Te value of $1 + \frac{11}{10} + \frac{11}{100} + \frac{111}{1000} + \frac{111}{10000} \mathrm{is}$

• 3.3221

• 2.432

• 2.3321

• 2.245

The value of a machine which was purchased 2 yr ago, depreciates at 12% per annum. If its present value is Rs.9680, for how much was it purchased?

• Rs. 12142.60

• Rs. 11350.50

• Rs. 12500

• Rs. 10200

The scale of a map is 1 : 3 x10⁶. Two cities are 9 cm apart on the map. The actual distance (in km) between the cities is

• 180

• 270

• 360

• 135

In the product (x² - 2)(1 - 3x + 2x²) the sum of coefficients of x² and x is

• 5

• 3

• 6

• 2

In class VI, in the unit of 'Understanding Quadrilaterals', important results related to angle-sum property of quadrilaterals are introduced using paper folding activity followed by the exercise based on these properties. At this level, proof of the angle property is not given, as the students of class VI are at Van Hiele level of

• Level 2-Informal Deduction

• Level I-Analysis

• Level 3-Deduction

• Level 0-Visualisation

CBSE announced the celebration of 'GANIT Week' in schools to commemorate the birth anniversary of the legendary mathematician, Srinivasa Ramanujan. GANIT stands for

• Growing Ability in Numerical Innovations and Techniques

• Growing Aptitude in Numerical Innovations and Training

• Growing Ability in Numerical Innovations and Training

• Growing Aptitude in Numerical Innovations and Techniques

Learning Mathematics at upper primary level is about

• gaining understanding of mathematical concepts and their applications in solving problems logically

• learning problem solving techniques only

• learning lots of new formulae and algorithms

• remembering solutions or methods of various types of mathematical problems

Four stages of language development in Mathematics classroom in order are

• everyday language ➔ mathematised situation language ➔ language of Mathematics problem solving ➔ symbolic language

• everyday language ➔ symbolic language ➔ language of Mathematics problem solving ➔ mathematised situation language

   

• everyday language ➔ language of Mathematics problem solving ➔ mathematised situation language ➔ symbolic language

• everyday language ➔ language of Mathematics problem solving ➔ symbolic language ➔ mathematised situation language

In Geometry class of VI grade students, the teacher explained the construction of angles measuring 30°, 60° and 90°, with the help of demonstration of construction and bisector of an angle. Then, she asked the students to construct an angle of 15° and an angle of 45°. This task at this point reflects the teacher's intention to

• assess the learner's performance in summative assessment

• give the exposure of experiential learning

• assess the student's understanding and ability to combine two skills learnt, to accomplish the given task

• engage every student in some work

Place of Mathematics education in the curricular framework is positioned on twin concerns.

• What Mathematics education can do to improve the score of students in summative examination and how it can help to choose right stream in higher classes?

• What Mathematics can do to retain every child in school and how it can help them to be self-dependent?

• What Mathematics education can do to improve communication skills of every child and how it can make them employable after school?

• What Mathematics education can do to engage the mind of every student and how it can strengthen the student's resources?