The remainder obtained when 4⁹⁶ is divided by 6 is

• 3

• 4

• 5

• 6

52.

$3\frac{5}{6} + 6\frac{1}{7} - 2\frac{1}{3} -1\frac{1}{2} = ?$

• $6\frac{1}{7}$

• $6\frac{1}{21}$

• $6\frac{5}{28}$

• $6\frac{1}{14}$

$5 + \frac{1}{5 + {\displaystyle \frac{1}{5 + {\displaystyle \frac{1}{5 + ...}}}}}$

• $\frac{11}{2}$

• $\frac{\sqrt{29} +\hspace{0.17em}1}{2}$

• $\frac{\sqrt{13} + 1}{2}$

• $\frac{\sqrt{29} + 5}{2}$

What will come in place of question mark (?)

$\frac{17.28 ÷ ?}{3.6 \times 0.2} = 2$

• 120

• 1.2

• 12

• 0.12

The expression x² - 2xy + y² - x + y has one
factor which is

• x - y = 1

• x + y = 1

• x - y - 1

• x + y + 1

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

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

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

• helps the teacher to identify the bright students

• shows the accuracy aspect of numbers

• reflects the inter-disciplinary approach

$\mathrm{A} \mathrm{student} \mathrm{writes} \frac{10 \mathrm{cm}}{12 \mathrm{cm}} = \frac{5}{6}\mathrm{cm}$

$\frac{15 \mathrm{cm}}{15 \mathrm{m}} = 1000\mathrm{m}. \mathrm{This} \mathrm{student}$

• can reduce fractions to lowest term correctly and can write the units properly

• has concept of units, conversion of units, fractions but missed the concept that ratio does not have units

• always commits clerical error of writing unit with ratio

• has clear concept of units and their conversion

A fraction is equivalent to $\frac{5}{8}$. Its denominator 8 and numerator add upto 91. What is the difference between the denominator and numerator of this fraction ?

• 19

• 21

• 3

• 13

Salman solve - 3 - 4 = 7. The error is committed as

• Salman needs to practice solving problems of similar type

• Salman has not understood the concept of multiplication of integers

• Salman is careless

• Salman is not clear about the concept of addition of integer

If(x - 2) is a factor of x³ + ax² + bx + 16 and b = 4a, then respective values of a and b are respectively

• 2, - 8

• - 2, 8

• - 2, - 8

• 2, 8