a study on the effectiveness of advance...

APPENDICES

Appendix I

School of Pedagogical Sciences Mahatma Gandhi University

Kottayam 1998

Pre requisite Test in Mathematics (Suresh, K.P. & Raj S. Meera, 1998)

General Instructions

Carefully read the questions given below. Five choices are given for each

question. All the answers are to be marked on the answer sheet provided. Mark the

correct answer by putting tick mark in the appropriate box given in the answer sheet

against each of the question. If you wish to change your answer put a circle around

the first incorrect answer and put the new tick mark against the correct answer. There

is no time limit for answering the questions, but you should answer all the questions it

as soon as possible. Please start only after giving getting the instruction. The

question paper and the answer sheets are to be returned after the examination.

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PRE REQUISITES TEST SETS

1. What is the common name for collection of sheep? (a) bunch of sheep (b) a team of sheep (c) a herd of sheep (d) set of sheep (e) none of the above 2. Observe the list of objects given below. (A) Pen (B) Wooden desk (C) Pencil (D) Wooden bench (E) Sketch pen (F) Wooden almirah (G) Colour pencil Which of them form a group? (a) ACEG, BDF (b) AEG, BCDF (C) ACEGB, DF (d) cannot determine (e) none of the above 3. Select the most appropriate method of listing names of students sitting on a

bench. (a) Rema, Renu, Sathi, Nithya (b) Rema, Renu, Rema, Sathi, Rema, Nithya

(c) Rema, Renu, Sathi, Renu, Nithya, Sathi (d) Rema, Sathi, Renu, Nithya, Sathi (e) None of the above

4. Which is the smallest counting number? (a) 0 (b) -1 (c) cannot determine (e) None of the above

5. Which is the highest counting number? (a) 0 (b) 100 (c) 1000 (d) cannot find out (e) none of the above 6. Which is the smallest whole number? (a) 0 (b) +1 (c) -1 (d) cannot determine (e) none of the above 7. Which is the highest whole number? (a) 0 (b) 100 (c) 1000 (d) cannot determine (e) none of the above 8. Which of the following number is greatest? (a) -100 (b) -1 (c) 0 (d) +1 (e) 100 9. Which is the smallest number among the following? (a) -100 (b) -1 (c) 0 (d) 1 (e) 100 10. On a number line, which set of numbers are represented in the left of zero? (a) whole numbers (b) positive numbers (c) negative numbers (d) rational numbers (e) none of these 11. On a number line, which set of numbers are represented in the right of zero? (a) whole number (b) positive number (c) negative number (d) rational number (e) none of above

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12. Which is the smallest odd number? (a) 0 (b) +1 (c) 2 (d) cannot determine (e) none f the above 13. Which is smallest even number? (a) 0 (b) 1 (c) 2 (d) cannot determine (e) none of the above 14. Which is largest odd number? (a) 0 (b) 1 (c) 2 (d) cannot determine (e) none of the above 15. Which is largest even number? (a) 0 (b) 1 (c) 2 (d) cannot determine (e) none of the above 16. Another name of natural number is (a) counting number (b) whole number (c) even number (d) odd number (e) none of the above 17. Which of the following number is neither positive nor negative? (a) α (b) - α (c) 0 (d) all of the above (e) none of the above 18. Which of the following is a counting number? (a) ½ (b) 0 (c) 1 (d) all of the above (e) none of the above 19. Which is the odd number from following numbers? (a) 243 (b) 0 (c) 432 (d) 234 (e) none of the above 20. Which is even number from following numbers? (a) 160 (b) 1 (c) 233 (d) all of the above (e) none of the above

PRE REQUISITES TEST FORMATION OF GEOMETRICAL PRINCIPLES

1. What is the name of 900 angle? (a) acute angle (b) obtuse angle (c) right angle (d) all of the above (e) none of the above 2. Which is the name for angle less than 900

(a) acute angle (b) obtuse angle (c) right angle (d) all of the above (e) none of the above 3. Which among the following is an acute angle? (a) (b) (c) (d) (e) none of the above 4. What is the name for angle greater than 900? (a) acute angle (b) obtuse angle (c) right angle (d) all of the above (e) none of the above 5. Which among the following is an obtuse angle? (a) (b) (c) (d) (e) none of the above 6. What is the name of triangle if all three angles are less than 900? (a) scalene triangle (b) right angled triangle (c) acute angled triangle (d) obtuse angled triangle (e) none of the above

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7. What is the name for triangle if at least one angle is greater than 900? (a) isosceles triangle (b) right angled triangle (c) acute angled triangle (d) obtuse angled triangle (d) none of the above 8. What is the name for triangle if one angle is 900? (a) right angled triangle (b) isosceles triangle (c) scalene triangle (d) acute angled triangle (e) none of the above 9. What is the name for four sides closed geometrical plane figure? (a) rectangle (b) square (c) quadrilateral (d) triangle (e) none of the above 10. Which among the following is a quadrilateral? (a) (b) (c) (d) (e) none of these 11. What is the name for closed plane geometrical figure formed by four straight

lines, four equal angles, opposite sides equal and parallel. (a) parallelogram (b) trapezium (c) rectangle (d) triangle (e) none of the above 12. What is the name for closed plane geometrical figure formed by four straight

lines, opposite angles equal, opposite sides equal and parallel? (a) trapezium (b) quadrilateral (c) triangle (d) parallelogram (e) none of the above 13. How many interior angles does a triangle have? (a) 0 (b) 2 (c) 3 (d) 4 (e) none of the above 14. How many interior angles can a quadrilateral have> (a) 0 (b) 2 (c) 3 (d) 4 (e) none of the above 15. Which line segment is a radius if a circle? A B (a) A B (b) (c) A B (d) A (e) none of the above B 16. What is the name of the straight line joining centre and a point on a circle? (a) radius (b) chord (c) diagonal (d) diameter (e) none of the above 17. What is the name of straight line joining two points on a circle and passing

through centre of the circle? (a) radius (b) chord (c) diagonal (d) diameter (e) none of the above 18. What is the name of straight line joining any two points on a circle? (a) radius (b) chord (c) diagonal (d) diameter (e) none of the above

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19. What is the name of triangle if two sides of the triangle are of equal measure? (a) scalene triangle (b) isosceles triangle (c) equilateral triangle (d) right angled triangle (e) none of the above 20. What is the name of triangle if all the three sides are of different measures? (a) scalene triangle (b) isosceles triangle (c) equilateral triangle (d) right angled triangle (e) none of the above

PRE REQUISITES TEST ALGEBRA

1. Which among the following can be a monomial? (a) 0+2x0 + 4x (b) x0 (c) 2x½ + x½ (d) ox0

(e) none of the above 2. Which among the following can be a binomial? (a) 3x b3 + 3 (b) 2x2 (c) (d) all of the above (e) none of the above 3. Which among the following phrases contains like terms? (a) 3x + 3y + 3z (b) 6xy + 6x + 6y (c) 7x + 8x2 + 2x3

(d) 4x0 + 6 + 8y0 (e) none of the above 4. Which among the following symbols are used to connect two phrases in an

equation? (a) < (b) > (c) = (d) ≠ (e) none of the above 5. How many terms are there in a monomial? (a) no terms (b) 1 term (c) 2 terms (d) cannot determine (e) none of the above 6. How many terms are there in a binomial? (a) no terms (b) 1 term (c) 2 terms (d) cannot determine (e) none of the above 7. Among the following symbols, which is not a symbol for representing

inequality? (a) < (b) > (c) ≠ (d) = (e) none of the above 8. What is the sign of the product when a positive number is multiplied by another

positive number? (a) positive (b) negative (c) cannot determine (d) no sign (e) none of the above 9. What is the sign of the product when a negative number is multiplied by another

negative number? (a) positive (b) negative (c) cannot determine (d) no sign (e) none of the above

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10. What is the sign of the product when a positive number is multiplied by a negative number?

(a) positive (b) negative (c) sign of largest number (e) sign of smallest number (e) none of the above 11. What is a × a? (a) 2a (b) a2 (c) aa (d) cannot determine (e) none of the above 12. What is 4 × a × b? (a) a4b4 (b) 4ab (c) (4b)4 (d) cannot determine (e) none of the above 13. What is 4a + 2a? (a) a6 (b) 6a (c) 2a (4a+21) (d) cannot determine (e) none of the above 14. What is expanded form of – ( x-a)? (a) - x + a (b) -x – a (c) x+a (d) x-a (e) none of the above 15. Find the sum of 4a, 3z, -2a -6z. (a) 6a + 9z (b) 15az (c) 2a – 3z (d) 6a – 9z (e) none of the above 16. Find the difference 3a – (-8a). (a) 5a (b) -5a (c) 11a (d) -11a (e) none of the above 17. Find the difference -5a – (-6a). (a) a (b) -a (c) 11a (d) -11a (e) none of the above 18. Find the difference -5a – (8a). (a) -2a (b) 2a (c) 13a (d) -13a (e) none of the above 19. Find the difference 2a – (10a). (a) 8a (b) -8a (c) 12a (d) -12a (e) none of the above 20. Find the result of the following. 6a – 12a2 + 5a2 + 2a (a) 18a + 7a2 (b) 8a – 7a2 (c) 8a + 7a2

(d) 17a2 + 8a (e) none of the above

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PRE REQUISITES TEST MENSURATION OF PLANE FIGURES

1. If length of three sides of a triangle are of equal measure it is an ……. (a) equilateral triangle (b) isosceles triangle (c) scalene triangle (d) obtuse angled triangle (e) none of the above 2. Which among the following figures is a right angled triangle? (a) (b) (c) (d) (e) none of the above 3. Which among the following is isosceles triangle? (a) (b) (c) (d) (e) none of the above 4. Which among the following is an equilateral triangle? (a) (b) (c) (d)

(e) none of the above 5. What is the perimeter of rectangle whose length and breadth are 16 cm and 10

cm respectively? (a) 26 cm (b) 52 cm (c) 42 cm (d) 104 cm (e) none of the above 6. What is the perimeter of square whose length is 10 cm? (a) 40 cm2 (b) 40 cm (c) 20 cm (d) 20 cm2 (e) none of the above 7. What is the area of rectangle when length and breadth are 20 cm and 10 cm

respectively? (a) 200 cm (b) 120 cm (c) 200 cm2

(d) 60 cm (e) none of the above 8. What is area of a square whose length is 30 cm? (a) 90 cm (b) 900 cm (c) 900 cm2 (d) 120 cm (e) 120 cm2

9. How many diagonals can be constructed in a rectangle? (a) two (b) four (c) one (d) zero (e) none of the above 10. How many diagonals can be constructed from same vertex of a rectangle? (a) 2 (b) 4 (c) 1 (d) 0 (e) none of the above 11. What is the number of triangles formed in a rectangle when all the diagonals

from one vertex is drawn? (a) 1 (b) 4 (c) 2 (d) 5 (e) none of the above

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12. Which among the following line segment AM represents height of triangle ABC? A A A (a) (b) (c) M B C B M C B C A (d) (e) none of the above B M C 13. What is 2 × 2 × 2 × 3 × 3 × 2? (a) 2 × 2 × 3 (b) 2 × 3 × 2 × 2 (c) 2 × 3 √2 × 3 (d) 2 × 2 × 3 × 3 (d) none of the above 14. What is 3 × 7 × 6 × 3 × 2 × 21? (a) 3 × 7 × 6 (b) 21 × 6 (c) 3 × 3 × √21 (d) 3 × 7 × √6 × 21 (e) none of the above 15. How many diagonals can be constructed in a hexagon in such a way that

diagonals join only opposite vertex of hexagon? (a) 1 (b) 3 (c) 6 (d) 4 (e) none 16. How many equilateral triangles are formed when all the diagonals joining

opposite vertex of a hexagon are constructed? (a) 1 (b) 3 (c) 4 (d) 6 (e) none of the above 17. Which among the following line segment AB represents height of a

parallelogram? P A Q P A Q (a) (b) S B R S B R P Q PA Q (c) B (d) A (e) none of the above S R S B R 18. What is circumference of a circle? (a) 2πr (b) πr (c) πr2 (d) 2πr2 (e) none of the above 19. What is the value of π? (a) 4.13 (b) 3.14 (c) 1.34 (d) 3.41 (e) none of the above 20. What is the unit to represent area? (a) unit (b) sq. unit (c) cubic unit (d) cannot determine (e) none of the above

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PRE REQUISITES TEST SIMPLE EQUATION

1. Which among the following symbol is not used to represent a variable? (a) a (b) y (c) x (d) z (e) none of the above 2. Which among the following is an algebraic phrase? (a) x ≠ y (b) x + y (c) x = y (d) x > y (e) none of the above 3. Which among the following is an algebraic sentence? (a) x + y (b) x + y > z (c) x + y = z (d) x - y (e) none of the above 4. Which among the following is not an algebraic sentence? (a) a + b = 10 (b) a + b = c + d (c) 3 a = b (d) 4 + 3 = 7 (e) none of the above 5. Which among the following algebraic sentence is an equation? (a) a + b ≠ 4 (b) 4 + 7 > 10 (c) 4 x + 3 = 12 (d) cannot find out (e) none of the above 6. Which of the equation represents a first degree equation? (a) 1 x3 + 3 = 3 (b) 3x + 3 = 0 (c) 3x + 3 y2 + 3 y3 = 3 (d) 1 x2 + 1 y2 + 1 z = 1 (e) none of the above 7. In which of the equation x has a coefficient 2? (a) 2x + y = 2 (b) x2 y = 2 (c) x2 + 2y = 2 (d) x2 + y2 = 2 (e) none of the above 8. If x = 3, what is 2x + 5? (a) 23 + 5 (b) 28 (c) 11 (d) 32 + 5 (e) none of the above 9. If x = -3, what is 2x -10? (a) 4 (b) 4 (c) -16 (d) 16 (e) none of the above 10. If x = -5, what is 10-5x? (a) -35 (b) 15 (c) 35 (d) -15 (e) none of the above 11. If x = 7, what is =3x =12? (a) -9 (b) 9 (c) -33 (d) 33 (e) none of the above 12. What is x2 + 3 when x = -3? (a) -6 (b) 12 (c) -12 (d) 6 (e) none of the above 13. What is x2 -16 when x = 2? (a) -20 (b) 20 (c) -12 (d) 12 (e) none of the above 14. For what value of x the equation x + 3 = 5 will be true? (a) x = 1 (b) x = 2 (c) 3 (d) x = 0 (e) none of the above 15. For what value of x the equation x/2 +5 – 2x + 7 will be true? (a) x = 0 (b) x = 1 (c) x = 2 (d) x = 4 (e) none of the above 16. For what value of y, the equation y2 + 3 = by -6 will be true? (a) y = 6 (b) y = 3 (c) y = -3 (d) y = -6 (e) none of the above

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17. “Five more than a number”, which of the following expression given corresponding algebraic phrase?

(a) 5 x + 5 (b) x + 5 (c) 5 > x (d) x < 5 (e) none of the above 18. What is 4 times a number? Which is corresponding algebraic expression? (a) 4 + x (b) x4 (c) 4x 9d) 4 – x (e) none of the above 19. What is 8 more than ¼ th of a number? Which is corresponding algebraic

expression? (a) 8 + ¼ (b) ¼ + 8x (c) ¼ x + 8 (d) bx + ¼ x (e) none of the above 20. A pen costs 12 rupees. What is the cost of 2 pens? (a) 12 (b) 122 (c) 12 × 2 (d) 12 + 2 (e) none of the above

PRE REQUISITES TEST STATISTICS

Observe the following table and answer questions 1 to 5.

Mode of travel No. of students

Bus 20

Walking 15

Cycle 10

Car 2

1. How many students are there the class? (a) 20 (b) 15 (c) 10 (d) 2 (e) 47 2. How many students come to school by car? (a) 20 (b) 15 (c) 10 (d) 2 (e) none of the above 3. How many students come to school by cycle and bus (a) 20 (b) 30 (c) 25 (d) 15 (e) 10 4. Most of the students come to school by (a) Bus (b) Walking (c) Car (d) Cycle (e) none of the above 5. 15 students come to school by (a) Bus (b) Walking (c) Cycle (d) Car (e) none of the above 45 42 40 44 43 41 40 37 28 35 are the marks of 10 students for an examination. Observe the data and answer questions 6 to 10. 6. Which is the lowest mark? (a) 37 (b) 40 (c) 43 (d) 28 (e) 25 7. Which is the highest mark? (a) 37 (b) 42 (c) 45 (d) 47 (e) none of the above 8. How many students scored less than 40 marks? (a) 4 (b) 3 (c) 2 (d) 6 (e) none of the above

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9. How many students scored more than 40 marks? (a) 5 (b) 7 (c) 8 (d) 6 (e) none of the above 10. How many students scored 45 or above 45? (a) 1 (b) 0 (c) 3 (d) cannot find (e) none of the above Observe the following line graph and answer the questions 11 to 15. y 4 3 2 1 10 20 30 40 x 11. How many students scored 10 marks? (a) 1 (b) 2 (c) 3 (d) 4 (e) cannot determine 12. How many students scored 40 marks? (a) 1 (b) 2 (c) 3 (d) 4 (e) cannot determine 13. Which is the highest score? (a) 4 (b) 3 (c) 40 (d) 30 (e) cannot determine 14. How many students scored below 40? (a) 60 (b) 30 (c) 10 (d) 6 (e) cannot determine 15. How many students scored 30 or above 30? (a) 2 (b) 3 (c) 4 (d) 40 (e) cannot determine Observe the following Bar graph and answer the questions 16 to 20. y 6000 5000 4000 3000 2000 1000

1975 1985 1995 2005 x

No.

of s

tude

nts

Year

12

16. How many students where in the institution in 1985? (a) 2000 (b) 2500 (c) 3000 (d) cannot determine (e) none of the above 17. Between which two years, there was maximum increase in students? (a) 1975-1985 (b) 1985-1995 (c) 1995-2000 (d) cannot determine (e) none of the above 18. 4000 students where admitted in which year? (a) 1975 (b) 1985 (c) 1995 (d) 2005 (e) none of the above 19. How many students increased between 1985 and 1995? (a) 1000 (b) 1500 (c) 2000 (d) cannot determine (e) none of the above 20. How many students where in the institution in 2005? (a) 4000 (b) 1500 (c) 6000 (d) 5000 (e) cannot determine

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Kottayam 1998

Pre requisite test in Mathematics Response Sheet

Name of the student: Class Division: Class No.: Male /Female: Name of the school:

Chapter I Qn.No. a b c d e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Chapter II Qn.No. a b c d e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Chapter III Qn.No. a b c d e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Chapter VI Qn.No. a b c d e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Chapter V Qn.No. a b c d e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Chapter VI Qn.No. a b c d e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

14


Kottayam 1998

Pre requisite Test in Mathematics

Scoring Key

Chapter I

Qn.No. a b c d e 1 √ 2 √ 3 √ 4 √ 5 √ 6 √ 7 √ 8 √ 9 √ 10 √ 11 √ 12 √ 13 √ 14 √ 15 √ 16 √ 17 √ 18 √ 19 √ 20 √

Chapter II Qn.No. a b c d e 1 √ 2 √ 3 √ 4 √ 5 √ 6 √ 7 √ 8 √ 9 √ 10 √ 11 √ 12 √ 13 √ 14 √ 15 √ 16 √ 17 √ 18 √ 19 √ 20 √

Chapter III Qn.No. a b c d e 1 √ 2 √ 3 √ 4 √ 5 √ 6 √ 7 √ 8 √ 9 √ 10 √ 11 √ 12 √ 13 √ 14 √ 15 √ 16 √ 17 √ 18 √ 19 √ 20 √

Chapter VI Qn.No. a b c d e 1 √ 2 √ 3 √ 4 √ 5 √ 6 √ 7 √ 8 √ 9 √ 10 √ 11 √ 12 √ 13 √ 14 √ 15 √ 16 √ 17 √ 18 √ 19 √ 20 √

Chapter V Qn.No. a b c d e 1 √ 2 √ 3 √ 4 √ 5 √ 6 √ 7 √ 8 √ 9 √ 10 √ 11 √ 12 √ 13 √ 14 √ 15 √ 16 √ 17 √ 18 √ 19 √ 20 √

Chapter VI Qn.No. a b c d e 1 √ 2 √ 3 √ 4 √ 5 √ 6 √ 7 √ 8 √ 9 √ 10 √ 11 √ 12 √ 13 √ 14 √ 15 √ 16 √ 17 √ 18 √ 19 √ 20 √

Appendix II


Kottayam 1998

Achievement Test in Mathematics

(Suresh,K.P. & Raj . S. Meera, 1998)

General Instructions Carefully read the questions given below. Five choices are given for each








2

ACHIEVEMENT TEST SET

1. If A is the set of counting number, which among the following will not be an element of Set A?

(a) 1 (b) 0 (c) 2 (d) 10,000 (e) none of these 2. Which among the following elements belong to A = { x/x is a whole, x ≥15}? (a) 415 (b) 1248 (c) 312 (d) 16 (e) all the above 3. Which among the following is equivalent to A = {2, 4, 6, 8}? (a) {x/x is an even number 0 ≤ x < /0} (b) {x / x is an odd number between 0 and 10} (c) {x/x is an odd number 0 < x < 10} (d) {x/x is an even number 0 ≤ x ≤ 9} 4. Observe the following Venn diagram and find which element belong to set A as

well as set B. U A B 1 3 5 2 4 6 (a) 1, 2, 3, 4 (b) 3, 4, 5, 6 (c) 3, 4 (d) 2, 5, 6 (e) none of the above 5. A = {x/x is an odd number between 11 and 15. Which of the following set is a

proper subset of A? (a) {11, 13, 15} (b) {13} (c) {13, 15} (d) {11, 13) (e) none of the above 6. A = {12, 2, 2}. Why do you say cardinality of A is 2? (a) 2 is element of A (b) degree of 1 is 2 (c) A contains 2 elements (d) 2 is repeated twice (e) none of the above 7. A = {m, a, l, a, y, a, l, a, m}. What is the cardinality of A? How can you verify it? (a) Cardinality is 9. There are 9 elements {m, a, l, a, y, a, l a m} (b) Cardinality is 9. There are 9 elements m, a, l, a, y, a, l, a, m (c) Cardinality is 4. There are 4 elements m, a, l, y (d) Cardinality is 4. There are 4 elements {m, a, l, y} (e) none of the above 8. What general statements can you make about proper subset? (a) At least one element less than each subset is proper subset (b) At least one element less than superset is proper subset

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(c) At least one element less than complimentary set is proper subset (d) At least one element less than universal set is proper subset (e) None of the above 9. What general statement can you make about disjoint sets? (a) It contains elements, common to set under consideration (b) If cardinality of two sets are same, they are disjoint sets (c) If there are no common elements in sets under consideration, they are

disjoint set (d) If the union of sets under consideration is universal set, they are disjoint set (e) none of the above 10. What can you say about compliment of set A? (a) Set formed by elements in A and not in B (b) Sets formed by elements common to A and U (c) Set formed by elements in equivalent set and not in A (d) Set formed by elements in universal set and not in A (e) none of the above 11. What can you say about number of proper subset of Set A whose cardinality is n? (a) n3 -1 (b) 23 -1 (c) n2 -1 (d) 2n-1 (e) none of the above 12. Arrange infinite set, singleton set, null set and finite set in ascending order with

respect to cardinality. (a) infinite set, finite set, singleton set, null set (b) null set, singleton set, finite set, infinite set (c) null set, finite set, singleton set, infinite set (d) infinite set, singleton set, finite set, null set (e) none of the above 13. Observe the following chart.

No. of elements in Set A 1 2 3 4 5

No. of subset of Set A 2 4 8 16 32

If there are 6 elements in a set, how many subset does it have? (a) cannot determine (b) 34 (c) 38 (d) 64 (e) none of the above

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14. Observe the following Venn diagram. Which among them include equal sets? u u A B A B (a) a b 1 2 a d c 3 (b) b c e u u 4 B B (c) A 1 2 (d) A 1 2 3 3 (e) none of the above 15. A and B are equivalent sets. What can you say about number of elements in Set A?

(a) ∩ (A) = 0 (b) ∩ (A) = 1 (c) ∩ (A) = ∩ (B) (d) ∩ (A) = ∩ (U) - ∩ (B) (e) cannot determine 16. Observe the following chart.

A B A-B

{1, 2, 3} {4, 5, 6} {1, 2, 3}

{p, q, r} {r, s, t} {p, q}

{a, b, c} {l, m, n} {a, b, c} If A and B are disjoints sets, what can you say about n (A-B)? (a) n (A) (b) n (B) (c) n (A) + n (B) (d) n (A) + n (B) – n (A ∩ B) (e) None of the above. 17. If A and B are disjoint sets, what can you say about n (A ∩ B)? (a) n (A) + n (B) (b) n(A) (c) n (B) (d) cannot determine (d) none of the above 18. Which of the following is always true? (a) (A ∩B) ⊂ (A∪B) (b) (A ∩ B) ⊃ (A∪B) (c) (A∪B) ⊂ (A-B) (d) (A ∩ B) ⊂ A1 (e) none of the above 19. Which among the following is always true? (a) n (A ∩ B) ⊃ n (A ∪ B) (b) n (A ∩ B) ≤ n (A) (c) n (A ∩ B) = n (A-b) (d) n (A) _ n (B) – n (A ∩ B) (e) none of the above 20. If A = {7, 8, 9, 6, 7, 8} B = {m, a, l, y} C = {3, 0, 1, 0, 3, 1, 6} D = {a, a, b, c} If these sets are classified which of the sets

stands apart? Why?

5

(a) Cardinality of C is different, so it stands apart (b) Cardinality of B is different, so it stands apart (c) Cardinality of D is different, so it stands apart (d) Cardinality of A is different, so it stands apart (e) none of the above 21. A = {x/x is a counting number less than 10,000} B = {x/x is an English alphabet} C = {green, blue, red} D = {1, 10, 20, 30) Why do you say that the sets belong to a group? (a) They are finite sets (b) They are infinite sets (c) They are singleton sets (d) They are subsets (e) none of the above 22. There are 40 students in a class. 30 students play cricket, 20 play football. If

each student participates in at least one play, how many students play both cricket and football?

(a) 10 (b) 90 (c) 50 (d) 40 (e) none of the above 23. 120 students appeared for an examination. 58 students passed in English and

50 students passed in Malayalam. How many students did not pass for either English or Malayalam?

(a) 12 (b) 42 (c) 8 (d) 112 (e) none of the above 24. ACB, which of the following Venn diagram represents (A ∩ B)? u u (a) B (b) A A B u u (c) B (d) A A B

(e) none of the above

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Achievement Test Formation of Geometric Principles

1. Which are equilateral triangles among the following triangles? X R 600

(a) (b) 600

Y Z P Q A L (c) (d) B C M N (a) Δ LMN and Δ ABC (b) Δ PQR and Δ XYZ (c) Δ PQR, Δ XYZ and Δ LMN (d) Δ PQR, Δ ABC and ΔLMN (e) none of the above 2. Which among the following is always true to a parallelogram ABCD? (a) A B Ο D C (a) AO = OC OC = OD OD = OB (b) AB = DC OD = OB AO = DO (c) AB = DC AO = OC AD = BC (d) AD = DC AB = BC OD = OB (e) none of the above 3. Which of the following statements are true for quadrilaterals? (a) opposite angles are supplementary (b) sum of all interior angle is 1800

(c) opposite sides have equal measures (d) sum of all interior angles is 4 right angles (e) none of the above 4.

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Which of the following attribute is not applicable to these figures? (a) two diagonals can be drawn from each vertex (b) the diagonals drawn from a vertex separates it into 3 triangles (c) sum of interior angle is right angles (d) the 5 angles and 5 sides have equal measure (e) none of the above

5. All rectangles are (a) trapezium (b) square (c) parallelogram 9d) rhombus (e) none of the above 6. Which of the following is not applicable to equilateral triangle alone (a) length of 3 sides of a triangle are equal (b) longest or shortest side cannot be separately identified (c) 3 angles have same measures (d) sum of interior angles is 1800

(e) none of the above 7. Observe the properties mentioned in each of the following sets. Find the odd

set. (a) Set I : 7 diagonals can be drawn from one vertex of a polygon (b) Set II : the diagonals drawn from a vertex of a polygon separates it into 8 triangles (c) Set II : sum of interior angles of polygon is 16 right angles (d) Set IV : No. of sides of a polygon is 10 (e) Set V : No. of sides of a polygon is 8 8. Which among the following can be the sum of interior angles of a polygon with

6 sides? (a) 6-4 right angles (b) 6 – 2 × 4 right angles (c) 2 × 6 – 4 right angles (d) 2 (6-4) right angles (e) none of the above 9. Suggest appropriate label for the geometric figure whose sum of interior angle

is 3600. (a) rectangle (b) quadrilateral (c) parallelogram (d) trapezium (e) none of the above 10. Suggest appropriate label for ∠ACD with respect to triangle ABC in the

following figure. A E B C D (a) interior angle (b) interior adjacent angle (c) interior opposite angle (d) exterior angle (e) none of the above

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11. What general statement cannot be made about parallelogram? (a) opposite sides have same length (b) opposite angles are equal (c) opposite angles have same measure (d) diagonals bisects each other (e) diagonals are of same length 12. What general statements cannot be made about cyclic quadrilateral? (a) four vertices lie on a circle (b) sum of 4 angles is 3600

(c) opposite angles are equal (d) opposite angles are supplementary (e) none of the above 13. Observe the following chart.

Angle 1 Angle 2 Angle 3 Angle 4 Sum of interior angle of a quadrilateral

900 900 900 900 3600

1100 1200 700 600 3600

1300 400 700 1200 3600

1200 1400 500 500 3600

Which of the most general conclusion can be arrived at? (a) quadrilateral have 4 angles (b) 4 angles of a quadrilateral can be measured (c) 4 angles of a quadrilateral can be distinct (d) sum of interior angles of quadrilateral is 3600

(e) none of the above 14. Observe the parallelograms given below.

8 16 6 5 5 10 10 3 3 8 16 6 Which of the most general conclusion can be arrived at?

(a) opposite sides of parallelogram are parallel (b) opposite angles of parallelogram are of equal measure (c) length of any 2 sides of a parallelogram are equal (d) length of opposite sides of a parallelogram are equal (e) none of the above

9

15. Observe the figures given below. 600

600 600-

6 6 3 3 5 5 600 600 600 600 600 600

6 3 5 Which of the most general conclusion can be arrived at?

(a) 3 sides of all triangles will be equal (b) 3 angles of all triangles will be equal (c) if 2 sides of a triangle are equal, the 3rd side will be equal to other sides (d) the 3 angles of an equilateral triangle are of equal measures (e) none of the above

16. In a quadrilateral ABCD, ∠A = 600, ∠B = 1000, ∠C = 1200, ∠ D = 800. This is not a parallelogram. Why?

(a) sum of interior angle is not 3600

(b) adjacent angles are not of equal measure (c) opposite angles are not supplementary (d) opposite angles are not equal (e) none of the above 17. ∠A = 1000. This is not an angle inscribed in a semi-circle. Why? (a) this is an obtuse angle (b) this an acute angle (c) this is not 900 (d) this is not 3600

(e) none of the above. 18. ∠A = 600, ∠ B = 800, ∠C = 500. This are not measures of angles of a triangle.

Why? (a) 3 angles have different measures (b) sum of interior angles is not 1800

(c) sum of 2 angles is greater than the 3rd angle (d) one angle is not right angled (e) none of the above 19. Sum of interior angles of a polygon is 36 right angles. How many sides will it

have? (a) cannot determine (b) 18, since sum of interior angles of a polygon showing n sides is 2n right

angles (c) 12, since sum of interior angles of a polygon having n sides is 3 n right

angles (d) 19, since sum of interior angles of a polygon having n sides is 2n-2 right

angles (e) 20, since sum of interior angles of a polygon having n sides is 2n-4 right

angles

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20. Observe the chart. 30 30 65

6 8 9 4 12 13 110 40 20 130 85 30

5 6 10 Which of the following observation is incorrect?

(a) sum of interior angles of a triangle is 1800 (b) largest side is opposite to largest angle (c) shortest side is opposite to shortest angle (d) sum of 2 sides is less than 3rd side of a triangle (e) none of the above

21. C is a point on a circle whose diameter is AB. Which among the following cannot be correct?

(a) ∠CAB = 200 (b) ∠CBA = 600 (c) ∠ACD = 900

(d) ∠ CAB = 900 (e) none of the above 22. A 600

500

B C Which is the measure of C. Why?

(a) C = 1100 50 + 60 = 110 (b) ∠C = 110 exterior angle theorem (c) C = 500 base angle theorem (d) C = 700 interior angle theorem (e) none of the above

23. A 400

1200

B C D (a) 600, 180-120 = 60 (b) 800 exterior angle theorem (c) 800 interior angle theorem (d) 600 exterior angle theorem (e) none of the above

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24. A 6 8 8 B 12 C

ED

D and E are midpoints of AB and AC respectively. If BC = 12, what is the measure of DE?

(a) AD = BD, AE = EC, DE = BC = 12 cm (b) AD = BD, AE = EC, DE = 2BC = 24 cm (c) AD = AE, BD = EC DE = BC/2 = 6 cm (d) AD = BD, AE = EC, DE = BC/2 = 6 cm (e) none of the above

ACHIEVEMENT TEST ALGEBRA

1. Select the incomplete sentence among the following. (a) x =3 = 8 (b) 3+ 4 < 5 (c) n + 4 (d) 4 + 3 ≥ 7 (e) none of the above 2. Which among the following represents an always true sentence? (a) 1+4 ≥ 6 (b) n + 6 = 8 (c) 2x + 3 < 8 (d) 2n + 3 ≤ 8 (e) none of the above 3. Which of the following represents a 1st degree equation? (a) zx + 4x = 6 (b) 1x2 + ox = 0 (c) x3 + x2 = x (d) x2 + y = 8 (e) none of the above 4. Identify the correct relationship. (a) (-5x) (4x - 2y + 6z) = 20x2 – 10xy + 30 xz (b) (-5x) (4x - 2y + 6z) = 20x2 – 10xy - 30 xz (c) (-5x) (4x - 2y + 6z) = -20x2 – 10xy + -30 xz (d) (-5x) (4x - 2y + 6z) = 20x2 + 10xy + 30 xz (e) none of the above 5. 18 added a number is 4? Identify mathematical statement equivalent to this. (a) 18 – y = 47 (b) y + 18 = 47 (c) 18 y = 47 (d) y = 18 × 47 (e) none of the above 6. Identify correct relationship (a) (6x3 – 8 x2 + 12 x) ÷ (2x) = 12 x4 + 16x3 – 24x2

(b) (6x3 – 8 x2 + 12 x) ÷ (-2x) = -3x3 + 4x2 – 6x (c) (6x3 – 8 x2 + 12 x) ÷ (-2x) = 3x3 - 4x2 + 6x (d) (6x3 – 8 x2 + 12 x) ÷ (-2x) = -3x2 + 4x -6 (e) none of the above

12

7. Observe following polynomials. Px = Ox5 + 8 x + 2x+2

Qx = 3x3 + 2x2 + 6x Rx = -4xO + 6x + 8x2 + ox3

Sx = Ox3 + 8x2 + O Classify polynomial that go together as their degree is same. (a) P (x), Q (x), R (x) (b) Q (x), R (x), S (x) (c) R (x), S (x), P (x) (d) P (x), S (x), Q (x) (e) none of the above 8. What general statement can you make about truth set? (a) it is the set of values taken from domain of the variables so as to make a

closed sentence true (b) it is the set of values taken from domain of the variable so as to make an

open sentence true (c) it is the set of values taken from domain of variable so as to make an

algebraic phrase true (d) it is the set of values taken from domain of a variable so as to make a

numerical phrase true (e) none of these 9. What general statement can you say about binomial? (a) polynomials with two terms (b) polynomials with 2 as one of the terms (c) polynomials with 2 variables (d) polynomials with 2nd degree (e) none of the above 10. What do you think, is not necessary while determining product of two terms? (a) sign of product is to be determined (b) product should be written in bracket (c) product of coefficient of terms should be determined (d) index of variable should be determined using of law of indices (e) none of the above 11. Identify the group where product contains 4 terms (a) (2z -5) (5y -6), (a+7) (b+8), (x + y) (a + b) (b) (x + 6) (x-3), (a+6) (a-6), (x + 6) (y +6) (c) (x + 6) ( x + 10), (y + 6) (y-6), (y =6) (z + 6) (d) (x + 2) (x-2), (y + 2) (y-2), (z+4) (z-4) (e) none of the above 12. Observe the following patterns. 103 × 97 = 9991 104 × 96 = 9984 105 × 95 = 9975

13

What is 102 × 98? (a) 9996 since 10,000-04 = 9996 (b) 9994 since 10, 000-06 = 9994 (c) 0008 since 10,000-02 = 9998 (d) 9992 since 10,000 -08 = 9992 (e) none of these 13. If 104 × 104 = 10816, 102 × 102 = 10404, 103 × 103 = 106, 09, 105 × 105 – 110,25, what is 106 × 106? (a) 6 + 6 = 12 6 ×6 = 36 ∴ 106 × 106 = 11236 (b) 6 + 6 = 12 6 ×6 = 36 ∴ 106 × 106 = 13612 (c) 6 + 6 = 12 6 ×6 = 36 ∴ 106 × 106 = 112036 (d) 6 + 6 = 12 6 ×6 = 36 ∴ 106 × 106 = 101236 (e) none of these 14. Observe the following pattern. 152 = 225 252 = 625 352 = 1225 452 = 2025. What is 552? (a) 152 = 225, 1+ 1 = 2 5 + 1 = 6 ∴552 = 625 (b) 252 = 625, 2+ 5 = 7 5 + 4 = 9 ∴552 = 925 (c) 352 = 1225, 3.4 = 12 5.4 = 2- ∴552 = 2025 (d) 1.2 = 2, 2.3 = 6 3.4 = 12 ∴552 = 3025 (e) none of these 15. Observe the following patterns 92 × 92 = 8464 92 × 93 = 8649 95 × 95 = 9025 96 × 96 = 9216. What is 99 × 99? (a) 99 = 100 – 1, ∴99 × 99 = 100 01 (b) 99 = 100 – 1, 12 = 1, 1 × 2 = 2, 100-2 = 98 ∴99 × 99 = 981 (c) 99 = 100-1, 12 = 01, 1 × 2 = 2, 100-2 = 98 ∴ 99 × 99 = 9801 (d) 99 = 100-1, 12 = 01, ∴ 99 × 99 = 98001 16. Which identity among the following will be more appropriate to find value of

104 × 104? (a) (a-b)2 = a2 – 2 ab + b2 (b) (a+b) (c + d) = ac + ad + bc + bd (c) (a + b)2 = a2 + 2 ab + b2 (d) (a + b) (a – b) = a2 – b2

(e) none of the above 17. Which identify among the following will be more suitable to find value of

103 × 97? (a) (a + b) (c + d) = ac + ad + bc + bd (b) (a + b) (a – b) = a2 – b2 (c) (a + b)2 = a2 + 2ab + b2 (d) (a + b) (a – b) = a2 – b2

(e) none of the above 18. Which identify among the following will be more suitable to find the value of 93 × 93 (a) (a + b)2 = a2 + 2 ab + b2 (b) (a - b)2 = a2 - 2 ab + b2

(c) (a + b) (a – b) = a2 - b2 (d) (a + b) (c + d) = ac + ad + bc + bd (e) none of the above

14

19. Which among the following represents the relationships correctly? (a) (x + 4) (x – 6) = x2 – 6x + 4x – 24 = x2 – 2x – 24 (b) (x + 4) (x – 6) = x2 + 6x + 4x + 24 = x2 – 10x + 24 (c) (x + 4) (x – 6) = x2 – 6x - 4x + 24 = x2 – 10x + 24 (d) (x + 4) (x – 6) = x2 – 6x + 4x – 24 = x2 + 2x – 24 (e) none of the above 20. Which among the following represents correct arrangement?

Open sentence Closed sentence

(a) 4 + 3 = 8 4 + 3 < 10 4 + 3 > 10

3x + 4 y = 10 Y + 2 < 10 Y + 3 ≥ 10

(b) 3x + 4 y = 10 y + 2 < 10 y + 3 ≥ 10

4 + 3 = 8 4 + 3 < 10 8 + 3 > 10

(c) 4 + 3 8 + 10 6 + 7

3x + 4 y y + 3 z + 3

(d) 4x + 4 y y + 3 z + 3

4 + 3 8 + 10 6 + 7

e. none of the above 21. Find the product of 20.5 × 19.5 using identity. (a) 20.5 × 19.5 = (20 + 5) (20 – 5) = 202 – 52 = 400 – 25 = 375 (b) 20.5 × 19.5 = (20 + .5) (20 – .5) = 202 – .52 = 400 – 2.5 = 397.5 (c) 20.5 × 19.5 = (20 + .5) (20 – .5) = 202 – .52 = 400 – 2.5 = 402.5 (d) 20.5 × 19.5 = (20 + .5) (20 – .5) = 202 – .52 = 400 – .25 = 399.75 (e) none of the above 22. Which among the following is correct arrangement?

Phrases Numerical sentence Algebraic sentence

(a) 8 > 15 + 3 8 x + 3 y < 11x

8 + 5 10 + 3

4x + 5x 6x – 7x

(b) 4x + 5x 8 + 5

8 + 5 < 8 8 xo + 10 x0 = 9

8 x + 4 y > 16 8 + 5x = 4y

(c) 4x + 5x 8 + 5

8x + 4 y > 16 8 + 5x0 = 4y

8 + 5 < 8 8 x0 + 10x0 = 9

(d) 8 ⊄ 15 + 3 8 x + 3y = 11x

8 + 5 ≠ 10 10 + 3 ⊄ 13

4x + 5x = 9x 6x – 7x = x

(e) none of the above

15

23. Find the product of 94 x 79 using identity. (a) cannot determine (b) 94 x 79 = (94 + 4) (79 + 9) = 94 x 79 + 94 x 9 + 4 x 79 + 4 x9 = 824 (c) 94 x 79 = (90 + 4) (70 + 9) = 90 x 70 + 90 x 9 + 4 x 70 + 4 x9 = 7426 (d) 94 x 79 = (90 + 4) (70 + 9) = 90 x 70 + 90 x 9 + 4 x 70 + 4 x9 = 2674 (e) none of the above 24. 9x2 + 42 x + k is a perfect square. Find value of K. (a) k = 49 (b) k = 50 (c) k = 81 (d) k = 21 (e) none of the above

ACHIEVEMENT TEST MENSURATION OF PLAIN FIGURES

1. Decide which of the following geometrical figures will not give two triangles of the same area when one of its diagonals is constructed?

(a) (b) (c) (d) (e) none of the above 2. Which among the following figures represent a circular ring? (a) (b) (c) (d) (e) none of the above 3. Observe the following figure carefully. t r R What can you say about the radius of larger circle? (a) r (b) r=t (c) r + t (d) R + t (e) none of the above 4. B E D C F A is a plan of a plot. To determine the area of this plot, it is divided into some familiar regions. What is the number of right angled triangles and that of right trapezium in it?

16

(a) 4 and 2 respectively (b) 2 and 4 respectively (c) 2 and 1 respectively 9d) 1 and 2 respectively (e) none of the above 5. Area of a trapezium is given as 1/2 × 7 x ( 3+12) sq. cm. Which of the following

figures represent the trapezium? 3 3 (a) 12 (b) 7 7 12 7 3 (c) (d) 7 3 12 12 3 (e) 7 12 6. A diagonal is constructed in a parallelogram. Identify geometrical figures

obtained. (a) two right angled triangles (b) two triangles (c) two triangles of same area (d) two right angled triangles of same area (e) none of the above 7. A diagonal is constructed in a quadrilateral. Identify the geometrical figure

obtained. (a) two triangles (b) two right angled triangles (c) two triangles of same area (d) two right angled triangle of same area (e) none of the above 8. ABCDEF is a regular hexagon. Identify the geometrical figure obtained if AD,

BE and CF are constructed. (a) 6 right angled triangle (b) 6 isosceles triangle (c) 6 equilateral triangle (d) 3 equilateral triangle (e) none of the above 9. Length of two sides AB and BC of a parallelogram are a units and B units.

Distance between AB and CD is h1 units and distance between BC and AD is h2 units. Which do you think the formula to determine area of parallelogram?

D C B h1 h2 A a B (a) 1/2 ab sq. units (b) 1/2 a h1 sq. units (c) ah2 sq. units (d) ah1 sq. units (e) bh1 sq. units.

17

10. What general statement can you make about area of an equilateral triangle where length of one side is l units?

3l2 3l2 (a) sq. units (b) sq. units 4 4 √3 l2 √3 l2

(c) sq. units (d) √3 /4 l2 sq. units (e) sq. units 4 2 11. What general statement can be made about area of circular ring? R r (a) πr2 - πR2 sq. units (b) πR2 – r2 sq. units (c) π (R + r) (R – r) sq. units (d) π (R + r)2 sq. units (e) none of the above. 12. B O r x A What do you think about length of arc AB? (a) 2πr × x/360 unit (b) 2π hhr x unit (c) πr × x/360 unit (d) πr2 × x/360 unit (e) none of the above. 13. B O r x r A What general statement can be made about area of sector OAB? (a) 2πr x/360 sq. unit (b) πr x/360 sq. unit (c) π r2 x/360 sq. unit (d) 2 πr x/180 sq. unit (e) none of the above 14. Which among the following is incorrect? (a) circumference of a circle can be determined if the radius is given (b) circumference of a circle can be determined if its area is given (c) area of circle can be determined if its circumference is given (d) area of circle can be determined if its diameter is given (e) all of the above is incorrect

18

15. Which among the following is a part of circumference of a circle? (a) radius (b) centre (c) chord (d) arc (e) none of the above 16. Length of one diagonal of a rhombus is given. What else is essential to

determine area of rhombus? (a) length of 2 sides (b) length of any one side (c) length of either diagonal (d) perimeter of rhombus (e) none of the above 17. To find the cost of painting a wall 4 m in length, 3 m in height, which among the

following measures is to be calculated? (a) area of wall (b) volume of wall (c) perimeter of wall (d) total weight (e) none of the above 18. In a quadrilateral ABCD, area of triangle ABD is given. Can you determine area

of quadrilateral ABCD? (a) Yes, area of quadrilateral is 2 × area of Δ ABD (b) Yes, area of quadrilateral is ½ × area of Δ ABD (c) Yes, area of quadrilateral is square of area of Δ ABD (d) none of the above 19. In a triangle ABC, altitude from A to opposite side BC is given as AM. If area of

triangle ABM is given, can you find area of triangle ABC? (a) Yes, area of Δ ABC = 2 × area of Δ ABM (b) Yes, area of Δ ABC = ½ area of Δ ABDM (c) No, area of Δ ABC need not have relationship with area of Δ ABM (d) No, area of Δ ABC can only be determined if length of one side is given. (e) none of the above 20. Below are given certain measures of a parallelogram.

Length of side Length of altitude drawn to other side

Area of parallelogram

6 8 48

12 4 48

24 2 48

What is the area of parallelogram whose length is b unit and altitude to that side is h units?

(a) 48 sq. unit (b) bh sq. units (c) b/h sq. unit (d) ½ bh sq. units (e) none of the above 21. Length of diagonals of a rhombus ABCD are 16 cm and 14 cm. What is the

area of rhombus ABCD? (a) 112 (b) 224 (c) 30 (d) 15 (e) none of the above

19

22. What is the area of circular ring if R = 21 and r = 20? (a) 41 × 1 (b) 41 × 82 π (c) 41π (d) π (e) none of the above 23. Lengthy of a side of a parallelogram is 6cm and altitude to that side is 4 cm.

What is its area? (a) 10 cm (b) 24 cm (c) 36 cm (d) 16 cm (e) none of the above 24. Length of parallel sides of a trapezium are 6 cm and 4 cm. Distance between

these sides is 5 cm. What is its area? (a) 50 (b) 25 (c) 30 (d) 20 (e) none of the above

ACHIEVEMENT TEST SIMPLE EQUATION

1. Which among the following is simple equation? (a) 5x + 14 = 16 x (b) 62 + 4 = 13 (c) 7x + 2 y = 8 (d) b2 + 46 = 8 (e) none of the above 2. Which among the following is equivalent equation? (a) 2x = 13 (b) 2x + 18 = 19 (c) 2x – 4 = 5 (d) 2x – 1 = 6 (e) none of the above 3. 5 added to a number is 60. Which among the following do not represents this

statement? (a) 60- x = 5 (b) x = 60 = -5 (c) x + 60 = -5 (d) 60 = 5 + x (e) 60 – x – 5 = 0 4. Identify group of simple equation (a) x + 3 = 4; 4 y + 3 = 8; 2x2 + 3 = 8 (b) b/4 – b/5 = 40; zp – 8 = p; 2g – 10 = 9/5 (c) x – 1 < 9; 3x + 5 > 17; 6x – 20 < 10 (d) 6x – 20 y = 8; 3x + y = 7; y2 + 4 = 3 (e) none of the above 5. Identify group of simple equation whose truth set is 5. (a) x/5 = 1; 30x = 6; 25 x = 5 (b) x/5 = 1; 5x = 25; 6x =30 (c) x/5 = 1/5; 25x = 1/5; 30x = 6 (d) 5x = 1; 5x = 1/25; 6x = 1/30 (e) none of the above 6. Identify group equivalent to 2x = 4. (a) x + 2 = 4; x + 6 = 8; x = 2 (b) 2x – 2 = 4; 2x × 8 = 4 × 8; 2x/8 = 4× 2

20

(c) 2x/4 = 1; 2x + 4 = 5; x + 4 = 8 (d) x – 6 = -2; x + 6 = 10; x + 4 = 8 (e) none of the above 7. Which general statement can be made about simple equation? (a) they are equations having only one variable (b) they are equations of first degree (c) they are equation in one variable of first degree (d) they are equations with variable alone (e) none of the above 8. Which general statement can you make about the effect produced when any

term in one side is transferred to other side? (a) terms get cancelled (b) sign of terms remains the same (c) reciprocal is to be added (d) sign of terms changes (e) none of the above 9. What general statement can be made about the effect produced when 3 is

transferred to other side of the equation x/3 = 7 (a) equation becomes x = -3 × 7 (b) equation becomes x = 3 ×7 (c) equation becomes x = -7/3 (d) equation becomes x = 7/3 (e) none of the above 10. What general statements can be made about effect product when 5 and 2 are

shifted to other side of the equation 2x + 5 = 23? (a) x = 23/2 + 5 (b) x = 23/2 – 5 (c) x = 23 +5/2 9d) x = 2x – 5/2 (e) none of the above

11. Observe the following chart.

Simple equation Operation Equivalent equation

X + 3 = 5 3x + 10 = 12 2x – 5 = 12 3x + 24 = 44 + 15

X + 3 + 6 = 5 + 6 3x + 10 + 3 = 12 + 3 2x – 5 + 4 = 12 + 4 3x + 24 +2 = 44 + 15 + 2

3x + 9 = 11 3x + 13 = 15 2x – 1 = 16 3x + 26 = 44 + 17

Suggest a method to form equivalent equation. (a) add a constant term to given simple equation (b) add a constant term to one side of simple equation (c) add numbers to both sides of simple equation (d) add same number to both side of simple equation (e) none of the above

21


Example of simple equation Non example of simple equation

8x + 6 = 10 8x + 3 = 4x 8 + 3 = 10 x a + 3a = 4a

2x + 6 <10 8x2 + 3x = 4x 6 > 10a 8x + 4y = 10

Which of the conclusion can be arrived at? (a) simple equation is an identity (b) equation in 1st degree is simple equation (c) equation containing variable is simple equation (d) equation with one variable of 1st degree is called simple equation (e) none of the above

13. Common methods to form equivalent equations are given below. Which among these will not always give equivalent equation?

(a) add same constant term to both sides of simple equation (b) subtract same constant term to both sides of simple equation (c) multiply both sides of simple equation with constant term (d) divide both side of simple equation with same constant term other than zero (e) none of the above 14. Which among the following reasons is suitable to say x = 4 and x + 5 = 9 are

equivalent equation? The two equations have (a) same variable and same solution set (b) same number is added to both sides (c) same number is subtracted from both sides (d) same variable is involved (e) none of the above 15. What is solution set of 2x + 10 – 12? Why? (a) {1}, since x = 12-10/2 = 2/2 = 1 (b) {-1}, since x = 10-12/2 = -2/2 = -1 (c) {11}, since x = 10+12/2 = 22/2 = 11 (d) {-11}, since x = 10+12/-2 = 22/-2 = -11 (e) none of the above 16. When 6 is added to 5 times a number, the result is 46. What is the number?

Why? (a) 8, since 6 + 5x = 46 x = 40/5 = 8 (b) -8, since 6 -46 = 5x x = -40/5 = -8 (c) 200, since 6 + 5x = 46 x = 40 × 5 = 200 (d) -200, since 6 + 5x = 46 x = -40×5 = -200 (e) none of the above

22

17. Steps for solving a verbal statement is given below. Arrange them in proper order.

A. identify the unknown quantity B. solving equation C. verification D. framing question E. finding required answer from solution (a) ADBEC (b) CADBE (c) ACBDE (d) ADECB (e) none of the above 18. Which among the following statements is true? (a) both x – 8 = 3 and 3x-11/2 = 1 represents true sentence when x = -11 (b) both x – 8 = 3 and 3x – 11/2 = 11 represents true sentence when x = 11 (c) both x – 8 = 3 and 3x – 11 /2 = 11 represents true sentence when x = 5 (d) both x -8 = 3 and 3x – 11/2 = -11 represents true sentence when x = - 5 (e) none of the above 19. Which among the following statements is true? (a) x – 8 = 3 and n - 10 = 12 are equivalent equation, since solution sets are

same (b) x – 8 = 3 and n - 10 = 1 are equivalent equation, since solution set of both

are {11} (c) x – 8 = 3 and n - 10 = 13 are equivalent equation, since solution set of both

are {-11} (d) x – 8 = 3 and n - 10 = -10 are equivalent equation, since solution sets of

both are same (e) none of the above 20. Find the solution set of 4x – 3 = 2x + 11 (a) x = 7 (b) x = {7} (c) x = -7 (d) x { - 7} (e) none of the above 21. Find the solution set of y/2 – y/3 = 1/2. (a) y = 3 (b) y = 6 (c) y = 1 (d) y = 3/6 (e) none of the above 22. Find the solution set of x/5 = 2. (a) x = 10 (b) x = 2/5 (c) x = 5/2 (d) x = -10 (e) none of the above 23. 23 is 5 substituted from 2 times a number. What is the number? (a) number is 9 since 23 = 2x +5 ∴ x = 23-5/2 = 18/2 = 9 (b) number is 9 since 2x = 23 - 5 ∴ x = 18/2 = 9 (c) number is 14 since 2x - 5 = 23 ∴ x = 23+5/2 = 28/2 = 14 (d) number is -14 since 2x = 23 +5/-2 = 28/-2 = 14 (e) none of the above 24. Radha had some money with her. Her brother gave 16 Rs. to her. Now she

have 83 rupees. How much money did Radha have earlier? (a) x + 83 = 16; x = 16 + 83 = 99

23

(b) x + 83 = 16; x = 83 -16 = 67 (c) x + 16 = 83; x = 83 -16 = 67 (d) x - 16 = 83; x = 83 + 16 = 99 (e) none of the above

ACHIEVEMENT TEST STATISTICS

1 When a histogram is constructed, what measured is marked on X axis? (a) class interval (b) true class interval (c) class mark (d) frequency (e) none of the above 2. When a histogram is constructed, what measured is marked on Y axis? (a) class interval (b) true class interval (c) class mark (d) frequency (e) none of the above 3. Which of the following graph is a histogram? 3000 3000 (a) (b) 2000 2000 1000 1000 1998 1999 2000 1998 1999 2000 3000 3000 (c) (d) 2000 2000 1000 1000 Kerala Tamil Maharashtra 10 20 30 40 Nadu (e) none of the above 4. Observe the following distribution table.

Year 1990 1992 1994 1996 1998

Profit in crore 10 15 20 25 30

What is the profit between 1990 and 1994? (a) 20 crore (b) 10 crore (c) 10 crore loss (d) 20 crore loss (e) none of the above

24

5. Observe the following graph. Which of the following frequency distribution represents this histogram?

30 24 18 12 6

X axis 5 10 15 20 25 30 35 (a)

Class 5-10 10-15 15-20 20-25 25-30 30-35

Frequency 6 9 18 30 24 12

(b)

Class 5-10 10-15 15-20 20-25 25-30 30-35

Frequency 6 12 18 24 30 24

(c)

Class 0-6 6-12 12-18 18-24 24-30

Frequency 5 10 15 25 30

(d)

Class 0-6 6-12 12-18 18-24 24-30

Frequency 5 15 20 30 5

(f) none of the above 6. Which among the following histogram have a frequency distribution with class

interval 8? 24 24 16 16 (a) (b) 8 8 5 12 19 26 8 12 16 20 24

25

12 12 (c) 9 (d) 8 6 4 3 8 17 26 35 7 15 23 31 (e) none of the above 7. Observe the following frequency distribution table and answer questions 7 to 8.

10-20 20-30 30-40 40-50

7 10 12 8

What is the effect produced when 3 marks 34, 40 and 20 is included in this table?

10-20 20-30 30-40 40-50

(a) 8 10 13 9

(b) 8 10 14 8

(c) 7 11 13 9

(d) 7 11 12 9

(e) none of the above 8. What is the effect when two values 20 and 33 is removed from list?

10-20 20-30 30-40 40-50

(a) 6 9 11 8

(b) 6 10 11 8

(c) 7 9 11 8

(d) 7 10 11 8

(e) none of the above 9.What is the effect when values 3, 4, 5 are again included in the frequency table?

1-3 3

3-5 8

5-7 5

26

10 9 8 8 (a) 7 (b) 7 6 6 5 5 4 4 3 3 2 2 1 1 1 2 3 4 5 6 7 8 1 3 5 7 9 9 8 8 7 7 6 6 (c) 5 (d) 5 4 4 3 3 2 2 1 1 1 3 5 7 1 3 5 7 (e) none of the above 10. What general statement can be made about frequency? (a) category, value or item which is repeated most in a group (b) category, value or item which is least repeated in a group (c) total items in a group (d) number which shows how many times a category, value or item appear in a

group (e) none of the above 11. What general statement can be made about class size? (a) it is difference between actual class limit (b) it is difference between adjacent midpoints of classes (c) it is difference between class limit (d) it is difference between two adjacent lower class limit (e) it is difference between two adjacent upper class limit

27

Observe the following histogram. 25 25 20 20 15 15 10 5 5

No.

of s

tude

nts

150 160 170 180 190 Height of students

12. Find least occurring item. (a) 150 (b) 5 (c) 190 (d) 25 (e) cannot determine 13. Which is the class having least number of item? (a) 180-190 (b) 150-160 (c) 5-10 (d) 0-5 (e) cannot determine 14. Which is the class having maximum frequency? (a) 150-160 (b) 20-25 (c) 170-180 (d) 0-5 (e) cannot determine 15. How many students have height above 180? (a) 25 (b) 20 (c) 45 (d) cannot determine (e) none of the above 16. Select most appropriate statement from the following. (a) class interval can be determined if lower class limit of adjacent class are

given (b) class interval can be determine if upper class limit of adjacent classes are

given (c) class interval can be determined if actual class limit of a class is known (d) class interval can be determined if midpoints of adjacent class are known (e) none of the above 17. Select most appropriate statement from the following. (a) in a histogram, class interval are taken on X axis and frequency on Y axis (b) in a histogram, class interval is taken on Y axis and frequency on X axis (c) In a histogram, actual class interval is taken on X axis and frequency on Y

axis (d) In a histogram, actual class interval are taken on Y axis and frequency on X

axis (e) none of the above

28

18. Observe the following graph. 15 10 5 1997 1998 1999 Does this represent a histogram? Why?

(a) Yes, since rectangles are erected (b) Yes, since graph is readable (c) Yes, since years is given on X axis and profit on Y axis (d) No, since in a histogram actual classes are represented on X axis and

frequency on Y axis (e) none of the above 19. Observe the following table.

X value Frequency

40 41 42 43 44

6 8

10 7 6

Can you represent this frequency distribution table through a histogram? Why? (a) Yes, since frequency are given (b) No, since it is difficult to mark up to 44 on X axis (c) No, since it is difficult to mark up to 44 on Y axis (d) No, since actual class limits are to be marked on X axis on histogram (e) No, since actual limits are to be marked on Y axis on a histogram

20. Observe the following.

Class 0-10 10-20 20-30 30-40

Frequency 3 8 6 2

Can you find most repeated item? Why? (a) Yes, it is 15 since it is midpoint of class with maximum frequency (b) Yes, it is 10 since it is lowest value in class with maximum frequency (c) Yes, it is 20 since it is greatest value in class with maximum frequency (d) It cannot be determined since raw scores are not given (e) none of the above

29

21. Observe the following table

Class 0-100 100-200 200-300 300-400 40—800

Frequency 2 3 12 4 2

Can you find least repeated item? Why? (a) It is zero, since it is lowest class limit of class with least frequency (b) It is 5, since it is maximum value in class with least frequency (c) It is 20, since it is lowest class limit with least frequency (d) It is 0 or 20, since they are lowest class limits of classes with least

frequency (e) It cannot be exactly determined as raw scores are not given

22. Observe the following raw scores and identify histogram corresponding to it. 24 15 16 18 10 12 23 16 17 9 13 8 22 11 7 5 20 4 (a) (b) 15 3 10 2 5 1 5 10 15 20 5 10 10 15 15 20 20 25 5 (c) (d) cannot draw histogram 4 3 2 1 5 10 15 20 25 (e) none of the above

30

23. X value 140 145 147 150 152 Frequency 3 4 5 2 3

How many values are greater than 145? (a) 4 (b) 5 (c) 7 (d) 10 (e) cannot determine 24. Observe the following table.

Class 0-6 6-12 12-18 18-24 24-30 Frequency 10 15 20 15 10

Find class interval of this frequency distribution table. (a) 5 (b) 6 (c) 3 (d) 5.5 (e) none of the above

31

School of Pedagogical Sciences, Mahatma Gandhi University Achievement test in Mathematics

Response Sheet Name of the student: Class Division: Class No.: Male /Female: Name of the school:

Chapter I Qn.No. a b c d e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Chapter II Qn.No. a b c d e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Chapter III Qn.No. a b c d e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Chapter VI Qn.No. a b c d e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Chapter V Qn.No. a b c d e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Chapter VI Qn.No. a b c d e 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

32


Achievement test in Mathematics Scoring Key

Chapter I

Qn.No. a b c d e 1 √ 2 √ 3 √ 4 √ 5 √ 6 √ 7 √ 8 √ 9 √ 10 √ 11 √ 12 √ 13 √ 14 √ 15 √ 16 √ 17 √ 18 √ 19 √ 20 √ 21 √ 22 √ 23 √ 24 √

Chapter II Qn.No. a b c d e 1 √ 2 √ 3 √ 4 √ 5 √ 6 √ 7 √ 8 √ 9 √ 10 √ 11 √ 12 √ 13 √ 14 √ 15 √ 16 √ 17 √ 18 √ 19 √ 20 √ 21 √ 22 √ 23 √ 24 √

Chapter III Qn.No. a b c d e 1 √ 2 √ 3 √ 4 √ 5 √ 6 √ 7 √ 8 √ 9 √ 10 √ 11 √ 12 √ 13 √ 14 √ 15 √ 16 √ 17 √ 18 √ 19 √ 20 √ 21 √ 22 √ 23 √ 24 √

Chapter VI Qn.No. a b c d e 1 √ 2 √ 3 √ 4 √ 5 √ 6 √ 7 √ 8 √ 9 √ 10 √ 11 √ 12 √ 13 √ 14 √ 15 √ 16 √ 17 √ 18 √ 19 √ 20 √ 21 √ 22 √ 23 √ 24 √

Chapter V Qn.No. a b c d e 1 √ 2 √ 3 √ 4 √ 5 √ 6 √ 7 √ 8 √ 9 √ 10 √ 11 √ 12 √ 13 √ 14 √ 15 √ 16 √ 17 √ 18 √ 19 √ 20 √ 21 √ 22 √ 23 √ 24 √

Chapter VI Qn.No. a b c d e 1 √ 2 √ 3 √ 4 √ 5 √ 6 √ 7 √ 8 √ 9 √ 10 √ 11 √ 12 √ 13 √ 14 √ 15 √ 16 √ 17 √ 18 √ 19 √ 20 √ 21 √ 22 √ 23 √ 24 √

Appendix III


Kottayam 1998

Test for measuring Instructional Effect - Conceptual Structure- of Advance Organizer

Model in the Teaching of Mathematics (Suresh , K. .P & Raj. S. Meera, 1998)









2

Test for measuring Instructional Effect - Conceptual Structure

SET Factor I - Listing

1. A is the set of alphabets in the word “Malayalam”. List the elements of the set in most appropriate method.

(a) { m, a, l, a, y, a, l, a, m } (b) { m, a, l, a, y } (c) { m. a. l. a. y } (d) { l, m, y a, }

(e) None of the above u

(a) {1, 2, 3, 4} (b) {1, 2, 3}

A B1 2 3

4

5 6 7 8

10

92.

Observe the Venn diagram and list the elements of A.

(c) {1, 2, 3, 4, 5, 6, 7, 8} (d) {4} (e) None of the above

3. A = {1,2,3,4,5,6,7} B = {1,3,5,7,9,11} write the set which includes all the

elements belonging to either set A or set B

(a) {3,5,7} (b) {1,3,5,7) (c) {1,2,3,4,5,6,7,8,9,10,11}

(d) {1,2,3,4,5,6,7,9,11} (e) None of the above

4. A = {2,4,8,10} B = {0,1,2,3,4,5,6,7,8,9,10} from the set which includes all the elements common to both set A and set B together

(a) {2,4,6,8,10} (b) {0,2,4,6,8,10} (c) {2,4,8,10} (d) {0,1,2,3,4,5,6,7,8,9,10} (e) None of the above 5. A = {x/x is a natural number less than 10} B = {x/x is an odd number between 0 and 10} What in the set formed by including all elements belonging to A and not

belonging to B (a) {2,4,6,8,10} (b) {0,2,4,6,8,10} (c) {0,2,4,6,8} (d) {2,4,6,8} (e) None of the above 6. U = {x/x is a whole number less than 10} A = {x/x is an even integer between 0 and 10} Write the set formed by including all the elements of U which are not elements of A.

(a) {0,2,4,6,8,10} (b) {2,4,6,8} (c) {0,1,3,5,7,8,9}

(d) {1,3,5,7,9} (e) None of the above

3

u

(a) {1,2,3,4} (b) {1,2} (c) {3,4}

(d) {1,2,3,4,5,6} (e) None of the above

7.

Which of the following sets is formed by including all the elements belonging to either set A or set B?

7

43

5 6

AB

1 2

8.Which of the following sets in the set formed by including all the elements of set B which are neither elements of set A or set C

(a) {b,d} (b) {e,f} (c) {b,d,e,f} (d) {I,j} (e) {b,d,I,j,e,f}

Factor II-Grouping

1. A = group of brilliant students in a class B = group of even numbers between 10 and 20 C = group of beautiful girls in a class D = group of instruments made of wood in a class Which of these belong together as they are examples of set? (a) A,B,C,D (b) A and C (c) B and D (d) AB and D (e) None of the above 2. A = {x/x is the alphabets in the word Santhi} B = { x/x is the alphabets in the word Reetha} Why do you think these two sets belong to same group (a) A is the superset of B (b) A is the universal set of B (c) A and B are equivalent sets (d) A and B are equal sets

(e) None of the above 3. Why do you think A = {x/x is a prime number} and B = {x/x is an even number}

belong to a group (a) Both are finite sets (b) Both are infinite sets (c) Both are singleton sets (d) Both are null sets (e) None of the above

4

4. Which of the following set belong to a particular group as they have same cardinality?

A = {x/x is a digit of the number 135276} B = {x/x is a digit of the number 23557} C = {x/x is an alphabet in the word audio} D = {x/x is an alphabet in the word Raja} (a) A,B (b) C,D (c) B,D (d) A,C (e) None of the above 5. Which of the following sets belong to a group as they are null sets? A = {x/x is a prime integer, 11 < x < 13} B = {x/x is a real number, 5 < x < 6} C = {x/x is a whole number x < 1} D = {x/x is a Natural number x < 1} (a) A,C (b) B,C (c) ACD (d) AD (e) None of the above 6. Which of the following sets belong to a group as they are singleton set? A { 1,1,1,1} B {1,11,111} C {2} D {31,41,51} (a) A,B,D (b) A & B (c) C (d) A&C (e) None of the above 7. Of A = {a,b,c} which of the following sets cannot be included under the category

of proper subset? (a) {a} (b) {a,b} (c) {a,b,c} (d) φ (e) None of the above 8. Set I A = {a,b,c} B = {c,d,e} C = {c} Set II A = {1,2,3} B = {4,5} C = φ Set III A = {p,q,r,s} B = {r,s,p,q} C = {p,q,r,s} State the relationship between A,B,C (a) C = A B (b) C = A∪ ∩B (c) C = A-B (d) C = B1 (e) None of the above

Factor III-Labelling

1. A = {x/x is a positive even number} suggest an appropriate name for this sort of representation?

(a) Statement form (b) Roster Method (c) List method (d) Set Builder form (e) None of the above 2. A = {1,2,3,4} suggest an appropriate number for this sort of representation (a) Statement form (b) Rooter method (c) Rule method

(d) Set Builder form (e) None of the above 3. A is the set of counting numbers between 14 and 16. Which is the appropriate

total for this set? (a) Singleton set (b) Null set (c) Cardinality (d) Finite (e) None of the above

5

4. A is the set of letters in English alphabets, Which is the appropriate label for this set

(a) Finite Set (b) Infinite Set (c) Singleton Set (d) Complimentary Set (e) None of the above 5. X is the set of natural number between 6&7 suggest most appropriate name for

this set (a) Infinite set (b) Singleton set (c) Finite Set (d) Null Set (e) None of the above 6. Suggest most appropriate label to represent 2 finite sets having equal number

of elements (a) Finite set (b) Universal set (c) Equivalent set (d) Equal set (e) None of the above 7. Suggest most appropriate label to represent 2 sets with no common element (a) Universal set (b) Equivalent set (c) Equal set

(d) Disjoint set (e) None of the above 8. Label the set operation which is adopted to form a set with all elements in all

sets under consideration (a) Union (b) Intersection (c) Difference (d) Compliment (e) None of the above

Factor IV-Subsuming

1. If A = {1,2,3,4} and B = {2,4}, then B is a subset of A, Suggest another label to represent the relationship of B to A

(a) B is a superset of A (b) B is a Proper subset of A (c) B is a universal set of A (d) B is the compliment of A

(e) None of the above 2. A = {x/x is a letter in the word Malayalam} B = {x/x is a letter in the word toy} C = {x/x is an odd number between 10 and 20} D = {x/x is a perfect square number between 20 and 25} Arrange the sets in ascending order on the basis of their cardinality (a) D B A C (b) A B C D (c) B D C A (d) C A D B (e) C A B D 3. Let A = {8,9,10} B is not a null set also B is a proper subset of A. Suggest

another label for B (a) Finite set (b) Infinite set (c) Super set (d) Compliment (e) None of the above 4. A and B are equal sets. Suggest another label to represent these sets (a) Proper subsets (b) Equivalent sets (c) Complimentary sets (d) Infinite sets (e) None of the above 5. U is the universal set of A – suggest another label that U with respect to set A (a) Super Set (b) Subset (c) Compliment (d) Proper subset (e) one of the above

6

6.

Shaded region is A∩ b Which of the

following relationship suits this shaded

portion

(a) (A∪B) – A∩B) (b) A – (B-A)

(c) A – (A-B) (d) B – (A-B) (e) None of the above

7. If A⊂B and B⊂A which of the following label suits A and B (a) Equivalent Set (b) Equal set (c) Complementary set (d) disjoint set (e) None of the above 8. If A∩B = ∅, suggest a label to represent a and B (a) Equal set (b) Equivalent set (c) Complementary sets (d) Disjoint set (e) None of the above

Factor V -Recycling

1. A = {x/x is a counting number} certain subsets of A are given below. B = {x/x is a whole number greater than zero} C = {x/x is a positive even number} D = {x/x is a positive odd number} E = {x/x is a positive whole number and a multiple of 5 } Which of these sets go together for they can be regarded as proper subsets of A? (a) BCD (b) CDE (c) DEB (d) BCDE (e) None of the above 2. X = {2,4,6,8,10} A = {2,4,6,2} B = {4,6,8} C = {4,6,4,8}

A ,B and C are subsets of X. Can you identify any other relationship among A,B and C?

(a) They are equivalent sets (b) They are equal sets (c) They are disjoint sets (d) They are complimentary sets (e) None of the above 3. Which of the following sets go together because their union is {1,2,3,4,5,6} (a) A = {1,2,3,4,5,6,7} B = {7} (b) A = {1,3,5} B = {2,4,6} (c) A = {1,3,5,7} B = {2,4,6,8} (d) A = {1,2,3,4,5,6} B = {1,2,3,4,5,6,7,8} (e) None of the above

7

4. Which of the following sets go together because their intersection yield set {2,4,6,8}?

A = {1,2,3,4,5,6,7,8} B = {0,2,4,6,8,10} C = {1,3,5,6,7} D = {2,4,6,8} (a) A and C (b) A and B (c) B and C (d) C and D (e) None of the above 5. Which of the following sets go together because their difference is

{10,20,30,40}? A = {5,10,15,20,25,30,25,40,45} B = {10,20,30,40} C = {10,15,20,25} D = {5,15,25,35,45} (a) A,B (b) A,C (c) A,D, (d) B,C (e) L,D 6. Do you think that the 2 groups of sets? A = {1,3,5} B = {2,4,6} and C = {3,6} D = {1,2,3,4,5,6} have some common characteristics. If so, what are

these characteristics? (a) No, there are no common characteristics (b) Yes, they are subset of whole numbers (c) Yes, their intersection are equal sets (d) Yes their union are equal sets (e) None of the above

8

7. Which of the following go together because their union of sets are equal sets?

e. None of the above

9

8. Which of the following go together because their intersection are equivalent set?

10

Test for measuring Instructional Effect –

Conceptual Structure

FORMATION OF GEOMETRIC PRINCIPLES

Factor I-Listing

1.

Which are the equilateral triangles among the above triangles? (a) Δ LMN, Δ ABC (b) Δ PQR Δ XYZ (c) Δ PQR Δ XYZ Δ ABC (d) Δ PQR Δ ABC Δ LMN (e) None of the above

2.

Which among these are isosceles triangle?

(a) Δ PQR ΔMNO ΔXYZ (b) ΔMNO ΔXYZ ΔABC (c) ΔXYZ ΔABC ΔPQR (d) ΔABC ΔPQR ΔMNO

e) None of the above 3. Which among the following statement are not applicable to triangles? (a) Sum of the measure of all interior angles is equal to 180 (b) Sum of measure of exterior angles is equal to sum of measurement of

interior angle

11

(c) Longest side is the one opposite to the largest angle (d) Shortest side is the one opposite to the smallest angle (e) Line segment joining the midpoints of any two sides of a triangle half the

third side 4. Which among the following statement are not applicable to parallelograms (a) Sum of the measures of interior angles is 360 (b) Opposite angles will be having equal measures

(c) The diagonal bisects each other

(d) Opposite angles are supplementary angles

(e) Opposite sides are parallel to each other

A B

D C

D5.

Which among the following is always true to parallelogram ABCD?

(a) AO = OC, OC = OD, OD = OB (b) AB = DC, OD = OB, AO= DO (c) AB = DC, AO = OC, AD = BC (d) AD = DC. AB = BC, OD = DB (e) None of the above 6. Which of the following is true to cyclic quadrilateral? (a) Opposite sides have equal measures (b) Opposite angles have equal measures (c) Opposite angles are supplementary (d) One angle is 900 (e) None of the above 7. Which of the following are not true for circles? (a) The angle of a semicircle is a right angle (b) The perpendicular from the centre of circle to a chord bisects the chord (c) Equal chords of a circle one equivalent from the centre (d) Longest chord of a circle is its radius (e) None of the above 8. Which of the following statements is true for quadrilaterals? (a) Opposite angles are supplementary (b) Sum of all interior angles is 1800

(c) Opposite sides have equal measures (d) Sum of all interior angles is 4 right angles (e) None of the above

12

Factor II-Grouping

Which of the following attribute can be listed as a property of all these 3 triangles

(a) All of them are scalene triangle (b) Two angles of all these are having equal measure (c) Three angles of all these are acute angles (d) Sum of interior angles is 180 (e) None of the above 2. Which of the following attribute is not applicable to all triangles? (a) Sum of all interior angles is 180 (b) Longest side in the one opposite to the largest angle (c) Shortest side in the one opposite to the smallest angle (d) 3 angles are of some measures (e) None of the above 3. Which of the following attribute is not a property of a parallelogram? (a) Opposite sides are equal (b) Opposite angles are equal (c) Diagonals have same length (d) Diagonals bisect each other (e) All of the above

1.

4.

Which of the following attribute is not applicable to these figures?

(a) 2 diagonals can be drawn from each measures (b) The diagonals drawn from a vertex separates it into 3 triangles (c) Sum of interior angles is 6 right angles (d) The 5 angles and 5 sides have equal Measures (e) None of the above 5. Observe the properties mentioned in each of the following sets. Find the odd set. Set I : 7 diagonals can be drawn from one of a polygon

Set II : The diagonals drawn from a vertex of a polygon separates it into 8 triangles

Set III : Sum of interior angles of polygon is 16 right angles Set IV No. of sides of polygon is 10 Set V Number of sides of polygon is 8

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6. Which of the following quadrilaterals can be a cyclic quadrilateral?

(a) 1 and 3 (b) 2 and 3 (c) 1,2 and 3 (d) 2,3 and 4 (e) None of the above 7. Observe the following figure. Which among the following set represent group of

right angles triangles alone?

(a) Set I : ΔABC, ΔOPR, ΔOQR (b) Set II : ΔOPR, ΔOPQ, ΔABC (c) Set III : ΔORQ, ΔOPQ, ΔABC (d) Set IV : ΔOPQ, ΔABC, ΔOPR (e) None of the above 8. Observe the figure

Which among the following sets including false statement? (a) Set I : CD, AB, EF are chords of Same length ∠P = AQ = ER Set II: OP, QD, OR are perpendicular from O to chords AB CD and EF CP =

AQ = ER

14

Set III: OP, OQ and OR are of same length. CD = AB = EF Set IV: OP, OQ, OR one perpendicular from O to the chords CD AB. EF.

CD = AB = EF Set V: CD – AB– EF and OP = OR RE

Factor III-Labelling 1. Suggest appropriate label for a triangle whose base angles are equal (a) isosceles triangle (b) equilateral triangle (c) scalene triangle (d) right angles triangle (e) none of the above 2. Suggest appropriate label for ACD with respect to triangle ABC in the following

figure

(a) interior angle (b) interior adjacent angle (c) interior opposite angle (d) exterior angle (e) none of the above 3. In the figure given above, suggest appropriate label for ACB with respect to the

angle ACD in the triangle ABC (a) interior angle (b) exterior angle (c) Interior adjacent angle (d) Interior opposite angle (e) none of the above 4. In the figure given below, suggest appropriate label for ∠BAC with respect to

the angle ACD.

(a) interior angle (b) exterior angle (c) Interior adjacent angle (d) Interior opposite angle (e) none of the above

5. Suggest appropriate label for the geometric figure whose sum of interior angles is 360.

(a) rectangle (b) Quadrilateral (c) parallelogram (d) Trapezium (e) none of the above

6. Suggest appropriate label for closed geometrical figure which has 4 sides and opposite interior angles of equal measurement

(a) Parallelogram (b) Quadrilateral (c) Trapezium

15

(d) Cyclic quadrilateral (e) None of the above 7. AB is a diameter of a circle,……. a point on a circle. Suggest appropriate

label for the triangle ABC. (a) isosceles triangle (b) Equilateral triangle (d) Scalene triangle (e) None of the above 8. Suggest appropriate label for a quadrilateral whose 4 vertices lie on a circle. (a) Parallelogram (b) Quadrilateral (c) Cyclic quadrilateral (d) Trapezium (e) None of the above

Factor IV- Subsuming

1. If two angles of a triangle are 60 each it can be called on isosceles triangle. Suggest another label to represent this triangle.

(a) Equilateral triangle (b) Scalene triangle (c) Right angled triangle (d) Obtuse angles triangle (e) None of the above

In this figure , ACD is an exterior angle of ABC. In which of the following figure ACD is an exterior angle of ABC?

2.

(e) None of the above 3. ABCD is a quadrilateral opposite pair of sides are parallel and is of equal

length. Opposite angles are also equal. Suggest another label for the quadrilateral ABCD.

(a) Triangle (b) Parallelogram (c) Trapezium

16

(d) Cyclic quadrilateral (e) None of the above 4. 4 vertices of a quadrilateral lie on a circle suggest a label to represent it (a) Cyclic quadrilateral (b) Parallelogram (c) Square

(d) Trapezium (e) None of the above 5. If the following polygons are arranged in descending order on the basis of

number of sides which is the correct order A Septagon B Pentagon C Hexagon D Octagon E Quadrilateral (a) DACBE (b) EBCAD (c) EBACD (d) EABCD (e) None of the above 6. All parallelograms are (a) Trapezium (b) Cyclic quadrilateral (c) Rectangles (d) Quadrilaterals (e) None of the above 7. All rectangles are (a) Trapezium (b) Squares (c) Parallelograms (d) Rhombus (e) None of the above 8. Which of the following is true for as equilateral triangle? (a) It will be a right angled triangle (b) It will be an isosceles triangle (c) It will be an obtuse angled triangle (d) It will be a scalene triangle (e) None of the above

Factor V-Recycling

1. Δ ABC is an isosceles triangle. If one of its base angle is 600 can you identify any other characteristic of this triangle?

(a) Δ ABC is an equilateral triangle (b) Δ ABC is a right angled triangle (c) Δ ABC is an obtuse angled triangle (d) Δ ABC is a scalene triangle (e) None of the above 2. Which of the following triangle go together because they are equilateral triangles? A : In ΔABC AB = AC = BC B: In ΔABC ∠A = ∠B = 600

C: In ΔABC ∠A = 600 AB = AC D: In ΔABC ∠A = ∠ B = C (a) A,B and C (b) B,C and D (c) C,D and A (d) A,B,C and D (e) None of the above 3. Which of the following triangle go together because they are isosceles triangle?

17

(a) AB and C (b) BC and D (c) CD and A

(d) D, A and B (e) None of the above

4. In a quadrilateral ABCD ∠A+ ∠C =1800. Can you suggest another label for quadrilateral ABCD A + ∠ ∠C = 1800?

(a) Parallelogram (b) Cyclic quadrilateral (c) Trapezium (d) Rhombus (e) None of the above

5. In a quadrilateral ABCD, opposite angle are having equal measurer. Can you suggest another label for it?

(a) Parallelogram (b) Cyclic quadrilateral (c) Trapezium (d) Rhombus (e) None of the above

6. In a quadrilateral ABCD opposite sides are having equal measure. Can you suggest another label for it?

(a) Parallelogram (b) Cyclic quadrilateral (c) Trapezium (d) Triangle (d) None of the above 7. In ΔABC ∠A= ∠B = ∠C . Which among the following characteristic do not

suit this triangle? (a) It is an acute angled triangle (b) One exterior angle is 1200

(c) Each of the interior angle will be 600

(d) It is an obtuse angle triangle (e) None of the above 8. If we construct a diagonal to a parallelogram rhombus, square or rectangle, we

get 2 triangles having equal area. Which among the quadrilaterals will be divided into right angled triangles when one of its diagonal is constructed?

(a) Parallelogram and rectangle (b) Rhombus and square (c) Rectangle and square (d) Square and parallelogram (e) None of the above

18

Test for measuring Instructional Effect - Conceptual Structure ALGEBRA

Factor I- Listing 1. Which among the following algebraic phrases are not polynomials? (a) 3a2 + 2b + 3c (b) ½ a2 + 6/8 c+4d (c) 2.8a2 + 3.8b + 6c (d) a1/2+b3 +4c (e) 6x + 4x0 + 0x 2. Which are the terms of the product when 4x-2y-6z is multiplied by – 2xy? (a) -8xy, + 4xy; +6xyz (b) +8x2y; -4xy2, - 12xyz (c) +4xy2, + 12xyz, -8x2y (d) -8x2y; +4xy2; -12xyz (e) None of the above 3. Which among the following polynomials when divided by (-2x) gives – 144x2 as

a term in the quotient? (a) 146x6 + 288 x5 + 144x4 (b) -144x4 – 288x5 + 72x3

(c) 288x4 + 72x3 + 144x (d) -288x4 – 72x3 + 144x (e) None of the above 4. Which of the binomial when multiplied by another binomial gives 4 terms as

their product? (a) (x+4) (x-6) (b) (2x-5) (4x+6) (c) (2y-z) (z-2y) (d) (2x-5) (5y – 6) (e) None of the above 5. Which among the following conveys a complete idea? (a) 6+n ≥ 7 (b) 6+10 < 7 (c) 6+7 <7 (d) All of the above (e) None of the above 6. Which among the following are identity? (a) k (a+b+c) = ka + kb + kc (b) (a+b)2 – a2 + 2ab + b2

(c) (a+b) (c+d) = ac + ad + bc + bd (d) All of the above (e) None of the above 7. List the binomial which can become a factor of the polynomial 9x2 +30+25. a) x+5 b) 3x+6 c) 3x+30 d) 3x+5 (e) None of the above 8. Sum of two numbers is -18, product is 80. What are the numbers? a) -16,-2 b) 10, 8 c) -16,-5 d) 16,5 e) -10,-8

Factor II- Grouping

1. Why do 4x, 2b, 5z, 6x0, 7+ oz belong a group? Choose the most appropriate answer.

(a) They are polynomials (b) They are algebraic phrases (c) They include variables (d) They are monomials (e) None of the above 2. Which of the following represent group of binomials? (a) Set I : 5+7bx+6z0; ox+7x+6y; 3+4x (b) Set II : ox+7x+6y; 3+4x; 6x2y2+7y0z0

19

(c) Set III : 3+4x, 6x2y2+7y0z0; 5+7bx+6z0

(d) Set IV : 6x2y2 + 7y0z0, 5+ 7bx+6z0, ox+7x+6y e) None of the above 3. Which among the following will be an odd one when grouped in terms of the

product? (a) 2x(18x+20xy+16xyz) (b) 4(9x2+10x2y+8x2yz) (c) x2 (36+40y+32yz) (d) x(36x+40xy+32xyz) (e) 4x(9x2+10x2y+8x2yz) 4. Which among the following will be an odd one when terms of quotient are

considered? (a) (18x+20xy+16xyz) ÷2x (b) (27y+30y2+24yz) ÷3y (c) (36x+40xy+32xyz) ÷4x (d) (45xy+50xy2+40xy2z) 5xy ÷ (e) (54xy+60xyz+48xyz) ÷6x 5. Which among the following group represents closed sentence? (a) Set I 2+3 6+5 (b) Set II 2x+3, 2y+6 (c) Set III 2+3 = 5 6+7 =13 (d) Set IV 2x+3x=5x, 6x+7x=13x (e) None of the above 6. Which of the following belongs to the group of always true sentence? (a) x+7 = 9 D={1,2,3,4} (b) 3x>2x {1,2,3,4} (c) 3x≤2x {1,2,3,4} (d) 3(x+2) = 16 {1,2,3,4} (e) None of the above 7. All except one among the following phrases can be simplified using an identify

find the odd one. (a) 93x107 (b) 105x95 (c) 85x95 (d) 93x102 (e) 197x203 8. (x-1) is a factor of all except one among the following phrases. Find odd one.

(a) x2-2x+1 (b) x2-2x-1 (c) x2-1 (d) - 8x

-81

(e) 2x2 -2 Factor III- Labelling

1. Suggest most appropriate label for 8x4+6x3+5x+8+7x5

(a) Algebraic phrase (b) Algebraic sentence (c) Closed sentence (d) Polynomials (e) None of the above

2. Suggest appropriate label for 5+4≠ 7 (a) Closed sentence (b) open sentence (c) Algebraic sentence (d) Simple equation (e) None of the above 3. Suggest appropriate label for 5x2+2x=10 (a) Closed sentence (b) Open Sentence (c) Sample Equation (d) Identity (e) None of the above 4. Suggest appropriate label for 5x+y >7xy (a) Algebraic sentence (b) Numeric sentence (c) Simple Equation (d) Closed sentence (e) None of the above 5. Suggest most appropriate name to denote a sentence that represent many

numerical sentence.

20

(a) Open sentence (b) Closed sentence (c) Algebraic Sentence (d) Simple Equation (e) None of the above 6. Suggest most appropriate label to denote a set of values chosen to replace

variable in the given sentence. (a) truth set (b) Solution set (c) Solution of equation (d) domain of the variable (e) None of the above 7. Suggest appropriate label to denote a sentence whose truth set and domain of

the variable are identical. (a) always true sentence (b) identity (c) simple equation (d) algebraic sentence (e) None of the above 8. Suggest appropriate label to represent an always true sentence connected by

on equal sign. (a) algebraic a sentence (b) true sentence (c) false sentence (d) identity (e) none of the above

Factor IV-Subsuming 1. 28x2+18x+3 is an algebraic phrase suggest another appropriate label for from

the following. (a) Polynomial (b) Binomial (c) Trinomial (d) Closed sentence (e) None of the above 2. 2+3 = 5 is a numerical sentence another label for it (a) Algebraic sentence (b) Open sentence (c) Closed sentence (d) identity (e) None of the above 3. 2x+9 = 11x2 is an algebraic sentence suggest another appropriate label (a) Open sentence (b) Polynomial (d) Closed sentence (c) Simple equation (e) None of the above 4. All numerical sentences are (a) Always true sentence (b) Algebraic sentence (c) Open sentence (d) Closed sentence (e) None of these 5. All algebraic sentences are (a) Always true sentence (b) False statement (c) Closed sentence (d) Open sentence (e) None of the these 6. Select the true statement among the following (a) All identities are always true sentence (b) All always true sentences are identities (c) All identities are numerical sentences (d) All always true sentence are equalities (e) None of the above 7. Suggest an appropriate label to denote the set of values taken from the domain

of the variable so as to make the sentence true. (a) Domain of the variable (b) Solution of variable (c) Solution set (d) replacement set (e) None of the above

21

8. Suggest an appropriate name for equation a(b+c) = ab +ac (a) algebraic sentence (b) true sentence (e) always true sentence (d) identity (e) None of the above

Factor V- Recycling

1. Some algebraic phrases are given below (A) 4z+6z (B) 3x+5x+7x (C) 4x2+2x (D) 4y+2y. Which among these go together?

(a) ABC (b) BCD (c) CDA (d) ABD (e) ABC and D 2. Below are given some algebraic sentence whose domain is set of positive real

numbers. Which of them go together because they are identities? (A) 2x<5x (B) x+2<5x+6 (C) k(a+b+c) = ka+kb+kc (D) 3(x+2) + 3x+6 (a) A and B (b) B and C (c) C and D (d) D and A (e) B and D 3. Which among the following will go together because same identity can be

used while finding their product? (A) (7x+ ½) (7x- ½) (B) (n2+m2) (n2-m2) (C) (a3-b3) (a2+b2) (D) (1+x2) (1+x) (1-x) (a) AB and C (b) BC and D (c) CD and A (d) AB and D (e) None of the above 4. Which among the following will go together because same identity can used to

find the product? (A) (x+11) (x+11) (B) (y2+z)2 (C) (x2y+y2x) 2

(D) (xyz+x2y2z2) (yz+x2y2z2) (a) AB and C (b) BC and D (c) CD and A (d) DA and B (e) None of the above 5. Which among the following stands apart white finding product using an identity? (a) 108x92 (b) 207x193 (c) 54x51 (d) 100.2x99.8 (e) 89x91 6. Which among the following items can be considered as perfect square? (A) X2+8x+16 (B) x2+10x+25 (C) x2-4xy+y2 (D) x2+11x+30 (a) ABC (b) BCD (c) ADC (d) DAB (e) None of the above 7. Which among the following can be factorised using same identity? (A) x2y2-49 (B) 1692-692 (C) x2+36 (D) 27x2y2-48z2

(a) ABC (b) ABD (c) BCD (d) CDA (e) None of the above 8. Which among the following go together as x+8 is a factor?

(A) x2+13x+40 (B) x2+16x+64 (C) x2-64 (D) x2+10x+24 (a) ABC (b) BCD (c) CDA (d) DAB e) None of the above

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Test for measuring Instructional Effect - Conceptual Structure MENSTRUATION OF PLANE FIGURES

Factor I- Listing 1. List the measures that are needed to calculate area of triangle using Hero’s

formula. (a) Length of 2 sides (b) Length of 1 side and attitude to that side (c) Measures of 3 angles (d) Length of 3 sides (e) None of these 2. List the measures needed to calculate area of equilateral triangle. (a) Length of one side (b) Measures of one angle (c) Measure of two angles (d) Length of one side and attitude to that side (e) None of the above 3. List the measures needed to calculate area of regular hexagon (a) Length of one side (b) Measure of one angle (c) Length of one side and one diagonal (d) Length of 3 diagonals (e) None of the above 4. List the measures needed to calculate area of a parallelogram (a) Length of two sides (b) Length of one side and attitude to that side (c) Length of opposite sides (d) Length of one side and one diagonal (e) None of the above 5. List the measures needed to calculate area of trapezium (a) Length of two parallel sides 4 perpendicular distance between them (b) Length of one side and one diagonal (c) Length of opposite sides (d) Length of one side and one diagonal (e) None of the above 6. List the measures needed to calculate area of trapezium (a) Length of two parallel sides and perpendicular distance between them (b) Length of opposite sides and distance between them (c) length of 2 sides (d) Length of 2 sides and 2 diagonals (e) None of ha above 7. List the measures needed to calculate the area of rhombus (a) Length of 2 sides (b) Length of 2 opposite sides (c) Length of 1 side and 1 diagonal (d) Length of 2 diagonals (e) None of the above 8. List the measures needed to calculate area of quadrilateral (a) Length of longest diagonal and attitudes from other vertices to this diagonal (b) Length of one diagonal, distance between 2 sides (c) Length of 2 diagonal (d) Length of 2 sides and distance between them (e) None of the above 9. List the measures needed to calculative area of any polygon (a) Length of one diagonal (b) Length of longest diagonal and attitude from other vertex to this diagonal (c) Length of longest side and attitude from other vertex to this side d (d) Length of diagonals (e) None of the above

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Factor I I- Grouping 1. Which among the following attributes is applicable only for right angles triangle? (a) Two angles will be acute angles (b) Sum of 3 interior angles is 1800

(c) Longest side is the one opposite to largest angled (d) Sum of the two acute angles is 900 (e) None of the above 2. Which among the following formulate is not suitable for finding area of any

triangle? (a) A = ½ x base x height (b) A= ½ x length of side x height drawn to that sides

(c) A = ))()(( csbsass −−− , S = z

cba ++ a, b, c, length of order

(d) A = za23

a = length of a side (e) None of the above

3. Which among the following set can be area of hexagon?

(a) 21

x 3x6; 21

x4x16

(b) 8 (8-5) (8-5) (8-5) )2024)(1624)(1224(24 −−−

(c) 3 x 9, 3 x425

(d) 6 √3 x 9 6√3 x 25 (e) None of the above 4 4

4

4. Which among the following sets of formula represent area of parallelogram?

(a) A= ½ bh (b) A = 3 42a

(c) A = 4236 a

(d) A = ))()(( csbsass −−− 2

cbaS ++= (e) None of the above

5. Length of 2 parallel sides and distance between the parallel sides and given. This data is sufficient to calculate area of which among following geometrical figures?

(A) Hexagon (B) Regular Hexagon (C) Trapezium (D) Parallelogram (E) Rectangle (a) A,B,C (b) C,D,E (c) CD (d) B,D

(e) BCD

24

6. Which among the following geometrical figure go together because of having same area?

8

(a) ABD (b) ABC (c) BCD (d) ACD (e) None of the above 7. Which of the following stands apart as its area is different? (a) One side of a triangle is 18cm attitude to that side is 9cm (b) One side of a parallelogram is 9m attitude to that side is 9cm

(c) Length of 2 parallel sides of trapezium is 18 and 9cm distance between these sides is 3cm

(d) One side of a parallelogram is 27cm attitude to the side is 3cm (e) None of the above 8. Observe the following measures (A) Radius of circle is 18cm (B) Diameter of circle is 36cm (C) area of circle is π × 182(D) Area of circle is π × 362. Which of these

go together as their circumference is same? (a) ABC (b) ABD (c) BCD (d) CDA (e) None if the above

Factor III- Labelling

1. Suggest on appropriate label to denote the longest diagonal in the plan of a plot.

(a) Chain line (b) twenty meter chain (c) Cross staff (d) Offset (e) None of the above 2. Suggest an appropriate label to denote the instrument for measuring length of a

plot (a) Twenty meter chain (b) Cross staff (c) Offset (d) Field Book (e) None of the above

25

3. Suggest an appropriate label to denote the equipment to fix the attitude while measurement of plot is taken.

(a) Twenty meter chain (b) Offset (c) Cross staff (d) Field book (e) None of the above 4. Suggest a label for the book on which measures of plot are recorded (a) Offset (b) Base line (c) Field Book (d) Cross staff (e) None of the above 5. Suggest a label for the attitude drawn from the vertex to the base line (a) offset (b) Base line (c) Field book (d) Cross staff (e) None of the above 6. Suggest a label to denote the length of curve, which contain all the points in a

plane which are at a fixed distance from a point a) Circle b) Diameter c) Radius

d) Circumference e) None of the above 7. Suggest an appropriate label to denote shaded region

(a) Circle (b) Circular ring (e) Circumference

(d) Sector (e) None of the above

8. Suggest an appropriate label to denote shaded portion

(a) Circular ring (b) Circumference (c) Chord

(d) Sector (e) None of the above

Factor IV- Subsuming

1. ABCD is a rectangle whose area is 160 cm. AC is one of its diagonals what in the relationship between area of rectangle ABCD and area of right angles triangle ABC

(a) Area of right angles triangle ABC = ½ x 160 sq cm (b) Area of right angles triangle ABC = 2 x 160 sq cm (c) Area of right angles triangle ABC = 160 ÷4 sq cm

(d) Area of right angles triangle ABC = 160 sq cm

26

(e) None of the above 2. ABC is an isosceles triangle AB = BC and BM⊥AC Area of ABM = 400sq.cm

what is area of ABC? (a) 4 x400 sq cm (b) 400 ÷2 sq cm (c) 400 x 2 sq cm

(d) 400 sq cm (e) None of the above

3. ABCDEF is a regular hexagon, Diagonal AD BE CF meet at O. Area of

ΔABO is 36 √3 sq. cm. What is area of ABCDEF?

(a) 6 x 336 sq cm (b) 336 /4 sq cm

(c) 4x 336 sq cm (d) 6

336 sq cm (e) None of the above

4. Length of 2 adjacent sides of a parallelogram are a 8 cm and 4cm respectively, Distance between the sides having 8cm is 3cm. What is the distance between sides having 4cm?

(a) 348x

cm (b) 2x3 am (c) 8x3 cm

(d) 4 x3 cm (e) cannot determine 5. Area of a circular ring is 41π. Its outer radius is 21. What is the length of its

inner radius? (a) 212 - 41π (b) √212 – 41π (c) √212 - 41 (d) 212 – 41 (e) None of the above 6. What is the relationship between two sectors having following measures? A = Radius 8 central angle 360

B = Radius 6 central angle 640

(a) Area of A is greater than area of B (b) Area of B is greater area of A (c) Area of A = Area of B (d) No relation (e) None of the above

Which of the following figures suits this measure?

7.

27

(e) None of the above

8. Which of the following measures suit this figure?

(a)

(b)

(c)

(a) (b)

(d)

F B

C

DE

(c) (d)

28

(e) None of the above

Factor V- Recycling

1. Observe the table

Length of one side of triangle Altitude drawn to that side of a triangle

A 21 18

B 7 54

C 42 9

D 20 19

Which of these go together because their area is same? (a) ABC (b) BCD (c) CDA (d) DAB (e) None of the above 2. Observe the following measures. A. length of one side is 46; altitude to that side is 29 cm B. In ΔABC, AB =12cm, BC = 16cm, AC =20cm C. In ΔABC, AB = BC = AC =12cm D. In ΔABC, AB+BC+AC = 42, AB =13, BC=14 Which of these go together as their area can be found using the formula √s (s-a) (s-b) (s-c) (a) ABC (b) BCD (c) CDA (d) DAB (e) None of the above 3. Observe the following measures. A. side of a regular hexagon is 6cm B. Perimeter of a regular hexagon is 6cm C. Half the perimeter of regular hexagon is 18cm Which of these go together because of having same area? (a) ABC (b) B,C (c) C,A (d) A,B (e) None of the above 4. Observe the following measures

One side of a parallelogram Altitude drawn to that side of a parallelogram

A 14 9

B 16 8

C 21 6

D 18 7

Which if the these go together because they yield same area?

29

(a) ABC (b) BCD (C) DAB (d) CDA (e) None of the above 5. Observe the following measures. Length of two diagonals of a rhombus are: A. 24, 22 B. 4, 132 C. 11, 48 D. 8, 64 Which of these go together because their area are same? (a) ABC (b) BCD (c) CDA (d) DAB (e) None of the above 6 Observe the following measures.

Length of a diagonal of a

quadrilateral

Altitude drawn to that diagonal of a

quadrilateral

A 20 8, 5

B 20 10, 3

C 13 7, 13

D 10 8, 10

Which of these go together because their area are same? (a) DAB (b) DAC (c) DBC (d) ABC (e) None of the above 7. Observe the following measures. A. Radius of circle is 6cm B. Diameter of circle in 12 cm C. Circumference of circle is 12π D. circumference of circle is 6 Which of these go together as there area is same? (a) A and D (b) AB and D (c) AB and C (d) BC D (e) None of the above 8. Observe the following measures. R,D denotes radius and diameter of outer circle. R, d, denotes radius and diameter of inner circle A. R = 22 r = 20 B. D =44 r = 20 C. D =11 d = 10 D. R =22 d = 40 Which of these go together as their area of ring yield same measure? (a) ABC (b) BCD (c) CDA (d) DAB (e) None of the above

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Test for measuring Instructional Effect – Conceptual Structure

Simple Equation Factor I- Listing

1. List the equation having one variable and degree one. (a) 3x-7=4x+11 (b) 3a+3b =0 (c) 4x-7<0 (d) x2+1 =10 (e) None of the above 2. List the attributes of a simple equation. (a) The symbol used to connect phrases on both sides is “equal sign” (b) There will be only one variable (c) Degree of variable is one (d) All of the above (e) None of the above 3. List the simple equation which becomes true sentence when the variable

assumes value 8. (a) 1+3>9 (b) x2+3=67 (c) x-8≠ 1 (d) 18-y = 2+y (e) None of the above 4. Which among the following is an equivalent equation of 2y-6=8? (a) y-6=4 (b) y-3 = 4 (c) 6y-12=16 (d) 2y=8-6 (e) None of the above 5. When 12 is subtracted from a number we get 43. Which of the following

represents the mathematical equation for the above statement? (a) 43-12=x (b) x-12=43 (c) 12-x = 43 (d) x-43=12 (e) None of the above 6. List the simple equation whose solution set is x=5. (a) x-5 (b) x+5=15 (c) x/3 =15 (d) 29x=145 (e) None of the above 7. Which of the following is not always apt for forming equivalent equation? (a) Add equal numbers to both sides of an equation (b) Subtract equal number to both sides of an equation (c) Multiply both sides of an equation by equal numbers (d) Divide both sides of an equation by equal numbers except zero (e) None of the above 8. If the truth set of 2x+10=8 ix {p} which of the following simple equation have {p}

as its truth set? (a) 2+12=8 (b) 2x=8 (c) 2x+5=3 (d) 2x=18 (e) None of the above

Factor I I - Grouping

1. Which of the following set of simple equation becomes true sentence when the variable accepts the value 14?

(a) 4-x=-10, x-4=10, x/2=7 (b) x-4=10, x/2=7, 2x=14 (c) x/2=7, 2x=14,4-x = -10 (d) 2x=14, 4-x=-10. x-4 =10

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(e) All of the above 2. Which of the following groups represents like terms in the polynomial 5y2 + 3x2+

5x + 3x + 4y2+5x+3y? (a) 5y2, 5y & 5x; 3x2, 3x & 3y (b) 5y2,4y2&3x2; 5y,3x,5x and 3y (c) 5y2&4y2; 5y &3y; 3x&5x (d) 5y2&4y2; 5x& 5y, 3x&3y (e) None of the above 3. Which of the following set does not represent equivalent equations? (a) 2x=50, 2x+5=55 (b) 2x=50, 2x-5=45 (c) 2x=50, 8x=200 (d) 2x=50, x=100 (e) None of the above 4. Which of the following sets of equation can be solved adopting same

procedures? (a) x/2 =16, 2x=32. 18=y/2 (b) 2x=32, 18=y/2, 32=y/4 (c) 18=y/2, 32=y/4, x/2=16 (d) 32=x/4, x/2=16, 2x=32 (e) None of the above 5. Which of the following set of equation ca be solved adopting same procedure? (a) x+16=-32, x-2=40, x+8=42 (b) x-2=40, x+8=42; x+6 = 53 (c) x+8=42, x+6=53, x+16=-32 (d) x+6=53, x+16=-32, -2=40 (e) None of the above 6. Which of the following sets of equation can be solved adopting same procedure? (a) 2x=144, 6x=63, x/4=24 (b) 6x=63, x/4=24, 81x=3 (c) x/4=24, 81x=3, 2x=144 (d) 81x=3, 2x=144, 6x = 63 (e) None of the above 7. Which of the following sets of equation can be grouped together because each

of their solution set is {20}? (a) x/-4=-5,x/100=2, 20x=40 (b) x/100=2, 20x=400, 12x=240 (c) 20x=400, 12x=240, x/-4=-5 (d) 12x=240, x/-4=-5, 20x-400 (e) None of the above 8. Which of the following statements does not belong to the group, if they are

classified on the basis of corresponding of mathematical statements obtained? (a) 5 more than a given number is 15 (b) After 10 years Mini’s are will be same as Lakshmi’s age 24 (c) When Abu received Rs. 50 from his father the amount he had with him

becomes Rs. 150 (d) 7 times a number is 14 (e) None of the above

Factor I I I - Labelling

1. Suggest a label to denote an equation which contain only one 1st degree variable.

(a) Simple equation (b) Always true sentence (c) Algebraic equation (d) Polynomials (e) None of the above 2. Suggest an appropriate label to represent x+2=5. (a) Simple equation (b) Always true sentence

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(c) Identity (d) polynomials (e) None of the above 3. Suggest a label to denote the equation obtained by adding an equal number on

both sides of an equation. (a) Simple equation (b) Equivalent equation (c) Identity (d) Always true sentence (e) None of the above 4. Suggest a label to denote an equation obtained by subtracting equal number on

both sides of an equation. (a) Simple equation (b) Simultaneous equation (c) Equivalent equation (d) Polynomials (e) None of the above 5. Suggest a label to denote an equation obtained by multiplying by an equal

number other than zero on both sides of an equation. (a) Simple equation (b) Simultaneous equation (c) Equivalent equation (d) Polynomials (e) None of the above 6. Suggest a label to denote an equation obtained by dividing by a number other

than zero on both sides of an equation. (a) Simple equation (b) simultaneous equation (c) Equivalent equation (d) polynomials (e) None of the above 7. Suggest an appropriate label to denote the phrase ”the number is 5 more than

a given number”. (a) Numerical sentence (b) Algebraic sentence (c) Verbal statement (d) Open sentence (e) None of the above 8. Suggest an appropriate label to denote x=3 of 2x=6 simultaneously. (a) Simple equation (b) Always two sentence (c) Equivalent equation (d) Identity (e) None of the above

Factor IV - Subsuming

1. 2x+6x=16 is an equation. Suggest another name for it. (a) Numerical sentence (b) Closed sentence (c) algebraic phrase d) Simple equation (e) None of the above 2. 2y=6 & 4y = 12 are simple equations. Suggest another label to represent these

equations. (a) Polynomials (b) Algebraic phrase (c) Closed sentence (d) Equivalent equation (e) None of the above 3. Which among the following equation do not have truth set {5}. (a) x+8 =13 (b) -4y = -20 (c) y-1 =4 (d) 1/5 =5 (e) None of the above 4. When 4 is subtracted from 5 times a number the result is 16. Which among the

following is the corresponding mathematical sentence. (a) 5+x-4 =16 (b) 5x=16+4 (c) 16-4=5x (d) x=16-4/5 (e) None of the above 5. 18=47-6x. Which among the following can be regarded as corresponding literal

statement? (a) When 18 is added to 47 the result is 6x

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(b) When 47 is subtracted from 6x the result is 18 (c) When 6x is subtracted from 18 the result is 47 (d) When 6x is added to 18 the result is 47 (e) None of the above 6. Lakshmi is twice old as Mini. Ten years ago, Lakshmi was 4 times as old as

mini. Which among the following is corresponding mathematical sentence? (a) 4x=2x (b) 4x-10=2x-10 (c) 4(x-10) = 2x-10 (d) 4(x-10) x-10 (e) None of the above 7. 5 steps to determine the answer to a simple equation is listed below. Arrange

them in proper order. A. Solving equation B. Verification C. Framing equation D. Finding required answer from solution E. Identifying the unknown quantity (a) EC ADB (b) CEADB (c) CEBAD (d) ABCED (e) None of the above 8. Which among the following represents equivalent equation? (a) 5 times a given number is 60 3 added to 5times a given number is 57 (b) 18 added to a number is 47 6 added to a number is 49 (c) 5 subtracted from 4 times a number is 60 10 subtracted from 4 times a number is 55 (d) A number is 8 more than 16 A Number is 10 more than 20 e) None of the above

Factor V - Recycling 1. Which of the following phrases go together when value is given to variable x? A. 2x+5; x=3 B. 3x+2; x=3 C. 4x-1; x=3 D. 10x+3; x=3 (a) ABC (b) CDA (c) BCD (d) DAB (e) None of the above 2. Which among the following open sentence go together because they are simple

equations? A. x/2 +5 = x/3+7 B. y2-4y = 60 C. x-1<9 D. x+2 =3

(a) A and B (b) B and C (c) C and D (d) A and D (e) B and D 3. Which among the following equations go together because the numerical

sentence obtained on substituting value of a as 3 is a true sentence? A 4x+5=17 B x-4=1 C 8-x=5 D 6x-5x=3 (a) ABC (b) BCD (c) CDA (d) DAB (e) None of the above 4. Which among the following equations go together because they are equivalent

equations? A. x+3 = 25 B. x+8=10 C. x+10=15 D x+12=14

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(a) ABC (b) BCD (c) CDA (d) DAB (e) None of the above 5. Which among the following go together because their truth set is same? A. y+5=13 B. 4+x=12 C. x-7 =1 D. z-10=2 (a) AC (b) BCD (c) CDA (d) DAB (e) None of the above 6. Which among the following go together because their truth set is same? A. x/4 + x/2 = 6 B. z/2 – 2/4 = 2 C. z/8 = 2/4 -1 D. Z/2 – z/8 = 1 (a) ABC (b) BCD (c) CDA (d) DAB (e) None of the above 7. Which of the following go together because they yield equivalent mathematical

statement? A. The number is 5 more than 25 B. 6 times a number is 30 C 20 less than a number is 10 D. One third of number is 10 (a) ABC (b) BCD (c) OAB (d) ACD (e) None of the above 8. Which among the following stands apart because truth set is different? (a) When 18 is added to a number result is 20 (b) 2 times a number is 4 (c) 1/8th of a number is ¼ (d) 20 less than a number is 2 (e) None of the above

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STATISTICS Factor I- Listing

1. In which of the following frequency distribution does 9.3 belongs to second class?

(a) 0-9 (b) 0-9 (c) 0-10 (d) 0-10 10-19 9-18 10-20 11-21 20-29 18-27 20-30 22-32 30-39 27-36 30-40 33-43 (e) None of the above 2. List the number belonging to the class 0-9 in the freq table whose classes are

0-9 10-19 20-29? (a) From 0 to 9.5 (b) From -5 to 9.5 (c) From 0 to 9 (d) From 0 to 10 (e) None of the above 3. List the frequency distribution table whose class interval is 5. (a) Classes 0-4, 5-9, 10-14 (b) Classes 10-15, 15-20, 20,25 (c) Classes 10.5 -15.5, 15.5-20.5. 20.5-25.5 (d) All of the above (e) None of the above 4. List the value which is most frequent among the following values. 3,7,5,6,5,3,70,75, 23, 56,47,5,3,4,6,2,7,5 (a) 3,5 (b) 5,7 (c) 6 (d) 5 (e) None of the above 5. List the item which can never be obtained from a frequency distribution table. (a) Class having maximum frequency (b) Exact class limit of class having lowest value (c) Total number of items (d) The class in which a particular item belongs (e) Value of smallest item6.

5 4 3 2 1

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List the class having maximum frequency

(a) 5-10 (b) 10-15 (c) 15-20

(d) 20-25 (e) 25-30

7.

List the frequency of smallest class

(a) 1 (b) 2 (c) 3 (d) 4 (e) None of the above

8.

Class Frequency 0-10 5

10-20 10 20-30 15 30-40 5

List the class with maximum frequency

(a) 0-10 (b) 10-20 (c) 20-30 (d) 30-40 (e) All of the above

Factor II -Grouping

1. Which of the following group of numbers belongs to the class 0-5 in the

frequency to the class 0-5 in the frequency distribution table having classes 0-5,5-10,10-15,15-20?

(a) 0,5,3 (b) 5,3,4 (c) 3,4,0 (d) 4,0,5 (e) None of the above 2. Which of the following set of number belong to the class 20-24 in the frequency

distribution table having classes 15-19, 20-24, 25 -29? (a) 19.6, 24.6,20 (b) 24.6, 20.24 (c) 20,24,19.6 (d) 24,19.6, 24.6 (e) None of the above

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3. If the scores 4,2,5,3,4,2,5,3,4,2,5,3,2 are grouped based on their frequency, which of the scores stands as an odd one?

(a) 2 (b) 3 (c) 4 (d) 5 (e) None of the above 4. If the scores 4,0,4,2,7,4,0,5,2,3 6,1,6,3,7,0,6 are arranged in the classes 0-2, 2-

4, 4-6, 6-8, which of the class stands apart as its frequency is different from others?

(a) 0-2 (b) 2-4 (c) 4-6 (d) 6-8 (e) None of the above 5. Observe the following set of classes. Set I : 0-9 10-19 20-29 30-39 Set II : 0-1010-20 20-30 30-40 Set III : 0-10 11-21 22-32 33-43 Set IV : -5-9.5 9.5 -19.5 19.5 – 29.5 29.5 – 39.5 Set V 5-15 15-25 25-35 35-45 If they are grouped on the basis of class intervals, which stand s as an odd one? (a) Set I (b) Set II (c) Set III (d) Set IV (e) Set V 6. Which of the following group contain at least one set of classes in the actual

class limit? a) 5- 9 2-5 1-11 10-14 6-9 12-22 15-19 10-3 23-33 20-24 14-17 34-44 b) 2-5 1-11 50-56 6-9 12-22 57-63 10-13 23-33 64-70 14-17 34-44 71 - 77 c) 1-11 50-56 7-14 12-22 57-63 14-21 23-33 64-70 21-28 34-44 71-77 28-35 d) 1-11 5056 5-9 12-22 57-63 10-14 23-33 64-70 15-19 34-44 71-77 20-24 e) None of the above 7. Which of the following groups of classes represents classes with actual class

limit alone? a) -5-9.5 7-14 6-12 9.5 – 19.5 14-21 12-18 19.5 – 29.5 21-28 18-24 29.5-39.5 28-35 24-30

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b) 6-12 7-14 0-9 12-18 14-21 10-19 18-24 21-28 20-29 24-30 28-35 30-39 c) 0-9 7-14 -5-9.5 10-19 14-21 9.5-19.5 20-29 21-28 19.5-29.5 30-39 20-35 29.5-39.5 d) -5-9.5 6-12 0-9 9.5- 19.5 12-18 10-19 19.5-29.5 18-24 20-29 29.5-39.5 24-30 30-39 e) None of the above 8. 4,2,8,7,6,1,9,3,5,4,2,8,7,6,1,9,3,5,2,8,7,6,3,5,8,7,5 If these 27 scores are grouped on the basis of basis of their frequency, which of the numbers go together? (a) 8,7,6 (b) 9,4,5 (c) 2,6,3 (d) 8,6,1 (e) None of the above

Factor I II - Labelling

1. Suggest an appropriate label to denote the number which shows how many times a category value or items a category value or item appears in a group?

(a) Frequency (b) Raw Score (c) Class interval (d) Tally mark (e) None of the above 2. Suggest an appropriate label to denote the table in which the details of

collected information is condensed and written/ (a) Raw data (b) Frequency (c) Frequency table (d) Tally mark (e) None of the above 3. If

0-10 10-20 20-30

6 12 10

represents a frequency table, suggest an appropriate label to denote 0-10, 10-20, 20-30.

(a) Frequency table (b) Class (c) Tally mark (d) Frequency (e) None of the above 4. If 5-10 10-15 15-20

10 30 20

represents a frequency table,

suggest a label to denote 10,30,20.

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(a) Frequency table (b) Class (c) Tally mark (d) Frequency (e) None of the above 5. If

-9 10-19 20-29

10 20 30 is a frequency table, suggest an appropriate label to denote -5-9.5, 9.5-19.5,

19.5-29.5. (a) Class interval (b) True class limits (c) True frequency (d) True data (e) None of the above 6. If

10-15 15-20 2-25

6 13 8

is a frequency distribution table, which if the following label is suitable to denote 5 with respect to this particular table?

(a) Exact class limits (b) Class interval (c) Frequency (d) Raw data (e) None of the above

7. Suggest an appropriate label to represent the group in which rectangles are constructed with length as frequency and breadth as exact class limits.

(a) Histogram (b) Bar diagram (c) Line diagram (d) Histograph (e) None of the above 8. If

8-14 15-21 12-28

6 12 8 is a frequency distribution table, which of the following label is suitable to

denote ‘7’ with respect to this particular frequency table? (a) Exact class limit (b) Class interval (c) Frequency (d) Raw data (e) None of the above

Factor I V - Subsuming

1. In a frequency distribution table, suggest a name to denote the total of tally marks in each class.

(a) Frequency (b) Raw scores (c) Class limits (d) Lower class limit (e) None of the above 2. Which of the following is not true? (a) Class interval is the difference between exact upper limit and exact lower

limit (b) Class interval is the difference between 2 consecutive exact upper limits (c) Class interval in the difference between 2 consecutive exact lower limits

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(d) Class interval is the difference between 2 consecutive mid x (e) None of the above 3. If the size of a class is 9 and starting class is 10-19 next class? (a) 19-28 (b) 20-29 (c) 19-29 (d) 20-28 (e) None of the above 4. If two consecutive classes of frequency distribution table is 8 -15 and 16 – 23,

what sis the size of class? (a) 8 (b) 7 (c) 9 (d) Cannot determine (e) None of the above

5.

If 15 is the minimum marks required for a pass, what is the number of students who have passed?

(a) 25 (b) 14 (c) 6 (d) 20 (e) none of the above 6.

If 22 students passed for an exam, what is a minimum mark required for a pass?

(a) 15 (b) 10 (c) 5 (d) 20 (e) 25 7. Which of the following numbers can never belong to class 12-14? (a) 11.8 (b) 14.6 (c) 13.8 (d) 12.6 (e) 14.4 8. Which of the following numbers always belong to the class 6-10? (a) 6 (b) 5.8 (c) 10.4 (d) 10.6 (e) None of the above

FactorV- Recycling 1. Which of the following raw scores go together because their frequency are same? 45, 40, 39, 41, 40, 42, 45, 39, 42, 43 (a) 45,40,42 (b) 39,40,41,42 (c) 39,40,42,45 (d) 39,40,41,42,43,45 (e) None of the above

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2. Observe the following table.

Internal Tally marks

1-3

4-6

7-9

10-12

Which of the above classes go together because their frequency is same? (a) 1-3 and 4-6 (b) 4-6 and 7-9 (c) 7-9 and 10-12 (d) 1-3 and 7-9 (e) 4-6 and 10-12 3. If the scores

0 2 4 2 5 6 8 6 3 3 9 5 4 7 7 9 1 are

arranged in the classes 0- 2 2-4 4-6 6-8 8-10, which of the classes go together because their frequency is same? (a) 0-2 2-4 4-6 (b) 2-4, 4-6, 6-8 (c) 4-6, 6-8, 8-10 (d) 6-8, 8-10, 10-12 (e) None of the above 4. Which of the following classes go together because their class interval is same?

A. 0-10, 10-20, 20-20 B. 3-13, 13-23, 23-33 C. 0-9, 10-19, 20-29 D. 2-11, 11-22,22-32 (a) ABC (b) BCD (c) CDA (d) ABC (e) None of the above

5. Which of the table go together since actual class limits are given? A. 15-20 B. 8-12 C. 140-149 D. 20-27 20-25 12-16- 150 159 27-34 (a) ABC (b) BCD (c) CDA (d) ABD (e) None of the above 6. Which of the following table will stand apart? (a) 5-10, 10-15 (b) 7-15, 15-23 (c) 5-9, 10-14 (d) 8-12, 12-16 (e) None of the above

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7. Observe the following histogram. 8 20

A

6 15 4 10 2 5 5 10 15 20 5 10 15

B

BA

12 12 8 8 4 4 5 10 15 5 10 15

C D

Which among these go together because total frequency is same? (a) ABC (b) BCD (c) CDA (d) DAB (e) None of the above 8. Why do you think the following tables go together? A. B. C.

Class Frequency 0-5 5 5-10 10 10-15 5

Class Frequency 0-2 5 2-4 5 4-8 5 8-10 5

Class Frequency 40-44 2 44-48 2 48-52 7 52-56 6 56-60 3

(a) They have actual class limits (b) Total frequency is same (c) Corresponding histograms can be drawn (d) All the above (e) None of the above

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Kottayam 1998



Chapter I Qn.No. a b c d e I. 1

2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

Chapter II Qn.No. a b c d e I. 1

2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

Chapter III Qn.No. a b c d e I. 1

2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

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Chapter I V Qn.No. a b c d e I. 1

2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

Chapter V

Qn.No. a b c d e I. 1

2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

Chapter VI


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

45


Kottayam 1998


Scoring key


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

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2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

Chapter V


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

Chapter VI


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

47

Scoring Key

Test for measuring Instructional Effect - Conceptual Structure

Chapter I- SET 1. d 1. e 1. d 1. b 1. b 2. c 2. c 2. b 2. a 2. a 3. d 3. b 3. a 3. a 3. b 4. c 4. c 4. a 4. b 4. b 5. d 5. d 5. d 5. a 5. c 6. c 6. d 6. c 6. c 6. b 7. a 7. c 7.d 7. b 7. c 8. d 8. b 8. a 8. d 8. a

Chapter II - FORMATION OF GEOMETRICAL PRINCIPLES

1. d 1.d 1.a 1.a 1. a 2. d 2.d 2.d 2.a 2. d 3. b 3.d 3.c 3.b 3. b 4. d 4.d 4.d 4.a 4. b 5. c 5.e 5.b 5.a 5. a 6. c 6.b 6.a 6.d 6.a 7. d 7.a 7.e 7.c 7. d 8. d 8.b 8.c 8.b 8. c

Chapter III ALGEBRA 1.d 1.d 1.d 1.c 1.c 2.c 2.b 2.a 2.c 2.c 3.e 3.e 3.a 3.b 3.d 4.d 4.e 4.a 4d 4.a 5.d 5.c 5.a 5.d 5.c 6.d 6.b 6.d 6.a 6.a 7.d 7.c 7.b 7.c 7.b 8.e 8.b 8.d 8.d 8.a

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Chapter IV MENSURATION OF PLANE FIGURES

1. d 1.d 1.a 1.a 1.a 2. a 2.d 2.a 2.c 2.b 3. a 3.d 3.c 3.a 3.c 4. b 4.e 4.c 4c 4.d 5. a 5.c 5.a 5.c 5.a 6. a 6.b 6.d 6.c 6.d 7. d 7.d 7.b 7.d 7.c 8. a 8.a 8.d 8.c 8.d

Chapter V SIMPLE EQUATION

1. a 1. a 1.a 1.d 1.a 2. d 2. c 2.a 2.d 2.d 3. d 3.a 3.b 3.e 3.c 4. b 4.c 4.c 4b 4.b 5. b 5.c 5.c 5.d 5.a 6. d 6.d 6.c 6.d 6.a 7. c 7.c 7.c 7.a 7.d 8. c 8.d 8.c 8.c 8.d

Chapter VI STATISTICS 1 b 1.c 1.a 1.a 1.c 2. b 2.c 2.c 2.e 2.d 3. d 3.a 3.b 3.a 3.b 4. d 4.c 4.d 4d 4.a 5. e 5.c 5.b 5.b 5.d 6. a 6.c 6.b 6.b 6.c 7. a 7.a 7.a 7.b 7.a 8. c 8.c 8.b 8.a 8.b

Appendix IV

School of Pedagogical Sciences

Mahatma Gandhi University Kottayam

1998

Test for measuring Instructional Effect – Meaningful Assimilation of Information - of Advance Organizer

Model in the Teaching of Mathematics (Suresh,K.P. & Raj S. Meera, 1998)









2

Test for measuring Instructional Effect – Meaningful Assimilation of Information

SET Factor I - Linking

1. Do you think “Beautiful girls in a class” is a set. Why? a) No, it is not a set since all girls cannot be included in that set b) Yes, it is a set because girls are the elements of the set c) No, it is a not set, since elements are not well defined d) Yes, it is a set because elements are living organisms e) None of the above 2. Do you think {2,4,7,8,2,6,7} is one of the most appropriate way to represent a set.

Why? a) No, because elements are numbers b) Yes, because elements are separated using comma c) Yes, because { } is used d) No, because elements are repeated e) None of the above

3. What similar attributes can be identified in the sets A = {2,4,8,6,7} and B = {8,7,4,2,6}?

a) Elements of A and B are whole numbers b) Elements of A and B are positive numbers c) Elements of A and B are identical e) None of the above

4. What similar attributes can be identified in A = {x/x is a natural number less than 5} and B = {1,2,3,4}?

a) A and B would have been equal sets if O was included in B b) A and B would have been equal sets if 5 was included in B c) A and B are equal sets d) A and B would have been equal sets if O and 5 were included in set B

e) None of the above 5. Which among the following will not be an element of set A where set A is the

intersection of the set of counting intersection of the set of counting numbers and the set of whole numbers?

a) 1 b) 0 c) 2 d) 10,000 e) None of the above 6. P = {x/x is a positive even number} Q = {x/x is a positive odd number} R = {2}. In what way P, Q and R are related to each other? (a) R = P∪Q (b) R = P∩Q (c) R is a superset of P-Q (d) R is a subset of P-Q e) there is no relationship between P, Q & R 7. Which among the following sets can be considered as the set of real numbers

other than positive or negative numbers? (a) {0} b) {1} (c) {-1} (d) 0 (e) None of the above

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8. A = {x/x is the set of counting number}. Which among the following statement is not correct?

(a) O∈A (b) O∉A (c) I∈A (d) ∉A 9. Which among the following is a correct conclusion?

(a) All equal sets are equivalent sets (b) All equivalent sets are equal sets (c) All subsets are proper subsets (d) Singleton sets are subsets of all sets (e) All are incorrect

10. Which among the following statements is correct? (a) ⎫ will be an element of a singleton set (b) If I is the index of elements is a set (c) Cardinality of a singleton set is ⎭ (d) ⎫ will be repeated many times in a singleton set (e) None of the above

Factor I I - Storage

1. Which property led you to believe that a set is a null set? (a) There will be infinite number of elements (b) There will be no elements in that set (c) There will be ∅ elements in it (d) 0 will be an element of it (e) None of the above

2. Which symbol is suitable to represent null set? a) 0 b) {0} c) ∅ d) { ∅} e) None of the above

3. What can you say about finite set? (a) Number of elements in it will be finite (b) Number of elements in it will be less than lose (c) Cardinality of it cannot be determined (d) Elements of it will be numbers (e) None of the above

4. A and B are two Sets. What property will make A a superset of B? (a) All elements of A will be elements of B (b) Cardinality of A will be greater than that of B (c) All elements of B will be elements of A (d) Cardinality of B will be grater than that of A (e) None of the above

5. What can you say about the number of subsets of a set whose cardinality is ∩? (a) n3 (b) 23 (c) n2 (d) 2n (e) None of the above

6. What do you think about Venn diagrams? (a) Diagrammatic representation of sets (b) Diagrammatic representation of set operation (c) Graphical representation of set (d) Graphical representation of se operation (e) None of the above

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7. What can you say about representing A∪B (Shaded region) in Venn diagrams?

(e) None of the above 8. What can you say about A difference B?

(a) A-B = {X/X∈A, X∉B} (b) A-B = {X/X∈B, X∉A} (c) B-A = {X/X∈A, X∉B} (d) B-A = {X/X∈B, X∉A} (e) None of the above

9. What can you say about complement of set A? (a) Set formed by elements in A and not in B (b) Set formed by elements common to A and U (c) Set formed by elements in equivalent sets and not in A (d) Set formed by element in universal set and not in A (e) None of the above

10. Which among the following lead you to determine cardinality of (A∪B)? (a) n (A∪B) = n (A) + n (B) (b) n (A∪B) = n (A) – n (B) (c) n (A∪B) = n (A) + n (B) – n (A∩B) (d) n (A∪B) = n(A) +n (b) – n (A∩B)

Factor I I I -Organisation

1. A = {1,2,1,2,2,1} B = {1,2,3,1,1} C = {4,2,3,1} D = {5,6,7,2,8,6,2}

Arrange these sets in ascending order based on their cardinality (a) CBAD (b) ABCD (c) DABC (d) DCBA (e) None of the above

2. A = {x/x is a positive counting number} B = {x/x is a natural number between 6 and 7}

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C = {x/x is a natural number less than 1000} D= {x/x is a prime number} E = {x/x is a prime even number}

Identify the sets which are infinite sets. (a) AB and C (b) AB and D (c) AD and E (d) BC and D (e) CD and E

3. A = {x/x is a counting number between 1 and 2} B = {x/x is a real number between 1 and 2} C = {x/x is an odd number between 1 and 2} D = {x/x is a prime number between 1 and 2}

Identify the sets which are null sets (a) AB and C (b) BC and D (c) CD and A (d) AB and D (e) None of the above 4. Arrange infinite set singleton set, null set and finite set in descending order with

respect to cardinality (a) Finite set, infinite set, singleton set, null set (b) Infinite set, Singleton set, Finite set, null set (c) Null set , finite set, Singleton set, null set (d) Infinite set, Finite set, singleton set, null set (e) Null set, singleton set, Finite set Infinite set

5. A = {1,2,3,2,3,2} B = {4,4,4,4} C = {4,5,6,6} D = {4,5,6,6} E = {1,2,3,4} Identify the equivalent sets.

(a) AB and C (b) B,C and D (c) B,E and D (d) A,C and D (e) None of the above

6. A= {1,2,3,4} B = {4,5,6,7} U = {1,2,3,4,5,6,7,8}. Identify the Venn diagram suitable to represent this data

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(e) None of the above 7.

Identify the corresponding roster method.

(a) A = {1,2,3} B = {6,7} A ∩B = {4,5} (b) A = {1,2,3} B = {6,7} A ∩B = {4,5} U = {8} (c) A = {1,2,3,4,5} B = {4,5,6,7} U = {1,2,3,4,5,6,7,8} (d) A = {1,2,3,4,5} B = {4,5,6,7} U = {1,2,3,4,5,6,7,8} A ∩B = {4}

(e) None of the above 8. A = {1,2,3,4,5} B= {3,4,5,6,7} C = {1,2,3,4,5,6,7}. State the relationship

between A, B and C. (a) C= A∪B (b) C= A∩B (c) C= A-B (d) C= B-A (e) None of the above

9. A = {a, b,c, d} B= {c,d,e,f} C= {c,d}. State relationship between A.B and C.

(a) C is the set of the elements which are in A and not in B (b) C is the set of elements which are in B and not in B (c) C is the set of elements which are in A or in B (d) C is the set of elements which are in A and B (e) None of the above

10. A = {a,b,c,d} B= {c,d,e,f} C= {a,b}. can you suggest an operation to form set C? (a) A∪B (b) A∩B (c) A-B (d) B-A (e) None of the above

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Factor I V - Elaboration

A n (A)

{ 1, 2, 3, 4, 5} 5

{1, 1, 1, } 1

(a/b, a, b) 2

∅ 0

1. Observe the table carefully. What is the most appropriate conclusion about n (A). (a) n (A) represents value of largest element in the set (b) No special rule is there to determine ∩ (A) (c) n (A) represent number of all elements in a set

(d) n (A) represent the number of elements in a set where repeated elements are taken only once (e) None of the above

2. Observe the following table.

No. of elements of a set 0 1 2 3 No. of subsets 1 2 4 8

What can you say about the number of subsets with n elements? (a) Cannot find out (b) Number of subsets in n (c) No. of subsets is 2n (d) Number of subsets is 2n (e) Number of subsets is n2

3.

No. of elements of a set 0 1 2 3 No. of subsets 1 2 4 8

What will be the total number of subsets of set having 10 elements?

(a) cannot be determined (b) 10 (c) 20 (d) 210 (e) 102 4. Observe the following table.

A B A∩B

{1,2,3,4} {3, 4} {3, 4}

(a, b, c} {b} {b}

{10, 20, 30, 40} {10, 40} {10, 40}

{-1, -2, -3, -4, -5} {2, -4,} {-2, -4}

What is the most appropriate conclusion? (a) If A⊂B, A∩B = B (b) If B⊂A, A∩B =B (c) If A⊂B, A B =B ∪(d) If B⊂A, A∪B = B (e) A∩B =B

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5. Observe following table.

A B AοB

{1,2,3,4} ∅ ∅

{a} ∅ ∅

∅ ∅ ∅

Which is the most appropriate conclusion?

(a) A ∅ = ∅ (b) A∩ ∩B = ∅ (c) ∅∩B = A B ∩(d) If ACB, A b = ∅ (e) None of the above ∩

6.

A B A∪B B∪A

{1,2,3,4} {3, 4, 5, 6} {1,2,3,4, 5, 6} {1,2,3,4, 5, 6}

{a,b} {c, d} {a, b, c, d} {a, b, c, d}

{10, 12} {11, 13} {10, 11, 12, 13} {10, 11, 12, 13}

{1, 3, 5, ……..} {2, 4, 6, ……..} {1, 2, 3, 4, ……..} {1, 2, 3, 4, ……..}

What is the most appropriate conclusion?

(a) When 2 sets A and B are given, A B and B∪A can be determined ∪(b) A B and B A are equivalent sets ∪ ∪(c) A∪B and B A are equal sets (d) A B and B A may be identical ∪ ∪ ∪(e) None of the above

7. Observe the following table

A ∪ A’

{1,2,3,4} {1, 2, 3, 4, 5, 6, 7, 8} {5, 6, 7, 8}

{b, a, t} {a, b, c, h, t} {g, h}

{5, 15, 25, 35} {5, 10, 15, 20, 25, 30, 35} {10, 20, 30}

What is the most appropriate conclusion (a) A= U ∪A’ (b) A = U∩A’ (c) A1 = ∪-A’ (d) A’ = A-U (e) None of the above

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8.

n (A) n (B) n (A∩B) n (A∪B)

6 5 2 9

10 12 3 19

7 6 5 8

2 2 1 3

Which of the following conclusion is most appropriate? (a) n (A B) = n (A) + n (B) + n (A∪ ∩B) (b) n (A B) = n (A) + n (B) – n (A∪ ∩B) (c) n (A B) = n (A B) + n (A) – n (B) ∪ ∩(d) n (A∪B) = n (A∩B) + n (A) - n (B) (e) None of the above

9.

A B A – B

{1,2,3,4} {5, 6, 7, 8} {1, 2, 3, 4}

{a, b, c, d} {e, f, g} {a, b, c, d}

{10, 20, 30} {40, 50, 60} {10, 20, 30}

{1, 3, 5, 7, …….} {2, 4, 6, 8, ……..} {1, 3, 5, 7, ……..}

Which in the most appropriate conclusion? (a) If A and B are equal sets A-B =A (b) If A and B are finite sets A-B = A (c) If A and B are infinite sets A-B = A (d) If A and B are disjoint sets A-B = A (e) None of the above

10.

A B n (A) n (B) n (A∩B) n (A∪B)

{1, 2, 3, 4} {5, 6, 7, 8} 4 4 0 8

{a, b, c} {f, g, h, i} 3 4 0 7

{10, 20, 30}

{100, 200} 3 2 0 5

What is the number of elements in A∪B if A= {5, 10, 15, 20, 25}, B = {a, b, c, d}? (a) 5 (b) 4 (c) 9 (d) 1 (e) None of the above

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Test for measuring Instructional Effect Meaningful Assimilation of Information

FORMATION OF GEOMETRIC PRINCIPLE Factor I - Linking

1. In ΔABC A∠ = 700 B∠ = 400. Which of the following conclusion is correct? (a) ABC is a scalene triangle (b) Δ Δ ABC is an equilateral triangle (c) ABC is an isosceles triangle (d) Δ Δ ABC is a right angles triangle

(e) Δ ABC is an obtuse angles triangle 2. AB = 20 cm BC = 10 cm AC = 5 cm. Which among the following conclusion

is correct? (a) ABC is a right angled triangle (b) Δ Δ ABC is an acute angled triangle (c) ABC is an obtuse angled triangle (d) Δ Δ ABC cannot be a triangle (e) ABC is scalene triangle Δ

3. P, Q, R, S and T are points of a circle of radius 4 cm. Which among the following statement can never be correct?

(a) PQ = 6 cm (b) ST = 10 cm (c) QR = 7 cm (d) PR = 3 cm (e) All of them can be correct

4. Which among the following angles can never become a measure of one of the base angles of isosceles triangle?

(a) 900 (b) 600 (c) 300 (d) 450 (e) none of the above 5. Which among the following is the measure of an interior angle of an equilateral

triangle? (a) 1100 (b) 900 (c) 600 (d) 1200 (e) None of the above

6. An interior angle of a triangle will be equal to (a) the sum of interior adjacent angles (b) the sum of 3 interior angles (c) sum of two interior opposite angles (d) cannot be determined (e) None of the above

7. In which among the following quadrilaterals, the diagonals won’t bisect each other?

(a) Parallelogram (b) Square (c) Trapezium (d) Rhombus (e) None of the above

8. Which among the following can be the measure of interior opposite angles of a parallelogram?

(a) ∠A = 1100 ∠ c=700 (b) ∠A = 1200 ∠ c = 600

(c) A = 90∠ 0 c = 90∠ 0 (d) all of the above (e) None of the above 9. Which among the following measures can be the largest angle of a triangle

drawn in a semicircle? (a) 1800 (b) 1790 (c) 900 (d) 890 (e) None of the above 10. R is a point on semi circle whose diameter is PQ. ∠RPQ is 350. Which among

the following conclusions is most appropriate? (a) Measures of other two angles of Δ PQR can be determined (b) Measure of one more angle in Δ PQR can be determined

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(c) Measures of other two angles cannot be determined (d) If the measure of one exterior angle is also given, the other two angles of

can be determined (e) None of the above

Factor I I -Storage

1. ABC is an isosceles triangle. What else can you say about ΔABC? Δ(a) One of its angle is 900 (b) Two angles will be acute angle (c) One angle will be 450 (d) Two angles will be equal angles

(e) None of the above 2. Which property among the following is suitable for equilateral triangle?

(a) One angle is 600 (b) Two sides have equal measures (c) Three angles are acute angles (d) Base angles are equal

(e) Three angles will be 600 each 3. Which property is suitable for scalene triangle?

(a) Length of 3 sides are equal measures (b) Length of 3 sides are of different measures (c) Three angles are acute angles (d) It is difficult to measure length of sides of a scalene triangle (e) None of the above

4. Which property makes a triangle right angled triangle? (a) Two angles are 450 each (b) There will be base and attitude for it (c) Two angles are acute angles (d) One angle is 900

(e) None of the above 5. Which statement cannot be made with respect to this figure?

A P 8

4 B Q C (a) ∠APQ = 900 (b) AP = PB (c) BQ = QC (d) PQ = AC/2 (e) PQ // AC

6. Which statement cannot be made about parallelogram? (a) opposite side have same length (b) opposite angle are equal (c) opposite angle have same measurer (d) diagonals bisect each other (e) diagonals are of same length

7. What can you say about a polygon which has n sides? (a) (n-1) diagonals can be drawn from one vertex (b) (n-2) diagonals can be drawn from one vertex (c) (n-3) diagonals can be drawn from one vertex (d) (n-2) diagonals can be drawn from one vertex (e) None of these

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8. What can you say about sum of interior angles of a polygon having n sides? (a) n-1 right angles (b) n-2 right angles (c) n-3 right angles (d) 2(n-2) right angles (e) None of the above

9. Which statement cannot be made about cyclic quadrilateral? (a) Four vertices lie on a circle (b) sum of 4 angles are is 3600

(c) Opposite angles are equal (d) Opposite angles are supplementary (e) None of the above

10. Which statement cannot be made about chords? (a) Perpendicular from the center of a circle to a chord bisect the chord (b) If the line segment drawn from the center of the circle to a chord bisect it

the line segment will be perpendicular bisector of this chord (c) Equal chords of a circle are equidistant from the chord (d) Equal distant chords from the centre will be equal chords (e) There will be only one longest chord in a circle

Factor I I I - Organisation

1. In Δ ABC ∠A = 700 B = 40∠ 0

In PQR Δ ∠P = 360 ∠Q = 2 ∠P In Δ XYZ XY = 6 cm = YZ In ΔDEF ∠D = 800 E = 60∠ 0

Which of these triangle go together because they are isosceles triangle? (a) ABC, PQR and Δ Δ Δ XYZ (b) PQR XYZ and Δ Δ ΔDEF (c) xyz DEF and Δ Δ Δ ABC (d) DEF PQR and Δ Δ Δ ABC (e) None of the above

2. Sum of interior angles is 1800. To which of the following group this theorem is applicable?

(a) Group of all isosceles triangle (b) Group of all right angles triangle (c) Group of all equilateral triangle (d) Group of all triangle (e) None of the above

3. “Exterior angle is equal to sum of opposite interior angles”. To which of the following group this theorem is applicable?

(a) group of all isosceles triangle (b) group of all equilateral triangle (c) group of all right angles triangle (d) group of all triangles (e) None of the above

4. Identify correct relationship. (a) If a theorem is true for all right angled triangles, it will be true for all

triangles (b) If a theorem is true for all isosceles triangles, it will be true for all

equilateral triangles

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(c) If a theorem is true for all equilateral triangles, it will be true for all right angled triangles

(d) If a theorem is true for triangles, it will be true for equilateral triangle, isosceles triangle and right angled triangle

(e) None of the above 5.

Certain angles of this figure are 700, 400 and 1100. Identify the angles for which these measures are suitable.

(a) A = 110∠ 0 ∠B = 400 ∠ACD = 700

(b) A = 40∠ 0 ∠B = 700 ∠C = 1100

(c) A = 40∠ 0 ∠B = 700 ∠C = 700 ∠ACD = 1100

(d) A = 70∠ 0 ∠B = 400 ∠C = 700 ∠ACD = 1100

(e) None of the above 6. Which of the following item go together because sum of interior angle is 3600?

(a) Rectangle, triangle, quadrilateral (b) Parallelogram, Trapezium, Square (c) Pentagon, Triangle, Square (d) Quadrilateral, Parallelogram, Triangles (e) None of the above

7. Which of the following item go together as their interior opposite angles are equal?

(a) Parallelogram, Trapezium. Rectangle (b) Rectangle, Rhombus, Parallelogram (c) Cyclic quadrilateral, Parallelogram, Rhombus (d) Rectangle, Square, Cyclic Quadrilateral (e) None of the above

8. Which of the following items go together because “diagonals bisects each other”?

(a) Rectangle., Parallelogram, Cyclic quadrilateral (b) Cyclic quadrilateral, Rectangle, Square (c) Parallelogram, Rhombus, Cyclic quadrilateral (d) Parallelogram, Rhombus, Square (e) None of the above

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9. Identify the group which contain only right angles triangles. (a) (b)

(c) (d) (e)

10. Identify the group having characteristic “opposite angles are supplementary”. (a) cyclic quadrilateral, Parallelogram, rectangle (b) Cyclic quadrilateral, rectangle, Square (c) Cyclic quadrilateral, quadrilateral, Parallelogram (d) Trapezium, quadrilateral, Parallelogram (e) None of the above

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Factor I V - Elaboration

1. Observe the chart given below.

AB BC AC Smallest angle Largest angle 4 3 5 A B 7 9 8 C A 6 2 5 A C

If the smallest angle in B which will be smallest side

(a) AB (b) BC (c) AC (d) Cannot determine (e) None of the above 2. If longest side is BC which will be largest angle?

(a) A (b) B (c) C (d) Cannot determine (e) None of the above 3. If largest angle is A, which will be the shortest side?

(a) AB (b) BC (c) AC (d) Cannot determine (e) None of the above 4. Observe the following table.

AB BC AC ∠A ∠B ∠C 6 6 5 30 120 30 5 9 5 90 45 45 5 7 7 55 55 70

What is the most appropriate conclusion? (a) Length of any two sides and measures of any two angles of a triangle will

be equal (b) Sum of measures of 3 angles is 180 (c) If measures of any two sides are equal, measures of any two angles will

no equal (d) If any two sides are of equal measures, the two angles opposite to them

will be equal (e) None of the above\ 5. Observe the following chart.

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What is the most appropriate relationship between x y and xZ? (a) y = x+z (b) x = y +z (c) z = x+ y (d) Cannot determine (e) None of the above

6.

A B C D ∠A + ∠B + ∠C ∠D

30 110 105 115 360

40 120 85 115 360

120 60 130 50 360

70 110 90 90 360

Observe this chart showing measures of 4 angles of a quadrilateral. Which is the

most appropriate conclusion that can be arrived at? (a) 4 angles of a quadrilateral can be measured (b) Sum of the measures of 4 angles of a quadrilateral can be determined (c) Sum of measures of 4 angles of a polygon is 3600

(d) Sum of measures of 4 angles of a quadrilateral is 3600

(e) None of the above 7. Observe the following chart.

What is the most appropriate conclusion that can be arrived at.

(a) Opposite angles of quadrilateral are equal (b) Opposite angles of rectangles are equal (c) Opposite angles of trapezium are equal (d) Opposite angles of parallelogram are equal (e) None of the above

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∠A ∠B ∠C ∠A + ∠B + ∠C

60 60 60 180 30 60 90 180 45 70 65 180

If ∠D = 35 and ∠E = 80, what will be ∠F of ΔDEF? (a) 80 (b) 60 (c) 55 (d) 75 (e) 65

9. Observe the following chart. No. of sides

No. of diagonals drawn from one vertex

No. of triangles formed

Sum of interior angles (right angles)

3 0 1 2 4 1 2 4 5 2 3 6 6 3 4 8

What can you say about sum of interior angles of polygon with 10 sides? (a) 20 (b) 22 (c) 16 (d) 18 (e) None of the above

10. Observe the following Chart.

Which is the most appropriate conclusion that can be arrived at (a) ABCD is a quadrilateral (b) Opposite angles of Cyclic quadrilateral are equal (c) Opposite angles of cyclic quadrilateral can be measured (d) Oppose angles of a cyclic quadrilateral are supplementary (e) None of the above

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ALGEBRA Factor I - Linking

1. Which among the following stands apart from others? (a) 2x2b (b) 2x+3y2+2x0 (c) 3x+5y2+5y (d) 2x½ +5y (e) 5y

2. Which among the following are equations? (a) 2+3 ≥5 (b) 2x + 3x ≠ 5 (c) 2x + 3x ≤5x (d) 4x+2<2 (e) None of the above

3. Which among the following are not factors of term 123 xy? (a) 41 (b) 3x (c) xy (d) 4xy (e) None of the above

4. What term is necessary to make 25 + 10 xy a perfect square? (a) xy (b) x2y2 (c) 2xy (d) 4x2y2

(e) None of the above 5. Which among the following phrases contains like terms?

(a) 3x+3y+3z (b) 6xy+6x+6y (c) 7x + 8x22 + 4x3

(d) 4x0+6+8y (e) None of the above 6. When a polynomials is multiplied by 5y, the product is 10y4 + 15y3 + 30y2.

Which among the following operation will lead you to determine the polynomial? (a) (5y) (10y4+15y3+30y2) (b) 5y÷ (10y4+15y3+30y2) (c) (10y4 +15y3+30y2) (d) 10y4+15y3+30y2 ÷5y (e) None of the above

7. If a = 8, l + m + n = 72, which among the following operation will lead you to determine the value of al + am + an?

(a) 8x72 (b) 72 8 (c) 8+72 (d) 72-8 ÷(e) None of the above

8. Length of one side of a square is 7x – 5y units. Which among the following identity will help to determine the area of square?

(a) (a+b) 2 = a2+2ab+b2 (b) (a+b) 2 = a2-2ab+b2

(c) (a+b) (a-b) = a2-b2 (d) (x+a) (x+b) = x2+(a+b) x+ab (e) None of the above

9. Which among the following can be the GCF of 3x(x+1); 15xy (x+1)2, 21x2y2 (x+1)3

(a) 3 (b) 3x (c) 3x (x+1) (d) 3xy (d) None of the above. 10. Which among the following will help you to determine the value of 2.8 x 2.8 –

2 x 2.8 x 2.2 + 2.2 x 2.2? (a) (a+b) 2 (b) (a-b) 2 (c) (a+b) (a-b) (d) (x+a) (x+b) (e) None of the above

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Factor I I - Storage 1. What do you think about the like terms?

(a) Terms with same coefficient (b) Terms with same index (c) Terms with same coefficient and same index (d) Terms with same variables (e) Terms with same variables and same degree

2. What do you think is not necessary while determining product of two terms? (a) Sign of product is to be determined (b) Product should be written in bracket (c) Product of coefficient of terms should be determined (d) Index of variable should be determined using law of indices (e) None of the above

3. What general statement can you make about algebraic sentence? (a) When variables are involved in a sentence it can be called algebraic

sentence (b) When two phrases are related using inequality sign we get algebraic

sentence (c) When two phrases are related using equality or inequality sign we get

algebraic sentences (d) When phrases involving number alone are joined using equality or

inequality we et an algebraic sentence (e) None of the above

4. What can you say about truth set? (a) It in the set of values taken from domain of the variable so as to make a

closed sentence true (b) It is the set of values taken from domain of the variable so as to make an

open sentence true (c) It is the set of values taken from domains of the variables so as to make

an algebraic phrase true (d) It is the set of values taken from domain of the variable so as to make a

numerical phrase true (e) None of the above

5. What can you say about always true sentence? (a) It is a sentence where domain of variable and truth set are equivalent set (b) It is a sentence where domain of variable and truth set are equal sets (c) Algebraic sentence joined using equal sign is always true sentence (d) A closed sentence joined using equal sign is always true sentence (e) None of the above

6. What can you say about expansion of (a +b_ (a - b)? (a) a2 + b2 (b) a2- 2ab + b2 (c) a2 + b2 + 2ab (d) a2 - b2 (e) None of the above

7. What can you say expansion of (x+a) (x+b)? (a) x2 + ab (b) x2 + ax (c) x2 + ab + a(b+x)

20

(d) x2 + x (a+b) + ab (e) None of the above 8. What can you say about expansion of (a+b) (c+d)?

(a) ac + bd (b) ac + ad (c) ac + bc (d) ac + bc + ad + bd (e) ac + bc + dc + ab

9. Which among the following can be a factor of ka + kb + kc? (a) ka (b) a + b + c (c) kb + kc (d) ka+kb (e) None of the above

10 Which among the following can be factor of a2 + 2ab + b2? (a) a2 (b) ab (c) b2 (d) a-b (e) a + b

Factor I I I -Organisation

1. Certain information are given in a table identify correct group Monomial Binomial Trinomial Not polynomial

. Monomial Binomial Trinomial Not polynomial

a. 2x + 0X 2x +

4x + yo

5ao + ob + 4c Sa + 4b + 6c √3x + 3 + y

x½ + y 2x + y√3

b. 5ao + ob + 4c 4x + yo

2x + ox 2x + 2x

3a + ab + bc x½ + y 2x + y√3 √3x + 3 + y

c. 2x + ox 4x + go

5ao + ob + 4c

2x + 2x 3a + 4b + bc 5ao + ob + 4c

x½ + y 2x + y√3

√3x + 3 + y

d. 2x + 2x 0x + 2x 4x + yo

3a + 4b + 6c x½ + y 2x + y√3

√3x + 3 + y

(e) None of the above 2. P (x) = Ox5+8x+2x2 Q(x) = 3x3 + 2x2+6x

R(x) = 4x0+6x+8x2+0x3 S(R) = Ox3+8x2+0 Which of the polynomials go together as their degree is same?

(a) P(x) Q (x) R(x) (b) Q (x) R(x) S(x) (c) R(x) S(x) P(x) (d) P(x) S(x) Q(x) (e) None of the above

3. P(x) = 2x (36xy + 42x2y2 + 48x3 y3) Ru = 36xy (2x _ 7x2y2) + 8x3y3

Rx = 6xy (12x+ 14x2y+16x3y2 S(x) = 12x (6xy+7x2y2 + 8x3y3

Which of the polynomials go together as their product is identical (a) P(x) Q(x) R(x) (b) Q(x) R(x) S(x) (c) R (x) S (x) P (x) (d) P(x) Q(x) S (x) (e) None of the above.

4. Identify the correct relationship. (a) – 5x (4x – 2y -6z) = 20x2 – 10xy + 30xz (b) (-5x) (4x – 2y +6z) = -20x2 – 10xy – 30xz

21

(c) (-5x) (4x-2y+6z) = -20x2 + 10xy – 30xz (d) (-5x) (4x-2y+6x) = 20x2 + 10xy + 30xz

5. Identify correct relationship. (x2 – 4x + x × (x2 – 4x -1) × - 2x - 2 x (a) (b) 2x3 = 8x – 2x -2x2 + 8x + 2x x2 – 4x – 1 × x2 – 4x – 1 × - 2x - 2x (c) (d) (e) None of the above = 2x3 + 8x2 + 2x 2x3 – 8x2 – 2x 6. Identify the correct relationship.

(a) (6x3 – 8n2 + 12x) (-2x) = 12x÷ 4 + 16x3– 24x2

(b) (6x3-8x2 + 12x) ÷ (-2x) = -3x3 + 4x2 – 6x (c) (6x3 – 8x2 + 12x) (-2x) = 3x÷ 3 – 4x2 + 6x (d) (6x3 – 8x2 + 12x) (-2x) = -3x÷ 2 + 4x -6 (e) None of the above

7. Identify the correct arrangement.

Phrases Numerical sentence Algebraic sentence

a. 8 > 15 +3 8 x+ 3y < 11 x

8 + 5 10 +3

4x + 5x 6x – 7x

b. 4x + 5x 8 =5

8 +5 < 8 8 x0 + 10 x0 = 9

8x + 4 y > 16 8 + 5x = 6y

c. 4x + 5x 8 + 5

8x + 4 y > 16 8 + 5x0 = 4y

8 + 5 < 8 8x0 + 10x0 = 9

d. 8 ⊄15 + 3 8x + 3y = 11x

8 +5 + 10 10 + 3⊄ 13

4x + 5x = 9x 6x – 7x = x

(e) None of the above 8. Identify the group where the product is a binomial

(a) (x+6) (x-3); (a+b) (a-b); (x+6) (y+6) (b) (y+6) (y+8); (x+6) (x+6); (x+6) (x-6) (c) (x+6) (x-6); (a+b) (a-b) ; (b+4) (b-4) (d) (x-10) (x+10); (y-6) (y-6); (z+6) (z-6) (e) None of the above

9. Identify group of identities. (a) x (a+b+c) = ka + kb + kc (x+a) (x+b) = x2 + (a+b)x + b2 A = ½ bh (b) (x+a) (x+b) = x2 + (a+b) x + ab (x+b) (c+d) = ac + ad + bc + bd K(a+b+c) = ka + kb +kc

22

(c) A = πr2 A =π r A – ½ bh (d) A = π2 r (x+a)2 = x2 + 2ax + a2 (x-b)2 = x2 – 2bx + b2

(e) None of the above 10. P(x) x2 -1

Q (x) = x2 + 2x +1 R (x) = x2 + 4x +3 S(x) = x2 + 4x + 4

Which among these polynomial do have (x + 1) as a factor (a) P (x) Q (x) R(x) (b) Q (x) R(x) S(x) (c) R(x) S(x) P(x) (d) S(x) Q(x) P(x) (e) None of the above

Factor I V Elaboration

1. Observe the following chart X (x+3) x2 + 3x 3x (4 – 2x + 6x2) = 12x – 6x2 + 18 x3 0 (4x+2x) = 0 -8x (8-6x +2x2 + 3n3) = -64x + 48x2 – 16x3 – 24x4

What can you say about number of terms in the product obtained when a monomial other thane zero is multiplied by a polynomial?

(a) There is no special rule to determine the number of elements (b) Number of terms in the product is same as the sum of number of

elements in the polynomial and that of monomial (c) Number of terms in the product is same as difference in number of

elements in the polynomial and that of monomial (d) Number of terms in product is same as number of elements in the

polynomial (e) None of the above

Observe the following chart and answer questions 2 and 3. (x+a) (x+b) = x2 + (a+b)x + ab (a+b) (a+b) = a + 2ab + b2

(a+b) (a-b) = a2 – b2

(x+a) (y+b) = xy + bx + ay + ab (x+3) (y + 4) = xy + 4x + 3y + 12

2. What is the maximum number of terms in the product when a binomial is

multiplied by another binomial? (a) 2 (b) 3 (c) 4 (d) cannot be exactly determined (e) None of the above

3 What is the minimum number of terms in the product when a binomial is multiplied by another binomial?

(a) 2 (b) 3 (c) 4 (d Cannot be exactly determined

23

(e) None of the above 4. Observe the following chart.

2

16104 zyx ++ = 2x + 5y + 8z

5a – 10b + 15 (-20d) = -a + 2ab – 3c – 4d – 5 6x3 – 8x2

2x = 3x2 – 4x What can you say about the number of elements in the quotient when a polynomial is divided by a monomial?

(a) There is no special rule to determine the number of elements in the quotient

(b) Number of elements in the quotient I s the same as the number of elements in the polynomial minus one

(c) Number of elements is the same as the number of elements in the polynomial plus one

(d) Number of elements in the quotient in the same as the number of elements in the polynomials

(e) None of the above 5. A sentence that represent many numerical sentence is called open sentence.

What can you say more about open sentence? (a) All sentence are open sentence (b) All algebraic sentence are open sentence (c) All numerical sentence are open sentence (d) All true sentence are open sentence (e) None of the above

6. If a sentence represents one and only one statement it is called a closed sentence. What can you say more about closed sentence?

(a) All statements are closed sentence (b) All algebraic sentences are closed sentence (c) All numerical sentences are closed sentence (d) All true sentences are closed sentence (e) None of the above

7. Observe the following situations 103 x 97 = (100 +3) (100-3) = 10,000 – 9 = 9991 20.5 x 19.5 = (20 + 5) (20 – 5) = 400 – 25 = 399.75 108 x 92 = (100 +8) (100-8) = 10,000 – 64 = 9936 95 x 105 = (100-5) (100+5) = 10,000 – 25 = 9975

What is the most appropriate selection where we can use the identity (a+b) (a-b) = a2 – b2 for easy computation?

(a) 75 x 73 (b) 105 x 105 (c) 97 x 97 (d) 207 x 193 (e) 103 x91

24

8. Observe the following situations. 107 x 107 = (100 + 7) 2 = 10000 + 14000 + 149 = 11440 206 x 206 = (200 + 6) 2 = 4000 + 2400 + 36 = 42436 91 x91 = (70 + 1) 2 = 8100 +180 +1 = 8281

What in the moist appropriate where we can use the identity (a+b) = a2 + 2ab + b2 for easy computation?

(a) 97 x 93 (b) (108) 2 (c) 197 x 203 (d) 75 x 175 (e) None of the above

9. Observe the following situations x2 + 6x + 9, 49 + 14x + x2, 49 + 42x + 9x2 are perfect squares. What would be not most appropriate value of to make a perfect x2 + 10x +k a perfect square?

(a) 100 (b) 20 (c) 25 (d) 5 (e) none of the above

10. A trinomial is given for factorization. There are two terms which are perfect square. The 3rd term is twice the product of the root of these squares. The three terms root of these squares. The three terms have positive sign. Which would be the appropriate identify to factorise this trinomial?

(a) (a+b)2 = a2 + 2ab + b2

(b) (a-b)2 = a2 – 2 ab + b2

(c) (x + a) (x + b) = x2 + x (a+b) + ab (d) (a + b) (c + d) = ac + ad + bc + bd (e) None of the above.

25


MENSURATION OF PLANE FIGURES

Factor I Linking 1) To find the cost of painting a wall 4m in length and 3m in height, which among the following is to be essentially determined?

a. Area of wall b. Volume of wall c. Perimeter of wall d. Total height e. None of the above

2) Which among the following conclusions is the most appropriate one? a. One diagonal of a rectangle divides of into two triangles b. One diagonal of a rectangle divides it into two right angled triangles. c. One diagonal if a rectangle divides it into two isosceles triangle d. One diagonal if a rectangle divides it into two right angle triangles whose

areas are equal. e. None of the above.

3) Which among the following figure will be obtained when one diagonal is drawn in a parallelogram? a. Two triangles b. Two triangles with equal area c. Two right angled triangle with equal area d. Two isosceles triangle e. None of these.

4) Length of one side of an equilateral triangle is ‘a’ what else is necessary to determine area of equilateral triangle? a. Height b. Length of base c. Length of attitude d. Perimeter of triangle e. Nothing else is needed

5) Length of one side of a parallelogram is given. What else is necessary to determine area of parallelogram? a. Length of any other side b. Length of opposite side c. Length of adjacent side d. Attitude to that side e. None of the above.

6) Length of one side of a trapezium is given. What else is necessary to determine area of trapezium? a. Distance between two sides b. Length of one more side and distance between these two sides. c. Length of adjacent side and distance between these two sides d. Length of parallel side and distance between these two sides e. None of the above.

26

7) Length of one diagonal of a rhombus is given. What else is essential to determine area of rhombus? a. Length of two sides b. Length of any one side c. Length of other diagonal d. Perimeter of rhombus e. None of the above.

8) Which among the following is incorrect? a. Circumference of a circle can be determined if radius is given b. Area of circle can be determined if its circumference is given c. Circumference of circle can be determined if is area is given d. Area or circle can be determined if diameter is given e. All of the above are incorrect.

9) Which among the following operation lead you to determine circumference of a circle of radius 25 cm? a. π x 25 x 25 b. 2π x 25 x 25 c. 2 x π x25

d. 2π x 225

e. π x 225

x 225

10) Area of a circle a is 441π cm2. A circle of area 225π cm2 is removed from the first circle with same center. Which among the following is the area of circular ring? a. 441π + 225π b. 441π - 225π c. 441π x 225π d. 441π ÷ 225π e. None of the above

Factor I I Storage

1) Which do you think is the formula to determine area of right angled triangle

whose base is b units and height h units?

a. A = bh Sq unit b. A = 21

bh unit c. A = bh Sq unit

d. A = 21

bh Sq unit e. None of the above.

2) Which do you think is area of a regular hexagon, length of one side is l units?

a. 6423l

Sq unit b. 6 423l

Sq unit c. 6 43

l2 Sq unit

d. 6 43

l2 Sq unit e. 6 23

l2 Sq unit

27

A B

3) h Which do you think is the area if trapezium ABCD? D C

a. 21

h x AB Sq unit b. 21

h x DC Sq unit c. 21

h (AB + DC) Sq unit

d. h (AB + DC) Sq unit e. None of the above. 4) Length of a side of a rhombus is a units and that of diagonals is d1 and d2 units

which do you think is area of rhombus?

a. 21

ad1 Sq unit b. d1 d2 Sq unit c. 21

d1 d2 Sq unit

d. a d2 Sq unit e. None of the above. 5) What can you say about value ofπ ?

a. 3.04 b. 3.14 c. 3.16 d. 3.26 e. None of the above. 6) What can you say about area of circle with radius r ?

a. π r Sq unit b. 2π r Sq unit c. π r2 Sq unit d. 2π r2 Sq unit e. None of the above.

7) What do you think is circumference of a circle with radius r? a. π r unit b. 2π r unit c. π r2 unit d. 2π r2 unit e. None of the above.

8) What do you think is the area of circular ring with inner radius r and outer radius R? a. π r2 - π R2 Sq unit b. π R2 - r2 Sq unit c. π (R+r) (R-r) Sq unit d. π (R+r)2 Sq unit e. None of the above.

9) What do you think about length of arc AB whose radius is r and central angle x0?

a. 2π r x 360

xunit b. π r x

360x

unit c. 2π r x unit

d. π r2 x 360

xunit e. None of the above.

10) r A What do you say about area of sector AB? O

B

28

a. π r2 x 360

x Sq unit b. 2π r x

360x

Sq unit c. π r x 360

x Sq unit

d. π r x 180

x Sq unit e. None of the above.

Factor III - Organization 1) Which among the following figures when organized in a particular manner is likely

to give a rectangle? a. 2 triangles of same area b. 2 equilateral triangles of same area c. 2 right angled triangles of same area d. 2 isosceles triangles of same area e. 2 acute angled triangles of same area.

2) An altitude is constructed from a vertex of a triangle to opposite side. Identify the geometrical figure obtained? a. 2 equilateral triangles b.2 right angled triangles of same area c. 2 isosceles triangles d. 2 right angled triangles e. None of the above.

3) A diagonal is constructed in a rectangle identify the geometrical figure obtained? a. 2 right angled triangles b. 2 triangles c.2 triangles of same area d. 2 right angled triangles of same area e. None of the above.

4) ABCEDF is a rectangular hexagon. Identify the geometrical figure obtained if AD, BE and CF are constructed? a. 6 right angled triangles b. 6 isosceles triangles c. 6 equilateral triangles d. 3 equilateral triangles e. None of the above.

5) A diagonal is constructed in a parallelogram identify geometrical figure obtained? a. Two right angled triangles b. Two triangles c. Two triangles of same area d. Two right angled triangles of same area e. None of the above.

6) A diagonal is constructed is a trapezium identify geometrical figures obtained? a. Two right angled triangles b. Two triangles c. Two triangles of same area d. Two right angled triangles of same area e. None of the above.

7) A diagonal is constructed in a rhombus identify geometrical figure obtained? a. Two triangles b. Two right angled triangles c. Two right angled triangles of same area d. Two triangles of same area e. None of the above.

8) A diagonal is constructed in a quadrilateral identify geometrical figures obtained? a. Two triangles b. Two right angled triangles c. Two right angled triangles of same area d. Two triangles of same area e. None of the above.

29

9) Identify the appropriate method of represent this plan? 100 200 300 180 80 100 100

a. b. c. d. 100 100 100 100

300 300 300 300

80 80 80 80 100 100 100

e. None of the above 10) Degree measure of an arc AB is 900. Identify the relationship of area of sector

AOB to area of circle? a. Area of circle is 2 times area of sector AOB b. Area of circle is 3 times area of sector AOB c. Area of circle is 4 times area of sector AOB d. It cannot be exactly determined e. None of the above.

Factor I V Elaboration

1) Observe the following figure A B h D b C

200

150

100

100

200

150

100

100

200

150

100

100

200

150

100

0

ABCD is a rectangle with length b units and breadth h units. AC is a diagonal. What would be the most appropriate conclusion?

a. Area of triangle ABC = 2 x area of rectangle ABCD b. Area of ABC is same as area of rectangle ABCD c. Area of ABC is sometimes equal to area of ADC d. Area of ABC is half the area of rectangle ABCD e. None of the above.

30

2) Observe the following figure. A B M C

What is the most appropriate value of determine area of ABC?

a. BC x AM b. 21

AC x AM c. 21

AB x AM

d. 21

BC x BM e. None of the above.

3) A B E D

E D

ABCDEF is a regular hexagon. If area of AOB is 9 3 what would be area of regular hexagon?

a. 27 3 Sq cm b. 54 3 cm c. 54 3 Sq cm d. 27 3 cm e. None of the above.

4) Observe the following three figures. D C A D C D C M A M B A M M B M B

(1) (2) (3) ABCD is a parallelogram with length x unit and height DM of length y unit. What is area of parallelogram? a. Area of parallelogram ABCD = Area of rectangle DA MM

b. Area of parallelogram ABCD = 21

x DM x AB

c. Area of parallelogram ABCD = 2 x area of ADM d. Area of parallelogram ABCD = AB x DC e. None of the above.

5) Area of trapezium is ½ h (a+b). Which of the following is appropriate to represent this trapezium?

a. b. c. a h h b h b b a a d. e. b a h b h

CF

a

31

6) Observe the following chart Circumference C Diameter d c/d 6.28 2 3.14 25.12 8 3.14 28.26 9 3.14 37.68 12 3.14 What is the most appropriate conclusion that can be arrived at?

a. For certain circles circumference divided by diameter is a constant b. For certain circles diameter divided by circumference is a constant c. For certain circles circumference divided by diameter will be equal to 3.14 d. For certain circles diameter divided by circumference will be equal to 3.14 e. None of the above.

7) Observe the following diagrams. O O O O E O r D r A C

A B C D E What is the most appropriate conclusion that can be arrived at? a. Area of the circle radius r = area of rectangle with length π r2 and breadth r b. Area of the circle radius r = area of triangle with base π r and height r c. Area of the circle radius r = area of rectangle with length π r and breadth r d. Area of the circle radius r = area of rectangle with length is 2π r2 and breadth r e. None of the above.

8) Area of a parallelogram is bh. Which of the following is appropriate diagram to represent this? a. b. c. h b h b h b d. e. None of the above. h b

32

9) Area of circular ring is π (R+r) (R-r). Which of the following is appropriate diagram to represent this? a. b. c. R R r r r R d. e. None of the above R

r

10) Area of rhombus is 21

d1d2. Which is the most appropriate figure to represent

this? a. b. c. d2 d2 d2 d1

d1 d1

d. e. d1 d2 d1

d2

33


SIMPLE EQUATION Factor I Linking

1) Which among the following is the correct conclusion? a. All simple equations are algebraic phase b. All algebraic sentences are simple equations c. All simple equations are algebraic sentences d. All open sentences are simple sentences e. None of the above.

2) Which among the following are simple equations? a. 5x + 14 = 16x b. b2 + 6 = 13 c. 7x + 2y = 8 d. b2 + 4b = 8 e. None of the above

3) Which among the following is simple equation? a. 6x – 20 < 10 b. 2x – 5 > x + 6 c. 3A + 5 > 17 d. x = 20 e. None of the above

4) Which among the following equation have truth set { }9 ?

a. x + 1 = 8 b. x – 1 = 9 c. 2x = 9

d. 2x

= 18 e. None of the above

5) Which among the following is an equivalent equation of 2x + 2 = 11? a. 2x = 13 b. 2x + 8 = 19 c. 2x – 4 = 5 d. 2x – 1 = 10 e. None of the above

6) Which among the following is an equivalent equation of 6x – 3 =18? a. 2x – 3 = 9 b. 6x – 1 = 6 c. 3x – 3 = 6 d. 3x – 1 = 9 e. None of the above

7) Which among the following equation have truth set -80?

a. 4−

x = 20 b.

80x

= 1 c. -80x = 1

d. 80x = -1 e. None of the above 8) Which among the following statement is incorrect?

a. All simple equation have only one solution b. There are simple equation where solution set is infinite set c. There are simple equation whose solution set in null set d. There are simple equation where solution set cannot be determined e. While substituting value of solution set in simple equation we set true statement.

34

9) 5 added to a number is 60 which among the following do not represent this statement ? a. 60 – x = 5 b. x – 60 = -5 c. x + 60 = -5 d. 60 = 5 + x e. 60 – x – 5 = 0

10) Which among the following is the solution set of 3(x±2) + 2(X+1) = 6x - 8 a. { b. { c. }4 }4− { }5− d. { }11 e. { }11−

Factor I I Storage

1) What general statement can you make about simple equation? a. They are equations having only one variable b. They are equations of first degree c. They are equations in one variable of first degree d. They are equations with variable alone e. None of the above

2) What general statement can you make about truth set of an equation? a. Truth set is the set of values chosen form the domain of the variable so as to make the equation true. b. Truth set is the set of values chosen to as to make the closed sentence true. c. Set of values in domain is truth set d. Set of values which a variable can choose, is the truth set. e. None of the above

3) What general statement made about equivalent equation is most appropriate? a. Equation with same solution set b. Equation with same variable c. Same equations are equivalent equation d. Equation with same variable and same solution set is equivalent equation e. None of the above

4) Which among the following operation do you think will not always yield equivalent equation? a. Adding same number to both sides of equation b. subtracting same number to both sides of equation c. Multiplying both side of equation with whole number d. Dividing both sides of equation with natural number e. None of the above

5) What is the effect produced when a term added to one side is transferred to other side? a. Term get cancelled b. Sign of the term remains same c. Reciprocal of the term is added to other terms. d. Sign of the term changes to negative of that term e. None of the above

35

6) What is the effect produced when any term subtracted in one side is transferred to other side? a. Term get cancelled b. Sign of the term remains same c. Reciprocal of the term is added d. Sign of the term changes to positive of that term e. None of the above

7) 3x

= 7 is a single equation. What is the effect produced when 3 is transferred to

other side? a. Equation becomes x = -3 x 7 b. Equation becomes x = 3 x 7

c. Equation becomes x = 37−

d. Equation becomes x = 37

e. None of the above 8) 5x = 30 is a simple equation. What is the effect produced when 5 is shifted to

other side?

a. x = 5 x 30 b. x = 30 x (-5) c. x = 5

30

d. x = 5

30−


9) 2x + 5 = 23 is a simple equation. What is the effect produced when 5 and 2 are shifted to other side?

a. x = 223

+ 5 b. x = 223

- 5 c. x = 2

523+

d. x = 2

523− e. None of the above

10) 9C – 1 = 2 is a simple equation. What is the effect produced when 1 and 9 are shifted to other side?

a. C = 92

+ 1 b. C = 92

- 1 c. C = 9

12 −

d. C = 9

12 + e. None of the above.

Factor I I I Organization 1) Identify group of simple equation? a. x + 3 =4; 4y + 3 = 8; 2x2 + 3 = 8

b. 4b

- 5b

= 4; 2p – 8 = p; 2a – 10 = 5a

c. x – 1 < 9; 3a + 5 > 17; bx – 20 < 10 d. 6x – 20y = 8; 3x + y = 7; y2 + 4 = 3 e. None of the above.

36

2) Identify group of simple equation whose truth set is {3}? a. x + 10 = 13; 5 – 3 = x; 6-3 = x

b. y – 3 = 0; 4- y = 1; 16 – 13 = x c. b2 + 1 = 3; y – 3 = 4; b – 10 = 13 d. 10 -13 = y; 8 – y = 5; 18 – y = 3 e. None of the above.

3) Identify the group simple equations whose truth set is 5?

a. 5x

= 1; 30x = 6; 25x = 5

b. 5x

= 1; 5x = 25; 6x = 30

c. 5x

= 51

; 25x = 51

; 30x = 6

d. 5x = 1; 5x = 251

; 6x = 301

e. None of the above. 4) Identify group equivalent equation to 2x = 4? a. x + 2 = 4; x + 6 = 8; x = 2

b. 2x – 2 = 4; 2x x 8 = 4 x 8 8

2x = 4 x 2

c. 4

2x = 1; 2x + 4 = 5; x + 4 = 8

d. x – 6 = -2; x + 6 = 10; 3x = 24 e. None of the above.

5) Identify group which is equivalent to 5x

= 3 ?

a. x = 53

; 10x = 6; 20x = 12

b. x = 35

; 3x = 5; 3x + 1 = 5 + 1

c. x = 15; x + 1 = 16; x – 1 = 14 d. x = 15; 15x = 3; 3x = 5 e. None of the above.

6) 1352

+−

xx

= 101

Identify the relationship equivalent to this?

a. (2x – 5) (3x + 1) = 1x 10 b. (2x – 5) (1) = (3x + 1) (10) c. (2x – 5) (10) = (3x + 1) (1) d. (3x + 1) (10 = (2x – 5) (10) e. None of the above.

37

7) Identify equivalent equation to 3(a – 4) +2 (2a + 5) = 12? a. 7a – 2 = 12 b. 7a = 10 c. 7a = 14

d. 5a = 14 e. None of the above. 8) 18 added to a number is 47. Identify mathematical statement equivalent to this? a. 18 – y = 47 b. y + 18 = 47 c. 18y = 47

d. y = 18 x 47 e. None of the above. 9) Steps for solving a literal statement is given below. Arrange them in proper order? A. Identify the unknown quality B. Solving equation C. Verification

D. Framing question E. Finding required answer from solution. a. ADBEC b. CADBE c. ACBDE d. ADECB e. None of the above.

Factor I V Elaboration 1) Why do you say 3x2 + 2x = 1 is not a simple equation? a. It is not a simple equation because it contains 2 valuables.

b. It is not a simple equation since domain in not given c. It is not simple equation since it contains a 2nd degree term d. It is not simple equation since it contains equal sign e. None of the above.

2) Why do you say 3x + 2y = 1 is not a simple equation? a. It is not a simple equation because it contains 2 variables.

b. It is not a simple equation since domain in not specified c. It is not simple equation since it contains equal sign d. It is not simple equation as it is not always true sentence. e. None of the above.

3) Why do you say x + 5 = 12 is an equivalent equation of x + 3 = 10? a. x + 5 = 12 is obtained by adding same number to both sides x + 3 = 10.

b. x + 5 = 12 is obtained by subtracting same number to both sides of x + 3=10 c. x + 5 = 12 is obtained by dividing same number to both sides of x + 3 = 10 d. x + 5 = 12 is obtained by multiplying same number to both sides of x + 3 = 10 e. None of the above.

4) If 2 is added to both sides of a – 2 = 5. What would you obtain? a. We obtain a simultaneous equation b. We obtain a equivalent equation

c. We obtain an always true equation d. We obtain a phrase e. None of the above.

5) Observe the following chart Equation Equivalent Equation X – 5 = 15 x – 10 = 10 X – 2 = 8 x – 7 = 3 X + 8 = 10 x + 3 = 5

38

What would be the equivalent equation formed in the same pattern for the equation x = 10?

a. x – 5 = 15. b. x + 5 = 15 c. x – 5 = 15 d. x – 5 = -5 e. None of the above.

6) What would be an equivalent equation of x = 6?

a. 3x

+ 5 = 7 b. x – 3 = 9 c. x + 3 = 3

d. x = 32 e. None of the above. 7) When 5 is added to 5 times a certain number the result is 40. What can you say

about the number? a. 7 b. 9 c. 4 d. 5 e. None of the above. 8) Lakshmi is twice as old as Mini. Ten year ago Lakshmi was 4 times as old as

Mini. How old is Mini at present? a. 15 b. 20 c. 30 d. 10 e. None of the above 9) Sum of 3 consecutive odd numbers is 81. What will be the 3 numbers? a. 25, 27, 29 b. 23, 27, 31 c. 21, 27, 33

d. 27, 29, 31 e. None of the above.

10) What would be can equivalent equation to 3x

+1 = 3?

a. x = 6 b. x = 3 c. x = 2 d. x = 5 e. None of the above.

39


STATISTICS Factor I Linking

Observe the following bar diagram and answer questions 1 to 5. 15 112.5 10.5 7.5 5 India China Japan America Name of the Countries 1) Which among the following is the export amount of Japan? a. 15 crore b. 10 crore c. 5 crore

d. 12.5 crore e. 7.5 crore 2) Which among the following countries export amount was the least? a. India b. China c. Japan

d. America e. Cannot be continued. 3) Which among the following is the total export amount of India and Japan? a. 22.5 b. 17.5 c. 20

d. 10 e. 7.5. 4) Which among the following is the difference of export amount between the

countries which exported most and the least? a. 7.5 b. 5 c. 2.5

d. Cannot determined e. None of the above. 5) Which among the following countries exported most? a. India b. China c. Japan

d. America e. None of the above. Observe the following frequency distribution table giving the profit (in crore) of a

company from 1991 to 1997. Answer the questions 6 to 10 based on it. Year Profit 1991-1992 40 1992-1993 46 1993-1994 50 1994-1995 54 1995-1996 48 1996-1997 42

Exp

orte

d am

ount

in c

rore

s

40

6) Which among the following histogram represents above data? 52 (a) 50 48 46 44 42 40 P

rofit

(in

cror

es)

1991 1992 1992 1993 1993 1994 1994 1995 1995 1996 1996 1997

Year

54 54

52

(b) 50 50

48 48

46 46

44

42 42

40 40

Pro

fit (i

n cr

ores

)

1991-92 92-93 93-94 94-95 95-96 96-97

Year 54 54 52 50 50 (c) 48 48 46 46 44 42 42 40

38 40

1991 92 93 94 95 96 97

Pro

fit (i

n cr

ores

)

Year

41

(d) 54 50 48 46 42 40 P

rofit

(in

cror

es)

91 92 93 94 95 96 97

Year e. None of the above 7) In which among the following year more profit was yielded? a. 1993-1994 b. 1995-1996 c. 1996-1997 d. 1994-1995 e. 1992-1993 8) Which year yielded a profit of 4 crores more than previous year? a. 1991-1992 & 1992-1993 b. 1992-’93 & 1993-’94 c. 1993-’94 & 1994-’95 d. 1994-’95 & 995-‘96 e. 1995-’96 & 1996-‘97 9) In which among the following year least profit was yield? a. 1995-1996 b. 1994-1995 c. 1993-1994 d. 1992-1993 e. 1996-1997 10) If two years are taken together which two adjacent years will yield maximum profit? a. 1991-’93 b. 1992-’94 c. 1993-‘95 d. 1994-’96 e. None of the above

Factor I I Storage 1) What general statement can you say about frequency? a. Frequency is the number which shows how many times a category, value or item appears in a group. b. Category, value or item which is repeated most in a group. c. Category value or item which is least repeated in a group. d. Total item in a group e. None of the above 2) Which statement cannot be made about class size? a. It is difference between actual class limits b. It is difference between adjacent mid points of classes c. It is difference between class limits d. It is difference between two adjacent lower class limits e. It is difference between two adjacent upper class limits

42

3) What general statement can be made about measure taken on x-axis of a histogram? a. Classes b. Actual class limits c. Class limits d. Mid points of class intervals e. None of the above. 4) What general statement can be made about measure taken on Y- axis of as histogram? a. Classes b. Mid point of class interval c. Frequency d. Size of class e. None of the above 5) Marks No. of students 10-20 7 20-30 10 30-40 12 40-50 8 is a frequency distribution table showing marks of certain students. What is the effect produced when 3 marks 34,40,20 are now included in the table? a. Marks No.of students b. Marks No.of students 10-20 8 10-20 8

20-30 10 20-30 10 30-40 13 30-40 14 40-50 9 40-50 8

c. Marks No.of students d. Marks No.of students 10-20 4 10-20 4

20-30 11 20-30 11 30-40 13 30-40 12 40-50 9 40-50 9 e. None of the above

6) Height No. of students 110-120 7 120-130 10 130-140 13 140-150 6 is a frequency table indicating height of students. If 3 students of height 120,130 and 140 are removed form the group. What is the effect produced?

43

a. Height No.of students b. Height No.of students 110-120 7 110-120 6

120-130 9 120-130 9 130-140 12 130-140 12 140-150 5 140-150 6

c. Height No.of students d. Height No.of students 110-120 7 110-120 6

120-130 8 120-130 9 130-140 12 130-140 13 140-150 6 140-150 5 e. None of the above

7) Marks No. of students 0-10 6 10-20 15 20-30 17 30-40 18 40-50 9 is a frequency table indicating marks of different students. Three students of marks 18, 26 and 33 were changed to 28, 30 and 38 respectively. What is the effect produced? a. Marks No.of students b. Marks No.of students 0-10 6 0-10 6

10-20 15 10-20 13 20-30 18 20-30 18 30-40 20 30-40 19 40-50 9 40-50 9

c. Marks No.of students d. Marks No.of students 0-10 6 0-10 6

10-20 14 10-20 14 20-30 18 20-30 17 30-40 19 30-40 19 40-50 9 40-50 9 e. None of the above

44

8) Age No. of students 1-3 3 3-5 8 5-7 5 is a frequency table. If frequency 3,4,5 were again included in this table. What would be the new histogram drawn?

a. 8 b. 10 7 9 6 8 5 7 4 6 3 5 2 4 1 3 2 1 2 3 4 5 6 7 1

1 2 3 4 5 6 7 c. 9 d. 8 8

8 7 7 6 6 5 5 4 4 3 3 2 2 1 1 1 3 5 7 1 3 5 7 e. None of the above.

9) Class Frequency 10-20 4 20-30 14 30-40 16 40-50 8

5 4

4

5

9

5

3

3

6

108

45

is a frequency table. If frequency 30 and 28 were removed. What would be new histogram constructed

a 15 b. 16 13 14 8 8 4 4 10 20 30 40 50 10 20 30 40 50 c. 16 b. 12 14 14 8 8 4 4 10 20 30 40 50 10 20 30 40 50 e. None of the above

10) Class Frequency 5-10 4 10-15 5 15-20 8 20-25 6 is a frequency distribution table. If the value 14 is changed to 20 and 15 to 10. What would be new histogram constructed? a. b.

8 7 7 6 5 5

4 4

5 10 15 20 25 5 10 15 20 25

46

9 8

c. d. 7 6 5 5 5 5

5 10 15 20 25 5 10 15 20 25

e. None of the above.

Factor III - Organization Observe the following raw data and answer questions 1 and 2. 1, 4 5 2 3 4 5 2 3 5 2 3 2 3 3 2 5 4 1 2 5 4 1 5 4 1 4 1

1) Which scores will be having same frequency in a frequency table with above scores as a category? a. 1 2 3 b. 2 3 4 c. 4 5 1 d. 2 4 5 e. None of the above 2) Which scores will be having minimum frequency in a frequency table with above

scores as a category? a. 1 2 b. 1 3 c. 1 5 d. 2 5 e. None of the above Observe the following raw scores and answer questions 3 to 5 45 42 46 43 43 40 42 45 42 40 41 44 40 44 42 44 42 40 44 44 43 44 44 46 43 3) Which of the following frequency table represents this stores? a. Score Freq b. Score Freq c. Score Freq 40 4 40 4 40 4 41 2 41 1 41 1 42 5 42 5 42 5 43 4 43 4 43 5 44 2 44 2 44 5 45 2 45 2 45 2 46 2 46 2 46 2

47

d. Score Freq e. Score Freq 40 4 40 4 41 1 41 2 42 4 42 4 43 5 43 4 44 6 44 6 45 2 45 2 46 2 46 2 4) Which is the score with maximum frequency if each score is taken as a category? a. 42 b. 44 c. 43 d. 40 e. 41 5) Which is the score with minimum frequency if each score is taken as a energy? a. 42 b. 44 c. 43 d. 40 e. 41 Observe the following raw scores and answer question 6 to 10. 12 43 15 15 29 33 29 37 42 11 12 24 32 49 33 24 39 42 29 32 43 14 15 30 32 49 33 6) Identify the frequency table which represents this data? a. Score Freq b. Score Freq c. Score Freq 10-20 7 10-20 7 10-20 7 20-30 6 20-30 5 20-30 6 30-40 8 30-40 9 30-40 8 40-50 7 40-50 6 40-50 6 d. Score Freq e. Score Freq 10-20 7 10-20 6 20-30 6 20-30 5 30-40 7 30-40 9 40-50 6 40-50 6 7) Identify the class with maximum frequency if they are arranged in classes 10-20

20-30 30-40 40-50? a. 30-40 b. 10-20 c. 20-30 d. 40-50 e. Cannot determine 8) Identify the class with minimum frequency if they are arranged in classes 10-20

20-30 30-40 40-50? a. 10-20 b. 20-30 c. 30-40 d. 40-50 e. Cannot determine 9) Arrange the classes in ascending order of frequency if classes are taken as 10-

20, 20-30, 30-40, 40-50? a. 30-40, 10-20, 40-50, 20-30 b. 20-30, 40-50, 10-20, 30-40

48

c. 10-20, 20-30, 30-40, 40-50 d. 40-50, 30-40, 20-30, 10-20 e. None of the above 7) Arrange the classes in descending order with respect to frequency? a. 20-30, 40-50, 20-10, 40-30 b. 30-40, 10-20, 40-50, 20-30 c. 40-50, 30-40, 20-30, 10-20 d. 10-20, 20-30, 30-40, 40-50 e. 30-40, 10-20, 20-30, 40-50

Factor I V - Elaboration 1) Observe the following frequency distribution table and the corresponding raw

scores . Score Freq 0-5 5 5-10 10 10-15 9 15-20 6 0 6 5 7 6 4 7 3 12 11 5 5 14 1 6 8 2 13 10 11 10 14 15 16 18 17 19 What would be missing raw scores if this frequency distribution table represents data? a. 4,9,14 b. 5,10,15 c. 0,5,10 d. 10,15,20 e. None of the above 2) Observe the raw data and the frequency distribution table given below 12 15 22 23 14 6 8 3 2 15 16 10 18 24 17 13 7 9 5 2 Score Freq 0-5 3 5-10 5 10-15 5 15-20 5 20-25 3 Which classes do posses incorrect frequency? a. 0-5 b. 5-10 c. 10-15 d.15-20 e. 20-25

49

3) Observe the following raw scores 25 28 23 29 20 27 24 30 27 21 23 20 If we construct a frequency table to represents this score with starting class 20-22 and 2 cm class size of each class. Which of the following would be the ending class? a. 28-30 b. 29-31 c. 30-32 d. cannot determine e. None of the above 4) There are 6 classes in a frequency table. The size of each class is 15 and the end class is 135-100. Write all the classes? a. 135-150 b. 135-150 c. 60-75 d. 55-70 150-145 150-165 75-90 71-86 145-160 165-180 90-105 87-102 160-175 180-195 105-120 103-118 175-190 195-210 120-135 119-134 190-205 210-220 135-150 135-150 e. None of the above 5) There are 5 classes in a frequency table. The size of each class is 8 and the middle class is 108.5-116.5. What would be the 1st class? a. 92-100 b. 91.5-100.5 c. 124.5-132.5 d. 92.5-100.5 e. Cannot determine 6) Observe the following raw data 22 23 43 14 20 12 7 16 24 22 40 38 25 26 18 7 9 35 6 13 11 16 33 32 17 22 38 41 37 23 If this is arranged in a frequency distribution table with 1st class 5-10 size of each class 5. Which class would contain maximum number of scores? a. 5-10 b. 10-15 c. 15-20 d. 20-25 e. 30-35 7) Observe the following histogram.

F

requ

ency

10 8 6 4

2

0 5 10 15 20 25 30 Marks of pupils What is the number of pupils who have stored less than 15 marks a. 10 b. 4 c. 2 d. 16 e. None of the above

50

8) Observe the following histogram

25 20 15 10

5

120 125 130 135 140 145 150 What is the number if pupils who have height of at least 130 cm. a. 25 b. 55 c. 20 d. 30 e. None of the above

9) Observe the following histogram

25 20 15 10 5 140 145 150 155 160 165 170 What is the number of pupils whose height are 150 and above but less than 160 cm. a. 25 b. 20 c. 70 d. 45 e. None of the above 10) Observe the following histogram 12 10 8 6 4

2

140 145 150 155 160 From these set of pupils the tallest are to be selected. What will be their minimum possible height? a. 150 b. 160 c. 170 d. 180 e. 190

51


Kottayam 1998


Response sheet

Name of the student: Class Division: Class No.: Male /Female: √ Name of the school:

ter I Qn.No. a b c d e I. 1

2 3 4 5 6 7 8

9 10

II. 1 2 3 4 5 6 7 8

9 10

III 1 2 3 4 5 6 7 8

9 10

IV. 1 2 3 4 5 6 7 8

9 10


2 3 4 5 6 7 8

9 10

II. 1 2 3 4 5 6 7 8

9 10

III 1 2 3 4 5 6 7 8

9 10

IV. 1 2 3 4 5 6 7 8

9 10


2 3 4 5 6 7 8

9 10

II. 1 2 3 4 5 6 7 8

9 10

III 1 2 3 4 5 6 7 8

9 10

IV. 1 2 3 4 5 6 7 8

9 10

52


2 3 4 5 6 7 8

9 10

II. 1 2 3 4 5 6 7 8

9 10

III 1 2 3 4 5 6 7 8

9 10

IV. 1 2 3 4 5 6 7 8

9 10

Chapter V


2 3 4 5 6 7 8

9 10

II. 1 2 3 4 5 6 7 8

9 10

III 1 2 3 4 5 6 7 8

9 10

IV. 1 2 3 4 5 6 7 8

9 10

Chapter VI


2 3 4 5 6 7 8

9 10

II. 1 2 3 4 5 6 7 8

9 10

III 1 2 3 4 5 6 7 8

9 10

IV. 1 2 3 4 5 6 7 8

9 10

53


Kottayam 1998

Test for measuring Instructional Effect – Meaningful Assimilation of Information & Ideas

Scoring key


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

54


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

Chapter V


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

Chapter VI


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

55

Scoring key Test for measuring Instructional Effect – Meaningful Assimilation of

Information - of Advance Organizer Model in the teaching of Mathematics Chapter I SET

1. c 1. b 1.b 1.d 2. d 2.c 2.c 2.d 3. c 3.a 3.c 3.d 4. c 4.c 4.e 4. b 5. b 5.b 5.d 5.e 6. d 6.a 6.e 6.c 7. a 7.b 7.c 7.c

8. a 8.a 8.a 8.b

1. a 9.d 9.d 9.d 2. c 10.c 10.c 10.c

Chapter II Formation of Geometric Principles 1. c 1.b 1.a 1.c 2. d 2.e 2.d 2.a 3. b 3.b 3.d 3.d 4. a 4.d 4.d 4d 5. c 5.a 5.c 5.c 6. c 6.e 6.b 6.d 7. c 7.c 7.b 7.d

8. c 8.d 8.d 8.e

9. c 9.d 9.c 9.c 10. a 10.e 10.b 10.d

56

Chapter III ALGEBRA

1. d 1.e 1.a 1.d 2. e 2.b 2.c 2.c 3. d 3.a 3.c 3.a 4. b 4.a 4.c 4d 5. d 5.b 5.c 5.b 6. a 6.d 6.d 6.c 7. a 7.d 7.b 7.d

8. a 8.d 8.c 8.b

9. c 9.b 9.b 9.c 10. b 10.e 10.a 10.a

Chapter IV MENSURATION OF PLANE FIGURES

1. a 1.d 1.c 1.d 2. d 2.c 2.d 2.e 3. b 3.c 3.d 3.c 4. e 4.c 4.c 4a 5. d 5.b 5.c 5.e 6. d 6.c 6.b 6.c 7. c 7.b 7.d 7.c

8. e 8.c 8.a 8.d

9. c 9.a 9.e 9.a 10. b 10.a 10.c 10.d

57

Chapter V SIMPLE EQUATION 1. c 1.c 1.b 1.c 2. a 2.a 2.b 2.a 3. d 3.d 3.b 3.a 4. d 4.c 4.a 4b 5. e 5.d 5.c 5.e 6. e 6.d 6.c 6.a 7. a 7.b 7.c 7.a

8. b 8.c 8.b 8.a

9. c 9.d 9.a 9.a 10. a 10.d 10.c 10.a

Appendix V


Kottayam 1998

Test for measuring Nurturant Effect – Interest in Inquiry- of Advance Organizer Model in the Teaching

of Mathematics (Suresh,K.P. & Raj. S. Meera, 1998)

General Instructions

Below are given few statements. Read them carefully. Indicate after each

statement listed below whether you would like it or not. Disregard consideration of

social norms. Consider only whether or not you would like to do what is involved in

the statement. You are not asked whether you would take up the work mentioned in

the statement, permanently, but merely whether you would enjoy that kind of work,

regardless of any necessary skills, abilities or training which you may or may not

possess.

Draw a circle around SL if you strongly like the kind of work

Draw a circle around L if you like the kind of work

Draw a circle around I if you are indifferent to that kind of work.

Draw a circle around D if you dislike the kind of work.

Draw a circle around SD if you strongly dislike the kind of work.

Answer rapidly. Your first impression are desired here. Answer all the items.

2

Test for measuring Nurturant Effect – Interest in Inquiry Name of the student: Class Division: Class No.: Male /Female: Name of the school:

Questions or problem identification

1. Given a problematic situation, I will try to redefine the exact problem in my own words. SL L I D SD

2. Given a problematic situation, I will try to escape from the situation. SL L I D SD

3. Given a problematic situation, I will attempt to solve the problem only after analysing the problem under consideration. SL L I D SD

4. Given a problematic situation, where more than one fact are to be identified, I will try to solve the problem only after analysing the problem and writing them in proper order. SL L I D SD

5. If an experiment is to be conducted to solve a problem, I will conduct the experiment and thereafter analyse the problem and arrive at a solution. SL L I D SD

6. Given a problematic situation, I am unable to identify the cause-effect relationship among the facts presented in the problem. SL L I D SD

Hypothesis Generation

1. Given a problematic situation, I will try to identify all possible tentative solutions and thereafter select the most appropriate one among them. SL L I D SD

2. Usually there will be only one method for solving a mathematical problem. SL L I D SD

3. Given a problematic situation, I will select a solution to the problem consistent with the concept and principles under consideration. SL L I D SD

4. To identify a solution to a problematic situation, I will never examine the previous experiences. SL L I D SD

5. Whenever I want to determine a solution to the problem, I will never consider opinion of others. SL L I D SD

6. To determine proper solution, I would refer to related literature if needed. SL L I D SD

3

Data gathering

1. If all the necessary information are not directly presented in the problem. I will not try to solve the problem. SL L I D SD

2. After determining the tentative solution, I will analyse the problem carefully and classify the data into two essential and non-essential data. SL L I D SD

3. I will always depend on others for collecting data to solve the problem. SL L I D SD

4. While trying to solve a problem, I will try to record all the concept and principle consistent with the situation if necessary. SL L I D SD

5. While solving a problem, to classify data I would never rely upon previous experience or any related books. SL L I D SD

6. While solving problems, I would rewrite the given facts in an easily accessible form. SL L I D SD

Assessment of hypothesis through data analysis

1. If I feel that there is more than one method to solve a problem, I would collect necessary information related to each of these and arrive at a suitable solution. SL L I D SD

2. While forming tentative solutions to problem, I would evaluate them on the basis of related concepts and principles. SL L I D SD

3. I feel that it is easy to arrive at a tentative solution by asking others. SL L I D SD

4. I would evaluate the accessibility of tentative solution on the basis of the data given in the problem. SL L I D SD

5. If all the necessary data are not given directly in the problem, I will not attempt to solve the problem. SL L I D SD

6. To arrive at a tentative solution, it is easy to ask others about the tentative solution and relationship among the data given. SL L I D SD

Generalizing 1. If situations or examples of identified nature are

provided, I will always try to arrive at a generalisation from it. SL L I D SD

2. If a conclusion is arrived at by observing few examples, it is not necessary to verify it by taking further examples. SL L I D SD

4

3. Given a problematic situation, I would try to recall whether any principles or generalisation are apt to apply in the concerned situation. SL L I D SD

4. I will never try to arrive at a generalisation by summarising minor conclusions. SL L I D SD

5. When I am to arrive at a generalisation or principle, I would related to and compare with similar situations already familiar with. SL L I D SD

6. Even though I have arrived at a generalisation, or principle I fail to apply them in a new situation. SL L I D SD

Appendix VI


Kottayam 1998

Test for measuring Nurturant Effect – Habit of Precise Thinking- of Advance Organizer Model in the

Teaching of Mathematics (Suresh, K.P. & Raj S. Meera, 1998)

General Instructions Carefully read the questions given below. Five choices are given for each question.

All the answers are to be marked on the answer sheet provided. Mark the correct

answer by putting tick mark in the appropriate box given in the answer sheet against

each of the question. If you wish to change your answer put a circle around the first

incorrect answer and put the new tick mark against the correct answer. There is no

time limit for answering the questions, but you should answer all the questions it as

soon as possible. Please start only after giving getting the instruction. The question

paper and the answer sheets are to be returned after the examination.

.

2

Test for measuring Nurturant Effect – Habit of Precise Thinking SET

Factor I - Observing 1) A = { . Decide which of the following statement is correct? }15,12,9,3,4,6,8

a. 4∈A b. 15∉A c. 12∉A d. 1∈A e. None of the above

2) A = , B = { }13,11,9,7,5,3,1 { }12,10,8,6,2 , C = { }40,30,20,10 , D = { , E = { . Decide which of the following statement is incorrect?

}}

yx,rqpdcba ,,,,,,

a. 8∈A b. y∈D c. 4∉B d. b∈E e. 30∉A

3) A = { }, B = rzqyxpx ,,,,,, { }szqypx ,,,,, , C = { }mqpzy ,,,, . Decide which of the following statement is true. a. { } A b. ⊄pyx ,, { }⊂mxzy ,,, ε c. {r,y,z} ⊂ε

d. { } A e. None of the above yqp ,, ⊂

4) A = { is an odd number between 11 and 15 . Which of the following set is a proper subset of A.?

xx / }

a. { } b. 15,13,11 { }13,11 c. { }13

d. { } e. None of the above 15,13

5) A = { }, B = { }, C = 5,6,3,10,9,4 5,7,13,3,10 { }6,8,15,7,5 . Which of the following is a subset for these 3 set? a. { } b. 10,15,6,8,13,4,9,7,3,5 { }10,5,4,7,3,8,6,13,9,15

c. { d. }15,10,5,6,3,10,9,4 { }15,13,11,10,9,5,7,5,6,4

e. None of the above 6) A U 1 2 B 3 5 6 4 7 Which element belong to set A as well as set B? a. 1,3,2 b. 6,9 c. 1,3,2,6,7,45 d. 4,5 e. None of the above 7) A k a B b c g e f h d Which of the following set contains all the elements i j of U not belonging to A?

3

a. { } b. {g, d, h} c. {c, f, h, g, d, I, j} kji ,,

d. {g, h, I j, k, d} e. None of the above 8) A = {13, 14, 25}, B = {12, 20, 18}. Which of the following is the smallest superset of A and B? a. {20, 25, 14, 12, 18, 13, 8, 10} b. {12, 13, 14, 15, 18, 20, 25} c. {12, 13, 14, 18, 20, 25} d. {12, 13, 25, 28, 14} e. None of the above.

Factor II - Finding Patterns And Generalizing 1) A = {0, 1, 2, 4}, B = {0, 1, 2 … 1000}, C = {-1000, -9999, ……….0, 1, 2, ……

10000}. These are all examples of finite sets. Which among the following is a finite set?

a. {x/x is a prime number} b. {x/x is a natural number} c. {x/x is a prime natural number less than 1000} d. {x/x is a real number greater than 1000} e. None of the above. 2) A = {x/x is an odd number between 1 and 5} B = {x/x is a whole number less than 1} C = {x/x is a perfect square between 60 and 70}. These are all examples of singleton sets singleton sets. Which among the following is a singleton set? a. {x/x is a real number between 0 and 2} b. {x/x is an odd number between 1 and 3} c. {x/x is a whole prime number between 4 and 6} d. {x/x is a whole prime number between 5 and 7} e. None of the above. 3) A = {x/x is an even number between 14 and 16} B = {x/x is a natural number less than 1} C = {x/x is a perfect square between 2 and 3}. These are examples of null sets. Which among the following is a null set? a. {x/x is a real number between 10 and 11} b. {x/x is an odd number between 2 and 4} c. {x/x is a prime number between 4 and 6} d. {x/x is a perfect square between 4 and 6} e. None of the above. 4) Subsets of A = {a, b, c} are {a} {b} {c} {a, b} {b, c} {a, c} {a, b, c} and φ . Which among the following is not a subset of {1,2,3,4}. a. {1,2,3} b. {1,2,3,4} c. φ

d. {1} e. None of the above.

4

5) Proper subsets of {p,q,r} are {p} {q} {r} {p,q} {q,r} {p,r} and φ . Which among the following is not a proper subset of {0,1,2}? a. {0} b. {1,2} c. {0,1,2} d. φ e. None of the above.

6) A B A∩B A∪B A-B A’ {a,b,c} {b,c} {b,c] {a,b,c} {a} U- {a,b,c} {1,2,3} {1,3,5} {1,3} {1,2,3,5} {2] U- {1,2,3} {p,q,r} {p,q,r} {p,q,r} {p,q,r} { } U- {p,q,r} {a,b,c} {p,q,r} φ {a,b,c,p,q,r} {a,b,c} U= {a,b,c}

Which among the following is always true? a. (A ∩ B) ⊂ (A ∪ B) b. (A ∩ B) ⊃ (A∪ B) c. (A∩B) ⊂ (A - B) d. (A∩B) A’ E. None of the above. ⊂

7) A = {5,6,7} B = {x/x is an even number between 10 and 17} C = {x/x is a perfect square between 2 and 20} D = {x/x is a digit in the number 12 and 11}. Which among these can be grouped together as equivalent sets? a. ACD b. ADB c. ABC d. BCD e. None of the above. 8) Observe the following chart of sets. Which among these include equal sets? u u A B A B a. a b 1 2 b. a b d c 3 c e u u c. B d. B A 1 2 4 A 1 2 3 3 e. None of the above.

Factor I II - Forming Conclusion Based On Patterns 1) Set Cardinality A = {1,2,3,4} n(A) = 4 B = {1,2,3,2,1,4,5} n(A) = 5

5

C = {a,b,c,d,d,b,f} n(C) = 4

Observing this chart. What conclusion can be arrived at? a. Cardinality is the value of largest element in the set b. Cardinality is an element to represent a set c. Cardinality is the elements in a set d. Cardinality is the number of elements in a set e. None of the above.

2) No. of elements 1 2 3 4 5 in a set No. of subsets 2 4 8 16 32 in a set If a number of elements in a set is ‘n’. What can you say about number of subsets of the set. a. 2xn b. n2 c. 2n d. n3 e. None of the above. 3) No. of elements 1 2 3 4 5 in a set No. of subsets 1 3 7 15 31 in a set If there are n elements in the set. What can you say about the number of proper subsets? a. 2xn-1 b. n2-1 c. 2n-1 d. 2n -1 e. None of the above Observe the following chart: A B A∩B A∪B {1,4,3,4} {3,4,5,6} {3,4] {1,2,3,4,5,6} {a,b,c} {b,c,d} {b,c} {a,b,c,d} {p,q,r} {x,y,z} { } {p,q,r,x,y,z} {l,m,n} {l,m,n} {l,m,n} {l,m,n} On the basis of your observation answer questions 4 and 5? 4) If n(A) = a and n(B) = b n(A∩B) = C. what is n(A∪B) a. a+b b. a+b-c c. a+b+c

d. a=b+c e. None of the above 5) If A and B are disjoint sets. What can you say about n(A∩B)? a.n(A) b. n(B) c. φ

d. 0 e. None of the above.

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6) Observe the following chart A B A - B {1,2,3} {4,5,6} {1,2,3] {p,q,r} {r,s,t} {p,q} {a,b,c} {l,m,n} {a,b,c} {2,4,6} {1,3} {2,4,6} If A and B are disjoint sets. What can you say about n(A – B)

a. n(A) b. n(B) c. n(A) + n(B)

d. n(A) + n(B) – n(A B)∩ e. None of the above

7) A B A - B

{l,m,n} {l,m,n} φ

{p,q} {p,q} φ

{0,1} {0,1} φ

If A and B are equal sets. What can you say about n(A-B)?

a. φ b. n(A) c. n(B)

d. 0 e. None of the above 8) A and B are equivalent sets. What can you say about n(A)? a. n(A) = 0 b. n(A) = 1 c. n(A) = n(B) d. n(A) = n(A) – n(B) e. None of the above.

Factor I V - Assessing Conclusion Based On Observation 1) A = {p,q,r,s,t,u,v}, B= {r,s,t,u,w}, C = {s,t,u,w}, P = {s,t,a}. why do you say that P is not a subset A∩B∩C? a. a∈P b. u∉P c. s∈P

d. t∈P e. r∈P. 2) A = {7,8,9,6,7,8}, B = {m,a,l,y}, C = {3,0,1,0,3,1,6}, D = {a,a,b,c}. If these sets are classified. Which of these sets stands apart? Why? a. Cardinality of C is different so it stands a part b. Cardinality of B is different so it stands a part c. Cardinality of D is different so it stands a part d. Cardinality of A is different so it stands a part e. None of the above. 3) A = {x/x is a counting number}, B = {x/x is a prime number}, C = {x/x is a natural number, D = {x/x is a whole number}. Why do you say

that these sets belong to a group?

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a. Cardinality is same b. They are finite sets c. They are infinite sets d. They are super sets e. None of the above. 4) A = {x/x is a counting numbers less than 10,000} B = {x/x is an English alphabet} C = {green, blue, red} D = {1,10,20,30}. Why do you say that these sets belong to a group. a. They are finite sets b. They are infinite sets c. They are singleton sets d. They are subsets d. None of the above. 5) A = {x/x is an even number between 1 and 3} B = {x/x is an odd number between 2 and 4} C = {x/x is an prime number between 4 and 6} D = {x/x is a red number between 1 and 2}. Find a suitable reason to say D is a set which stands apart from other sets. a. D is a finite set b. D is not a singleton set c. D is a finite set d. D is a super set d. None of the above. 6) A = {1,4,6,4,7}, B = {4,6,7,1,6}, C = {6,6,4,7,1}, D = {1,4,5,6,7}. D stands apart from other sets. Why? a. A, B and C are equivalent set b. D has 5 elements, A.B.C are equivalent c. A,B,C are equal sets but D has 5 as an element d. Cardinality is different e. None of the above. 7) Set I Set II A = {a,b,c,d} A = {1,2,3,………..} B = {p,q,r,s} B = {2,4,6,……….} A = {0,1,2,3,4} A = {a,b,c,d,e,f,g} B = {a,b,c,d,e} B = {4,5} A = {5,6,7} A = {6,7,8}

B = {R,A,T} B = φ Pair of set under Set I are examples of equivalent sets and pair of set under set II are non examples of equivalent sets. Which of the following is suitable explanation for equivalent sets.

a. It should be finite sets, all elements must be same.

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b. It should represent objects of same category c. It should be finite sets, number of elements should be same d. Elements should be same e. None of the above.

8) A = {2,4,6,8}, B = {x,y,z,p}, C = {1,2,3,1}, D = {6,7,8,9}, E = {1,2,4,6,2}. C stands apart from other sets. Why? a. ABD and E are equal sets but C is not b. ABD and E are finite sets c. ABD and E are equivalent sets d. 1 is repeated twice in C. e. None of the above.

Factor V - Critical Thinking 1) A = {2,4,6,8}. To find whether 2∈A. what should you check? a. Is 2 an element of A b. Does A contain 2 variable c. Does A contain 2 elements d. Does A contain 2 numbers e. None of the above. 2) To find whether A is a singleton set. What should you check? a. How many elements are in A b. Does A contain only one element c. How many times elements in A are repeated 3) To find whether A is a finite set. What should you check? a. How many elements are there in set A b. Is the number of elements in A countable c. Is the number of elements in A less than 10 d. Does A contain only one elements e. None of the above. 4) To determine whether A⊂B. What should you check? a. Does all elements of A belong to B b. Is the cardinality of B greater than the cardinality of A. c. Does all elements of B belong to A. d. Is the cardinality of B less than the cardinality of A e. None of the above 5) To find whether 2 is an element of A B. What should you check? ∪

a. Is 2 an element of both A and B b. Is the cardinality of both A and B equal to 2 c. Is 2 an element of either A or B d. Is {2} a subset of A and B e. None of the above 6) To test whether A,B,C are proper subsets of D. What should you check? a. Does all elements of A∩B∩C belong to D b. Is A∪B∪C a proper subset of D c. Are A B∪C and D equal sets ∪

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d. Is A∩B∩C a proper subset of D e. Are A B C and D, equivalent sets. ∪ ∪

7) To determine whether A and B are equal sets. What should you check? a. Is the cardinality of A same as that of B b. Does all elements of A belong to B c. Does all elements of B belong to A d. Are the elements of A and B same e. None of the above. 8) To find whether A is a null set. What should you check? a. Is 0 an element of A b. Is φ an element of A

c. Is φ a subset of A d. What are the subsets of A e. Does A contain any elements at all

Test for measuring Nurturant Effect – Habit of Precise Thinking FORMATION OF GEOMETRIC PRINCIPLES

Factor I - Observation 1) Observe the following chart Name SIDE 1 SIDE 2 ANGLE 1 ANGLE 2 Δ ABC AB = 5 BC = 5 C∠ = 450 A = 45∠ 0

Δ PQR PQ = 4 QR = 4 ∠R = 600 P = 60∠ 0

Δ XYZ XY = 6 YZ = 6 ∠Z = 700 X = 70∠ 0

Δ LMN LM = 3 MN = 3 ∠N = 400 L = 40∠ 0

Which of the following statement is in agreement with the chart? a. These are measures of isosceles triangles. b. All the given triangles have at least two sides of same length c. All the given triangles have at least two angels of same measure d. Angles of same measure are opposite to sides of same length. e. All of the above. A

2) 600 Which is the largest side and opposite to which angle is it? C 900 300 B a. AB, ∠C, b. BC, ∠A c. AC, ∠B, d. Cannot determine P 3) 400

1200 200 Which is the shortest side and opposite to which angle is it? Q R a. PQ, ∠R b. QR, ∠P c. PR, ∠P d. Cannot determine e. None of the above.

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P A X L 4) U 5 V P 4 Q S 12 14 E Q R B C Y Z M 7 N 10 8 T D Observe the figures. Which of the following is incorrect?

a. UV = 2

QR; PU = UQ ; PV = VR b. XS = SY; YT = TZ; ST =

2XZ

c. AP = PB; AQ = QC; BC = 2PQ d. LE = EN; MD = DN; LD = 2LM

e. AP = PB; XS = SY; PQ = 2

BC

A 5) B E How many diagonals can be drawn from any one vertex of a pentagon C D a. 4 b. 5 c. 3 d. 2 e. 1 A B 6) o ABCD is a parallelogram. Decide which of the following D C statement is incorrect? a. AO = OC, DO = OB, AD = BC, AB = DC b. AB = DC, AD = BC, ∠A = ∠C, ∠B = ∠D c. AB = DC, AD = BC, AO = OC, AC = BD d. AO = OC, OD = OB, ∠A = C, ∠D = ∠B e. None of the above. 7) C A B AB is a chord of a circle with center C. CD is perpendicular to D AB. Decide which of the following statement is incorrect? a. ∠ADC = ∠BDC = 900 b. AD = DB c. AC = BC

d. AD = 2

AB e. None of the above.

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8) A P C N M Q B AB and PQ are chords of circle with centre C. CM = CN = 5 cm. Decide which of the following statements is true. a. CM = AM b. AB = CN c. AM = MB d. QN = CN e. None of the above.

Factor I I - Finding Patterns and Generating F A 1) G E B C D Observe this figure carefully. Which among the H I following belong to the same category angles? a. ∠BAF, ∠BAC, ACB b. ∠ ∠BAC, ∠ABC, BCA ∠ c. ∠ACE, HCD, BCA d. ∠ ∠ ∠BAG, ∠BAC, ABI ∠ e. None of the above. E I

2) J A

H K B D F Z C

G Which among the following angles are interior opposite angles of ∠ACD? a. ∠CAB, CBA b. ∠ ∠CAJ, ∠ABC c. ∠ACB, ABC ∠d. ∠ABK, ABC e. ∠ ∠FAJ, ∠BCG

I 3) J A H G K B C F E L M D

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ABC is interior adjacent angle of ∠ ∠ABK. Which is the interior adjacent angle of ∠ACF a. ∠ACD b. ∠FCE c. ∠FCG d. ∠ACB e. ∠ABC 4) Observe the following chart. Length of 3 sides of a triangle Measure of angles of triangle AB BC AC ∠A ∠B C ∠ 3 3 3 60 60 60 4 4 4 60 60 60 5 5 5 60 60 60 6 6 6 60 60 60 What can you say about a triangle PQR Where PQ=QR=PR

a) PQR is an equilateral triangle b) 3 angles of Δ PQR will be 600 each c) 3 angles of any triangle will be 600 each d) Sum of interior angles is 1800 e) None of the above A P L

5) 1200 600 500

500 1100 600 600 M 550 B C Q R 1050 N Observe these figures and find the measure of ∠ACD in the figure given below. A

60 40 B C D a. 100 b. 120 c. 110 d. 105 e. None of the above 6) A B 600

D 1200 C ABCD is a parallelogram. What can you say about angles ∠C and B if this parallelogram? a. ∠C = 1200 B = 60∠ 0 b. ∠C= 600 ∠B = 2400

c. ∠C = 1200 B = 240∠ 0 d. ∠C = 600 ∠B = 1200


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7) Observe the cyclic quadrilateral given below. A P L 120 D 600

B 600 700 Q 800 M C S 1100 O 1000

1200

R N What could you say about angles X and Y of the cyclic quadrilateral WXYZ given below? W 1100 X Z 400 Y a. ∠X = 400 Y = 110∠ 0 b. ∠X = 700 ∠Y = 1400

c. ∠X = 1400 ∠Y = 700 d. ∠B = 1100 ∠C = 400

e. None of the above 8) Observe the characterization of following figures carefully? C P Q O O O A B D Now from the following circle with centre O and chord AC. Find the length of AC. O A 3 C a. 6cm b. 3cm c. 900 d. Cannot determine e. None of the above.

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Factor I I I - Forming Conclusion Based On Patterns 1) Observe the following triangles carefully. 30 30 13 8 30 10 6 9 4 12 85 65 110 40 20 130 5 6 Which of the following conclusion drawn from these is wrong?

a. Sum of interior angles of triangle is 1800 b. Longest side is opposite to largest angle of triangle c. Shortest side is opposite to smallest angle of triangle d. Sum of two sides is less than 3rd side e. None of the above.

2) Observe the following figures carefully same sign is given to indicate equality of line segments/ angles. A P B C Q R Which of the following conclusion can arrived at,

a. They are equilateral triangles b. Any two sides and any two angles of an isosceles triangle will be equal c. Two angles adjacent to two equal sides of an isosceles triangle will be equal d. Two angles opposite to two equal sides of an isosceles triangle will be equal e. None of the above

3) A A A 4 16 14 P Q P 8 7 8 B C B Q C B R C

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In the above figures same sign is given to indicate equality of line segments. Which is the most general conclusion that can be arrived at offer observing these figures? a. P is the mid point of AB b. Q is the mid point of AC c. A line segment can be drawn joining the midpoints of any two sides of a triangle d. Length of line segment formed by joining the midpoint of nay two sides of a triangle is half the length of the 3rd side. e. None of the above 4) Observe the following chart Angle A B ∠ ∠C ∠D Sum of interior angles of a quadrilateral 90 90 90 90 360 110 120 70 60 360 130 40 70 120 360 120 140 50 50 360 Which is the most general of the conclusion that can be arrived at?

a. Quadrilaterals have 4 angles b. 4 angles of quadrilateral can be measured c. 4 angles of quadrilateral will be distinct d. Sum of interior angels of quadrilateral is 3600 e. None of the above

5) Observe the figures of parallelogram below. Same sign is used to indicate equality of line segments/ angles. Which of the following general conclusion can be arrived at?

a. Parallelogram have 4 angles b. Parallelogram have 2 pairs of opposite sides c. Length of opposite sides of parallelogram are equal d. Measures of opposite angels of a parallelogram are equal e. Measures of opposite angles of any quadrilateral are equal.

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6) Observe the parallelogram given below. In each figure same sign is used to indicate equality of line segments/ angles. A B A B A B C D C D C D C Which of the general conclusion can be arrived from these figures?

a. Diagonals of a parallelogram are equal length b. Diagonals of a parallelogram bisect each other c. Parallelogram have 2 pairs of opposite angels d. Parallelogram have 2 diagonals e. None of the above.

7) Observe the figures given below. O is the center of each circles. R R P O P O Q P O Q P O Q R Q R Which of the following conclusion can be arrived at?

a. Angles included in a circle is 900 b. Triangles inscribed in a circle is right angled c. Angle inscribed in a semicircle is 900 d. A triangle can be drawn in a semicircle e. None of the above. A

A B A B 8) 110 100 120 B

D 70 D 80 C 60 C D 130 100 80 50

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From the above figures which of the following conclusion can be arrived at? a. Cyclic quadrilateral have 4 angles b. Opposite angles of cyclic quadrilateral are equal c. Opposite angles of cyclic quadrilateral are supplementary d. Sum of opposite angles of cyclic quadrilateral is 3600


Factor I V - Assessing Conclusion Based On Observation 1) Observe the following figure A 110 What is the longest side? Why? 30 40 B C a. AC, It is hypotenuse of the triangle ABC b. BC, It is adjacent to 400

c. BC, It is adjacent to 300 d. BC, It is opposite to 1100

e. None of the above. 2) Observe the measure of triangle given below. A 400

1200

B C What is the measure of ∠B. Why? a. 600 Since 180-120 = 600 b. 800 Exterior angle theorem c. 600 Interior angle theorem d. 600 Interior theorem e. None of the above. A 3) D E D and E are mid points of AB and AC BC = 12cm. What is the measure of DE? Why? B 12 C a. AD = BD, AE = EC, ∴DE = BC = 12cm b. AD = BD, AE = EC, ∴DE = 2BC = 24cm

c. AD = AE, BD = EC, ∴DE = 2

BC= 6cm

d. AD = BD, AE = EC, ∴DE = 2

BC= 6cm e. None of the above.

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4) ABCD is a parallelogram AB CD , BC AD . AB = 10 cm , BC = 5cm. What

are measures of CD and AD. Why? a. CD = 10cm, AD = 5cm adjacent sides of same length b. CD = 5cm, AD = 10cm opposite sides are of same length c. CD = 10cm, AD = 5cm opposite sides are of same length d. CD = 5cm, AD = 10 cm adjacent sides are of same length e. None of the above. 5) A = 60∠ 0, ∠B = 1800, ∠C = 500. These are not measures of angles of a triangle. Why? a. 3 angles have different measures b. One angle is not right angle c. Sum of interior angles is not 1800 d. Sum of 2 interior angles is greater than the 3rd angle e. None of the above. 6) In a quadrilateral ABCD A = 60∠ 0, ∠B = 1000, ∠C = 1200, D = 80∠ 0. This is not the measures of a parallelogram. Why? a. Sum of interior angles is not 3600

b. Adjacent angels are not of equal measures c. Opposite angels are not supplementary d. Opposite angels are not equal e. None of the above. 7) A = 100∠ 0, B = 110∠ 0, ∠C = 1800, ∠D = 700. These can be measures of a cyclic quadrilateral. Why? a. If follows interior angle theorem b. Opposite angels are not equal c. Opposite angle are not supplementary d. Two angles are obtuse angles e. None of the above. 8) A = 100∠ 0. This is not an angle inscribed in a semicircle. Why? a. Angle inscribed in a semicircle is obtuse angel b. Angle inscribed in a semicircle is acute angle c. Angle inscribed in a semicircle is right angle d. Angle inscribed in a semicircle is 1800

e. Angle inscribed in a semicircle is 3600.

Factor V - Critical Thinking 1) In Δ ABC B = 60∠ 0, A = 90∠ 0. To determine whether the measure of C = 30

∠0. What should you check

a. Is Δ ABC a right angled triangle? b. Is one angle of ABC, measures two triangles of 30Δ 0?

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c. Is ∠A - B = 30∠ 0? d. Does the value of C satisfy interior angle theorem of triangles? ∠ e. Is it because two angles of a right angled triangle is acute angles. 2) A D E Observe the figure carefully. To determine whether DE = 5cm. When BC = 10cm. What would you check? B C a. Is D the mid point of AB b. Is E the mid point of AC c. Are D and E the mid point of AB and AC respectively d. Is DE parallel to BC e. None of the above. 3) To determine whether ABC is an equilateral triangle. What should you check? Δ a. Is ∠A = ∠B? b. Are the 3 angles of the triangles of the same c. Is any one exterior angle of the measure 1200

d. Is the sum of the interior angle 1800

e. None of the above. 4) A 50 60 In this figure ∠ACD = 1100. Why? B C D a. Measure of exterior angle is equal to measure in interior adjacent angle? b. Measure of exterior angle is equal to sum of measures of interior adjacent angle c. Measure of exterior angle is equal to measure of interior opposite angle d. Measure of exterior angle is equal to sum of measures of interior opposite angles e. None of the above. A 5) P R If P,Q,R are mid points of AB, BC and AC of a triangle ABC, whose perimeter is 64cm, then the perimeter of B Q C PQR will be 32cm. Why? Δ

20

a. The line segment joining the midpoints of any two sides of a triangle is half the 3rd side

b. The line segment joining the midpoints of any two sides of a triangle is double the 3rd side

c. PQR is half of the size of Δ Δ ABC d. The verticals of PQR are midpoints of the triangles ABC Δe. None of the above.

6) How can you verify that sum of the interior triangles of a triangle is 1800? a. Draw a triangle and measure the angles b. Draw different right angled triangles and measure the angles. c. Draw different scalene triangles and measure the angles and find the sum d. Draw different types of triangles, measure the angles and find the sum of measure e. None of the above. 7) How can you verify that base angles of an isosceles triangle are of same measure? a. Draw a triangle ABC such that AB = BC and verify that ∠A = C ∠ b. Draw a triangle ABC such that AB = BC and verify that ∠B = C. ∠ c. Draw a triangle and verify whether two angles are equilateral. d. Draw different isosceles triangles and verify whether the angles opposite to the equal sides are of the same measure. e. None of the above. 8) How can you verify whether all angles of equilateral triangles are equal? a. Draw a triangle so that sides are 3cm each and measure the angle b. Draw a number of triangles so that all angles are equal and test whether they are equilateral triangles. c. Draw a triangles with sides of different length and measure the angles d. Draw different equilateral triangles and measure angles e. None of the above.

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Test for measuring Nurturant Effect – Habit of Precise Thinking

ALGEBRA Factor I -Observing

1) How many terms are there in the polynomial 0x3 + 2x2 + 8x + 0 a. 4 b. 3 c. 2 d. 1 e. None of the above 2) If the trinomial 2x3 – 6x2+ 6x is multiplied by a monomial other than zero. How many terms will the product contain? a. 4 b. 3 c. 2 d. 1 e. None of the above 3) When the binomial x-3 is multiplied by a monomial other than zero. How many terms will the product contain? a. 4 b. 3 c. 2 d. 1 e. None of the above 4) If all the sides of a square with side x units are increased by b units? Decide

which of the figures is suitable to represent this date? x b x b b b a. b. c. x=b x x x+b x x x b x b x b x b b x d. e. None of the above x b b x x b x b 5) b b Observe the figure carefully. What can you notice? x x x b a. (x+b)2 = x2 + bx + bx + b2 b. (x=b) 2 = x2 – bx – bx + b2

c. (x+b) (x-b) = x2 – bx + bx – b2 d. (x+b) (x-b) = x2 + b2

e. None of the above. 6) Consider a rectangle of length k and breadth a units. Its breadth is again increased by b units without changing its length. Then the breath is further increased by c units. Decide which of the figure represents this data?

22

k b l a. k b. a a k a+b+c k b c k c. k c b d. c a a b k c b a k e. None of the above. x-b b 7) b b x What can you find observe in this x-b x-b figure? x a. (x-b)2 = x2– (bx+bx) b. (x-b)2 = x2– (bx+bx+b2) c. (x-b) 2 = x2 – (bx+(x-b)b) d. (x-b) 2 = x2-bx + (x+b)b e. None of the above. 8) Which of the following polynomial go together because (x+1) is one of its factor? a. x2+1, x2+8x+7, x2+2x+1 b. x2-1, x2+7x+8, x2+2x=2 c. (x2-1), x2+8x+7, x2+2x+2 d. (x2-8x+7), x2+7x+8, x2+2x+2 e. None of the above.

Factor I I -Finding Patterns and Generalisation Monomial Binomial Trinomial 2x 2x+4y 8x2+3x+4 0y3+y2 8x3+10y2 3+4y+8z z 4x2+2 9x3+4y2+z Observe this chart carefully and answer questions 1 and 2. 1) Which of the following sets has monomial as elements? a. 2x+4y, 4x2+0x+8, 5+x b. 4x2+2x+0, 0x2+3x3+0, 8x+1 c. 0x2+x, x3+4x0, 8x d. 0x3+4x2+0, x0+0, 6x3 e. None of the above.

23

2) Which of the following sets has binomials as elements? a. 2x+3, 4x+0x2+8, 5x+8 b. 4x2+42x2, 0x2+3x3, 6x3

c. 8x+2, 0x2+x, 6+3x2 d. 4x+3+x2, 4x+7, 8x2+0x+1 e. None of the above. 3) If 152 = 225, 252 = 625, 352 = 1225, 452 = 2025. What is 552? a. 2525 b. 1625 c. 2025 d. 3025 e. None of the above. 4) If 104 x 104 = 10816, 102 x 102 = 10404, 103 x 103 = 10609, 105 x 105 = 11025. What 106 x 106 a. 13612 b. 11236 c. 11272 d. 13636 e. None of the above 5) If 92x92 = 8464, 93x93 = 8649, 95x95 = 9025, 96x96 = 9216. What is 99 x 99? a. 9801 b. 981 c. 10001 d. 98001 e. None of the above 6) 103 x 97 = 9991, 104 x 96 = 9984, 105 x 95 = 9975, 102 x 98 = _________ ? a. 9996 b. 9994 c. 9998 d. 9992 e. None of the above 7) (3x+4y+6xy) (-2x) = -6x-8xy-12x2y, (2x+4y)8 = 16x+32y (4x+3y+8z) (2x) = 8x2+6xy+16xz. On the basis of the above say how many terms will be there in the product obtained by multiplying a polynomial with 4 terms by a monomial other than zero? a. Cannot be determined b. 4 c. 3 d. 2 e. None of the above. 8) Observe the relation given below? (x+3) (x-3) = x2 – 9, (y+6) (y-6) = y2-36, (z+7) (z-7) = z2-49. What can you say about number of terms in the product of (a+13) (a-13). a. 2 b. 3 c. 4 d. 5 e. None of the above.

Factor I I I - Framing Conclusion Based On Pattern 1) Observe the following table carefully

Polynomial Monomial Product 3x+4y -8x 24x2-32xy -4x+6x2+8x3 -2xy 8x2y-12x3y-16x4y 4+3x-4x2 2x 8x+6x2-8x3

Which of the following condition is not essential while multiplying a polynomial by a monomial?

a. sign of each terms should be determined b. product of coefficient should be determined c. product of variables are found using law of indices d. product should be written in bracket e. None of the above.

24

2) Observe the relation given below. (x+3) (x-3) = x2-9, (4-x) (4+x) = 16-x2, (b+9) (b-9) = b2-81, (25+y) (25-y) = 625-y2. Which of the following conclusion can be arrived at?

a. A binomial can be multiplied by another binomial b. A binomial can be multiplied by another binomial using horizontal method c. (x+10) (x-10) = x2 – 100 d. (a+b) (a-b) = a2-b2 e. None of the above.

3) Observe the table closely. Polynomial Monomial Quotient 36x - 48xy 6x 6 - 8y -38x2+24x3-4x4 -2xy 19x-12x2-2x3

81x-27 -3 -27x+9 Which of the following statement is not true?

a. Sign of each term quotient should be determine b. Coefficient of quotient is obtained by dividing the coefficient of each term of

denominator by the coefficient of the numerator

c. Coefficient of quotient is obtained by dividing the coefficient of each term of numerator by the coefficient of the denominator

d. Like terms can be reduced using law of indices

e. All the above are necessary

4) Observe the relation given below. (x+2) (x+2) = x2+4x+4, (x+3) (x+3) = x2+6x+9, (y+8) (y+8) = y2+16y+64 (6+k) (6+k) = 36+12k+k2. Which of the following conclusion can be arrived at?

a. When a binomial is multiplied by another binomial there will be 3 terms in the product.

b. Product of terms can be found using law of indices c. (z+10) (z+10) = z2=20z+1002 d. (a+b) (a+b) = a2 +2ab + b2 e. None of the above

5) Observe the relation given below. (x-3) (x-3) = x2-6x+9, (x-9) (x-9) = a2-18a+81, (k-10) (k-10) = k2-20k+100 (a-2) (a-2) = a2-4a+4. Which of the following conclusion can be arrived at? a. When a binomial is multiplied by another binomial the product contains 3 terms b. A binomial can be multiplied by another binomial c. (y-6) (y-6) = y2-12y+36 d. (x-y) (x-y) = x2-2xy+y2

25

6) Observe the relations given below. (m+2) 2 = 2m+4, (2x+25y-30z) 3 = 6x+57y-90z, (m+3)0 = 0, (25x-5)5 = 125x-25 Which of the following conclusion can be arrived at?

a. When a polynomial is multiplied by a contain the numbers of terms in the product is same as the number in the polynomial

b. When a polynomial is multiplied by a monomial, other than zero, the number of terms in the product is same as the number of terms in the polynomial

c. Number of terms of product is 1 more than the number of terms of the polynomial

d. Number of terms of product is 1 less than the number of terms of the polynomial

e. None of the above 7) Observe the following figures carefully. x a x x2 b bx b b x x x2 ax x x a Which of the following conclusion can be arrived at? a. (x+a) (x+b) = x2+(a+b)x+ab b. (x+a) (x+b) = x2-ax-bx+ab c. (x+a) (x+b) = (x2-(a+b)x+ab) d. (x+a) (x+b) = x2-(a-b)x+ab) e. None of the above. 8) ab b d ad cd a b ab bc a c Which of the following conclusion can be arrived at? a. (a+b) (c+d) = ac+ad+bc+bd b. (a+c) (b+d) = ab+ac+ad+cd c. (a+d) (b+c) = ab+ac+db+dc d. (a+b) (b+c) = ab+bc+ac+bd e. None of the above

Factor IV - Assessing Conclusion Based Observation

1) P(x) = 3 x5+2x0+x-1/2-1 is not a polynomial. Why? a. Coefficient of x5 is 3 b. The power of x is 0 in the one term

c. The power of x is -1/2 in one term d. There is no variable in one term e. None of the above

26

2) P(x) = 0x5+0x4+0x3+0x2+x is a monomial. Why? a. Coefficient of x is 1 b. Power of x is 1 c. There is only one variable d. There is only one term e. None of the above 3) P(x) = 2x2+2 is a binomial. Why? a. Coefficient of x is 2 b. Power of x is 2 c. 2 is the constant term d. There are only 2 terms e. None of the above 4) 4x+5 is a phrase. Why? a. There are two terms b. There is one term with a variable c. It represents a complete information d. It represents an incomplete information e. None of the above. 5) 2x+5 16 is a sentence. Why? ≤ a. Variable are involved in it b. 1 equality size is used c. It represents incomplete information d. It represents complete information e. None of the above 6) 2+3<5 represents closed sentence. Why? a. It represents one and only one statement b. In equality sign is used c. This is a sentence d. Numbers are used in it e. None of the above 7) (a+b)2 = a2+ab+b2 is an identity. Why? a. It is an always true sentence b. Sign used is equality c. It is an always true sentence and equality sign is used d. It is an algebraic sentence e. None of the above 8) (x+a) (x+b) = x2+ax+ab is not an identity. Why? a. Sign used is equality b. It is not always true sentence c. It is not numerical sentence d. It is not numerical sentence e. None of the above.

Factor V - Critical Thinking 1) To determine whether {3} is the solution set of the equation 3a-2 = 7. Whose domain is {1,3,5}, what have you to check? a. Is 3 the coefficient of the variable in the given equation? b. Are 3 members given in the domain? c. Is 3 an element in the domain? d. Do you get a true sentence when 2 is replaced with 3 in the given equation e. None of the above

27

2) To determine whether a phrase can be factorized using the identity (a b)± 2 = a2± 2ab+b2 which facts given below are to be checked? a. How may terms are there in the given phrase? b. Is the 2 terms given in the phrase perfect square c. Is the 3rd term the double of the square root of other two terms? d. All the above e. None of the above 3) Which among the following step is not necessary while determining product of a polynomial? a. Determine sign of product b. Determine the product of coefficient c. Find the product of variable using law of indices d. Determine G.C.F terms in given polynomial e. None of the above 4) Which among the following step is not necessary while determining quotient when a polynomial is divided by a monomial? a. Determine sign of the quotient b. Divide coefficient of numerator by the coefficient of denominator by the coefficient of denominator to find the quotient. c. Divide the variable using laws of indices d. Determine factors of terms e. None of the above 5) How can you verify 3(2x+5) = 6x+15? a. Check whether variable given inside the bracket is multiplied by variable given outside bracket b. Check whether sign of each term is determined correctly c. Check whether law of indices is followed

d. Check whether 3

156 +x is 2x+5 e. None of the above

6) How can you verify that 6x3 – 8 x2 +12x is 3x2-4x=6 ? 2x a. Check whether 2x(3x2-4x+6) is 6x3-8x2+12x b. Check whether law of indices is followed c. Check whether coefficient of each term is the numerator is divided by coefficient of terms in the denominator d. Check whether sign of the quotient is correctly determined e. None of the above 7) How can you verify that k(a+b+c) = ka+ kb+kc is an identity? a. Replace the variable with different numbers and check whether it is always true sentence

28

b. Replace the variable with different numbers and check whether it represents true sentence and check whether it is an equation c. Replace the variable with different numbers and check whether it is numerical sentence d. Replace the variable with different numbers and check whether it is an algebraic phrase e. None of the above 8) How can you verify that k and (a+b+c) are the only factors of ka+kb+kc other than 1 and ka+kb+kc? a. Check whether k(a+b+c) = ka+kb+kc b. Check whether greater common factor of ka, kb, kc is k and also check whether the quotient obtained when ka+kb+kc divided by k is a+b+c.

c. Check whether k

kckbka ++ = a+b+c

d. All the above e. None of the above

29

Test for measuring Nurturant Effect – Habit of Precise Thinking MENSURATION OF PLANE FIGURES

Factor I Observation 1) Observe the rectangle ABCD drawn below. A B C D Which of the following describes best to represent the geometric figures formed? When one diagonal is constructed for this rectangle? a. 2 triangles b. 2 right angle triangles c. 2 triangles of same area d. 2 right angle triangles of same area e. None of the above 2) Which of the following describes best to represent the geometric figure obtained when an attitude from a vertex is constructed to the opposite side of a triangle? a. 2 triangles b. 2 right angles triangles c. 2 triangle of same area d. 2 right angle triangle of same area e. None of the above 3) Decide which of the geometrical figure will not give 2 triangles of the same area. When one of its diagonal is constructed? a. b. c. d. e. None of the above. 4) If the area of rectangle ABCD is 365 squnits.What will be the area of triangle ABC a. 6 sq units b. 18 sq units c. 9 sq units d. 72 sq units e. None of the above

30

D 5) E C B F A This is the plan of a plot. To determine the area of the plot, it is divided into same familiar regions. What is the number of right angle triangles and that of right trapezium in it? a. 4 and 2 b. 2 and 4 c. 2 and 1 d. 1 and 2 e. None of the above 6) Which of the following figures represents circular ring? a. b. c. d. e. None of the above 7) Observe the figure given below. What can you notice about radius of the

larger circle? It is equal to t r R a. r b. r-t c. R-t d. r + t e. None of the above D 8) E 120 300

F 0 250

200 100 C

G 140 150 Which of the plans given below represents the

50 60 B data?

A

31

D 300 D 200 a. E 120 D b. E 20 200 100 C F 250 100 C 200 200 140 150

G 140 150 F B 50 60 B 50 A A

60

120 D c. E120 D 300 d. E 200 200 100 200 100 C 140 F 140 150 F 150 60 60 B 50 B 50 A A

Factor I I - Finding Patterns and Generalising 1) Observe the chart given below. ABCD is a rectangle. A B Area of Area of Area of D C Δ ABCD Δ ABD Δ BCD AB BC 9 2 18 9 9 3 5 15 7.5 7.5 11 2 22 11 11 In a triangle PQRS PQ = 10cm, QR = 8cm. What is the area of PQR Δ a. 80 b. 40 c. 18 d. 9 e. None of the above 2) Length of a side of an equilateral triangle Area of equilateral triangle

3 3 x 49

4 3 x 4

16

5 3 x 425

What will be the area of equilateral triangle whose side is of length 8cm?

32

a. 3 x 4

16 b. 3 x

464

c. 3 x 21 d. 4 3 e. None of the above

3) Below are given certain measures of a regular hexagon. Length of a side 3 4 5 6

Area of regular hexagon 6 3 x 49

6 3 x 4

16 6 3 x

425

6 3 x4

36

What is the area of a regular hexagon. Whose side is of length 8cm?

a. 156 3 b. 4

364 c. 6 3 x

416

d. 6 3 x4 e. None of the above

4) Below are given certain measures of a parallelogram. Length of a side Length of attitude to that side Area of parallelogram 5 4 20 4 2 8 14 9 126 20 6 120 Length of a side of a parallelogram is 6cm and attitude to that side is 4cm. What is its area? a. 10cm b. 24cm c. 36cm d. 16cm e. None of the above 5) Below are given certain measures of a trapezium. Length of Sum of length of Distance between Area parallel sides parallel sides parallel sides 4 8 12 6 36 6 8 14 4 28 18 13 31 8 24 20 15 35 4 70 Lengths of parallel sides of another trapezium are 6cm and 4cm. Distance between these sides is 5cm. What is its area? a. 50 b. 25 c. 30 d. 20 e. None of the above 6) Below are given certain information about rhombus. Length of diagonals Area 4, 10 20 24, 22 264 5, 2 5 8,6 24 Length of the diagonals of a rhombus ABCD is 16cm and 14cm. What is the area of rhombus ABCD?

33

a. 112 b. 224 c. 30 d. 15 e. None of the above 7) Below are given certain information about quadrilateral. Length of a Length of altitude Sum of length Area of diagonal of a drawn to that diagonal of altitude quadrilateral quadrilateral from other verticals 4 2, 1 3 6 4 3, 2 5 10 8 6, 4 10 40 15 4, 7 11 82.5 Length of a diagonal of quadrilateral ABCD is 20cm. Length of altitude to this diagonal from the verticals are 8cm and 5cm. What is area of ABCD? a. 400 b. 130 c. 260 d. 200 e. None of the above 8) Below are given certain information about circular ring. Radius of Radius of R+r R-r Area of circular ring largest circle (R) small circle (r) 7 4 11 3 33π 8 6 14 2 28π 10 5 15 5 75π

What will be the area of circular ring if R = 21 and r = 20? a. 41 x 1 b. 41 x 82π c. 41 π d. π


Factor I I I - Forming Conclusion Based On Patterns 1) Observe the following table carefully. Length of one side of equilateral triangle Area of equilateral triangle

4 3 x 4

16

6 3 x 4

36

9 3 x 481

What can you say about area of equilateral triangle. Whose side is a cm?

a. 3 x 4

2a b. 3 x a2 c. 3 x 3a

4 4

34

d. 3 x 4

4a e. None of the above

2) Below are given certain measures of a regular hexagon. Length of a side 3 4 5 6

Area of regular hexagon 6 3 x 49

6 3 x4

16 6 3 x

425

6 3 x4

36

What is the area of regular hexagon. Whose side is of length a cm?

a. 6 3 x 2a b. 6 3 x a3 c. 6 3 x a2

4 4 4

d. 6 3 x 4

3a e. None of the above

3) Below are given certain measures of a parallelogram. Length of a side Length of altitude drawn to that side Area of parallelogram 6 8 48 12 4 48 24 2 48 What is the area of parallelogram whose length is b units and altitude to that side is h units?

a. 48 sq units b. bh sq units c. hb

sq units

d. 21

bh sq units e. None of the above.

4) Below are given certain measures of a trapezium. Length of Sum of Length Distance between Area Parallel sides of Parallel sides parallel sides 3 8 11 8 44 10 5 15 8 60 12 4 16 3 24 20 10 30 6 90 What is the area of trapezium whose length of parallel sides are x and y units and distance between these parallel sides is h units?

a. (x+y)h sq units b. 2

yx + sq units c. 2(x+y)h sq untis

d. 21

(x+y)h sq units e. 41

(x+y)h sq units

35

5) Below are given certain information about rhombus. Length of diagonals Area 4, 8 16 12, 11 66 32, 20 320 What is the area of rhombus whose length of diagonals are a & b? (a) ab (b) (a+b) (c) 4 (a+b) (d) ab/2 (e) none of these 6) Below are given certain measures of quadrilateral. Length of longest Length of altitude drawn Sum of length Area diagonal from other certain to the of altitude quadrilateral diagonal 8 5, 5 10 40 9 6, 2 8 36 10 5, 8 13 65 18 4, 3 7 63 Length of longest diagonal of a quadrilateral is d and altitude from other certain to this diagonal is h1 and h2. What is area of quadrilateral?

a. d(h1+h2) sq units b. 21

h1(d+h2) sq units c. 21

d (h1+h2)sq units

d. 21

h2 (d+h1) sq units e. None of the above

7) Observe the following table. Circumference (C) Diameter (d) c/d of a circle (units) of a circle (units) 6.28 2 3.14 12.56 4 3.14 15.70 5 3.14 What is circumference of a circle whose diameter is d units? a. c x d b. 3.14 x c sq units c. 3.14x d sq units d. 3.14x c units e. 3.14x d units 8) Observe the following table. Radius of Radius of R+r R-r Area of circular Larger circle (R) small circle (r) ring 7 6 13 1 13π 8 5 13 3 39π 10 8 18 2 36π

36

What is the area of circular ring if radius of larger circle is R1 and radius of smaller circle is R2? a. π (R1) (R2) sq units b. π (R1+R2) sq units c. π (R1+R2) (R1-R2) sq units d. π (R1+R2) (R2-R1) sq units


Factor I V - Assessing Conclusion Based On Observation 1) “If any two sides of a right angle triangle is given we could find its area”. Is this statement true. Why? a. No, if 2 sides are given area cannot be found out b. Only if base and altitude is given area can be found out c. The 3rd side can be found using Pythagoras theorem. Hence area can be

determined using 21

base x altitude

d. The 3rd side can be found using Pythagoras theorem. Hence area can be determined using base x altitude e. None of the above 2) Length of adjacent sides of a parallelogram is given can you determine its area. Why? a. No, length of diagonal is not given b. No, length of altitude to parallel sides is not given c. No, length of other two sides is not given d. Length of 2 diagonals are not given e. None of the above 3) In a trapezium ABCD, area of triangle ABC is given. Can you determine area of trapezium ABCD? a. Yes, area of trapezium is 2 x area of triangle ABC

b. Yes, area of trapezium is 21

x area if triangle ABC

c. No, area of trapezium cannot be determined since there is no particular relationship between area of trapezium and area of triangle ABC d. No, area of trapezium cannot be determined as length of parallel sides area not given e. None of the above 4) In a rhombus ABCD, area of triangle ABD is given. Can you determine area of rhombus ABCD? a. Yes, area of rhombus is 2 x area of triangle ABD

b. Yes, area of rhombus is 21

x area of triangle ABD

37

c. No, area of rhombus have no relationship with area of triangle ABD d. No, area of rhombus can only be determined of length of diagonal are given e. None of the above. 5) In triangle ABC, BM is altitude drawn to side AC. Area of triangle ABC is given to be 2 x area of Δ ABM. What can you say about triangle ABC? a. It is a right angle triangle b. It is an obtuse angle triangle c. It is an isosceles triangle d. All the above e. None of the above. 6) In a quadrilateral ABCD, area of triangle ABD is given. Can you determine area of the quadrilateral ABCD? a. Yes, area of quadrilateral is 2 x area of Δ ABD

b. Yes, area of quadrilateral is 21

x area of Δ ABD

c. Yes, area of quadrilateral is square of area of Δ ABD d. No, area of quadrilateral cannot be determined if area of Δ ABD alone is given e. None of the above 7) Length of diameter of a circle is given to be d units. Can you determine area of circle?

a. Yes, since area of circle is π ⎟⎠⎞

⎜⎝⎛

2d 2 b. Yes, since area of circle is π (2d)2

c. Yes, since area of circle is π (d)2 d. No, since area of circle is π r2

e. None of the above 8) Length of radius and central angle of a sector are given as r units and x units. Can you determine length of arc

a. No, since diameter is not given b. Yes, since length of arc = π r2 x 360

x

c. Yes, since length of arc = 2π r x 360

x

d. Yes, since the length of arc = π r x 360

x


Factor V - Critical Thinking 1) Area of a triangle is 13 sq cm. length of one side is given to be 26cm. Which of the altitude from opposite vertex to this side? a. Should we use the formula A = bh?

38

b. Should we use the formula A = 21

bh?

c. Should we use the formula A = 3 42a

?

d. Should we use the formula A = ( )( )( )csbsass −−− ; S = 2

cba ++

e. None of the above. 2) Area of square is 441sq cm. To determine the area of equilateral triangle having perimeter equal to perimeter of above square different steps are given below. Arrange these questions is proper order. 1. What is perimeter of equilateral triangle? 2. What is perimeter of square? 3. What is length of one side of square? 4. What is length of one side of equilateral triangle? 5. What is area of equilateral triangle? a. 1,2,5,3,4 b. 3,2,1,4,5 c. 5,1,3,4,2 d. 3,2,4,1,5 e. 4,3,2,1,5 3) Area of square ABCD is 144sq cm. What is area of Δ ABC? Why? a. Area of Δ ABC cannot be measured since measures of sides of ABC are not given.

Δ

b. Area of ABC is 72sq cm. Since diagonal AC divides square ABCD into two equal triangles

Δ

c. Area of ABC is 12 sq cm. Since area of Δ Δ ABC is square root of area of square.

d. Area of ABC is Δ2144144x

= 10368 sqcm

e. None of the above. 4) Length of one side of an equilateral triangle is a units. Area of equilateral triangle is

342a

sq cm. Area of regular hexagon whose side is a units is 6 342a

sq units. Why?

a. Diagonals of regular hexagon divides it into 6 equilateral triangles b. 6 diagonals if regular hexagon divides it into triangles c. 3 diagonals of regular hexagon divides it into triangles

d. 3 diagonals divides it into 6 equilateral triangles of area 342a


39

5) How can you verify that diagonal AC divides rectangle ABCD into two triangles of same area? a. Determine perimeter of 2 triangles and check whether they are equal b. Check whether sides of triangles are same. c. Cut Δ ABC on paper and place it on Δ ADC and check whether they concede each other d. Check whether area of Δ ABC is equal to that of rectangle ABCD. e. None of the above

6) Which of the following figures help to prove that area of hexagon is 6 342a

sq unit?

423a 2a

A B 2a 2a

a. 423a 4

23a b. 2a 2a

F C 2a 2a

423a E D 4

23a 2a

423a a

c. a a d. a a a a 2a 2a a a a a 2a a a a 2a e. 2a a a 2a a 2a 2a

a

2a

2a

40

7) Which among the following figures illustrate that area if parallelogram is length of one side x length of altitude to that side? a. A B A B A B h D E C D E E C b. A D A D A

B C E C E C B A B A B c. E D C D C E d. (a) and (b) e. None of the above 8) Area of triangle is 84 sqcm. Length of 2 sides are 13cm and 414cm. Can we find length of 3rd side? How? a. We cannot find length of 3rd side

b. Yes, we can use the formula A = 21 bh to find length of 3rd side

c. Yes, we can find length of using formula A = ))()(( csbsass −−− where

s = a+b+c

d. Yes, we can find length of 3rd side using formula A = ))()(( csbsass −−−

where s = 2

cba ++

f. None of the above.

41

Test for measuring Nurturant Effect – Habit of Precise Thinking SIMPLE EQUATION Factor I Observation

1) Which one of the following represents a relationship between 2 phrases using the sign of equality? a. 2x+3 2 b. 2+3<8 c. 9x+6 10 d. 3+x = 3 e. None of the above

≠ ≤

2) Which of the following sentences gives many numerical sentences when the variable is replaced by a set of values? a. x+3 = 8 b. 2+4 = 6 c. 8>15+3 d. x0+3 <9 e. None of the above 3) Which of the following represents a sentences with one and only one variable? a. 2x+x = 4x b. 3a+5b = a c. x2+y= 4 d. x2-1<9y None of the above 4) Which of the following represents a first degree equation? a. 2x1+4x=6 b. 1x2+0x = 0 c. x3+x2= x d. x2+y = 8 e. None of the above 5) x+5 = 8 and x+7 = 10 are equivalent equations what operation is done to make 2nd equation from the 1st? a. 2 is added to both sides b. 2 is subtracted from both sides c. Both sides are multiplied by 2 d. Both sides are divided by 2 e. None of the above 6) x+5 =8 and x+2 =5 are equivalent equations. Which operation is done to form 2nd equation from the 1st? a. 3 is added to both sides b. 3 is subtracted from both sides c. Both sides are multiplied by 3 d. Both sides are divided by 3 e. None of the above 7) x = 8 and 2x = 16 are equivalent equations which operation is done to form the

2nd equation from the first? a. 2 is added to both sides b. 2 is subtracted form both sides c. Both sides are multiplied by 2 d. Both sides are divided by 2. 8) 3x = 15 and x = 5 are equivalent equation which equation is done to form the 2nd

equation from the first? a. 3x is divided by 3 b. 3 is subtracted from 3x

c. 3x is multiplied by 31 d. Both sides are divided by 3


42

Factor I I - Finding Patterns And Generating 1) Observe the following chart carefully. Examples of simple equation Non example o simple equation 2x+3 = 6 2x+3 <6 2x+10 = 8x 2x2+10 <8x 6x+4x = 10x+9 a+b = 6 8+3 = 10x a< 6x Which among the following represents a group of simple equations?

a. x-1< 9, 2x-5 =10, 7x-40 = 19, y2-4y = 8 b. x-1 = 9, 9x-5y = 10, 7x-40>P, y2-4y = 8 c. x-1 = 9, 2x-5y = 8x, 7x2-40 = 10, y+y = 4 d. 2x+3 = 4x, 6a+a = 6, 7y+6 = 8y, 4x= 8 e. None of the above.

2) Observe the following chart Simple equation Operation Solution set x+5 = 12 x = 12-5 = 7 {7} x+12 = 24 x =24-12 = 12 {12} 16+x = 20 x =20-16 = 4 {4} What is the solution set of x+5 = 15? a. {10} b. {1} c. {0} d. {-1} e. None of the above. 3) Observe the following chart. Simple equation Operation Solution set

31 x = 9 x = 3x9 = 27 {27}

51 x = 25 x = 5x25 = 125 {125}

41 x = 1 x = 1x4 = 4 {4}

What is solution set of 81 x = 16

1 ?

a. x = {2} b. { 21 } c. { 8

1 } d. {- 81 } e. None of the above.

4) Observe the following chart. Simple equation Operation Solution set

2x = 4 x = 24 {2}

3x = 9 x = 39 {3}

4x = 16 x = 416 {4}

43

What is the solution set of 25x = 50? a. {5} b. {25} c. {50} d. {2} e. 25x50 5) Observe the following chart. Simple equation Operation Solution set x+5+1 = 12+1 x+6 = 13 x+5+2 = 12+2 x+7 = 14 x+5 = 12 x+5+3 = 12+3 x+8 = 15 x+5+20 = 12+20 x+25 = 32 x+5+10 = 12+10 x+15 = 22 Which among the following is an equivalent equation of x+5 = 12? a. x+7 = 15 b. x+10 = 22 c. x+9 = 21 d. x+11 = 21 e. None of the above. 6) Observe the following chart. Simple equation Operation Solution set x+10-2 = 16-2 x+8 = 14 x+10 = 16 x+10-3 = 16-3 x+7 = 13 x+10-4 = 16-4 x+6 = 12 x+10-8 = 16-8 x+2 = 8 Which among the following is an equivalent equation of x+10 = 16? a. x+16 = 16 b. x+10 = 20 c. x+20 = 6 d. x+5 = 11 e. None of the above. 7) Observe the chart given below. Simple equation Operation Solution set 2(x+3) = 2x6 2x+6 = 12 x+3 = 6 2(x+3) = 3x6 2x+9 = 18 4(x+3) = 4x6 4x+12 = 24 Which among the following is an equivalent equation of x+3 = 6? a. 4x+3 = 24 b. 5x+15 = 6 c. 3x+6 = 18 d. 6x+18 = 36 e. None of the above. 8) Observe the following chart carefully. Simple equation Operation Equivalent equation

21 (36+6x) = 2

1 x 48 18+3x = 24

36+6x = 48 (36+6x) = 31 x 48 12+2x = 16

61 (36+6x) = 6

1 x 48 6+x = 8

44

Which among the following is an equivalent equation of 24x+32 = 56? a. 3x=4 = 7 b. 12x+4 = 7 c. 3x+32 = 7 d. x+8 = 7 e. None of the above.

Factor I II - Forming Conclusion Based On Patterns 1) Observe the chart given below. Example of simple equation Non example of simple equation 2x+6 = 10 2x=6 < 10 8x=3 = 4x 8x2+3x = 4x 8+3 = 10x 6 > 10a a + 3a = 4a 8x + y = 10 Which among the following conclusion is true?

a. Simple equation is an identity b. Equation in first degree is simple equation c. Equation containing on variable is simple equation d. Equation with one variable of first degree is called simple equation e. None of the above.

2) Observe the chart given below. Simple equation Operation Equivalent equation x+3 = 5 x+3+6 = 5+6 x+9 = 11 3x+10 = 12 3x+10+3 = 12+3 3x+13 = 15 2x-5 = 12 2x-5+4 = 12+4 2x-1 = 16 3x-24 = 44+15 3x-24+2 = 44+15+2 3x-26 = 44+17 Suggest a method to write equivalent equation?

a. Add a constant term to given simple equation b. Add a constant term to one side of simple equation c. Add numbers to both side of simple equation d. Add some number to both side simple equation e. None of the above.

3) Following is given a chart to write equivalent equation. Simple equation Operation Equivalent equation x+3 = 10 x+3-2 = 10-2 x+1 = 8 3x+10 = 18x 3x=10-3 = 18x-3 3x=7 = 18x-3 2x+16 = 18 2x+16-14 = 18-14 2x+2 = 4 x+8 = 10 x+8-8 = 10-8 x = 2

45

Observing this chart suggest a method to write equivalent equation? a. Subtract numbers from both sides of simple equation b. Subtract a constant term from simple equation c. Subtract a constant term from one side of simple equation d. Subtract same constant from both sides of simple equation e. None of the above.

4) Simple equation Operation Equivalent equation x = 3 3 × x = 3 × 3 3x = 9 x + 3 =18 3 (x +3) 3 × 18 3x + 9 = 54 5x + 3 = 22 x 4 (5x + 3) = 4 × 22x 20x + 12 = 88x x = 4 x × 0 = 4 × 0 - Observing this chart, suggest a method to form equivalent equation.

(a) Multiply both sides of simple equation with numbers (b) Multiply one side of simple equation with a constant (c) Multiply both sides of simple equation with same constant term other than

zero. (d) Multiply simple equation with any constant. (e) None of the above.

5) Observing the following chart, suggest a method to form equivalent equations. Simple equation Operation Equivalent equation 2 x + 4 = 12 (2x+ 4 /)2 = 12/2 x + 2 = 6 3x + 18 = 27 + 9x (3x + 18) / 3 = 27+9x /3 x + 6 = 9 + 3x x-4 /2 = 16 (x – 4)/2 = 16/4 x/8 – 1/2 = 4 x = 16 x / 0 = 16/0 ---

(a) Divide both sides of simple equation with numbers (b) Divide both sides of simple equation with same numbers. (c) Divide both sides of simple equation with same constant other than zero. (d) Divide simple equation with constant terms (e) None of the above.

6) Common method to form equivalent equation are given below. Which among these will not always give equivalent equation?

(a) Add same constant term to both sides of simple equation. (b) Subtract same constant term to both sides of simple equation.

46

(c) Multiply both sides of simple equation with same constant (d) Divide both sides of simple equation with same constant term other than

zero. (e) None of the above.

7) Observe the following chart carefully. Simple equation Operation Solution set x + 4 – 4 = 10 - 4 x + 4 = 10 x + 0 = 10-4 {6} x = 6 x + 20 – 20 = 10 - 20 x + 20 = 10 x + 0 = 10 – 20 {-10} x = -10 x + 15 – 15 = 0 - 15 x + 15 = 0 x + 0 = 0-15 {-15} x = -15 Which of the following conclusions is easy to determine solution set of simple equation of the form x + a = b?

(a) Term added to one side is taken to other side as such. (b) Term added to one side is subtracted from the other side. (c) Term added to one side is taken to other side with a charge of sign. (d) Term added to one side is added to other side. (e) None of the above.

8) Observe the chart carefully and suggest a method to find solution set of the equation of the type ax = b.

Simple equation Operation Solution set 3x/3 = 6/3 3x = 6 x = 2 {2} 4x/4 = 16/4 4x = 16 x = 4 {4} 5y /5 = 15/5 5 y = 15 y = 3 {3

(a) Multiply the terms on other side of equation with coefficient of x (b) Divide the terms on other side of equation with coefficient of x (c) Add the terms on other side of equation with coefficient of x

47

(d) Subtract from terms on other side of equation with coefficient of x. (e) None of the above.

Factor I V - Assessing Conclusion Based On Observation 1) “2x2 + 1 = 3x is not a simple equation. Why? (a) Two variables are involved. (b) It is not a true sentence (c) It is not first degree equation (d) Equality sign is used. (e) None of the above. 2) 2x + 2 = y is not a simple equation. Why? (a) Two variables are involved. (b) It is first degree equation. (c) It is second degree equation (d) Coefficient of variables are different (e) None of the above. 3) Which among the following reasons is suitable to say x = 4 and x + 5 = 9 are

equivalent equations? (a) These two equations have same variables and same solution set (b) Same number is added to both sides. (c) Same number is subtracted from both sides (d) Same variables are involved (e) None of the above. 4) Which among the following reasons is suitable to say x = 4 and x/4 -1 = 0 are

equivalent equations? (a) The equations involve same variables (b) They are not equivalent equation (c) The two equations have same variables and same solution set (d) Same operation is done on both sides of equation (e) None of the above. 5) The solution set of x + 3 = 5 is {2}. Why? (a) x can choose value 2 (b) When variables is replaced by 2, we get true sentence (c) When variables is replaced by 2, simple equation becomes false. (d) All of the above (e) None of the above. 6) When 6 is added to 5 times a certain number, the result is 46. What is the

number? Why? (a) Number is 8 since 6 + 5x = 46 x = 40/5 = 8 (b) Number is -8 since 6-46 = 5x x = -40/5 = -8 (c) Number is 200 since 6+5x = 46 x = 40 × 5 = 100 (d) Number is -100 since 6 + 5x = 46 5x = -40 x = -40 × 5 = -200 (e) None of the above.

48

7) What is the solution set of 2x + 10 = 12. Why? (a) {1}, since x = 12-10/2 = 2/2 = 1 (b) {-1}, since x = 10-12/2 = -2/2 = -1 (c) {11}, since x = 10+12/2 = 22/2 = 11

(d) {-11}, since x = 10+12/-2 = 22/-2 = -11 (e) None of the above.

8) x – 8 = 3 and x – 10 = -- are equivalent equations. Why? (a) x – 8 = 3 and x – 10 = 1 are equivalent equations, since solution set of both

are {-11}. (b) x – 8 = 3 and x – 10 = 13 are equivalent equations, since solution set of

both are (11} (c) x – 8 = 3 and x – 10 = 1 are equivalent equations, since solution set of both

are {11} (d) x – 8 = 3 and x – 10 = 12 are equivalent equations since solution set of both

are same (d) None of the above.

Factor V - Critical Thinking 1) To determine whether x + 5 = 12 is a simple equation. Which of the following is

suitable to check? (a) Is it an open sentence (b) Is this an algebraic sentence (c) Is it a first degree equation (d) Is it an equation with one variable (e) Is it a first degree equation with one variable. 2) To determine whether two equations are equivalent equation, which of the

following is suitable to check? (a) Can we obtain one equation, by adding equal numbers to the two sides of

other equation (b) Can we obtain one equation by subtracting equal number to the two sides

of other equation (c) Can we obtain one equation by multiplying both sides of other equation by

equal number (except zero) (d) Can we obtain one equation by dividing both sides of other equation by

equal numbers (except zero) (e) None of the above. 3) “Multiplying both sides of an equation by equal numbers”. Will this operation

always yield equivalent equation. Why? (a) Yes because both equations will be with same variable and same solution set. (b) Yes because both equations yield same solution set (c) No because when ‘o’ is selected for multiplying both sides of the equation,

this operation won’t yield equivalent equation.

49

(d) cannot determine (e) None of the above. 4) How can you verify that x = M is a solution of x – 8 = 3? (a) Check whether the numerical sentence obtained by substituting it in the

equation x – 8 = 3 will yield true statements (b) Check whether 11 can be subtracted from 8 (c) Check whether 8 can be subtracted from 11 (d) Check whether 8 + 3 yield 11 (e) None of the above. 5) How can you verify that {6} is a truth set of 4x = 24? (a) Check whether 6 is a factor of 24 (b) Check whether 24 is divisible by 6 (c) Check whether 4 × 6 = 24 is true statement (d) Check whether 24 is divisible by 4 (e) None of the above. 6) How can you verify that x = 1 and x + 5 = 6 are equivalent equation? (a) By checking whether same number is added to both sides of first equation

to obtain the other equation (b) By checking whether same number is subtracted from both sides of first

equation to obtain the second equation (c) By checking whether same number other than zero is multiplied to both

sides of first equation to obtain the other equation. (d) By checking whether same number other than zero is divided from both

sides of first equation to obtain the other equation. (e) None of the above. 7) How can you verify that {7} is solution set of 4x – 3 = 2 x + 11? (a) Check whether 4 × 7 – 3 = 2 × 7 + 11 (b) Check whether 4 × 7 – 3 = 7 (c) Check whether 2 × 7 + 11 = 7 (d) Check whether 14/2 = 7 (e) None of the above. 8) How can you verify {12} is the solution of x/3 + x/2 = 10? (a) Check whether 12 is divisible by 3 × 2 (b) Check whether 3 × 2 yield 12 (c) Check whether 12/3 + 12/2 = 10 (d) Check whether 12 is divisible by both 3 and 2 (e) None of the above.

50

Test for measuring Nurturant Effect – Habit of Precise Thinking STATISTICS

Factor I - Observing 1) Which of the following frequency distribution table represents this histogram? 30 24 18 12 6 5 10 15 20 25 30 35 (a) 0-6 10 (b) 0-6 10 (c) 5-10 6 6-12 15 6-12 15 10-15 9 12-18 20 12-18 25 15-20 18 18-24 25 18-24 30 20-25 30 24-30 30 24-30 35 25-30 24 30-35 12 (d) 5-10 6 10-15 9 15-20 18 20-25 24 (e) None of the above 25-30 30 30-35 12 Observe the following frequency table and answer questions 2 and 3. 140 3 145 3 147 5 150 2 152 3

51

2) Which score is repeated twice? (a) 140 (b) 145 (c) 147 d) 150 (e) 152 3) How many times does 152 appear in the data? (a) 2 (b) 3 (c) 4 (d) 5 (e) cannot determine Observe the following frequency distribution table and answer questions 4, 5 and 6. 110-115 8 115-120 12 120-125 15 125-130 7 130-135 3 4) Which is the most frequent item? (a) 120 (b) 122 (c) 124 (d) 125 (e) cannot be exactly determined 5) How many items are there within the range 120-130? (a) 15 (b) 35 (c) 7 (d) 22 (e) None of the above 6) How many items greater than 125 are in the given data? (a) 15 (b) 7 (c) 3 (d) 10 (e) 25 Observe the following histogram and answer questions 7 and 8. 25 20 15 10 5

150 160 170 180 190 7) Which is the least occurring item? (a) 150 (b) 152 (c) 160 (d) 154 (e) cannot be determined 8) Which is the class having maximum number of items? (a) 150-160 (b) 160-170 (c) 170-180 (d) 180-190 (e) cannot be determined

52

Factor II - Finding Patterns and Generalising

Classes Class interval

1-8, 9-16, ……… 5-10, 10-15, ……… 12-16, 16-20, ……….

8 5 4

Observe this table and answer questions 1 and 2. 1) Which among the following sets does not have class interval 10? (a) 0-9, 10-19, 20-29, 30-39 (b) 0-10, 10-20, 20-30, 30-40 (c) 0-10, 11-21, 22-32, 33-43 (d) -.5 – 9.5, 9.5-19.5, 19.5-29.5, 29.5-39.5 (e) 5-15, 15-25, 25-35, 35-45 2) What is the class interval of 120-128, 129-137, 135-146 (a) 8 (b) 9 (c) 7 (d) cannot be determined (e) None of the above. 3) Which among the following sets have class interval 12? (a) 7-18, 19-30, 31-42 (b) 13-25, 25-36, 37-47 (c) 6-12, 12-24, 24-32 (d) 0-12, 12-20, 20-32 (e) None of the above. Observe the table given below and answer questions 4 and 5.

Classes Actual class interval

0-10, 10-20, 20-30, 0-9, 10-19, 20-29, 0-4, 5-9, 10-14

0-10, 10-20, 20-30 -.5-9.5, 9.5-19.5, 19.5-29.5 -.5-4.5, 4.5-9.5, 9.5-14.5

Given Set I - 5,9 10, 14, 15-19, 20-24 Set II - 2-5, 6-9, 10-13, 14-17 Set III - 1-11, 12-22, 23-33, 34-44 Set IV - 50-56, 57-63, 64-70, 71-77 Set V - 7-14, 14-21, 21-28, 28-35 4) Which among these represents actual class interval? (a) Set I, (b) Set III (c) Set III (d) Set IV (e) Set V

53

5) Which among these sets can be taken as such for the construction of histogram? (a) Set I, (b) Set III (c) Set III (d) Set IV (e) Set V 6) 35

28

21 14

7

110 115 120 125 130 135 Which is the class with minimum frequency in this distribution? (a) 110-115 (b) 115-120 (c) 120-125 (d) 125-130 (e) 130-135 7) 30

24

18 12

6

110 115 120 125 130 135 What is the maximum frequency in this distribution? (a) 6 (b) 12 (c) 18 (d) 24 (e) 30 8) In the histogram given above, which is the class with the least frequency? (a) 110-115 (b) 115-120 (c) 120-125 (d) 125-130 (e) 130-135

54

Factor III Forming Conclusion Based On Patterns Observe the following frequency distribution table and answer the questions 1-5.

Year Profit in Crores

1990 1192 1994 1996 1998

10 15 20 25 30

1) What will be the profit in the year 2000? (a) 15 crores (b) 35 crores (c) 55 crores (d) 25 crores (e) 45 crores 2) What might be the profit during the year 1991? (a) 12.5 crores (b) 22.5 crores (c) 32.5 crores (d) 1 crore (e) 30 crores 3) What might be the difference in the profit obtained during years 1993 and 1994? (a) 8 crores (b) 6 crores (c) 2.5 crores (d) 10 crores 9e) 5 crores 4) What might be the total profit from year 1990 up to year 2000? (a) 135 crores (b) 125 crores (c) 115 crores (d) 80 crores (e) 35 crores 5) What might be the profit during year 1988? (a) 5 crores (b) 8 crores (c) 6 crores (d) 10 crores (e) 7 crores Observe the following histogram and answer questions 6-8. 25

20

15 10

5

Pro

fit in

cor

es

1990 1992 1994 1996 1998 Year

6) What might be the profit during year 1998-2000?

(a) 5 crores (b) 10 crores (c) 15 crores (d) 20 crores (e) 25 crores

7) During which year total profit reaches 25 crores?

(a) 199-1992 (b) 1992-1994 (c) 1994-1995 (d) 1996-1998 (e) 1998-2000

55

8) During which year the profit was 9 crores? (a) 1990-1992 (b) 1992-1994 (c) 1994-1996 (d) 1996-1998 (e) 1998-2000

Factor I V - Assessing Conclusion Based On Observation 1) 40 6 41 8 42 10 43 7 44 6 Can you represent this frequency distribution table through histogram? Why? (a) Yes, since frequency are given (b) No, since it is difficult to mark up to 44 on Y axis (c) No, since it is difficult to mark up t 44 on X axis (d) No, since actual class limits are marked on X axis in a histogram (e) No, since actual class limits are marked on Y axis in a histogram. 2)

Class Frequency

0-10 3

10-20 8

20-30 6

30-40 2

Can you find most repeated item. Why? (a) Yes, it is 15, since it is midpoint of class with maximum frequency. (b) Yes, it is 10 since it is lowest value in class with maximum frequency. (c) Yes, it is 20 since it is greatest value in class with maximum frequency (d) It cannot be determined since raw scores are not given. (e) None of the above.

3)

Class Frequency

0-5 2

5-10 3

10-15 12

15-20 4

20-25 2

Can you determine the value which is least repeated? Why?

56

(a) It is o, since it is lowest class limit of class with least frequency (b) It is 5, since it is maximum value in class with least frequency. (c) It is 20, since it is lowest class limit with least frequency (d) It is 0 or 20, since they are lowest class limits of classes with least frequency (e) It cannot be exactly determined as raw scores are not given.

Observe the graph given below and give answer to questions 4 to 5. 10

8

6 4

2

5 10 15 20 25 Does this graph represent a histogram? Why?

(a) Yes, rectangles are erected on X axis where class intervals are marked on frequency on Y axis

(b) Yes, since rectangles are erected on X axis where class intervals are taken on Y axis and frequency on X axis.

(c) Yes, since rectangles are erected on X axis where actual class intervals is taken on X axis and frequency on Y axis.

(d) Yes, since rectangles are erected on X axis where actual class intervals are taken on Y axis and frequency on X axis.

(e) None of the above. 5) What is the frequency of most repeated item? (a) It is 10, since maximum frequency is 10. (b) It is 8, since maximum frequency is 8. (c) It is 2, since least frequency is 2 (d) It cannot be determined since raw scores are not given. (e) None of the above.

57

Observe the following histogram and give answer to questions 6 to 8.

20

15 10

5

No.

of s

tude

nts

5 10 15 20 25 Marks 6) Data of how many students are presented here? (a) 20, since maximum value of Y axis is 20. (b) 25, since maximum value of X axis is 25 (c) 50, since 5+10+15+20 is 50 (d) Cannot be determined (e) None of the above 7) How many students scored less than 15 marks? (a) 10 students, since frequency of class 10-15 is 10 (b) 15 students, since 5+10 = 15 (c) 15 students since we want to find students who scored less than 15 marks (d) Cannot be determined (e) None of the above. 8)

Class Frequency

0-9 5

10-19 4

20-29 12

30-39 8

What is the class interval of this frequency distribution table? Why? (a) 10, since 10-0 = 10 (b) 10, since 19-9 = 10 (c) 10, since 9.5 – (-.5) = 10 (d) 10, since 15-5 = 10 (e) All the above

Factor V - Critical Thinking 1) To determine frequency of a category, value or item which of the following is

suitable to check? (a) Is it the number which represents how many times a category, value or item

appears in the group?

58

(b) Is it the number which represents the lowest value, category or item that appears in the group?

(c) Is it the number which represents the highest value, category or item that appears in the group?

(d) Is it the number which represents the maximum number repeated in the group?

(e) None of these. 2) Given marks of 40 students. We have to construct a frequency table. To

determine the lowest class interval of this frequency table, which of the following is most suitable to check?

(a) Which is the most frequent item (b) Which is the largest item (c) Which is the smallest item (d) Will the lowest interval be 0-10 (e) None of the above. 3) Given 200 raw scores. We have to construct a frequency table. To determine

class size, which of the following is suitable to check? (a) Which is the most repeated item (b) Which is the lowest score (c) Which is the highest score (d) Which is the lowest and highest score (e) None of the above. 4) To determine whether a diagrammatic representation of frequency table is a

histogram, which of the following is suitable to check? (a) Is it a vertical bar graph with no space in between triangles (b) Is the height of each rectangle proportional to corresponding frequency (c) Is the area of each rectangle proportional to frequency

(d) Is rectangle constructed on the segment which represent actual class limits of equal size whose breadth is size of class and height is equal to frequency of class (e) All the above

Observe the raw scores given below and answer questions 5 to 8. 40 46 43 42 48 41 47 45 45 46 42 43 47 49 40 43 46 45 44 43 5) Frequency of 43 is 4. Why? (a) There is 4 in the number 43. (b) All the numbers start with 4 (c) 43 is repeated 4 times (d) a and b (e) b and c. 6) If we are to prepare a frequency table, it is better to take 1st class as 40-41 and

class size 2. Why? (a) Lowest score is 40. (b) The data ranges from 40 to 44 and there are 20 scores. (c) There are 20 scores (d) 40 is divisible by 2 (e) None of the above. 7) We can construct a histogram with this data. Why? (a) We have exact scores (b) We can prepare a frequency table with class 40-41 and class size 2.

59

(c) We have lowest score as 40. (d) We have highest score as 49. (e) All of the above. 8) How can you verify that a particular number is the size of a class? (a) Find the difference between two adjacent lower limit of class (b) Find the difference between 2 adjacent upper limits of a class (c) Find the difference between actual upper limit and actual lower limit of a

class (d) Find difference between midpoints of 2 adjacent class (e) All of the above.

60


Kottayam 1998

Test for measuring Nurturant Effect – Habit of Precise Thinking



2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

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2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

Chapter V


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

Chapter VI


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

62

Mahatma Gandhi University Kottayam

1998 Test for measuring Instructional Effect –

Habit of Precise Thinking Scoring key


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

63


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

Chapter V


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

Chapter VI


2 3 4 5 6 7 8

II. 1 2 3 4 5 6 7 8

III 1 2 3 4 5 6 7 8

IV.1 2 3 4 5 6 7 8

V. 1 2 3 4 5 6 7 8

64

Scoring Key

Test for measuring Nurturant Effect – Habit of Precise Thinking Chapter I SET

1. a 1.c 1.d 1.a 1.a 2. a 2.c 2.c 2.c 2.b 3. d 3.d 3.d 3.c 3.b 4. e 4.e 4.b 4a 4.a 5. e 5.c 5.c 5.b 5.c 6. d 6.a 6.a 6.c 6.b 7. d 7.c 7.a 7.c 7.d 8. c 8.d 8.c 8.c 8.e

Chapter II FORMATION OF GEOMETRIC PRINCIPLES 1.d 1.b 1.a 1.d 1.d 2. a 2.a 2.d 2.b 2.c 3. a 3.d 3.d 3.d 3.b 4. d 4.b 4.d 4c 4.d 5. d 5.a 5.e 5.c 5.c 6. c 6.d 6.b 6.d 6.d 7. e 7.c 7.c 7.c 7.d 8. e 8.a 8.c 8.c 8.d

Chapter III ALGEBRA 1. c 1.d 1.d 1.c 1.e 2. b 2.a 2.d 2.d 2.d 3. c 3.d 3.c 3.d 3.d 4. b 4.b 4.d 4d 4.d 5. a 5.a 5.d 5.d 5.d 6. d 6.a 6.b 6.a 6.a 7. b 7.b 7.a 7.c 7.b 8. c 8.a 8.b 8.b 8.b

65

Chapter IV MENSURATION OF PLANE FIGURES 1. d 1.b 1.b 1.c 1.b 2. d 2.b 2.c 2.b 2.b 3. a 3.e 3.b 3.c 3.b 4. b 4.b 4.d 4a 4.d 5. a 5.b 5.d 5.c 5.c 6. a 6.a 6.c 6.d 6.c 7. d 7.b 7.c 7.a 7.b 8. a 8.c 8.d 8.c 8.d

Chapter V SIMPLE EQUATION 1.d 1.d 1.d 1.c 1.e 2. a 2.a 2.e 2.a 2.e 3. a 3.b 3.d 3.a 3.c 4. a 4.d 4.c 4c 4.a 5. a 5.e 5.c 5.b 5.c 6. b 6.d 6.c 6.a 6.e 7. c 7.d 7.c 7.a 7.a 8. d 8.a 8.b 8.c 8.c

Chapter VI STATISTICS 1. c 1.c 1.b 1.d 1.a 2. b 2.b 2.a 2.d 2.c 3. b 3.a 3.c 3.e 3.d 4. e 4.e 4.a 4c 4.d 5. d 5.e 5.b 5.d 5.c 6. d 6.a 6.e 6.c 6.b 7. e 7.e 7.e 7.b 7.b 8. c 8.a 8.b 8.e 8.e

Appendix VII

Difficulty Index and Discrimination Power of Achievement Test -Chapter 1

Item number Di Dp

1 .59 .67

2 .42 .56

3 .56 .61

4 .63 .67

5 .45 .59

6 .58 .58

7 .59 .53

8 .56 .49

9 .64 .59

10 .61 .47

11 .42 .58

12 .48 .52

13 .49 .49

14 .58 .51

15 .56 .69

16 .55 .57

17 .54. .57

18 .59 .58

19 .61 .59

20 .65 .68

21 .53 .69

22 .49 .67

23 .58 .69

24 .49 .68

25 .68 .64

2

Difficulty Index and Discrimination Power of Achievement Test – Chapter 2

Item number Di Dp

1 .52 .58

2 .44 .66

3 .54 .61

4 .64 .67

5 .55 .55

6 .50 .58

7 .61 .54

8 .56 .49

9 ..58 .59

10 .61 .47

11 .42 .41

12 .49 .52

13 .49 .65

14 .69 .61

15 .55 .69

16 .55 .57

17 .54. .57

18 .59 .68

19 .61 .59

20 .65 .68

21 .53 .59

22 .49 .67

23 .41 .59

24 .40 .68

25 .56 .54

3


Item number Di Dp

1 .52 ..58

2 .44 .66

3 .54 .61

4 .64 .67

5 .55 .55

6 .50 .58

7 .61 .54

8 .56 .49

9 ..58 .59

10 .61 .47

11 .42 .58

12 .48 .52

13 .49 .49

14 .58 .51

15 .56 .69

16 .55 .57

17 .54. .57

18 .59 .58

19 .61 .59

20 .65 .68

21 .53 .69

22 .49 .67

23 .58 .69

24 .49 .68

25 .68 .64

4


Item number Di Dp

1 .56 .58

2 .55 .49

3 .54. .68

4 .59 .49

5 .61 .49

6 .65 .69

7 .53 .55

8 .49 .57

9 .58 .57

10 .49 .68

11 .68 .59

12 .49 .52

13 .49 .65

14 .69 .61

15 .55 .69

16 .57 .65

17 .57 .53

18 .68 .49

19 .59 .58

20 .68 .49

21 .59 .68

22 .67 .49

23 .59 .49

24 .68 .69

25 .54 .55

5


Item number Di Dp

1 .57 .58

2 .57 .49

3 .68 .68

4 .59 .49

5 .52 .49

6 .65 .69

7 .61 .55

8 .69 .57

9 .65 .69

10 .53 .65

11 .49 .53

12 .58 .49

13 .69 .58

14 .55 .49

15 .57 .68

16 .57 .49

17 .68 .49

18 .59 .69

19 .68 .58

20 .59 .49

21 .67 .68

22 .59 .49

23 .59 .49

24 .68 .69

25 .54 .55

6


Item number Di Dp

1 .47 .68

2 .58 .59

3 .49 .58

4 .65 .45

5 .55 .59

6 .47 .69

7 .55 .55

8 .51 .57

9 .64 .61

10 .44 .55

11 .49 .53

12 .58 .49

13 .69 .58

14 .45 .49

15 .52 .68

16 .57 .49

17 .41 .49

18 .69 .61

19 .48 .58

20 .69 .41

21 .57 .68

22 .69 .49

23 .69 .49

24 .48 .69

25 .44 .55

Appendix VIII

ITEM ANALYSIS DATA OF THE TEST TO MEASURE

CONCEPTUAL STRUCTURE

Chapter 1

Factor I

Item No.

Di Dp

1 .42 .36

2 .58 .56

3 .34 .50

4 .33 .49

5 .34 .59

6 .32 .57

7 .33 .49

8 .44 .64

9 .42 .58

10 .41 .66

11 .32 .38

12 .46 .48

13 .34 .54

14 .48 .36

15 .42 .54

16 .52 .68

17 .34 .59

18 .44 .64

19 .52 .68

20 .34 .54

Factor II

Item No.

Di Dp

1 .44 .64

2 .42 .58

3 .33 .49

4 .48 .36

5 .33 .49

6 .32 .38

7 .46 .48

8 .42 .36

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .59

Factor III

ItemNo.

Di Dp

1 .33 .49

2 .44 .64

3 .34 .50

4 .32 .38

5 .46 .48

6 .34 .50

7 .33 .49

8 .34 .50

9 .33 .49

10 .44 .64

11 .42 .58

12 .34 .50

13 .32 .57

14 .32 .38

15 .34 .54

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .54

Factor IV

Item No.

Di Dp

1 .45 .59

2 .64 .58

3 .58 .53

4 .59 .49

5 .64 .59

6 .34 .50

7 .33 .49

8 .41 .66

9 .42 .54

10 .48 .36

11 .33 .49

12 .32 .38

13 .46 .48

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .44 .64

19 .58 .58

20 .45 .59

Factor V

Item No.

Di Dp

1 .44 .64

2 .32 .38

3 .42 .54

4 .44 .64

5 .56 .49

6 .58 .58

7 .59 .53

8 .42 .54

9 .32 .57

10 .33 .49

11 .42 .54

12 .48 .52

13 .45 .59

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .45 .59

19 .44 .64

20 .45 .59

Items with Di of .3 or more and less than .7 and Dp above .4 was taken for final

selection.



Chapter II

Factor I

Item No.

Di Dp

1 .42 .36

2 .58 .56

3 .59 .49

4 .45 .59

5 .64 .59

6 .33 .49

7 .41 .66

8 .42 .54

9 .42 .58

10 .59 .49

11 .64 .59

12 .34 .50

13 .44 .64

14 .56 .49

15 .42 .54

16 .52 .68

17 .34 .59

18 .44 .64

19 .52 .68

20 .34 .54

Factor II

Item No.

Di Dp

1 .44 .64

2 .64 .59

3 .59 .49

4 .64 .59

5 .33 .49

6 .32 .38

7 .46 .48

8 .45 .59

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .42 .36

16 .58 .56

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .59

Factor III

Item No.

Di Dp

1 .33 .49

2 .44 .64

3 .34 .50

4 .32 .38

5 .46 .48

6 .64 .59

7 .34 .50

8 .45 .59

9 .33 .49

10 .44 .64

11 .42 .58

12 .34 .50

13 .32 .57

14 .45 .59

15 .64 .59

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .54

Factor IV

Item No.

Di Dp

1 .45 .59

2 .64 .58

3 .58 .53

4 .59 .49

5 .64 .59

6 .34 .50

7 .33 .49

8 .41 .66

9 .42 .54

10 .48 .36

11 .33 .49

12 .45 .59

13 .46 .48

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .44 .64

19 .58 .58

20 .45 .59

Factor V

Item No.

Di Dp

1 .44 .64

2 .46 .48

3 .64 .59

4 .64 .59

5 .34 .50

6 .33 .49

7 .41 .66

8 .42 .54

9 .46 .48

10 .64 .59

11 .42 .54

12 .48 .52

13 .45 .59

14 .32 .57

15 .44 .64

16 .56 .49

17 .44 .64

18 .56 .49

19 .44 .64

20 .45 .59


selection.



Chapter III

Factor I

Item No.

Di Dp

1 .34 .50

2 .32 .38

3 .46 .48

4 .33 .49

5 .34 .59

6 .32 .57

7 .33 .49

8 .44 .64

9 .42 .58

10 .41 .66

11 .32 .38

12 .46 .48

13 .34 .54

14 .48 .36

15 .42 .54

16 .52 .68

17 .34 .59

18 .44 .64

19 .34 .54

20 .46 .48

Factor II

Item No.

Di Dp

1 .32 .57

2 .32 .57

3 .42 .36

4 .48 .36

5 .33 .49

6 .32 .38

7 .32 .57

8 .42 .36

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .32 .38

18 .46 .48

19 .42 .36

20 .58 .56

Factor III

Item No.

Di Dp

1 .33 .49

2 .44 .64

3 .34 .50

4 .32 .38

5 .46 .48

6 .34 .50

7 .33 .49

8 .34 .50

9 .32 .57

10 .44 .64

11 .42 .58

12 .34 .50

13 .32 .57

14 .41 .66

15 .34 .54

16 .46 .48

17 .41 .66

18 .46 .48

19 .52 .68

20 .52 .68

Factor IV

Item No.

Di Dp

1 .34 .50

2 .33 .49

3 .34 .50

4 .59 .49

5 .64 .59

6 .32 .57

7 .33 .49

8 .41 .66

9 .42 .54

10 .48 .36

11 .34 .50

12 .33 .49

13 .41 .66

14 .42 .54

15 .64 .59

16 .56 .49

17 .64 .59

18 .48 .36

19 .42 .54

20 .48 .36

Factor V

Item No.

Di Dp

1 .46 .48

2 .32 .57

3 .64 .59

4 .34 .50

5 .33 .49

6 .41 .66

7 .42 .54

8 .64 .59

9 .34 .50

10 .33 .49

11 .42 .54

12 .48 .52

13 .45 .59

14 .32 .57

15 .41 .66

16 .56 .49

17 .41 .66

18 .45 .59

19 .44 .64

20 .45 .59


selection.



Chapter IV

Factor I

Item No.

Di Dp

1 .34 .50

2 .33 .49

3 .34 .50

4 .42 .54

5 .64 .59

6 .44 .64

7 .42 .58

8 .34 .50

9 .32 .57

10 .41 .66

11 .32 .38

12 .33 .49

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .34 .59

18 .44 .64

19 .52 .68

20 .34 .54

Factor II

Item No.

Di Dp

1 .46 .48

2 .41 .66

3 .46 .48

4 .52 .68

5 .52 .68

6 .41 .66

7 .42 .54

8 .42 .36

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .59

Factor III

Item No.

Di Dp

1 .33 .49

2 .44 .64

3 .42 .58

4 .34 .50

5 .32 .57

6 .32 .38

7 .34 .54

8 .46 .48

9 .32 .38

10 .46 .48

11 .52 .68

12 .33 .49

13 .44 .64

14 .32 .38

15 .34 .54

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .54

Factor IV

Item No.

Di Dp

1 .34 .50

2 .33 .49

3 .41 .66

4 .42 .54

5 .64 .59

6 .64 .59

7 .33 .49

8 .32 .38

9 .42 .54

10 .48 .36

11 .33 .49

12 .32 .38

13 .46 .48

14 .32 .57

15 .44 .64

16 .33 .49

17 .32 .38

18 .46 .48

19 .58 .58

20 .45 .59

Factor V

Item No.

Di Dp

1 .32 .38

2 .34 .50

3 .41 .66

4 .41 .66

5 .42 .54

6 .64 .59

7 .34 .50

8 .42 .54

9 .32 .57

10 .33 .49

11 .34 .50

12 .33 .49

13 .34 .59

14 .42 .54

15 .44 .64

16 .56 .49

17 .64 .59

18 .45 .59

19 .44 .64

20 .45 .59


selection.



Chapter V

Factor I

Item No.

Di Dp

1 .42 .36

2 .58 .56

3 .34 .50

4 .33 .49

5 .34 .59

6 .32 .57

7 .33 .49

8 .44 .64

9 .42 .58

10 .41 .66

11 .32 .38

12 .46 .48

13 .34 .54

14 .48 .36

15 .42 .54

16 .52 .68

17 .34 .59

18 .44 .64

19 .52 .68

20 .34 .54

Factor II

Item No.

Di Dp

1 .58 .56

2 .33 .49

3 .48 .36

4 .48 .36

5 .33 .49

6 .32 .38

7 .46 .48

8 .42 .36

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .59

Factor III

Item No.

Di Dp

1 .58 .56

2 .44 .64

3 .34 .50

4 .32 .38

5 .46 .48

6 .34 .50

7 .33 .49

8 .34 .50

9 .33 .49

10 .44 .64

11 .42 .58

12 .34 .50

13 .32 .57

14 .32 .38

15 .34 .54

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .54

Factor IV

Item No.

Di Dp

1 .45 .59

2 .64 .58

3 .58 .53

4 .59 .49

5 .64 .59

6 .34 .50

7 .33 .49

8 .41 .66

9 .42 .54

10 .48 .36

11 .33 .49

12 .32 .38

13 .46 .48

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .44 .64

19 .58 .58

20 .45 .59

Factor V

Item No.

Di Dp

1 .34 .50

2 .33 .49

3 .44 .64

4 .42 .58

5 .34 .50

6 .58 .58

7 .59 .53

8 .42 .54

9 .32 .57

10 .33 .49

11 .42 .54

12 .48 .52

13 .45 .59

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .45 .59

19 .44 .64

20 .45 .59


selection.



Chapter VI

Factor I

Item No.

Di Dp

1 .42 .36

2 .58 .56

3 .34 .50

4 .33 .49

5 .34 .59

6 .32 .57

7 .33 .49

8 .44 .64

9 .42 .58

10 .41 .66

11 .32 .38

12 .46 .48

13 .34 .54

14 .48 .36

15 .32 .57

16 .33 .49

17 .32 .38

18 .44 .64

19 .52 .68

20 .34 .54

Factor II

Item No.

Di Dp

1 .32 .57

2 .44 .64

3 .42 .58

4 .34 .50

5 .32 .57

6 .41 .66

7 .34 .54

8 .46 .48

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .59

Factor III

Item No.

Di Dp

1 .46 .48

2 .44 .64

3 .34 .50

4 .32 .38

5 .46 .48

6 .44 .64

7 .33 .49

8 .34 .50

9 .33 .49

10 .44 .64

11 .42 .58

12 .34 .50

13 .32 .57

14 .32 .38

15 .32 .57

16 .33 .49

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .54

Factor IV

Item No.

Di Dp

1 .32 .57

2 .64 .58

3 .33 .49

4 .34 .50

5 .33 .49

6 .41 .66

7 .32 .38

8 .34 .54

9 .34 .54

10 .48 .36

11 .33 .49

12 .32 .38

13 .46 .48

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .44 .64

19 .58 .58

20 .45 .59

Factor V

Item No.

Di Dp

1 .33 .49

2 .32 .38

3 .44 .64

4 .44 .64

5 .56 .49

6 .33 .49

7 .59 .53

8 .42 .54

9 .32 .57

10 .33 .49

11 .42 .54

12 .48 .52

13 .45 .59

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .45 .59

19 .44 .64

20 .45 .59


selection.

Split Half Reliability Coefficient of Test To Measure Development of

Cognitive Structure

Chapter Reliability Coefficient

Set ..82

Formation of Geometric Principle .84

Algebra .78

Mensuration of Plane Figures .81

Simple Equation .82

Statistics .86

The values in the table indicate that the test is reasonably reliable..

Consolidate Table To Indicate The Coefficient Of Correlation To Ensure

Statistical Validity

Chapter Coefficient Of Correlation

Set .80


Algebra .86


Simple Equation .80

Statistics .78

The values in the table indicate that the test is reasonably valid one.


MEANINGFUL ASSIMILATION OF INFORMATION AND IDEAS

Chapter 1

Factor I

Item No.

Di Dp

1 .42 .36

2 .42 .35

3 .44 .64

4 .33 .50

5 .34 .59

6 .58 .56

7 .42 .64

8 .32 .38

9 .42 .45

10 .32 .42

11 .31 .36

12 .40 .40

13 .45 .47

14 .42 .45

15 .36 .42

16 .41 .59

17 .42 .45

18 .40 .40

19 .31 .42

20 .33 .50

Factor II

Item No.

Di Dp

1 .44 .64

2 .42 .58

3 .34 .50

4 .48 .36

5 .33 .49

6 .41 .66

7 .46 .48

8 .42 .36

9 .32 .38

10 .34 .50

11 .33 .49

12 .32 .38

13 .32 .57

14 .33 .49

15 .32 .38

16 .44 .64

17 .32 .38

18 .56 .49

19 .64 .59

20 .44 .64

Factor III

Item No.

Di Dp

1 .33 .49

2 .42 .36

3 .34 .50

4 .32 .38

5 .42 .36

6 .34 .50

7 .33 .49

8 .34 .50

9 .33 .49

10 .44 .64

11 .42 .58

12 .34 .50

13 .32 .57

14 .32 .38

15 .34 .54

16 .46 .48

17 .32 .38

18 .33 .49

19 .32 .38

20 .44 .64

Factor IV

Item No.

Di Dp

1 .34 .50

2 .64 .58

3 .58 .53

4 .34 .50

5 .64 .59

6 .32 .38

7 .33 .49

8 .41 .66

9 .42 .54

10 .32 .38

11 .33 .49

12 .32 .38

13 .46 .48

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .44 .64

19 .58 .58

20 .45 .59


selection.



Chapter II

Factor I

Item No.

Di Dp

1 .36 .42

2 .41 .59

3 .42 .45

4 .33 .49

5 .34 .59

6 .32 .57

7 .33 .49

8 .44 .64

9 .42 .58

10 .41 .66

11 .32 .38

12 .46 .48

13 .34 .54

14 .48 .36

15 .42 .54

16 .52 .68

17 .34 .59

18 .44 .64

19 .52 .68

20 .34 .54

Factor II

Item No.

Di Dp

1 .44 .64

2 .42 .58

3 .33 .49

4 .48 .36

5 .33 .49

6 .32 .38

7 .46 .48

8 .42 .36

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .59

Factor III

Item No.

Di Dp

1 .33 .49

2 .44 .64

3 .34 .50

4 .32 .38

5 .46 .48

6 .34 .50

7 .33 .49

8 .34 .50

9 .33 .49

10 .44 .64

11 .42 .58

12 .34 .50

13 .32 .57

14 .32 .38

15 .34 .54

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .54

Factor IV

Item No.

Di Dp

1 .45 .59

2 .64 .58

3 .58 .53

4 .59 .49

5 .64 .59

6 .34 .50

7 .33 .49

8 .41 .66

9 .42 .54

10 .48 .36

11 .33 .49

12 .32 .38

13 .46 .48

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .44 .64

19 .58 .58

20 .45 .59


selection.



Chapter III

Factor I

Item No.

Di Dp

1 .42 .36

2 .58 .56

3 .34 .50

4 .33 .49

5 .34 .59

6 .32 .57

7 .33 .49

8 .44 .64

9 .42 .58

10 .41 .66

11 .32 .38

12 .46 .48

13 .34 .54

14 .48 .36

15 .42 .54

16 .52 .68

17 .34 .59

18 .44 .64

19 .52 .68

20 .34 .54

Factor II

Item No.

Di Dp

1 .44 .64

2 .42 .58

3 .33 .49

4 .48 .36

5 .33 .49

6 .32 .38

7 .46 .48

8 .42 .36

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .59

Factor III

Item No.

Di Dp

1 .33 .49

2 .44 .64

3 .34 .50

4 .32 .38

5 .46 .48

6 .34 .50

7 .33 .49

8 .34 .50

9 .33 .49

10 .44 .64

11 .42 .58

12 .34 .50

13 .32 .57

14 .32 .38

15 .34 .54

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .54

Factor IV

Item No.

Di Dp

1 .45 .59

2 .64 .58

3 .58 .53

4 .59 .49

5 .64 .59

6 .34 .50

7 .33 .49

8 .41 .66

9 .42 .54

10 .48 .36

11 .33 .49

12 .32 .38

13 .46 .48

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .44 .64

19 .58 .58

20 .45 .59


selection.



Chapter IV

Factor I

Item No.

Di Dp

1 .42 .36

2 .58 .56

3 .34 .50

4 .33 .49

5 .34 .59

6 .32 .57

7 .33 .49

8 .44 .64

9 .42 .58

10 .41 .66

11 .32 .38

12 .46 .48

13 .34 .54

14 .48 .36

15 .42 .54

16 .52 .68

17 .34 .59

18 .44 .64

19 .52 .68

20 .34 .54

Factor II

Item No.

Di Dp

1 .44 .64

2 .42 .58

3 .33 .49

4 .48 .36

5 .33 .49

6 .32 .38

7 .46 .48

8 .42 .36

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .59

Factor III

Item No.

Di Dp

1 .33 .49

2 .44 .64

3 .34 .50

4 .32 .38

5 .46 .48

6 .34 .50

7 .33 .49

8 .34 .50

9 .33 .49

10 .44 .64

11 .42 .58

12 .34 .50

13 .32 .57

14 .32 .38

15 .34 .54

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .54

Factor IV

Item No.

Di Dp

1 .45 .59

2 .64 .58

3 .58 .53

4 .59 .49

5 .64 .59

6 .34 .50

7 .33 .49

8 .41 .66

9 .42 .54

10 .48 .36

11 .33 .49

12 .32 .38

13 .46 .48

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .44 .64

19 .58 .58

20 .45 .59


selection.



Chapter V

Factor I

Item No.

Di Dp

1 .32 .57

2 .33 .49

3 .34 .59

4 .46 .48

5 .34 .59

6 .32 .57

7 .33 .49

8 .44 .64

9 .42 .58

10 .41 .66

11 .32 .38

12 .46 .48

13 .34 .54

14 .48 .36

15 .42 .54

16 .52 .68

17 .34 .59

18 .44 .64

19 .52 .68

20 .34 .54

Factor II

Item No.

Di Dp

1 .44 .64

2 .42 .58

3 .33 .49

4 .48 .36

5 .33 .49

6 .32 .38

7 .46 .48

8 .42 .36

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .59

Factor III

Item No.

Di Dp

1 .33 .49

2 .44 .64

3 .34 .50

4 .32 .38

5 .46 .48

6 .34 .50

7 .33 .49

8 .34 .59

9 .32 .57

10 .33 .49

11 .42 .58

12 .34 .50

13 .32 .57

14 .32 .38

15 .34 .54

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .54

Factor IV

Item No.

Di Dp

1 .41 .66

2 .34 .59

3 .32 .57

4 .33 .49

5 .44 .64

6 .42 .58

7 .41 .66

8 .41 .66

9 .34 .59

10 .32 .57

11 .33 .49

12 .32 .38

13 .46 .48

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .44 .64

19 .58 .58

20 .45 .59


selection.



Chapter VI

Factor I

Item No.

Di Dp

1 .64 .59

2 .34 .50

3 .33 .49

4 .41 .66

5 .34 .59

6 .32 .57

7 .33 .49

8 .44 .64

9 .42 .58

10 .41 .66

11 .32 .38

12 .46 .48

13 .34 .54

14 .48 .36

15 .42 .54

16 .52 .68

17 .34 .59

18 .42 .54

19 .44 .64

20 .56 .49

Factor II

Item No.

Di Dp

1 .31 .35

2 .45 .46

3 .33 .29

4 .46 .48

5 .33 .49

6 .32 .38

7 .46 .48

8 .42 .36

9 .58 .56

10 .34 .50

11 .33 .49

12 .42 .36

13 .58 .56

14 .34 .50

15 .42 .36

16 .28 .38

17 .42 .35

18 .40 .42

19 .45 .47

20 .59 .58

Factor III

Item No.

Di Dp

1 .34 .59

2 .32 .57

3 .33 .49

4 .42 .58

5 .34 .50

6 .32 .57

7 .32 .38

8 .34 .54

9 .46 .48

10 .32 .38

11 .42 .58

12 .34 .50

13 .32 .57

14 .32 .38

15 .34 .54

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .54

Factor IV

Item No.

Di Dp

1 .58 .56

2 .33 .49

3 .48 .36

4 .48 .36

5 .33 .49

6 .32 .38

7 .46 .48

8 .58 .56

9 .33 .49

10 .48 .36

11 .33 .49

12 .32 .38

13 .46 .48

14 .32 .57

15 .44 .64

16 .56 .49

17 .31 .35

18 .45 .46

19 .33 .29

20 .46 .48


selection.

Split half Reliability Coefficient of test to measure development of Meaningful

Assimilation Of Information And Ideas


Set .84


Algebra .83


Simple Equation .80

Statistics .81

The values in the table indicate that the test is reasonably reliable.

Consolidate Table to indicate the coefficient of correlation to ensure

Statistical Validity for The Test To Measure

Meaningful Assimilation Of Information And Ideas

Chapter Coefficient of correlation

Set .84


Algebra .79


Simple Equation .82

Statistics .76



HABIT OF PRECISE THINKING

Chapter 1

Factor I

Item No.

Di Dp

1 .38 .40

2 .43 .43

3 .36 .42

4 .40 .40

5 .30 .41

6 .42 .45

7 .33 .49

8 .44 .64

9 .42 .58

10 .41 .66

11 .32 .38

12 .46 .48

13 .34 .54

14 .48 .36

15 .42 .54

16 .52 .68

17 .28 .38

18 .42 .35

19 .40 .42

20 .28 .38

Factor II

Item No.

Di Dp

1 .42 .45

2 .32 .42

3 .41 .58

4 .31 .35

5 .45 .46

6 .33 .29

7 .46 .48

8 .42 .36

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .32 .38

18 .33 .49

19 .34 .59

20 .32 .57

Factor III

Item No.

Di Dp

1 .40 .50

2 .31 .35

3 .41 .45

4 .42 .53

5 .33 .43

6 .33 .36

7 .31 .46

8 .46 .47

9 .36 .42

10 .21 .26

11 .42 .58

12 .34 .50

13 .32 .57

14 .32 .38

15 .34 .54

16 .46 .48

17 .32 .38

18 .46 .48

19 .32 .57

20 .46 .48

Factor IV

Item No.

Di Dp

1 .42 .36

2 .56 .58

3 .32 .57

4 .48 .36

5 .28 .38

6 .42 .35

7 .40 .42

8 .45 .47

9 .59 .58

10 .43 .36

11 .33 .49

12 .32 .38

13 .46 .48

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .32 .57

19 .33 .49

20 .32 .38

Factor V

Item No.

Di Dp

1 .44 .64

2 .59 .58

3 .42 .54

4 .44 .64

5 .56 .49

6 .33 .29

7 .59 .53

8 .42 .54

9 .33 .49

10 .44 .64

11 .42 .54

12 .48 .52

13 .45 .59

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .56 .58

19 .32 .57

20 .48 .36


selection.



Chapter II

Factor I

Item No.

Di Dp

1 .34 .50

2 .58 .56

3 .59 .49

4 .45 .59

5 .64 .59

6 .33 .49

7 .41 .66

8 .42 .54

9 .42 .58

10 .59 .49

11 .64 .59

12 .34 .50

13 .44 .64

14 .56 .49

15 .42 .54

16 .52 .68

17 .34 .59

18 .44 .64

19 .52 .68

20 .34 .54

Factor II

Item No.

Di Dp

1 .44 .64

2 .64 .59

3 .59 .49

4 .64 .59

5 .33 .49

6 .42 .58

7 .59 .49

8 .64 .59

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .42 .36

16 .58 .56

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .59

Factor III

Item No.

Di Dp

1 .40 .50

2 .31 .35

3 .41 .45

4 .42 .53

5 .33 .43

6 .33 .36

7 .31 .46

8 .46 .47

9 .36 .42

10 .21 .26

11 .42 .58

12 .34 .50

13 .32 .57

14 .32 .38

15 .34 .54

16 .46 .48

17 .32 .38

18 .46 .48

19 .32 .57

20 .46 .48

Factor IV

Item No.

Di Dp

1 .42 .54

2 .42 .58

3 .59 .49

4 .64 .59

5 .34 .50

6 .34 .50

7 .33 .49

8 .41 .66

9 .34 .59

10 .32 .57

11 .33 .49

12 .34 .59

13 .46 .48

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .44 .64

19 .58 .58

20 .45 .59

Factor V

Item No.

Di Dp

1 .33 .36

2 .46 .48

3 .64 .59

4 .64 .59

5 .34 .50

6 .33 .49

7 .41 .66

8 .42 .54

9 .46 .48

10 .64 .59

11 .42 .54

12 .48 .52

13 .45 .59

14 .32 .57

15 .44 .64

16 .56 .49

17 .44 .64

18 .56 .49

19 .44 .64

20 .45 .59


selection.



Chapter III

Factor I

Item No.

Di Dp

1 .34 .50

2 .32 .38

3 .46 .48

4 .33 .49

5 .34 .59

6 .41 .66

7 .33 .49

8 .44 .64

9 .42 .58

10 .41 .66

11 .32 .38

12 .46 .48

13 .34 .54

14 .48 .36

15 .42 .54

16 .52 .68

17 .41 .66

18 .44 .64

19 .34 .54

20 .32 .57

Factor II

Item No.

Di Dp

1 .42 .54

2 .32 .57

3 .42 .36

4 .48 .36

5 .33 .49

6 .32 .38

7 .32 .57

8 .42 .36

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .32 .38

18 .41 .66

19 .42 .36

20 .41 .66

Factor III

Item No.

Di Dp

1 .42 .54

2 .48 .52

3 .34 .50

4 .41 .66

5 .46 .48

6 .34 .50

7 .33 .49

8 .32 .57

9 .32 .57

10 .42 .36

11 .48 .36

12 .34 .50

13 .32 .57

14 .41 .66

15 .34 .54

16 .46 .48

17 .41 .66

18 .46 .48

19 .52 .68

20 .52 .68

Factor IV

Item No.

Di Dp

1 .34 .50

2 .33 .49

3 .34 .50

4 .59 .49

5 .64 .59

6 .32 .57

7 .33 .49

8 .41 .66

9 .42 .54

10 .48 .36

11 .34 .50

12 .33 .49

13 .41 .66

14 .42 .54

15 .64 .59

16 .41 .66

17 .64 .59

18 .48 .36

19 .42 .54

20 .33 .49

Factor V

Item No.

Di Dp

1 .46 .48

2 .64 .59

3 .64 .59

4 .34 .50

5 .33 .49

6 .41 .66

7 .42 .54

8 .64 .59

9 .34 .50

10 .33 .49

11 .42 .54

12 .48 .52

13 .45 .59

14 .32 .57

15 .33 .49

16 .41 .66

17 .33 .49

18 .45 .59

19 .44 .64

20 .33 .49


selection.



Chapter IV

Factor I

Item No.

Di Dp

1 .34 .50

2 .33 .49

3 .34 .50

4 .42 .54

5 .64 .59

6 .44 .64

7 .42 .58

8 .34 .50

9 .32 .57

10 .41 .66

11 .32 .38

12 .33 .49

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .34 .59

18 .44 .64

19 .52 .68

20 .34 .54

Factor II

Item No.

Di Dp

1 .46 .48

2 .41 .66

3 .46 .48

4 .52 .68

5 .52 .68

6 .41 .66

7 .42 .54

8 .42 .36

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .46 .48

17 .64 .59

18 .58 .56

19 .34 .50

20 .33 .49

Factor III

Item No.

Di Dp

1 .33 .49

2 .42 .54

3 .32 .57

4 .42 .36

5 .32 .38

6 .46 .48

7 .33 .49

8 .46 .48

9 .33 .49

10 .34 .59

11 .42 .54

12 .33 .49

13 .32 .57

14 .32 .38

15 .34 .54

16 .46 .48

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .54

Factor IV

Item No.

Di Dp

1 .34 .50

2 .33 .49

3 .41 .66

4 .42 .54

5 .64 .59

6 .64 .59

7 .33 .49

8 .32 .38

9 .42 .54

10 .48 .36

11 .33 .49

12 .32 .38

13 .46 .48

14 .32 .57

15 .44 .64

16 .33 .49

17 .32 .38

18 .46 .48

19 .58 .58

20 .45 .59

Factor V

Item No.

Di Dp

1 .32 .38

2 .34 .50

3 .41 .66

4 .41 .66

5 .42 .54

6 .64 .59

7 .34 .50

8 .42 .54

9 .32 .57

10 .33 .49

11 .34 .50

12 .33 .49

13 .34 .59

14 .42 .54

15 .44 .64

16 .56 .49

17 .64 .59

18 .45 .59

19 .44 .64

20 .45 .59


selection.



Chapter V

Factor I

Item No.

Di Dp

1 .42 .36

2 .58 .56

3 .34 .50

4 .33 .49

5 .34 .59

6 .32 .57

7 .33 .49

8 .44 .64

9 .42 .58

10 .41 .66

11 .32 .38

12 .46 .48

13 .34 .54

14 .48 .36

15 .42 .54

16 .52 .68

17 .34 .59

18 .44 .64

19 .52 .68

20 .34 .54

Factor II

Item No.

Di Dp

1 .58 .56

2 .33 .49

3 .48 .36

4 .48 .36

5 .33 .49

6 .32 .38

7 .46 .48

8 .42 .36

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .32 .57

17 .32 .38

18 .46 .48

19 .52 .68

20 .32 .57

Factor III

Item No.

Di Dp

1 .58 .56

2 .44 .64

3 .34 .50

4 .32 .38

5 .46 .48

6 .34 .50

7 .33 .49

8 .34 .50

9 .33 .49

10 .44 .64

11 .42 .58

12 .32 .57

13 .32 .57

14 .32 .38

15 .34 .54

16 .46 .48

17 .52 .68

18 .46 .48

19 .56 .49

20 .34 .54

Factor IV

Item No.

Di Dp

1 .34 .50

2 .41 .66

3 .46 .48

4 .34 .50

5 .33 .49

6 .32 .57

7 .32 .57

8 .42 .36

9 .42 .54

10 .48 .36

11 .33 .49

12 .32 .38

13 .46 .48

14 .32 .57

15 .44 .64

16 .56 .49

17 .64 .59

18 .44 .64

19 .58 .58

20 .45 .59

Factor V

Item No.

Di Dp

1 .34 .50

2 .33 .49

3 .44 .64

4 .42 .58

5 .34 .50

6 .58 .58

7 .59 .53

8 .42 .54

9 .32 .57

10 .33 .49

11 .42 .54

12 .48 .52

13 .45 .59

14 .32 .57

15 .44 .64

16 .32 .57

17 .64 .59

18 .45 .59

19 .44 .64

20 .45 .59


selection.



Chapter VI

Factor I

Item No.

Di Dp

1 .34 .50

2 .33 .49

3 .34 .59

4 .42 .54

5 .44 .64

6 .33 .49

7 .64 .59

8 .45 .59

9 .42 .58

10 .41 .66

11 .32 .38

12 .46 .48

13 .34 .54

14 .44 .64

15 .32 .57

16 .33 .49

17 .32 .38

18 .44 .64

19 .52 .68

20 .34 .54

Factor II

Item No.

Di Dp

1 .44 .64

2 .33 .49

3 .33 .49

4 .32 .38

5 .42 .54

6 .32 .38

7 .46 .48

8 .33 .49

9 .58 .56

10 .34 .50

11 .33 .49

12 .34 .59

13 .32 .57

14 .33 .49

15 .32 .38

16 .32 .38

17 .32 .38

18 .46 .48

19 .52 .68

20 .34 .59

Factor III

Item No.

Di Dp

1 .46 .48

2 .44 .64

3 .34 .50

4 .32 .38

5 .58 .56

6 .44 .64

7 .34 .50

8 .32 .38

9 .46 .48

10 .34 .50

11 .33 .49

12 .34 .50

13 .33 .49

14 .44 .64

15 .58 .56

16 .33 .49

17 .32 .38

18 .46 .48

19 .34 .54

20 .34 .54

Factor IV

Item No.

Di Dp

1 .32 .57

2 .64 .58

3 .44 .64

4 .34 .50

5 .33 .49

6 .41 .66

7 .32 .38

8 .34 .54

9 .32 .38

10 .48 .36

11 .33 .49

12 .33 .49

13 .46 .48

14 .32 .57

15 .44 .64

16 .34 .54

17 .64 .59

18 .44 .64

19 .58 .58

20 .45 .59

Factor V

Item No.

Di Dp

1 .33 .49

2 .32 .38

3 .44 .64

4 .44 .64

5 .56 .49

6 .33 .49

7 .59 .53

8 .42 .54

9 .32 .57

10 .33 .49

11 .42 .54

12 .48 .52

13 .58 .56

14 .34 .54

15 .34 .50

16 .32 .38

17 .46 .48

18 .34 .50

19 .33 .49

20 .34 .50


selection.

Split Half Reliability Coefficient Of Test To Measure Development of Habit Of Precise Thinking


Set .84


Algebra .83


Simple Equation .80

Statistics .81

The values in the table indicate that the test is reasonably reliable.

Consolidate Table to indicate the coefficient of correlation to ensure

Statistical Validity for The Test To Measure

Habit Of Precise Thinking

Chapter Coefficient of correlation

Set .84


Algebra .79


Simple Equation .82

Statistics .76


a study on the effectiveness of advance...

Documents