| Which of the following numbers satisfy the equation -6 + x = -12? |
| (a) 2 |
| (b) 6 |
| (c) -6 |
| (d) -2 |
| Find: |
| (a) \[43.15\div 5=?\] |
| (b) \[82.44\div 6=?\] |
| Fill ups: |
| (a) Alternate interior angles have one common................... |
| (b) Corresponding angles are on the .................. side of the transversal. |
| What will be the product of the following: |
| (a) \[\frac{6}{7}\times \left( \frac{-3}{5} \right)\] |
| (b) \[\left( \frac{-11}{4} \right)\times \frac{5}{7}\] |
| What other name can you give to line of symmetry of: |
| (a) An isosceles triangle? |
| (b) A circle? |
| Simplify and express each of the following as exponential form: |
| (a) \[\frac{3\times {{7}^{2}}\times {{11}^{8}}}{21\times {{11}^{3}}}\] |
| (b) \[\frac{{{3}^{7}}}{{{3}^{4}}\times {{3}^{3}}}\] |
| (c) \[{{2}^{\circ }}+{{3}^{\circ }}+{{4}^{\circ }}\] |
| Give the order of rotational symmetry for each figure: |
(a)  |
(b)  |
(c)  |
| Find the value of: |
| (a) \[\left( -4 \right)\div \frac{2}{3}\] |
| (b) \[\frac{-3}{5}\div 2\] |
| (c) \[\frac{-4}{5}\div (-3)\] |
| Solve the following equations: |
| (a) 2 (x + 4) = 12 |
| (b) 3 (x - 5) = 21 |
| (c) 3 (x - 5) = -21 |
| (a) \[27-\left[ 5+\{28-\left( 29-7 \right)\} \right]~\] |
| (b) \[48-[18-\{16-(5-\overline{4-1})\}]\] |
| Study the following graph and answer the following questions? |
 |
| (a) Which class has the maximum number of children? |
| (i) V (ii) VI |
| (iii) VII (iv) VIII |
| (b) Which class has the minimum number of children? |
| (i) IX (ii) X |
| (iii) VII (iv) VIII |
| (c) Which of the following is the ratio of students of class VI to the students of class VIII? |
| (i) 4: 5 (ii) 5: 6 |
| (iii) 6: 5 (iv) 8: 5 |
| (d) Which class has more than 100 strength? |
| In the given figure/ PQ, RS, and UT are parallel lines. |
 |
| (a) If \[c\text{ }=\text{ }57{}^\circ \text{ }and\text{ }a\text{ }=\frac{c}{3}\], then find the value of d. |
| (b) If \[c\text{ }=\text{ }75{}^\circ \text{ }and\text{ }a\text{ }=\frac{2}{5}c\], then find the value of b. |
| Find angles x and y in each figure. |
(a)  |
(b)  |
| Steps | Reasons |
| (1) PM = QM | (1) ______ |
| (2) \[\angle \]PMA =\[\angle \]QMA | (2) ______ |
| (3) AM = AM | (3) _______ |
| (4) \[\Delta AMP\cong \Delta AMQ\] | (4) _______ |
| (a) |  | (i) |  |
| (b) |  | (ii) |  |
| (c) |  | (iii) |  |
| (d) |  | (iv) |  |
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