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 MATH PEDAGOGY TOP 100 MCQ's
1. When asked to write 35, some students of grade II wrote as 305. As teacher, how will you
address this problem / d{kk II ds Nk=kksa dks 35 fy•us ds fy, dgk x;k rks dqN us 305 fy•kA vè;kid
ds :i esa vki bldks dSls lacksf/r djsaxs\
(a) By telling them that it is wrong and asking them to find correct answer/;g crk dj fd ;g xyr
gS vkSj mUgsa lgh mÙkj çkIr djus ds fy, dgsaxsA
(b) By writing the correct answer on the black board/';keiêð ij lgh mÙkj fy• djA
(c) By asking them to write correct answer ten times in their notebooks/mudks viuh dkih esa nl ckj
lgh mÙkj fy•us ds fy, nsdjA
(d) By explaining the principle of exchange through concrete material/mUgsa ewrZ inkFkZ ls fofues;
fu;e le>k djA
2. Which aspect/aspects of mapping are present in the primary mathematics curriculum? / xf.kr
ds çkFkfed ikBÔØe esa çfrfp=k.k (ekufp=k.k) ds dkSu ls igyw fo|eku gS\
(A) Map interpretation / ekufp=k dk vFkkZadu
(B) Unscaled drawing / fcuk iSekus okys vkys•
(C) Using symbols / ladsrksa (çrhdksa) dk ç;ksx
(D) Drawing as per scale / iSekus ds vuqlkj vkys• •hpuk
(a) A, C, D (b) A, B, C
(c) B, C, D (d) A, B, D
3. Which of the following topics are not part of the primary school Mathematics curriculum as
per NCF 2005? / jk"Vªh; ikBÔp;kZ :ijs•k 2005 ds vuqlkj fuEufyf•r esa ls dkSu ls fo"k; çkFkfed
fo|ky;ksa esa xf.kr ikBÔØe dk Hkkx ugha gSA
(a) Integers/ iw.kkZad
(b) Tessellations/pkSiM+ (Vkbfyax)
(c) Estimation/vuqeku yxkuk
(d) Symmetry/lefefr
4. Beads can be used to explain which of the following concepts? / ekudksa dk ç;ksx fuEufyf•r esa
ls fdu vo/kj.kkvksa dks le>kus ds fy, fd;k tk ldrk gS\
(a) Number sense, fractions, patterns / la[;k cks/] fHkUu] çfr:i
(b) Fraction, place value, volume / fHkUu] LFkkuh; eku] vk;ru
(c) Number sense, patterns volume / la[;k cks/] çfr:i] vk;ru
(d) Number sense, tessellations place value / la[;k cks/] pkSiM+ (Vkbfyax)] LFkkuh; eku
5. Which of the following statement is/are true? / fuEufyf•r esa ls dkSu lk@ls dFku lgh gSa\
(a) Boys are better than girls in problem solving / leL;k lek/ku esa yM+ds yM+fd;ksa ls vf/d ;ksX;
gSA
(b) Children coming from rural background find mathematics difficult. / xzkeh.k i`"BHkwfe ls vkus
okys cPpksa dks xf.kr dfBu yxrk gSA
(c) Teacher’s beliefs impact learner’s performance in mathematics / vè;kid ds fopkjksa dk vlj
xf.kr lh•us okyksa ds çn'kZu ij gksrk gSA
(a) A (b) B
(c) C (d) A and B /A vkSj B

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6. Which of the following is most appropriate strategy to teach data collection and interpretation
to primary class students. / çkFkfed d{kk ds fo|kfFkZ;ksa dks vkadM+ksa dk laxzg.k vkSj vFkkZadu i<+kus ds
fy, fuEufyf•r esa ls dkSu&lh ;kstuk mÙke gS\
(a) Providing lot of practise questions /vH;kl ds fy, <sj lkjs ç'u miyC/ djkuk
(b) Asking students to conduct survey / fo|kfFkZ;ksa ls loZs{k.k dk lapkyu djokuk
(c) Conducting quiz is classroom / d{kk esa fDot (ç'uksÙkjh) dk lapkyu djuk
(d) Conducting group discussion is class / d{kk esa lkewfgd ifjppkZ (fopkj foe'kZ) dk lapkyu djuk
7. A student tells that the shape of a samosa in triangle. He is at which stage of geometrical
thinking as per Van Hiele’s level / ,d fo|kFkhZ dgrk gS fd leksls dk vkdkj f=kHkqt tSlk gSA og
T;kferh; foospu esa oSu ghy (Van Hiele) ds vuqlkj fdl Lrj ij gS\
(a) Visualization/n`';hdj.k
(b) Analysis/fo'ys"k.k
(c) Establishing Relationship/laca/ LFkkfir djuk
(d) Axiomatics/Lo;afl¼
8. Which of the following may be considered a feature of a constructivist mathematics classroom?
/ fuEufyf•r esa ls fdls lajpukRed (jpukoknh) xf.kr d{kk dk y{k.k ekuk tk ldrk gS\
(a) Memorizations of mathematical definitions is accorded high value/xf.krh; ifjHkk"kkvksa dks daBLFk
djus dks mPp eku nsuk
(b) The teacher focuses only on the right answer / vè;kid dk dsoy lgh mÙkjksa dks dsafær djuk
(c) Students’ errors are considered an important source of information/fo|kfFkZ;ksa }kjk dh xbZ =kqfV;ksa
dks Kku dk egRoiw.kZ lzksr le>uk
(d) Interaction among students is discouraged / fo|kfFkZ;ksa esa ikjLifjd fØ;kvksa dks grksRlkfgr djuk
9. Which of the following is NOT true in the context of nature of mathematics? / xf.kr ds Lo:i
ds lanHkZ esa fuEufyf•r esa ls dkSu lk lgh ugha gSA
(a) Mathematics involves study of patterns and relationships/xf.kr esa çfr:iksa vkSj laca/ksa dh i<+kbZ
lfEefyr gSA
(b) Mathematics is limited to study of numbers / xf.kr la[;kvksa dh i<+kbZ rd lhfer gSA
(c) Mathematics involves abstraction and visualisation/xf.kr esa vewrhZdj.k vkSj ekuln'kZu (n`';hdj.k)
lfEefyr gSA
(d) Mathematics connects to the real world / xf.kr okLrfod lalkj ls tqM+k gSA
10. Which of the following may NOT by associated with the development of special understanding
among children? / fuEufyf•r esa ls D;k fo|kfFkZ;ksa esa f=kfoe (f}DLFkku) le> dks fodflr djus ds
fy, laHkor% mi;qÙkQ ugha gS\
(a) Calculating the distance between different cities on the map of India. /Hkkjr ds ekufp=k esa fofHkUu
'kgjksa ds chp nwjh dk ifjdyu djukA
(b) Imaging what a piece of paper would look like if it is folded along given lines. /bldh dYiuk
djuk fd nh gqbZ js•kvksa ij eksM+us ls ,d dkxt dk VqdM+k dSlk fn•sxkA
(c) Giving directions to reach their house from the school. /funZs'k nsuk fd os fo|ky; ls ?kj dSls tk
ldrs gSA
(d) Matching the top-view of a pencil with its side view. /isafly ds Åijh n`'; dk ik'oZ n`'; ls lqesyu
djukA
11. Which of the following statements is NOT correct in the context of teaching area measurement
of plane figures? / lery vkÑfr;ksa ds {ks=kiQy dks ekius ds lanHkZ esa fuEufyf•r esa ls dkSu lk dFku
lgh ugha gS\
(a) Students should be given a chance to discover the various formulae / fo|kfFkZ;ksa dks volj fn;k
tkuk pkfg, fd os fofHkUu lw=kksa dh •kst djsa
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 (b) Use of formula for area-measurement should be taught before estimation of areas / {ks=kiQy
ekius okys lw=kksa dks {ks=kksa ds vuqeku ls igys i<+k;k tkuk pkfg,
(c) Grid paper can be a useful device for introducing and implementing the formal units of
measurement / ekiu ds vkSipkfjd ekudksa dk ifjp; vkSj ifjikyu ds fy, fxzM isij ykHknk;d lk/u
gks ldrk gSA
(d) Tessellations with regular shapes can be useful for teaching area-measurement / {ks=kiQy ekius
ds fy, fu;fer vkÑfr okys pkSiM+ fcNkuk (Vkbfyax) ykHknk;d gks ldrs gSaA
12. Identify the open-ended question from among the following. / fuEufyf•r esa ls eqÙkQ fljs okys
ç'u dks igpkfu,%
(a) The volume of a cardboard box is 480 m3. If its length and breadth area 10 m and 8m
respectively, What would its height be? / ,d xÙks ds fMCcs dk vk;ru 480 m3 gSA ;fn bldh yackbZ
vkSj pkSM+kbZ Øe'k% 10 m vkSj 8 m gS] rks bldh ÅapkbZ D;k gksxh\
(b) The breadth of cardboard box is four-fifths of its length and the height is three-fourths of its
breadth. If the volume of the box is 480 m3, find its length, breadth and height / ,d xÙks ds
fMCcs dh pkSM+kbZ mldh yackbZ dh gS vkSj ÅapkbZ] pkSM+kbZ dh rhu&pkSFkkbZ gSA ;fn fMCcs dk vk;ru 480 m3 gS]
rks bldh yackbZ] pkSM+kbZ vkSj ÅapkbZ Kkr dhft,A
(c) The area of a rectangular field is given to be 480 m2. What can its length and breadth be? / ,d
vk;rkdkj •sr dk {ks=kiQy 480 m2 gSA bldh yackbZ vkSj pkSM+kbZ D;k gks ldrh gS\
(d) How many rectangular plots of area 480 m2 can be accommodated in a larger field of area
3360 m2 / ,d cM+s 3360 m2 okys •sr esa 480 m2 {ks=kiQy okys fdrus vk;rkdkj Hkw•aM lek ldrs gS\
13. Which of the following statements is NOT correct in the context of hierarchy of Mathematical
concepts? / xf.kr dh vo/kj.kkvksa ds inkuqØfer lanHkZ esa fuEufyf•r esa ls dkSu lk dFku lgh ugha gS\
(a) Multiplication builds on the concept of addition / xq.ku dk xBu ;ksx dh vo/kj.kk ij gqvk
(b) Division builds on the concept of subtraction / Hkkx dk xBu O;odyu dh vo/kj.kk ij gqvk gSA
(c) Integers build on the concept of natural numbers / iw.kkZadks dk xBu çkÑfrd la[;kvksa dh vo/kj.kk
ij gqvk gSA
(d) Fractions build on the concept of decimals / fHkUuksa dk xBu n'keyo dh vo/kj.kk ij gqvk gSA
14. Identify a desirable practice for teaching fractions at primary level / çkFkfed Lrj ij fHkUuksa dks
i<+kus ds fy, okaNuh; fØ;kdyki dks igpkfu,A
(a) Everyday conceptions of fraction should not be allowed to interfere with classroom teaching
/fHkUu dh çfrfnu dh vo/kj.kvksa dk] d{kk dh i<+kbZ esa gLr{ksi ugha gksuk pkfg,A
(b) Only halves and quarters should be introduced at primary level / çkFkfed Lrj ij dsoy vk/s
vkSj pkSFkkbZ dk ifjp; fn;k tkuk pkfg,A
(c) The concept of fractions should be demonstrated in multiple situations / fHkUu dh vo/kj.kk dks
fofHkUu fLFkfr;ksa esa çnf'kZr fd;k tkuk pkfg,A
(d) Numerator and denominator should be emphasised as separate numbers / egRo fn;k tkuk
pkfg, fd va'k vkSj gj i`Fkd la[;k,¡ gSA
15. Which of the following is NOT desirable with regard to assessment in mathematics at primary
level? / çkFkfed Lrj ij xf.kr ds vkdyu ds fo"k; esa fuEufyf•r esa ls D;k okaNuh; ugha gS\
(a) Emphasis should be on assessing conceptual understanding / vko/kj.kkvksa dh le> ds vkdyu
ij egRo fn;k tkuk pkfg,A
(b) A unique test pattern should be consistently followed / ,d foy{k.k ijh{kk çfr:i dk gh vuqdj.k
djuk pkfg,A
(c) Assessment should be sensitive to the context of students / fo|kfFkZ;ksa ds lanHkZ ds çfr vkdyu dks
vfrlaosnu'khy gksuk pkfg,A
(d) It is important to challenge all children according to their mathematical taste / ;g vko';d gS
fd lHkh cPpksa dks mudh xf.krh; :fp ds vuqlkj pqukSrh nh tk,A
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16. Which of the following is/are important processes in geometry? / fuEufyf•r esa ls dkSu&lh
T;kfefr dh egRoiw.kZ çfØ;k,¡ gS@gSa\
(A) Visualization / n`';hdj.k
(B) Transposition / i{kkarj.k
(C) Transformation / :ikarj.k
Choose the correct option: / lgh fodYi dk p;u dhft,&
(a) Only (A) and (C) / dsoy (A) vkSj (C)
(b) Only (B) / dsoy (B)
(c) Only (B) and (C) / dsoy (B) vkSj (C)
(d) Only (A) / dsoy (A)
17. Which of the following is/are most appropriate for games in the context of teaching-learning
of mathematics? / fuEufyf•r esa ls dkSu&lk/ls xf.kr ds f'k{k.k vf/xe ds lanHkZ esa •syksa ds fy, vfr
mi;qÙkQ
(A) We cannot perform assessment of a child while engaging in mathematical games / xf.krh;
•syksa esa O;Lr (layXu) gksus ds nkSjku ge cPps dk vkdyu ugha dj ldrs gSaA
(B) Mathematical games provide experiences of joyful learning in mathematics/xf.krh; •sy,
xf.kr esa vkuane;h vf/xe ds vuqHkoksa dks çnku djrs gSaA
(C) Mathematical games are open-ended play / xf.krh; •sy vke fnup;kZ okys •sy gksrs gSaA
Choose the correct option. / lgh fodYi dk p;u dhft,A
(a) Only (A) and (C) / dsoy (A) vkSj (C)
(b) Only (B) / dsoy (B)
(c) Only (A) and (B) / dsoy (A) vkSj (B)
(d) Only (A) / dsoy (A)
18. According to National Curriculum Framework 2005, which of the following aims of teaching
mathematics is least appropriate for primary classes? / jk"Vªh; ikBÔp;kZ :ijs•k 2005 ds vuqlkj]
fuEufyf•r esa ls dkSu lk xf.kr f'k{k.k dk mís';] çkFkfed d{kkvksa ds fy, U;wure mi;qÙkQ gS\
(a) Enhancing spatial understanding / fndLFkku lacaf/r le> esa o`f¼ djukA
(b) Nurturing interest in mathematics / xf.kr ds çfr #fp dks iksf"kr djukA
(c) Connecting real life experiences to mathematics / okLrfod thou ds vuqHkoksa dks xf.kr ls tksM+ukA
(d) Developing expertise of algebraic thinking / chth; fparu dh dq'kyrk dks fodflr djukA
19. Which of the following is NOT a characteristic of geometrical reasoning levels as given by
Van Hiele? / fuEufyf•r esa dkSu&lk oSu gSys }kjk fn, x, T;ferh; foospu ds Lrjksa dh fo'ks"krk@dk
y{k.k ugha gS\
(a) Experience dependent / vuqHko vkfJr
(b) Developmental / fodklkRed
(c) Sequential / vuqØfed
(d) Age dependent / vk;q vkfJr
20. Which of the following concepts CANNOT be taught using Dienes blocks? / fuEufyf•r esa ls
dkSu&lh vo/kj.kk MhUl CykWd dk mi;ksx djrs gq, ugha i<+kbZ tk ldrh gS\
(a) Probability / çkf;drk
(b) Place value / LFkkuh; eku
(c) Addition of numbers / la[;kvksa (vadksa) dk ;ksx
(d) Multiplication of one digit numbers / ,d vad okyh la[;kvksa dk xq.ku
21. Which of the following is/are related to pre number concept formation in children? / fuEufyf•r
esa ls dkSu&lk@ls cPpksa esa iwoZ la[;k (çh&uacj) dh vo/kj.kk ds fuekZ.k ls lacaf/r gS@gSa\
(A) One to one correspondence / ,dSdh laxfr
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 (B) Hierarchical inclusion / inkuqØfed lekos'k
(C) Measurement / eki
Choose the correct option. / lgh fodYi dk p;u dhft,%
(a) Only (A) / dsoy (A)
(b) Only (A) and (C) / dsoy (A) vkSj (C)
(c) Only (A) and (B) / dsoy (A) vkSj (B)
(d) Only (B) and (C) / dsoy (B) vkSj (C)
22. The classroom-based assessment in mathematics should: / xf.kr esa d{kk&vk/kfjr vkdyu dks %
(A) Consider and respect the unique qualities, experience and expertise of all the students /
lHkh fo|kfFkZ;ksa ds vf}rh; xq.kksa (fof'k"Vrkvksa)] vuqHkoksa ,oa dq'kyrkvksa dk è;ku j•uk vkSj lEeku
djuk pkfg,A
(B) Be presented in focused isolated manner different from mathematics instructions / xf.krh;
funZs'kksa ls fHkUu] ,dhxzfpr i`Fkd rjhds ls çLrqr djuk pkfg,A
(C) Reflect on what is being revealed about thinking process of students / fo|kFkhZ dh fparuçfd;k
ds ckjs esa tks çdV gks jgk gS mls çfrfcafcr djuk pkfg,A
Choose the correct option. / lgh fodYi dk p;u dhft,A
(a) Only (A) / dsoy (A)
(b) Only (B) and (C) / dsoy (B) vkSj (C)
(c) Only (A) and (B) / dsoy (A) vkSj (B)
(d) Only (A) and (C) / dsoy (A) vkSj (C)
23. Which of the following statements is/are true about the nature of mathematics? / fuEufyf•r esa
ls dkSu&lk@ls dFku xf.kr dh çÑfr ds ckjs esa lgh gS@gSa\
(A) Mathematics can be understood as science of patterns / xf.kr dks foKku ds çfrekuksa (iSVuZ)
dh rjg le>k tk ldrk gSA
(B) Mathematics explores possible relationships among abstractions / xf.kr] vewrZ fopkjksa esa
laHkkfor laca/ksa dk vUos"k.k djrk gSA
(C) As mathematics is based on logic, there is a very limited space for creativity in mathematics.
/ D;ksafd xf.kr rdZ'kkL=k ij vkèkkfjr gS blfy, xf.kr esa jpukRekdrk ds fy, cgqr gh lhfer LFkku gSA
Choose the correct option / lgh fodYi dk p;u dhft,A
(a) Only (A) and (B) / dsoy (A) vkSj (B)
(b) Only (C) /dsoy (C)
(c) Only (B) and (C) / dsoy (B) vkSj (C)
(d) Only (A) / dsoy (A)
24. Remedial teaching is most helpful for: / mipkjkRed f'k{k.k lcls vf/d lgk;d gSA
(a) Students appearing in competitive exams / mu Nk=kksa ds fy, tks çfr;ksxh ijh{kkvksa esa lfEefyr gksrs
gSaA
(b) Recapitulating the lesson / ikB dh iqujko`fÙk ds fy,
(c) Teaching problem solving / leL;k&lek/ku ds f'k{k.k ds fy,
(d) Addressing the difficulties students are facing in understanding mathematical concepts and
improve their performance/xf.krh; ladYiukvksa dks le>us esa fo|kFkhZ ftu dfBukbZ;ksa dk lkeuk djrs
gSa mudks lacksf/r djus vkSj fo|kfFkZ;ksa ds çn'kZu dks lq/kjus ds fy,
25. Which of the following statement is least appropriate in the context of spatial understanding
of children? / fuEufyf•r esa ls dkSu&lk dFku cPpksa dh LFkkfid laca/h le> ds lanHkZ esa U;wure mi;qÙkQ
gS\
(a) Primary school children cannot make logical transitive inferences (X>Y, Y>Z, therefore X>Z)
/ çkFkfed Ldwy ds cPps rkfdZd laØked fu"d"kZ ugha fudky ldrs gSa (X>Y, Y>Z, blfy, X>Z)
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 (b) Primary school children can extend the concept of shapes in a real life situation. / çkFkfed
Ldwy ds cPps vkXfr;ksa dh vo/kj.kk dks okLrfod thou dh ifjfLFkfr;ksa esa foLr`r dj ldrs gSaA
(c) Children can understand the logic of measurement in their early school years. / cPps vius
'kq#vkrh Ldwyh o"kks± esa eki ds rdZ dks le> ldrs gSaA
(d) Children’s pre-school knowledge of space is relational / cPpksa dk LFkkusd laca/h iwoZ&fo|ky;h
(çh&Ldwy) Kku laca/kRed gSA
26. Which of the following cannot be the methods of formative assessment in mathematics? /
fuEufyf•r esa ls dkSu&lh xf.kr esa jpukRed vkdyu dh fof/ ugha gks ldrh gS\
(a) Project / ifj;kstuk
(b) Quiz / ç'uksÙkjh (fDot)
(c) Journal entries / nSfudh fooj.k (tuZy ,uVªht)
(d) Term-end examination / l=k&var ijh{kk
27. Majority of students in a class say 360
+55
___
is equal 3115.
d{kk esa vf/dka'k fo|kfFkZ;ksa us dgk fd 360
+55
___
Revisiting which of the following concepts will be most appropriate to remediate the error? /
cjkcj gS 3115 dsA fuEufyf•r esa dkSu&lh vo/kj.kk dks lqn`<+ djuk bl =kqfV dks lq/kjus ds fy, lokZf/d
mi;qÙkQ gS\
(a) Addition with regrouping / tksM+us (;ksx) ds le; iqu% lewghdj.k
(b) Forward counting / vxzorhZ x.kuk
(c) Addition of 3 digit numbers / 3&vadksa okyh la[;kvksa dk ;ksx
(d) One to one correspondence / ,dSdh laxfr
28. Which of the following is/are true for errors in mathematics? / xf.kr esa =kqfV;ksa ds fy, fuEufyf•r
esa ls dkSu&lk@ls lgh gSa\
(A) If a student is making a lot of errors in mathematics, this means that he lacks ability to do
mathematics. / ;fn xf.kr esa ,d Nk=k cgqr lkjh =kqfV;k¡ dj jgk gS] rks bldk vFkZ gS fd mlesa xf.kr
dks djus dh {kerk dk vHkko gSA
(B) Errors provide insights about misconceptions in mathematics / =kqfV;k¡ xf.kr dh Hkzkafr;ksa ds
ckjs esa varnZ`f"V nsrh gSaA
(C) Teachers should provide sufficiently challenging tasks in which students might make
errors. / f'k{k.k dks Nk=kksa dks ,sls i;kZIr :i ls pqukSrhiw.kZ dk;Z nsus pkfg, ftuesa muls =kqfV;k¡ gksus
gh laHkkouk gksA
Choose the correct option: / lgh fodYi dk pquko dhft,&
(a) Only (A) and (B) / dsoy (A) vkSj (B) (b) Only (A) / dsoy (A)
(c) Only (B) and (C) / dsoy (B) vkSj (C) (d) Only (A) and (C) / dsoy (A) vkSj (C)
29. Which of the following is least related with problem-solving in mathematics according to
George Polya? / tktZ iksY;k ds vuqlkj fuEu esa ls dkSu&lk xf.kr esa leL;k&lek/ku ls U;wure lacaf/r gS\
(a) Understanding the problem / leL;k dks le>uk
(b) Making a strategy to solve the problem / leL;k dks gy djus ds fy, ;kstuk/j.kuhfr cukuk
(c) Looking for a single obvious solution to the problem / leL;k dk ,dek=k çR;{k gy •kstuk
(d) Interpreting the answer / mÙkj dh O;k[;k djuk

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30. Primary grade mathematics teacher designs following activities to introduce the concept of
“Fractions”. / çkFkfed d{kk ds xf.kr ds vè;kid us ^fHkUu* dh vo/kj.kk dk ifjp; nsus ds fy,
fuEufyf•r fØ;kdykiksa dh ;kstuk cukbZA
(A) Writing different types of fractions on blackboard and explaining its various attributes. /
fofHkUu çdkj dh fHkUuksa dks ';keiêð ij fy•uk vkSj mudh fofo/k fo'ks"krkvksa dh O;k[;k djuk
(B) Using symmetrical rectangular strips and circular cut-outs for paper folding activities/
isij@dkxt dks eksM+dj fØ;kdyki djus ds fy, le:i vk;rkdkj ifêð;ksa vkSj o`Ùkkdkj dV&vkmV
dk mi;ksx djuk
(C) Using various pictures to depict fractions like etc. / fofof/ fp=kksa ds mi;ksx ls fHkUuksa tSls fd
dks fn•kukA
Which of the following represents the most appropriate sequence for above activities to be
used by the teacher? / f'k{kd }kjk mi;ksx djus ds fy, fuEufyf•r esa ls dkSu&lk Åij fn, x,
fØ;kdykiksa dk lokZf/d mi;qÙkQ Øe fu:fir djrk gS\
(a) B, C, A
(b) A, B, C
(c) C, A, B
(d) A, C, B
31. Which of the following is most appropriate example of context based mathematics teaching
and learning? / fuEufyf•r esa ls dkSu&lk lanHkZ vkèkkfjr xf.kr f'k{k.k ,oa vf/xe dk lokZf/d mi;qÙkQ
mnkgj.k gS\
(a) Students participating in mathematics quiz being conducted in class. / d{kk esa vk;ksftr xf.kr
ç'uksÙkjh (fDot) esa fo|kfFkZ;ksa dk Hkkx ysukA
(b) Students discussing and analysing various grocery bills which they have got from home
while working in groups. / lewgksa esa dke djrs gq, fo|kfFkZ;ksa dk vius ?kjksa ls yk, x, jk'ku ds fcyksa
ij ppkZ ,oa mudk fo'ys"k.k djukA
(c) Students are solving word problesm given in the textbook. / fo|kFkhZ ikBÔ iqLrd esa fn, x, bckjrh
lokyksa ('kCn leL;kvksa) dks gy dj jgs gSaA
(d) Students are watching a video in the class and completing a given task by following the
instructions explained in the video / d{kk esa fo|kFkhZ ohfM;ks ns• jgs gSa vkSj ml ohfM;ks esa le>k, x,
funZs'kksa dk vuqlj.k djrs gq, fn, x, dk;Z dks iwjk dj jgs gSaA
32. To solve 27×4, a student uses the following strategy : / 27×4 dks gy djus ds fy,] ,d Nk=kk
fuEufyf•r j.kuhfr dk mi;ksx djrh gSA
She says aloud the answer is 108. Which of the following is most appropriate for the strategy
used by the student? / og tksj ls dgrh gS fd mÙkj 108 gSA fuEufyf•r esa ls dkSu&lk Nk=kk }kjk mi;ksx
dh xbZ j.kuhfr ds fy, vfr mi;qÙkQ gS\
27×4 → 30×4 → 120
3×4 → -12
108
(a) The student has estimated the answer through this strategy / Nk=kk us bl j.kuhfr ls mÙkj dks
vkdfyr (vuqekfur) fd;k gSA
(b) The student has used compensation strategies for multiplication / Nk=kk us x.ku ds fy, çfrdkjh
(dkWEisals'ku) j.kuhfr;ksa dk mi;ksx fd;k gSA
(c) The student has arrived at the answer by hit and trial method / Nk=kk rqDds fHkM+kdj ç;kl djds
mÙkj rd igqaphA
(d) It is an inappropriate algorithm to solve a problem on multiplication / ;g xq.ku dh leL;k dks
gy djus dh vuqi;qÙkQ dyu&fof/ gSA
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33. According to National Curriculum Framework 2005. Which of the following represents one of
the recommendations to improve mathematics teaching and learning. / jk"Vªh; ikBÔp;kZ :ijs•k
2005 ds vuqlkj] fuEufyf•r esa ls dkSu&lk xf.kr ds f'k{k.k vf/xe dks lq/kjus (csgrj cukus) ds fy,
nh xbZ fliQkfj'kksa esa ls ,d fliQkfj'k dks fu:fir djrk gS\
(a) Changing modes of assessment to examine students mathematisation abilities rather than
procedural knowledge. /vkdyu i¼fr;ksa dks cnyuk ftlls fo|kfFkZ;ksa ds çfØ;kRed Kku ds LFkku ij
xf.krhdj.k ;ksX;rkvksa dh ij• gksA
(b) Training teachers so that they can help students to perform better in Math Olympiads. /f'k{kdksa
dks çf'kf{kr djuk rkfd os fo|kfFkZ;ksa dks xf.kr vksfyfEi;kM esa csgrj çn'kZu djus esa lgk;rk dj ldsaA
(c) Encouraging students to practice from workbooks along with mathematics textbooks/xf.kr
ikBÔ iqLrd ds lkFk&lkFk fo|kfFkZ;ksa dks vH;kl iqfLrdkvksa ls vH;kl djus ds fy, çksRlkfgr djukA
(d) Shifting focus to increase employability of youths to popularise mathematics. /xf.kr dks
yksdfç; djus ds fy, è;ku (iQksdl) ;qokvksa dh jkstxkj ikus dh ;ksX;rk dks c<+kus ij LFkkukarfjr djukA
34. Which of the following is NOT an appropriate reason for fear of mathematics? / fuEufyf•r esa
ls dkSu&lk xf.kr ds çfr Hk; dk mi;qÙkQ dkj.k ugha gS\
(a) Cumulative nature of mathematics. / xf.kr dh lap;h çÑfrA
(b) Symbolic language of mathematics. / xf.kr dh çrhdkRed Hkk"kkA
(c) Methods of assessment and language used in textbook. / vkdyu dh i¼fr;k¡ ,oa ikBÔiqLrd esa
mi;ksx dh xbZ xf.kr dh Hkk"kkA
(d) Mathematical Inabilities of learners. /vf/xedrkZvksa dh xf.krh; v{kerk,¡A
35. A fraction can be used in which of the following ways? / fHkUu dk mi;ksx fuEufyf•r esa ls fdu
rjhdksa ls gks ldrk gS\
(A) To represent a part of a whole / ,d iw.kZ ds va'k dks fu:fir djus ds fy,
(B) To visualize a point on a number line / la[;k js•k ij ,d fcanq dks vfHkdfYir djus ds fy,
(C) To represent a part of a collection of objects /oLrqvksa ds laxzg ds ,d va'k dks fu:ifr djus ds fy,A
(D) To introduce a division problem. / foHkktu ij vk/kfjr leL;k ds ifjp; ds fy,A
(a) (A), (B) and (C)
(b) (A) and (D)
(c) (C) and (D)
(d) (A), (B) and (D)
36. Which of the following is the most appropriate example of a 'constructivist’ mathematical
classroom? / fuEufyf•r esa ls dkSu&lk ,d ^jpukRed* xf.kr dh d{kk dk vfr mi;qÙkQ mnkgj.k gS\
(a) Teacher is going to every student and helping him/her to use the algorithm to solve the
problem. / f'k{kd çR;sd fo|kFkhZ ds ikl tk dyufof/ ds mi;ksx ls leL;k dks gy djus esa mldh lgk;rk
dj jgk gSA
(b) Teacher is solving the question on blackboard. / f'k{kd ';keiêð ij ç'u dks gy dj jgk gSA
(c) Students are engaged in exploration while finding a solution to a problem. / ,d leL;k ds
lek/ku dks •kstrs le; fo|kFkhZ vUos"k.k esa O;Lr (layXu) gSaA
(d) Students are reciting tables collectively in a rhythm. / fo|kFkhZ lkewfgd :i ls igkM+ksa dks ,d y;A
esa xk jgs gSaA
37. Which of the following is NOT a process in Geometry? / fuEufyf•r esa ls dkSu&lh T;kfefr esa ,d
çfØ;k ugha gS\
(a) Measurement / ekiu
(b) Representation / fu:i.k
(c) Procedural fluency / çfØ;kRed çokg
(d) Reasoning and proof / rkfdZd {kerk vkSj mRifÙk
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38. Which of the following statements is NOT appropriate with regard to the nature of mathematics?
/ fuEufyf•r esa ls dkSu&lk dFku xf.kr dh çÑfr ds lanHkZ esa mi;qÙkQ ugha gS\
(a) It is hierarchical in nature. / bldh çÑfr inkuqØfed gSA
(b) Mathematical concepts are abstract in nature. / xf.krh; vo/kj.kkvksa dh çÑfr veZwr gksrh gSA
(c) It is like science which is based on observation / ;g foKku dh rjg gS tksfd voyksdu ij vk/kfjr gSA
(d) It reveals the hidden patterns. / ;g fufgr çfrekuksa dks mtkxj djrk gSA
39. Which of the statements about mathematical games is/are correct? / fuEufyf•r dFkuksa esa ls
dkSu&lk@ls dFku xf.krh; •syksa ds ckjs esa lgh gSa\
(A) Mathematical games must be like open ended play. / xf.krh; •syksa dks vke fnup;kZ okys •syksa
dh rjg gksuk pkfg,A
(B) Mathematical games provide non-didactic feedback to the child. / xf.krh; •sy cPps dks
vuqins'kkRed çfriqf"V çnku djrs gSaA
(C) Mathematical games promote processes of anticipation and planning in child. / xf.krh;
•sy cPps esa vuqeku/iwoZKku vkSj ;kstuk rS;kj djus dks c<+kok nsrs gSaA
(a) (B) and (C) (b) (A) and (C)
(c) Only (A) (d) (A) and (B)
40. According to National Curriculum Framework 2005, mathematics curriculum in primary
classes should: / jk"Vªh; ikBÔp;kZ :ijs•k (2005) ds vuqlkj çkFkfed d{kkvksa esa xf.kr ikBÔp;kZ
________ gksuh pkfg,A
(A) Be coherent / lqlaxr
(B) Be ambitious / egRodka{kh
(C) Focus on formal algorithms / egÙoiw.kZ ekuddyufof/;ksa ij cy nsus okyh
(a) (A) and (C) (b) Only (A)
(c) (A) and (B) (d) Only (C)
41. Which of the following is the most appropriate example of mathematical modelling? /
fuEufyf•r esa ls dkSu&lk xf.krh; fun'kZu (ekWMfyax) dk vfr mi;qÙkQ mnkgj.k gS\
(a) Using a cartoon story in mathematics classroom. / xf.kr d{kk esa dkVZwu okyh dgkuh dk mi;ksx djukA
(b) Calculating the area of rectangle by using the formula length x breadth. / yEckbZ x pkSM+kbZ lw=k
ds mi;ksx }kjk vk;r ds {ks=kiQy dk ifjdyu djukA
(c) constructing a mathematical model for estimation of number of trees in a dense forest. / ,d
?kus ou esa o`{kksa dh la[;k dk vuqeku yxkus ds fy, xf.krh; fun'kZ (ekWMy) dk fuekZ.k djukA
(d) Using a concrete model to comprehend a mathematical concept. / ,d xf.krh; vo/kj.kk dks
le>us ds fy, ewrZ ekWMy dk mi;ksx djukA
42. Which of the following is/are NOT appropriate for enhancing the mathematics learning in
primary grade students? / fuEufyf•r esa ls dkSu&lk@ls] çkFkfed d{kk ds fo|kfFkZ;ksa esa xf.kr vfèkxe
dks çksRlkfgr djus ds fy, mi;qÙkQ ugha gS\
(A) Relate the concepts with their daily life experiences. / vo/kj.kkvksa dks muds nSfud thou ds
vuqHkoksa ls tksM+ukA
(B) Focus on product rather than process. / çfØ;k dh ctk; mRikn ij cy nsukA
(C) Using teaching aids to teach abstract concepts. / f'k{k.k lkefxz;ksa dk mi;ksx djds vewrZ
voèkkj.kk,¡ i<+kukA
(a) (B) and (C) (b) Only (C)
(c) Only (B) (d) (A) and (C)
43. Which of the following is more likely to enhance critical thinking among learners in
mathematics? / fuEufyf•r esa ls fdl dh xf.kr esa fo|kfFkZ;ksa ds lekykspukRed fparu dks çksRlkfgr
djus dh laHkkouk vf/d gS\
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 (a) List four whole numbers between 131 and 136. / 131 vkSj 136 ds chp pkj iw.kZ la[;kvksa dh lwph
cukb,A
(b) Find the value of 23×15 / 23×15 dk eku Kkr dhft,A
(c) What will be the length of rectangle if its area is 24 cm and its breadth is 4 cm. / ;fn ,d vk;r
dk {ks=kiQy 24 lseh- 2 gS vkSj pkSM+kbZ 4 lseh gS] rks mldh yEckbZ fdruh gksxh\
(d) What will be the length and breadth of rectangle with perimeter 24 cm? /24 lseh- ifjeki okys
vk;r dh yEckbZ vkSj pkSM+kbZ fdruh gksxh\
44. On seeing a samosa a child calls it as a triangle. According to Van Hieles theory of geometrical
development, the child is at ________level of geometric reasoning. / ,d leksls dks ns•dj] ,d
cPpk mls f=kHkqt dgrk gSA oSu&gSys ds T;kferh; fodkl ds fl¼kUr ds vuqlkj] og cPpk T;kferh; foospu
ds ________Lrj ij gSA
(a) Visualisation/n`';hdj.k (b) Relationships/laca/ igpkuuk
(c) Analysis/fo'ys"k.k (d) Deduction/fuxeu
45. A primary class teacher asks students to write “five thousand and thirty six” in numerals.
Majority of his students wrote the answer as as 536”. Which of the following represents the
most appropriate strategy to remediaty this error? / ,d çkFkfed d{kk ds vè;kid vius fo|kfFkZ;ksa
ls ¶ik¡p gtkj NÙkhl¸ dks vadksa esa fy•us ds fy, dgrs gSaA vf/dka'k fo|kfFkZ;ksa us bldk mÙkj ¶536¸
fy•kA fuEufyf•r esa ls dkSu&lh f'k{k.k j.kuhfr bl =kqfV dks lq/kjus ds fy, lokZf/d mi;qÙkQ gS\
(a) Giving students ten similar problems to practice. / fo|kfFkZ;ksa dks blh ds leku nl vkSj ç'u gy
djus ds fy, nsukA
(b) Asking students to write numbers from 5,000 to 5,100 and checking their answer. / fo|kfFkZ;ksa
dks 5000 ls 5100 rd dh fxurh fy•us dks dguk vkSj vius mÙkj dks tk¡pus ds fy, dgukA
(c) Represent five thousand and thirty six on a number line with intervals of 1,000 / ,d la[;k js•k
ij ftlesa 1000 ds varjky esa vad fy•s gSa] ik¡p gtkj NÙkhl dks fu:fir djukA
(d) Revisiting the concept of place value of three digit and four digit numbers. / rhu vadh; vkSj
pkj vadh; la[;kvksa ds LFkkuh; eku dh vo/kj.kk dks lqn`<+ djukA
46. Which of the following activities is best suited for the development of spatial understanding
among primary grade learners? / fuEufyf•r xfrfof/;ksa esa ls dkSu&lh çkFkfed Lrj ds vfèkxedrkZvksa
esa fnd~&LFkku lacaf/r le> ds fodkl ds fy, vfr mi;qÙkQ gS\
(a) Representing numbers on a number line / la[;k js•k ij la[;kvksa dks fu:fir djukA
(b) Drawing a map of their homes showing relative sizes and positions of rooms / muds ?kjksa ds
d{kksa ds lkis{k vkdkjksa vkSj fLFkfr;ksa dks n'kkZrs gw, ekufp=k jks•kafdr djukA
(c) Measuring the distance between two cities on a map / ,d ekufp=k ij nks 'kgjksa ds chp dh nwjh dks
ekiukA
(d) Recalling the names of geometrical figures / T;kferh; vkNfr;ksa ds ukeksa dks iqu%Lej.k djukA
47. As per NCERT which of the following is NOT one of the expected learning outcomes from
grade III learners? / ,u-lh-bZ-vkj-Vh- ds vuqlkj d{kk 3 ds fo|kfFkZ;ksa ds fy, dkSu&ls vf/xe&çfriQy
visf{kr ugha gSa\
(a) What is the place value of 4 in 543? / la[;k 543 esa 4 dk LFkkuh; eku Kkr dhft,A
(b) Identify the next shape in a given pattern of shapes. / igpkusa fd nh xbZ vkÑfr;ksa dh J`a•yk esa
vxyh vkÑfr D;k gksxhA
(c) Solve / dks gy djsaA
(d) Show that 2 × 5 is the same as 5 × 2 / n'kkZ,¡ fd 2 × 5 vkSj 5 × 2 leku gSaA
48. A mathematics teacher asks her students “You have 7 hundreds and you have to take away
7 tens from it. Which number do you get?” One of the students says “I will get 0”. Which of
the following statements is most appropriate with respect to the answer given by the student?
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 / xf.kr dh ,d f'kf{kdk vius fo|kfFkZ;ksa ls iwNrh gS] ^^vkids ikl 7 lSdM+s gSa vkSj vkidks mlesa ls 7
ngkb;k¡ fudkyuh gSaA vkidks dkSu&lh la[;k feysxh**\ ,d Nk=k dgrk gS] ^^eq>s 0 feysxkA** fuEufyf•r
esa ls dkSu&lk dFku Nk=k }kjk fn, x, mÙkj ds laca/ esa vfr mi;qÙkQ gS\
(a) The teacher should have written the problem in the form of numerals for students to solve it.
/ f'kf{kdk dks leL;k dks la[;kRed :i esa fy•uk pkfg, Fkk] rkfd Nk=k mls gy dj ldsaA
(b) The teacher should give at least ten similar problems to solve till the students solve it correctly.
/ f'kf{kdk dks de&ls&de nl vkSj leku çdkj dh leL;k,¡ gy djus ds fy, nsuh pkfg,] tc rd Nk=k
mls lgh :i ls gy u dj ysaA
(c) The teacher should ask the students to explain the process of arriving at the answer and plan
remedial strategy accordingly / f'kf{kdk dks Nk=kk dks mÙkj rd igq¡pus dh çfØ;k dks le>kus ds fy,A
dguk pkfg, vkSj mlds vuqlkj mipkjkRed f'k{k.k dh ;kstuk cukuh pkfg,A
(d) The teacher should solve the problem on black board using the correct algorithm. / f'kf{kdk dks
lgh dyu&fof/ dk mi;ksx djrs gq,A ';keiêð ij leL;k dks gy djuk pkfg,A
49. According to National Curriculum Framework '2005’ one of the main goals of mathematics
education in schools is, “It is more useful to know how to mathematize than to know a lot
of mathematics”. Which of the following reflects the meaning of above statement? / jk"Vªh;
ikBÔp;kZ :ijs•k 2005 ds vuqlkj] Ldwyksa esa xf.kr f'k{kk ds eq[; y{;ksa esa ls ,d gS] ^^cgqr lkjh xf.kr
tkuus ds ctk;] ;g tkuuk vf/d mi;ksxh gS fd xf.krhdj.k dSls fd;k tk,A** fuEufyf•r esa ls dkSu&lk
Åij fn, x, dFku dk vFkZ çfrfcafcr djrk gS\
(a) It is more important to know how to develop mathematical thinking and ability to handle
abstractions in children than to focus on how much mathematics a child knows / cPpksa dks
fdruk xf.kr vkrk gS bl ij cy fn, tkus ds ctk; ;g tkuuk T;knk t:jh gS fd cPpksa esa xf.krh; fparu
vkSj vewrZ fopkjksa ds lkFk dke djus dh ;ksX;rk dSls fodflr dh tk,A
(b) Mathematics education should focus on including only those topics in mathematics
curriculum which are useful in daily life. / xf.kr dh f'k{kk dks xf.kr ds ikBÔØe esa dsoy mUgha
fo"k;ksa dks 'kkfey djus ij è;ku (cy) nsuk pkfg, tks nSfud thou esa mi;ksxh gksaA
(c) Mathematics is useful in daily life hence solving problems in mathematics will mathematize
the child’s mind / xf.kr nSfud thou esa mi;ksxh gS] blfy, xf.kr esa leL;kvksa dks gy djuk cPps ds
efLr"d / fopkjksa dk xf.krhdj.k dj nsxkA
(d) It is important to know how to solve various problems in mathematics hence focus should be
on including maximum topics in mathematics curriculum. / ;g tkuuk egRoiw.kZ gS fd xf.kr esa
fofHkUu leL;kvksa dks dSls gy fd;k tk,] blfy, xf.kr ds ikBÔØe esa vf/dre fo"k;ksa dks 'kkfey djus
ij cy fn;k tkuk pkfg,A
50. Mr. Govind wants to build 'pattern recognition’ skill in his Grade 3 students. Which of the
following activities can BEST help? / Jh xksfoan vius d{kk 3 ds Nk=kksa esa iSVuZ igpkuus dk dkS'ky
fodflr djuk pkgrs gSaA fuEufyf•r esa ls dkSu&lh xfrfof/ blds fy, lcls vf/d lgk;d fl¼ gksxh\
(a) Asking students to make their family tree and compare it to that of their friend’s family tree.
/ Nk=kksa dks viuk oa'ko`{k cuk dj mldh rqyuk vius fe=k ds oa'ko`{k ls djus ds fy, dgukA
(b) Asking students to observe the night sky and describe what they saw, in class the next day. /
Nk=kksa ls jkr dks è;ku ls vkleku ns•dj mUgksaus tks ns•k vxys fnu mldk o.kZu d{kk esa djus ds fy, dgukA
(c) Asking students to find the national emblem of India in all their textbooks. / Nk=kksa dks mudh
lHkh iBÔiqLrdksa esa Hkkjr ds jk"Vªh; fpUg dks •kstus ds fy, dgukA
(d) Giving building blocks and asking students to arrange them in stacks of increasing height. /
Nk=kksa dks fcfYMax CykWd nsdj c<+rh Å¡pkbZ ds Øe esa j•us dks dgukA

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51. According to National Curriculum Framework 2005, assessment in mathematics should include.
/ j"Vªh; iBÔp;kZ :ijs•k 2005 ds vuqlkj xf.kr esa] vkdyu esa ______ dks lfEefyr djuk pkfg,A
(a) Ranking the students with respect to their scores / Nk=kksa dks muds çkIrkadksa ds vk/kj ij Js.khc¼
djusA
(b) Progress of the students in terms of conceptual understanding and acquisition of problem
solving skills / Nk=kksa dh ladYiukRed le> vkSj leL;k lek/ku ds dkS'ky dh vtZu lacaf/r çxfrA
(c) Testing the knowledge of procedures and formulae / dk;Zfof/;ksa vkSj lw=kksa ds Kku dh ij•A
(d) Testing the ability of students to do error free calculations. / Nk=kksa dh =kqfV&eqÙkQ ifjdyu djus dh
{kerk dh ij•A
52. Ms. Priya taught the concept of division. Which of the following is the best example of an
'authentic task’ to assess students on this? / lqJh fç;k us foHkktu dh ladYiuk le>kbZ gSA bl ij
Nk=kksa dk vkdyu djus ds fy, fuEufyf•r esa ls ^çkekf.kd dk;Z* dk lcls vPNk mnkgj.k dkSulk gS\
(a) What will you get when you divide 65 by 13 / 65 dks 13 ls foHkkftr djus ij HkkxiQy D;k gksxk\
(b) What does division of one number by another mean / Explain using examples. / ,d la[;k dks
nwljh la[;k ls foHkkftr djus dk D;k vFkZ gksrk gS\ mnkgj.k nsrs gq, le>k,¡A
(c) Distribute 100 available drawing sheets among 25 students of your class equally. / vkidh d{kk
esa mifLFkr 25 Nk=kksa esa 100 miyC/ Mªkbax 'khV leku :i ls forfjr djsaA
(d) Make a flag for your class where one-third of the flag is blue. / viuh d{kk ds fy, ,d >.Mk cuk,¡
ftldk ,d&frgkbZ Hkkx uhyk gSA
53. In middle and high school it is observed that boys perform better than girls in mathematics.
Critical analysis of this situation points out that the reason for this is that: / ekè;fed vkSj mPp
ekè;fed fo|ky;ksa esa ,slk ns•k x;k gS fd xf.kr esa yM+ds] yM+fd;ksa ls csgrj çn'kZu djrs gSaA bl ifjfLFkfr
dk lekykspukRed fo'ys"k.k bl vksj b'kkjk djrk gS fd bldk dkj.k gks ldrk gS_________A
(a) Girls have poor logic-mathematical skills. / yM+fd;k¡ xf.krh; rdZ&fordZ djus esa vleFkZ gksrh gSaA
(b) Mathematics is not for girls. / xf.kr dk Kku yM+fd;ksa ds fy, ugha gSA
(c) Girls are socialised to believe that mathematics is considered to be 'masculine domain’ and
hence it is difficult. / lekthdj.k dh çfØ;k esa vfèkdrj yM+fd;ksa dks ;g cks/ djok;k tkrk gS fd xf.kr
,d *iq#"k dk {ks=k* gS vr% dfBu gSA
(d) Boys are naturally inclined to like numbers and mathematics. / yM+dksa dks yM+fd;ksa dh rqyuk esa
xf.kr esa LokHkkfod #fp gksrh gSA
54. Which of the following preparatory activities is most suitable, before teaching the concept of
multiplication? / la[;kvksa dks xq.ku djus dh voèkkj.k dks i<+kus ls igys fuEufyf•r esa ls dkSu&lh
çkjafHkd xfrfof/ lcls mi;qÙkQ gS\
(a) Introduce the symbol of multiplication first. / loZçFke xq.ku ds fpUg dk ifjp; nsukA
(b) Asking students to find the number of balloons their class will have if each of them brings 5
balloons. / Nk=kksa ls mudh d{kk esa dqy xqCckjksa dh la[;k Kkr djus ds fy, dguk ;fn muesa ls çR;sd Nk=k
5 xqCckjs ykrk gSA
(c) Asking students to count the number of students in their school. / Nk=kksa ls muds fo|ky; esa Nk=kksa
dh ewy la[;k fxuus ds fy, dgukA
(d) Asking students to solve, “If you get ₹10 as pocket money each day, in how many days will
you get ₹100?” / Nk=kksa dks gy djus ds fy, dguk] ¶;fn vkidks çR;sd fnu tsc •pZ ds fy, ₹10 feyrs
gS] rks vkidks fdrus fnuksa esa ₹100 feysaxs\
55. According to National Curriculum Framework 2005. Which of the following represents one of
the most desirable feature of a mathematics text book at primary level? / jk"Vªh; iBÔp;kZ :ijs•k
2005 ds vuqlkj fuEufyf•r esa ls dkSu&lk çkFkfed Lrj ij xf.kr dh ikBÔ&iqLrd dh ,d okaNuh;
fo'ks"krk dks fu:fir djrk gS\
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 (a) Concepts must be presented from abstract to concrete / vo/kj.kkvksa dks vewrZ ls ewrZ dh vksj çLrqr
fd;k tkuk pkfg,A
(b) The cover page of the tent book should be attractive and colourful. / ikBÔ&iqLrd ds
vkoj.kA dks vkd"kZd vkSj jaxhu gksuk pkfg,A
(c) It should include mathematical problems based on formulae and algorithms. / ble lw=k vkSj
dyu&fof/;ksa ij vkf/fjr xf.krh; leL;k, lfEefyr gksuh pkfg,A
(d) It should present the mathematical problems that are contextual and related to life experiences
of children. / blesa xf.krh; leL;k,¡] tksfd lanHkkZRed vkSj cPpksa ds thou ds vuqHkoksa ls lacaf/r gksa mudks
çLrqr djuk pkfg,A
Ans. (d) : NCF 2005 ds vuqlkj& çkFkfed Lrj ij xf.kr dh f'k{kk dk eq[; y{; xf.krh;dj.k esa cPpksa dh
{kerk dk fodkl gSA
56. Identify the correct sequence of geometrical thinking levels as per Van Hieles 'theory of
geometrical development’ / oSu gSys ds T;kferh; fodkl ds fl¼kar ds vuqlkj] T;kferh; fparu ds
Lrjksa ds lgh Øe dh igpku dhft,A
(a) Relation-analysis-Deduction-Relationships / n`';hdj.k&fo'ys"k.k&fuxeu&laca/ igpkuuk
(b) Relationships - Deduction - Analysis-Visualisation / laca/ & igpkuuk & fuxeu & fo'ys"k.k &
n`';hdj.k
(c) Visualisation-Analysis-Relationships-Deduction / n`';hdj.k & fo'ys"k.k & laca/ & igpkuuk &
fuxeu
(d) Analysis-Relationships-Deduction-Visulisation / fo'ys"k.k & laca/ & igpkuuk & fuxeu & n`';hdj.k
57. A teacher asked the class to subtract 5 from 75. 70% of the class said: 25. Their work was shown
as: / ,d f'k{kd us viuh d{kk ds Nk=kksa dks 75 ls 5 ?kVkus dks dgkA d{kk ds 70% Nk=kksa us dgk% 25 mUgksusa
;g x.kuk bl çdkj fn•kbZ
Which of the following describes the most appropriate remedial action that the teacher should
take to clarify this misconception? / bl HkzkfUr dks nwj djus ds fy, lcls mi;qÙkQ dkSulk gS\
(a) Revise the concept of place value and asking students to explain the process they have used
to solve the problem. / LFkkuh; eku dh vo/kj.kk dks nksgjk,¡ vkSj fo|kfFkZ;ksa ls dgsa fd mUgksusa ç'u gy
djus ds fy, tks çfØ;k mi;ksx dh gS mls le>k,¡A
(b) Revise the rule of subtraction of 1 digit numbers from 2-digit numbers that digits should be
written from right to left. / nks vadh; la[;kvksa esa ls 1 vad dh la[;kvksa ds O;odyu ds fu;e dks
nksgjkrs gq, crk,¡ fd vad nkabZ vksj ls ckbZa vksj dh rjiQ fy•s tkus pkfg,A
(c) Give more practice on simpler problems like subtracting 1-digit numbers. / 1&vadh; la[;kvksa
dks ?kVkus tSls ljy ç'uksa dk vf/d vH;kl djok,¡A
(d) Use a number line to explain how subtraction is done. / la[;k js•k dk mi;ksx djrs gq, le>k,¡ fd
fdl çdkj O;odyu fd;k tkrk gSA
58. Majority of students in a class says, 270 + 34 is equal to / ,d d{kk esa vf/dka'k Nk=k dgrs gSa fd
270 $ 34 gksrk gS]
Revisiting which of the following concepts will BEST remediate the misconception? / bl Hkzk¡fr
dks nwj djus ds fy, dkSu&lh vo/kj.kk nksgjkuk lcls mi;qÙkQ gksxk\
(a) Addition with regrouping / tksM+us ds le; iqulZewghdj.k
(b) 3 digit addition / 3&vad dh la[;kvksa dk tksM+ / ;ksx
(c) Forward counting / lh/h fxurh
(d) Place value of three digit numbers / 3&vadksa okyh la[;kvksa dk LFkkuh; eku
59. A class V primary school teacher gives the following task to his students: “From your
neighbourhood collect the number of students studying in class III and V. From the
information collected, classify number of boys and girls studying in class III and V. Include
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 at least ten households in your project”- The above activity can be best use: / ,d ik¡poh (V)
d{kk ds çkFkfed Ldwy ds vè;kid vius Nk=kksa dks fuEufyf•r dk;Z nsrs gSa% ^^vius vkl&iM+ksl ls d{kk
III vkSj V esa i<+us okys Nk=kksa dh la[;k ,df=kr dhft,A ,df=kr tkudkjh ls III vkSj V d{kkvksa esa i<+us
okys yM+ds ,oa yM+fd;ksa dks oxhZNr dhft,A viuh ifj;kstuk esa de&ls&de 10 ?kjksa dks lfEefyr djsaA**
mi;ZqÙkQ fØ;kdyki dks lokZsÙke :i ls mi;ksx fd;k tk ldrk gS%
(a) To make students sensitive towards gender differences / Nk=kksa dks ySafxd (tS.Mj) fHkUurkvksa ds
çfr laosnu'khy cukus ds fy,A
(b) To introduce the concept of data handling / vk¡dM+k&çca/u dh vo/kj.kk dk ifjp; nsus ds fy,A
(c) To develop values of community service in school students / Ldwyh Nk=kksa esa lkeqnkf;d lsok ds
ewY;ksa dks fodflr djus ds fy,A
(d) To assess teacher’s creativity for the purpose of his promotion- / f'k{kd dh inksUufr ds mís'; ls
mldh jpukRedrk ds vkadyu ds fy,A
60. Which of the following can be BEST taught using a simulation software? / fleqys'ku lkWÝVos;j
dk mi;ksx djrs gq, fuEufyf•r esa ls D;k lcls vPNh rjg fl•k;k tk ldrk gS\
(a) Finding place value and face value of various numbers / fofHkUu la[;kvksa dk LFkkuh; eku vkSj
vafdr eku Kkr djukA
(b) Measuring the lengths of rectangles with various dimensions / vyx&vyx foekvksa dh yackbZ
ekiukA
(c) Comparing the weights of different objects / fofHkUu oLrqvksa ds otu dh rqyuk djukA
(d) Showing how the tenth shape in a series will change when the third shape changes. / n'kkZuk
fd fdlh J`a•yk esa rhljh vkÑfr dks cnyus ls fdl çdkj nloha vkÑfr Hkh cny tk,xhA
61. Which of the following represents a “Constructivist classroom” in Mathematics? / fuEufyf•r
esa ls D;k xf.kr esa ,d ¶jpukRed d{kk¸ dks çnf'kZr djrk gS\
(a) Teacher is taking an oral test on computational problems on addition and students are
answering by raising their hands / ;ksx dh ifjdyu lacaf/r leL;kvksa ij f'k{kd ,d ekSf•d ijh{kk
ys jgk gS vkSj Nk=k gkFk •M+s djds mÙkj ns jgs gSaA
(b) Teacher has written various mathematical puzzles on blackboard and students are turn by
turn solving them on the blackboard. / f'k{kd us ';keiêð ij fofo/ xf.krh; igsfy;ksa dks fy•k gS
vkSj Nk=k ckjh&ckjh ls ,d&,d djds mUgsa ';keiêð ij gy dj jgs gSaA
(c) Teacher has brought fake currency note, bundles of sticks, abacus in class and engaging
students in group activities to teach place value / f'k{kd d{kk esa udyh uksV] MafM;ksa ds c.My]
fxurkjk (,csdl) ysdj vk;k gS vkSj LFkkuh; eku fl•kus ds fy, Nk=kksa dks lkewfgd xfrfof/;ksa esa yxk,
(O;Lr) j•rk gSA
(d) Teacher is demonstrating the use of Dienes Blocks to teach place value and students are busy
writing the steps of instruction / f'k{kd LFkkuh; eku fl•kus ds fy, Mhal CykWd ds mi;ksx dks çnf'kZr
dj jgk gS vkSj Nk=k fn, x, vuqns'kksa ds pj.kksa dks fy•us esa O;Lr gSaA
62. According to NCERT, which of the following cannot be one of the learning outcomes in
Mathematics amongst grade 3 learners? / ,u-lh-bZ-vkj-Vh- ds vuqlkj] d{kk&3 ds f'k{kkfFkZ;ksa ds fy,
fuEufyf•r esa ls dkSu&lk ,d vf/xe çfriQy ugha gks ldrk gS\
(a) Measuring the string of a kite using hand span / gkFk dh ckfy'r (fcÙkk) ls irax dh Mksjh dh yackbZ
ekiukA
(b) Showing that 2 × 4 is the same as 4 × 2 / n'kkZuk fd 2 × 4 vkSj 4 × 2 ,d leku gSA
(c) Solving a problem; “What will be the cost of 3 chocolates if the cost of 1 chocolate is ₹5?” /
'kCn (bckjrh) leL;k ¶;fn 1 pkWdysV dh dher ₹5 gS] rks 3 pkWdysV dh dher D;k gksxh\' dks gy djukA
(d) Solving / dks gy djukA

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63. Which of the following is most appropriate for a teacher to use in an introductory class on
fractions? / ,d f'k{kd ds fy, d{kk esa fHkUu dk ifjp; nsus ds fy, fuEufyf•r esa ls fdldk mi;ksx
lokZf/d mi;qÙkQ gS\
(a) How much water will be left if one-third of water is consumed from a glass full of water? /
ikuh ls iw.kZ Hkjs gq, ,d fxykl ls ,d frgkbZ fxykl ikuh ih ysus ij fdruk ikuh cpsxk\
(b) What is the meaning of 1/2?/1/2 dk vFkZ D;k gS\
(c) How will you divide an apple equally among 4 friends? / vki ,d lsc dks 4 nksLrksa esa leku :i
ls dSls ck¡Vsaxs\
(d) How much work will be completed in a single day if a person takes 10 days to complete a
task? / ;fn fdlh O;fÙkQ dks ,d dk;Z dks iwjk djus esa 10 fnu yxrs gSa rks ,d fnu esa fdruk dk;Z iwjk
gksxk\
64. Which of the following is the most appropriate purpose of assessment in Mathematics at the
primary level? / çkFkfed Lrj ij xf.kr ds vkdyu ds fy, fuEufyf•r esa ls dkSu&lk mís'; lokZf/d
egRoiw.kZ gS\
(a) Giving frequent tests to make students do error free calculations / =kqfVjfgr ifjdyu ds fy, Nk=kksa
dks fujarj ijh{kk,¡ nsukA
(b) Recording the progress of the child over a period of time for the purpose of giving feedback
and remediation / çfriqf"V vkSj mipkjkRed f'k{k.k çnku djus gsrq cPps dh çxfr dks ,d le; vof/
esa vafdr djukA
(c) Creating competition among learners to improve their performance / vf/xedrkZvksa ds çn'kZu
dks lq/kjus ds fy, muesa çfrLi/kZ dk l`tu djukA
(d) Emphasising on ranking the students by giving them scores / Nk=kksa dks muds çkIrkadksa ds vk/kj
ij Js.khc¼ djus ij egRo nsukA
65. Mr. Hari brought different pictures of rangolis, printed dupattas to his class. For teaching
which of the following topics in mathematics could these be a most appropriate resource? /
Jheku~ gjh viuh d{kk esa fHkUu çdkj dh jaxksyh ds fp=k] fçafVM nqiêðs ysdj vk;sA xf.kr esa fuEufyf•r
esa ls fdl@fdu fo"k;@fo"k;ksa dks i<+kus ds fy, ;g lokZf/d mi;qÙkQ lk/u gks ldrs gSa\
(a) Factors and Multiples / xq.ku•aM vkSj xq.kt
(b) Shapes and patterns / vkÑfr vkSj iSVuZ
(c) Fractions / fHkUu
(d) Place Value / LFkkuh; eku
66. Which of these exercises will be most appropriate to reflect if your students have acquired the
skill of 'estimating unknown quantities’? / buesa ls dkSu&lk vH;kl lcls mi;qÙkQ :i ls ;g n'kkZ,xk
fd vkids Nk=kksa us 'vKkr jkf'k;ksa dk vuqeku yxkus dk dkS'ky vftZr dj fy;k gS\
(a) Measuring the length of a rope using a measuring scale. / iSekus dk mi;ksx djds jLlh dh yackbZ
ekiukA
(b) Round off the digits in a decimal number. / n'keyo la[;k dk fudVu djukA
(c) Arrive at the likely cost of organising a party. / ikVhZ vk;ksftr djus dh laHkkfor dher yxkukA
(d) Guess the number of sundays in a year. / ,d o"kZ esa jfookjksa dh la[;k dk vuqeku yxkukA
67. Which of the following is NOT true about nature of concepts in Mathematics? / xf.kr esa vo/
kj.kkvksa dh çÑfr ds ckjs esa fuEu esa ls dkSu&lk lgha ugha gS\
(a) Mathematical concepts are abstract in nature / xf.krh; vo/kj.kkvksa dh çÑfr vewrZ gSA
(b) In Mathematics concepts are linearly arranged / xf.kr esa vo/kj.kk,¡ jSf•d :i ls O;ofLFkr gksrh gSaA
(c) Mathematical concepts are logical in nature / xf.krh; vo/kj.kk,¡ çÑfr ls rdZlaxr gksrh gSaA
(d) In Mathematics concepts ae based on deductive reasoning / xf.kr esa vo/kj.kk,¡ fuxeukRed
foospu@ rdZ ij vk/kfjr gksrh gSA
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68. Mr. Ayub is introducing the concept of division. He has planned three learning activities: / Jh
v;wc foHkktu/Hkkx dk fl¼kar d{kk esa vkjaHk dj jgs gSaA mUgksaus rhu f'k{k.k xfrfof/;ksa dh ;kstuk cukbZ%
I. Write simple division statements on the blackboard and relate them to real life examples.
/ ';keiêð ij ljy foHkktu lacaf/r dFku fy• dj mUgsa okLrfod thou ds mnkgj.k ls tksM+ukA
II. Explain equal sharing structure’ of division using different pictures. / foHkktu dh ^laHkkxh
lajpuk* (bDoy 'ks;fjax) dks fofHkUu fp=kksa ds mi;ksx ls le>kukA
III. Take several pebbles or marbles and arrange them in groups of equal numbers. / dbZ dadMksa
;k dapksa dks leku la[;k ds lewgksa esa O;ofLFkr djukA
Help him order these activities in the best sequence to build the concept well. /
vo/kj.kk
dks vPNh rjg ls Li"V djus ds fy, bu fØ;kvksa dks lcls mfpr Øe esa O;ofLFkr djus esa mudh
lgk;rk djsaA
(a) I, II, III (b) III, I, II
(c) II, I, III (d) III, II, I
69. Which of the following can be used as a contextual activity to introduce the concept of mapping
and spatial understanding to grade II learners? / d{kk II ds vf/xedrkZvksa dks ekufp=k.k (eSfiax)
vkSj fnDLFkku laca/h le> dh vo/kj.kk dk ifjp; nsus ds fy;s fuEu esa ls fdldk ,d lanHkkZRed
fØ;kdyki ds :i esa mi;ksx fd;k tk ldrk gS\
(a) Asking students to measure distance between two cities on a map / Nk=kksa dks uD'ks (ekufp=k) ij
nks 'kgjksa ds chp dh nwjh dks ekius ds fy, dgukA
(b) Asking students to solve, “If 1 cm = 100 km, what is 5 cm equal to?” / Nk=kksa dks ¶;fn 1 cm =
100 km gS] rks 5 cm fdrus fdyksehVj ds cjkcj gksxk\¸
(c) Asking students to draw the same shape, e.g. square, circle, etc., with different areas / Nk=kksa
dks ,d gh vkÑfr tSls fd oxZ] o`Ùk bR;kfn dks fofHkUu&fofHkUu {ks=kiQy ds lkFk cukus ds fy, dgukA
(d) Asking students to draw their own house on paper, while maintaining sizes of different
rooms. / Nk=kksa dks vius Lo;a ds ?kj dks dkxt ij cukus ds fy, dguk] ftlesa fofHkUu d{kksa dk lkisf{kr
vkdkj cuk jgs gSaA
70. Which one of the following names is associated with the development of a geometrical theory
that describes various levels of geometrical reasoning in children? / fuEufyf•r esa ls fdldk uke
,d T;kferh; fl¼kar ds fodkl ls lacaf/r gS] tks fd cPpksa esa T;kferh; rdZ ds fofHkUu Lrjksa dks of.kZr
djrk gSA
(a) Van Hiele / oSu gSys
(b) Jerome Bruner / ftjkse C:uj
(c) Jean Piaget / thu fi;kts
(d) M Newman / ,e U;weSu
71. Which of the following is an important objective of mathematics curriculum as per National
Curriculum Framework 2005? / jk"Vªh; ikBÔp;kZ :ijs•k 2005 ds vuqlkj xf.kr ds ikBÔØe dk fuEu
esa ls dkSu&lk ,d egÙoiw.kZ mís'; gS\
(a) Mathematics is just arithmetic / xf.kr ek=k vadxf.kr gSA
(b) Teaching of formal algorithms in primary grades should be focussed upon / çkFkfed d{kkvksa
esa vkSipkfjd dyufof/ i<+kus ij cy fn;k tkuk pkfg,A
(c) Mathematics should be contextualised with the help of daily life examples / nSfud thou ds
mnkgj.kksa dh lgk;rk ls xf.kr dks çklafxd cuk;k tkuk pkfg,A
(d) Only Mathematical games and activities should be emphasaised at primary level / çkFkfed
Lrj ij dsoy xf.krh; •syksa vkSj fØ;kdykiksa ij cy fn;k tkuk pkfg,A

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72. While solving a problem on addition 87 + 16, a student writes the answer as / ,d ;ksx ds ç'u
87 $16 dks gy djus ij Nk=k us fy•k
Which of the following represents the most appropriate response to the answer given by the
students? / fuEufyf•r esa ls dkSu&lk Nk=k }kjk fn, x, mÙkj dh lokZf/d mi;qÙkQ çfrfØ;k dks fu#fir
djrk gS\
(a) These are common errors made by the students and can be remediated by giving more
questions for practice / ;g Nk=kksa }kjk dh xbZ ,d lk/kj.k =kqfV gS vkSj vH;kl ds fy, vf/d ç'u nsdj
bldk lq/kj fd;k tk ldrk gSA
(b) Formal algorithm should be demonstrated by the teacher on the black board and students
should copy the steps / vè;kid }kjk vkSipkfjd dyufof/ dks ';keiêð ij çnf'kZr fd;k tkuk pkfg,
vkSj Nk=kksa dks pj.kksa dks viuh dkWih esa fy•uk pkfg,A
(c) Solved examples from text book should be shown to the students and ten more similar
questions should be given to solve / Nk=k dks ikBÔiqLrd esa gy fd;s x, mnkgj.k fn•k, tkuk pkfg,
vkSj mls gy djus ds fy, leku çdkj ds nl vkSj ç'u fn, tkus pkfg,A
(d) Concrete materials and manipulative should be used to strengthen the concept of addition
with regrouping and place value / ;ksX; (tksM+us) ds le; iqulZewghdj.k vkSj la[;kvksa ds LFkkuh; eku
dh iqu% lewghdj.k dh vo/kj.kk dks lqn`<+ djus ds fy, ewrZ vkSj gLr&dkS'ky lkexzh dk mi;ksx fd;k tkuk
pkfg,A
73. Which one of the following is NOT related to approaches of Mathematics teaching? / fuEufyf•r
esa ls dkSu&lk xf.kr f'k{k.k vf/xe ls lacaf/r mikxe ugha gS\
(a) Inductive - Deductive / vkxeukRed&fuxeukRed
(b) Problem - Solving / leL;k lek/ku
(c) Analysis - Synthesis / fo'ys"k.k & la'ys"k.k
(d) Drill and Practice / fMªy vkSj vH;kl
74. Which of the following cannot be included in Formative Assessment? / fuEu esa ls fdldks
jpukRed vkdyu esa lfEefyr ugha fd;k tk ldrk gS\
(a) Anecodotal records / mik[;kukRed fjdkMZ
(b) Term-end examination / l=k&var ijh{kk
(c) Field trips / {ks=k Hkze.k
(d) Portfolios / iksVZiQksfy;ks
75. Which of the following can be best taught using a simulation software? / fleqys'ku lkWÝVos;j dk
mi;ksx djds fuEufyf•r esa ls fdldks lcls csgrj rjhds ls i<+k;k tk ldrk gS\
(a) Measuring the lengths of rectangles with various dimensions / fofHkUu foekvksa okys vk;rksa dh
yackbZ ekiuk
(b) Skip counting to identify multiples of 5 / 5 ds xq.kt irk djus ds fy, laIyko x.kuk (fLdi -
dkÅafVax)
(c) Finding different shapes with the same perimeter / ,d gh ifjeki okys fofHkUu vkdkj <w¡<uk
(d) Finding place value and face value of various numbers / fofHkUu la[;kvksa dk LFkkuh; eku vkSj
vafdr ewY; Kkr djuk
76. A mathematics teacher posed the following question to her class: / ,d xf.kr dh vè;kfidk us
viuh d{kk ds le{k fuEu ç'u j•k
“Take four digits 7, 8, 4, 6, Make the smallest and the largest four–digit number such that no
digit is repeated in them.” / ¶pkj vadks 7] 8] 4] 6 dks yhft,A bl rjg ls pkj vadksa okyh lcls NksVh
vkSj lcls cM+h la[;k cuk,a fd dksbZ Hkh vad muesa nksckjk uk vk,a (vFkkZr~ fdlh Hkh vad dh iqujko`fÙk
u gks)A¸

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 After the various responses of the students, she asked the students, “Think about the
arrangement of the digits in both the numbers you have formed. Can you say how the largest
and the smallest number is formed? Write down your procedure-” / Nk=kksa ds fofoèk tokcksa ds
ckn] os Nk=kksa ls iwNrh gSa] ¶vkius tks nks la[;k,a cukbZ gSa] muesa vadksa ds Øe ds ckjs esa lksfp,A D;k vki
crk ldrs gSa fd lcls NksVh la[;k dSls cuh\ viuh fØ;kfofèk dks fyf•,A¸
Which of the following statements is most appropriate in the above context? / fuEufyf•r dFkuksa
esa ls dkSu lk dFku mi;ZqÙkQ ds lanHkZ esa vfr mi;qÙkQ gS\
(a) The teacher is saving her time of assessing the students by asking the students to assess their
answers themselves. / Nk=kksa dks vius gh mÙkjksa dks •qn vk¡dus ds fy, dgdj f'kf{kdk Nk=kksa dks vkadus
esa yxus okys vius le; dks cpk jgh gSaA
(b) The teacher is keeping the students engaged to maintain discipline in the class. / fo|kfFkZ;ksa dks
d{kk esa vuq'kklu cuk, j•us ds fy, O;Lr j• jgh gSaA
(c) The teacher wants to understand the students 'thinking process involved in the answers
given by them. / f'kf{kdk Nk=kksa }kjk fn, x, mÙkjksa esa lfEefyr mudh fparu çfØ;k dks le>uk pkgrh gSaA
(d) The teacher is confusing the students who have given the correct answer so that they check
their answers again. / f'kf{kdk mu Nk=kksa dks Hkzfer dj jgh gSa] ftUgksaus lgh mÙkj fn;k gS] rkfd os mÙkjksa
dh fiQj nksckjk ls tk¡p dj ysaA
77. Which of the following is NOT used for Formative Assessment? / fuEufyf•r esa ls dkSu lk
jpukRed vkdyu ds fy, ç;ksx ugha gksrk\
(a) Student Portfolios / Nk=kksa dk iksVZiQksfy;ks (iQkby / i=kkèkku)
(b) Anecdotal Records / mi[;kukRed vfHkys•
(c) Term–End Examination / l=kkar ijh{kk
(d) Field Trips / {ks=k&Hkze.k
78. A mathematics teacher posed the following word problem to his students / ,d xf.kr ds vè;kid
vius Nk=kksa ds le{k fuEufyf•r bckjrh loky ('kCn&leL;k) j•rs gSa%
“One copy of a newspaper has 12 pages. Everyday 10,500 copies are printed. How many total
pages are printed every day? /¶lekpkj i=k dh ,d çfr esa 12 (ckjg) iUus gSaA gj jkst 10]500 çfr;k¡
Nirh gSaA fdrus dqy iUus gj jkst Nirsa gSa\¸
A student responded that the answer would be between 1,25,000 – 1,30,000. / ,d Nk=k tokc nsrk
gS fd mÙkj 1]25]000 ls 1]30]000 ds chp gksxkA
Which of the following statements is correct in the above context? / fuEufyf•r esa ls dkSu&lk
dFku mi;ZqÙkQ ds lanHkZ esa lgh gS\
(a) The teacher should discourage the student from giving inaccurate answers / f'k{kd dks Nk=k dks
xyr mÙkj nsus ls grksRlkfgr djuk pkfg,A
(b) Estimation is used in daily life mathematics hence the teacher should appreciate the student’s
estimation of answer to near accuracy / vuqeku jkstejkZ ds xf.kr esa bLrseky gksrk gS] vr% f'k{kd dks
Nk=k ds vuqekfur mÙkj ds yxHkx lVhd gksus dh ç'kalk djuh pkfg,A
(c) The teacher should ignore the response of the student and focus on teaching the algorithm of
multiplication / f'k{kd dks Nk=k ds tokc dks utjvankt djuk pkfg, vkSj xq.ku dh dyu&fofèk ds f'k{k.k
ij è;ku dsafær djuk pkfg,A
(d) mathematics require exact answers so estimation has no relevance in mathematics / xf.kr esa
,dne lgh mÙkj pkfg, blfy, vuqeku dh xf.kr esa dksbZ çklafxdrk ugha gSA
79. According to National Curriculum Framework, NCF (2005), which of the following represents
a vision of 'classroom environment for doing mathematics’? / jk"Vªh; ikBÔp;kZ :ijs•k] ,u-lh-,iQ-
(2005) ds vuqlkj] fuEufyf•r esa ls dkSu&lk dFku xf.kr lh•us ds lanHkZ esa d{kk ds Hkkoh ifjos'k dh
ifjdYiuk (n`f"V) dks fu:fir djrk gS\
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 (A) Students working in groups and looking for different stretegies to solve a problem while
making connections with real–life situations. / Nk=k lewgksa esa dke dj jgs gSa vkSj okLrfod thou
dh ifjfLFkfr;ksa ds lkFk lacaèk tksM+rs gq, ç'uksa dks gy djus ds fy, fofHkuu j.kuhfr;k¡ •kst jgs gSaA
(B) Students solving textbook exercises based on example solved by teacher / Nk=k ikBÔiqLrd ds
vH;klksa dks gy dj jgs gSaA tks f'k{kd }kjk gy fd, x, mnkgj.kksa ij vkèkkfjr gSaA
(C) Teacher reflecting on the process of learning and seeing mistakes as opportunities for
learning / f'k{kd vfèkxe dh çfØ;k ij euu dj jgs gSaA vkSj xyfr;ksa dks vfèkxe ds voljksa ds
rkSj ij ns• jgs gSaA
(D) Students copying the solutionof questions from the blackboard. / Nk=k ç'uksa ds gy dks ';ke
iV (CySd&cksMZ) ls udy djds fy• jgs gSaA
Choose the coorect option. / lgh fodYi dk p;u dhft,
(a) (a) and (b) (b) (b) and (d)
(c) (a) and (c) (d) (c) and (d)
80. A Primary school mathmatics teacher wants her students to appreciate the use of Data
Handling in daily life for organinsing, representing and interpreting the information. Which
of the following would help the teacher to achieve the learning outcome? / ,d çkFkfed Ldwy
dh xf.kr dh vè;kfidk pkgrh gSa fd muds Nk=k nSfud thou esa lwpuk dks lqO;ofLFkr djus] fu:fir
djus vkSj vFkZ fudkyus ds ys vk¡dM+ksa ds çcaèku dh ç'kalk djsaA fuEufyf•r esa ls dkSu lk vè;kfidk dks
vfèkxe ds ifj.kkeksa dks çkIr djus esa lgk;rk djsxk\
(a) Discussing solved examples from the textbooks / ikBÔiqLrdksa esa ls gy fd, gq, mnkgj.kksa ij ppkZ
djukA
(b) Using various railway time–tables, surveys published in newspapers etc. / fofoèk jsy le;
lkjf.k;ksa dk] lekpkj&i=kksa esa çdkf'kd loZs{k.kksa vkfn dk mi;ksx djukA
(c) Explaining various ways of data representation / vk¡dM+ksa ds fu#i.k ds fofHkUu rjhdksa dh O;k[;k
djukA
(d) Teaching them various formal ways of representing the data. / mudks vk¡dM+ksa dks fu:fir djus ds
fofoèk vkSipkfjd rjhdksa ls voxr djkukA
81. Which of the following strategies is most appropriate to introduce the concept of fractions in
primary classes? / fuEufyf•r esa ls dkSu&lh j.kuhfr çkFkfed d{kk esa fHkUu dh ladYiuk dks çLrqr djus
ds fy, vfr mi;qÙkQ gS\
(a) Writing the fraction in the form of p/q where q ≠ 0 on the blackboard and explaining the
symbols / ';ke&iêð (CySd cksMZ) ij fHkUu dks p / q dh rjg fy•dj tgk q ≠ 0 gS vkSj fpUgksa dks le>kukA
(b) Writing an example of fraction and then marking a point on the number line to represent the
fraction / fHkUu dk mnkgj.k fy•uk vkSj fiQj rc fHkUu dks fu:fir djus ds fy, la[;k js•k ij fcanq fpfUgr
djukA
(c) Using paper folding activities with symmetrical cut outs of circles and rectangular strips to
represent fractions / o`Ùkksa vkSj vk;krkdkj ifg;ksa ds lefer dV&vkmV~l ds lkFk fHkUuksa dks fu:fir djus
ds fy, dkxt eksM+us dh xfrfofèk;ksa dk ç;ksx djukA
(d) Giving two examples of a fraction and asking the students to write ten similar examples of
fractions in their notebooks / fHkUuksa ds nks mnkgj.k nsuk vkSj Nk=kksa dks mudh dkWfi;ksa esa fHkUuksa ds nl
leku mnkgj.k fy•us ds fy, dgukA
82. “Mathematics has its own language of words and symbols which is far removed from the
everyday speech of the students.” Which of the following is most appropriate in the context of
given statement? / ¶xf.kr dh viuh 'kCnksa vkSj fpUgksa dh Hkk"kk gS tks Nk=kksa dh nSfud Hkk"kk ls cgqr nwj
gSA¸ fn, x, dFku ds lanHkZ esa fuEufyf•r esa ls dkSu lk vfr mi;qÙkQ gS\

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 (a) Teacher should help students memorise the vocabulary and symbols used in mathematics. /
f'k{kd dks fo|kfFkZ;ksa dh xf.kr esa bLrseky gksus okyh 'kCnkoyh vkSj fpUgksa dks Lej.k djkus esa lgk;rk djuh
pkfg,A
(b) Teacher should contextualise the mathematics problems and make mathematics a part of
student’s life experiences. / f'k{kd dks xf.krh; leL;kvksa dks lanfHkZr djuk pkfg, vkSj xf.kr dks
fo|kfFkZ;ksa ds thou vuqHkoksa dk Hkkx cukuk pkfg,A
(c) Teacher should focus only on solving word problems in mathematics to help students learn
the language of mathematics. / xf.kr dh Hkk"kk dks lh•us esa fo|kfFkZ;ksa dh lgk;rk gsrq f'k{kd dks dsoy
xf.kr esa bckjrh ç'uksa ('kCn&leL;kvksa) dks gy djus ij cy nsuk pkfg,A
(d) Teacher should display the chart of important mathematical symbols and formula int he
classroom. / f'k{kd dks d{kk esa egRoiw.kZ xf.krh; fpUgksa vkSj lw=kksa ds pkVZ dks çnf'kZr djuk pkfg,A
83. A class V student is able ot classify two dimensional shapes into categories based on their
properties. According to Van–Hieles theory of geometrical development, she is at _______
level of geometrical reasoning. / ,d ikapoha d{kk dh Nk=kk f}foe vkÑfr;ksa dk muds xq.kksa ds vkèkkj
ij Jsf.k;ksa esa oxhZdj.k dj ikrh gSA T;kferh; fodkl dh oSu&gsys fl¼kar ds vuqlkj] og Nk=kk T;kferh;
foospu ds ________ ds Lrj ij gSA
(a) Analysis / fo'ys"k.k (b) Axiomatic / Lo;a fl¼
(c) Recognition / vfHkKku / igpkuuk (d) Deduction / fuxeu
84. A primary class mathematics teacher poses the following word problem to his students:
“Samina goes to bed at 10 minutes to 9. Kirti goes to bed 20 minutes later than Samina. What
time does Kirti go to bed?” One of the students gave 20 as the answer. He explanins, “It says
Kirit goes to bed 20 minutes later, so the answer must be 20.” According to Newman, the
answer given by the student is an example of: / ,d çkFkfed d{kk ds xf.kr ds vè;kid vius Nk=kksa
ds le{k fuEufyf•r 'kCn leL;k @ bckjrh ç'u j•rs gSa% ¶lehuk ukS ctus esa nl feuV ij lksus tkrh gSA
Ñfr lehuk ds chl feuV ckn lksus tkrh gSA Ñfr fdl le; ij lksus xbZ\¸ ,d Nk=k us tokc fn;k chl
(20)A mlus le>k;k] ¶ç'u esa dgk x;k gS fd Ñfr chl feuV ckn fcLrj ij xbZ] rks mÙkj (tokc)
chl gh gksxkA¸ U;weSu ds vuqlkj] Nk=k }kjk fn;k x;k mÙkj mnkgj.k
(a) Comprehension Error / vocksèk dh =kqfV dk
(b) Reading Error / i<+us dh =kqfV dk
(c) Process Skill Error / çfØ;k dkS'ky dh =kqfV dk
(d) Careless Error / ykijokgh dh =kqfV dk
85. National curriculum Framework (2005) emphasizes that school mathematics must be
activity–oriented. This is because: / jk"Vªh; ikBÔp;kZ :ijs•k (2005) cy nsrk gS fd Ldwy xf.kr
xfrfofèk&vkèkkfjr gksA ,slk gS D;ksafd%
(A) it helps students to develop skills to earn livelihood. / ;g fo|kfFkZ;ksa dks vkthfodk dekus ds
dkS'ky ds fodkl esa lgk;rk djrk gSA
(B) It motivates students to solve meaningful problems in mathematics. / ;g fo|kfFkZ;ksa dks
xf.kr esa vFkZiw.kZ leL;kvksa dks gy djus / lqy>us ds fy, çksRlkfgr djrk gSA
(C) it provides concrete experiences to understand abstract concepts in mathematics. / xf.kr esa
vewrZ ladYiukvksa dks le>us ds fy, ;g ewrZ vuqHko miyCèk djkrk gS
(D) It provides recreation time to children in primary classes. / ;g çkFkfed d{kkvksa esa cPpksa dks
euksjatu dk le; miyCèk djkrk gSA
Choose the correct option- / lgh fodYi dk p;u dhft,&
(a) (B) and (C) / (B) vkSj (C) (b) (A) and (C) / (A) vkSj (C)
(c) Only (D) / dsoy (D) (d) (A) and (D) / (A) vkSj (D)

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86. Which of the following tool/tools of assessment is/are appropriate for students facing
mathematics anxiety? / xf.krh; nqf'park ls xzLr Nk=kksa ds fy, fuEufyf•r esa ls dkSu lk@ls vkdyu
dk@ds lkèku mi;qÙkQ gSa\
(A) Norm Referenced Assessments / ekud lanfHkZr vkdyu
(B) Cooperative Learning Projects / lg;ksxkRed vfèkxe ifj;kstuk,¡
(C) Summative Assessments / ;ksxkRed vkdyu
(D) Formative Assessments / jpukRed vkdyu
Choose the correct option / lgh fodYi dk p;u dhft,
(a) (A) and (C) / (A) vkSj (C)
(b) (B) and (D) / (B) vkSj (D)
(c) Only (C) / dsoy (C)
(d) (B) and (C) / (B) vkSj (C)
87. In a mathematics classroom, a student counts on his fingers to solve the problems on addition
in following ways:
3 + 9 =4, 5, 6, 7, 8, 9, 10, 11, 12
9 + 3 = 10,11,12
Which of the following statements is most appropriate regarding the above process used by
the student? / xf.kr dh d{kk esa] ,d Nk=k ;ksx ij leL;kvksa dks gy djus ds ys fuEufyf•r rjhdksa ls
m¡xfy;ksa ij fxurk gS%
3 + 9 = 4, 5, 6, 7, 8, 9, 10, 11, 12
9 + 3=10, 11, 12
fo|kFkhZ }kjk mi;ksx dh xbZ mi;ZqÙkQ çfØ;k ds fy, fuEufyf•r dFkuksa esa ls dkSu&lk dFku vfrmi;qÙkQ gS\
(a) This process should be ignored as it is not algorithmic / bl çfØ;k dh mis{kk dh tkuh pkfg, D;ksafd
;g dyu&fofèk vkèkkfjr ugha gSA
(b) The student is unable to use the commutative law of addition in solving problems on addition.
/ Nk=k ;ksx ij vkèkkfjr leL;k lekèkku esa ;ksx ds Øefofues; fu;e dk bLrseky ugha dj ik jgk gSA
(c) The student should be discouraged to count on fingers as it is not a formal method to solve
a problem / Nk=k dks m¡xkfy;ksa ij fxuus ds fy, grksRlkfgr fd;k tkuk pkfg,] D;ksafd ;g leL;k dks gy
djus dh vkSipkfjd ç.kkyh ugha gSA
(d) It is an appropriate algorithm to solve the questions based on addition. / ;g ;ksx ij vkèkkfjr
ç'uksa dks gy djus dh mi;qÙkQ dyu&fofèk gSA
88. Which one of the following is NOT a problem solving strategy in mathematics? / fuEufyf•r esa
ls dkSu&lh xf.kr es leL;k lekèkku dh j.kuhfr ugha gS\
(a) Solving Backwards / i'pxkeh :i ls gy djuk
(b) Graphic representation / fp=kkRed fu#i.k
(c) Rote–Memorisation / jVdj ;kn djuk / Lej.k djuk
(d) Trial and error / ç;kl o =kqfV
89. A mathematics teacher posed the following question to his students “Write a pair of Integers
whose sum gives negative integers.” / ,d xf.kr ds vè;kid vius Nk=kksa ds le{k ,d ç'u j•rs@
çLrqr djrs gSa] ¶iw.kkZadksa dk ,d tksM+k fyf•, ftldk tksM+@;ksxiQy ½.kkRed iw.kkZad gSA¸
The above question is an example of: / mi;ZqÙkQ ç'u dk mnkgj.k gSA
(a) Open–ened question / •qys&fljs okys ç'u
(b) Closed–ended question / ifjfeÙkksrj ç'u / (can fljs okys ç'u)
(c) Recall based question / Lej.k&vkèkkfjr ç'u
(d) Multiple choice question / cgq&fodYih; ç'u

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90. Read the following statement: “In mathematics, from concrete objects we abstract set of
Natural Numbers. In this set we include zero and get a set of Whole Numbers. We include
negative numbers in this set to get a set of Integers. To Integers, we add positive and negative
fractions to get a set of Rational Numbers” The above statetements reflects this: / fuEufyf•r
dFkuksa dks if<+, ¶xf.kr esa] ge çR;{k oLrqvksa ls èkuiw.kkZadksa ds leqPp; ds vewrZ :i dks le>rs gSaA bl
leqPp; es ge 'kwU; lfEefyr djrs gSa vkSj iw.kkZadksa dks leqPp; çkIr gksrk gSA bl leqPp; esa geus ½.kkRed
la[;kvksa dks lEefyr fd;k iw.kkZad leqPp; dks ikus ds fy,A iw.kkZadksa esa geus èkukRed vkSj ½.kkRed fHkUuksa
dks tksM+k ifjes; la[;k dk leqPp; ikus ds fy,A¸
(a) Linear arrangement of concepts in mathematics. / xf.kr esa ladYiukvksa ds jSf•d çcaèk dks
(b) Hierarchical nature of mathematics. / xf.kr ds inkuqØfed LoHkko dks
(c) Concrete nature of concepts in mathematics. / xf.kr esa ladYiukvksa ds ewrZ LoHkko dks
(d) Concepts in mathematics move from from abstract to concrete. / xf.kr esa ladYiuk,a vewrZ ls ewrZ
(çR;{k) dh rjiQ pyrh gSa
91. A Class V mathematics teacher, Mr.Jacob gave the following two word problems to his
students: / d{kk V ds xf.kr vè;kid Jheku tSdc us vius fo|kfFkZ;ksa dks fuEufyf•r nks 'kkfCnd
leL;k,¡ nha&
(A) Kamal wants to arrange 15 oranges in 3 equal rows. How many oranges should he put in
each row? / 15 larjksa dks dey 3 cjkcj iafÙkQ;ksa esa j•uk pkgrk gSA mls ,d iafÙkQ esa fdrus larjs
j•us gksaxs\
(B) kamal wants to arrange 15 oranges in rows such that there are 5 oranges in each row. How
many such rows can he make? / 15 larjksa dks dey iafÙkQ;ksa esa bl rjg j•uk pkgrk gS rkfd
çR;sd iafÙkQ esa 5 larjs gksA og ,slh dqy fdruh iafÙkQ;k¡ cuk ldrk gS\
Which of the following statement is true in the given situation? / nh xbZ fLFkfr ds vuqlkj dkSu
dFku lR; gS\
(a) Posing two similar word problems was not required as both involve division operation. /nks
leku 'kkfCnd leL;kvksa dks çLrqr djus dh vko';drk ugha gS D;ksafd nksuksa dks gy djus ds fy, Hkkx djus
dh vko';drk gSA
(b) The teacher has the clarity on differert types and sub–types of word problems that exist
under division structure. / vè;kid dks Hkkx lajpuk ds varxZr vkus okyh fofHkUu 'kkfCnd leL;kvksa ds
çk:i vkSj miçk:i dh Li"Vrk gSA
(c) Both the problems are based on equal sharing structure of division / nksuksa leL;k,a Hkkx lajpuk
ds varxZr cjkcj foHkktu ij vk/kfjr gSaA
(d) The teacher wants the student to learn the multiplication” tables of 3 and 5. / vè;kid fo|kfFkZ;ksa
dks 3 vkSj 5 dh xq.ku lkj.kh (igkM+s) fl•kuk@;kn djokuk pkgrk gSA
92. Which of the following is NOT a suggested strategy to enhance foundational numeracy skills?
/ fuEu esa ls D;k cqfu;knh la[;kRed dkS'ky esa o`f¼ ds fy, lq>kfor f'k{kk'kkL=kh; j.kuhfr ugha gS\
(a) use of manipulatives /gLr dkS'ky lkexzh dk mi;ksx
(b) use of numerical problems/la[;kRed ç'uksa dk mi;ksx
(c) use of stories, rhymes and games /dgkfu;ksa dforkvksa vkSj •syksa dk mi;ksx
(d) instruction in mother tongue/ekr` Hkk"kk esa funZs'k nsuk
93. Identify the most appropriate activity for introducing the concept of shapes to primary class
students. / çkFkfed d{kkvksa ds cPpksa dks vkÑfr;ksa dh vo/kj.kk dk ifjp; nsus ds fy, fuEu esa ls
vR;f/d mi;qÙkQ fØ;kdyki dks igpkfu,%
(a) Students should be provided with opportunities to share their experiences related with
different objects/materials around them / cPpksa dks vius pkjksa vksj dh fofHkUu oLrqvksa@inkFkks± ls
lacaf/r vius vuqHkoksa dks lk>k djus dk volj fn;k tk,A
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 (b) Pictures of different shapes should be shown on a chart to students./Nk=kksa dks ,d pkVZ ij fofHkUu
vkÑfr;ksa ds fp=kksa dks fn•k;k tk,A
(c) Teacher should draw different shapes on blackboard and introduce it one by one-/ f'k{kd dks
fofHkUu vkÑfr;ksa dk fp=k ';keiêð ij cukdj ,d&,d djds mudk ifjp; nsuk pkfg,A
(d) Definitions of different shapes should be provided to the children/cPpksa dks fofHkUu vkÑfr;ksa dh
ifjHkk"kk nh tk,A
94. Which of the following steps are NOT involved in problem solving? / buesa ls dkSu lk lksiku@
pj.k ^leL;k lek/ku* esa 'kkfey ugha gS\
(a) Developing unreasonable algorithms./ vfoosdh/vfoosfpr dyu&fof/ dk fodkl djukA
(b) Formulation of the plan. / ;kstuk dk çfriknu djukA
(c) Interpreting the answer. / mÙkj/ifj.kke dks çfrikfnr djukA
(d) Understanding the problem. / leL;k dk Li"Vhdj.k djukA
95. Radha has Rs. 450 and Sheena has Rs. 550 How much more money does Sheena have than
Radha? A child is asked to solve the above word problem. The child solves it as 450+550 What
may be the most probable reason for this answer? / jk/k ds ikl 450 :i;s vkSj 'khuk ds ikl 550
:i;s gSaA 'khuk ds ikl jk/k dh vis{kk fdruk /u vf/d gS\ ,d cPps dks mijksÙkQ 'kkfCnd leL;k dk gy
djus ds fy, dgk x;kA cPpk mls 450$550 fof/ ls gy djrk gSA bl çdkj ds mÙkj dk lcls laHkfor
dkj.k D;k gks ldrk gS\
(a) The child has poor reading skills / cPps esa i<+us ds dkS'ky dh deh gSA
(b) The child finds that Rs.550 cannot be subtracted from 450. / cPpk le>rk gS fd 550 :i;s esa ls
450 :i;s dks ugha ?kVk;k tk ldrk gSA
(c) The child does not know algorithm for addition of numbers. / cPpk la[;kvksa ds ;ksx dh
dyufof/ ugha tkurk gSA
(d) The child has associated the word 'more’ with addition. / cPps us vf/d 'kCn dks ;ksx ls lacaf/r
fd;k gSA
96. Counting and grouping activities using concrete material should be done with students before
introducing the concept of place value. What is the purpose of this activity? / LFkkuh; eku dh
voèkkj.kk çLrqr djus ls iwoZ Nk=kksa dks ewrZ lkexzh ls fxurh vkSj lewghdj.k fØ;kdyki djkus pkfg,A bl
çdkj ds fØ;kdyki dk ç;kstu D;k gS\
(a) To improve the fine motor skills of students. /Nk=kksa ds mÙke çsjd dkS'ky esa lq/kj djuk
(b) It helps in making bundles of objects used in daily life. / ;g nSfud thou esa mi;ksx dh tkus okyh
oLrqvksa ds lewg cukus esa lgk;rk djrk gSA
(c) It helps in identifying different shapes of given material. / ;g nh xbZ lkexzh dh vkÑfr;ksa dks
igpkuus esa lgk;rk djrk gSA
(d) It helps in understanding the concepts of grouping and exchange in place value system. / ;g
LFkkuh; eku ç.kkyh esa lewghdj.k vkSj fofue; dks le>us esa enn djrk gSA
97. “The sum of any two whole numbers is a whole number’, is called of whole number addition.
/ fdUgh nks iw.kZ la[;kvksa dk ;ksx ,d iw.kZ la[;k gksrk gS] ;g ;ksx dk dgykrk gSA
(a) Commutative property / Øe&fofues; xq.k
(b) Closure property / laoj.k xq.k
(c) Identity property / rRled xq.k
(d) Additive property / ;ksT; ;ksxkRed xq.k
78. “Holistic thinking” is an important first step in learning of geometry according to the Van
Hiele theory because / oSu&gSys ds fl¼kUr ds vuqlkj T;kfefr ds vf/xe ds fy, çFke egRoiw.kZ in
¶lEiw.kZ fparu¸ gSA D;ksafd%

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 (a) It is the basis for analyzing shapes and developing visualization skills. / ;g vkÑfr;ksa ds fo'ys"k.k
vkSj n`';hdj.k dkS'ky dks fodflr djus dk vk/kj gSA
(b) It helps the child to memorise the names of geometrical shapes. / ;g cPps dks T;kfefr vkÑfr;ksa
ds uke Lej.k djus esa lgk;rk djrk gSA
(c) It helps the child to score better marks in geometry. / ;g cPps dks T;kfefr esa vPNs vad çkIr djus
esa lgk;rk djrk gSA
(d) It helps the child to solve tangram puzzles. / ;g VSuxzke igsfy;ksa dks gy djus esa cPps dh lgk;rk
djrk gSA
99. 'A teacher asks her students to make a greatest 4 digit number using any four digits with the
condition that 5 should be fixed at one’s place. This is an example of: / ,d vè;kfidk vius Nk=kksa
dks dksbZ Hkh pkj vad mi;ksx djds ,d pkj vadksa dh lcls cM+h la[;k cukus ds fy, dgrh gSa c'krZs mls
5 dks bdkbZ ds LFkku ij fu;r djuk gksxkA ;g ,d mnkgj.k gS%
(a) Open Ended Question / foo`rkar ç'u (eqÙkQ mÙkj okys)
(b) Closed Ended Question / fu;rdkfyd ç'u dk
(c) Contextual Question / çklafxd ç'u dk
(d) Essay type Question / fuca/ukRed ç'u dk
100. Which of the following is most appropriate for representation of decimal numbers. / n'keyo
la[;kvksa dk çfrfuf/Ro djus ds fy, fuEu esa ls dkSu lk vfr mi;qÙkQ gS\
(a) Tangram / VSuxzke
(b) Dienes block / MhUl CykWd
(c) A Grid paper / fxzM isij/xzkiQ isij
(d) Number chart / la[;k lkj.kh

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 EXPLANATION
1. Ans. (d) : Nk=k 35 fy•us ds LFkku ij 305 fy•rs gSa oks mUgs ewrZ inkFkZ ls fofues; fu;e le>kus dk ç;kl djsxsA
Øe fofues; fu;e ifjes; la[;kvksa ds tksM+ ,oa xq.kk esa Øe fofues; fu;e ykxw gksrk gSA
mnkgj.k& 1 + 2 = 2 + 1, 3 × 4 = 4 × 3
2 + 3 = 3 + 2, 4 × 5 = 5 × 4
2. Ans. (a) : xf.krh; ikBÔØe esa çfrfp=k.k ds vUrxZr ladsrksa (çrhdksa) dk ç;ksx] iSekuksa ds vuqlkj vkys• •hapuk
vkSj ekufp=k dk vFkkZadu fo|eku gSA
mnkgj.k&
3. Ans. (a) : jk"Vªh; ikBÔp;kZ :ijs•k 2005 ds vuqlkj çkFkfed fo|ky;ksa esa xf.kr ikBÔØe esa iw.kkZad dks lfEefyr
ugha fd;k x;k gSA
4. Ans. (d) : ekudksa ds ç;ksx ls la[;k cks/] pkSiM+ (Vkbfyx) LFkkuh; eku dh vo/kj.kkvksa dks le>kus ds fy,
fd;k tkrk gSA la[;k cks/& ekudksa ds ç;ksx ls Nk=kksa esa la[;k cks/ gksrk gSA
mnkgj.k& 1] 2] 3] 5] 100] 200] 1000 vkfnA
pkSiM+& la[;k cks/ ds mijkUr Nk=k esa fofHkUu çdkj dh vkÑfr fuekZ.k djrs gSA
mnkgj.k&
LFkkuh; eku& ekudksa ds ç;ksx ls Nk=kksa esa LFkkuh; eku dk ç;ksx lh• ysrs gSA
5. Ans. (c) : f'k{kkFkhZ ogh lh•rs gS] xf.kr lh•us okys f'k{kd dh ;ksX;rk ,oa Kku Nk=kksa ij çR;{k :i ls iM+rk gSA
rFkk og ftl çdkj ls lh•rs gSa ogha os çn'kZu djrs gSA
6. Ans. (b) : çkFkfed d{kk ds fo|kfFkZ;ksa dks vk¡dM+ksa dk laxzg.k i<+us ds fy, fo|kfFkZ;ksa ls loZs{k.k dk lapkyu
djokuk ;kstuk mÙke ekuh tk ldrh gSA
mnkgj.k& ,d vyekjh esa ik¡p •kus gS] çR;sd •kus esa iqLrdsa ,d iafÙkQc¼ :i ls j•h gqbZ gSA
7. Ans. (a) : ,d fo|kFkhZ dgrk gS fd leksls dk vkdkj f=kHkqt tSlk gS og T;kferh; foospu esa oSu ghys Lrj thjks
;k n`f"Vdj.k dk cks/ djrk gSA
8. Ans. (c) : lajpukRed (jpukoknh) xf.kr d{kk dk fuEu y{k.k&
(a) xf.kr vkSj nwljs ikB;sÙkj {ks=kksa ds chp ds lEcU/ dks mtkxj fd;k tkrk gSA
(b) xf.kr ds vf/xe esa Hkk"kk vkSj laoknksa dh Hkwfedk ij mfpr è;ku fn;k tkrk gSA
(c) vè;kid Lohdkj djrk gS fd nh xbZ vU;ksU; fØ;k dks fofHkUu fo|kFkhZ vyx&vyx çdkj ls le> ldrs gSA
(d) fo|kfFkZ;ksa }kjk dh x;h =kqfV;ksa dh Kku dk egRoiw.kZ lzksr le>ukA
9. Ans. (b) : ç'ukuqlkj& fn;s x;s dFkukuqlkj xf.kr la[;kvksa dh i<+kbZ rd lhfer ugha gS] D;ksafd xf.kr ,d vewrZ
;k fujkdkj vkSj fuxeukRed ç.kkyh gSA xf.kr dh dbZ Lo:i gS vadxf.kr] js•kxf.kr] f=kdks.kfefr] lkaf[;dh]
chtxf.kr] dyu bR;kfnA xf.kr esa vH;Lr O;fÙkQ ;k •kst djus okys oSKkfud dks xf.krK dgrs gSA
10. Ans. (a) : f=kfoe (f}DLFkku) ls rkRi;Z lery vkdkjksa ds yEckbZ vkSj pkSM+kbZ tSls nks ekiu gksrs gSa vkSj blhfy,
bUgsa f}foeh; vkdkj dgrs gS] tcfd Bksl vkdkjksa ds yackbZ] pkSM+kbZ vkSj Å¡pkbZ ;k xgjkbZ tSls rhu ekiu gksrs gS
blhfy, bu vkdkjksa dks f=kfoeh; vkdkj dgrs gSA tSls&?ku] ?kukHk] csyu pwafd Hkkjr ds ekufp=k esa fofHkUu 'kgjksa
ds chp dh nwjh ifjdyu djuk f=kfoe ds vUrxZr ugh gSA
11. Ans. (b) : ç'ukuqlkj& lery vkÑfr;ksa ds {ks=kiQy dks ekius ds lUnHkZ {ks=kiQy ekius okys lw=kksa ds {ks=kksa ds vuqeku
ls igys ugha i<+k;k tkuk pkfg, D;ksafd fo|kFkhZ vDlj gh vuqeku yxkus dh çfØ;k ij è;ku ugha nsrs vkSj blds
ctk; lVhd mÙkj çkIr djus dk ç;kl djrs gS&
12. Ans. (c) : eqÙkQ fljs okys ç'u& ç'uksa ds ,sls çdkj ftls ijh{kkFkhZ dks vius fopkjksa ;k Hkkoksa dks çdV djus dh
Lora=krk jgrh gSA ijh{kkFkhZ pkgs ftl Hkh çdkj ls vius mÙkj dks fy• ldrk gS] blesa cU/u ugha gksrk gSA
13. Ans. (b) : xf.kr dh vo/kj.kkvksa ds inkuqØfer lanHkZ esa Hkkx dk xBu O;odyu dh vo/kj.kk ij ugha gqvk gSA
tSls] =
14. Ans. (c) : çkFkfed Lrj ij fHkUuksa dks i<+kus ds fy, okaNuh; fØ;kdyki& fHkUu dh vo/kj.kk dks fofHkUu fLFkfr;ksa
esa çnf'kZr fd;k tkuk pkfg,A

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15. Ans. (b) : vkdyu dk eq[; mís'; f'k{kkFkhZ dh miyfC/ vkSj çxfr dh tkudkjh ,d=k djuk vkSj py jgh f'k{k.k
vkSj lh•us dh çfØ;k ds fy, fn'kk çnku djuk gSA
16. Ans. (a) : T;kfefr dh egÙoiw.kZ çfØ;k n`';hdj.k vkSj :ikarj.k gS] ftls oSus gsys us crk;k] tks Lrj thjksa esa vkrk
gSA bl Lrj ij cPps dh lksp dk è;ku O;fÙkQxr vkXfr;ksa ij gksrk gS] ftls cPpk vius lexz Lo:i dks ns•rk gqvk
oxhZÑr djuk lh• jgk gSA
17. Ans. (b) : xf.kr ds f'k{k.k vf/xe ds lUnHkZ esa •sy xf.kr esa vkuUne;h vf/xe ds vuqHkoksa dks çnku djrs gSaA
çkFkfed fo|ky; esa i<+k] tkus okyh xf.kr esa la[;kvksa ds lkFk •syus vkSj mudk vkuUn ysus tSlh phtsa gksrh gSaA
18. Ans. (d) : jk"Vªh; ikBÔp;kZ :ijs•k 2005 ds vuqlkj xf.kr f'k{k.k dk mís'; çkFkfed d{kkvksa ds fy, chth; fparu
dh dq'kyrk dks fodflr djuk U;wure mi;qÙkQ gS] D;ksafd chth; fparu mPp çkFkfed Lrj ls çkjEHk fd;k tkrk gSA
19. Ans. (d) : oSu gSys }kjk fn;s x;s T;kfefr ds Lrjksa dh fo'ks"krk vk;q vkfJr ugha gS] tcfd vuqHko vkfJr]
fodklkRed vkSj vuqØfed fo'ks"krk gSA
20. Ans. (a) : MhUl CykWd dk mi;ksx djrs gq, çkf;drk ugha i<+kbZ tk ldrh gSA
MhUl Cykd ds mi;ksx ls i<+k;k tk ldrkA
21. Ans. (c) : iwoZ la[;k dh vo/kj.kk ds fuekZ.k ls ,dSdh laxfr vkSj inkuqØfed lekos'ku lEcfU/r gSA iwoZ la[;k
vo/kj.kk dks i<+kuk vadksa dks i<+uk vkSj fy•kuk lh•us ls igys cPps dks ;g tkuuk gksxk fd fxuuk dSls gSA vke
rkSj ij Øe la[;k& ,d] nks] rhu] pkj vkSj blh rjg cPps dks nksgjkus ds fy, cPps dks fl•kdj fxurh fxukbZ tkrh
gSA gkykafd ;g Hkh lp gS fd la[;k ukeksa dks lqukus dh {kerk fxurh djus dh {kerk ls vyx gSA tcfd eki iwoZ
la[;k dh vo/kj.k esa ugha 'kkfey gSA
22. Ans. (d) : xf.kr esa d{kk vk/kfjr vkdyu esa fuEu rF;ksa ij è;ku nsrk gS&
lHkh fo|kfFkZ;ksa ds vf}rh; xq.kksa] vuqHkoksa ,oa dq'kyrkvksa dk è;ku j•uk vkSj lEeku djuk pkfg,A
fo|kFkhZ dh fparu&çfØ;k ds ckjs esa tks çdkV gks jgk gS] mls çfrfcfEcr djuk pkfg,A
Nk=kksa dh xaHkhj vf/xe dfBukb;ksa dk funku djukA
Nk=kksa dh lw{e vf/xe dfBukb;ksa dh igpkuA
23. Ans. (a) : xf.kr dh çÑfr lgh dFku fuEu gS&
xf.kr dks foKku ds çfrekuksa (iSVuZ) dh rjg le>k tk ldrk gSA
xf.kr] vewrZ fopkjksa esa laHkkfor lEcU/ksa dk vUos"k.k djrk gSA
xf.kr ls oSKkfud n`f"Vdks.k fodflr gksrk gSA
xf.kr ds vè;;u ls efLr"d esa rdZ djus dh vknr LFkkfir gksrh gSA
blesa ckyd dks vkRefo'okl vkSj vkRefuHkZjrk fodflr gksrh gSA
24. Ans. (d) : mipkjkRed f'k{k.k esa xf.krh; ladYiukvksa dks le>us esa fo|kFkhZ ftu dfBukbZ;ksa dk lkeuk djrs gSa]
mudks lEcksf/r djus vkSj fo|kfFkZ;ksa ds çn'kZu dks lq/kjus ds fy, vf/d lgk;d gksrs gSaA
25. Ans. (a) : ç'u ds dFkukuqlkj cPpksa dh fnd~&LFkku lEcU/h le> çkFkfed Ldwy ds cPps rkfdZd laØked fu"d"kZ
ugha fudy ldrs gSaA ;g dFku vlR; gS] D;ksafd cPps rkfdZd rqyuk djds fu"d"kZ fudky ysrs gSaA cM+s&NksVs] rst&
/hes] yEcs&NksVs] jax dh rqyuk] ekiu] fudV&nwj vkfnA
26. Ans. (d) : xf.kr esa jpukRed vkdyu fof/ esa l=k&var ijh{kk ugha gksrh gSA l=k var ijh{kk ewY;kadu dh fof/
gSA vkdyu ewY;kadu dk NksVk Hkkx gSA vkdyu dh fuEu fof/ gSa&
(1) ifj;kstuk fof/ (2) ç'uksÙkjh fof/ (3) nSfudh fooj.k fof/
(4) okn&fookn fof/ (5) mi lewg ;k O;fÙkQxr dk;ZA
27. Ans. (a) : çFku ds dFkukuqlkj& fo|kFkhZ tksM+us (;ksx) ds le; iqu% lewghdj.k dh =kqfV dj jgk gS] tks mldks
lq/kjus dh vko';drk gSA
28. Ans. (c) : xf.kr esa =kqfV;ksa dk lgh dFku fuEu gS&
1- ;fn xf.kr esa ,d Nk=k cgqr lkjh =kqfV;k¡ dj jgk gS] rks bldk vFkZ gS fd mlesa xf.kr dks djus dh {kerk
dk vHkko gSA
2- =kqfV;k¡ xf.kr dh Hkzkafr;ksa ds ckjs esa vUrnZ`f"V nsrh gSA
3- f'k{k.k dks Nk=kksa dks ,sls i;kZIr :i ls pqukSrhiw.kZ dk;Z nsus pkfg, ftuesa muls =kqfV;k¡ gksus gh laHkkouk gksA
4- ,d okLrfod eku vkSj ml eku ds vuqekuA 5- lfUudV ds chp dk vUrjA
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29. Ans. (c) :tktZ iksY;k us xf.kr esa leL;k lek/ku ds pkj fl¼kUr fn;s gSa] ftlesa ¶leL;k dk ,dek=k çR;{k gy
•kstuk** fl¼kUr ugha fn;s gSaA tktZ iksY;k ds pkj leL;k lek/ku fl¼kUr fuEu gSa&
(i) leL;k dks le>ukA
(ii) leL;k dks gy djus ds fy, ;kstuk/j.kuhfr cukukA
(iii) mÙkj dh O;k[;k djukA
(iv) ;kstuk dks ykxw djuk (Carry out the plan)
30. Ans. (a) : B, C, A% çkFkfed d{kk ds xf.kr ds vè;kid us fHkUu dh vo/kj.kk dk ifjp; (fØ;kdykiksa) bl
Øe fu:fir djrk gSA
(1) isij@dkxt dks eksM+dj fØ;kdyki djus ds fy, le:i vk;rkdkj i¼fr;ksa vkSj o`Ùkkdkj dV&vkmV dk mi;ksx djukA
31. Ans. (b) : ç'ukuqlkj& fn;s x;s lHkh mnkgj.kksa esa xf.kr f'k{k.k ,oa vf/xe dk lokZf/d mi;qÙkQ vo/kj.kk lewgksa
esa dke djrs g, fo|kfFkZ;ksa dks vius ?kjksa ls yk, x, jk'ku ds fcyksa ij ppkZ ,oa mudk fo'ys"k.k djuk gSA D;ksafd
,slk fo'ys"k.k djus ls Nk=kksa esa xf.kr fo"k; esa :fp c<+sxh vkSj Nk=k vklkuh ls tksM+] ?kVkuk] lh• ysrs gSA NCF
2005 ds vuqlkj] f'k{k.k dk;Z esa ?kjsyw ckr lfEefyr djus dh lykg nsrk gSA ftlls ckyd esa fo"k; ds çfr le>
fodflr dh tk ldsA
32. Ans. (b) : çfrdkjh (dkWEisals'ku) j.kuhfr;ksa dk mi;ksxçfrdkjh dh j.kuhfr ls xq.ku dks 10 ds xq.kt ds djhc dh
la[;kvksa ls xq.kk djus dh ,d fof/ ds :i esa i<+k;k tkrk gS tSls fd 9 ls xq.kk djukA bl fof/ esa cM+h la[;k ls
xq.kk djuk 'kkfey gS] tks fd 10 xq.kd gS vkSj fiQj ckn esa vko';drkuqlkj jkf'k ?kVkuk 'kkfey gSA ckn esa fdlh
jkf'k dks ?kVkus dk fopkj bl i¼fr dks çfrdkjh j.kuhfr dk uke nsrk gSA tSls&
27×4 → 30×4 = 120
3×4 = -12
108
33. Ans. (a) : NCF 2005 ds vuqlkj xf.kr ds f'k{k.k&vf/xe dks lq/kjus ds fy, vkdyu i¼fr;ksa dks cnyuk]
ftlls fo|kfFkZ;ksa ds çfØ;kRed Kku ds LFkku ij xf.krhdj.k ;ksX;rkvksa dh ij• gksA
jk"Vªh; ikBÔp;kZ :ijs•k 2005 cPps esa xf.krh;dj.k dh {kerk fodflr djus dh vko';drk dh vksj ladsr
djrk gSA mlesa ;g fufnZ"V fd;k x;k gS fd xf.kr i<+us dk mís'; dsoy ifjek.kkRed ifjdyuksa esa leFkZ gksuk
ugha gS vfir~ cPps esa ,slh {kerk,¡ Hkh fodflr djuk gSA ftuls og fo'o ls viuk laca/ iqu% ifjHkkf"kr djus
esa leFkZ gksA NCF 2005 bl ckr ij Hkh cy nsrk gS fd cPpksa esa rdZ.k laca/h {kerk,¡ rFkk vodk'k vkSj
vodk'kh; #ikarj.kksa dks le>us dh {kerk,¡ fodflr gks lkFk gh ekufld fp=k.k dh {kerk Hkh fodflr gksA
34. Ans. (d) : xf.kr ds çfr Hk; ds fuEu dkj.k gS&
(1) xf.kr dh çrhdkRed Hkk"kk
(2) vkdyu dh i¼fr;ksa ,oa ikBÔ iqLrd esa mi;ksx dh xbZ xf.kr dh Hkk"kk
(3) xf.kr dh lap;h çXfr
(4) f'k{kd dh xf.kr dh vo/kj.kk,¡ Li"V u gksuk
(5) f'k{kd dk xf.kr dks ,d vewrZ fo"k; ekuuk
xf.kr ds çfr Hk; dk dkj.k ugh-
xf.kr esa Hk; dk dkj.k vf/xe drkZ dh xf.krh; v{kerk,¡ ugha gSA vf/xe v{kerk dk funku fo'ks"k #i ls
rc fd;k tkrk gS tc cPps fo|ky; tkuk 'kq# djrs gS vkSj fo|ky; esa vU; cPpksa ds lkFk 'kS{kf.kd xfrfof/;ksa
esa layXu gksrs gSaA
xf.krh; v{kerk xf.krh; x.kuk djus dh viw.kZ {kerk ds #i esa ns•k tk ldrk gSA
xf.kr esa vf/xe v{kerk okys cPpksa dk vkdyu djus ds fy;s uSnkfud ijh{k.k dk mi;ksx fd;k tkrk gSA
35. Ans. (a) : fHkUu og la[;k gS] tks ,d iw.kZ dk Hkkx fu:fir djrh gSA ;g iw.kZ ,d vdsyh oLrq gks ldrh gS vFkok
oLrqvksa dk ,d lewg Hkh gks ldrh gSA fHkUu dks fu:fir djus okys rjhds fuEu gSA (A) ,d iw.kZ ds va'k dks fu:fir
djus ds fy,A (B) la[;k js•k ij ,d fcUnq dks vfHkdfYir djus ds fy,A (C) oLrqvksa ds laxzg ds ,d va'k dks
fu:fir djus ds fy,A (D) Nk;kafdr Hkkx dks fu:fir djus ds fy,A (E) vleku dh rqyuk djdsA
36. Ans. (c) : jpukRed xf.kr dh d{kk esa leL;k ds lek/ku dks •kstrs le; fo|kFkhZ vUos"k.k esa O;Lr (layXu)
vfr mi;ÙkQ mnkgj.k gSA xf.kr esa jpukRed fparu fo|kfFkZ;ksa dks Hkfo"; dh mudh ukSdjh ds fy, Hkh egRoiw.kZ <ax
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 ls rS;kj djrk gSA Hkfo"; esa ukSdfj;k¡ ;a=kor :i ls phtksa dks djus ij de ls de fuHkZj gksxh D;ksafd bls dEI;wVj
ij vkSj leL;k lek/ku ds ekè;e ls ,oa jpukRed d{kk lek/ku fd;k tk ldrk gSA mnkgj.k& eqÙkQk ,d Ldwy
dh vè;kfidk gSA og LFkkuh; eku dh vo/kj.kk i<+k jgh gSA blds fy, cPpksa dks eksfr;ksa ls •syus dk ekSdk nsrh
gS oks budh ekyk cukrs gS vkSj fiQj xfrfof/ ls lh•us dk ç;kl dj jgs gS ;g ,d jpukRed d{kk ekuk tkrk gSA
37. Ans. (c) : T;kfefr dh çfØ;k esa çfØ;kRed çokg lfEefyr ugha gS] T;kfefr ;k js•kxf.kr dh rhu fo'kky 'kk•kvksa
esa ls ,d gSA blesa fcUnqvksa] js•kvksa] ryksa vkSj Bksl phtksa ds xq.k LoHkko] ekiu vkSj muds varfj{k esa lkisf{kd fLFkfr
vè;;u fd;k tkrk gSA mnkgj.k&fu:i.k] ekiu vkSj rkfdZd {kerk vkSj mRifÙk vkfnA
38. Ans. (c) : xf.kr dh çÑfr ds lUnHkZ esa xf.kr foKku dh rjg gS tksfd voyksdu ij vk/kfjr mi;qÙkQ ugha gS
D;ksafd xf.kr ds Kku dk mi;ksx foKku dh fofHkUu 'kk•kvksa tSls& HkkSfrd foKku] jlk;u foKku] tho foKku rFkk
vU; fo"k; ds vè;;u esa fd;k tkrk gSA xf.kr dh çÑfr esa voyksdu ls fo|kfFkZ;ksa ugha fl•k;k tk ldrk gSA
xf.kr dh fuEu çÑfr gSA
(A) xf.kr dh çÑfr inkuqØfedA
(B) xf.krh; vo/kj.kkvksa dh çÑfr vewrZ ls ewrZ gksrh gSA
(C) xf.kr esa fufgr çfrekuksa dks mtkxj djrk gSA
(D) xf.kr ds Kku dk vk/kj gekjh KkusfUæ;k¡ gSA
(E) xf.kr esa la[;k,¡] LFkku] fn'kk rFkk ekiu ;k eki rkSy dk Kku çkIr fd;k tkrk gSA
39. Ans. (B) : xf.krh; •syksa ds lgh dFku&
(A) xf.krh; •sy cPps esa vuqeku@iwoZKku vkSj ;kstuk rS;kj djus dks c<+kok nsrk gSA
(B) xf.krh; dkS'ky mRiUu gksrk gS vH;kl fodflr gksrk gSA
(C) xf.kr ds çfr ldkjkRed n`f"Vdks.k fodflr djus esa enn djrs gSA
(D) fo|kFkhZ Lora=k curs gSA
(E) fo|kfFkZ;ksa esa lkekftd lkeatL; c<+rk gSA •syksa }kjk xf.kr dh d{kk dks etsnkj, çsjd vkSj jkspd cuk;k tk
ldrk gSA xf.kr ds •sy Nk=kksa dks lfØ; :i ls 'kkfey gksus vkSj lh•us dk ekSdk nsrs gSA •syksa esa cPps
•q'kh vkSj liQyrk eglwl djrs gS vkSj buls muesa mRlkg vkSj vkRefo'okl iSnk gksrk gSA
uksV%& cksMZ us fodYi (A) dks lgh ekuk gS tcfd (B) lgh gSA
40. Ans. (c) : jk"Vªh; ikBÔp;kZ :ijs•k (2005) ds vuqlkj çkFkfed d{kkvksa esa xf.kr ikBÔp;kZ lqlaxr vkSj egRodka{kh
gksuh pkfg,A (A) lqlaxr& ikBÔp;kZ lqlaxr gksuk pkfg, rkfd VqdM+s&VqdM+s fofHkUu ç.kkfy;ksa o f'k{kk ,d ,slh {kerk
esa <y tk, tks ekè;fed d{kkvksa esa vkus okys foKku ,oa lkekftd vè;;u ds {ks=k dh leL;kvksa dks Hkh lEcksf/r
dj ldsA (B) egRokdka{kh& bldk vFkZ gS fd og mijksÙkQ mPp y{; dh çkfIr dk ç;kl djs u fd lhfer y{;
dh çkfIr dkA
41. Ans. (c) : xf.krh; fun'kZu (ekWMfyax) esa ,d ?kus ou esa o`{kksa dh la[;k dk vuqeku yxkus ds fy, xf.krh; fun'kZu
dk fuekZ.k djuk mi;qÙkQ mnkgj.k gSA
fcuk lksps&le>s dh tkus okyh dbZ jkstejkZ dh xfrfof/;k¡ xf.krh; fun'kZu dk mi;ksx djrh gSA ,d NksVs]
lery lrg ij i`Foh ds ,d {ks=k dk ,d HkkSxksfyd ekufp=k ç{ksi.k ,d ekWMy gS ftldk mi;ksx dbZ mís';ksa
ds fy, fd;k tk ldrk gSA
42. Ans. (c) : çkFkfed d{kk ds fo|kfFkZ;ksa esa xf.kr vf/xe dks çksRlkfgr djus ds fy, çfØ;k dh ctk; mRikn ij
cy nsuk mi;qÙkQ ugh gSA çkFkfed Lrj ds Nk=k dks çfØ;k crkus ij tksj nsuk pkfg, ftlls Nk=k vius dks mlls
tksM+ lds ftlls mudh le> fodflr gks ldsA mnkgj.k& feêðh → ueh → cht cksuk → vadqj.k tM+ vkfnA vxj
Nk=k dks mRikn dh ckrsa crk;h tk; rks og grksRlkfgr gks ldrk gSA
43. Ans. (d) : xf.kr esa fo|kfFkZ;ksa ds lekykspukRed fpUru dks çksRlkfgr djuk fd 24 cm ifjeki okys vk;r dh
yEckbZ vkSj pkSM+kbZ fdruh gksus dh laHkkouk vf/d gSA D;ksafd blesa Nk=k 24 cm Kkr djus ds fy, yEckbZ vkSj
pkSM+kbZ lekykspukRed fpUru dj ldrk gS ;fn yEckbZ Kkr gks rks pkSM+kbZ ls lekykspu dj pkSM+kbZ Kkr dj ysrk gSA
44. Ans. (a) : cSu gSys ds T;kferh; fodkl ds fl¼kar ds vulkj cPpk T;kferh; foospu ds n`';hdj.k Lrj ij gSA
n`';hdj.k ds vUrxZr Nk=k fnekx ij fp=k.k ds vuqlkj lh•rs gS cPps dksbZ oLr dks ns•rk gS rFkk vius fnekx esa
lksp dj mldh vkdfr dk fuekZ.k djrk gSA

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 According to Van Hieles theory of geometricall development, there are five levels of thinking or
understanding in geometry–
(i) Level 0. Visualization (n`';hdj.k & igpkuuk vkSj uke crkuk)
(ii) Level 1. Analysis (fo'ys"k.k & vkXfr dh fo'ks"krk crkuk)
(iii) Level 2. Abstraction (vewrZrk & fo'ks"krkvksa esa laca/ le>uk)
(iv) Level 3. Deduction (fuxZeu & lR;kiu djus yxrk gS)
(v) Level 4. Rigor (n`<+rk & T;kfefr ç.kkyh ij dke djus yxrk gS)
45. Ans. (d) : f'k{k.k j.kuhfr bl =kqfV dks lq/kjus ds fy, lokZf/d mi;qÙkQ gS&rhu vadh; vkSj pkj vadh; la[;kvksa
ds LFkkuh; eku dh vo/kj.kk dks lqn`<+ djukA LFkkuh; eku&fdlh la[;k esa fdlh vad dk og eku tks mlds LFkku
fo'ks"k dh fLFkfr ds vulkj cnyrk jgrk gSA mls LFkkuh; eku dgrs gSaA mnkgj.k&bdkbZ ds vad dk LFkkuh; eku ¾
(bdkbZ dk vad ×1) ngkbZ ds vad dk LFkkuh; eku ¾ (ngkbZ dk vad ×10) lSdM+s ds vad dk LFkkuh; eku ¾
(bdkbZ dk vad × 100)
46. Ans. (b) : çkFkfed Lrj ds vf/xedrkZvksa esa fnd~&LFkku lEcfU/r le> ds fodkl ds fy, muds ?kjks ds
d{kksa ds lkis{k vkdkjksa vkSj fLFkfr;ksa dks n'kkZrs gq, ekufp=k js•kafdr djukA
47. Ans. (c) : NCERT ds vuqlkj d{kk 3 ds fo|kfFkZ;ksa ds fy, fuEu vf/xe&çfriQy visf{kr gSaA
(1) la[;k 543 esa 4 dk LFkkuh; eku&
(2) vkÑfr;ksa dh J`a•yk esa vxyh vkÑfr
(3) 2 × 5 vkSj 5 × 2 leku gS
tcfd fHkUu dk tksM+ d{kk 3 ds ckn i<+k;k tkrk gSA
48. Ans. (c) : xf.kr dh ,d f'kf{kdk vius fo|kFkhZ ls iwNrh gS] vkids ikl 7 lSdM+s gSa vFkkZr~ & 700
vkidks mlesa ls 7 ngkb;k¡ fudkyuh gS vFkkZr~ ¾ 70
ç'ukuqlkj& 700
&70
639 la[;k feysxhA
fdUr ,d Nk=k dgrk gSA 0 ;kuh mls 7 lSdM+s esa 7 ngkbZ dk vFkZ le> esa ugha vk;k gSA bl lEcU/ esa f'kf{kdk
dks Nk=kksa dks mÙkj rd igq¡pus dh çfd;k dks le>kus ds fy, dguk pkfg, vkSj mlds vuqlkj mipkjkRed
f'k{k.k dh ;kstuk cukuh pkfg,A
49. Ans. (a) : jk"Vªh; ikBÔp;kZ :ijs•k 2005 ds vuqlkj& Ldwy esa xf.kr dh f'k{kk dk eq[; y{; cPps dh fopkj
çfØ;k dk xf.krh;dj.k gSA
50. Ans. (d) : Jh xksfoUn d{kk 3 ds Nk=kksa dks iSVuZ igpkuus dk dkS'ky fodflr djuk pkgrs gSaA blds fy, Nk=kksa dks
fcfYMax CykWd nsdj c<+rh Å¡pkbZ ds Øe esa j•us dks dguk lcls mi;qÙkQ mnkgj.k gSA
51. Ans. (b) : NCF 2005 ds vuqlkj& çkFkfed Lrj ij xf.kr f'k{k.k dk eq[; mís'; nSfud thou dh leL;kvksa dks
le>us rFkk mUgsa gy djus ds fy, rjhds çnku djuk gSA
52. Ans. (c) : fn;s x;s fodYi esa foHkktu ds ladYiuk le> ds fy, Nk=kksa dk vkdyu djus ds fy, lcls çekf.kd
dk;Z d{kk esa mifLFkr 25 Nk=kksa esa 100 miyC/ Mªkbax 'khV leku :i ls forfjr djuk lcls mi;qÙkQ mnkgj.k gSaA
53. Ans. (c) : fyax ds vk/kj ij :f<+oknh vo/kj.kk& ,slk gekjs lekt dh iqjkuh ijEijk pyh vk jgh gS fd ?kj ds
lkjk dke efgyk,¡ ,oa yM+fd;ksa dk gSA iq#"k mls ugha dj ldrs gSa ;k ?kj ds ckgj dk dke fliQZ iq#"k ,oa yM+ds
dj ldrs gSaA efgyk ugha dj ldrh] tks fd ,d :f<+oknh vo/kj.kk gSA
54. Ans. (b) : mi;ZqÙkQ ç'ukuqlkj la[;kvksa ds xq.ku djus dh vo/kj.kk dks i<+kus ls igys d{kk esa mifLFkr okrkoj.k
ds vk/kj ij çR;{k oLrq dk mnkgj.k nsuk T;knk mi;qÙkQ gksxkA
55. Ans. (d) : NCF 2005 ds vuqlkj& çkFkfed Lrj ij xf.kr dh f'k{kk dk eq[; y{; xf.krh;dj.k esa cPpksa dh
{kerk dk fodkl gSA
56. Ans. (c) : osu gSys uhnj yS.M ds xf.krK FksA ckyd T;kfefr dks fdl rjg ls lh•rs gSaA blds 5 Lrj bUgksaus crk;s gSa&
(1) n`';hdj.k (Visualisation) (2) fo'ys"k.k (Analysis)
(3) lEcU/ igpkuuk (Relationship) (4) fuxeu (Deduction)
(5) n`<+rk (Rigor)
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57. Ans. (a) : ,d f'k{kd us viuh d{kk ds Nk=kksa dks 75 ls 5 ?kVkus dks dgkA d{kk ds 70» Nk=kksa us dgk 25 tks
xyr mÙkj gSA
58. Ans. (a) : ,d d{kk esa vf/dka'k Nk=k 270 $ 34 ¾ 2104 mÙkj nsrs gSa] tks fd xyr mÙkj gSA lgh mÙkj 270 $
34 ¾ 304 gSA mudh bl Hkzkafr dks nwj djus ds fy, tksM+rs le; iqulZewghdj.k nksgjkuk lcls mi;qÙkQ gSA
59. Ans. (b) : mi;ZqÙkQ ç'u dk mÙkj lokZsÙke :i ls vk¡dM+k çcU/u dh vo/kj.kk dk ifjp; nsus ds fy, fd;k x;k
gSA lwpukvksa dh •kst esa& vius vkl&iM+ksl ls d{kk III vkSj V esa i<+us okys Nk=kksa dh la[;k ,d=k djuk ,d
vk¡dM+k gSA
60. Ans. (d) : fleqys'ku lkÝVos;j xf.krh; lw=kksa ds ,d lsV ds lkFk ,d okLrfod ?kVuk ekWMfyax dh çfØ;k ij
vk/kfjr gSA ;g vfuok;Z :i ls ,d çksxzke gS] tks mi;ksx drkZ dks okLro esa ml vkWijs'ku dks fu"ikfnr fd;s fcuk
fleqys'ku ds ekè;e ls ,d vkWijs'ku dk fujh{k.k djus dh vuqefr nsrk gSA
61. Ans. (c) : mi;ZqÙkQ dFkuks esa f'k{kd d{kk esa udyh uksV MafM;ksa ds caMy] fxurkjk (,csdl) ysdj vk;k gS vkSj LFkkuh;
eku fl•kus ds fy, Nk=kksa dks lkewfgd xfrfof/;ksa esa yxk;s (O;Lr j•rk gS jpukRed d{kk dks çnf'kZr djrk gSA
xf.kr ds jpukRed d{kk esa Nk=kksa vkSj vè;kidksa ds chp laokn gksrk jgrk gS rFkk f'k{k.k&i¼fr Nk=k&dsfUær gksrh gSA
62. Ans. (d) : NCERT ds vuqlkj d{kk&3 ds fo|kfFkZ;ksa ds fy, fuEu vf/xe çfriQy gS&
(i) rhu vad dks la[;k ds lkFk dk;Z tSls & LFkkuh; eku] vadh; eku ds vk /kj ij rqyuk djuk, nSfud thou
ls lEcfU/r rhu vadks dk tksM+k O;odyu vkfnA
(ii) fcuk iquZlewghdj.k ds NksVs ewY;ksa dk ?kVko ,oa tksM+
(iii) jsV pkVZ vkSj lk /kj.k fcy cukuk
(iv) 2D vkXfr dh le> fodflr djuk
63. Ans. (c) : f'k{kd }kjk d{kk fHkUu dk ifjp; djkus ds fy, Nk=kksa ds ioZKku vkSj O;ogkfjd Kku ls tksM+dj fHkUu
lEcaf/r fØ;kdykiksa dks fl•k;k tk ldrk gSA vr% f'k{kd }kjk ¶vki ,d lsc dks 4 nksLrksa esa leku #i ls dSls
ckVsxsa¸ lokZf/d mi;qÙkQ gSA
64. Ans. (b): çfriqf"V vkSj mipkjkRed f'k{k.k çnku djus gsrq cPps dh çxfr dks ,d le; vof/ esa vafdr djuk gSA
65. Ans. (b): Jheku gjh viuh d{kk esa fHkUu çdkj ds jaxksyh ds fp=k fçUVsM nqiêðs ysdj vk;s tks çk;% vkÑfr vkdkj vkSj
iSVuZ ls lEcaf/r gSA vr% xf.kr dh d{kk esa ;g vkÑfr vkSj iSVuZ i<+kus ds fy, lokZf/d mi;qÙkQ lk/u gks ldrs gSaA
66. Ans. (c) : Nk=kksa }kjk & ikVhZ vk;ksftr dh laHkkfor dher yxkukA
67. Ans. (b) : xf.krh; vo/kj.kksa dh çÑfr fuEufyf•r gS&
(i) xf.krh; vo /kj.kksa dh çXfr vewrZ gSA
(ii) xf.krh; vo /kj.kk;sa dh çXfr ls rdZlaxr gksrh gSA
(iii) xf.krh; vo /kj.kk;sa fuxefud ,oa vkxefud nksuks foospu / rdZ.kk ij vk/kfjr gksrh gSA
uksV& xf.krh; vo /kj.kk;sa jSf•d :i ls O;ofLFkr ugha gksrh gSaA
68. Ans. (d) : foHkktu dh vo/kj.kk dks vPNh rjg ls Li"V djus ds fy, Jh v;wc }kjk fuEufyf•r Øe gksxh&
(i) dbZ dadM+ks ;k dapks dks leku la[;k ds lewgksa esa O;ofLFkr djuk
(ii) foHkktu dh laHkkxh lajpuk (bDoy 'ks;fjax) dks fofHkUu fp=kksa ds mi;ksx ls le>uk
(iii) ';keiêð ij ljy foHkktu lEcaf /r dFku fy•dj mUgsa okLrfod thou ds mnkgj.kksa ls tksMukA
69. Ans. (d) : vf/xedrkZvksa dks ekufp=k.k (eSfiax) vkSj fndLFkku lEcU/h le> dh vo/kj.kk dk ifjp; nsus ds
fy, Nk=kksa dk vius Loa; ds ?kj dks dkxt ij cukus ds fy, dguk] ftlesa fofHkUu d{kks dk lkisf{kd vkdkj
cuk jgs lokZf/d mi;qÙkQ dFku gSA ekufp=k.k vkSj fndLFkku dh vo/kj.kk ls Nk=k i;kZoj.k esa fo|eku HkkSxksfyd
jktuSfrd vkfn fLFkfr;ksa dks vkHkklh :i ls xzg.k djrs gSA
70. Ans. (a) : oSu&gSys dk T;kferh; fl¼kar cPpksa ds fodkl ls lEcfU/r gS] tksfd cPpksa esa T;kferh; rdZ ds fofHkUu
Lrjksa dks of.kZr djrk gSA blesa fuEufyf•r ik¡p Lrj gS&
(i) Lrj 0& pk{kq"khdj.k igpkuuk vkSj crkuk
(ii) Lrj 1& fo'ys"k.k vkÑfr dh fo'ks"krk crkuk
(iii) Lrj 2& vukSipkfjd fuxeu fo'ks"krkvksa esa lEca/ le>uk
(iv) Lrj 3& vkSipkfjd fuxeu lR;kiu djus yxrk gSA
(v) Lrj 4& n`<+rk T;kferh ç.kkyh ij dke djus yxrk gSA
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71. Ans. (c) : jk"Vªh; ikB~p;kZ :ijs•k 2005 ds vuqlkj xf.kr ds ikB~Øe dk mís'; fuEufyf•r gS&
(i) nSfud thou ds mnkgj.kksa dh lgk;rk ls xf.kr dks çklafxd cuk;k tkuk pkfg,A
(ii) rfdZd :i ls lkspus, rdZ djus fo'ks"k.k djus vkSj Li"V djus ds fy, okaNuh; n`f"Vdks.k fodflr djsaA
(iii) fo|kfFkZ;ksa ds jVus dh ç.kkyh ls eqÙkQ djkuk rkfd fo|kfFkZ;ksa dk pgqeq•h fodkl gks ldsA
(iv) fo|kfFkZ;ksa ds Kku dks fo|ky; dh pgkjfnokjh ls ckgj okLrfod nqfu;k ds Kku ls tksM+ukA
72. Ans. (d) : mijksÙkQ dFkuks esa Nk=k }kjk fn;s x;s lokZf/d mi;qÙkQ dFku ¶;ksx (tksM+us) ds le; iqulZewghdj.k vkSj
la[;kvks ds LFkkuh; eku dh iqu% lewghdj.k dh vo/kj.kk dks lqn`<+ djus ds fy, ewrZ vkSj gLr&dkS'ky lkexzh dk
mi;ksx fd;k tkuk pkfg,¸ D;ksafd Nk=k }kjk LFkkuh; eku vkSj mldk iqulZewghdj.k dh vo/kj.kk dk KkuLi"V :i
ls ugha gks ik;k gSA
73. Ans. (d) : xf.kr f'k{k.k vf/xe ls lEcfU/r mikxe fuEufyf•r gS&
(i) vkxeukRed& fuxeukRed
(ii) leL;k lek/ku
(iii) fo'ys"k.k la'ys"k.k
(iv) áwfjfLVd fof/ tcfd fMªy vkSj vH;kl xf.kr f'k{k.k vf/xe ls lEcfU/r mikxe ugh gSA
74. Ans. (b) : jpukRed vkdyu esa fuEufyf•r dks lfEefyr fd;k tkrk gS&
(i) mik[;kukRed fjdkMZ
(ii) {ks=k Hkze.k
(iii) iksVZiQksfy;ksa
(iv) ekSf•d ç'uksÙkj (f'k{kd ,oa fo|kFkhZ ds chp)
tcfd ^l=k &var ijh{kk* ;ksxkRed ewY;kadu es lfEefyr fd;k tkrk gSA
75. Ans. (c) : fleqys'ku lkÝVos;j dk ç;ksx dj ¶,d gh ifjeki okys fofHkUu vkdkj <w<uk¸ lokZf/d csgrj rjhds
ls i<+k;k tk ldrk gSA lseqys'ku lkÝVos;j xf.krh; lw=kksa ds ,d lsV ds lkFk ,d okLrfod ?kVuk ds ekWMfyax dh
çfØ;k ij vk/kfjr gSA ;g mi;ksxdrkZ dks ml vkijs'ku dks okLro esa fd;s fcuk fleqys'ku ds ekè;e ls vkijs'ku
fujh{k.k djus dh vuqefr nsrk gSA
76. Ans. (c) % ç'ukuqlkj&dFku ds lUnHkZ esa vfr mi;qÙkQ dFku f'kf{kdk Nk=kksa }kjk fn, x, mÙkjksa esa lfEefyr mudh
fparu çfØ;k dks le>uk pkgrh gS] fd Nk=k la[;k dk mi;ksx ,oa LFkkuh; eku dk lgh ç;ksx djuk lh• fy;k gS
dh ugh] vkSj Nk=k la[;k ls u;h la[;k] cM+h la[;k vkSj NksVh la[;k cuk ys jgk gS dh ughA
77. Ans. (c) % jpukRed vkdyu& jpukRed vkdyu f'k{kdksa dks Nk=k le>] lh•us dh t#jrksa vkSj ikB] bdkbZ ;k
ikBÔØe ds nkSjku vdknfed çxfr ds ewY;kadu ds fy, fd;k tkrk gSA jpukRed vkadyu esa vè;kid ikB dks
i<+krs le; ;g tk¡p djrk gS] fd cPps us Kku dks fdruk xzg.k fd;k gSA jpukRed vkdyu fo|kfFkZ;ksa dks ;g
tkuus dk volj çnku djrk gS fd mls dgk¡ lqèkkj dh vko';drk gSA jpukRed vkadyu ds midj.k
(1) Nk=kksa dk iksVZ iQksfy;ks (2) mik[;kukRed vfHkys•
(3) {ks=k Hkze.k (4) ekSf•d ç'u mÙkj
(5) voyksdu Mk;jh
l=kkar ijh{kk jpukRed vkdyu dk Hkkx ugh gS l=kkar ijh{kk ewY;kadu dh çfofèk gSA
78. Ans. (b)% ç'u ds dFku ds lUnHkZ esa lgh dFku ;g gS fd vuqeku jkstejkZ ds xf.kr esa bLrseky gksrk gS] vr%
f'k{kd dks Nk=k ds vuqekfur mÙkj ds yxHkx lVhd gksus dh ç'kalk djuh pkfg, vuqeku yxkuk Nk=k ds nSfud
thou dk ,d vfuok;Z fgLlk gS] D;ksafd T;knkrj lanHkkZs esa ge fdlh eki ds okLrfod eku dh vis{kk ,d vuqeku
ds çfr T;knk fparu'khy gksrs gSA
79. Ans. (c)% jk"Vªh; ikBÔp;kZ :ijs•k (NCF) (2005) ds vuqlkj xf.kr lh•us ds lanHkZ esa d{kk ds Hkkoh ifjos'k
dh ifjdYiuk (n`f"V) dks fu#fir djrk gS&
(a) Nk=k lewgksa esa dke dj jgs gS vkSj okLrfod thou dh ifjfLFkfr;ksa ds lkFk lacaèk tksM+rs gq, ç'uksa dks gy
djus ds fy, fofHkUu j.kuhfr;k¡ •kst jgs gSaA
(b) f'k{kd vfèkxe dh çfØ;k ij euu dj jgs gSa vkSj xyfr;ksa dks vfèkxe ds voljksa ds rkSj ij ns• jgs gSaA
(c) Nk=kksa dks Lo;a gh ç'uksa dks x<+us ,oa iSnk djus ds volj çnku djsaxsA
(d) d{kk esa i<+kbZ tkus okyh xf.kr ltho ,oa vkd"kZd gksuh pkfg, tks fd cPpksa dks viuh le> dh ladYiukvksa
dks lqLi"V dj ldsA
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80. Ans. (b) % ç'ukuqlkj& vè;kfidk dks vfèkxe ds ifj.kkeksa dks çkIr djus esa lgk;rk fofoèk jsy le;&lkjf.k;ksa
dk] lekpkj&i=kksa esa çdkf'kd loZs{k.kksa vkfn dk mi;ksx djuk gSA bl çdkj dh xfrfofèk xf.krh; ladYiukvksa vkSj
muds vuqç;ksxksa esa lacaèk cSBkus vkSj vius Kku rFkk fopkjksa dks lk>k djus esa f'k{kkfFkZ;ksa dh lgk;rk djuk gSA
81. Ans. (c) % ç'ukuqlkj& çkFkfed d{kk esa fHkUu dh ladYiuk dks çLrqr ds fy, o`Ùkksa vkSj vk;rkdkj ifg;ksa ds lefer
dV~ vkmV~l ds lkFk fHkUuksa dks fu#fir djus ds fy, dkxt eksM+us dh xfrfofèk;ksa dk ç;ksx djuk vfr mi;qÙkQ
gSA Nk=k dks iwoZ Kku ls uohu Kku esa tksM+rs gq;s fHkUuksa dh voèkkj.kk ls ifjfpr djkus ds fy, f'k{kd dks muds
vkl&ikl dh oLrqvksa esa mifLFkr fHkUu :ih mnkgj.kksa dh igpku djkrs gq, fHkUu dh voèkkj.kk 'kq# dj ldrk gSA
82. Ans. (b) % xf.kr dh viuh 'kCnksa vkSj fpUgksa dh Hkk"kk gS tks Nk=kksa dh nSfud Hkk"kk ls cgqr nwj gS] bl lanHkZ esa
f'k{kd dks xf.krh; leL;kvksa dks lanfHkZr djuk pkfg, vkSj xf.kr dks fo|kfFkZ;ksa ds thou vuqHkoksa dk Hkkx cukuk
pkfg,] xf.krh; ladYiukvksa vkSj muds vuqç;ksxksa esa lacaèk cSBkus vkSj vius Kku rFkk fopkjksa dks lk>k djus esa
f'k{kkfFkZ;ksa dh lgk;rk djuk |ftlls Nk=k ds iwoZ Kku ls uohu Kku esa tksM+k tk ldsA
83. Ans. (a) % mi;ZqÙkQ ç'u ds lanHkZ esa Nk=kk osu fgys ds T;kferh; foospu ds vkèkkj ij fo'ys"k.k Lrj ij gSA bl
Lrj esa vfèkxedrkZ }kjk T;kferh; vkÑfr;ksa ds xq.kksa ds vkèkkj ij mudk fo'ys"k.k djuk lh• tkrs gSa vkSj blds
vkèkkj ij mudk oxhZdj.k djrs gSaA bl Lrj ij ,d O;fÙkQ dg ldrk gS ,d oxZ esa 4 leku Hkqtk,¡ vkSj 4 leku
dks.k gksrs gS blds fod.kZ lokZaxle vkSj yacor gksrs gSa] vkSj os ,d nwljs dks lef}Hkkftr djrs gSaA
84. Ans. (a)% U;weSu ds vuqlkj Nk=k }kjk vocksèk (vFkZ&cksèk) dh =kqfV dj jgk gSA U;weSu dh vocksèk&=kqfV esa Nk=kksa
}kjk phtksa ;k fLFkfr;ksa dk fu"i{k vkSj lVhd :i ls cksèk ugha gksrk gSA blesa cPpksa ds iwokZxzg dks Hkh 'kkfey dj
ldrs gSaA
85. Ans. (a) % jk"Vªh; ikBÔp;kZ :ijs•k (2005) cy nsrk gS fd Ldwy xf.kr xfrfofèk vkèkkfjr gks] ,slk gS (1) D;ksafd
;g fo|kfFkZ;ksa dks xf.kr esa vFkZiw.kZ leL;kvksa dks gy djus @ lqy>kus ds fy, çksRlkfgr djrk gSA (2) D;ksafd xf.kr
esa vewrZ ladYiukvksa dks le>us ds fy, ;g ewrZ vuqHko miyCèk djkrk gSA (3) cPpksa dks dYiuk'khy xfrfofèk;ksa
vkSj lokyksa dh enn djrk gSA (4) lh•us vkSj lh•us ds nkSjku vius vuqHko ij fopkj djus dk volj nsrs gSA
86. Ans. (b) % xf.krh; nqf'park ls xzLr Nk=kksa ds fy, lg;ksxkRed vfèkxe ifj;kstuk,¡ vkSj jpukRed vkadyu mi;qÙkQ
lkèku gks ldrk gSA
jpukRed vkadyu esa f'k{kd Nk=k dh le>] lh•us dh t#jrksa vkSj ikB] bdkbZ ;k ikBÔØe ds nkSjku vdknfed
çxfr ds ewY;kadu ds fy, fd;k tkrk gSA jpukRed vkadyu fo|kfFkZ;ksa dks ;g tkuus dk volj çnku djrk
gS fd mls dgk¡ lqèkkj dh vko';drk gSA
87. Ans. (b) % fo|kFkhZ }kjk mi;ksx dh xbZ mi;ZqÙkQ çfØ;k esa Nk=k ;ksx ij vkèkkfjr leL;k lekèkku esa ;ksx ds
Øefofues; fu;e dk bLrseky ugha dj ik jgk gSA ;ksx ds Øe fofues; fu;e esa A + B = C gksrk gS] ftldk mi;ksx
fo|kFkhZ ugh dj ik jgk gSA ;ksx ds Øe&fofues; fu;e ds vuqlkj – 9 + 3 = 12
88. Ans. (c)% xf.kr esa leL;k&lekèkku dh j.kuhfr esa jVdj ;kn djuk @ Lej.k djuk ugha gSA tcfd fuEufyf•r
fofèk ls xf.kr dh leL;k lekèkku fd;k tkrk gSA
(1) i'pxkeh #i ls gy djuk
(2) fp=kkRed fu#i.k
(3) ç;kl o =kqfV
(4) lekèkku dk O;ogkfjd ç;ksx
(5) leL;k dk p;u] leL;k dk mipkj djuk
89. Ans. (a) % ç'ukuqlkj mi;ZqÙkQ ç'u •qys fljs okys ç'u dk mnkgj.k gSA •ys fljs okys ç'uksa dks vilkjh ç'uksa ds
#i esa Hkh tku tkrk gSA tgk¡ mÙkjnkrk vius mÙkj dks lk>k djus] Li"V djus vkSj vius fopkj j•us ds fy, Lora=k
gksrs gSaA Nk=k viks n`f"Vdks.k ls phtksa dks ns• ik,axsA bu ç'uksa dks vkerkSj ij ,d gh dFku esa rS;kj fd;k tkrk gSA
ftlds fy, yach çfØ;k dh vko';drk gksrh gSA
90. Ans. (b) % mi;ZqÙkQ dFku xf.kr ds inkuqØfed LoHkko dks çfrcafcr djrk gSA xf.krh; ladYiuk;sa çÑfr esa
inkuqØfed gS tks ,d oxZ ls nwljs oxZ rd O;kogkfjd o oSpkfjd Kku dks tksM+rh gSA vFkkZr~ xf.kr esa ladYiuk;s
rkfdZd :i ls ,d nwljs ls tqM+h vkSj vUrZlEcfUèkr gksrh gSA tSls cPpksa dks ;ksx ,oa dyu ds ckn gh xq.kk ,oa Hkkx
dk vfèkxe djk;k tk ldrk gSA

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91. Ans. (b) : nh xbZ dFku dh fLFkfr ds vuqlkj vè;kid dks Hkkx lajpuk ds varxZr vkus okyh fofHkUu 'kfCnd
leL;kvksa ds çk:i vkSj mi çk:i dh Li"Vrk lR; dFku gSA D;ksafd çk:i vkSj miçk:i dk f'k{k.k LFkk;h ekuk
tkrk gSA bllss Nk=k :fpiw.kZ lh•rk gSA
92. Ans. (b) : cqfu;knh la[;kRed dkS'ky ls o`f¼ ds fy, lq>kfor f'k{kk'kkL=kh; j.kuhfr la[;kRed ç'uksa dk mi;ksx
ugha fd;k tkuk pkfg, tcfd gLrdkS'ky lkexzh dk mi;ksx] dgkfu;ksa] dforkvksa vkSj •syksa dk mi;ksx vkSj ekr`
Hkk"kk esa funZs'k nsuk vkfn dk mi;ksx fd;k tkuk pkfg,A
93. Ans. (a) : çkFkfed d{kkvksa ds cPpksa dks vkÑfr;ksa dh vo/kj.kk dk ifjp; nsus ds fy, cPpksa dks vius pkjks dh
fofHkUu oLrqvks/ inkFkks± ls lacaf/r vius vuqHkoksa dks lk>k djus dk volj fn;k tkuk vR;f/d mi;qÙkQ fØ;kdyki
ekuk tkrk gSA
94. Ans. (a) : leL;k lek/ku esa vfoosdh@vfoosfpr dyu&fof/ dk fodkl djuk 'kkfey ugh gSA leL;k lek/ku ds
fuEu lksiku gS&
(1) ;kstuk dk çfriknu djuk
(2) ifj.kke dks çfrikfnr djuk
(3) leL;k dk Li"Vhdj.k djuk
(4) phtksa dks ljy cuk;s
(5) gj igyw dks ns•s
(6) è;ku leL;kvksa ij er yxkvks] lek/ku ij yxkvksA
95. Ans. (d) : mijksÙkQ 'kkfCnd leL;k dks cPpk 450 $ 550 dk fof/ ls gy djrk gS] ftldk lEHkkfor dkj.k cPps
us vf/d 'kCn dks ;ksx ls lEcfU/r fd;k gSA 'kkfCnd leL;k vDlj okLrfod thou vkSj xf.kr dh d{kk ds chp
ds vUrj dks ikVus ds ,d rjhds ds :i esa ns•h tkrh gSA
96. Ans. (d) : LFkkuh; eku dh vo/kj.kk çLrqr djus ls iwoZ Nk=kksa dks ewrZ lkexzh ls fxurh vkSj lewghdj.k fØ;kdyki
djkus pkfg,A
97. Ans. (b) : fdUgh nks iw.kZ la[;kvksa dk ;ksx ,d iw.kZ la[;k gksrk gS] ;g ;ksx dk laoj.k xq.k dgykrk gSA
mnk- 2 + 5 = 7 2 × 5 = 10
5–2=3 10 ÷ 2 = 5
78. Ans. (a) : oSu&gSys
ds fl¼kUr ds vuqlkj T;kfefr ds vf/xe ds fy, çFke egRoiw.kZ in ^lEiw.kZ fparu* gS D;ksafd
;g vkÑfr;ksa ds fo'ys"k.k vkSj n`';hdj.k dkS'ky dks fodflr djus dk vkèkkj gSA
99. Ans. (b) : fu;rdkfyd okys ç'u dk mÙkj lhfer gksrk gS rFkk ftudk mÙkj gk¡ ;k ugha esa Hkh fn;k tk ldrk gSA
100. Ans. (c) : n'keyo la[;kvksa dk çfrfuf/Ro djus ds fy, fxzM fiij vfr mi;qÙkQ gSA

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