CTET Nov 2012 Paper 1 Mathematics With Solution

Vishal Kumar 02/06/2020

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CTET November 2012 (Paper 1) Mathematics with Solution

Online Mock Test

Tayari Online Has Been Brought Online For You, Solved Question Paper Of CTET Mathematics November 2012 (Paper 1). Tayari Online Has Prepared CTET November 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 November 2012 Question Paper. This Paper Was Conducted By CBSE on November 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 November (Paper 1), you can download it.

Created on June 02, 2020 By

Vishal Kumar

Central Teacher Eligibility Test-CTET

CTET November 2012 (Paper 1) Mathematics With Solution

Tayari Online Has Been Brought Online For You, Solved Question Paper Of Mathematics CTET November 2012 (Paper 1). Tayari Online Has Prepared CTET November 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 November 2012 Mathematics (Paper 1) Question Paper. This Paper Was Conducted By CBSE on November 2012.

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PART-II
MATHEMATICS
Do You Want To Continue

Yes

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Directions: answer the following questions by selecting the most appropriate option.

Question: The sum of place values of 2 in 2424 is

2002

220

2020

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(Smallest common multiple of 12 and 16) × (Smallest common multiple of 10 and 15) is equal to

960

1440

720

480

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What should be added to the product 140 ×101 to get 14414?

264

278

364

274

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The sum of all factors of 100 is

115

216

217

223

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Number of hours and minutes from 6:14 am to 8:02 pm on the same day is

14 h and 16 min

12 h and 16 min

13 h and 48 min

2 h and 12 min

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How many 1/6 are there in 2/3 ?

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When 121012 is divided by 12, the remainder is

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Which one of the following is not correct?

1 mm = 0.1 cm

One and a half dozen = 18

3 L 30 mL = 330 mL

1 p = Rs 0.01

10 / 31

A chocolate has 12 pieces. Manju gave 1/4 th of it to Anju, 1/ 3 rd of it to Sujata and 1/ 6 th of it to Fiza. The number of pieces of chocolate left with Manju is

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One orange costs two and a half rupees. How much will three and a half dozen oranges cost?

Rs 112

Rs 120

Rs 105

Rs 90

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Floor of a square room of side 10 m is to be completely covered with square tiles, each having length 50 cm. the smallest number of tiles needed is

400

200

300

500

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The perimeter of two squares is 12 cm and 24 cm. The area of the bigger square is how many times that of the smaller?

2 times

3 times

4 times

5 times

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The internal length, breadth and height of a rectangle box are 10 cm, 8 cm and 6 cm respectively. How many boxes are needed to pack 6240 cm cubes?A

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The number of degrees in four and one-third right angles is

390

395

400

405

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In the figure, side of each square is 1 cm. The area, in sq. cm, of the shaded part is

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Shaija can express a number in different way, e.g., 4 = 2 + 2 or 4 = 1 + 3 etc. In which development phase of numbers is she?

Quantifying phase

Partitioning phase

Factoring phase

Operating phase

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A child of Class III reads 482 as four hundred eighty two but writes it as 40082. What does this indicate for a teacher?

Child is not attentive in the class and is a careless listener

Child is confusing the expression of number in expanded form and in short form

Teacher should teach the concept of place value when the children are able to write numbers correctly

Child is a careful listener but has not established sense of place value

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To introduce subtraction of two-digit numbers in Class III, a teacher proceeded in the following steps

Step I: Revision of two-digit numbers with understanding of place value system.

Step II: use of tally marks to show that smaller number can be subtracted from larger number

Step III: Application of subtraction on numbers under each column of place value.

In this case, teacher is developing the lesson

From algorithm – system concept – operation

From operation – system concept – algorithm

From system concept – algorithm – operation

From system concept – operation – algorithm

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“Which two numbers when multiplied give the product 24?” This question

Is an open-ended question as it has more than one answer

Is a closed-ended question as it has definite number of answers

Suggests general problem-solving strategy to the child, so that he/she can answer correctly

Help the child to think metacognitively

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The students of class V were able to attempt the problem 1/2 ÷1/3 correctly, but not able to solve the problem. “How many 1/3 cake pieces are there in half a cake?” The reason is

Students’ language development is poor

Problem is of higher difficulty level for Class V

Operations on fractions are taught without contextualization and language support

Students are not able to understand the Mathematical equivalence of the two problem 50

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Hamida always allow her students to observe the number pattern and to form conjectures on their own in order to enhance their Mathematical abilities. She wrote the following problems on board and asked the students to write the answer

21 7 ÷ =

2.1 07 ÷ =

0.21 0.07 ÷ =

0.021 0.007 ÷ =

Through the set of question, she wants the students to observe that

If both the divisor and the dividend are decreased by power of 10, the quotient is also decreased by the power of 10

As one divisor is decreased by 10 and the other is increased by power of 10, the product remains same

As one factor is divided by 10 and the other is multiplied by 10, the product remains same

If both the divisor and the dividend are increased or decreased by power of 10, the quotient remains the same

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Piaget believed that learning results from social instruction and a Mathematics teacher believing in Piaget’s theory shall use

Differentiated instruction

Group project and group discussion

Chalk and talk method

Lots of manipulatives and lab activities in the class

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Pradeep was shown a broken ruler and asked, where is 5 cm on the ruler. He picked up the ruler and pointed at the mark of 5 cm on the ruler. His answer

Is correct as he rightly pointed out the marks of 5 cm on the ruler

Is incorrect as the ruler is broken and he must start with 2 and should point at 7 as the desired mark

Is reflecting that he has the misconception that 5 cm refers to a point and not to a length

Is incorrect as he is showing a point only and not the distance between two points marked as 0 and 5

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Uma was not able to understand the concept of odd and even numbers. In order to improve her understanding, the teacher took some 20 pebbles of different colours and asked her to pair them up sort out the numbers from 1 to 20 for which pebbles get paired up or do not get paired up. Uma

Is a visual learner

Is a kinesthetic learner

Is an auditory learner

Needs personal attention

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Rubrics of assessment for the Geometry lesson on points and lines in Class IV shall be

Can measure the line in cm and inch accurately, can name the line

Can differentiate between line and line segment, can mark a point, can draw a line segment of given length accurately

Can measure the line segment in cm and inch accurately and can mark end points of line segment

Can differentiate between line, ray and line segment and can define them

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In a class, a teacher asked the students to define a quadrilateral in different ways – using sides, using angels, using diagonals etc.

The teacher’s objective is to

Help the students to memorize all definitions by heart

Help the students to solve all problem of quadrilateral based on definitions

Help the students to explore various definitions

Help the students to understand quadrilateral from different perspectives

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Students are asked to establish a relation between vertically opposite angles. They draw various figures, measure the angles and observe that vertically opposite angles are equal. In this case, students according to Van Hiele thought are at

Visualization level

Analytic level

Informal deduction level

Deduction level

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Higher Order Thinking Skills (HOTS) based questions demand the

Knowledge of facts, rules, formulae

Knowledge of algorithm

Knowledge of symbols and diagrams

Knowledge and some degree of cognitive

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Most appropriate formative task to assess the students’ understanding of data analysis is

Crossword

Role play

Survey based project

Quiz

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Classroom discussion was initiated in Class V on ‘Sale’ in festival season, during topic of ‘Percentage’. This type of discussion in classroom

Must be avoided as it raises the noise level of class and disturbs others

Helps the students to enhance their debating skills

Helps the students to listen to each other’s opinion and encourages them to present their argument

Starts heated arguments in class and spoil the atmosphere of the class

NameEmailPhone Number

Your score is

The average score is 24%

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CTET November 2012 (Paper 1) Mathematics with Solution

Online Mock Test

Instructions for mock test candidates

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