11.

The number n is doubled and then y is added to it. The result is, then divided by 2 and the original number n is subtracted from it. The final result is

• n + y

• $\frac{\mathrm{n} + \mathrm{y} }{2}$

• y

• $\frac{\mathrm{y}}{2}$

42 cubes each of side 1 cm are glued together to form a solid cuboid. If the perimeter of the base of the cuboid is 18 cm, then its height (in cm)

• 3

• 4

• 1

• 2

In $∆$PQR, PQ = 4 cm, PR = 6 cm and QR = 3 cm. Which of the following is correct

• $\angle \mathrm{Q} = \angle \mathrm{R}$

• $\angle R < \angle P$

• $\angle \mathrm{R} > \angle \mathrm{Q}$

• $\angle \mathrm{Q} > \angle \mathrm{R}$

$\mathrm{In} ∆\mathrm{ABC} \mathrm{and} ∆\mathrm{LMN}, \mathrm{AB} = \mathrm{LM}, \mathrm{AC} = \mathrm{LN} \mathrm{and} \mathrm{LB} = \mathrm{ZM}.\mathrm{Then}, \mathrm{the}$

• triangles will be congruent if $\angle$B is a right anglE

• triangles are congruent only if AB= AC

• triangles cannot be congruent

• triangles must be congruent

The area of a trapezium-shaped field is 720 m, the distance between the two parallel sides is 20 m and the length of one of the parallel sides is 35 m. The length of the other parallel side is

• 37m

• 40m

• 35m

• 36m

If the cost price of 10 candles is equal to the selling price of 8 candles, the gain/loss

• 20%, gain

• 25%, loss

• 25%, gain

• 20%, loss

Under the topic, "Use of exponents to express
small numbers in standard form", the following facts are stated
A. the speed of light is 300000000 m/s.
B. the height of the Mount Everest is 8848m.
C. the diameter of a wire on a computer chip is 0.000003m.
D. the size of a plant cell is 0.00001275m.

The above examples are used to express each stated number in standard form. Use aof such examples

• is made in class to grab the attention of students
  more interested in Science

• helps the teacher to identify the bright students

• shows the accuracy aspect of numbers

• reflects the inter-disciplinary approach

'Maths lab activities' can be used for

• both formative as well as summative assessment

• selecting students for National Mathematics
  Olympiad

• formative assessment

• summative assessment

As per the NCF, 2005

• narrow aim of teaching Mathematics at school is to develop numeracy-related skill and higher aim is to develop problem-solving skill

• narrow aim of teaching Mathematics at school is to teach arithmetic and higher aim is to teach algebra

• narrow aim of teaching Mathematics at school is to teach number

• narrow aim of teaching Mathematics at school is to teach calculation and higher aim is to teach
  measurements

According to Bloom's revised taxonomy, the cognitive objective that can be achieved through the following task
"Prepare a powerpoint presentation on contribution of Indian mathematicians," is

• analyzing

• creating

• remembering

• understanding