📝 CTET Maths Solved Questions

Previous-year-pattern Maths questions with answers & explanations

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📝 Solved CTET Maths Questions (Previous-Year Pattern)

CTET Mathematics tests both content and the pedagogy of teaching maths. These solved questions match the real exam style. Practise hundreds more in our free Maths quiz.

Q1. The smallest 4-digit number formed using digits 0, 5, 3, 7 (each once) is:

  1. (A) 3057 ✓
  2. (B) 3075
  3. (C) 0357
  4. (D) 5037
Answer: (A) — The smallest 4-digit number cannot start with 0. So the smallest non-zero digit (3) goes first, then the remaining digits in ascending order: 3, then 0, 5, 7 → 3057.

Q2. Which fraction is equivalent to 3/4?

  1. (A) 6/12
  2. (B) 9/12 ✓
  3. (C) 8/16
  4. (D) 5/8
Answer: (B) — Multiplying numerator and denominator of 3/4 by 3 gives 9/12. The others do not simplify to 3/4 (6/12=1/2, 8/16=1/2, 5/8 is already lowest).

Q3. A teaching strategy where children use beads to learn addition is an example of:

  1. (A) Abstract learning
  2. (B) Concrete/manipulative learning ✓
  3. (C) Rote learning
  4. (D) Punishment
Answer: (B) — Using physical objects (beads) makes an abstract idea (addition) concrete and visible. This manipulative, hands-on approach is exactly how young children build number sense in good maths pedagogy.

Q4. The perimeter of a square of side 6 cm is:

  1. (A) 12 cm
  2. (B) 24 cm ✓
  3. (C) 36 cm
  4. (D) 18 cm
Answer: (B) — Perimeter of a square = 4 × side = 4 × 6 = 24 cm. (Area would be 6×6 = 36 sq cm, a common distractor.)

Q5. The place value of 7 in 4,728 is:

  1. (A) 7
  2. (B) 70
  3. (C) 700 ✓
  4. (D) 7000
Answer: (C) — In 4,728, the digit 7 is in the hundreds place, so its place value is 7 × 100 = 700.

Q6. A child consistently writes 41 as 14. The teacher should understand this as:

  1. (A) The child is careless
  2. (B) A common place-value confusion to address patiently ✓
  3. (C) A sign of low intelligence
  4. (D) A reason to punish
Answer: (B) — Reversing digits reflects a developing understanding of place value, very common in young learners. A good teacher diagnoses the misconception and addresses it patiently with concrete materials, not blame.

Q7. Which of the following is a prime number?

  1. (A) 21
  2. (B) 27
  3. (C) 29 ✓
  4. (D) 33
Answer: (C) — A prime number has exactly two factors: 1 and itself. 29 is divisible only by 1 and 29. The others are composite (21=3×7, 27=3×9, 33=3×11).

Q8. 1/2 + 1/4 equals:

  1. (A) 2/6
  2. (B) 3/4 ✓
  3. (C) 1/6
  4. (D) 2/4
Answer: (B) — Take LCD 4: 1/2 = 2/4. Then 2/4 + 1/4 = 3/4.

Q9. The most appropriate way to introduce the concept of 'fractions' is through:

  1. (A) Formulas first
  2. (B) Real-life examples like sharing a chapati ✓
  3. (C) Memorising rules
  4. (D) A written test
Answer: (B) — Fractions become meaningful when linked to real life — sharing food, dividing objects. Starting from concrete, relatable experiences before formal notation is sound maths pedagogy for primary children.

Q10. If a pattern is 2, 5, 8, 11, ..., the next number is:

  1. (A) 12
  2. (B) 13
  3. (C) 14 ✓
  4. (D) 15
Answer: (C) — The pattern increases by 3 each time (2→5→8→11). So the next term is 11 + 3 = 14. Pattern recognition is a key primary maths skill.
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