Child Development & Pedagogy (5)
1.
According to
Piaget, Grade 4 learners primarily operate in which stage, and what strategy
best supports learning at this stage?
B) Sensorimotor; object permanence tasks
C) Preoperational; pretend play only
D) Concrete operational; hands-on activity-based tasks like measuring and
building models
Answer: D
2.
Vygotsky’s Zone
of Proximal Development in a math class is best addressed by:
B) Providing scaffolds like grids, tokens, or guided clues for grid games and
mapping
C) Relying on rote memorization of facts
D) Testing without feedback
Answer: B
3.
Kohlberg’s
moral development suggests Grade 4 learners often reason at the conventional
level; a classroom implication is to:
B) Emphasize social approval and fair rules during collaborative activities and
assessments
C) Focus only on punishment-avoidance
D) Avoid any discussion on fairness
Answer: B
4.
Inclusive
education in mathematics at the preparatory stage is best supported by:
B) Multisensory tasks, peer work, concrete-to-picture-to-symbol progression,
and low-floor/high-ceiling problems
C) Speed drills only
D) Excluding manipulatives to reduce noise
Answer: B
5.
An effective
error analysis approach when a learner confuses “carrying” in addition is to:
B) Use regrouping with tokens/blocks to connect concrete and algorithmic steps
C) Skip regrouping and teach shortcuts only
D) Avoid word problems
Answer: B
Mathematics Pedagogy (10)
6.
Activity-based
learning for place value is best exemplified by:
B) Using Dienes blocks/tokens to make and decompose thousands, hundreds, tens,
ones
C) Only copying from board
D) Memorizing rules without models
Answer: B
7.
A CTET-aligned
assessment method for estimation skills is:
B) Estimation before algorithmic calculation in word problems like totals on a
trip
C) Dictation of definitions
D) No feedback after tasks
Answer: B
8.
To teach
perimeter conceptually in Grade 4, the teacher should:
B) Walk boundaries, use 1 cm dot grids, and compare different paths around
shapes
C) Avoid measurement contexts
D) Focus on area instead
Answer: B
9.
For developing
spatial reasoning and multiple views, an appropriate task is:
B) Drawing objects from top, side, and front views and matching to real objects
C) Memorizing viewpoint names without practice
D) Avoiding 3D to 2D transitions
Answer: B
10.
A
problem-solving strategy aligned with CTET is:
B) Drawing representations, discussing strategies, and checking by number lines
C) Skipping context to save time
D) Giving answers without reasoning
Answer: B
11.
Supporting
even–odd understanding should involve:
B) Pairing objects/coins to see which counts leave a leftover
C) Jumping to modular arithmetic
D) Avoiding manipulatives
Answer: B
12.
For fractions
as equal parts of a whole, the best introduction is:
B) Paper folding, sharing food contexts, and fraction kits before notation
C) Procedural LCM only
D) Cross-multiplying first
Answer: B
13.
To build
measurement sense in metres/centimetres, a teacher should:
B) Have learners make 1 m ropes, mark 5 m/10 m lines, jump/walk them, then
measure with tapes
C) Start with millimetres only
D) Avoid outdoor tasks
Answer: B
14.
When learners
misuse “carry” in addition, teacher language should shift to:
B) “Regrouping” tens to ones and hundreds to tens with concrete tokens
C) Silence about steps
D) Only final answers
Answer: B
15.
A rich task for
number comparison in thousands is to:
B) Use Th-H-T-O tables, arrow cards, and number lines to reason about magnitude
C) Teach > and < as pictures only
D) Skip expanded form
Answer: B
NEP 2020 Related (5)
16.
NEP 2020’s
Preparatory Stage (Grades 3–5) emphasizes which pedagogical approach?
B) Activity-based, discovery, play-way with gradual introduction to textbooks
and formal settings
C) Assessment only at year-end
D) Exclusive focus on worksheets
Answer: B
17.
Foundational
Literacy and Numeracy (FLN) continuity into Preparatory Stage is supported by:
B) Coherent progression from concrete to abstract across number, shapes,
measurement, data
C) Avoiding problem solving
D) Removing manipulatives entirely
Answer: B
18.
NEP
2020-aligned assessment in mathematics should prioritize:
B) Multiple forms: activities, pictures, word problems, creations,
explanations, portfolios
C) Marks without feedback
D) Copying from guides
Answer: B
19.
NEP 2020’s
cross-cutting themes integrated in maths include:
B) Inclusion, multilingualism, gender equality, cultural rootedness with ICT
and school-based assessment
C) STEM only
D) Sports-only focus
Answer: B
20.
A classroom
move consistent with NEP’s stress-free learning is to:
B) Use joyful games/puzzles not always for grading, fostering reasoning and
discussion
C) Eliminate talk/discussion
D) Avoid peer learning
Answer: B
From Lesson: Shapes Around Us (10)
21.
A net that
folds into a cube must have:
B) An arrangement of 6 squares that allows adjacent faces; some nets fail to
fold
C) Only 5 squares
D) Triangles only
Answer: B
22.
A prism is
characterized by:
B) Two parallel, congruent polygonal bases with rectangular lateral faces
C) A single vertex where all faces meet
D) Only curved surfaces
Answer: B
23.
On a standard
die, the face opposite 1 is:
B) 3
C) 6
D) 4
Answer: C
24.
An angle formed
when two straws meet at a point is:
B) An edge
C) A vertex only
D) An angle; can be acute, right, or obtuse
Answer: D
25.
A triangle is
more “rigid” than a rectangle because:
B) Gently pushing a rectangle’s side changes angles; triangles maintain shape
C) Rectangles have more sides
D) Triangles have no vertices
Answer: B
26.
In a circle,
the relationship between diameter and radius is:
B) Diameter is half of radius
C) Diameter is double the radius
D) No relation
Answer: C
27.
A shape with
all faces equal squares is a:
B) Cube
C) Cone
D) Cylinder
Answer: B
28.
A cylinder has:
B) All flat faces
C) Triangular faces
D) Eight corners
Answer: A
29.
Sorting shapes
by straight vs curved faces helps learners:
B) Attend to defining attributes like faces/edges/vertices
C) Count randomly
D) Ignore properties
Answer: B
30.
Drawing cubes
on triangular dot paper develops:
B) Spatial visualization of 3D from 2D representations
C) Language skills
D) Music skills
Answer: B
From Lesson: Hide and Seek (10)
31.
Different
drawings of the same brick by different children differ because of:
B) Different views: top, side, front
C) Different pencils
D) Randomness
Answer: B
32.
Matching
objects to their views builds:
B) 2D–3D correspondence and viewpoint reasoning
C) Rote memory
D) Calculator use
Answer: B
33.
In the
classroom seating picture, locating a student’s position develops:
B) Spatial language for rows/columns and positional vocabulary
C) Colour recognition
D) Alphabet skills
Answer: B
34.
The 3×3 grid
clues game supports understanding of:
B) Coordinates, adjacency, and stepwise navigation
C) Fractions
D) Measurement of volume
Answer: B
35.
The treasure
hunt on a grid focusing on number of steps promotes:
B) Path counting, optimization, and comparison of routes
C) Memorization of poems
D) Only vocabulary building
Answer: B
36.
Drone “sight
map” exercises primarily develop:
B) Map reading, directions, and route planning
C) Spelling
D) Chemical equations
Answer: B
37.
Asking the
shortest route across a school map encourages:
B) Comparative reasoning and justification
C) Ignoring evidence
D) Blind memorization
Answer: B
38.
Non-diagonal
movement rules in grid games build:
B) Clear constraints and procedural reasoning in navigation
C) Subtraction facts
D) Area formula
Answer: B
39.
Positioning
tasks like drawing an apple on “third desk of second row” support:
B) Ordered pairs intuition via rows and columns
C) Long division
D) Poetry recitation
Answer: B
40.
Building with
boxes and matching top/side/front view diagrams nurtures:
B) Spatial decomposition and multiple representations
C) Time calculation
D) Currency conversion
Answer: B
From Lesson: Patterns Around Us (10)
41.
Counting
coconuts with “5 per tree” highlights:
B) Grouping and multiplicative thinking
C) Subtraction only
D) Division algorithm
Answer: B
42.
Stacked trays
with identical arrangements focus on:
B) Arrays and repeated addition for totals
C) Time calculation
D) Perimeter
Answer: B
43.
Even numbers
can be identified by:
B) Pairing with no leftover
C) Ending with 5
D) Prime status
Answer: B
44.
In 1–100,
regarding even/odd distribution:
B) More evens
C) Equal count of evens and odds overall
D) Only odds
Answer: C
45.
Numbers in the
“times-2” table are:
B) Even
C) Prime
D) Composite only
Answer: B
46.
Creating two-digit
numbers from 1 and 6 (no repetition), 16 and 61 are respectively:
B) Even then odd
C) Odd then even
D) Both even
Answer: B
47.
Page number
parity alternates because:
B) Consecutive integers alternate even/odd
C) Paper color
D) Font
Answer: B
48.
In a list of 10
consecutive numbers, the count of evens and odds will:
B) Both be 5 each
C) All odd
D) All even
Answer: B
49.
A visual parity
model using coins supports:
B) Concrete understanding before notation rules
C) Only symbol use
D) Division
Answer: B
50.
Recognizing
patterns with money layouts builds:
B) Structure recognition and counting by groups
C) Subtraction only
D) Geometry
Answer: B
From Lesson: Thousands Around Us (10)
51.
“Ten hundreds
make a thousand” is best taught using:
B) Dienes blocks/tokens and Th-H-T-O tables
C) Fraction strips
D) Clock models
Answer: B
52.
Arrow cards
model 3452 as:
B) 3000 + 400 + 50 + 2
C) 3000 + 40 + 5 + 20
D) 34 + 52
Answer: B
53.
The smallest
4-digit number is:
B) 0001
C) 1111
D) 999
Answer: A
54.
Comparing 3102
and 3012 correctly uses:
B) Compare thousands, then hundreds, tens, ones; 3102 > 3012
C) Random guessing
D) Only tens
Answer: B
55.
Number lines
for 1001–1100 help learners:
B) Place numbers and reason about proximity and intervals
C) Memorize poems
D) Compute area
Answer: B
56.
An expanded
form for 1038 is:
B) 100 + 38
C) 10 + 38
D) 10000 + 38
Answer: A
57.
“Grouping and
regrouping” exercises reinforce that:
B) 5 ones = 1 ten
C) 100 tens = 1 one
D) No relation
Answer: A
58.
Identifying
real-world “more than 1000” examples supports:
B) Connecting number sense to population, books, steps, etc.
C) Only geometry
D) Only history
Answer: B
59.
Ordering
cricketers’ run totals in increasing order primarily builds:
B) Shape recognition
C) Time reading
D) Fraction addition
Answer: A
60.
How many
numbers strictly between 7000 and 8000?
B) 999
C) 1000
D) 0
Answer: A
From Lesson: Sharing and Measuring (Fractions) (10)
61.
Two quarters of
a sheet compared to one half is:
B) Equal to one half
C) Larger
D) Unrelated
Answer: B
62.
When a whole is
divided into more equal parts, each part becomes:
B) Smaller
C) Unchanged
D) Negative
Answer: B
63.
Sharing one
item among 4 people gives each:
B) 1/3
C) 1/4
D) 1/5
Answer: C
64.
If someone
gives their 1/5 share to another, the receiver’s total increases by:
B) 1/4
C) 1/2
D) 2/5
Answer: A
65.
Which statement
is true regarding unit fractions?
B) 3×(1/6) = 2×(1/9)
C) Ten pieces of 1/10 make one whole
D) Three pieces of 1/3 equal two pieces of 1/4
Answer: C
66.
Planting in two
parts out of five means occupying:
B) 2/5
C) 3/5
D) 4/5
Answer: B
67.
A dosa with
classic potato 1/4 and spicy onion 1/4 leaves for other toppings:
B) 1/2
C) 3/4
D) 0
Answer: B
68.
Colouring 1/4
of 8 items requires colouring:
B) 2
C) 4
D) 6
Answer: B
69.
Folding a
rectangle into three equal parts, then halving shows the shaded 1/3 becomes:
B) 1/2 of the whole
C) 2/3 of the whole
D) 3/6 of the whole
Answer: A
70.
Checking
equal-part cuts requires:
B) Reasoning that parts must be congruent/equal-area for fractions to be valid
C) Counting edges
D) Measuring angles only
Answer: B
From Lesson: Measuring Length (10)
71.
The metre scale
shows 100 equal parts; each part is:
B) 10 cm
C) 1 cm
D) 5 mm
Answer: C
72.
1 m equals:
B) 50 cm
C) 100 cm
D) 1000 cm
Answer: C
73.
2 m is equal
to:
B) 200 cm
C) 250 cm
D) 20 cm
Answer: B
74.
A height of 1 m
20 cm is also:
B) 120 cm
C) 12 cm
D) 220 cm
Answer: B
75.
To estimate 10
m on the playground, learners can:
B) Repeat a 1 m rope end-to-end ten times to mark a 10 m line
C) Use kilograms
D) Use minutes
Answer: B
76.
Perimeter is
defined as:
B) Length of the boundary of a closed figure
C) Volume of the shape
D) Diagonal length
Answer: B
77.
On a 1 cm dot
grid, the perimeter of a rectangle 3 cm by 2 cm is:
B) 10 cm
C) 12 cm
D) 6 cm
Answer: C
78.
Converting 400
cm equals:
B) 40 m
C) 0.4 m
D) 14 m
Answer: A
79.
If the board is
2 m long and stickers are 20 cm, how many stickers needed?
B) 10
C) 20
D) 100
Answer: C
80.
Matching equal
depths: 1 m 40 cm equals:
B) 104 cm
C) 1.04 m
D) 14 cm
Answer: A
From Lesson: The Cleanest Village (Operations &
Money) (10)
81.
If beans cost
₹95/kg, the cost of 2 kg beans is:
B) ₹100
C) ₹190
D) ₹195
Answer: C
82.
If onion is
₹32/kg and potato ₹37/kg, 1 kg of each totals:
B) ₹69
C) ₹70
D) ₹79
Answer: B
83.
Balancing a
bill: Cost ₹113, paid ₹150, balance is:
B) ₹37
C) ₹43
D) ₹63
Answer: B
84.
If an orange
costs ₹21 and a person pays ₹50, balance is:
B) ₹29
C) ₹31
D) ₹39
Answer: B
85.
Total teachers:
24 and 28 together:
B) 50
C) 52
D) 56
Answer: C
86.
Total children:
438 + 476 =
B) 894
C) 914
D) 924
Answer: C
87.
Spending ₹38 +
₹16 totals:
B) ₹52
C) ₹54
D) ₹56
Answer: B
88.
Money for the
trip: ₹185 + ₹125 =
B) ₹310
C) ₹320
D) ₹330
Answer: B
89.
More children
bought item A than item B: 83 − 46 =
B) 33
C) 37
D) 39
Answer: C
90.
If 310 − 179 =
amount spent so far, the result is:
B) 121
C) 131
D) 141
Answer: C
From Preface/NEP/NCF framing (10)
91.
The “Maths
Mela” approach aligns with:
B) NCF 2005 only
C) No frameworks
D) Higher education policy only
Answer: A
92.
The Preparatory
Stage focuses on:
B) Conceptual ideas in numbers, shapes, measurement, data, and computational
thinking
C) Physics experiments
D) Commerce projects
Answer: B
93.
The book
emphasizes processes such as:
B) Reasoning, problem solving, creating objects, measuring, estimating,
discussing
C) Silent seatwork only
D) Timed tests only
Answer: B
94.
Assessment
guidance includes:
B) Adaptive and formative assessment, observations, portfolios, and multiple
evidence types
C) No assessment
D) Rankings only
Answer: B
95.
Cross-cutting
themes integrated are:
B) Only technology
C) Only language arts
D) Only sports
Answer: A
96.
The recommended
sequence is from:
B) Concrete materials to pictures to schematic diagrams and formal procedures
C) Procedures to intuition
D) Symbols only
Answer: B
97.
“Let us
Play/Do/Think/Explore” sections are intended to:
B) Provide joyful, non-threatening practice, reasoning, and consolidation
opportunities
C) Add homework load
D) Replace teaching
Answer: B
98.
Classroom talk
is encouraged because it:
B) Improves understanding via sharing strategies, scrutiny, and mathematical
language
C) Distracts learners
D) Replaces assessment
Answer: B
99.
Mathematics is
framed as:
B) Integrated, coherent ideas built on assumptions, promoting thinking and
reasoning
C) Only computation
D) Only geometry
Answer: B
100.
Teachers are
urged to:
B) Use suggested sequences to reach formal rules after understanding emerges
C) Avoid manipulatives
D) Grade every game
Answer: B
Child Development & Pedagogy (5)
1.
According to
Piaget, Grade 4 learners primarily operate in which stage, and which strategy
best supports them in mathematics?
B) Sensorimotor; object permanence tasks
C) Preoperational; extensive pretend play only
D) Concrete operational; hands-on, activity-based tasks with
concrete–pictorial–symbolic progression
Answer: D
2.
Vygotsky’s Zone
of Proximal Development is best addressed in spatial tasks by:
B) Using scaffolds like grids, maps, and guided clues, then fading support
C) Relying on rote copying of diagrams
D) Testing without feedback
Answer: B
3.
A
Kohlberg-aligned implication for collaborative math projects in Grade 4 is to:
B) Leverage conventional-level reasoning: shared rules, fairness, and peer
approval
C) Focus on punishment-avoidance during tasks
D) Avoid any discussion on honesty and justification
Answer: B
4.
Inclusive
education in a Grade 4 math class is best promoted through:
B) Multisensory materials, peer support, flexible entry tasks, and varied
representations
C) Tracking and rigid grouping by test scores only
D) Eliminating manipulatives to reduce classroom noise
Answer: B
5.
An effective
error analysis move when learners confuse “carrying” is to:
B) Model “regrouping” with tokens/blocks linking concrete steps to the
algorithm
C) Teach shortcuts only
D) Remove word problems
Answer: B
Mathematics Pedagogy (10)
6.
Activity-based
learning for place value beyond 1000 is best supported by:
B) Dienes/tokens with Th–H–T–O tables, number lines, and arrow cards
C) Copying place-value definitions
D) Skipping expanded form
Answer: B
7.
For length
measurement sense, a strong sequence is:
B) Make 1 m ropes, mark 5 m/10 m lines, walk/jump them, then measure with tape
C) Start with millimetres only
D) Avoid outdoor estimation tasks
Answer: B
8.
Building
multiplicative thinking is well served by:
B) Arrays, equal groups, skip-counting, and partial products with visuals
C) Isolated fact drills only
D) Hiding structure in contexts
Answer: B
9.
Conceptual
fraction introduction should prioritize:
B) Sharing contexts, paper folding, fraction kits, then notation
C) Cross-multiplying before meaning
D) LCM–HCF algorithms initially
Answer: B
10.
To develop
symmetry understanding, a teacher should:
B) Use folding, mirror play, completing designs, and counting lines of symmetry
C) Avoid hands-on craft
D) Restrict to polygon names
Answer: B
11.
For data
handling readiness, the better display choice is:
B) Tally/pictograph or frequency tables for quick comparisons
C) Stories only
D) Skipping aggregation
Answer: B
12.
To surface
even–odd ideas in operations tables:
B) Use 10×10 tables to spot parity and ones-digit cycles
C) Use only mental drills
D) Avoid pattern discussions
Answer: B
13.
For formative
assessment aligned with NEP, teachers should:
B) Collect multiple evidences: tasks, talk, portfolios, creations, and
observations
C) Rank publicly by marks
D) Limit to copying problems
Answer: B
14.
When teaching
multiples of 10 and 100 in multiplication:
B) Frame as tens/hundreds language and split problems for structure
C) Avoid decomposition
D) Use only calculators
Answer: B
15.
For division
sense at Grade 4:
B) Use partial quotients/share–measure contexts and interpret remainders
C) Avoid context to reduce confusion
D) Skip remainder meaning
Answer: B
NEP 2020 Related (5)
16.
Preparatory
Stage pedagogy emphasizes:
B) Activity-, discovery-, and play-based learning with gradual formalization
C) Year-end exams only
D) Only worksheets
Answer: B
17.
FLN continuity
into Grades 3–5 is ensured by:
B) Concrete-to-abstract progression across numbers, shapes, measurement, data
C) Removing manipulatives entirely
D) Avoiding problem solving
Answer: B
18.
NEP-aligned
assessment in mathematics prioritizes:
B) Formative, adaptive, portfolios, observations, multiple evidence forms
C) Surprise tests only
D) Oral recitation alone
Answer: B
19.
Cross-cutting
themes integrated include:
B) Inclusion, multilingualism, gender equality, cultural rootedness with ICT
C) Sports-only focus
D) Arts-only focus
Answer: B
20.
To promote
joyful, low-stakes math experiences:
B) Use puzzles/games often without marks to foster reasoning and talk
C) Eliminate talk to save time
D) Restrict to timed fact tests
Answer: B
Lesson: Weigh It, Pour It (10)
21.
Two 500 g
packets together equal:
B) 500 g
C) 1 kg
D) 2 kg
Answer: C
22.
Four 250 g
packets together equal:
B) 750 g
C) 1 kg
D) 2 kg
Answer: C
23.
Ten 100 g packets
together equal:
B) 500 g
C) 2 kg
D) 10 kg
Answer: A
24.
If a soap bar
is 100 g, how many such bars to balance 500 g?
B) 4
C) 5
D) 6
Answer: C
25.
A balance tilts
down on the left pan when:
B) Right is heavier
C) Left is heavier
D) Both equal
Answer: C
26.
Suitable unit
for an eraser’s mass is:
B) Gram
C) Litre
D) Millilitre
Answer: B
27.
How many 250 ml
bottles to fill 1 litre?
B) 3
C) 4
D) 5
Answer: C
28.
How many 100 ml
bottles to fill 1 litre?
B) 8
C) 9
D) 10
Answer: D
29.
A slow dripping
tap wastes measurable water over time; best classroom action is to:
B) Estimate and measure one hour’s drip, then extrapolate
C) Memorize a fixed number
D) Use a scale of mass
Answer: B
30.
For monthly
household use data of items (e.g., rice), a good tool is:
B) A balance and a record table
C) A thermometer
D) A protractor
Answer: B
Lesson: Equal Groups (10)
31.
Numbers touched
when skip-counting by 3 are:
B) Multiples of 4
C) Multiples of 5
D) Primes only
Answer: A
32.
The smallest
3-digit multiple of 6 is:
B) 102
C) 108
D) 120
Answer: B
33.
Common
multiples of 6 and 8 include:
B) 24, 48
C) 18, 36
D) 30, 45
Answer: B
34.
In an
arrangement of 12 flowers with 3 petals each, total petals are:
B) 15
C) 24
D) 36
Answer: D
35.
A 3×5 array
represents:
B) 3×5
C) 5−3
D) 5÷3
Answer: B
36.
“Doubling”
reinforces that doubling any whole number gives:
B) Always even
C) Prime
D) Composite
Answer: B
37.
In the 10×10
multiplication chart, row 7 equals column 7 because:
B) Multiplication is commutative
C) Subtraction is commutative
D) Division is commutative
Answer: B
38.
Partial
quotients division encourages:
B) Only the final algorithm
C) No remainder interpretation
D) Guess-and-check answers
Answer: A
39.
Multiplying by
multiples of 100 can be reasoned as:
B) Hundreds language: 30×100 = 30 hundreds = 3000
C) Add 100
D) Subtract 100
Answer: B
40.
Division “share”
vs “measure” problems differ by:
B) Share gives number of groups; measure gives group size
C) Both omit context
D) Both need no models
Answer: B
Lesson: Elephants, Tigers, and Leopards (10)
41.
In the “add 1
or 2 to reach 10” game, a winning total to aim for is:
B) 7
C) 9
D) 12
Answer: C
42.
In the addition
table, numbers along a row increase by:
B) 1
C) 2
D) 10
Answer: B
43.
Adding a
2-digit number to its reverse can yield:
B) Sometimes 3-digit sums (e.g., 27+72=99; 58+85=143)
C) Only multiples of 9
D) Only even sums
Answer: B
44.
6049+3054
equals:
B) 9103
C) 9003
D) 9053
Answer: B
45.
If a state has
444 tigers and another has 341 more, the second has:
B) 785
C) 655
D) 744
Answer: B
46.
Subtracting
3965 from 5719 gives:
B) 1754
C) 1854
D) 1954
Answer: B
47.
A 2×2 “window”
sum pattern in the addition table shows opposite corners:
B) Same diagonal sums
C) Decreasing left to right
D) Random
Answer: B
48.
131 km per day
for 7 days totals:
B) 917 km
C) 921 km
D) 931 km
Answer: C
49.
If a bus has 15
lower-deck seats and 10 upper-deck seats, total seats are:
B) 25
C) 30
D) 35
Answer: D
50.
Reasoning
without full calculation: 8787−99 can be seen as:
B) 8787−90−9
C) 8787+99
D) 8787+100−1
Answer: A
Lesson: Fun with Symmetry (10)
51.
A line dividing
a figure into two matching halves is called:
B) Line of symmetry
C) Axis of rotation only
D) Median
Answer: B
52.
A paper
airplane with a good flight usually has:
B) One line of symmetry
C) Only rotational symmetry
D) Random cuts
Answer: B
53.
Mirror
placement to see the other half correctly demonstrates:
B) Reflection
C) Dilation
D) Shear
Answer: B
54.
Some digits
look the same in a vertical mirror; an example is:
B) 3
C) 8
D) 9
Answer: C
55.
Tiling patterns
without gaps or overlaps rely on:
B) Repeating units via slide/flip/rotate
C) Only color repetition
D) Random placement
Answer: B
56.
A butterfly and
many leaves are examples of:
B) Bilateral symmetry
C) Asymmetry
D) Spiral symmetry
Answer: B
57.
Completing
half-drawn designs develops:
B) Symmetry reasoning and attention to detail
C) Time reading
D) Perimeter calculation
Answer: B
58.
Counting lines
of symmetry in regular polygons shows that:
B) Regular shapes have predictable numbers of symmetry lines
C) Only triangles have symmetry
D) Symmetry depends only on color
Answer: B
59.
“AMBULANCE”
written reversed on vehicles is for:
B) Mirror readability in rear-view mirrors
C) Branding
D) Legal rule only
Answer: B
60.
Creating wall
tiles by cutting and sliding a shape demonstrates:
B) That congruent tiles can tessellate after transformation
C) 3D modeling
D) Only rotation
Answer: B
Lesson: Ticking Clocks and Turning Calendar (10)
61.
If the minute
hand moves from 12 to 3, the elapsed time is:
B) 10 minutes
C) 15 minutes
D) 30 minutes
Answer: C
62.
One day to the
next same weekday occurs after:
B) 6 days
C) 7 days
D) 10 days
Answer: C
63.
Quarter past an
hour means:
B) :10
C) :15
D) :45
Answer: C
64.
Quarter to 7
is:
B) 6:45
C) 7:45
D) 6:15
Answer: B
65.
If a movie
starts at 3:20 pm and ends at 5:05 pm, duration is:
B) 1 hr 45 min
C) 1 hr 50 min
D) 2 hr 5 min
Answer: A
66.
A calendar
helps to find:
B) Dates, days, and intervals between them
C) Temperature
D) Area
Answer: B
67.
If today is
Monday, 10 days later is:
B) Friday
C) Saturday
D) Sunday
Answer: C
68.
The hour hand
completes one full round in:
B) 24 hours
C) 6 hours
D) 3 hours
Answer: A
69.
30 minutes is:
B) Quarter of an hour
C) One third of an hour
D) Two thirds of an hour
Answer: A
70.
On a calendar,
the date after the 28th of February in a non-leap year is:
B) March 1
C) March 2
D) February 30
Answer: B
Lesson: The Transport Museum (10)
71.
Filling a
“mystery matrix” of products mainly builds:
B) Factor–product relationships and multiplication facts
C) Angle sums
D) Fraction comparison only
Answer: B
72.
A 5×15 array
can be split into:
B) (5+15)×1
C) 15×(5−1)
D) 25×1
Answer: A
73.
16×10 using
tens language is:
B) 16 tens = 160
C) 16 hundreds
D) 1.6 tens
Answer: B
74.
26×10
travellers equals:
B) 260
C) 2600
D) 26,000
Answer: B
75.
15 coaches with
14 seats each total:
B) 200
C) 210
D) 215
Answer: C
76.
324÷14 results
in 23 coaches with remainder 2; this remainder means:
B) 2 children remain unseated without one more coach
C) 2 removed
D) 2 rows added
Answer: B
77.
11×200 equals:
B) 2100
C) 2200
D) 2300
Answer: C
78.
If 64 flights
carry 152 people each, total equals:
B) 9728
C) 9856
D) 10,112
Answer: B
79.
960
participants, 64 per boat need:
B) 14 boats
C) 15 boats
D) 16 boats
Answer: C
80.
Dividing by 10
and 100 can be seen as:
B) Grouping into tens/hundreds to count groups
C) Irrelevant
D) Always remainder-free
Answer: B
Lesson: Data Handling (10)
81.
The best survey
question to find the most liked subject is:
B) “Which subject do you like the most?” (single choice)
C) “Why do you like maths?”
D) “Do you like school?”
Answer: B
82.
Recording
responses as short codes and then tallying teaches:
B) Categorizing and frequency counting
C) Geometry
D) Probability only
Answer: B
83.
Between a raw
response list and a frequency table, the easier to interpret is:
B) Frequency table
C) Paragraph
D) Audio clip
Answer: B
84.
In a
pictograph, each picture should represent:
B) A fixed count to compare categories meaningfully
C) A sentence
D) A fraction only
Answer: B
85.
To decide “most
popular gola colour,” learners should:
B) Count by category and compare totals
C) Average the letters
D) Use temperature data
Answer: B
86.
A table of
daily sales across days helps find:
B) Day with highest or lowest sales
C) Angle sums
D) Mass of items
Answer: B
87.
Organizing
“chess only, cricket only, both, neither” develops:
B) Surface area
C) Speed-time graphs
D) Prime testing
Answer: A
88.
After tallying
favourites by subject, the “mode” category is:
B) The most frequent
C) The median
D) The mean
Answer: B
89.
For fairness, a
good practice in surveys is to:
B) Use clear, single-choice wording for “most liked”
C) Change codes mid-way
D) Ignore non-responses
Answer: B
90.
From a
completed frequency table, one can directly infer:
B) Category counts and comparisons
C) Individual reasons
D) Future trends certainly
Answer: B
Lesson: Measuring Length (10)
91.
1 metre equals:
B) 50 cm
C) 100 cm
D) 1000 cm
Answer: C
92.
Each small
division on a metre scale is:
B) 5 mm
C) 1 cm
D) 10 cm
Answer: C
93.
400 cm equals:
B) 4 m
C) 40 m
D) 400 m
Answer: B
94.
1 m 20 cm
equals:
B) 120 cm
C) 12 cm
D) 1.02 m
Answer: B
95.
On a 1 cm grid,
the perimeter of a 3 cm by 2 cm rectangle is:
B) 10 cm
C) 12 cm
D) 6 cm
Answer: C
96.
Perimeter
means:
B) Length around the boundary
C) Volume of the shape
D) Diagonal length
Answer: B
97.
A practical way
to mark 10 m in the ground is:
B) Laying a 1 m rope end-to-end ten times
C) Using kilograms
D) Using minutes
Answer: B
98.
“Breadth,”
“height,” and “width” in everyday talk all refer to:
B) Temperature
C) Length measures in context
D) Time
Answer: C
99.
If a board is 2
m and each sticker strip is 20 cm, strips needed:
B) 10
C) 20
D) 100
Answer: C
100.
1 m 40 cm
equals:
B) 1.04 m and 104 cm
C) 1.4 cm
D) 1400 cm
Answer: A