The twin premises to fix the place of Mathematics teaching in our school curriculum are

• "how to engage the mind of every student" and "how to strengthen the student's resources"

• "how to improve the reasoning ability of every student" and "how to enhance his spatial ability"

• "how to raise the performance of every student in Mathematics" and "how to prepare meritorious students for international olympiads"

• "how to make the Mathematics class more activity-oriented" and "how to enhance the procedural skills and understanding of algorithms in every student"

A teacher asked the students to find the number of possible pentominoes using 5 squares and then further explore the number of possible hexaminoes and so on. These types of activities help the child to

• improve the observation skills

• identify relation between number pattern and shapes

• improve spatial ability

• improve analytical ability

As per the vision statement of NCF 2005, School Mathematics does not take place in a situation, where children

• learn to enjoy Mathematics

• see Mathematics as a part of their daily life experience

• pose and solve meaningful problems

• memorise formulae and algorithms

With the help of'Geogebra' software, students can learn all concepts of geometry through

• exploratory approach

• inquiry-based approach

• project-based approach

• lecture-based approach

One of the major reasons for student's failure in Mathematics at school level is that our assessment process

• emphasizes on testing of procedural knowledge than mathematisation of abilities

• is gender-biased and asks problems relevant to boys' interests

• is more subjective in nature and less or no objective type of questions are included

• gives more weightage to formative assessment than summative assessment

LCM and HCF of two numbers p and q are P and Q, respectively.

If P - p = q - Q, then

• ${\mathrm{p}}^2 + {\mathrm{q}}^2 = {\mathrm{P}}^2 + {\mathrm{Q}}^2$

• ${\mathrm{p}}^2 - {\mathrm{P}}^2 = {\mathrm{q}}^2 - {\mathrm{Q}}^2$

• P - Q = p - q

• pP = qQ

$\mathrm{If} 3 \le \mathrm{x} \le 10 \mathrm{and} 5 \le \mathrm{y} \le 15, \mathrm{then} \mathrm{minimum} \mathrm{value} \mathrm{of} \left(\frac{\mathrm{x}}{\mathrm{y}}\right) \mathrm{is}$

• $\frac{1}{3}$

• $\frac{1}{2}$

• $\frac{1}{5}$

• 10

LCM of 22, 54, 135 and 198 is

• 2² x 3³ x 5 x 11

• 2³ x 3² x 5 x 11

• 2 x 3³ x 5 x 11

• 2² x 3³ x 5 x 11

29.

Which one of the following statements is correct?

• Sum of two prime numbers is always a prime number

• '1' is the smallest prime number

• A composite number can be odd

• There is no even prime number

As per NCF 2005, the goal of Mathematics teaching in school curriculum is that children learn 'Important Mathematics' Important Mathematics implies

• understanding appropriate use of learnt mathematical techniques

• solving mathematical games and puzzles

• verifying geometrical theorems in Maths lab

• knowing mathematical procedures and algorithms