MCQ
Data Handling and Patterns MCQ - Practice Questions with Answers
Solve 7 Data Handling and Patterns questions for RAS/RPSC preparation.
Practice questions
Q1Consider the following statements about teaching tally marks to a Class III child: 1. The fifth tally is drawn diagonally across the first four to mark a group of five. 2. Tally marks must always be totalled silently in the head, never spoken aloud. 3. Grouping in fives builds the multiples-of-five intuition before formal multiplication is taught. Which of the statements is/are correct?
Statements 1 and 3 are correct. In the common tally-mark convention, the fifth mark is drawn across the previous four so that each completed set represents five. This grouping also helps children see repeated groups of five before formal multiplication is fully established. Statement 2 is wrong because tally totals do not have to be found silently every time; teachers may ask children to count aloud, discuss groups and then write the total.
Q2Which of the following is NOT a correct teacher practice while introducing pictographs to Class IV children?
Skipping the legend is the wrong practice — the legend is the single most-tested REET skill and removing it removes the very rule that lets the child convert symbols into counts. The other three options are textbook-correct primary teacher behaviours.
Q3In a Class IV pictograph, one mango symbol is shown to stand for two children. The mango row contains seven mango symbols. How many children does this row represent?
The legend says one symbol equals two children, so the count is symbols multiplied by the legend value: 7 multiplied by 2 equals 14 children. Reading the legend before counting is the key REET skill being tested here.
Q4Consider the following two statements about teaching bar graphs in Class V: Statement I: The scale of a bar graph in Class V must always be fixed at one square equals exactly one unit, regardless of how large the actual counts in the data set are. Statement II: Reading the height of a bar without first reading the scale can produce wrong counts. Which of the following is correct?
Statement I is incorrect because Class V bar graphs can use different scales, such as one square representing two, five or ten units, when the data values are larger; one-square-one-unit is not a universal rule. Statement II is correct because the scale tells what each interval or square represents. If a learner reads only the visible height of the bar and ignores the scale, the count can be wrong. Therefore Statement I is incorrect and Statement II is correct.
Q5A Class V teacher writes six patterns on the board: 1. Red, blue, red, blue, red, blue 2. 2, 4, 6, 8, 10 3. Triangle, square, triangle, square 4. 1, 4, 9, 16, 25 5. Clap, stamp, clap, stamp 6. 5, 10, 15, 20, 25 How many of these are repeating patterns rather than growing patterns?
Patterns 1 (colours alternating), 3 (shapes alternating) and 5 (sounds alternating) are repeating patterns because a fixed group cycles unchanged. Patterns 2, 4 and 6 are growing patterns because each step adds a fixed quantity or follows a clear growth rule. So three of the six are repeating patterns.
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More questions
6Arrange the following teaching steps for introducing a bar graph in Class V into the most appropriate sequence: P. Ask the child to read the scale aloud and state what one square represents. Q. Collect favourite-fruit data from the class by show of hands. R. Compare the heights of two bars and identify the tallest fruit. S. Convert the collected data into a tally chart on the blackboard. The correct sequence is:
7Identify the correct rule for the growing pattern 3, 7, 11, 15, 19, ... when teaching it in Class V: