Explore the complete CTET June 2011 Mathematics Paper 1 with official answer key. Get detailed solutions, explanations, and analysis of all questions from the Central Teacher Eligibility Test (CTET) Paper 1 Mathematics section. Perfect for candidates preparing for CTET exams, this guide offers insights into key topics and strategies to excel in the test.

 

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CTET Mathematics : Paper 1

     Prepare effectively for the CTET Mathematics Paper 1 with our comprehensive Study Materials, Mock Tests and Previous Year Questions. Our resource provides an extensive collection of practice papers designed to simulate the actual exam environment, helping you gain confidence and improve your problem-solving skills. Each mock test is crafted to cover a wide range of topics and question formats that are typically seen in the CTET Mathematics Paper 1, ensuring you are well-prepared for any type of question that may appear.

• Total Questions: 30
• Total Marks: 30
• Type of Questions: Multiple Choice Questions (MCQs)
• Duration: Part of the overall 150-minute exam for Paper 1

 

 

Number System	Click Here
Addition and Subtraction	Click Here
Division	Click Here
Face Value and Place Value	Click Here
LCM and HCF	Click Here
Average	Click Here
Percentage	Click Here
Profit and Loss	Click Here
Speed, Distance and Time	Click Here
Money	Click Here
Measurement of Time	Click Here
Area and Volume	Click Here
Geometry and Shapes	Click Here
Data Handling	Click Here

 

CTET June 2011 : Mathematics, Paper 1

 

PART - I / भाग - I

Mathematics / गणित

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Direction : Answer the following questions (Q. Nos 31 to 60) by selecting the correct/most appropriate options.
निर्देश : निम्नलिखित प्रश्नों (प्रश्न संख्या 31 से 60) के उत्तर सही/सबसे उपयुक्त विकल्पों का चयन करके दीजिए।

 

32. “Problem solving” as a strategy of doing mathematics  involves  

A. estimation  
B. extensive practice  
C. using clues to arrive at a solution  
D. activity based approach  

 

33. Sequence the following tasks as they would be taken  up while developing the understanding of shapes and  space across primary class:  
1. Matches the properties of 2-D shapes by observing  their sides and corners  
2. Describes intuitively the properties of  2-D shapes  
3. Sorts 2-D shapes  
4. Describes the various 2-D shapes by counting their  sides, corners and diagonals  

A. 3, 1, 4, 2
B. 4, 2, 1, 3  
C. 3, 2, 4, 1 
D. 1, 4, 2, 3  

34. The purpose of a diagnostic test in mathematics is  

A. to plan the question paper for the end-term examination  
B. to know the gaps in children’s understanding  
C. to give feedback to the parents  
D. to fil the progress report  

 

CTET Previous Year Question Papers for Mathematics

    Explore comprehensive solutions and answer keys for CTET Mathematics, Paper 1 from previous years. Our collection includes detailed question papers, solutions, and expert analysis to help you prepare effectively for the Central Teacher Eligibility Test. Access valuable resources and enhance your exam strategy with real exam questions and solutions.

CTET June 2011, Paper - 1	Click Here
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35. When faced with word problems, Rajan usually asks  “Should I ad or subtract?”  
“Should I multiply or divide?”. Such questions suggest  

A. Rajan cannot ad and multiply  
B. Rajan seeks opportunities to disturb the class  
C. Rajan has problems in comprehending language  
D. Rajan lacks understanding of number operations  

36. A rhombus has diagonals of length 8 cm and 6 cm.  Find its perimeter.  

A. 28 cm  
B. 18 cm  
C. 20 cm  
D. 24 cm  

37. To introduce the concept of area, a teacher can start  with  

A. explaining of formulae for finding area of figures  of different shapes  
B. comparing area of any figure with the help of  different objects like palm, leaf, pencil, notebook,  etc.  
C. calculating area of a rectangle by finding length  and breadth of a rectangle and using the formula  for area of a rectangle (i.e. length × breadth)  
D. calculating area of figures with the help of counting  unit square  

38. The NCF (205) considers that Mathematics involves  ‘a certain way of thinking and reasoning’.  From the statements given below, pick out on which  does not reflect the above principle:  

A. Giving students set formulae to solve the numerical  questions  
B. The way the material presented in the textbooks is  written  
C. The activates and exercises chosen for the class  
D. The method by which it is taught

 

Mathematics : Chapter, Paper 1

Mathematics Topics	Click Here
Pedagogy of Mathematics	Click Here
Mathematics MCQ Question	Click Here
Previous Year Question	Click Here

 

40. 407928 is read as  

A. Four lakh seven thousand nine hundred twenty  eight  
B. Four lakh seventy nine thousand twenty eight  
C. Forty seven thousand nine hundred twenty eight  
D. Forty thousand nine hundred twenty eight  

 

41. Sequence the following tasks as they are taken up  while developing the concept of measurement:  
1. Learners use standard units to measure length.  
2. Learners use non-standard units to measure length.  
3. Learners verify objects using simple observation.  
4. Learners understand the relationship between metric  units.  

A. 4, 1, 3, 2 
B. 1, 2, 4, 3  
C. 2, 1, 3, 4 
D. 3, 2, 1, 4  

 

42. If an operator Å is defined as  
4⊕3 = 4 + 5 + 6  
5⊕4 = 5 + 6 + 7 + 8  
6⊕4 = 6 + 7 + 8 + 9  
what will n 8 be equal to?  

A. n + 36 
B. n + 28  
C. 8n + 28
D. 8n + 36  

44. To be a “god” mathematician one must be able to  

A. master the techniques of answering questions  
B. memories most of the formulae  
C. solve the problem in no time  
D. understand, apply and make connections across  the concepts  

 

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45. The weight of some mangoes is 2 kg 60 g and that  of some apples is 1 kg 450 g. The weight of the  mangoes is greater than that of the apples by  

A. 150 g 
B. 4 kg 50 g  
C. 1 kg 150 g
D. 1 kg 20 g  

 

46. The chapters in the NCERT textbook of mathematics  of Class-IV have tiles like “The Junk Seller”, “Trip to  Bhopal”, “The Way the World Looks”.  This shift has ben done to  

A. know about selling junk and traveling  
B. challenge the students to guess the mathematical  content in the chapters  
C. make them understand differently  
D. make it interesting by relating it to everyday life  

 

49. To introduce the concept of fractions, a teacher can  begin with  

A. identifying fractional parts of things around them  
B. identifying numerators and denominators of  different fractions  
C. finding fractions on a number line  
D. writing fractions in the form of  a/b where b≠0  

51. The length of a rectangle is ‘l’ and its width is half of  its length. What will be the perimeter of the rectangle  if the length is doubled keeping the width same ?  

A. 3l 
B. 4l  
C. 5l
D. 6l  

 

Previous Year Question Papers For CTET, Paper I

    Explore comprehensive solutions and answer keys for CTET Mathematics, Paper 1 from previous years. Our collection includes detailed question papers, solutions, and expert analysis to help you prepare effectively for the Central Teacher Eligibility Test. Access valuable resources and enhance your exam strategy with real exam questions and solutions.

CDP	Click Here
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52. Which is true for a hexagonal pyramid ?  

A. It has six hexagonal faces joined by six rectangular  faces  
B. It has six faces and each face is a hexagon  
C. It has a hexagonal base with six triangular faces  meting at a point  
D. It has two hexagonal faces and six rectangular faces  

 

53. How many 4-digit numbers are there in the Hindu Arabic Numeration System ?  

A. 900
B. 9  
C. 899 
D. 99  

 

55. The number 49532 rounded of to the nearest thousand  is  

A. 500
B. 4900  
C. 4950 
D. 4100  

 

56. In the following, which is the greatest number ?  

A. (2 + 2 + 2)² 
B. (4)²  
C. (2 × 2 × 2)² 
D. [(2 + 2)²]²

 

Previous Year Question Papers For CTET, Paper II

    Explore comprehensive solutions and answer keys for CTET Paper 2 from previous years. Our collection includes detailed question papers, solutions, and expert analysis to help you prepare effectively for the Central Teacher Eligibility Test. Access valuable resources and enhance your exam strategy with real exam questions and solutions.

CDP	Click Here
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58. When teaching addition of fractions, a teacher came  across the following error
1/2 + 1/3 = 2/5
 What remedial action can the teacher take in such a  situation?  

A. Help the child to understand the concept of LCM
B. Ask the child to practice as much as she can  
C. No intervention is needed because she will  understand as she grows  
D. Help the child to understand the magnitude of  each fraction  

 

59. Vikas teaches mathematics to a class of 56 students.  He believes that conducting a test is effective if the  feedback is given immediately. He conducted a short  class test of 10 marks. What is the best possible way  of giving the feedback effectively ?  

A. Pick out any copy at random and discus the method  followed in the copy on the board  
B. He can let the students check each other’s answer  
C. He can explain the solution of each problem on  the board and ask the students to check their answer  on their own  
D. He can have a whole class discussion on ways in  which they have got their solutions and which is  the effective strategy to arrive at he correct answer  

 

60. When teaching ‘shapes’, a teacher can plan a trip of  historical places as  

A. shapes are an integral part of any architecture and  such trips encourage connections across disciplines  
B. she has completed most of the syllabus well in  time and needs to provide leisure  
C. it would be a god break from the routine  mathematics class and an opportunity to improve  communicative skills  
D. field trips have ben recommended by CBSE, so  they are a must 

 

CTET Previous Year Question Papers for Mathematics
June - 2011	Jan - 2012	Nov - 2012
July - 2013	Feb - 2014	Sep - 2014
Feb - 2015	Sep - 2015	Jan - 2016
Feb - 2016	Sep - 2016	Dec - 2018
Dec - 2019	July - 2019	Jan - 2021
Dec - 2022	Jan - 2022	Aug - 2023
Jan - 2023	Jan - 2024	July - 2024
Dec - 2024

 

 

Study Materials (AssamTET.com)

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