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Class VIII Mathematics Assessment 2025

This document is an assessment paper for Class VIII Mathematics at St. Peter's School, Mazgaon, Mumbai, for the first term in August 2025. It consists of two sections: Section A, which includes multiple-choice questions and problem-solving tasks worth 40 marks, and Section B, where students must attempt any four questions also worth 40 marks. The paper covers various mathematical concepts including algebra, factorization, and problem-solving with real-life applications.

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Nikhil Purabiya
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0% found this document useful (0 votes)
18 views4 pages

Class VIII Mathematics Assessment 2025

This document is an assessment paper for Class VIII Mathematics at St. Peter's School, Mazgaon, Mumbai, for the first term in August 2025. It consists of two sections: Section A, which includes multiple-choice questions and problem-solving tasks worth 40 marks, and Section B, where students must attempt any four questions also worth 40 marks. The paper covers various mathematical concepts including algebra, factorization, and problem-solving with real-life applications.

Uploaded by

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

ST.

PETER’S SCHOOL, MAZAGAON, MUMBAI – 10


FIRST TERM ASSESSMENT, AUGUST- 2025
CLASS: VIII MATHEMATICS (MORNING) MARKS: 80
DATE: -08-2025 TIME: 2 HRS
Answers to this Paper must be written on the answer paper.
Attempt all questions from Section A and any four questions from Section B.
The intended marks for questions or parts of questions are given in brackets [ ]

SECTION- A [40 Marks]


(Attempt all questions from this Section)

Question 1: Choose the correct answer to the questions from the given options. [15]

1. If x + 8 =11, then x = ____.


11
a) 5 b) 11- x c) d) 3
8

2. The common factor of a2 m4 and a4m2 is:


a) a4m4 b) a2m2 c) a2m4 d) a4m2

y
3. The solution of 4 = 25 is:
a) 20 b) 10 c) 50 d) 100

4. a2 − b2 is equal to:
a) (a + b) (a − b) b) (a − b)2 c) a+ b/ a−b d) a2 + b2

5. What is the value of x if, x + 15 = 42?


a) 8 b) 27 c) 15 d) 10

6. Find the solution set of: x + 3 < 9, x∈ W


a) {0,1,2,3,4,5} b) {1,2,3,4,5,6} c) {0,1,2,3,4,5,6} d) {1,2,3,4,5}

The formula (𝑎 – 𝑏) 2 is equal to:


a) 𝑎 2 − 𝑏 2 b) 𝑎 2 − 2𝑎𝑏 + 𝑏 2 c) 𝑎 2 + 2𝑎𝑏 + 𝑏 2
7.
d) 4𝑎b

8. A quadrilateral has one angle equal to 90˚ and its other three angles are equal. The measure of
each of equal angles is ____.
a) 60˚ b) 70˚ c) 80˚ d) 90˚

9. The given expression is: (24xyz)(12xy)


a) monomial b) binomial c) trinomial d) polynomial

10. 45% of 5600 is:


a) 2550 b) 2500 c) 2520 d) 2510

11. The factorisation of 21x + 27 is


a) 3(7x + 9) b) 7(9x) c) 7(3x + 9) d) 9 (3 + 7x)

12. Factorise: a2 – 8a + 15
a) (a – 3) (a – 5) b) (a + 3) (a + 5) c) (3 + a) (5 – a) d) (a – 3) (a + 5)

13. Write the roster form: prime number/s between 90 and 100
a) {95} b) {97} c) {99} d) {93}
On factorizing z2 – 3z - 54 we get
a) (z + 9)2 b) (z + 9)(z - 6) c) (z − 9) ( z + 6) d) (z + 6)2
14.

15. Which of the following is a set ?:


a) Collection of all students in your class who are interested in maths.
b) Collection of all interesting books in the library.
c) Collection of all people in India who are overweight.
d) Collection of all polygons having 5 sides.

Question 2: Solve the following. [12]


a) Let U= {x : x ∈ N, 2≤ x ≤ 20}, P= {x : x is multiple of 3} and Q={x : x is multiple of 2} [4]
i) P ∩ Q ii) P – Q iii) Q – P iv) (P ∪ Q)’

b) Factorise algebraic expression: i) 16a13b7 – 24a7b11 ii) 2x3y2 + 10x2y3 – 14xy [4]

c) Factorize the following expression using identities: [4]


i) (ab - cd)2
ii) (4x – 3y)2

Question 3: Solve the following. [13]


a) Write the elements of the following in the roster form: [4]
i) {x : x is a natural satellite of the earth}
ii) {x : x is a factor of 72}
iii){x : x is a letter of word ‘abracadabra’}
iv){x : x is a vowel in the word ‘education’}

b) Simplify by using (a+ b)2−(a−b)2 = 4ab [4]


i) (8 x +5 y)2−(8 x−5 y )2
ii) (15 a+7 b)2+(15 a−7 b)2

c) Name the shaded region in the given circles: [5]

i) ii) iii) iv) v)

SECTION B [40 Marks]


(Attempt any four questions)
Question 4: Solve the following. [10]

a) A fruit seller had some mangoes. After selling 60% of the mangoes, [3]
he still has 576 mangoes. How many mangoes did he have originally?

b) Subtract the following: i) 15 – 8p + 6r – 4q from 7p + 11q – 2r + 9 [3]

ii) 17x3 + 19x2 + 13x – 21 from 16x3 + 14x2 – 9x + 15

c) From the sum of 11p + 9q – 7r and 7p – 12q + 8r subtract [4]


the sum of 6p + 14q – 13r and 15p – q + 12r
Question 5: Answer the following. [10]

a) Sunita went to school for 192 days in a year. If her attendance was 75%, find the [3]
total number of working days in that year.

b) Let U= {x : x ∈ N, 2≤ x ≤ 20}, X= {x : x ∈ N, 10¿ x ¿20}, Y= {x : x ∈ N, 2x ≤ 30} [3]

i) n(X ∪ Y) ii) n(X ∩ Y) iii) n(X)’

5 ( y+12 )−17(2− y)
c) Solve the following equation: =8 [4]
7 y −1

Question 6: Answer the following. [10]

a) Factorize: 2x2 – 5x – 3 [3]

x−5 4 x +3 x−3
b) Solve the following equation: = − [3]
4 3 6

c) Name the parts of the given circle. [4]

i) MN is the ______ of the circle.


ii) RS is the ______ of the circle.
iii) PQ is the ______ of the circle.
iv) XY is the ______ of the circle.

Question 7: Answer the following. [10]

a) Five years ago, A’s age was four times the age of B. five years hence, A’s age will be twice the age
of B. Find their present ages. [3]

b) Factorize: 6x2 – 5x -6 [3]

c) What is the name given to the quadrilateral in which: [4]


i) one pair of opposite sides are parallel
ii) all angles are right angle
iii) two adjacent pairs of sides are equal length
iv) the diagonal bisect each other

Question 8: Answer the following. [10]

a) Simplify the following: i) (a + 2) (a – 2) ii) (x + 7) (x – 7) iii) (x – 3) (x + 3) [3]

b) Evaluate the following using identities: 99 x 101 [3]


c) Using the information in the Venn diagram. List the following: [4]
i) A – B

ii) B – C

iii) A ∩ B

iv) A ∩ B ∩ C

Question 9: Solve the following. [10]

a) When 8 is subtracted from five times a certain number, the result is four more than four times [3]
the number. Find the number.

b) Divide by long division method: 4a3 – 24a2 + 64a – 128 by a – 4 [3]

c) Solve the following. [4]

i) If 20 % of x is 100, find x.
ii) If 40 % of y is 80, find y.

Question 10: Solve the following. [10]

a) A cricket bat is sold at a profit of 7%. Had it been sold for ₹60 more, the profit percent [3]
would have been 12%. Find the cost price of the bat.

b) Find for of x: i) (6x + 5) (2x + 3) = (4x + 7) (3x + 2) [3]

ii) (x + 2) (2x – 3) = (2x + 1) (x – 2)

c) Represent the solution set on the number line: [4]


i) 3x – 4 < 8, x ∈ W ii) x – 12 > 25, x ∈ N

Common questions

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Solving equations like (x + 5)(x - 2) = (x + 3)(x + 1) involves expanding both sides using distributive property: x^2 + 5x - 2x - 10 = x^2 + 3x + x - 3. Simplifying gives: x^2 + 3x - 10 = x^2 + 4x - 3. Moving terms results in solving x by balancing terms: -x = 7, hence x = -7. The application of identities for simplification aids in reaching solutions quicker without elaborate expansions .

The range of natural numbers between 2 and 20 that are divisible by both 3 and 2 can be found by identifying the numbers that are multiples of 6, since 6 is the least common multiple of 3 and 2. These numbers are 6, 12, and 18. Thus, the set is {6, 12, 18} .

Understanding angles and symmetry helps identify quadrilateral types based on angle properties such as equal opposite angles and parallel sides. For instance, a quadrilateral with one right angle and three equal angles is determined to be a trapezoid with specific angular symmetry, aiding in identifying geometric parameters such as parallel lines and congruency within problem-solving .

Venn diagrams visually represent relationships between different sets, helping to easily identify intersections, unions, and relative complements. For example, in a Venn diagram showing sets A, B, and C, calculations like A ∩ B or A - B are quickly inferred visually by shading the overlapping or exclusive areas. This utility aids in understanding complex set relationships .

To construct a roster form for {x : x is a factor of 72}, list all natural numbers whose multiplication results in 72. Start from the smallest, 1, and progress upwards checking divisibility. The factors of 72 are: 1, 2, 3, 4, 6, 8, 9, 12, 18, 24, 36, 72. Listing these captures the complete set in roster form, facilitating better comprehension and usage in mathematical discourse .

To simplify a trinomial using distribution over addition, express it as a product of binomials. For example, factorizing a^2 + 2a - 3 involves finding pairs that multiply to -3 and sum to 2: here, 3 and -1 fit. Thus, a^2 + 2a - 3 = (a + 3)(a - 1) by distributing addition across multiplication within the trinomials .

To determine the change in profit percentage when the selling price changes, one must compare the new and old profit percentages using the formula for profit percentage: (SP - CP) / CP * 100. For instance, if a bat is sold at a profit of 7% but would gain a 12% profit if sold for ₹60 more, the comparison of profits can backtrack to find the cost price. This involves setting equations based on the different selling prices and solving for the cost price .

Factorizing 6x^2 - 5x - 6 involves finding two numbers whose product is the product of the coefficient of x^2 (6) and the constant term (-6), and whose sum is the coefficient of x (-5). These numbers are 3 and -10, so we rewrite the middle term as 3x - 10x, converting the trinomial to 6x^2 + 3x - 10x - 6. Grouping terms gives (6x^2 + 3x) + (-10x - 6), factored as 3x(2x + 1) - 2(5x + 3). Therefore, (3x - 2)(2x + 3).

Identities like (a+b)^2 - (a-b)^2 simplify calculations by transforming complex expressions into simpler forms using standard formulas. For example, as given (a+b)^2 - (a-b)^2 = 4ab, this identity allows the expression to be simplified directly to 4ab without expanding each square term separately .

Solving percentage word problems involves identifying base quantities and applying percentage change using multiplication and subtraction of respective percentage values. For example, to find out the number of mangoes initially if 576 remain after selling 60%, formulate as: 0.4x = 576 (since 40% remain), solving for x gives the initial quantity. Employing equations based on problem specifics ensures precision in mathematical manipulation and results .

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