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Class 9 Maths Periodic Assessment 2023

This document is a periodic assessment question paper for Class IX Mathematics at DAV Public Schools, Bhubaneswar Cluster for the academic year 2023-24. It consists of 19 questions divided into five sections, covering multiple choice questions, short answer questions, long answer questions, and a case study-based question. The assessment is designed to evaluate students' understanding of various mathematical concepts and prohibits the use of calculators.

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Suvendu Prusty
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0% found this document useful (0 votes)
17 views4 pages

Class 9 Maths Periodic Assessment 2023

This document is a periodic assessment question paper for Class IX Mathematics at DAV Public Schools, Bhubaneswar Cluster for the academic year 2023-24. It consists of 19 questions divided into five sections, covering multiple choice questions, short answer questions, long answer questions, and a case study-based question. The assessment is designed to evaluate students' understanding of various mathematical concepts and prohibits the use of calculators.

Uploaded by

Suvendu Prusty
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

DAV PUBLIC SCHOOLS, BHUBANESWAR CLUSTER

PERIODIC ASSESSMENT-I, (2023-24)

 Please check that the question paper contains 04 printed pages.


 Please check that the question paper contains 19 questions.
 Write down the serial number of the question before attempting it.

CLASS-IX
MATHEMATICS
𝟏
Time:1 hours [Link]
𝟐
General Instructions:
 All questions are compulsory.
 The question paper consists of 19 questions, divided into five sections A, B, C, D
& E.
 In Section A, Question no.1 to 9 are multiple choice questions (MCQs) and question
number 10 is Assertion Reason based question of 1 mark each.
 In Section B, Question no.11 to 12 are short answer (SA-I) type questions, carrying
2 marks each.
 In Section-C, Question no.13 to 16 are short answer (SA-II) type questions,
carrying 3 marks each.
 In Section-D, Question no.17 to 18 are long answer (LA) type questions, carrying 5
marks each.
 In Section-E, Question no.19 is a case study-based question carrying 4 marks.
Internal choice is provided in 2 marks question in case study question.
 There is no overall choice. However, an internal choice has been provided in one
question in section B, one question in Section C, one question in Section D.
 Use of calculator is not allowed.

SECTION-A
1. The sum of 0.2 and 0.5 is
(a) 0.7 (b) (c) (d)
2. If a, b ,c are positive real numbers, then √𝑎 𝑏 × √𝑏 𝑐 × √𝑐 𝑎
(a) 1 (b) abc (c) √𝑎𝑏𝑐 (d)
3. If + = −1 (𝑥, 𝑦 ≠ 0), the value of 𝑥 − 𝑦 is
(a) 1 (b) −1 (c) 0 (d)
4. The coefficient of 𝑥 in the expansion of (𝑥 + 3) is
(a) 1 (b) 9 (c) 18 (d) 27
5. If the coordinates of two points are P (−2,3) and Q (−3,5), then (abscissa of P)
– (abscissa of Q) is
(a) -5 (b) 1 (c) -1 (d) -2
IX-MATHS/PA-1 Page 1 of 4
6. In Indus valley civilization, the bricks used for construction work were having
dimensions in the ratio
(a) 1:3:4 (b) 4:2:1 (c) 4:4:1 (d) 4:3:2
7. The number of interwoven isosceles triangles in Sriyantra is
(a) Seven (b) Eight (c) Nine (d) Eleven
8. In the fig-1, POQ is a line. The value of 𝑥
(a) 20 (b) 25 (c) 30 (d) 35

(fig-1)
9. If two interior angles in the same sides of a transversal intersecting two parallel
lines are in the ratio 2:3, then the greater of two angles is
(a) 54 (b) 108 (c) 130 (d) 135

10. (Assertion and Reasoning): The following question contains statement-1


(Assertion) and statement -2 contains (Reason) and has following four choices
(a), (b), (c) and (d), only one of which is correct answer, mark the correct choice.
(a) Statement-1 and Statement-2 are true; Statement-2 is the correct
explanation for Statement-1
(b) Statement-1 and Statement-2 are true; Statement-2 is not a correct
explanation for Statement-1
(c) Statement-1is true, Statement-2 is false.
(d) Statement-1is false, Statement-2 is true.
Assertion:(𝑎 − 𝑏) + (𝑏 − 𝑐) + (𝑐 − 𝑎) = 3(𝑎 − 𝑏)(𝑏 − 𝑐)(𝑐 − 𝑎)
Reason: If 𝑎 + 𝑏 + 𝑐 = 0,then 𝑎 + 𝑏 + 𝑐 = 3𝑎𝑏𝑐
(a) (b) (c) (d)
SECTION-B
11. Find the value of k, if (𝑥 − 1) is a factor of 4𝑥 + 3𝑥 − 4𝑥 + 𝑘.
(OR)
Find the product of (𝑥 − 3)(𝑥 + 5) using appropriate identity.

12. In the fig-2, if PQ∥ RS,∠MXQ=135 and ∠MYR=40 ,then find ∠XMY.

IX-MATHS/PA-1 Page 2 of 4
SECTION-C
13. If 𝑎 = 5 + 2√6 and b= ,then find the value of 𝑎 + 𝑏 .
14. In the adjoining figure ∆ABCis equilateral with AB=BC=[Link] coordinates of
B and C are respectively (-2,0) and (2,0). Find the coordinates of A.

(fig-3)

15. Prove that, if two lines intersect each other, then the vertically opposite angles
are equal.
16. In the fig-4, if PQ ∥ ST, ∠PQR= 110 and ∠RST = 130 ,find ∠QRS.

(fig-4)
(OR)
In the fig-5, if AB∥ 𝐶𝐷, ∠APQ=50 and ∠PRD =127 ,find 𝑥 𝑎𝑛𝑑 𝑦

(fig-5)

IX-MATHS/PA-1 Page 3 of 4
SECTION-D
17. Represent √9.2 geometrically. Justify your construction.
(OR)
√ √
If − =𝑎+ √5 b, find 𝑎 𝑎𝑛𝑑 𝑏.
√ √

18. Factorise:𝑥 − 23𝑥 + 142𝑥 − 120.

SECTION-E
(CASE STUDY BASED QUESTION)
19. Saumya has to reach her office every day at 10:00 am. On the way to her office,
she drops her son at school. Now, the location of Saumya’s house, her son’s
school and her office are represented by the map below. Using the details given,
answer the following questions.

(i) Find the coordinates of Saumya’s home.


(ii) Find the coordinates of Saumya’s office.
(iii) What is the shortest distance between home and office?
(OR)
Calculate the area of HSO.

***

IX-MATHS/PA-1 Page 4 of 4

Common questions

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The assertion-reasoning question format requires the student to not only know factual information but also understand the underlying principles and reasons. This format encourages critical thinking as students must determine whether the given reason correctly explains the assertion. In mathematics for class IX, such questions test students' comprehension of mathematical theories and their ability to apply these concepts logically .

The case study illustrates problem-solving in geometry by applying concepts like coordinate geometry to real-life scenarios, such as finding the shortest path or calculating distances. By mapping out the coordinates of Saumya’s home and office, students use practical geometry to solve logistical problems and emphasize the utility of mathematics beyond theoretical or textbook problems .

Angles are fundamental in classifying triangles and understanding their properties. The interwoven isosceles triangles in Sriyantra demonstrate symmetrical properties where equal angles give rise to equal sides, creating a harmonious geometric pattern. This symmetry is not only aesthetically pleasing but also forms the basis for complex geometric constructions in both art and architecture .

Understanding coordinate geometry facilitates the analysis of point-based questions by using the Cartesian system to determine relationships such as distances and midpoints. For points P(-2,3) and Q(-3,5), computing differences in coordinates helps determine aspects like the distance between points or verifying geometrical assertions. It enhances spatial visualization and analytical skills in a structured mathematical format .

The binomial expansion of (x+3)^3 is derived using the binomial theorem, which outlines how to expand expressions raised to a power. In this case, the coefficient of x is calculated using the term involving the first power of x multiplied by the binomial coefficient. The expansion results in x^3 + 3*3*x^2 + 3*3^2*x + 3^3, making the coefficient of x equal to 27 .

Understanding ratios and proportions is crucial for comparing dimensions to maintain consistent shapes or volumes. The brick dimensions in the Indus Valley question, which are given as ratios, illustrate how ancient builders might have maintained uniformity and stability in construction by using specific proportional dimensions. Mastery in ratios aids in comprehending the significance of these dimensions historically and geometrically .

Prohibiting calculators in assessments encourages students to develop strong mental arithmetic skills and a deeper understanding of mathematical concepts. It ensures that they can compute calculations by hand, fostering procedural fluency and the ability to analyze problems methodically without relying on technology .

Factorization transforms complex algebraic expressions into simpler components that are easier to manage and interpret. In the given cubic polynomial, breaking down the expression through factorization reveals the roots and provides a clearer path to solving equations or understanding algebraic relationships. This process is integral for simplifying expressions and solving algebraic equations efficiently .

The concept of parallel lines intersected by a transversal is fundamental in geometry to establish angle relationships, such as alternate and corresponding angles. When two interior angles on the same side of a transversal are in a ratio, it indicates the consistent relationship governed by parallel lines, facilitating calculations of unknown angles and verifying geometry principles .

Internal choice options allow students to tackle questions that align better with their strengths, potentially reducing exam anxiety and leading to better performance. By providing options within certain questions, students can avoid topics they find more challenging, thereby maximizing their score potential while also encouraging a deeper understanding of selected topics .

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