Child Development & Pedagogy (7 Questions)
1.
According to
Piaget, which stage is characterized by the development of logical thinking
about concrete events?
A) Sensorimotor
B) Preoperational
C) Concrete Operational
D) Formal Operational
2.
Vygotsky
emphasized the role of
A) Individual discovery only
B) Social interaction and scaffolding
C) Biological maturation
D) Reinforcement through rewards
3.
Kohlberg's
theory of moral development includes which of the following levels?
A) Emotional, Behavioral, Cognitive
B) Basic, Intermediate, Advanced
C) Pre-conventional, Conventional, Post-conventional
D) Concrete, Abstract, Reflective
4.
Inclusive
education primarily aims to
A) Segregate children based on ability
B) Provide equitable learning opportunities for all children
C) Focus only on gifted children
D) Reduce teacher responsibilities
5.
Which teaching
strategy best supports activity-based learning?
A) Solely lecture method
B) Memorization drills
C) Hands-on experiments and group work
D) Copying from the board
6.
Problem-solving
in the classroom encourages
A) Rote learning
B) Critical thinking and application of knowledge
C) Blindly following instructions
D) Avoiding mistakes
7.
Error analysis
in assessment helps teachers to
A) Punish students for mistakes
B) Ignore students’ wrong answers
C) Identify misconceptions and improve instruction
D) Give grades without feedback
Maths Pedagogy (7 Questions)
8.
When teaching
fractions to primary students, a helpful approach is to
A) Use only numerical symbols without context
B) Teach procedures without conceptual understanding
C) Use visual fraction kits and real-life examples
D) Skip fractions and move to decimals quickly
9.
An effective
way to assess mathematical understanding is to
A) Use only multiple-choice tests
B) Test memorization of formulas
C) Include problem-solving tasks and open-ended questions
D) Avoid any form of assessment
10.
Activity-based
learning in maths pedagogy promotes
A) Passive listening
B) Repetitive writing
C) Exploration and discovery of mathematical concepts
D) Memorization only
11.
To foster
higher-order thinking in mathematics, teachers should emphasize
A) Only computation speed
B) Only rote learning of tables
C) Reasoning, pattern recognition, and problem solving
D) Avoiding tricky problems
12.
A good method
to teach measurement to children is by
A) Using abstract numbers only
B) Using standard units and practical measuring exercises
C) Telling the children memorized facts
D) Only using textbooks
13.
Which of the
following is NOT an example of assessment for learning?
A) Observing students during activities
B) Giving feedback to guide improvement
C) Giving grades without feedback
D) Encouraging self-reflection
14.
Error analysis
in math teaching helps in identifying
A) Which students to ignore
B) The student’s handwriting quality
C) Specific conceptual misunderstandings
D) The number of questions skipped
NEP 2020 Related (6 Questions)
15.
According to
NEP 2020, foundational literacy and numeracy is prioritized for children in
which grades?
A) Grades 6 to 8
B) Grades 1 to 3
C) Grades 4 to 6
D) Grades 7 to 9
16.
NEP 2020
advocates the approach of multilingualism by
A) Teaching all students only in English
B) Discouraging regional languages in education
C) Encouraging mother tongue/local language as medium of instruction
initially
D) Avoiding language learning
17.
Which of the
following is a key focus of NEP 2020 assessment reforms?
A) Frequent high stakes exams only
B) Competency-based, formative, and holistic assessments
C) Only summative exams at year end
D) Discouraging student self-assessment
18.
The Preparatory
Stage in NEP 2020 corresponds to which grades?
A) Grade 1 to 3
B) Grade 3 to 5
C) Grade 5 to 7
D) Grade 6 to 8
19.
NEP 2020 suggests
that textbooks should focus on
A) Rote memorization
B) Large volumes of information
C) Conceptual understanding, critical thinking, and creativity
D) Only exam preparations
20.
Which is NOT a
principle promoted by the NEP 2020?
A) Equitable and inclusive education
B) Integration of ICT in teaching and learning
C) Segregation based on socio-economic status
D) Holistic development of children
Questions From Provided Lessons (8 from each PDF; 48
Questions)
From (Lesson 1)
21.
To compare two
fractions, we must ensure
A) The numerators are equal
B) The wholes or units from which they are derived are the same
C) The denominators are odd numbers
D) The fractions are decimals
22.
Equivalent
fractions are fractions that
A) Have the same numerator
B) Have the same denominator
C) Represent the same part of a whole
D) Are improper fractions
23.
Which of the
following fraction pairs are equivalent?
A) 1/2 and 1/3
B) 2/3 and 3/4
C) 1/2 and 2/4
D) 3/5 and 3/6
24.
When a
chocolate is divided into 4 equal parts, each part represents
A) One whole
B) Two wholes
C) One-fourth of the chocolate
D) One-half of the chocolate
25.
To make a whole
from fractions, the sum of parts must be
A) Less than 1
B) More than 2
C) Equal to 1
D) Equal to 0
26.
The number line
representation helps to
A) Multiply fractions only
B) Understand fraction sizes and addition
C) Draw pictures only
D) Subtract only
27.
When comparing
fractions with the same numerator, the larger denominator means
A) Larger fraction
B) Smaller fraction
C) Equal fractions
D) Cannot compare
28.
In the activity
with chocolates, if one piece is bigger than another, it is because
A) The numerators are different
B) The chocolates are unequal in whole size
C) The wholes are different in size
D) The fractions are improper
From (Lesson 2) Fractions continued
29.
Which is the
correct statement about fractions?
A) Fractions can be added directly without same denominators
B) Fractions must have same numerators to be compared
C) Fractions with same denominators can be added by adding numerators
D) Fractions always convert to decimals
30.
The term
'denominator' means
A) The top number of a fraction
B) The number of equal parts the whole is divided into
C) The sum of numerator and denominator
D) The product of numerator and denominator
31.
The fraction
representing shaded part in a diagram is called
A) Numerator
B) Total parts
C) Fraction value
D) Decimal
32.
A fraction with
numerator bigger than denominator is called
A) Proper fraction
B) Equivalent fraction
C) Improper fraction
D) Mixed fraction
33.
The sum of two
halves is
A) One quarter
B) One whole
C) One whole
D) Two wholes
34.
To write 3/6 in
simplest form, we write
A) 1/6
B) 1/2
C) 2/4
D) 3/3
35.
When children
play with fraction kits, they learn to
A) Memorize fractions only
B) Visualize and compare fractions
C) Do only arithmetic
D) Ignore whole concepts
36.
One way to
teach equivalent fractions is by
A) Repetition only
B) Using visual aids and dividing shapes
C) Giving tables to memorize
D) Skipping the topic
From (Lesson 3) Length and Measurement
37.
The standard
unit for measuring length in metric system is
A) Inch
B) Metre
C) Foot
D) Yard
38.
Which is the
smallest unit among these?
A) Metre
B) Kilometre
C) Millimetre
D) Centimetre
39.
To convert 100
centimeters to meters, we write
A) 100 m
B) 1,000 m
C) 1 m
D) 0.1 m
40.
When measuring
objects smaller than a ruler’s scale, we use
A) Rough estimation
B) Millimeters and subunits
C) Inches only
D) No measurement
41.
The double
number line helps in understanding
A) Only addition
B) Only subtraction
C) Relationships between different units
D) Fraction addition only
42.
A 5 km race
requires water stations every 1 km. How many water stations are needed?
A) 4
B) 5
C) 6
D) 1
43.
Length can be
measured using all EXCEPT
A) Tape measure
B) Thermometer
C) Ruler
D) Measuring wheel
44.
Which statement
about length units is correct?
A) 1 km = 100 m
B) 1 m = 1,000 cm
C) 1 km = 1,000 m
D) 1 cm = 100 mm
From (Lesson 4) Large Numbers and Arithmetic
45.
When adding
large numbers, which is important for accuracy?
A) Aligning digits by place value
B) Adding from left to right
C) Aligning digits by place value
D) Random addition
46.
Subtraction can
be checked by
A) Adding the difference and smaller number
B) Multiplying numbers
A) Adding the difference and smaller number
D) Dividing numbers
47.
Palindrome
numbers read same
A) Left to right only
B) Right to left only
C) Left to right and right to left
D) Different in both directions
48.
Which is NOT an
example of consecutive numbers?
A) 10, 11, 12
B) 4, 5, 6, 7
C) 2, 4, 6
D) 20, 21, 22
49.
To subtract 234
from 567, regrouping may involve
A) Adding digits
B) Ignoring tens
C) Borrowing from higher place value
D) Multiplying digits
50.
Which of these
is an effective mental math strategy?
A) Writing all numbers down
B) Adding digits randomly
C) Using rounding and compensation
D) Guessing answer
51.
The sum of 3,
4, and 5 consecutive numbers is
A) Always odd
B) Always even
C) Depends on the numbers
D) Always prime
52.
Which of the
following is a key feature of adding large numbers?
A) Adding units first
B) Ignoring place value
C) Carrying over when sum exceeds 9
D) Multiplying digits
From (Lesson 5, 6, etc.) Measurement, Data Handling
53.
The correct
unit to measure the height of a building is
A) Centimeter
B) Millimeter
C) Meter
D) Kilometer
54.
When measuring
the length of a small screw, the best unit is
A) Meter
B) Millimeter
C) Kilometer
D) Centimeter
55.
Data can be
represented using all EXCEPT
A) Bar graphs
B) Recipes
C) Pie charts
D) Pictographs
56.
In the context
of measurement, estimation helps to
A) Ignore correct values
B) Replace exact measurement
C) Get an approximate value quickly
D) Confuse learners
57.
When rounding
numbers, 247 rounded to nearest tens is
A) 240
B) 250
C) 200
D) 300
58.
Which tool
helps measure long distances on playground?
A) Ruler
B) Meter stick
C) Measuring tape
D) Compass
59.
Symmetrical
designs in mathematics relate to
A) Random shapes
B) Mirror images and balanced forms
C) Asymmetric figures
D) Rough sketches
60.
To find the
average speed of a journey, which data type is essential?
A) Distance and time
B) Height and weight
A) Distance and time
D) Number of stops
Child Development & Pedagogy (7)
1.
According to
Piaget, activity-based tasks with concrete materials best suit learners in the
stage where logical thinking about tangible objects develops. Which stage is
this?testbook
A) Sensorimotor
B) Preoperational
C) Concrete operational
D) Formal operational
2.
Vygotsky’s Zone
of Proximal Development suggests which teacher move is most effective?testbook
A) Assigning only independent worksheets
B) Providing scaffolds during challenging tasks
C) Waiting until errors accumulate before intervening
D) Limiting peer discussion to avoid confusion
3.
Kohlberg’s
post-conventional level is most visible when a child:edurev
A) Obeys to avoid punishment
B) Conforms to gain approval
C) Reasons using universal ethical principles
D) Follows rules to maintain social order
4.
In an inclusive
classroom, the most appropriate assessment practice is to:avatto
A) Use a single standardized test for all learners
B) Provide accommodations and multiple modes of response
C) Reduce content expectations for all students
D) Grade only on speed and accuracy
5.
A teacher
analyzing typical mistakes in multi-digit multiplication to adjust instruction
is engaging in:testbook
A) Summative grading
B) Error analysis for diagnostic feedback
C) Norm-referenced ranking
D) Ability tracking
6.
To foster
problem-solving, the teacher should prioritize tasks that require:testbook
A) Memorizing formulas
B) Imitating model solutions only
C) Reasoning, trying multiple strategies, and justifying answers
D) Copying steps from the board
7.
A
gender-sensitive pedagogy in mathematics involves:exampur
A) Assigning complex tasks only to boys
B) Equitable participation, counter-stereotypical examples, and mixed
grouping
C) Separate instruction tracks by gender
D) Ignoring participation patterns in class
Maths Pedagogy (7)
8.
When
introducing multiplication strategies (e.g., doubling/halving, nearest
multiple), an effective approach is to:eemm106.pdf
A) Teach the standard algorithm first
B) Elicit and compare multiple student methods with place-value reasoning
C) Discourage alternative strategies to avoid errors
D) Focus only on memorizing times tables
9.
Using arrays
and equal groups to connect multiplication and division supports:eemm109.pdf
A) Faster long division only
B) Conceptual understanding of inverse operations
C) Memorization without meaning
D) Learning only prime factorization
10.
Asking learners
to read different weighing scales and convert kg–g primarily develops:eemm108.pdf
A) Speed drills
B) Measurement sense and unit conversion fluency
C) Pure geometry skills
D) Algebraic manipulation
11.
Tasks that
compare perimeters and areas on square grids best build:eemm111.pdf
A) Ratio procedures
B) Spatial reasoning and measurement concepts
C) Trigonometric ratios
D) Circle theorems
12.
Number line
jumping for common multiples/factors fosters:eemm113.pdf
A) Only memorization of LCM
B) Visualizing multiples/factors and generalizing patterns
C) Estimation alone
D) Graphing linear equations
13.
Gradual move
from partial quotients to compact division should be:eemm109.pdf
A) Immediate and uniform
B) Based on learners’ readiness, with place-value supports
C) Avoided to prevent confusion
D) Replaced with mental math only
14.
Using
mapping/grid tasks for directions and coordinates primarily supports:eemm114.pdf
A) Factoring polynomials
B) Spatial orientation, map reading, and coordinate thinking
C) Only art integration
D) Memorizing city names
NEP 2020 Related (6)
15.
NEP 2020
emphasizes foundational literacy and numeracy as an urgent national mission by
end of Grade:testbook
A) 2
B) 3
C) 5
D) 8
16.
NEP 2020’s approach
to multilingualism initially recommends medium of instruction in:testbook
A) Only English
B) Mother tongue/home language as far as possible
C) Only Sanskrit
D) A foreign language
17.
NEP’s
assessment reform prioritizes:edurev
A) High-stakes, rote-based exams
B) Competency-based, formative, and holistic assessment
C) Increased frequency of unit tests
D) Ranking-based norms
18.
NEP’s
curricular shift for school textbooks emphasizes:testbook
A) Fact-heavy content
B) Conceptual understanding, critical thinking, and reduced content load
C) More solved examples only
D) Test-taking tips
19.
NEP proposes
5+3+3+4 design; the Preparatory Stage corresponds to Grades:testbook
A) 1–3
B) 3–5
C) 6–8
D) 9–12
20.
A classroom
move most aligned with NEP 2020 is:edurev
A) Uniform lectures for all
B) Choice boards, projects, and peer work assessing competencies
C) Only end-term tests
D) Removing formative feedback
.
Multiplication strategies, place value, patterns (8)
21.
Swapping
“number of groups” and “group size” keeps product same illustrates:eemm106.pdf
A) Distributive property
B) Commutative property of multiplication
C) Identity property
D) Associative property
22.
Multiplying by
10 shifts digits:eemm106.pdf
A) Right by one
B) Left by one
C) Left by two
D) Does not shift
23.
Halving-and-doubling
is especially efficient when one factor is:eemm106.pdf
A) 7
B) 5 or 25
C) 11
D) 13
24.
Using nearest
multiple to compute 14 × 21, the method shown adjusts via:eemm106.pdf
A) +14 then −14
B) +14 from 14 × 20 to 14 × 21
C) −14 from 14 × 22
D) +1 then ×14
25.
In “Waste and
Composting,” 35 kg per month × 12 months used place value decomposition to reach:eemm106.pdf
A) 350 kg
B) 420 kg
C) 360 kg
D) 400 kg
26.
In the dairy
problems, 268 villagers with at least 4 cows gives minimum cows:eemm106.pdf
A) 968
B) 1,072
C) 1,088
D) 1,120
27.
453 × 13 liters
per cow per day yields milk per day as:eemm106.pdf
A) 5,789 L
B) 5,889 L
C) 5,999 L
D) 6,089 L
28.
Teacher notes
advise not over-emphasizing the compact algorithm if learners can multiply
large numbers using:eemm106.pdf
A) Only calculators
B) Decompositions like John’s methods
C) Long addition
D) Rounding only
Shapes, patterns, tessellation, triangles, quads (8)
29.
Regular
pentagons cannot tessellate because they leave:eemm107.pdf
A) Overlaps
B) Gaps
C) Angles > 180°
D) Curved edges
30.
Equilateral
triangles around a point fit without gaps/overlaps; this shows they:eemm107.pdf
A) Are irregular
B) Tessellate
C) Do not cover
D) Need pentagons too
31.
A regular
octagon tiling as shown does not work because regular octagons:eemm107.pdf
A) Overlap edges
B) Have unequal sides
C) Do not tessellate by themselves
D) Are not polygons
32.
From the
rhombus triangles, an isosceles triangle has:eemm107.pdf
A) No equal sides
B) Two equal sides and two equal angles
C) Three equal sides
D) Right angle guaranteed
33.
A quadrilateral
with opposite sides equal and all right angles is a:eemm107.pdf
A) Rhombus
B) Rectangle
C) Kite
D) Trapezium
34.
Parallelograms
have:eemm107.pdf
A) All sides equal
B) All angles equal
C) Opposite sides and opposite angles equal
D) Exactly one right angle
35.
Two squares and
triangles pattern questions ask whether triangles are equilateral; this
emphasizes checking:eemm107.pdf
A) Perimeter only
B) Side equality and angle equality
C) Area equality only
D) Color pattern only
36.
“Play with
circles” joining endpoints of two diameters forms a quadrilateral that is a:eemm107.pdf
A) Rhombus
B) Rectangle
C) Kite
D) Pentagon
eight and capacity, kg–g, g–mg, L–mL (8)
37.
3 kg 500 g
equals in grams:eemm108.pdf
A) 3,050 g
B) 3,450 g
C) 3,500 g
D) 3,800 g
38.
2 kg 250 g
equals in grams:eemm108.pdf
A) 2,020 g
B) 2,250 g
C) 2,500 g
D) 2,750 g
39.
1 g equals:eemm108.pdf
A) 10 mg
B) 100 mg
C) 1,000 mg
D) 10,000 mg
40.
4 g 100 mg
equals in milligrams:eemm108.pdf
A) 4,001 mg
B) 4,100 mg
C) 4,500 mg
D) 4,900 mg
41.
If a family
orders 2 L milk, the vessel marked only in mL should show:eemm108.pdf
A) 1,000 mL
B) 2,000 mL
C) 1,500 mL
D) 2,500 mL
42.
Comparing 1 kg
600 g and 1,700 g, the relation is:eemm108.pdf
A) <
B) =
C) >
D) Cannot compare
43.
12,042 g
equals:eemm108.pdf
A) 11 kg 42 g
B) 12 kg 42 g
C) 12 kg 420 g
D) 12 kg 4 g
44.
A gold ornament
weighs 10 g 500 mg; in mg this is:eemm108.pdf
A) 10,050 mg
B) 10,500 mg
C) 10,900 mg
D) 11,500 mg
Division, partial quotients, place value division (8)
45.
From 5 × 7 =
35, the two division facts are:eemm109.pdf
A) 35 ÷ 5 = 6 and 35 ÷ 7 = 4
B) 35 ÷ 5 = 7 and 35 ÷ 7 = 5
C) 35 ÷ 7 = 6 and 35 ÷ 5 = 4
D) 35 ÷ 35 = 5 and 35 ÷ 1 = 7
46.
“How many 3s in
150?” corresponds to:eemm109.pdf
A) 150 × 3
B) 150 ÷ 3
C) 3 ÷ 150
D) 3 × 150
47.
Dividing by 4
using repeated halving twice shows 128 ÷ 4 = 32, highlighting:eemm109.pdf
A) Random splitting
B) Power of halving for divisors 2^n
C) Only long division
D) Estimation only
48.
In Susie’s
farm, 582 coconuts shared equally among 6 customers gives each:eemm109.pdf
A) 96
B) 97
C) 98
D) 99
49.
4376 coconuts,
8 per liter of oil, total liters extracted:eemm109.pdf
A) 546
B) 547
C) 548
D) 549
50.
Relation N, D,
Q, R in division is:eemm109.pdf
A) N = D + Q + R
B) N = D × Q + R
C) N = Q × R + D
D) N = D × R + Q
51.
Place-value
division advice stresses writing zeros in quotient appropriately to avoid
errors when:eemm109.pdf
A) Adding
B) Dividing with place value columns
C) Multiplying by 1
D) Subtracting decimals
52.
For 576 km in
12 days, equal daily distance is:eemm109.pdf
A) 36 km
B) 48 km
C) 52 km
D) 60 km
Symmetry and rotational symmetry (8)
53.
Letter A has
which symmetry described?eemm110.pdf
A) Only horizontal
B) Vertical reflection symmetry via folding
C) Rotational only
D) No symmetry
54.
Letter H has:eemm110.pdf
A) No symmetry
B) Both vertical and horizontal lines of symmetry
C) Rotational symmetry only
D) Only diagonal symmetry
55.
A firki looks
same after 1/4 and 1/2 turns; this shows:eemm110.pdf
A) No rotation symmetry
B) Rotational symmetry at multiple fractions of a turn
C) Only reflection symmetry
D) Only translation symmetry
56.
Digits with
reflection symmetry include checking shapes of:eemm110.pdf
A) 2 and 3
B) 0 and 8
C) 7 and 9
D) 5 and 2
57.
A design that
looks the same after every quarter turn has rotational order:eemm110.pdf
A) 2
B) 4
C) 3
D) 6
58.
Sorting designs
into rotational-only, reflection-only, both, primarily develops:eemm110.pdf
A) Factorization
B) Symmetry classification skills
C) Measurement in liters
D) Time conversions
59.
Wooden block
printing patterns illustrate:eemm110.pdf
A) Only area calculation
B) Symmetry and repetition in cultural contexts
C) Long division
D) Cube nets
60.
If a figure has
both reflection and rotational symmetry, then:eemm110.pdf
A) It cannot tile
B) It may exhibit multiple symmetrical properties concurrently
C) It must be a circle
D) It has no lines of symmetry
Perimeter and area on grids (8)
61.
The length of
the border of a shape is called:eemm111.pdf
A) Area
B) Perimeter
C) Volume
D) Diagonal
62.
Shapes that
cover without gaps/overlaps are used to measure:eemm111.pdf
A) Perimeter
B) Area by unit squares or tiling shapes
C) Speed
D) Capacity
63.
On a square
grid, the area unit is:eemm111.pdf
A) Square meter only
B) 1 unit square for the grid’s unit
C) Cubic centimeter
D) Linear unit
64.
Two rectangles
can have equal area but different:eemm111.pdf
A) Vertex count
B) Perimeters
C) Number of diagonals
D) Angles sum
65.
Area of
rectangle =eemm111.pdf
A) Perimeter × length
B) Length × breadth
C) Sum of sides
D) 2 × (l + b)
66.
Perimeter of
square with side s is:eemm111.pdf
A) s^2
B) 4s
C) 2s
D) s/4
67.
Using rows and
columns of unit squares connects area to:eemm111.pdf
A) Division
B) Multiplication as arrays
C) Addition only
D) Subtraction only
68.
When tracing
palms on a grid, area measurement is:eemm111.pdf
A) Exact only
B) Approximate using counted squares
C) Impossible
D) Requires formulae
Time, seconds, 12h–24h, elapsed time (8)
69.
1 minute
equals:eemm112.pdf
A) 50 seconds
B) 55 seconds
C) 60 seconds
D) 65 seconds
70.
0530 hours
equals:eemm112.pdf
A) 5:30 PM
B) 5:30 AM
C) 3:30 AM
D) 3:30 PM
71.
Converting 2
hours 45 minutes to minutes yields:eemm112.pdf
A) 145
B) 165
C) 185
D) 200
72.
Elapsed time
from 01:15 PM to 01:42 PM is:eemm112.pdf
A) 25 min
B) 27 min
C) 30 min
D) 42 min
73.
390 minutes
equals:eemm112.pdf
A) 5 h 50 m
B) 6 h 30 m
C) 6 h 10 m
D) 7 h 10 m
74.
225 seconds
equals:eemm112.pdf
A) 2 min 15 s
B) 3 min 45 s
C) 4 min 15 s
D) 5 min 5 s
75.
If someone
studied 50 minutes each for 4 subjects, total time is:eemm112.pdf
A) 3 h
B) 3 h 20 m
C) 4 h
D) 2 h 40 m
76.
If a group left
at 08:30 AM and returned after 4 h 10 m, return time is:eemm112.pdf
A) 12:10 PM
B) 12:40 PM
C) 01:10 PM
D) 01:40 PM
Factors and multiples, common multiples on number line
(8)
77.
12 has factors:eemm113.pdf
A) 1, 2, 5, 12
B) 1, 2, 3, 4, 6, 12
C) 2, 3, 5, 6
D) 3, 4, 8, 12
78.
Common
multiples of 3 and 4 on a number line include:eemm113.pdf
A) 6, 9
B) 12, 24
C) 8, 16
D) 10, 20
79.
3 and 6 share
common multiples that are:eemm113.pdf
A) Only odd
B) Multiples of 6
C) Prime only
D) Only below 20
80.
A common factor
of 24 and 36 is NOT:eemm113.pdf
A) 2
B) 3
C) 5
D) 6
81.
The number
itself and 1 are always:eemm113.pdf
A) Multiples
B) Factors of the number
C) Neither
D) Only for primes
82.
If Sher Khan
hunts every 3rd day and Bagheera every 5th, they hunt together on days that
are:eemm113.pdf
A) Multiples of 3
B) Multiples of 5
C) Multiples of 15
D) Multiples of 8
83.
A number
divisible by 10 must end with:eemm113.pdf
A) 2
B) 5
C) 0
D) 8
84.
A statement:
“The only common factor of two consecutive numbers is 1” is:eemm113.pdf
A) False
B) True
C) True only for even numbers
D) True only for odd numbers
Maps, directions, coordinates on grid (8)
85.
Facing rising
Sun, the direction ahead is:eemm114.pdf
A) West
B) East
C) North
D) South
86.
With face to
East, left-hand points to:eemm114.pdf
A) North
B) North
C) South
D) West
87.
Reading a
street map with cardinal directions primarily involves identifying:eemm114.pdf
A) Area measures
B) Directions and routes via turns
C) Angles only
D) Perimeters
88.
On Delhi Metro
map, colored lines represent:eemm114.pdf
A) Only districts
B) Different metro routes for navigation
C) Ticket categories
D) Train speeds
89.
On a grid zoo
map, the location of first row and first column is written as:eemm114.pdf
A) (0,0)
B) (1,1)
C) (1,0)
D) (0,1)
90.
Finding
shortest route on a grid-based ant path requires comparing:eemm114.pdf
A) Only vertical steps
B) Alternate paths and total steps in directions
C) Only diagonal steps
D) Color of arrows
91.
On the bus
route, identifying houses east of Jaideep’s requires:eemm114.pdf
A) Measuring angles
B) Orienting to the compass rose and relative positions
C) Counting perimeters
D) Estimating speed
92.
A key/legend on
a map communicates:eemm114.pdf
A) Scale factor
B) Meaning of symbols
C) Weather
D) Fuel costs
Data through pictures, pictograph scale, bar graphs (8)
93.
Using one icon
to represent 5 items in a pictograph is an example of:eemm115.pdf
A) Distortion
B) Choosing a scale
C) Histogram
D) Scatter plot
94.
If there are 7
icons where each equals 5 toys, total toys are:eemm115.pdf
A) 25
B) 35
C) 40
D) 45
95.
If Monday shows
6 icons and each icon equals 3 two-wheelers, Monday’s count is:eemm115.pdf
A) 9
B) 18
C) 21
D) 24
96.
Sheela’s
vertical bars by activities represent a:eemm115.pdf
A) Line graph
B) Bar graph
C) Pie chart
D) Pictogram
97.
If food waste
totals 13 kg and 1 kg can feed 3 children, children who could be fed are:eemm115.pdf
A) 25
B) 39
C) 26
D) 30
98.
“Take all you
can eat. Eat all you take.” displayed with daily waste data aims at:eemm115.pdf
A) Advertising
B) Data-informed behavioral change
C) Pricing
D) Transport planning
99.
Choosing a
different pictograph scale (e.g., 1 icon = 10) is helpful when counts are:eemm115.pdf
A) Small
B) Large
C) Zero
D) Unknown
100.
Comparing
Raman’s table and Sheela’s bar graph emphasizes that bar graphs:eemm115.pdf
A) Hide variation
B) Visually compare quantities across categories
C) Only show totals
D) Are less clear than lists