CTET Level -1 (16 June 2024)

Question 1:

Please match these- सुमेलित कीजिए-

• b

• a

• d

• c

Question 2:

Look at the following units of measuring length:

निम्नलिखित लम्बाई मापने की इकाइयों को दखिए :

Km, mm, m, cm, dm

If we arrange them in ascending order, which unit will be at fourth place?

यदि इन्हें बढ़ते हुए क्रम में लगाया जाए, तो चौथे स्थान पर कौन-सी इकाई होगी?

• dm

• m

• mm

• cm

Question 3:

भाषायाः अध्ययनः किं कथ्यते ? 

• भाषा - तन्त्रम्

• भाषा-प्रक्रिया 

• भाषायाः व्याकरणम् 

• भाषा-विज्ञानः 

Question 4:

निम्नलिखित काव्यांश को पढ़कर पृछ गए प्रश्नों के सही / सबसे उपयुक्त उत्तर वाले विकल्प को चुनिए। 
अब रजत स्वर्ण मंजरियों से 
लद गई आम्र तरु की डाली । 
झर रहे ढाक पीपल के दल, 
हो उठी कोकिला मतवाली। 
महके कटहल, मुकुलित जामुन 
जंगल में झरबेरी झूली। 
फूले आडू, नीबू, दाड़िम, 
आलू, गोभी, बैंगन, मूली ।

'तरु' का पर्यायवाची शब्द है 

• पर्ण 

•  वृक्ष 

• तना 

• पत्ता 

Question 5:

Assertion (A): While most children begin to shed their milk teeth at about six years of age, a child doing so at five or seven is not considered ‘abnormal’, 

Reason (R): Through the patterns of growth and sequence of physical development is universal, there is a considerable range of individual differences. 

Choose the correct option: 

कथन (A): ज़्यादातर बच्चों के दूध के दाँत छः वर्ष की उम्र में टूट जाते हैं, परन्तु किसी पाँच या सात वर्ष के बच्चे के दाँत टूटने को असामान्य नहीं देखा जाता।

तर्क (R) : हालांकि वृद्धि व शारीरिक विकास का क्रम सार्वभौमिक है, इसमें व्यक्तिगत विभिन्नताओं के अनुसार काफी परास होता है। 

सही विकल्प चुनें। 

• Both (A) and (R) are false (A) और (R) दोनों गलत हैं । 

• (A) is true but (R) is false (A) सही हैं लेकिन (R) गलत है । 

• Both (A) and (R) are true and (R) is not the correct  explanation of (A) (A) और (R) दोनों सही हैं लेकिन (R) सही व्याख्या नहीं है (A) की ।

• Both (A) and (R) are true and (R) is the correct explanation of (A) (A) और (R) दोनों सही हैं और (R) सही व्याख्या करता है (A) की ।

Question 6:

Which of the following is NOT a constructive pedagogical strategy? 

निम्नलिखित में से कौन-सी एक रचनात्मक शैक्षणिक रणनीति नहीं है? 

• Giving opportunities for guided discovery/निर्देशित खोज के अवसर देना । 

• Presenting opportunities for discussion / चर्चा के अवसर प्रस्तुत करना । 

• Encouraging intuitive guesses / सहज ज्ञान युक्त अनुमानों को प्रोत्साहित करना । 

• EnCouraging students to reproduce answers from the textbooks as it is/छात्रों को पाठ्यपुस्तकों के उत्तरों को ज्यों का त्यों पुनरुत्पादित करने के लिए प्रोत्साहित करना । 

Question 7:

Which of the following is the most important of foundational numeracy?

निम्नलिखित में से बुनियादी संख्या - ज्ञान का अति महत्वपूर्ण पहलू (पक्ष ) कौन-सा है?

• Doing quick and accurate calculations / शीघ्रता से और सटीक परिकलन करना

• Developing number sense / संख्या बोध का विकास करना

• Developing the skill of counting /गणना के कौशल का विकास करना

• Grasp of standard algorithms for fundamental number operation/मूलभूत संख्या संक्रियाओं के लिए मानक कलन विधियों की अच्छी समझ

Question 8:

Directions: Read the passage given below and answer the questions that follow by selecting the most appropriate option.

Nammescong Creek flowed into the backs of thighs as I fished, pausing between casts to secure my balance in the current and admire a new hatch of pale yellow mayflies lift from the stream. Over my shoulder, the sun dropped into a farmer's cornfield, the final patch of orange light on the water enough for me to spot the small, vaguely metallic object at my feet. Retrieving it, I ran my thumb over its raised lettering, rubbing away the mud and a string of algae. A name appeared, along with an expiration date. June 1984, I had discovered arrowheads here in the past, so it didn't seem misplaced to find a tool used by modern man to obtain a meal.

2. I took a moment to consider how the card had come to rest in the bed of the Nammy. I thought may there was a story in it. I was curious to know if the owner had lost his wallet while fishing, the whole trip ruined the second he'd inventoried his cash or dug out his license for a game warden. Over time the leather would've rotted into fish food, with a scoured plastic remaining. I wondered how many miles the card might have ridden on spring floods over the past quarter of a century. For all I knew he could've been robbed, the thieves stripping out the money and tossing the billfold away later as they crossed a bridge.

3. Looking him up and phoning, I recited the card number and issuing bank. He laughed, recalling, it as the first credit account he'd ever taken out, a line of imaginary cash in those years when he had no real money. But that finally changed, he explained, after an industrial accident cost him his left eye, the payoff from the plant enabling him to retire eight years earlier than expected and move to a small hobby farm in southern Virginia. He told me a glass eye wasn't his style, so he had taken to wearing an eyepatch, which his wife still hates and his grandchildren- ages three, five and seven- have always loved, as it makes Grandpop look like a pirate. He called them his Miracle Grandbabies, born to a daughter who struggled with alcohol and drug addiction for years- her rock bottom in 1984, a year before she cleaned up for good.

4. But in the end the man couldn't remember ever losing his wallet, either by accident or theft. He said he'd never fished the Nammy, that, in fact, he'd always thought the sport a little boring and so I came to realise there was no story here.

".......a tool used by modern man to obtain a meal" in this context is a/some

• credit card

• money

• fishing rod

• coins

Question 9:

Which of the following is the least appropriate example of relational understanding in mathematics?

निम्नलिखित में से कौन-सा गणित में संबंधात्मक समझ का सबसे कम रूप से उपयुक्त उदाहरण है?

• Students can explain the division of numbers. with the help of diagrams. / आरेखों की सहायता से विद्यार्थी संख्याओं का विभाजन समझा सकते हैं।

• Students understand the relationship between area and volume. / विद्यार्थी क्षेत्रफल और आयतन के बीच के संबंध को समझते हैं।

• Students use manipulatives to explain equivalent fractions. / विद्यार्थी समतुल्य भिन्नों को समझाने के लिए हस्तकौशल सामग्री का प्रयोग करते हैं।

• Students know the procedure to calculate the area of a rectangle. / विद्यार्थी आयत के क्षेत्रफल की गणना की क्रियाविधि जानते हैं ।

Question 10:

While solving a subtraction problem, 63-29, a child says, “I changed 29 into 30 and 63 into 64. So, I changed the problem to 64-30 My answer is 34." What can be said about this child?

व्यवकलन की एक समस्या 63-29 को हल करते समय एक बच्चा कहता है कि "मैंने 29 को 30 में और 63 को 64 में बदल दिया। तो, मैंने समस्या को 64-30 में परिवर्तित कर दिया है। मेरा उत्तर 34 है।" इस बच्चे के बारे में क्या कहा जा सकता है?

• The child has neither conceptual understanding nor the knowledge of standard algorithm of subtraction/बच्चे के पास व्यवकलन की न तो संकल्पनात्मक समझ है और न ही मानक कलन - विधि का ज्ञान है

• The child has conceptual understanding of subtraction and hence uses an alternate strategy / बच्चे में व्यवकलन की अवधारणात्मक समझ है और अतः वह एक वैकल्पिक (ऑल्टरनेट) युक्ति प्रयोग करता है

• The child does not know how to solve 63- 29 / बच्चा यह नहीं जानता कि 63-29 को कैसे हल करना है

• The child is getting confused with addition and subtraction/बच्चा योग और व्यवकलन को लेकर असमंजस/दुविधा में पड़ गया है