11.

A rectangle is divided horizontally into two equal parts. The upper part is further divided into three equal parts and the lower part is divided into four equal parts. Which fraction of the original rectangle is the shaded part?

• $\frac{2}{7}$

• $\frac{4}{7}$

• $\frac{7}{12}$

• $\frac{3}{5}$

To be good in Mathematics, one needs to

• have mastery over calculations
  
  

• create and formulate problems through abstract thinking and logical reasoning
  
  

• memorise formulae
  
  

• remember solutions

When introducing mensuration, a teacher writes all the formulae on the board before proceeding further. This reflects that she is following the

• deductive approach
  
  

• experimental approach
  
  

• practical approach
  
  

• inductive approach

When recast, the radius of an iron rod is made one-fourth. If its volume remains constant, then the new length will become

• $\frac{1}{16}$ times of the original
  
  

• 16 times of the original
  
  

• 4 times of the original
  
  

• times of the original

$\frac{4}{16}-\frac{1}{8}=\frac{3}{8}$ , $\frac{6}{7}-\frac{2}{9}=\frac{4}{2}$

The above represents the work of a student. If this error pattern continues, the student's answer $\frac{5}{11}-\frac{2}{7}$ to will be

• $\frac{3}{4}$

• $\frac{3}{7}$

• $\frac{2}{18}$

• $\frac{7}{18}$

The value of $\sqrt{2+\sqrt{3}}+\sqrt{2-\sqrt{3}}$ is

• 6

• $2\sqrt{2}$

• $2\sqrt{3}$

• $\sqrt{6}$

The area of a triangle with base x units is equal to the area of a square with side x units. Then, the altitude of the triangle is

• x units
  
  

• 2x units
  
  

• 3x units
  
  

• x/2 units

The factorisation of 25-p²-q²-2pq is

• (5+p+q)(5-p-q)
  
  

• (5+p-q)(5-p+q)
  
  

• (5+p-q)(5-p-q)
  
  

• (5+p+q)(5-p+q)

Which is greatest among $33\frac{1}{3}$%,$\frac{4}{15}$% and 0.35?

• $\frac{4}{15}$

• 0.35

• Can't be compared

• $33\frac{1}{3}$%

Teachers, while discussing problem-solving as an approach to teaching of Mathematics, articulated four views. Which of the following views does not justify the real meaning of this approach?

• 'I think many questions found in the Mathematics textbook can be used for problem-solving.'
  
  

• 'I think it is better to connect problem-solving with general Mathematics class.'
  
  

• 'I think there is no correlation between problem-solving and mathematical reasoning.'
  
  

• 'I think questions on problem- solving should be made from situations based on real-life.'