CTET Mathematics Paper 2 MCQs with Answers Set 02

Download CTET MCQs for CTET : Mathematics

Review structured MCQ sets for CTET Mathematics. Built according to official CTET guidelines, these downloadable questions support daily revision and core concept reinforcement.

Chapter-wise Objective Questions: Mathematics

Access the complete set of multiple-choice questions for Mathematics below. This focused format allows students to isolate specific topics for thorough review and uninterrupted practice alongside official CTET textbooks.

These 29 CTET Mathematics Paper 2 multiple choice questions cover mathematics content and pedagogy of mathematics. Each question has the correct answer with a step-by-step explanation and a short teacher's note, so you can practise for the Central Teacher Eligibility Test and check your understanding.

Multiple Choice Questions

Question 1: According to National Curriculum Framework (2005), which of the following are LEAST effective to enhance mathematics learning in the classroom?
(a) Connecting concepts to real-life situations
(b) Giving frequent tests
(c) Using mathematical games and puzzles
(d) Creating competition amongst learners
Choose the correct option.
(a) (a) and (c)
(b) (b) and (d)
(c) (a), (c) and (d)
(d) Only (c)
Show Answer & Explanation

Answer: (b) (b) and (d)

Explanation:
1. Real-life connections and games and puzzles enhance learning.
2. Frequent tests and competition increase pressure and anxiety, so they are least effective.

Teacher's Note:
1. NCF 2005 discourages competition and test pressure.
2. The question asks for least effective items.

Question 2: After the class on 'Ratio and Proportion', Mr Alok, a middle school mathematics teacher thought of conducting a diagnostic test to assess the students' ability to identify situations of non-proportional thinking. Which of the following questions are most relevant to be included in this test?
(a) Sita and Soha are planting corns in the same farm. Sita plants 4 rows and Soha plants 6 rows. If Sita's corn is ready in 8 weeks, how many weeks it will take for Soha's corn to be ready?
(b) A school orders 3 cartons of milk for every 8 students. If there are 624 students in the school, how many cartons of milk should be ordered?
(c) In a school the ratio of students to teachers is 16:1. If there are 1248 students in a school, find the number of teachers
(d) \( \dfrac{4}{6} = \dfrac{x}{15} \). Find x.
Show Answer & Explanation

Answer: (a) Sita and Soha are planting corns in the same farm. Sita plants 4 rows and Soha plants 6 rows. If Sita's corn is ready in 8 weeks, how many weeks it will take for Soha's corn to be ready?

Explanation:
1. Options b, c and d are proportional situations (234 cartons; 78 teachers; x = 10).
2. In a the number of rows does not change the time the corn takes to ripen, so it is non-proportional.

Teacher's Note:
1. Not every pair of quantities is proportional.
2. A diagnostic test needs a non-proportional case to catch over-use of ratios.

Question 3: Activities are an important tool for learning in elementary school mathematics classrooms because:
(a) engaging in Activities encourages strategic mathematical thinking and development of computational fluency
(b) activities serve as motivation for students to practice and tool for teachers to assess the students.
(c) activities help teachers to complete the syllabus in time.
(d) lot of free periods in time-table can be utilised through Activities.
Choose the correct option
(a) (a) and (c)
(b) (a) and (b)
(c) (b), (c) and (d)
(d) (b) and (d)
Show Answer & Explanation

Answer: (b) (a) and (b)

Explanation:
1. Activities encourage thinking and fluency (a) and motivate practice while helping assessment (b).
2. Completing the syllabus and filling free periods (c, d) are not educational purposes.

Teacher's Note:
1. Activities are for learning, not for saving time.
2. Pick statements about learning outcomes.

Question 4: Classroom environment plays an important role in overcoming mathematics anxiety among learners. Which of the following statements / situations are indicative of a mathematics classroom free from fear and anxiety among learners?
(a) A sense of failure in mathematics among majority of students.
(b) Product oriented assessment aiming at ranking students on the basis of correct answer given.
(c) Students posing and solving problems related to their daily lives.
(d) Teacher engaging meaningfully with every child in the class.
Choose the appropriate option.
(a) (b) and (d)
(b) (c) and (d)
(c) (a) and (b)
(d) (a) and (c)
Show Answer & Explanation

Answer: (b) (c) and (d)

Explanation:
1. Posing and solving everyday problems (c) and meaningful engagement with each child (d) reduce fear.
2. Failure feelings (a) and ranking by correct answers (b) increase anxiety.

Teacher's Note:
1. Supportive, process-focused classrooms reduce anxiety.
2. Ranking breeds fear.

Question 5: The factors of a trinomial expression can be:
(A) Number
(B) Variable
(C) Expression
(D) Zero
Choose the correct option
(a) (A), (B) and (D)
(b) Only (D)
(c) (A) and (D)
(d) (A), (B) and (C)
Show Answer & Explanation

Answer: (d) (A), (B) and (C)

Explanation:
1. For example 3x(x + 1) has the factors 3 (number), x (variable) and x + 1 (expression).
2. Zero cannot be a factor of a non-zero expression such as a trinomial.

Teacher's Note:
1. If a factor were 0 the product would be 0.
2. Factors can be numbers, variables or expressions.

Question 6: According to National Curriculum Framework 2005, which among the following is/are appropriate as a part of higher aims of teaching mathematics?
(A) Developing numeracy skills
(B) Developing ability to handle abstractions in mathematics
(C) Developing right attitude for problem solving
Choose the correct option.
(a) (A) and (B)
(b) (A) and (C)
(c) (B) and (C)
(d) Only (C)
Show Answer & Explanation

Answer: (c) (B) and (C)

Explanation:
1. Numeracy is part of the narrow aim.
2. Handling abstractions and developing problem-solving attitude are higher aims.

Teacher's Note:
1. Narrow aim: arithmetic and measurement skills.
2. Higher aim: thinking, reasoning, abstraction and problem solving.

Question 7: Which of the following illustrates a "Constructivist" classroom for learning of spatial quantities like area and volume of solid shapes?
(a) Teacher using PowerPoint presentation of various formulae to teach the concept of area and volume
(b) Teacher showing animated videos of 3-D shapes to students
(c) Teacher brings in solid shapes to the class and lets children touch them while she/he writes the formulae on the black board
(d) Teacher brings in solid shapes, graph sheets and other measuring devices and allows learners to explore the various formulae as far as possible
Show Answer & Explanation

Answer: (d) Teacher brings in solid shapes, graph sheets and other measuring devices and allows learners to explore the various formulae as far as possible

Explanation:
1. Constructivism means learners build knowledge through exploration.
2. Option d lets learners explore solids and measure, then find formulae themselves.

Teacher's Note:
1. Teacher-demonstrated formulae are transmission teaching.
2. Look for learner exploration.

Question 8: Read the following table:
City: Shimla, Banglore, Delhi, Kashmir, Himachal
Temperature (°C): −5, 26, 35, −2, 18
Which of the following Mathematical concept/concepts may be taught using the above table?
(A) Data Handling
(B) Algebraic Expressions
(C) Integers
(D) Square and Square roots
Choose the correct option:
(a) Only (A)
(b) (C) and (D)
(c) (A) and (C)
(d) (B) and (D)
Show Answer & Explanation

Answer: (c) (A) and (C)

Explanation:
1. The table is data on cities, so it can teach data handling (A).
2. It contains negative temperatures, so it can teach integers (C).
3. Algebraic expressions and squares do not arise from it.

Teacher's Note:
1. Look at what the data contains.
2. Negative values signal integers.

Question 9: According to National Curriculum Framework 2005, School Mathematics must take place in a situation, where students
(a) realize Mathematics as a part of their life experiences
(b) realize Mathematics as a part of school life
(c) memorize the formulae to solve important problems
(d) use convergent thinking to solve contextual mathematical problems
Show Answer & Explanation

Answer: (a) realize Mathematics as a part of their life experiences

Explanation:
1. NCF 2005 wants mathematics linked to children's lives and experiences.
2. Memorising formulae or purely convergent thinking is not its aim.

Teacher's Note:
1. Contextual, meaningful mathematics is central.
2. Rote memorisation is discouraged.

Question 10: A middle grade mathematics teacher wants to develop a rubric for assessing the levels of learning in her students on the topic 'geometrical shapes'. She identifies that according to Van Hiele the students can be categorized in the four levels of geometric reasoning. Match the levels in Column A with the corresponding geometric reasoning in Column B.
Column A: a. Level 1, b. Level 2, c. Level 3, d. Level 4
Column B:
(i) The student is able to understand theorems.
(ii) The student is able to explore relationships between various figures based on their properties.
(iii) The student is able to identify a figure based on its properties and not on the physical appearance.
(iv) The student recognises a figure based on physical appearance.
Choose the correct option.
(a) a-(iv), b-(ii), c-(iii), d-(i)
(b) a-(iii), b-(iv), c-(i), d-(ii)
(c) a-(ii), b-(i), c-(iii), d-(iv)
(d) a-(iv), b-(iii), c-(ii), d-(i)
Show Answer & Explanation

Answer: (d) a-(iv), b-(iii), c-(ii), d-(i)

Explanation:
1. Level 1 (visualisation) is recognising by appearance: (iv). Level 2 (analysis) is identifying by properties: (iii).
2. Level 3 (informal deduction) is relating figures: (ii). Level 4 (deduction) is understanding theorems: (i).

Teacher's Note:
1. Order: visualisation, analysis, informal deduction, deduction.
2. Appearance comes first, theorems later.

Question 11: Which of the following is the most appropriate strategy for introducing the concept of multiplication of two fractions in the middle school?
(a) The algorithm should be used to introduce the concept.
(b) The process should be visually represented.
(c) Multiplication as repeated addition should be emphasised.
(d) Multiplication as inverse of division should be emphasised.
Show Answer & Explanation

Answer: (b) The process should be visually represented.

Explanation:
1. Multiplying fractions is best understood as 'a part of a part', which can be shown by area models and paper folding.
2. An algorithm first gives only a rule, and repeated addition does not extend well to fractions.

Teacher's Note:
1. Use visual models before the rule.
2. Repeated addition works for whole-number multipliers only.

Question 12: Dyscalculia is characterized by
a. difficulty in understanding number concepts.
b. lack of an intuitive grasp of numbers.
c. inability to coordinate the verbal and spatial aspects of numbers.
d. inability to recognise alphabets.
(a) a and b
(b) c and d
(c) a, b, and c
(d) a and c
Show Answer & Explanation

Answer: (c) a, b, and c

Explanation:
1. Dyscalculia is a specific learning disability in mathematics, with trouble in understanding number concepts, number sense and linking verbal and spatial aspects of number.
2. Inability to recognise alphabets belongs to dyslexia.

Teacher's Note:
1. Dyscalculia: numbers; dyslexia: reading; dysgraphia: writing.
2. Eliminate statements that describe other disorders.

Question 13: Middle grade children sometimes do not regard rectangles and squares as parallelograms. As a teacher, to help such students, you should:
(a) Tell children that rectangles and squares have different mathematical properties than those of parallelograms.
(b) Not initiate such discussions as middle school students cannot do generalizations.
(c) Give a variety of manipulatives to children that have same mathematical properties but different physical characteristics.
(d) Ask the teacher teaching at the primary grades to help such students as these concepts are dealt at primary grades.
Show Answer & Explanation

Answer: (c) Give a variety of manipulatives to children that have same mathematical properties but different physical characteristics.

Explanation:
1. The difficulty comes from judging shapes by appearance rather than properties.
2. Manipulatives with the same properties but different looks help students see that rectangles and squares have all properties of parallelograms.

Teacher's Note:
1. Move learners from visual to property-based thinking (Van Hiele).
2. Option a is also factually wrong.

Question 14: In data handling, the common misconception the students have about "mean as a measure of central tendency" is:
(a) Mean is computed by adding all the numbers in the set and dividing the sum thus obtained by the number of items
(b) Mean is used everywhere as a measure of central tendency regardless of the context of the data
(c) Mean is affected by extremely large and extremely small values in the data
(d) The order of data is irrelevant to the calculation of mean
Show Answer & Explanation

Answer: (b) Mean is used everywhere as a measure of central tendency regardless of the context of the data

Explanation:
1. Options a, c and d are true facts about the mean.
2. The misconception is thinking the mean suits every data set; with extreme values the median may be better.

Teacher's Note:
1. Choose the measure according to the data.
2. Mean is sensitive to outliers.

Question 15: A teacher introduced addition of 56 and 22 in the following way: 56 + 22 = (50 + 6) + (20 + 2), then she adds all tens and all ones. Which strategy did she adopt?
(a) Comparison of numbers
(b) Complementary addition
(c) Division of numbers
(d) Decomposition of numbers
Show Answer & Explanation

Answer: (d) Decomposition of numbers

Explanation:
1. Each number is broken into tens and ones: 56 = 50 + 6 and 22 = 20 + 2.
2. Breaking numbers into place-value parts is decomposition.

Teacher's Note:
1. Decomposition is expanded form used for mental addition.
2. Then add tens (70) and ones (8) to get 78.

Question 16: Let \( \dfrac{a}{b} \) and \( \dfrac{c}{d} \) be any fractions, where \( \dfrac{a}{b} \lt \dfrac{c}{d} \). Then \( \dfrac{a}{b} \lt \dfrac{a+c}{b+d} \lt \dfrac{c}{d} \). It is an example of:
(a) Axiom
(b) Theorem
(c) Conjecture
(d) Postulate
Show Answer & Explanation

Answer: (b) Theorem

Explanation:
1. The result (the mediant property) can be proved from the given condition (cross-multiplying gives ad < bc).
2. A statement that is proved is a theorem, not an axiom or conjecture.

Teacher's Note:
1. Axioms and postulates are accepted without proof.
2. This inequality for the mediant is a proved result.

Question 17: Which is the best way to represent a large numerical data set pertaining to frequency distribution for displaying smaller changes in a trend over a time?
(a) Bar Graph
(b) Line Graph
(c) Pie Chart
(d) Pictograph
Show Answer & Explanation

Answer: (b) Line Graph

Explanation:
1. A line graph joins points in order of time and shows small changes and trends clearly.
2. Bar graphs, pie charts and pictographs compare categories or parts and are poor for fine trends.

Teacher's Note:
1. Line graph: change over time.
2. Pie chart: parts of a whole.

Question 18: At primary level, tests in mathematics should NOT focus on:
(a) Student's understanding of mathematical procedures
(b) Student's conceptual knowledge
(c) Real life Application of concepts
(d) Student's ability to solve complex questions
Show Answer & Explanation

Answer: (d) Student's ability to solve complex questions

Explanation:
1. Primary tests should check understanding of procedures, concepts and real-life use.
2. Complex questions are beyond the level and cause anxiety.

Teacher's Note:
1. NCF 2005 favours simple, meaningful assessment at primary level.
2. Avoid 'complex' or 'tricky' in primary assessment.

Question 19: Kamal, a class VI student is not able to use the units of area and volume correctly. Which of the following strategy is most appropriate to help Kamal?
(a) Make him memorize the units of area and volume
(b) Make him solve a lot of problems related to area and volume
(c) Make use of real-life contexts where concepts of measurement of area and volume are used
(d) Prepare a table showing the difference between area and volume and ask him to copy it
Show Answer & Explanation

Answer: (c) Make use of real-life contexts where concepts of measurement of area and volume are used

Explanation:
1. The problem is understanding what the units measure (square units for covering, cubic units for filling).
2. Real-life contexts such as tiling a floor or filling a tank give this meaning.

Teacher's Note:
1. Meaning before memory.
2. Repeating problems without understanding repeats the error.

Question 20: Due to Covid-19 pandemic, different institutions have shifted from offline mode examination to online mode of examination, open book examination through online mode hence has become more popular. Open book examination focuses on:
a. assessing the higher-order thinking skills of learners
b. asking direct questions
c. compelling students to think convergently
d. reducing examination anxiety of learners
Which one of the following options is correct:
(a) a and b
(b) c and d
(c) a, c and d
(d) a and d
Show Answer & Explanation

Answer: (d) a and d

Explanation:
1. Open book examinations test application and higher-order thinking rather than recall (a).
2. Because students need not memorise, anxiety is reduced (d). Direct questions and convergent thinking do not fit.

Teacher's Note:
1. Open book questions must be application based.
2. Direct recall questions defeat the purpose.

Question 21: Which among the following is/are the most desirable feature of an activity for teaching mathematics?
(a) It should stimulate the visual, auditory and kinesthetic learners
(b) It should provide opportunities for children to work and discuss together
(c) It should provide maximum opportunities to the student to face the examination and secure good marks
(a) a and b
(b) b and c
(c) a and c
(d) only c
Show Answer & Explanation

Answer: (a) a and b

Explanation:
1. Good activities cater to different learning styles (a) and encourage collaboration (b).
2. Exam preparation and marks (c) is not an aim of an activity.

Teacher's Note:
1. Activities should support learning and interaction.
2. Exam-oriented options are usually wrong.

Question 22: Mr. John asked a question in his mathematics class: Find 4 rational numbers between \( \dfrac{3}{14} \) and \( \dfrac{1}{2} \). This is an example of:
(a) Objective type question
(b) Contextual question
(c) Open-ended question
(d) Closed-ended question
Show Answer & Explanation

Answer: (c) Open-ended question

Explanation:
1. Many different sets of four rational numbers are correct (for example 4/14, 5/14, 6/14, 1/3).
2. A question with many valid answers is open-ended.

Teacher's Note:
1. Between any two rational numbers there are infinitely many more.
2. Open-ended: more than one correct answer.

Question 23: To prove the angle sum property of triangles, a mathematics teacher has distributed different types of triangles to the students. They were asked to measure the angles of the triangles they have received. The teacher asked one of the students to consolidate the data on a chart paper in the following way:
∠1 =
∠2 =
∠3 =
∠1 + ∠2 + ∠3 =
The method used by the teacher is
(a) Analytical Method
(b) Deductive Method
(c) Synthesis Method
(d) Inductive Method
Show Answer & Explanation

Answer: (d) Inductive Method

Explanation:
1. Students measure several particular triangles and see the same sum each time.
2. Generalising from specific cases is the inductive method.

Teacher's Note:
1. Induction: examples to rule; deduction: rule to cases.
2. Measurement is not a proof.

Question 24: A middle school mathematics teacher brings in a set of different types of angles in the classroom. She asks the students to classify them on the basis of the measure of angles. Which of the following statement is most appropriate for the above context?
(a) Mathematics is an abstract subject hence materials have no place in the classroom.
(b) Using manipulatives in the classroom leads to misconceptions.
(c) The teacher is wasting a lot of time in the activity and should focus on completing the syllabus.
(d) Using manipulatives helps in strengthening the mathematical concept.
Show Answer & Explanation

Answer: (d) Using manipulatives helps in strengthening the mathematical concept.

Explanation:
1. Handling physical angles lets students see and compare acute, right and obtuse angles.
2. Manipulatives therefore strengthen the concept.

Teacher's Note:
1. Concrete materials support abstract ideas.
2. Reject options that dismiss activities as a waste of time.

Question 25: The statement 'Learning experiences of students involve looking at specific examples and seeking patterns in order to devise and write generalisations' is most appropriate to
(a) Project method
(b) Inductive method
(c) Deductive method
(d) Analytical method
Show Answer & Explanation

Answer: (b) Inductive method

Explanation:
1. Going from specific examples to patterns to a general rule is the inductive method.

Teacher's Note:
1. Deductive goes from general to specific.
2. Induction supports discovery learning.

Question 26: Which among the following is/are desirable for 'mathematisation' of child's thought process?
(a) Children initiate a problem solving task by explaining the meaning of the problem and looking for possibilities to its solution
(b) Children make conjectures and build a logical progression of statements to explore the truth of their conjectures.
(c) Children recall the formulae and use it to find out a single solution.
Choose the correct option.
(a) (a) and (b)
(b) (a) and (c)
(c) (b) and (c)
(d) Only (c)
Show Answer & Explanation

Answer: (a) (a) and (b)

Explanation:
1. Mathematisation means making sense of problems, conjecturing and reasoning logically: (a) and (b).
2. Recalling a formula for a single answer is routine.

Teacher's Note:
1. Mathematisation is about thinking, not recalling.
2. Single-solution routine tasks are not enough.

Question 27: A teacher asked the students to find out the different ways by which Ramanujan number can be expressed as the sum of two cube numbers. This task reflects the teacher's effort to:
(a) relate real-life experiences with mathematical concepts
(b) introduce the concept of cubes and the cube roots
(c) teach about Ramanujan
(d) foster creative thinking among students
Show Answer & Explanation

Answer: (d) foster creative thinking among students

Explanation:
1. 1729 = 1³ + 12³ = 9³ + 10³, so students must search for different ways.
2. Such an exploratory task fosters creative thinking.

Teacher's Note:
1. Open exploration encourages creativity.
2. The task is not mainly about introducing cubes.

Question 28: While teaching the topic of Data Handling, Mr Jaswant, the class 7 teacher has given a survey based project titled "Market Places and mathematics". Which of the following describes the most appropriate aim of this project?
(a) Develop language comprehension skills in learners.
(b) To help students memorise the mathematical formulae of mean, median and mode.
(c) To complete a task mentioned in the mathematics syllabus.
(d) To connect mathematics to daily life of students and give an exposure to data collection.
Show Answer & Explanation

Answer: (d) To connect mathematics to daily life of students and give an exposure to data collection.

Explanation:
1. A survey in a market links data handling to real life and involves collecting data.
2. This is the main aim of the project.

Teacher's Note:
1. Projects connect mathematics to life.
2. Memorisation and syllabus completion are poor aims.

Question 29: Which among the following is NOT a key process to be developed in mathematical reasoning?
(a) Recognising patterns
(b) Memorising a formula
(c) Identifying relationships
(d) Formulating hypothesis
Show Answer & Explanation

Answer: (b) Memorising a formula

Explanation:
1. Reasoning needs pattern recognition, relationships and hypotheses.
2. Memorising a formula is recall, not reasoning.

Teacher's Note:
1. Reasoning means thinking, not recalling.
2. Memorising is a lower-order skill.

Free study material for Mathematics

Practice MCQs for CTET Mathematics

Download Multiple Choice Questions: Mathematics (CTET )

Test your conceptual understanding of Mathematics with these targeted multiple-choice questions. Designed in alignment with the latest CTET curriculum for CTET , these problem sets build accuracy and prepare students for objective exams.

Concept Clarification for Mathematics

Each question includes structured solution keys mapped directly to standard CTET textbooks, helping students evaluate their reasoning and correct mistakes early in their revision.

Additional Study Resources for CTET

Wrap up your chapter revision by testing your knowledge against standard question formats. Everything on our platform is provided free of charge.

FAQs

Where can I access latest CTET Mathematics Paper 2 MCQs with Answers Set 02?

You can get most exhaustive CTET Mathematics Paper 2 MCQs with Answers Set 02 for free on StudiesToday.com. These MCQs for CTET are updated for the 2026-27 academic session as per CTET examination standards.

Are Assertion-Reasoning and Case-Study MCQs included in the [current-page:node:field_subject] CTET material?

Yes, our CTET Mathematics Paper 2 MCQs with Answers Set 02 include the latest type of questions, such as Assertion-Reasoning and Case-based MCQs. 50% of the CTET paper is now competency-based.

How do practicing [current-page:node:field_subject] MCQs help in scoring full marks in CTET exams?

By solving our CTET Mathematics Paper 2 MCQs with Answers Set 02, CTET students can improve their accuracy and speed which is important as objective questions provide a chance to secure 100% marks in the .

Do you provide answers and explanations for CTET Mathematics Paper 2 MCQs with Answers Set 02?

Yes, MCQs for CTET have answer key and brief explanations to help students understand logic behind the correct option as its important for 2026 competency-focused CTET exams.

Can I practice these [current-page:node:field_subject] CTET MCQs online?

Yes, you can also access online interactive tests for CTET Mathematics Paper 2 MCQs with Answers Set 02 on StudiesToday.com as they provide instant answers and score to help you track your progress in .