NVS TGT Math Mock Test - 7 - NVS TGT/PGT MCQ

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There are causes related to the classroom and home environment associated with the creation of fear towards mathematics learning. Some very common causes of mathematics phobia are:

• Prior negative experiences with mathematics: These may be related to one or more of the following:
  • Unfavourable school climate
  • Lack of encouragement from parents and/or teachers
  • Lack of positive role models
  • Ethnic and/or gender stereotypes
  • Mathematics problems being used as punishment in school
• The pressure of taking timed tests
• The fear of looking or feeling “stupid” in front of others

Hence, we conclude that all the above points are true in the context of fear of mathematics.

Probability of getting a number greater than 2 is
number greater than 2 = 4
total outcomes = 6
so, 4/6
=2/3

In the given question we have  a=3,b=1 the given equation is 2a + 3b=m

By substituting the values of a,b in the given  equation, we get ,

 2 x 3 + 3 x 1 = m 

6 + 3 = m

9 = m 

So option A is the correct answer. 

We have as the roots which means x + and x- are the factors of the quadratic equation. Multiplying x+ and x- and applying a²-b² we get the equation x²-5.

The correct option is Option C.

(a + b)² = a² + b² + 2ab

(12)² = 60 + 2ab

ab = (144 - 60)/2

ab = 84/2

ab = 42

Now, 

(a + b)³ = a³ + b³ + 3ab(a+b)

(12)³ = a³ + b³ + (3 × 42 × 12)

a³ + b³ = 1728 - 1512

Therefore, a³ + b³ = 216

Let side of square be x cms inscribed in a circle.

Radius of circle (r) = 1/2(diagonal of square)

Given that the perimeter of one face of a cube is 40 cm. Let each side of the cube be a cm. Each face of a cube is a square. Therefore, the perimeter of one face of the cube is 4a. We can write:4a = 40 cm
a = 10 cmTherefore, the length of each side of the cube is 10 cm. The volume of the cube is given by the formula V = a^3, where a is the length of each side of the cube. Substituting the value of a, we get:V = 10^3 = 1000 cm^3Therefore, the volume of the cube is 1000 cm^3, which corresponds to option B

Using mid term splitting

So either y=13/ 
Or y= 

Sum of two solutions is zero ,so both are inverse of each other. So we have the solutions as a,-a,b.
(x-a)(x+a)(x+b)=(x²-a²)(x+b)=x³+bx²-a2x-a2b
pq=-a²b=r

The second tower is smaller than the first tower so let the height of the first tower is h So a part of it is equal to 60m so the remaining height is h-60 m
Tan 30=perpendicular/base

Explanation:

Given Information:
- Two zeros of the cubic polynomial are 0.
- Therefore, the cubic polynomial can be written as ax^3 + bx^2 + cx + d = a(x - 0)(x - 0)(x - k) = ax^3 - akx^2 = ax^3.

Finding the value of c:
- Since the coefficient of the linear term in the polynomial is c, and two of the zeros are given to be 0, the sum of the zeros is 0 + 0 + k = -b/a.
- As k represents the remaining zero, this implies that k = -b/a.
- Since the sum of the zeros of a cubic polynomial is -b/a, the value of c cannot be determined from the given information.
- Therefore, the correct answer is c.​​​​

Let AB be the length of the string and AC = 100 m
And ∠ABC = 60°
In triangle ABC, 

Therefore, the length of the string is 20 m. 

The mean is the average of the numbers.
So, Mean = 
Mean= 351/9=39

Mathematics is just not a way of putting knowledge or information into statistical form but it involves a process of dealing with numbers, abstractions, and generalizations.

• The teacher should use activity-based teaching techniques so that learners can be actively engaged in the teaching-learning process.
• The aim of teaching mathematics is to develop the abilities of learners to use mathematics in their daily life i.e., use of mathematical operations while performing day-to-day tasks.

Key Points

There are mainly four properties of numbers that are based on the fundamental mathematical operations i.e., addition, subtraction, multiplication, and division. One such property is the distributive property of numbers.

Distributive law of numbers

• It states that the sum of two natural/whole numbers when added, subtracted, multiplied, or divided by the third number and if we add, subtract, multiply, or divide those numbers individually with the third numbers then the result will be the same.
• Such as, a × (b + c) = (a × b) + (a x c) where a, b, and c are natural or whole numbers.
• This property of numbers is very helpful in teaching the two multiple digit numbers in middle school to avoid fear, confusion, and to bring conceptual understanding among students.
• Multiplying the two-digit numbers using the distributive property of numbers will remove the complexity of multiplication and encourage the students to use this method frequently while dealing with large numbers.
• It is basically to remove the fear of multiplication among students and to make them enjoy the process of multiplication i.e., by dividing large numbers into simple small numbers and then adding them all.
• For example, take two numbers 26 and 24. ⇒ 26 × 24 = 26 × (20 + 4) ⇒ (26 × 20) + (26 × 4) ⇒ 520 + 104 ⇒ 624.

Hint

• Testing the previous knowledge of students will only provide data about the existing level of knowledge so that the teacher can know about the starting point of the learning process or from where he has to proceed further the teaching-learning process.
• The algorithms of multiplication are the subset of rules that are required to be followed while multiplying numbers. These algorithms should be used at the later stage of learning when the conceptual understanding of students becomes well-established.

Hence, it is concluded that simplifying using the distributive property is the most appropriate strategy for introducing the concept of multiplication of two multiple digit numbers in middle school.

Additional Information

R.C.E.M stands for Regional college of Education Mysore. Prof. Dabey invented this approach of writing instructional objectives in behavioral terms in a new way.

• He converted the six divisions of the cognitive domain into four i.e knowledge, understanding, application, and creativity. He merged Analysis synthesis and evaluation into new group creativity. This approach is considered a more practical approach.
• In this approach, much emphasis has been given to mental abilities rather than stimulus and response

Key Points The educational staff of RCEM started developing and experimenting with instructional and evaluation material.

Hence, Skill is not included in the RCEM system of classification for objectives.

Rolling in dough (Idiom): exceptionally wealthy; having large amounts of money to spend.
Bestow on (Idiom): to give something to someone; to present something to someone.
Eke out (Idiom): to make up for the deficiencies of.
To be closefisted (Idiom): someone who doesn’t want to spend money. Similar to being stingy.
It is obvious that ‘rolling in dough’ makes perfect sense in the given blank.
Hence, the correct answer is option C. 

The sentence is in active voice with past continuous tense in it. When it is converted into passive voice, it still remains in past continuous tense but with a little variance due to its grammatical rule. In the sentence ‘was driving the car’ gets converted into ‘was being driven’ in case of passive voice.
Passive voice is given as :-
The car was being driven by him so fast that it skidded on the snowy road.
Hence , option D will be correct answer .

सही उत्तर वाचाल है।

Key Points

• 'मूक' का विलोम शब्द वाचाल है।
• मूक का अर्थ- गूँगा, मूक वाणी।
• वाचाल का अर्थ- वाक्पटु।

अन्य विकल्प -

• बड़ा - छोटा
• घृणा - प्रेम
• अचर - चर

'उत्थान' का विलोम शब्द पतन है।

उत्थान का विलोम पतन होता है।

• उत्थान का अर्थ - उठना
• पतन का अर्थ - गिरना

Key Pointsअन्य विकल्प -

• पातन का अर्थ होता है - नीचे ढकेलने की क्रिया या भाव
• पाटन का अर्थ होता है - छेदने की क्रिया
• पतान का कुछ अर्थ नहीं होता है।

Additional Informationविलोम के उदाहरण -

• मूक - वाचाल
• सम्पन्न - विपन्न
• सम्मुख - विमुख
• मितव्ययी - अपव्ययी
• स्मरण - विस्मरण
• नीरस - सरस
• पक्ष - प्रतिपक्ष
• ज्योति - तम
• अथ - इति

• बहुवचन - कबूतर
• समानार्थी शब्द - कपोत
• लिंग - पुल्लिंग
• संज्ञा के प्रकार - जातिवाचक

चिड़िया

• बहुवचन - चिड़ियाँ
• समानार्थी शब्द - पंछी , पक्षी , परिंदा
• लिंग - स्त्रीलिंग
• संज्ञा के प्रकार - जातिवाचक

कोयल

• बहुवचन - कोयलें
• समानार्थी शब्द - कोकिल , कोकिला
• लिंग - स्त्रीलिंग
• संज्ञा के प्रकार - जातिवाचक

कौआ

• समानार्थी शब्द - काग , काक , कौवा
• विलोम शब्द - कौवी , कौवी
• लिंग - पुल्लिंग

पीयूष शब्द दूध का पर्यायवाची है।

पीयूष

• पुल्लिंग
  • अमृत, सुधा।

दूध का पर्यायवाची शब्द-

• दुग्ध, गोरस, क्षीर, दोहज, पय, पीयूष, स्तन्य।

पीयूष के पर्यायवाची-

• अमिय, अमी, अमृत, सुधा, सोम
• आबेहयात, देवान्न, देवाहार, जीवनोदक।

जल के पर्यायवाची-

• वारि, पानी, नीर, सलिल, तोय, उदक
• अंबु, जीवन, पय, अमृत, मेघपुष्प।

घृत का पर्यायवाची-

• घी, अमृत, नवनीत।

हलाहल का पर्यायवाची

• गरल, कालकूट, माहुर, विष, जहर

उपर्युक्त गद्यांश को समझने से ज्ञात होता है कि यहाँ हिंदी साहित्यिक आचार्य रामचंद्र शुक्ल जी की बात हो रही है। उनका हिंदी साहित्य में एक विशेष स्थान है। उन्होंने हिंदी साहित्य में अपना योगदान दिया है। अतः सही विकल्प 'हिंदी के प्रसिद्ध साहित्यकार' है।

रामचंद्र शुक्ल जी पर दुःखों का पहाड़ टूट पड़ा था। इस बीच उनकी संगति कई तरह के लोगों से हुई लेकिन वे दूसरों की संगति में बिगड़े नहीं। 'चन्दन विष व्यापै नहीं, लिपटे रहत भुजंग' कथन का अर्थ होता है कि अच्छे स्वाभाव के व्यक्ति पर बुरी संगति का कोई असर नहीं पड़ता। इस प्रकार सही विकल्प 'जो अच्छे स्वभाव के लोग होते हैं, उनको बुरी संगति भी बिगाड़ नहीं पाती' है।