Tests Taken

1 2 3 4 5 6 7 8

STUDENT REPORT 31 October 2023 Exam Code: 3227431

Priyansh Tiwari

Chapters/Concepts
Roll No. 10
Class 9 Section B
• Circles
• Quadrilaterals
Gyanshree School
• Heron's Formula

Math
Class Test

Score Gauge
Your overall score on the test is given below. This section also shows how you have performed on questions
testing Procedure/Knowledge and Understanding/Application. The scores are rounded to the nearest 0.5.
44 %

10 % %
11

49
/

25 %
0
4.5
2.0/1

Overall Score Procedure/Knowledge Understanding/Application

10.0 is the section highest ■ You ■ Section

Topics Assessed
You were assessed on the following topics. Your performance and the section performance on each of
these topics are given in the chart below.

Quadrilaterals

! Circles

! Heron's Formula

0 10 20 30 40 50 60 70 80 90 100
% Score

■ You ■ Section B ⚑ Best Performed Area ! Areas of Improvement

1
 S 9B Roll No. 10 31 October 2023 Test # 3

Ma Gyanshree School

Test Summary
You attempted version 1 of this test. The details of your responses on the multiple-choice questions are
given in the table below.

Sl. No. Concept Area Q. No. Q. type Your Response Correct Response Result
1 P 2 3 ✘
2 U 3 2 ✘
3 U 2 3 ✘
4 U 3 3 ✓
1 Quadrilaterals 5 U 1 1 ✓
6 P 3 1 ✘
7 P 3 1 ✘
8 P 4 2 ✘
9 U 2 3 ✘
10 P 3 3 ✓
11 U 1 3 ✘
12 U 2 1 ✘
13 U 3 3 ✓
14 U 1 3 ✘
! 2 Circles 15 U 1 3 ✘
16 U 2 1 ✘
17 P 2 3 ✘
18 U 1 3 ✘
19 P 2 3 ✘
20 U 1 2 ✘
21 U 4 2 ✘
22 U 4 2 ✘
! 3 Heron's Formula 23 P 3 2 ✘
24 U 1 1 ✓
25 P 2 3 ✘
Correct Answers 5/25

⚑ Best Performed Area ! Areas of Improvement Type: P – Procedure/Knowledge U – Understanding/Application

2
 S 9B Roll No. 10 31 October 2023 Test # 3

Ma Gyanshree School

Practice Section
This section tells you how you have performed against questions where most students in your class
performed poorly. These questions focus on critical concepts and hence it is important that you practice
and understand these well. Some of the questions you answered incorrectly are also shown. Go through
the questions and try answering them again. Explain and verify your answer with the correct answers and
the rubrics given at the end.
You can ask your teachers, parents or us (email ID - cares@ei-india.com) if you have doubts.

Keep practising, Priyansh Tiwari!

0/6
Out of the 6 question(s) found critical in your class, you have answered 0 question(s) correctly!

✘ Q8 ✘ Q3 ✘ Q12 ✘ Q14 ✘ Q11 ✘ Q7

✓ Correct Response ✘ Incorrect Response

Q For a parallelogram whose diagonals are perpendicular to each other, which of

8 the following is ALWAYS true?

1 All the four angles of the parallelogram are equal in measure.

2 All the four sides of the parallelogram are equal in length.
3 The diagonals of the parallelogram are equal in length.
4 (all of the above)

Your answer was 4. If you wish to change it, write it down here ______.

Why do you think so?

Q Which of these is DEFINITELY a square?

3
1 A rectangle with its diagonals equal.
2 A rectangle with its diagonals equal and bisect each other.
3 A quadrilateral with diagonals equal and perpendicular to each other.
4 A parallelogram with its sides equal and diagonals perpendicular to each other.

Your answer was 2. If you wish to change it, write it down here ______.

Why do you think so?

3
 S 9B Roll No. 10 31 October 2023 Test # 3

Ma Gyanshree School

Q In the figure below, X is the centre of the circle and PQ = 8 cm.

12

(Note: The figure is not to scale.)

What is the length of XY?

1 5 cm
2 6 cm
3 7 cm
4 (cannot be determined with the given information)

Your answer was 2. If you wish to change it, write it down here ______.

Why do you think so?

4
 S 9B Roll No. 10 31 October 2023 Test # 3

Ma Gyanshree School

Q In the figure below, O is the centre of the circle. PQ and RS are two chords of the
14circle.

RS = 8 cm and PQ = 4 cm. The distance of the chord RS from the centre O is 3

cm.

What is the distance of the chord PQ from the centre O?

1 3 cm 2 6 cm 3 √21 cm 4 √57 cm

Your answer was 1. If you wish to change it, write it down here ______.

Why do you think so?

5
 S 9B Roll No. 10 31 October 2023 Test # 3

Ma Gyanshree School

Q In the figure given below, P, Q, R, and S are points on the circle with centre at O.
11

(Note: The figure is not to scale.)

If x + y + z = 300°, which of the following is the value of y ?

1 150°
2 100°
3 75°
4 (cannot be determined with the given information)

Your answer was 1. If you wish to change it, write it down here ______.

Why do you think so?

Q Which of these is FALSE for a rhombus?

7
1 Its diagonals are equal.
2 Its diagonals bisect each other.
3 Its diagonals are perpendicular to each other.
4 (None of these are FALSE for a rhombus.)

Your answer was 3. If you wish to change it, write it down here ______.

Why do you think so?

6
 S 9B Roll No. 10 31 October 2023 Test # 3

Ma Gyanshree School

Answers and Explanations

Q Correct Option: 2
8

Answer and Distracter Explanation:

Those who selected option 3 feel that if the diagonals of a parallelogram are perpendicular, they must
also be equal in length - they appear to only have considered squares. Alternatively, they may have
misunderstood the question and thought that the adjacent sides of the parallelogram were
perpendicular; in which case, they may have considered that squares and rectangles have diagonals
that are equal in length. Those who selected option 1 may also have misread the question and applied
similar reasoning regarding angles. Those selecting option 4 have made a guess.

Suggested Remedial Action:

Help students become familiar with the different types of special parallelograms - rectangle, rhombus,
square - and their properties. Via the use of cardboard shapes and/or drawings, let them compare and
contrast the properties of each type of parallelogram using rulers and protractors. Have them tabulate
their observations.

Encourage students, when facing questions such as the given one, to draw a diagram in order to help
them better comprehend the question. Here, drawing and labelling the parallelogram LMNO would
help them realise that the diagonals (and not sides) of the parallelogram are said to be perpendicular.
At this point, ensure students understand the notation for "perpendicular".

Get the students to list and draw the types of parallelograms that have perpendicular diagonals -
rhombus and square. Then ask them to write down the types of parallelograms that fit each of the
criteria listed in the options. They should then be able to see that the only property listed that
corresponds to only a rhombus and square is that of equal side lengths. Hence, if a parallelogram has
perpendicular bisectors, its four sides must be equal in length.

You could point out why the other options are incorrect:

Option 1 is incorrect because only squares have both perpendicular diagonals and four equal angles.
A rhombus, while having perpendicular diagonals, does not have four equal angles. On the other
hand, a rectangle also has four equal angles, but it does not have perpendicular diagonals.

Option 3 is incorrect because only squares have both perpendicular diagonals which are also equal in
length. The diagonals of a rhombus, although perpendicular, are not of equal length. Likewise, the
diagonals of a rectangle are of equal length but not perpendicular.

You could engage the students in a "guess the parallelogram" game, where one student from a group
calls out properties such as "sides are equal but angles are not" and another group of students
identifies the parallelogram.

For a more advanced class, you could help them prove using congruence of triangles that
perpendicularity of diagonals and bisection of diagonals (property of a parallelogram) together imply
that the sides of the parallelogram are equal in length.

7
 S 9B Roll No. 10 31 October 2023 Test # 3

Ma Gyanshree School

Q Correct Option: 3
3

Answer and Distracter Explanation:

Students who have selected options 1 or 2 may have seen that square is a special type of rectangle.
They have not realized that necessary conditions for a square is not met in these options. Students
selecting option 4 may have seen that a square can also be a parallelogram. What these students
have missed is the necessary conditions for a square.

Suggested Remedial Action:

Help students become familiar with the different types of parallelograms - rhomboid, rectangle,
rhombus, square - and their properties. Via the use of cardboard shapes and/or drawings, let them
compare and contrast the properties of each type of parallelogram using rulers and protractors. Have
them tabulate their observations and then get them to identify the properties that are common to all
parallelograms and those which are unique to certain types.

Help them see that for all parallelograms, opposite sides are equal, opposite angles are equal, and the
diagonals bisect each other. Ask them to compare the properties of a square with that of a rectangle
and a rhombus. Help them understand that a square is a special type of both a rectangle (four equal
angles) and a rhombus (four equal sides).

Lead students to think what are "sufficient" and "necessary" conditions for a square. For example ask
them these questions.

1) Ask them to draw a quadrilateral, their sides are equal. Do they see it is only square or do they
recognize rhombus too? Given this, can they say for sure that the quadrilateral is a square? Lead
them to see different possible figures can be drawn with the set of given conditions. Then they could
look for additional information that narrows down to the correct answer.

2) Now ask them to draw two lines of equal length that are perpendicular to each other. Do they see
that sides (joining the ends of lines) form the hypotenuse of a isosceles right angled triangle? Are they
able to see that all sides should therefore be equal and all its interior angles are 90° too? Lead to
think what set of information can they derive out of the given information and what set of information
are to be explicitly stated to make the right conclusions.

You could also engage the students in a "guess the parallelogram" game, where one student from a
group calls out properties such as "sides are equal but angles are not" and another group of students
identifies the parallelogram.

Q Correct Option: 1
12

Q Correct Option: 3
14

8
 S 9B Roll No. 10 31 October 2023 Test # 3

Ma Gyanshree School

Q Correct Option: 3
11

Q Correct Option: 1
7

Answer and Distracter Explanation:

To answer this question correctly, students should be familiar with the properties of a rhombus.
Students who chose option 1 correctly understood that the diagonals of a rhombus bisect each other
(as do the diagonals of all parallelograms), that they are perpendicular, but that they are not of equal
length (in fact, only when the rhombus is a square (a special type of rhombus) are the diagonals of
equal length. Many students may not be clear about the properties of special parallelograms - square,
rhombus and rectangle - for which of these are the diagonals equal in length, for which are they
perpendicular, etc. Students who chose options 2 or 3 may feel that only in the case of a square are
the diagonal perpendicular bisectors of each other. Students who chose option 4 may have been
thinking only of the special case of a rhombus - the square; they have not realised that while the
diagonals of all rhombi will be perpendicular bisectors, they will not be equal for all rhombi.

Suggested Remedial Action:

Get students to draw different types of rectangles, rhombuses, etc. Let them measure the diagonals of
these and check whether they are perpendicular, bisect each other, etc. Let them tabulate their
observations systematically. A sample table is shown below.

Diagonals are Equal in length Perpendicular to each other Bisect each other
Rectangle I Y N Y
Rectangle II Y N Y
Rhombus I N Y Y

Let them arrive at the properties by observation, so that they become very clear and confusion is
avoided.

Simple games can reinforce these ideas. For example you could play a "Guess the quadrilateral"
game, where a student from one group of students calls out properties like "Diagonals are equal in
length and perpendicular bisectors of each other" and another group of students identify the
quadrilateral.

End of Report