Child
Development & Pedagogy (5)
1.
According to
Piaget, activity-based tasks that involve manipulating matchstick bundles to
build numbers (e.g., tens and hundreds) primarily support which cognitive process
at the concrete operational stage?
B) Symbolic representation without materials
C) Reversibility through hands-on grouping
D) Metacognitive self-regulation only
Answer: C) Reversibility through hands-on grouping
2.
Vygotsky’s Zone
of Proximal Development is best leveraged when the teacher facilitates
number-line jumps (e.g., jump by 5s/10s) and gradually reduces prompts. This is
an example of:
B) Scaffolding
C) Discovery without guidance
D) Programmed instruction
Answer: B) Scaffolding
3.
Kohlberg’s
moral development can be nurtured in mathematics class by emphasizing which
practice during collaborative problem-solving with shapes and counting tasks?
B) Silent individual work only
C) Reason-giving and perspective-taking in group solutions
D) Memorizing moral rules unrelated to tasks
Answer: C) Reason-giving and perspective-taking in group solutions
4.
Inclusive
education in early mathematics is best reflected by which adaptation when
learners estimate and then count seeds or matchsticks toward 100?
B) Fixed seating and identical materials
C) Multiple representations: real objects, pictures, and verbal strategies
D) Only written computations
Answer: C) Multiple representations: real objects, pictures, and verbal
strategies
5.
For error
analysis when comparing numbers like 209 and 290, which teacher prompt is most
effective to correct place-value misconceptions?
B) “Both have two hundreds; compare tens next, then ones.”
C) “Swap digits to get the right answer.”
D) “Ignore place value; just look at total digits.”
Answer: B) “Both have two hundreds; compare tens next, then ones.”
Mathematics
Pedagogy (10)
6.
When learners
create numbers using clap (hundreds), snap (tens), and pat (ones), the main
pedagogical advantage is:
B) Connecting abstract place value with embodied actions
C) Eliminating need for numerals
D) Teaching geometry instead of number
Answer: B) Connecting abstract place value with embodied actions
7.
Using nets of
boxes and tracing faces of cuboids builds understanding of:
B) 2D–3D relationships and face properties
C) Random drawing skills
D) Only symmetry of circles
Answer: B) 2D–3D relationships and face properties
8.
Number-grid
games where learners choose to move forward or backward to reach a target best
cultivate:
B) Strategic planning and mental addition/subtraction
C) Memorization of tables only
D) Speed over accuracy
Answer: B) Strategic planning and mental addition/subtraction
9.
Encouraging
learners to estimate before counting (e.g., seeds, matchsticks) primarily
nurtures:
B) Quantitative sense and adaptive strategy selection
C) Dependence on teacher
D) Rejection of exact answers
Answer: B) Quantitative sense and adaptive strategy selection
10.
When children
compare 321 and 231 using hundreds–tens–ones, the teacher should stress:
B) Tens first
C) Hierarchical place-value comparison from left to right
D) Digit sum only
Answer: C) Hierarchical place-value comparison from left to right
11.
Asking learners
to construct figures with three cubes in multiple ways targets which learning
outcome?
B) Spatial reasoning and combinatorial thinking
C) Only perimeter calculation
D) Copying diagrams
Answer: B) Spatial reasoning and combinatorial thinking
12.
Skip-jumping
tracks (e.g., by 3s, 4s, 6s) support multiplication as:
B) Random counting
C) Repeated addition and equal steps on number lines
D) Division only
Answer: C) Repeated addition and equal steps on number lines
13.
Having learners
distribute jalebis equally among plates before writing number sentences
develops:
B) Concrete understanding of equal sharing/quotition
C) Only estimation
D) Only multiplication
Answer: B) Concrete understanding of equal sharing/quotition
14.
The “flag game”
for guessing numbers (between 200 and 210) cultivates which mathematical
practice?
B) Binary search reasoning with comparative feedback
C) Memorizing all numbers
D) Only skip counting by 1
Answer: B) Binary search reasoning with comparative feedback
15.
Using classroom
object hunts to classify by “needs electricity/does not need electricity”
alongside other criteria exemplifies:
B) Multi-criteria classification and set thinking
C) Only alphabet games
D) Avoiding realia
Answer: B) Multi-criteria classification and set thinking
NEP 2020
Related (5)
16.
In the
Preparatory Stage (Grades 3–5), NEP 2020 emphasizes continuity from play,
discovery, and activity-based learning toward formal learning; the Maths Mela
Grade 3 aligns by integrating:
B) Games, puzzles, manipulatives, and reasoning tasks
C) Exams every day
D) Textbook-only lectures
Answer: B) Games, puzzles, manipulatives, and reasoning tasks
17.
NEP 2020
advocates multilingualism, inclusion, and assessment for/as learning; which classroom
practice in the book most closely mirrors assessment for/as learning?
B) Ongoing observation of strategies during number-line jumps and discussions
C) Banning talk during activities
D) Only marking right/wrong
Answer: B) Ongoing observation of strategies during number-line jumps and
discussions
18.
Foundational
Literacy and Numeracy under NEP 2020 is supported through tasks like arranging
bundles of tens toward 100 because they:
B) Build number sense, grouping, and place-value fluency
C) Teach only addition facts
D) Replace conceptual learning with speed
Answer: B) Build number sense, grouping, and place-value fluency
19.
NEP’s
assessment reforms encourage open number lines, multiple strategies, and student
talk; an example is:
B) Allowing varied jumps and box diagrams to solve addition problems
C) Prohibiting estimates
D) Ignoring explanations
Answer: B) Allowing varied jumps and box diagrams to solve addition problems
20.
Cross-cutting
themes like inclusion and gender sensitivity are seen when tasks invite all
learners to share strategies and build with inexpensive materials,
demonstrating:
B) Resource-light, equitable participation
C) Selection by test rank
D) Competition over collaboration
Answer: B) Resource-light, equitable participation
From Lessons
Provided: 10 questions per lesson (total 80)
Lesson: What’s
in a Name? (10)
21.
Deba and Deep
used wall marks to track cows leaving and entering; this is an early form of:
B) Tallying and one-to-one correspondence
C) Fraction comparison
D) Geometric proof
Answer: B) Tallying and one-to-one correspondence
22.
When two marks
remained at day’s end but no cows were outside, their concern indicates
understanding of:
B) Conservation of count with error detection
C) Prime factorization
D) Symmetry
Answer: B) Conservation of count with error detection
23.
The classroom
activity of grouping names by starting letters develops which skill?
B) Data classification and frequency noticing
C) Area measurement
D) Ratio
Answer: B) Data classification and frequency noticing
24.
Identifying the
longest/shortest animal names trains learners in:
B) Counting letters as discrete units
C) Multiplication
D) Angles
Answer: B) Counting letters as discrete units
25.
Constructing
numbers with word cards (e.g., “Forty Three”) encourages attention to:
B) Only Roman numerals
C) Graphs
D) Congruence
Answer: A) Orthographic patterns in number names
26.
“Let us Do”
puzzles about numbers near 100 foster:
B) Logical constraint satisfaction
C) Only chanting
D) Copying
Answer: B) Logical constraint satisfaction
27.
Grouping
objects as “need electricity/don’t need” illustrates:
B) Functional categorization
C) Linguistics
D) Only aesthetics
Answer: B) Functional categorization
28.
The classroom
hair-style count table is a first step toward:
B) Data collection and tabulation
C) Trigonometry
D) Calculus
Answer: B) Data collection and tabulation
29.
Teacher’s note
suggesting strategies for counting large groups without numbers promotes:
B) Invented strategies and sense-making
C) Avoiding materials
D) Timed testing
Answer: B) Invented strategies and sense-making
30.
The story
approach to counting cows exemplifies which pedagogical principle?
B) Contextualized, narrative-rich learning
C) Silence in class
D) Copying from board
Answer: B) Contextualized, narrative-rich learning
Lesson: Toy Joy
(10)
31.
Identifying
faces, edges, and corners on 3D shapes primarily builds:
B) Geometric vocabulary and properties
C) Fractions
D) Probability
Answer: B) Geometric vocabulary and properties
32.
“Construct and
describe” game with shapes supports which skill?
B) Only arithmetic
C) Spelling
D) Times tables
Answer: A) Visualizing and communicating spatial sequences
33.
Counting parts
in Devika’s toy engine reinforces:
B) Division
C) Algebra
D) Puzzles only
Answer: A) Addition and category counting
34.
Differentiating
shapes with no edges vs. only curved faces builds understanding of:
B) Surface types and edge properties
C) Graphs
D) Place value
Answer: B) Surface types and edge properties
35.
Making shapes
with clay and sticks leads to:
B) Kinesthetic modeling of 3D forms
C) Only writing names
D) Avoiding manipulation
Answer: B) Kinesthetic modeling of 3D forms
36.
Opposite faces
on a die question supports noticing:
B) Fixed opposite-sum patterns
C) Prime numbers
D) Fractions
Answer: B) Fixed opposite-sum patterns
37.
Joining 3 cubes
in different ways nurtures:
B) Enumeration of 3D configurations
C) Only measurement
D) Fact fluency
Answer: B) Enumeration of 3D configurations
38.
Recognizing
that a cube is a special cuboid emphasizes:
B) Class–subclass relationships in geometry
C) Probability
D) Ratio
Answer: B) Class–subclass relationships in geometry
39.
Identifying
classroom objects by shape is an example of:
B) Real-world shape recognition
C) Only pictures
D) Abstract algebra
Answer: B) Real-world shape recognition
40.
The instruction
to observe shapes in different orientations addresses:
B) Only measurement
C) Data charts
D) Timed recall
Answer: A) Orientation invariance and mental rotation
Lesson: Double
Century (10)
41.
The “story of
our numbers” highlighting zero’s role teaches that 0:
B) Enables place-value system efficiency
C) Only counts objects
D) Is always first
Answer: B) Enables place-value system efficiency
42.
Making 100 with
different decompositions (e.g., 70 + 30) develops:
B) Flexibility and number bonds
C) Only subtraction
D) Geometry
Answer: B) Flexibility and number bonds
43.
Representing
100 as 10 packets of 10 promotes understanding of:
B) Base-ten structure and grouping
C) Only counting by ones
D) Random addition
Answer: B) Base-ten structure and grouping
44.
“Talking Pot”
that says one more than the given number targets:
B) Successor and counting sequence
C) Multiples
D) Division
Answer: B) Successor and counting sequence
45.
Filling number
lines beyond 100 strengthens:
B) Only shape recognition
C) Grammar
D) Spelling
Answer: A) Spatial–numerical mapping
46.
“Clap, snap,
pat” code for 100s, 10s, 1s is a scaffold for:
B) Place-value encoding and decoding
C) Only skip counting by 2
D) Geometry
Answer: B) Place-value encoding and decoding
47.
Jumping by 5s
and 20s across 100–200 supports:
B) Skip counting and multiplicative thinking
C) Only subtraction
D) Grammar
Answer: B) Skip counting and multiplicative thinking
48.
Matching
bundles to numbers (e.g., 100s, 10s, 1s) helps detect errors in:
B) Misaligned place values
C) Color choice
D) Drawing
Answer: B) Misaligned place values
49.
Using different
ways to make 170 (line jumps, bundles, bead strings) embodies:
B) Multiple representations for the same quantity
C) Avoiding manipulatives
D) Timed drills
Answer: B) Multiple representations for the same quantity
50.
Ordering stones
140–200 with gaps builds:
B) Only geometry
C) Chance
D) Area
Answer: A) Sequence reconstruction
Lesson:
Vacation with My Nani Maa (10)
51.
The
handkerchief “hidden seeds” trick reinforces complements to:
B) 9 or 10
C) 3
D) 2
Answer: B) 9 or 10
52.
Tens-frame
problems like 6 + 8 teach learners to:
B) Make-to-ten strategies
C) Memorize only
D) Skip visuals
Answer: B) Make-to-ten strategies
53.
Three solution
methods to 15 + 7 with ginladi show:
B) Strategy diversity in mental addition
C) Avoid number lines
D) Only counting by ones
Answer: B) Strategy diversity in mental addition
54.
Finding 52 − 37
by different jumps promotes:
B) Flexible compensation and open number lines
C) Guessing
D) Non-mathematical drawing
Answer: B) Flexible compensation and open number lines
55.
Word problems
with box diagrams support:
B) Schema-based visual modeling
C) Only memorization
D) Geometry
Answer: B) Schema-based visual modeling
56.
The grid race
choosing forward/backward moves to reach 91–100 develops:
B) Strategic decomposition of two-digit numbers
C) Only multiplication
D) Copying
Answer: B) Strategic decomposition of two-digit numbers
57.
Magic sums with
row/column totals help learners practice:
B) Only subtraction
C) Factoring
D) Graphs
Answer: A) Mental addition with constraints
58.
Magic square
completion (1–9) illustrates:
B) Probability
C) Place value
D) Measurement
Answer: A) Logical reasoning in structured patterns
59.
Estimating
carrots when tomatoes + carrots = 100 focuses on:
B) Missing addend reasoning to 100
C) Geometry
D) Chance
Answer: B) Missing addend reasoning to 100
60.
“Reach 100”
two-player addition game encourages:
B) Planning with complements to multiples of 10
C) Only subtraction
D) Memorizing poems
Answer: B) Planning with complements to multiples of 10
Lesson: Fun
with Shapes (10)
61.
Making Diwali
envelopes from a square sheet introduces:
B) Only coloring
C) Tables
D) Fractions
Answer: A) Nets and folding sequences
62.
“Flattened
boxes” activity reveals that cuboid faces are:
B) Rectangles and sometimes squares
C) Triangles
D) Hexagons
Answer: B) Rectangles and sometimes squares
63.
Building
rectangles on dot grids strengthens:
B) Spatial structuring and properties (sides, corners)
C) Chance
D) Area units
Answer: B) Spatial structuring and properties (sides, corners)
64.
Distinguishing
squares vs rectangles by side lengths teaches:
B) Squares have all equal sides; rectangles need opposite sides equal
C) Both must be identical
D) Neither have corners
Answer: B) Squares have all equal sides; rectangles need opposite sides equal
65.
Marking square
corners vs more/less than square corner develops a sense of:
B) Right angles and angle comparison
C) Parallel lines only
D) Fractions
Answer: B) Right angles and angle comparison
66.
Counting
rectangles in a figure requires:
B) Systematic enumeration strategies
C) Algebra
D) Trigonometry
Answer: B) Systematic enumeration strategies
67.
“How many
squares from matchsticks” tasks build:
B) Combinatorial construction and constraint thinking
C) Only subtraction
D) Measurement
Answer: B) Combinatorial construction and constraint thinking
68.
Paper folding
circles to find center and diameters links:
B) Empirical discovery of circle properties
C) Only multiplication
D) Data tables
Answer: B) Empirical discovery of circle properties
69.
“Odd one out”
with shapes supports:
B) Multiple justifiable criteria and reasoning
C) Memorization only
D) Copying
Answer: B) Multiple justifiable criteria and reasoning
70.
Tangram tasks
emphasize:
B) Decomposition and recomposition of shapes
C) Chance
D) Timed recall
Answer: B) Decomposition and recomposition of shapes
Lesson: House
of Hundreds – I (10)
71.
Counting
triangular torans in groups to reach 250 promotes:
B) Grouping by tens and additive composition
C) Probability
D) Area
Answer: B) Grouping by tens and additive composition
72.
“How many more
to make 300?” after 299 illustrates:
B) Multiplication
C) Division
D) Geometry
Answer: A) Subtraction as missing addend
73.
Filling
sequences like 211, 212, 216 strengthens:
B) Pattern completion and place-value consistency
C) Only shapes
D) Timed tests
Answer: B) Pattern completion and place-value consistency
74.
Representing
numbers with Dienes blocks (H-T-O) for delivery boxes targets:
B) Base-ten decomposition
C) Probability
D) Time
Answer: B) Base-ten decomposition
75.
Apartment
“hundreds home” grids support finding house numbers using:
B) Row–column reasoning and +10/-10 moves
C) Only +1
D) Shapes
Answer: B) Row–column reasoning and +10/-10 moves
76.
Comparing 487
and 423 with “open mouth” sign helps:
B) Map symbol to magnitude comparison
C) Avoid comparison
D) Only addition
Answer: B) Map symbol to magnitude comparison
77.
“Number hunt”
for 200–300 containing digit 5 is practice in:
B) Digit scanning and set construction
C) Fractions
D) Area
Answer: B) Digit scanning and set construction
78.
“Magical count”
of letters in number names cycles to four, encouraging:
B) Only arithmetic
C) Geometry
D) Probability
Answer: A) Proof-style invariance exploration
79.
Packing tens
boxes into hundreds builds understanding of:
B) Subtraction only
C) Probability
D) Time
Answer: A) Multiplicative unitizing (10 tens = 100)
80.
Placing numbers
at “five hundred” on a number line reinforces:
B) Benchmarks and relative magnitude
C) Geometry
D) Chance
Answer: B) Benchmarks and relative magnitude
Lesson: Raksha
Bandhan (10)
81.
“5 Rakhis need
1 flower each” generalizes to:
B) 1 × 5 = 1
C) 5 + 0 = 5
D) 1 + 1 + 1 = 3
Answer: A) 5 × 1 = 5
82.
Two boxes of 9
laddoos each corresponds to:
B) 2 × 9 = 18
C) 9 ÷ 2 = 4.5
D) 9 − 2 = 7
Answer: B) 2 × 9 = 18
83.
Distributing 18
laddoos equally among 9 people results in:
B) 3 each
C) 2 each
D) 1 each
Answer: C) 2 each
84.
“20 kaju katlis
among 5 people” illustrates:
B) 5 ÷ 20 = 4
C) 5 × 4 = 10
D) 4 − 5 = −1
Answer: A) 20 ÷ 5 = 4
85.
Counting
jalebis as six groups of four corresponds to:
B) 6 × 4 = 24
C) 4 ÷ 6
D) 6 − 4
Answer: B) 6 × 4 = 24
86.
Skip jumping by
threes reaching numbers 3, 6, 9, … is the:
B) Times-3 table
C) Times-4 table
D) Times-5 table
Answer: B) Times-3 table
87.
Gopal’s skip
jumps after 27 for step-size 8 land on:
B) 35
C) 36
D) 40
Answer: A) 34
88.
“Sticks method”
for times-5 shows repeated addition pattern ending digits alternate between:
B) 0 and 5
C) 2 and 4
D) 6 and 8
Answer: B) 0 and 5
89.
“Two tables
adding to a third” (e.g., 2-table + 3-table = 5-table) highlights:
B) Additivity of linear sequences
C) Division
D) Geometry
Answer: B) Additivity of linear sequences
90.
Bhim’s spokes:
20 wheels, 5 spokes each equals:
B) 15 spokes
C) 10 spokes
D) 50 spokes
Answer: A) 100 spokes
Lesson: Maths
Mela – About the Book and Foreword (10)
91.
The Foreword
states Preparatory Stage bridges play-way methods with textbooks to promote
holistic learning through multiple modalities; this underscores:
B) Integration of reading, speaking, drawing, singing, playing
C) Exams only
D) Silent classrooms
Answer: B) Integration of reading, speaking, drawing, singing, playing
92.
The book claims
alignment with NEP 2020 and NCFSE 2023, emphasizing:
B) Conceptual understanding, critical thinking, creativity
C) Speed tests
D) Single-correct methods
Answer: B) Conceptual understanding, critical thinking, creativity
93.
Cross-cutting
themes explicitly include:
B) Inclusion, multilingualism, gender equality, cultural rootedness
C) Memorization
D) Competition
Answer: B) Inclusion, multilingualism, gender equality, cultural rootedness
94.
Assessment
guidance in the book encourages:
B) Multiple forms: materials, pictures, problems, creating objects,
explanations
C) No observation
D) Only grading
Answer: B) Multiple forms: materials, pictures, problems, creating objects,
explanations
95.
The book urges
time for learners to share and scrutinize each other’s solutions, which aligns
with:
B) Mathematical communication and peer learning
C) Copying from teacher
D) Timed silence
Answer: B) Mathematical communication and peer learning
96.
Chapters
progressively move from materials to pictures to schematic diagrams, modeling:
B) Concrete–pictorial–abstract progression
C) Only concrete
D) Only abstract
Answer: B) Concrete–pictorial–abstract progression
97.
The text
emphasizes “joyful learning” via games and puzzles, suggesting many tasks:
B) Need not be assessed formally
C) Are avoided
D) Are homework only
Answer: B) Need not be assessed formally
98.
Teachers are
advised not to rush to rules; instead, build understanding so that rules are:
B) Better appreciated and applied flexibly
C) Rejected
D) Never used
Answer: B) Better appreciated and applied flexibly
99.
The book
provides perforated sheets and suggests inexpensive TLMs to:
B) Enable accessible manipulation and modeling
C) Force lecture
D) Replace activities
Answer: B) Enable accessible manipulation and modeling
100.
“Assessment for
learning” in this context most closely matches:
B) Ongoing observation while learners discuss and explain
C) Surprise quizzes
D) Grades without feedback
Answer: B) Ongoing observation while learners discuss and explain
Child
Development & Pedagogy (5)
1.
According to
Piaget’s concrete operational stage, using bundles of tens and hundreds to
compose and compare numbers best develops which process?
B) Abstract formal operations only
C) Reversibility and conservation in grouping
D) Egocentric speech
Answer: C) Reversibility and conservation in grouping
2.
A teacher
models number-line jumps by 5s and 10s, then gradually withdraws prompts while
pairs explain their steps. Which principle is most evident?
B) Scaffolding in the ZPD
C) Nativist maturation
D) Trait theory
Answer: B) Scaffolding in the ZPD
3.
In a group task
on shape patterns, learners justify choices, listen, and modify solutions.
Which Kohlberg-aligned practice is emphasized?
B) Punishment avoidance
C) Perspective-taking and reason-giving
D) Blind rule following
Answer: C) Perspective-taking and reason-giving
4.
For inclusive
education in early mathematics, which adaptation best supports diverse learners
during estimation and counting activities?
B) One fixed method for all
C) Multiple representations and flexible tools
D) Silent seatwork only
Answer: C) Multiple representations and flexible tools
5.
A child claims
209 > 290 because 9 ones is big. Which teacher prompt best addresses the
error?
B) “Count digit sum only.”
C) “Compare hundreds, then tens, then ones.”
D) “Swap digits to fix it.”
Answer: C) “Compare hundreds, then tens, then ones.”
Mathematics
Pedagogy (10)
6.
Embodied
routines like clap (hundreds), snap (tens), pat (ones) primarily help with:
B) Place-value grounding via action
C) Replacing numerals entirely
D) Only geometry skills
Answer: B) Place-value grounding via action
7.
Having learners
unfold boxes and trace faces supports understanding of:
B) 2D–3D relationships and nets
C) Only memorizing names
D) Metric conversions
Answer: B) 2D–3D relationships and nets
8.
Open
number-line strategies for 84 − 47 emphasize:
B) Flexible jumps and compensation
C) Rote subtraction facts
D) Ignoring place value
Answer: B) Flexible jumps and compensation
9.
Asking for an
estimate before counting seeds promotes:
B) Number sense and adaptive strategy choice
C) Teacher dependence
D) Avoidance of exactness
Answer: B) Number sense and adaptive strategy choice
10.
Distributing
items equally into plates before writing number sentences builds:
B) Concrete models of sharing/quotition
C) Only memorized facts
D) Unrelated art skills
Answer: B) Concrete models of sharing/quotition
11.
Building
different figures with three cubes targets:
B) Spatial and combinatorial reasoning
C) Fact families only
D) Angle chasing
Answer: B) Spatial and combinatorial reasoning
12.
Skip jumps in
equal steps illustrate multiplication as:
B) Repeated addition on a line
C) Only division facts
D) Mere chanting
Answer: B) Repeated addition on a line
13.
“Magic sums” in
constrained grids strengthens:
B) Mental addition under constraints
C) Trigonometry
D) Non-math drawing
Answer: B) Mental addition under constraints
14.
Number-grid
games choosing forward/back moves to reach a target nurture:
B) Strategic planning with mental addition/subtraction
C) Copying from peers
D) Isolated fact drilling
Answer: B) Strategic planning with mental addition/subtraction
15.
Classifying
classroom objects by more than one attribute develops:
B) Multi-criteria classification and set thinking
C) Only letter recognition
D) Non-math skills only
Answer: B) Multi-criteria classification and set thinking
NEP 2020
Related (5)
16.
NEP 2020’s
Preparatory Stage vision aligns most with math classrooms that emphasize:
B) Games, manipulatives, puzzles, discussions
C) Daily high-stakes tests
D) Silent copying
Answer: B) Games, manipulatives, puzzles, discussions
17.
Which practice
best reflects assessment for/as learning in early maths?
B) Ongoing observation of strategies and talk
C) Only marks for right/wrong
D) Banning discussion
Answer: B) Ongoing observation of strategies and talk
18.
Foundational
Literacy and Numeracy are supported when learners bundle tens toward hundreds
because this:
B) Builds grouping, place value, and magnitude sense
C) Replaces conceptual learning with speed
D) Teaches grammar
Answer: B) Builds grouping, place value, and magnitude sense
19.
NEP’s
flexibility in methods is exemplified by allowing learners to:
B) Show varied strategies like open lines and diagrams
C) Avoid explanation
D) Copy model answers
Answer: B) Show varied strategies like open lines and diagrams
20.
Inclusion and
equity in assessment are supported by:
B) Resource-light tasks and broad participation
C) Selection via timed ranks
D) Competition over collaboration
Answer: B) Resource-light tasks and broad participation
From the
provided lessons (10 questions per lesson)
Lesson: Fair
Share (10)
21.
Folding a
paratha over itself to check equal pieces models:
B) Visual symmetry to verify halves
C) Perimeter comparison
D) Area units counting
Answer: B) Visual symmetry to verify halves
22.
When one whole
is shared equally between two, each share is called:
B) Quarter
C) Half
D) Double
Answer: C) Half
23.
“Half and
double” tasks primarily develop:
B) Multiplicative comparison of quantities
C) Angle properties
D) Nonstandard length
Answer: B) Multiplicative comparison of quantities
24.
Completing the
other half of a picture emphasizes:
B) Reflective symmetry
C) Translation only
D) Scale factor only
Answer: B) Reflective symmetry
25.
When a whole is
shared equally among four, each share is a:
B) Eighth
C) Third
D) Tenth
Answer: A) Quarter
26.
Identifying
“less than half,” “half,” “more than half” primarily develops:
B) Benchmarks for fractions
C) Ratio algorithms
D) Polygon counting
Answer: B) Benchmarks for fractions
27.
Paper-folding
to show multiple ways to make half highlights that:
B) Any equal partition into two parts is valid
C) Only diagonal cuts work
D) Shapes must be rectangles
Answer: B) Any equal partition into two parts is valid
28.
Using grids to
show halves and quarters helps connect fractions to:
B) Area models and partitioning
C) Perimeter
D) Speed
Answer: B) Area models and partitioning
29.
A set of 16
flowers where one ties a quarter ties how many?
B) 3
C) 4
D) 6
Answer: C) 4
30.
Choosing the
fraction card pieces to make one whole reinforces:
B) Prime factorization
C) Angle sum
D) Divisibility rules
Answer: A) Additive composition of unit fractions
Lesson: Double
Century (10)
31.
Zero’s key role
in our numeral system is to enable:
B) Place-value placeholders and efficiency
C) Roman numerals
D) Tally marks
Answer: B) Place-value placeholders and efficiency
32.
Making 100 as
70 + 30 or 45 + 55 grows:
B) Number-bond flexibility
C) Factorization only
D) Unit conversion
Answer: B) Number-bond flexibility
33.
Representing
100 with 10 packets of 10 develops:
B) Base-ten grouping
C) Circle geometry
D) Coordinate plotting
Answer: B) Base-ten grouping
34.
A “talking pot”
that says the next number targets:
B) Successor and counting sequence
C) Multiples
D) Halves
Answer: B) Successor and counting sequence
35.
Filling number
lines beyond 100 supports:
B) Spatial–numerical mapping
C) Tenses
D) Probability
Answer: B) Spatial–numerical mapping
36.
Clap-snap-pat
as 100–10–1 encodes:
B) Place-value encoding/decoding
C) Chance
D) Angle bisection
Answer: B) Place-value encoding/decoding
37.
Jumps by 5s and
20s link to:
B) Skip counting and multiplicative thinking
C) Only subtraction
D) Unit rates
Answer: B) Skip counting and multiplicative thinking
38.
Matching
bundles to numbers helps detect:
B) Place-value misalignment
C) Spelling errors
D) Metric errors
Answer: B) Place-value misalignment
39.
Showing 170 via
line jumps, bundles, or beads exemplifies:
B) Multiple representations for one quantity
C) Avoiding models
D) Memorizing sums
Answer: B) Multiple representations for one quantity
40.
Ordering stones
140–200 with gaps builds:
B) Sequence reconstruction
C) Random order
D) Tessellation
Answer: B) Sequence reconstruction
Lesson: House
of Hundreds – I (10)
41.
Grouping
triangular torans to conclude “about 250” demonstrates:
B) Counting by tens and composition
C) Time measurement
D) Tally avoidance
Answer: B) Counting by tens and composition
42.
After 299, “how
many to 300?” stresses:
B) Missing-addend subtraction
C) Factorization
D) Area
Answer: B) Missing-addend subtraction
43.
Filling 211,
212, 216… supports:
B) Pattern completion and place-value consistency
C) Angle chase
D) Decimals
Answer: B) Pattern completion and place-value consistency
44.
Drawing H–T–O
blocks for delivery quantities builds:
B) Base-ten decomposition
C) Graphing
D) Perimeter
Answer: B) Base-ten decomposition
45.
Hundreds-home
grids cultivate:
B) +10/−10 and row–column reasoning
C) Only +1 steps
D) Angle sums
Answer: B) +10/−10 and row–column reasoning
46.
“Open mouth”
comparison symbolism is meaningful when tied to:
B) Magnitude comparison
C) Lexical order
D) Parity
Answer: B) Magnitude comparison
47.
Finding numbers
200–300 containing digit 5 trains:
B) Digit scanning and set construction
C) Measurement
D) Chance
Answer: B) Digit scanning and set construction
48.
“Magical count”
of number-name letters converging invites:
B) Trig identities
C) Unit rates
D) Data averages
Answer: A) Proof-style invariance exploration
49.
Packing tens
into hundreds highlights:
B) 10 ones equal 100
C) 5 tens equal 100
D) 100 tens equal 10
Answer: A) 10 tens equal 100 (unitizing)
50.
Placing and
comparing near “five hundred” uses:
B) Benchmarks and relative magnitude
C) Only subtraction facts
D) Tessellation rules
Answer: B) Benchmarks and relative magnitude
Lesson: Filling
and Lifting (10)
51.
A child
declines a “drink six glasses” challenge when glasses are larger because:
B) Smaller capacity is heavier
C) Time changes capacity
D) Temperature changes capacity
Answer: A) Larger capacity means fewer needed
52.
Pouring
different glasses into same-sized glasses to compare amounts applies:
B) Fair-capacity comparison
C) Random sampling
D) Unit rates
Answer: B) Fair-capacity comparison
53.
Using a 1-litre
bottle to test a jug, glass, and bowl helps learners judge:
B) More than/less than/exactly 1 litre
C) Speed of pouring
D) Temperature of water
Answer: B) More than/less than/exactly 1 litre
54.
Establishing
that two half-litre mugs equal one litre develops:
B) Additive composition of measures
C) Tessellation
D) Density
Answer: B) Additive composition of measures
55.
Pan-balance
with coins or erasers demonstrates that:
B) Equal arm balance models mass comparison
C) Numbers on objects determine weight
D) Color determines weight
Answer: B) Equal arm balance models mass comparison
56.
Identifying
heavier/lighter via holding versus balancing should conclude that:
B) Balance gives objective comparison
C) Color codes mass
D) Volume equals mass
Answer: B) Balance gives objective comparison
57.
Recognizing
about 1 kilogram using labeled packets builds:
B) Benchmarks for mass estimation
C) Fraction equivalence
D) Speed drills
Answer: B) Benchmarks for mass estimation
58.
Choosing a
ladle, bowl, jug, or glass to pour lemonade depends on:
B) Capacity and efficiency of transfer
C) Color preference
D) Taste of lemonade
Answer: B) Capacity and efficiency of transfer
59.
In a set of
three similar balls with one heavier, the heavy ball can be found with:
B) One weighing by comparing two and inferring
C) Three weighings always
D) Need for standard weights
Answer: B) One weighing by comparing two and inferring
60.
Matching “half
kilogram” and “quarter kilogram” with real objects fosters:
B) Practical unit sense and equivalences
C) Place-value
D) Tessellation
Answer: B) Practical unit sense and equivalences
Lesson: Give
and Take (10)
61.
A box diagram
for 364 + 52 followed by H–T–O regrouping mainly supports:
B) Structured modeling and place-value addition
C) Ignoring tens
D) Only mental math
Answer: B) Structured modeling and place-value addition
62.
For 230 − 75
using H–T–O, opening one hundred to tens is done to:
B) Enable regrouping for subtracting tens and ones
C) Avoid subtraction
D) Double the number
Answer: B) Enable regrouping for subtracting tens and ones
63.
Using an open
number line for 364 + 52 by tens and ones highlights:
B) Decomposition-based jumps
C) Multiplication only
D) Angle chase
Answer: B) Decomposition-based jumps
64.
A 10×10 grid
for add/subtract hundreds, tens, ones helps students notice:
B) Digit changes with +100, +10, +1
C) Prime placements
D) Only diagonal moves
Answer: B) Digit changes with +100, +10, +1
65.
Comparing 373 +
23 vs 373 + 40 without calculating builds:
B) Magnitude sense and comparative reasoning
C) Geometry
D) Graphing
Answer: B) Magnitude sense and comparative reasoning
66.
Matching
notes/coins to equal values supports:
B) Equivalence and exchange in base-10 money
C) Memorizing serial numbers
D) Bartering only
Answer: B) Equivalence and exchange in base-10 money
67.
Returning
change for 500 − 209 with notes and coins develops:
B) Subtraction as difference and decomposition
C) Factor trees
D) Ratio tables
Answer: B) Subtraction as difference and decomposition
68.
Estimating
answers to nearest hundred before solving cultivates:
B) Reasonable bounds and sense-checking
C) Elimination of working
D) Guessing
Answer: B) Reasonable bounds and sense-checking
69.
Creating two
3-digit numbers from 0–5 digit cards to maximize the sum encourages:
B) Strategic digit placement by place value
C) Alphabetizing
D) Unit conversions
Answer: B) Strategic digit placement by place value
70.
Finding the
smallest possible difference from the same cards highlights:
B) Aligning large parts to cancel
C) Only addition
D) Only division
Answer: B) Aligning large parts to cancel
Lesson: Time
Goes On (10)
71.
Completing a
July 2024 calendar and answering date/day questions develops:
B) Calendar literacy and temporal reasoning
C) Angle sums
D) Chance
Answer: B) Calendar literacy and temporal reasoning
72.
Determining
“three days after July 22” emphasizes:
B) Interval counting on calendars
C) Multiplication
D) Area
Answer: B) Interval counting on calendars
73.
Using a birth
certificate to compute current age practices:
B) Elapsed time from dates
C) Tessellation
D) Probability
Answer: B) Elapsed time from dates
74.
Drawing hour
and minute hands for “quarter past 8” and “half past 8” reinforces:
B) Analog time representation conventions
C) Currency
D) Temperature
Answer: B) Analog time representation conventions
75.
Matching daily
activities to clock times supports:
B) Time-of-day sense and scheduling
C) Place-value
D) Fractions
Answer: B) Time-of-day sense and scheduling
76.
Listing
durations that take minutes, hours, days, weeks, or months builds:
B) Realistic duration benchmarks
C) Factorization
D) Area
Answer: B) Realistic duration benchmarks
77.
Counting
minutes between start and end clock faces develops:
B) Elapsed-time calculation
C) Angle bisection
D) Nets
Answer: B) Elapsed-time calculation
78.
Comparing
analog and digital clock displays focuses on:
B) Different time representations
C) Mass units
D) Area units
Answer: B) Different time representations
79.
Making a simple
sand timer and timing activities connects to:
B) Measuring duration with non-electronic tools
C) Angle sums
D) Area formulas
Answer: B) Measuring duration with non-electronic tools
80.
Classifying
months by days and counting weeks in a year supports:
B) Calendar structure and periodicity
C) Pictographs
D) Coordinate graphs
Answer: B) Calendar structure and periodicity
Lesson: The
Surajkund Fair (10)
81.
Coloring
two-color bead malas to make symmetrical designs illustrates:
B) Line symmetry in patterns
C) Rotational symmetry only
D) Similarity
Answer: B) Line symmetry in patterns
82.
Completing
half-drawn rangolis requires reasoning about:
B) Reflective symmetry and superposition
C) Probability
D) Volume
Answer: B) Reflective symmetry and superposition
83.
Mask-making by
folding and cutting then opening teaches that:
B) Bilateral folds produce mirror symmetry
C) Only rotation matters
D) Color decides symmetry
Answer: B) Bilateral folds produce mirror symmetry
84.
A painter who
draws only half a picture and asks full payment is countered by:
B) Mirror-based argument about halves
C) Changing currency
D) Ignoring symmetry
Answer: B) Mirror-based argument about halves
85.
A mirror game
placing counters to match across a line focuses on:
B) Mirror-image placement
C) Scaling
D) Tiling
Answer: B) Mirror-image placement
86.
Picking the odd
one out in a set of shapes can be justified by:
B) A clear attribute like symmetry, edges, or tiling fit
C) Color only
D) Size only
Answer: B) A clear attribute like symmetry, edges, or tiling fit
87.
Creating tiles
from basic shapes to pave paths with no gaps builds:
B) Tessellation and tiling rules
C) Place-value
D) Mass
Answer: B) Tessellation and tiling rules
88.
Giving
directional clues on a fairground map (turn right/left, lanes, landmarks)
practices:
B) Spatial language and wayfinding
C) Factorization
D) Currency
Answer: B) Spatial language and wayfinding
89.
Counting exits
and identifying locations by symbols on a map emphasizes:
B) Map keys and symbol interpretation
C) Pan-balance
D) Time zones
Answer: B) Map keys and symbol interpretation
90.
Solving a maze
to leave the fair and listing items seen builds:
B) Sequential reasoning and observation
C) Fraction equivalence
D) Random guessing
Answer: B) Sequential reasoning and observation
Lesson: Toy Joy
(10)
91.
Identifying
faces, edges, and corners of 3D objects builds:
B) Geometric vocabulary and properties
C) Ratio tables
D) Graph reading
Answer: B) Geometric vocabulary and properties
92.
“Construct and
describe” where a learner describes a build and peers replicate it supports:
B) Spatial sequencing and math communication
C) Only drawing
D) Speed tests
Answer: B) Spatial sequencing and math communication
93.
Counting
cylinders, cones, cuboids, cubes in a toy model supports:
B) Category counting and addition
C) Factoring
D) Sampling
Answer: B) Category counting and addition
94.
Naming shapes
with only curved faces vs only flat faces develops:
B) Surface-type classification
C) Rate
D) Probability
Answer: B) Surface-type classification
95.
Finding “no
edges” shapes correctly identifies:
B) Sphere
C) Cube
D) Cylinder
Answer: B) Sphere
96.
Observing
opposite faces on a die encourages noticing:
B) Fixed opposite-sum patterns
C) Prime positions
D) Parity
Answer: B) Fixed opposite-sum patterns
97.
Making shapes
using unit cubes highlights:
B) Graph slopes
C) Angle sums
D) Probability
Answer: A) Volume units and structure
98.
Joining three
cubes in all possible ways engages:
B) Only 2D symmetry
C) Unit conversions
D) Pictographs
Answer: A) Combinatorial enumeration of 3D forms
99.
Recognizing a
cube as a special cuboid emphasizes:
B) Class–subclass relationships
C) Irrelevance of properties
D) Only names
Answer: B) Class–subclass relationships
100.
Identifying
classroom objects by 3D shape applies:
B) Real-world recognition and transfer
C) Only memorization
D) Non-math art
Answer: B) Real-world recognition and transfer