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This section includes 7 InterviewSolutions, each offering curated multiple-choice questions to sharpen your Current Affairs knowledge and support exam preparation. Choose a topic below to get started.
| 1. |
3. From the following cumulative frequency table, Find mean, median& mode.MarksNo. of students0 and above4010 and above2820 and above1630 and above1040 and above8.50 and above0(pls tell me it's urgent) |
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Answer» Step-by-step explanation: 3. From the following cumulative frequency table, FIND mean, median & mode. Marks No. of students 0 and above 40 10 and above 28 20 and above 16 30 and above 10 40 and above 8. 50 and above 0(PLS tell me it's urgent) |
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| 2. |
Answer the question (-4860)+(+6247) |
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Answer» 1387 is the CORRECT answer Step-by-step explanation: 1387 is the correct answer -4860+6247 6247-4860 1387 |
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| 3. |
· chinnie had. rs.450750 with him. He distucibuted it amoung 15 of his friends. Howmuch monoy did each of his friend get please explain the step |
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Answer» Total RS. with chinnie - ₹ 450750 Total Rs, distributed with 15 friends. Therefore, each friend GOT → __________________________________ Please • Thank the Answer • Rate the Answer • MARK as Brainliest |
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| 4. |
Square root of 3 square multiply b cube multiply 24 |
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Answer» serhcteab dsvda gdcageaghcethceaectyrjvrvgnfvhntehnvts H. tsuwrgteyhrwhb Step-by-step EXPLANATION: sfbdagnwrgnrwgnrwhjrwyjrwgjtwrwhjryjthtdhmdghfshsfgstgntehjtejhvtebuatbhbdstutdj_dgzbjgfjsbgsfbj)fgbfbdbdhfhbfgsbfsbfbgsfbgfbfffbhfhb |
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| 5. |
2x + Y - 17 = 0 5x - y - 5 = 0 |
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Answer» ?????????????? Step-by-step explanation: |
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| 6. |
In a television game show, the prize money of Rs. 1,00,000 is to be dividedequally amongst the winners. Complete the following table and find whether the prizemoney given to an individual winner is directly or inversely proportional to thenumber of winners: |
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Answer» REFER To ATTACHMENT Above ⬆️ Hope It HELPS You! |
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| 7. |
Draw an angle of 75º with compass and find its line of symmetry. (Steps of constructions arerequired) |
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Answer» Answer: here is you answer Step-by-step explanation: Steps of CONSTRUCTION:a Draw a line l and mark a point O on it. b Place the pointer of the COMPASSES at O and draw an arc of any radius which intersects the line l at A.c TAKING same radius with centre A cut the PREVIOUS arc at B.d Join OB then ∠BOA = 60 degree. |
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| 8. |
From the given figure the length of hypotenuse AC and the perimeter of ABC |
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Answer» Answer: In ∆ABC, ∠B = 90° , and L(BC) = 21, and l(AB) = 20 ∴ According to Pythagoras’ theorem, ∴ l(AC)2 = l(BC)2 + l(AB)2 ∴ l(AC)2 = 212 + 202 ∴ l(AC)2 = 441 + 400 ∴ l(AC)2 = 841 ∴ l(AC)2 = 292 ∴ l(AC) = 29 Perimeter of ∆ABC = l(AB) + l(BC) + l(AC) = 20 + 21 + 29 = 70 ∴ The length of hypotenuse AC is 29 UNITS, and the perimeter of ∆ABC is 70 units.Read more on Sarthaks.com - https://www.sarthaks.com/863375/from-the-given-figure-find-the-length-of-hypotenuse-ac-and-the-perimeter-of-abc |
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| 9. |
Please answer this: x2 + 2x – 48 |
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Answer» now FACTORISE this a=1, b=2 ,c= -48 (-48= -8×6 and 8-6=2=b) x^2-8x+6x-48=0 x(x-8)+6(x-8)=0 (x-8) (x+6)=0 x-8=0 or x+6=0 x=8 or x= -6
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| 10. |
Chinnu had. RS. 450,150 with fun. Ho destureebelted stanowry 15 of his friendsHowmuch money did each of his friend get? |
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Answer» 30010 is the CORRECT answer |
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| 11. |
Find the are of scalene triangle whose sides are 7cm,9cm and 10cm respectively |
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Answer» Step-by-step explanation: SEMI triangle = a+ b+ c/2 7+9+10/2 26/2 13 area of triangle by herons formula = √s(s-a)(s-b)(s-c) √13(13-7)(13-9)(13-10) √13(6)(4)(3) 6√26 i hope its HELP PLEASE marked me as brainlist |
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| 15. |
Arrange the following fractions in as3 5 2 8 1 4(a)and9 9 9 9 9 |
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Answer» Step-by-step EXPLANATION: ques wrong |
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| 16. |
1/2+1/2 please ans this question |
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Answer» Answer: 1 is the answer Step-by-step EXPLANATION: |
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| 17. |
He said that she had come at eight..write in direct speech |
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| 18. |
Answer this quick pleeeaaase with rough work Quickly thanks! |
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| 20. |
The consumption of electricity in a city increases by 10% per year. In how many years from now,will it exceed twice the present consumption? (consider only full years) |
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Answer» Step-by-step EXPLANATION: sjnsnsjsjsjsjsjsjsjjs |
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| 21. |
How to slove this l. c. m 343 |
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Answer» 2 |__343___ 7 | __49____ 7 | __7 ____ 7 | __1_____ PRIME FACTORS → 2×7×7×7L.C.M → 686______________________ |
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| 22. |
Add 23y2,8y2 and -12y2 |
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Answer» fffygr Step-by-step EXPLANATION: |
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| 23. |
Express as metres using decimals:3m 45cm (b) 18 cm |
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Answer» Hey mate !! hope it will be helpfull |
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| 25. |
21) Find the cost of flooring a room measuring om by 5.4m with squaretiles of side 15cm if a tile costs Rs. 20.60. |
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Answer» Answer: change 5.4m in cm = 540 cm then MULTIPLY then divide 15 cm to 20.60₹ = 1.373 then multiply the cost of 1 tile to the measuring of room = 741.42 ₹ |
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| 26. |
A man invests rupees 5600 at 14 % per annum compound interest for 2 years.Calculate :1)the interest for first year2) the amount at the end of the first year3) the interest for second year |
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Answer» Rs.894 is the ANSWER
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| 27. |
Please anyone answer |
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Answer» Here, is your answer Step-by-step EXPLANATION: |
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| 29. |
A garments shop give 10% discount for a particular dress material of marked price rs;220.then the selling price of the material is |
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Answer» Answer: 198 Step-by-step EXPLANATION: MARKED price WITHOUT discount=220 10% of 220= 22 220-22= 198 |
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| 30. |
99900046 in wordswith Indian system |
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Answer» 99900046 In NUMERICAL FORMAT: 9, 99, 00, 046 In word format: Nine crore ninety-nine LAKH and forty-six |
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| 32. |
X÷(-14)=-7what is the value of x |
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Answer» Answer: x/-14=-7 You want to ISOLATE the variable, so first, you need to perform the inverse OPERATION of the operation that is being USED on the variable, x. So since x is being divided by -14 in this PROBLEM, you want to multiply by -14 on both SIDES to get x by itself, as shown below: x/-14=-7 (x/-14)*(-14)=(-7)*(-14) x=(-7)*(-14) x=98 ←There’s your answer! |
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| 33. |
Find prime factorization of 9075 and tell whether it is perfect square root. |
Answer» above are the PRIME factors of the number 9,075. If we put all of it together we have the factors 3 X 5 x 5 x 11 x 11 = 9,075. It can also be written in EXPONENTIAL FORM as 31 x 52 x 112.9075 is not a product of two equal numbers. Thus, 9075 is not a perfect square root.plz MARK as brainliest |
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| 34. |
Dan invests £1000 into his bank account.He receives 10% per year simple interest. How much will Dan have after 2 years? Give your answer to the nearest penny where appropriate. |
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Answer» Answer: HOPE it helps you DEAR if helps please mark my answer as BRAIN list and don't FORGET to folow me for easy study |
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| 36. |
9990006 in words it should be in words if anyone knows then tell me please |
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Answer» Answer: nine MILLION nine HUNDREDninety thousand sixStep-by-step explanation: HOPE IT HELPED U :) |
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| 37. |
Who is our Maharashtra current Chief Minister |
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Answer» Uddhav THACKERAY is current MAHARASHTRA CHIEF Minister. Please mark as BRAINLIEST if it is helpful. |
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| 38. |
X⁸- y⁸ plss give this answer |
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Answer» Answer: x – y..bcaz power are Same.HOPE it's HELP youplease Mark's me brainlist pleaseSTAY home stay safeTAKE CARE |
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| 39. |
Verify the distributive property of division over addition usinga = 1/3 b = -2/3 & c = 1/2. |
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Answer» Are They Saying the Same Thing? Verifying Equivalent Expressions 4 Lesson Overview Students begin by reviewing the properties of arithmetic and algebra that they have formally or informally studied in the past. This allow students to use properties as they rewrite algebraic expressions in equivalent forms. Students analyze pairs of expressions. They use properties, tables, and graphs to show that the expressions are or are not equivalent. Students compare the algebraic expressions and are asked to use tables and graphs to determine if they equivalent. This opens the discussion that one non-example is necessary to disprove a claim, while an infinite number of examples are necessary to prove a claim. Grade 6 Expressions and Equations Apply and extend previous understandings of arithmetic to algebraic expressions. 4. Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). Essential Ideas • The Commutative Properties of Addition and Multiplication state that the order in which you add or multiply two or more numbers does not affect the sum or the product. • The Associative Properties of Addition and Multiplication state that changing the grouping of the terms in an addition or multiplication problem does not change the sum or product. • The Distributive Property states that if a, b, and c are any real numbers, then a(b 1 c) 5 ab 1 ac. Because subtraction is a special form of addition and division is a special form of multiplication, the Distributive Property can also be expressed as a(b 2 c) 5 ab 2 ac, _____ a 1 b c 5 __ a c 1 __ b c, and _____ a 2 b c 5 __ a c 2 __ b c. • Two algebraic expressions are equivalent expressions if, when any values are substituted for the variables, the results are equal. • Two algebraic expressions can be proven to be equivalent by: (1) using algebraic properties to simplify them until they are written the EXACT same way; and (2) graphing each expression on the same graph to determine if their graphs are the same. MATERIALS Scissors C01_TIG_M03_T01_L04_53A-53F.indd 53A 01_TIG_M03_T01_L04_53A-53F.indd 53A 4/4/17 7:05 PM /4/17 7:05 PM M3-53B • TOPIC 1: Expressions Lesson Structure and Pacing: 1 Day Engage Getting Started: Property Sort Students cut out cards that display the names of properties, a numeric example of each property, an algebraic statement of each property, and a visual of each property. Then they match the representations of the properties and discuss their reasoning. Develop Activity 4.1: Determining Whether Expressions Are Equivalent Students compare two equivalent expressions and two non-equivalent expressions. They use properties to verify that the two expressions are or are not equivalent, complete a table of values for each expression, and use graphs to show when two expressions are equivalent. Then students determine if two expressions are equivalent using tables and graphs. This problem also addresses the concept of proof, namely, what is enough to prove a claim and what is enough to disprove a claim. Demonstrate Talk the Talk: Property Management Students identify the properties used to simplify expressions. They rewrite an expression in simplest form and explain how to verify that their simplification is correct. C01_TIG_M03_T01_L04_53A-53F.indd 53B 01_TIG_M03_T01_L04_53A-53F.indd 53B 4/4/17 7:05 PM /4/17 7:05 PM LESSON 4: Are They Saying the Same Thing? • M3-53C Getting Started: Property Sort Facilitation Notes In this activity, students cut out cards that display the names of properties, a numeric example of each property, an algebraic statement of each property, and a visual of each property. Then they match the representations of the properties and discuss their reasoning. Direct students to cut out the cards at the end of the lesson. Have students sort the cards according to the property NAMED or illustrated. Have students work with a partner or in groups to complete Questions 1 and 2. Share responses as a class. Questions to ask • How do the PICTURES represent addition and/or multiplication? • How can you tell the difference between the Commutative Property and the Associative Property? • Why is the commutative property useful in arithmetic? • Why is the associative property useful in arithmetic? • Why is the distributive property useful in arithmetic? • What properties do you use when you combine like terms? Differentiation strategies To assist all students, • MAKE other connections using words. For example, commute means to move. In commutative property of addition, the numbers “move”. • Make other connections using symbols. Write each algebraic notation under its picture to emphasize its meaning. To support students who struggle, create 2 smaller sorts, one with Commutative Property and the Associative Property and the other sort with the remaining properties. Summary ion: |
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| 40. |
If 105.0625 is under root = 10.25, find the value of 10506.25 is under root |
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Answer» Step-by-step explanation: 102.5 is the amswer. Please MARK as BRAINLIEST. |
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| 41. |
If there is equal weight in both pans of a weighing scale, then the scale isbalanced. Such a balanced scale is like an |
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Answer» nsyjeabdqjfagjealutakufaiyralurseyoKyeadadjgGks(:"kdvGskHkdDhGdkGeoIe5ayeoHdlKhdLdhPurzpjrzdjlLjdaouraoyeOyeaurDuIyeao6a6orauorsputsjfKgda4paeuajgsykewi5aljaoruautstgiyeqo63ajlfapi Idjlw73surpqeyai4wjfalurw ktsitsliyeyorqp74q4qp74q470q47q074q47q47qq4q07p7q7o4ao47o74aa64o47oa4oa747oara7o8ar7oe6or7paar7pr6ap |
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| 42. |
(ii) 6x2 - 7x - 3....2 |
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Answer» Answer: Step-by-step explanation: 6x2 - 7x - 3. By Splitting the middle term 6x2 - 9X + 2x - 3 3x ( 2x - 3) + 1 ( 2x - 3) (2x -3)(3x +1) hope it helps |
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| 43. |
Show the following numbers on the number line.0.2, 2.9, 1.3 and 3.5 |
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Answer» ANSWER: 3.5 Step-by-step EXPLANATION: its a GOOD QUESTION |
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| 44. |
Write the missing number 14/21 =?/3=6/ |
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Answer» Step-by-step explanation: Please MARK BRAINLIEST if it helps. 14/21 ÷ 7 = 2/3 2/3 *3 = 6/9 |
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| 45. |
Question) The difference between an integer x and (-9) is 6. Find all possible value of x.The thing is I got the answer - 3 but the is another answer is - 15. My question is how does the - 15 comes? |
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Answer» QUESTION) The difference between an integer x and (-9) is 6. FIND all possible value of x. The thing is I got the answer - 3 but the is ANOTHER answer is - 15. |
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| 46. |
What is an exponent? |
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Answer» Step-by-step EXPLANATION: =>A QUANTITY representing the power to which a GIVEN number or expression is to be raised, usually expressed as a raised SYMBOL beside the number or expression (e.g. 3 in 23 = 2 × 2 × 2). |
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| 47. |
Write the missing number 14/21 =?/3=6/? |
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Answer» Answer: 14/21=2/3=6/9 Step-by-step EXPLANATION: |
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| 48. |
Place value in international system987654321 |
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Answer» Answer: 98,76,54,321 Step-by-step EXPLANATION: |
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| 49. |
-11/12,13/24,9/21,-7/-12 ascending order |
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Answer» Step-by-step EXPLANATION: |
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