KVS TGT Math Mock Test - 8 - KVS PGT/TGT/PRT MCQ

'वह ग्रंथ हिंदी लिपि में है।' वाक्य ग़लत है।

• अशुद्ध वाक्य - वह ग्रंथ हिंदी लिपि में है।
• शुद्ध वाक्य - वह ग्रंथ देवनागरी लिपि में है।
• हिंदी कोई लिपि नहीं है वह एक भाषा है।
• हिंदी भाषा की लिपि देवनागरी है।

Key Pointsअन्य विकल्पों में कोई त्रुटि नहीं है -

• अध्यक्ष महोदय मुस्कुराने लगे।
• ईश्वर आपका भला करें।
• ओह! तुम कल जाओगे।

Additional Informationदेवनागरी लिपि की विशेषताएँ -

• देवनागरी लिपि के उच्चारण और प्रयोग में समानता होती है।
• देवनागरी लिपि पूर्णतया वैज्ञानिक है।
• देवनागरी में निश्चित मात्राएँ हैं।
• इसमें प्रत्येक ध्वनि के लिए अलग लिपि चिह्न है।
• इसमें वर्ण का कोई भ्रम नहीं है।
• प्रत्येक वर्ग में अघोष फिर सघोष वर्ण हैं।
• यह लिपि लिखाई और छपाई दोनों में समान है।

विकल्प घी के दिए जलाना सही है।

• घी के दिए जलाना
  • अर्थ: खुशियाँ मनाना
  • वाक्य प्रयोग: भगवान श्रीराम के अयोध्या लौटने पर प्रजा ने घी के दिए जलाए थे।

Additional Information

• घाव पर नमक छिड़कन
  • अर्थ: दुखी को और दुखी करना
  • वाक्य प्रयोग : वह अनुत्तीर्ण होने के कारण पहले दुखी है, तुम जली – कटी सुनाकर उसके घाव पर नमक छिड़क रहे हो।
• घोड़े बेचकर सोना
  • अर्थ : निश्चित होना
  • वाक्य प्रयोग: दिन-भर थकने के बाद मजदूर रात को घोड़े बेचकर सोते हैं।
• चाँद पर थूकना
  • अर्थ:निर्दोष पर दोष लगाना
  • वाक्य प्रयोग: अरे, उस संत-महात्मा पर व्यभिचार का आरोप लगाना चाँद पर थूकना है ।

• अन्य उदाहरण
• झोली भरना
  • अर्थ – भरपूर प्राप्त होना
• टाँग अड़ाना
  • अर्थ – अड़चन डालना
• टका सा जबाब देना
  • अर्थ – साफ़ इनकार करना
• टस से मस न होना
  • अर्थ – कुछ भी प्रभाव न पड़ना
• टोपी उछालना
  • अर्थ – निरादर करना

The distinctive feature of Small Finance Banks is their focus on serving unbanked or underbanked segments of the population. They aim to promote financial inclusion by providing accessible banking services to those who have been traditionally excluded from the formal banking sector.

Here are some key points about Small Finance Banks:

• Target Audience: They primarily cater to underserved individuals and small businesses.
• Services Offered: They provide a range of banking services, including savings accounts, loans, and payment services.
• Regulatory Framework: They operate under guidelines set by the Reserve Bank of India, ensuring safety and compliance.
• Financial Inclusion: Their main goal is to enhance financial access for all segments of society.

Alcohols have the functional group -OH (hydroxyl) attached to a carbon atom. This functional group is responsible for the characteristic properties of alcohols.

Acquiring and constructing one's own knowledge through various means and experiences is called learning. Learning is also influenced by many factors, those factors make the learning process fast or slow and also successful or unsuccessful. Key Points

• Motivation is the process that initiates, guides, and maintains goal-oriented behaviors. It is one of the factors which influences learning. When a student is motivated positively he runs toward the goal and goal-directed behavior. Motivation is two types intrinsic and extrinsic in these intrinsic motivation is better because here the student learns only to construct knowledge, not for any reward.
• Emotion is a conscious mental reaction (such as anger or fear) subjectively experienced as a strong feeling usually directed towards a specific object and typically accompanied by physiological and behavioral changes in the body. This also influences learning in many ways. When a child has a positive emotion toward the subject and the teacher learning happens in a progressive and successful way, if the child has negative emotion the opposite result may happen.
• Pedagogical approaches play an important role in the learning process of students because if the pedagogical approaches are according to the cognitive abilities and real-life experience of students then students get familiarized easily and the chance of authentic and meaningful learning increases.
• Social content is also one of the factors influencing learning because students get influenced by many incidents and issues happening in the society they live in. This also creates an impact on their learning.

Hence (i), (ii), (iii), (iv) are correct options.

 Passion has a motivating factor; therefore, it is a significant need for high-quality learning and teaching.

Important Points

• Passion is seeking for the new and experiencing new ideas. 
• Passion is on the basis of effective teaching.
• The passion which is indispensable for learning and teaching facilitates learning through the desire and enthusiasm it creates.
• Passionate teachers by creating effective learning environments endeavor to increase the learning potentials of their students.

Example: Every week a teacher who has a personal interest in music shares with the class current news about musicians and music events and then displays the articles on a bulletin board. The teacher then encourages students to share current events of their own choosing with the class because the teacher is showing enthusiasm for a topic and therefore engaging students in the learning process.

Additional Information

• Only modeling any specific reading strategies or modeling making text-to-text connections by sharing the articles will not be able to keep students' motivation level high or encourage them to follow their passion. We learn by doing not only by reading or writing. 

Hence we can conclude that the right answer to this question is promoting a passion for learning.

Experience is the subjective knowledge or skills about something, someplace, or someone. Every individual has their own experiences which they experience from their own point of view. 

Key Points

•  Using prior experience to manage new situations and experiences, requires a student to be reflective.
• Reflection is the process of showing or presenting what one has learnt or acquired. 
• Reflections are unique to everyone. Hence, they are subjective. 
• The process of reflection helps to understand the event better and provides the opportunity to critically analyze it. 
• The understanding and critical analysis help to use those experiences in other situations also. 

Thus, it can be concluded that using prior experience to manage new situations and experiences demands, requires students to be reflective. 

Teaching-learning materials (TLMs) are tools, which are used by teachers to help learners to learn concepts with ease and efficiency They are any collection of materials including animate and inanimate objects and human and non-human resources.

• A teacher may use these in teaching and learning situations to achieve desired learning aims and objectives as per a specific subject.
• They are tools used in instructional activities, which include active learning and assessment. They may be in Print (Textbooks, pamphlets, handouts, study guides, manuals), Audio (Cassettes, microphone, podcast), Visual (Charts, real objects, photographs, transparencies), Audiovisual (Slides, tapes, films, filmstrips, television, video, multimedia), Electronic (Interactive Computers, graphing calculators, tablets).

Important Points

Workbooks: Workbooks are paperback textbooks.  This is a specific kind of instructional material through which students are made to do their classwork and homework with play way exercise. These contain practice problems, with empty space so that the answers can be written directly in the book.

• Student performance on workbook tasks can provide teachers with extended information about the work of each of their students.
• Workbook activities train students to work independently. In most classrooms, students do their workbook tasks independently. It is likely that several years of this kind of activity helps train students to work on their own.​

Key Points

Evaluating Workbook Tasks

• A sufficient proportion of workbook tasks should be relevant to that instruction that is going on in the rest of the unit or lesson.
• Another portion of workbook tasks should provide for a systematic and cumulative review of what has already been taught.
• Workbooks should reflect the most important (and workbook-appropriate) aspects of what is being taught in the program.
• Workbooks should contain, in a form that is readily accessible to students and teachers, extra tasks for students who need extra practice.
• The vocabulary level of workbook tasks should relate to that of the rest of the program and to the students using the program.
• The instructional language used in workbook tasks must be consistent with that used in the rest of the lesson and in the rest of the workbook.

Hence, we can conclude that a specific kind of instructional material through which students are made to do their classwork and homework with playway exercise is called a workbook.

We need to see discipline essentially as a code of conduct binding both the teacher and her students in a relationship of mutual respect, not as rules and punishment for breaking them. The ability to control a group of a student depends on the personality of the teacher and also the rapport that she develops with them. There are some tips to be kept in mind. 

Key Points

Responsible cause of growing indiscipline in schools:

• Loss of Respect for Teachers
• Lack of Ideals
• Defective Educational System
• Effective Freedom-Fight
• Lack of leadership qualities among school principals and teachers
• The inability of teachers to inspire and motivate students
• The inability of the teaching profession to attract excellent teachers.

Thus from the above-mentioned points, it is clear that one of the responsible causes of growing indiscipline in schools is the lack of leadership by teachers.

ICT is often associated with devices, such as computers and software, but it also encompasses more conventional technologies like radio, television, and telephone technology.

• The National Policy on ICT in school education (2012) of India defines ICTs as all devices, tools, content, resources, forums, and services, digital and those that can be converted into or delivered through digital forms, which can be deployed for realizing the goals of teaching-learning, enhancing access to resources, the building of capacities, as well as management of the educational system”.

Key Points

• ​The teacher, therefore, needs to continue playing a crucial role in ICT-mediated teaching and learning but the role is being redefined because of the changing context of ICT use in education and the realization of the potential of ICT to align teaching and learning with the knowledge society requirement.
• The UNESCO requires teachers to carry out technology infusion in the instructional practices through planning, implementing, and managing instructions, assessing and evaluating learning, and moving towards more student-centered approaches from a stage when it is used to support traditional teaching and learning.
• Teacher's role shifts from dictator to the facilitator, Instructor, Guide, and Mentor. Teachers facilitate students as a facilitator by providing them with the proper environment and materials to learn at their own pace. The method of teaching used by teachers should be skill-based or activity-based rather than content-based.

Thus, it is concluded that dictator to facilitator is the paradigm shift in a teacher's role, is a result of ICT.

The Right to Education Act commonly known as RTE Act 2009 is an act that aims to provide free and compulsory education to all children between the age of 6 to 14 years in India under Article 21A of the Indian Constitution.

Key Points 

• As per the RTE Act 2009, the pupil-teacher ratio is 30:1 means one teacher is employed for a total of 30 students in every primary school.

• From the above-mentioned information, it could be interpreted that the number of teachers to be placed in the schools would be  5 primary teachers + one head teacher.
• RTE 2009 prescribes that the number of teachers required for '121-200 students' in a primary school is '5 primary teachers + one head teacher

Thus, it is concluded that As per RTE Act - 2009 the number of teachers required for a primary school of strength 125 is 5.

Additional Information 

We have a_n = a+(n-1)d
a₂₅ = a+(25-1)d=a+24d
a₁₂ = a+(12-1)d=a+11d
a₂₅ - a₁₂ = -52
a+24d-(a+11d)=-52
a+24d-a-11d=-52
13d= -52
d= -4

8a³ + b³+ 12a²b + 6ab²
8a³ + b³+ 12a²b + 6ab²
= (2a)³ + (b)³ + 3(2a)(b) (2a + b)
= (2a + b)³ | Using Identity VI
= (2a + b)(2a + b)(2a + b)

⇒ cos A = cos 60°

⇒ A = 60°

Then 12 cot² A – 2 = 12(cot 60°) – 2

= 4 – 2 = 2.

Three face cards from spades have been removed.
Total cards=52-3=49
Total No of black face cards=3+3(3 in each spades and clubs)
Remaining black face cards=6-3=3
Probability of getting black face card=  no. of favourable outcomes/ total no. of outcomes=3/49

693 = 3×3×7×7
567 = 3×3×3×3×7
441 = 3×3×7×11
Therefore H.C.F of 693, 567 and 441 is 63.

Let AB be the tower and AC be its shadow 

And AB = AC= x m
Let the angle of elevation of the sun be θ.
Then ∠ACB = θ
In right angled triangle ABC 

Therefore, the angle of elevation of the Sun is 45°.

We have radius of cylinder and cone = r
Height of cone and cylinder = h
Volume of cone = 
Volume of cylinder = πr²h

A quadratic equation in variable x is of the form ax²+ bx + c = 0, where a, b, c are real numbers a ≠ o, because if a=0 then the equation becomes a linear equation.
If we can factorise ax² + bx + c, a ≠ 0 into product of two linear factors then roots can be found by equating each factor to zero because if two factors are in multiplication and equal to zero then either of the factor is zero.
A real number R is said to be a root of the quadratic equation ax² + bx + c = 0 if a(R)² + bR + c = 0. , root means that the value gives answer equal to zero.
So all are correct.

A fair dice has number 1,2,3,4,5,6 only . So there are no number greater than 6
No. of favourable outcomes=0
Total no. of outcomes=6
Probability of getting no. higher than 6=No. of favourable outcomes/Total no. of outcomes=0/6=0
 

A linear polynomial has 1 zero.

A quadratic polynomial has 2 zeroes.

A cubic polynomial has 3 zeroes.

In general, any polynomial has as many zeroes as its degree.

class mark= (upper limit+lower limit)/2
                 = (15.5+20.5)/2
                 =36/2
                 =18
 

To calculate the volume of sand needed to fill the rectangular sandbox, we can use the formula:Volume = Length × Width × DepthGiven:
Length = 2 m
Width = 5 m
Depth = 10 cm = 0.1 mSubstituting the values into the formula:Volume = 2 m × 5 m × 0.1 m
Volume = 1 cubic meterTherefore, the correct answer is A: 1 cubic meter.

First Term =  a+b
Second Term =  a-b
Common Difference is a-b-a-b = -2b.

Summation of 22 terms of an A.P. is     
n/2 [ 2a + (n-1)d ]
22/2 [2 ( a+b) + (22-1)-2b ]
11  [ 2a+2a-b + (21)-2b  ]
11  [  2a+2b - 42b ]
11  [ 2a - 40b ]
22a - 40b.

So, the summation of given A.P. for 22 terms is 22a - 40b 

The x-axis is one of the sides of a frequency polygon. The x-axis represents the values of the variable being measured.

R and r be the radii of the two cones.

H and h be the heights of the two cones.

⇒

⇒

⇒

⇒ which proves that assertion is wrong.

Therefore, A is false but R is true.

Number of possible outcomes = 2
Number of Total outcomes = 52
∴ Required Probability = 2/52 = 1/26

x² - √3x - x + √3 = 0
Taking common x from first two terms
x (x - √3) - 1 (x - √3) = 0
(x - √3) (x - 1) = 0
So, either x = √3 or x = 1