations

Develops creativity and artistic attributes in students

21 / 31

Sum of place values of 6 in 63606 is

6066

6606

60606

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The difference of 5671 and the number obtained on reversing its digits is

7436

3906

4906

3916

23 / 31

Study the following pattern:

1×1=1

11×11 = 121

111×111 = 12321

What is 11111×11111 = ?

1234321

123453421

12345421

123454321

24 / 31

Which of the following is correct?

Successor of predecessor of 1000 is 1002

Predecessor of successor of 1000 is 1000

Predecessor of predecessor of 1000 is 999

Successor of predecessor of 1000 is 1001

25 / 31

A shop has 239 toys. Seventy more toys were brought in. then 152 of them were sold. The number of toys left was

239 – 70 + 152

239 + 70 + 152

239 + 70 – 152

239 – 70 – 152

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A pencil costs two and a half rupees. Amit buys one and a half dozen pencils and gives a 100 rupees note to the shopkeeper. The money he will get back is

Rs 65

Rs 55

Rs 45

Rs 30

27 / 31

In the product 3759 9573 × , the sum of tens’ digits and units’ digits is

28 / 31

What time is 4 hours 59 minutes before 2:58 P.M?

9:59 P.M.

10:01 A.M.

9:59 A.M.

9:57 A.M.

29 / 31

19 thousands + 19 hundreds + 19 ones is equal to

20919

19919

191919

21090

30 / 31

If 567567567 is divided by 567, the quotient is

111

10101

1001001

31 / 31

How many 1/8 are in 1/2 ?

Your score is

The average score is 0%

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CTET January 2012 (Paper 1) Mathematics with Solution

Online Mock Test

Instructions for mock test candidates

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