CBSE

Competency-based education for CBSE

Item Bank:
Maths Class 8

September 2021

Content created by
Introduction for teachers
A bank of resources has been created to support teachers to develop and administer end-of-
class tests. These resources should be used together. You can view and download the
following resources from http://cbseacademic.nic.in
• Learning ladder for maths
• Assessment specification for maths
• Sample lesson plans

This document is a compilation of the sample items for maths class 8. There are 81 items.
This item bank is supported by the assessment specification which sets out the end-of-class
assessment requirements and the learning ladder for the subject which maps the CBSE
syllabi content to the NCERT curriculum. The item index (page 6) shows how each item
maps to the learning ladder content and the assessment objectives.

What these assessment items can be used for

You can use the bank of questions in whatever way you wish but three main purposes have
been identified:
• Create end-of-class assessments using the items from the bank to meet the
requirements set out in the assessment specifications.
• Create end-of-topic tests using the items from the bank for when you finish teaching a
topic.
• Use individual or groups of questions from the bank to create or add to worksheets for
use in class and for homework.

What is in this document

You will find linked questions and single questions which cover different aspects of the
learning ladder content and different assessment objectives. You can use these questions to
create your own assessments.
Each item in this document begins with the metadata (see Figure 1). The metadata gives
details of the content, assessment objective coverage and the number of marks.
There is then a section showing any source material needed followed by the questions
themselves and finally the mark scheme for the questions.

Figure 1: Example of metadata

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How to use the assessment items
You can peruse the bank of items by flicking through this document and selecting questions
you wish to use. However, if you are assessing specific content then you can use the
learning ladder to identify this content and then use the item index (page 6) to find any items
which cover that content.
Please note that not all of the content will have items. The item bank is only a sample of the
questions which could be created so it may be necessary for you to write questions of your
own to fill gaps.
When you find a relevant assessment item in this document, you can copy and paste the
question(s) and any source material into a new Word document which will form the
assessment or worksheet. Other questions from the bank can be copied and pasted to this
document and an assessment or worksheet covering a range of items created. The
questions can then easily be edited in the new document using Word and you can add any
questions you write to best meet the needs of your classes.
Once the questions have been pasted into the new document the numbering of the items can
be changed so that they run through 1, 2 etc. There should be no need to change the
numbering of parts (a), (b) etc. unless a question has been deleted.
You can create the mark schemes in the same way by copying the relevant section of the
item documents and pasting them into a separate Word document which will form the mark
scheme. Again, the question numbering will need to be amended. You can use these mark
schemes to make sure that the marking is standardised, particularly if more than one teacher
uses the assessment.
When creating an end-of-class test the teacher should use the assessment specification to
identify the number of marks and questions needed, the balance of content to be covered
and the weighting of the assessment objectives needed. You can then select items from the
bank to build a test that meets the assessment specification and then order these in a logical
manner so that it allows the students to work through the assessment. You should also add
a front page with the assessment name and details of the number of marks and the length of
the assessment. Again, the mark scheme can be created at the same time and question
numbers will need to be amended.
When copying items from the bank care needs to be taken to keep the format and style of the
items consistent including the spacing and layout and ensuring that the number of marks
available for each question is clearly linked to the question.

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Assessment objectives
This document sets out the assessment objectives for CBSE mathematics and their
percentage weighting for the CBSE end of year tests for the different classes from VI to X.
Class
No. Description of Assessment Objective VI VII VIII IX X
AO1 Demonstrate knowledge and understanding of
mathematical ideas, techniques and 50 - 65 50 - 65 50 - 65 40 - 55 40 - 55
procedures.
AO2 Apply knowledge and understanding of
mathematical ideas, techniques and procedures 35 - 50 35 - 50 35 - 50 45 - 60 45 - 60
to classroom and real world situations

Demonstrate knowledge and understanding of mathematical ideas, techniques and

procedures.
Students should be able to recall and apply mathematical knowledge, terminology and
definitions to carry out routine procedures or straightforward tasks requiring single or multi-
step solutions in mathematical or everyday situations. At appropriate class levels this would
include:
• working accurately with information presented in words, tables, graphs and
diagrams
• using and interpreting mathematical notation correctly
• using a calculator to perform calculations where appropriate
• understanding and using systems of measurement in everyday use
• estimating, approximating and working to appropriate levels of accuracy, and
converting between equivalent numerical forms
• using geometrical instruments to measure and to draw to appropriate levels of
accuracy
• recognising and using spatial relationships in two and three dimensions

Apply knowledge and understanding of mathematical ideas, techniques and

procedures to classroom and real-world situations.
Students should be able to reason, interpret and communicate mathematically when solving
problems. They should be able to analyse a problem, select a suitable strategy and apply
appropriate techniques. At appropriate class levels this would include:
• presenting arguments and chains of reasoning in a logical and structured way
• assessing the validity of an argument
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 • interpreting and communicating information accurately, and changing from one
form of presentation to another
• solving unstructured problems by putting them into a structured form
• recognising patterns in a variety of situations and forming generalisations
• applying combinations of mathematical skills and techniques using connections
between different areas of mathematics
• making logical deductions, making inferences and drawing conclusions from given
mathematical information, including statistical data
• interpreting results in the context of a given problem

Note: proportions for these AOs are presented as ranges. We suggest that the initial balance
might use the high end of AO1 with the low end of AO2, moving over time towards increasing
the proportion of AO2 over time as the new pedagogical approach is embedded.

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Item Index
Assessment ID Assessmen Topic File name Question ID AO1 AO2
8A1a Algebra Maths8BS2 Maths8BS2 1
8A1a Algebra Maths8DB6 Maths8DB6 2
8A1c Algebra Maths8BS3 Maths8BS3 1
8A2a Algebra Maths8AM2 Maths8AM2 1
8A2a Algebra Maths8DB7 Maths8DB7 2
8C1a Coordinate geometry Maths8AM4 Maths8AM4 1
8C1a Coordinate geometry Maths8BS6 Maths8BS6b 1
8C1a Coordinate geometry Maths8BS6 Maths8BS6a 3
8C1a Coordinate geometry Maths8DB2 Maths8DB2 3
8C1b Coordinate geometry Maths8BS1 Maths8BS1 1
8G1a Geometry Maths8AM3 Maths8AM3 1
8G1a Geometry Maths8PW3 Maths8PW3 1
8G1a Geometry Maths8PW7 Maths8PW7a 1
8G1a Geometry Maths8CN4 Maths8CN4 1
8G1a Geometry Maths8BS3 Maths8BS3 1
8G1a Geometry Maths8PW7 Maths8PW7c 2
8G1a Geometry Maths8NB5 Maths8NB5a 2
8G1b Geometry Maths8AM7 Maths8AM7a 1
8G1b Geometry Maths8DB3 Maths8DB3a 1
8G1b Geometry Maths8DB3 Maths8DB3b 1
8G1b Geometry Maths8DB3 Maths8DB3c 1
8G1c Geometry Maths8NB6 Maths8NB6c 2
8G1c Geometry Maths8AM7 Maths8AM7b 2
8G1d Geometry Maths8PW4 Maths8PW4 1
8G1d Geometry Maths8NB2 Maths8NB2 1
8G1d Geometry Maths8AM7 Maths8AM7c 2
8G2a Geometry Maths8NB1 Maths8NB1 1
8G2b Geometry Maths8PW7 Maths8PW7b 1
8G2b Geometry Maths8NB4 Maths8NB4a 1
8G4a Geometry Maths8NB4 Maths8NB4b 2
8M1a Mensuration Maths8DG1 Maths8DG1 1
8M2a Mensuration Maths8PD4 Maths8PD4 3
8M2c Mensuration Maths8SK4 Maths8SK4a 1
8M2c Mensuration Maths8DG6 Maths8DG6a 2
8M2c Mensuration Maths8SK4 Maths8SK4b 2
8M4a Mensuration Maths8DG4 Maths8DG4b 2
8M4a Mensuration Maths8DB4 Maths8DB4 3
8M4b Mensuration Maths8PR3 Maths8PR3 1
8M4b Mensuration Maths8DG4 Maths8DG4a 1

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8M4b Mensuration Maths8PR5 Maths8PR5 1
8N2a Number systems Maths8PR6 Maths8PR6a 1
8N2a Number systems Maths8PN2 Maths8PN2 1
8N2a Number systems Maths8NB3 Maths8NB3 1
8N2a Number systems Maths8PR6 Maths8PR6b 2
8N2b Number systems Maths8AM1 Maths8AM1 1
8N2b Number systems Maths8PN3 Maths8PN3 1
8N2b Number systems Maths8BS4 Maths8BS4 1
8N2b Number systems Maths8BS5 Maths8BS5 1
8N2b Number systems Maths8DB5 Maths8DB5 1
8N2b Number systems Maths8DG3 Maths8DG3 1
8N2b Number systems Maths8NB5 Maths8NB5b 2
8N3a Number systems Maths8PW1 Maths8PW1 1
8N3a Number systems Maths8PN1 Maths8PN1 1
8N3a Number systems Maths8PN6 Maths8PN6a 2
8N3a Number systems Maths8PN6 Maths8PN6b 2
8N3b Number systems Maths8PM3 Maths8PM3 1
8N3c Number systems Maths8PR1 Maths8PR1 1
8N3c Number systems Maths8PW6 Maths8PW6a 1
8N3c Number systems Maths8DG2 Maths8DG2 1
8N3c Number systems Maths8DG5 Maths8DG5a 1
8N3c Number systems Maths8DG6 Maths8DG6b 2
8N3c Number systems Maths8NB6 Maths8NB6b 2
8N3c Number systems Maths8PW6 Maths8PW6b 3
8N3c Number systems Maths8BS7 Maths8BS7 3
8N3d Number systems Maths8PM5 Maths8PM5a 2
8N3d Number systems Maths8PM5 Maths8PM5b 2
8N3d Number systems Maths8DG5 Maths8DG5b 2
8N4a Number systems Maths8PR4 Maths8PR4 1
8N4a Number systems Maths8PW5 Maths8PW5 1
8N4a Number systems Maths8NB6 Maths8NB6a 1
8S1a Statistcs and probablity Maths8PN7 Maths8PN7 3
8S2a Statistcs and probablity Maths8PN4 Maths8PN4 1
8S2a Statistcs and probablity Maths8PN5 Maths8PN5 1
8S2a Statistcs and probablity Maths8PM4 Maths8PM4a 1
8S2a Statistcs and probablity Maths8PM4 Maths8PM4b 1
8S2a Statistcs and probablity Maths8AM6 Maths8AM6a 2
8S2a Statistcs and probablity Maths8AM6 Maths8AM6b 2
8S2a Statistcs and probablity Maths8PM4 Maths8PM4c 2
8S2a Statistcs and probablity Maths8PM2 Maths8PM2 2
8S2a Statistcs and probablity Maths8PM4 Maths8PM4d 2
8S3a Statistcs and probablity Maths8AM5 Maths8AM5 1

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Maths8BS2
This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths VIII Maths8BS2

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8BS2 1 N 8A1a Multiply and divide algebraic 1
expressions (including 2 brackets and
up to 2 variables)
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses to study the calculation from given measurement.

Sources and diagrams

Question

1 What is the area of a rectangle with length 9y and breadth 4y2

A. 4y³
B. 9y³
C. 13y³
D. 36y³
(1 mark)
(Total mark 1)

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Mark scheme
Observe the temperature time graph and answer the following question.

Choose the difference between the temperature at 7 hours and at 21 hours from the
options below:
A. 4y³
B. 9y³
C. 13y³
D. 36y³
.

Answer Guidance
D. 36y³ 1 mark for correct answer

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Maths8DB6
This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8DB6

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8DB6 2 N 8A1a Multiply and divide algebraic 2
expressions (including 2 brackets
and up to 2 variables)
Total 2 2
marks
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assess the knowledge of multiplying binomial with brackets

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)
1 Multiply (a+7)(b – 5)
(2 marks)
(Total marks 2)

Mark scheme

1 Multiply (a+7)(b – 5)

Answer Guidance

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 ab -5a + 7b -35 M1 a( b-5) + 7( b-5) OR equivalent
A1 ab -5a + 7b - 35 OR equivalent

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Maths8AM2

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8AM2

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8AM2 1 E 8A2a Form and solve linear equations 1
in one variable

*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the students’ ability to construct a linear equation in two variables

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question

1 Khushi’s present age is twice of Sania. If Sania’s age four years ago was y.
Then Khushi’s present age is:
A. 2(y – 4)
B. 2y – 6
C. 2y + 4
D. 2(y + 4)

(1 mark)
(Total mark 1)

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Mark scheme
1. Khushi’s present age is twice of Sania. If Sania’s age four years ago was y. Then
Khushi’s present age is:
A.
Answer Guidance
D. 2(y + 4) A1 Sania’s present age=y+4
Khushi’s present age = 2(Sania’s present
age)
= 2(y+4)

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Maths8DB7
This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8DB7

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8DB7 2 N 7A2a Solve simple linear equations in 2
1 variable with two operations
Total 2 2
marks
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assess the knowledge of forming an equation and solving.

Source(s)

Source information if copied: book/journal, author, publisher, website link etc.

Question(s)
1 Shruti’s age is x years. Her father is 4 years more than the 2 times of Shruti’s age.
Form an equation and solve it to find Shruti’s age if her father age is 40 years.
Show your working.
(2 marks)
(Total marks 2)

Mark scheme

1 Shruti’s age is x years. Her father is 4 years more than the 2 times of Shruti’s age.

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 Form an equation and solve it to find Shruti’s age if her father age is 40 years. Show
your working.
Answer Guidance
Shruti’s age is 18 years. M1 2x + 4 = 40
A1 18

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Maths8AM4
This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8AM4

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8AM4 1 N 8C1a Plot points on a graph using 1
coordinates

*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the students’ ability to identify the point using coordinates

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question

1 The coordinates of a point at a distance of 6 units from the x axis and 5 units
from the y axis is
A. (0, 5)
B. (6, 0)
C. (5, 6)
D. (6, 5)

(1 mark)
(Total mark 1)

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Mark scheme
1 The coordinates of a point at a distance of 6 units from the x axis and 5 units from the
y axis is
A. (0, 5)
B. (6, 0)
C. (5, 6)
D. (6, 5)

Answer Guidance
C. (5, 6) A1 x-coordinate (abscissa) =5 units
y-coordinate (ordinate) = 6 units

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Maths8BS6

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8BS6

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks

Maths8BS6a 3 E 8C1a Plot points on a graph 3

using coordinates
Maths8BS6b 1 E 8C1a Plot points on a graph 1
using coordinates
Total marks 1 3 4
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses to working accurately with information presented in words, tables,
graphs and diagrams

Sources and diagrams

Time t in minutes 0 2 4 8 9
Temperature in °C 10 30 50 90 100

Question

1 A certain amount of water was heated and the temperature at different intervals of
time was observed as shown in the table above.
Draw a temperature-time graph from t = 0 minute to t= 9 minute
1(a)
(3 marks)
What would be the expected temperature of water at 7 minutes
1(b)
(1mark)
(Total mark 4)

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Mark scheme

1 (a) Draw a temperature-time graph from t = 0 minute to t= 15 minutes.

Answer Guidance
Complete graph A1 Correct time axis scale marked, not
equal intervals between 4 to 8 and 8 to 9
8C1a
A1 Straight line graph through correct points
A1 Correctly labelled time and temperature
axes

1 (b) What would be the expected temperature of water at 7 minutes?

Answer Guidance
80°C A1 80°C
Allow missing units

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Maths8DB2
This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8DB2

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks

Maths8DB2 3 N 8C1a Plot points on a graph using 3

coordinates
Total 3 3
marks
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assess the knowledge of drawing a line graph.

Sources and diagrams

No. Of litres 10 15 20 25
Cost in Rs. 500 750 1000 1250

Question

1 The table above shows the cost of fuel in litres. Draw a line graph for this
information with the x-axis of 0 litres to 25 litres.
(3 marks)
(Total marks 3)

Mark scheme
1.The table above shows the cost of fuel in litres. Draw a line graph for this information
with the x-axis of 0 litres to 25 litres

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 Answer Guidance
A1 correct x axis and
scale
1400

1200

1000 A1 correct y axis and

Cost (in Rs)

scale and at least 2

800
correct points plotted.
600

400
A1 complete correct line
200
for x from 0 to 25
0
0 5 10 15 20 25 30
Litres

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Maths8BS1

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8BS1

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8BS1 1 N 8C1b Interpret line graphs 1
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses to study the information from given graph.

Sources and diagrams

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Question

1 Observe the temperature time graph and answer the following question.
Choose the difference between the temperature at 7 hours and at 21 hours
from the options below:

A. 0°F
B. 1°F
C. 2°F
D. 3°F.
(1 mark)
(Total mark 1)

Mark scheme
Observe the temperature time graph and answer the following question.

Choose the difference between the temperature at 7 hours and at 21 hours from the
options below:
A. 0°F
B. 1°F
C. 2°F
D. 3°F.

Answer Guidance
A. 0°F 8C1b
98°-98° = 0°F
1mark allow to correct answer.

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Maths8AM3

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8AM3

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8AM3 1 N 8G1a Identify and use properties of 1
quadrilaterals (square, rectangle,
parallelogram, trapezium)
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the ability to understand the properties of quadrilateral

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question

1 Which one of the following figures satisfy the property: “only one pair of sides are
parallel”?

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 A.

B.

C.

D.

(1 mark)
(Total mark 1)

Mark scheme
1 Which of the following figures satisfy the property –“only one pair of side are parallel”?

Answer Guidance
D. Trapezium A1 Trapezium has only one pair of sides
parallel.
1 Mark can be given if student writes
Trapezium

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Maths8PW3

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PW3

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PW3 1 N 8G1a Identify and use properties of 1
quadrilaterals (square, rectangle,
parallelogram, trapezium)
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the application of properties of a parallelogram.

Source(s)

Source information: book/journal, author, publisher, website link etc.

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Question(s)
1 The diagram above shows a parallelogram ABCD with angle D = 60◦
Which of the following has the greatest value?

A. 2∠ A - 2∠B
B. ∠ A + ∠B
C. ∠ A + ∠D
D. 3∠C - 2∠D
(1 mark)

(Total marks 1)

Mark scheme

1 The diagram above shows a parallelogram ABCD with angle D = 60◦

Which of the following has the greatest value?

Answer Guidance
D. 3∠C - 2∠D 1 mark for correct answer

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Maths8PW7
This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PW7

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

marks marks
Maths8PW7a 1 N 8G1a Identify and use properties of 1
quadrilaterals: square, rectangle,
parallelogram, trapezium
Maths8PW7b 1 N 8G2b Identify angle properties of 1
parallelograms

Maths8PW7c 2 N 8G1a Identify and use properties of 2

quadrilaterals: square, rectangle,
parallelogram, trapezium
Total marks 2 2 4
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the properties of a parallelogram

Source(s)

E 12 F

3c
6
120
x

S 2n-1 A

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Source information: book/journal, author, publisher, website link etc.

Question(s)

1 In the parallelogram SAFE given above, S =120°

1 (a) Find the value of y

(1 mark)
1 (b) Find the value of x
(1 mark)
1 (c) Find the value of 2n + 3c
(2 marks)
(Total marks 5)

Mark scheme
1 (a) Find the value of y

Answer Guidance
A1 120° (opposite angles of parallelogram are
120° equal S= F =120°
y = 120°
1 (b) Find the value of x

Answer Guidance
x=120 °
1 (c) Find the value of 2n – 3c
Answer Guidance
M1 Property used opposite sides of
parallelogram are equal
2n +3c =19
Either 2n –1 =12 or 2n=13
OR 3c = 6
OR n=6.5, c=3
A1 19

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Maths8NB4

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8NB4

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8NB4a 1 N 8G2b Identify angle properties of 1
parallelograms

Maths8NB4b 2 N 8G4a Construct a quadrilateral using 2

ruler and compass

Total marks 1 2 3
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the angle property and construction of a parallelogram.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 Given a parallelogram ABCD in which AB=4 cm , BC=5.3 cm and angle B

measures 60°.
1 (a) What is the measure of angle D?
(1 mark)
1 (b) Construct the parallelogram ABCD using ruler and compasses only.
(2 marks)

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 (Total marks 3)

Mark scheme

1 (a) What is the measure of angle D?

Answer Guidance
60° Accept with or without degrees
Allow one mark for correct answer only.
1 (b) Construct the parallelogram ABCD using ruler and compasses only.

Answer Guidance
M1 for a length of either 4 cm or 5.3 cm with
the angle of 600.
M1 for a compass construction mark to
60
A D show the second side (i.e. either 5.3 cm or 4
cm)
4 cm
A1 for completing the parallelogram (ideally
either measuring second angle to get a pair
60
of parallel sides and a compass
B C
5.3 cm measurement; or using two compass
measurements from vertices A and C.

Allow 1mm error for each side. And 2

degrees error for each angle.
No marks if there are no construction marks.

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Maths8DG1
This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question

reference/Filename
Maths 8 Maths8DG1

Item AO1 AO2 C/N/E Content Reference(s) Marks

identity *
marks marks
Maths8DG 1 N 8M1a Find the circumference of a 1
1 circle
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the application of formula of circumference of a circle.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 22
Find the circumference of a circle whose radius is 7cm. Use 𝜋 = .
7

(1 mark)

(Total marks 1)

Mark scheme

1 Find the area of a circle whose radius is 7cm.

Answer Guidance
44cm. Allow one mark for correct answer only.
Accept answer without units.

www.britishcouncil.org 33
Maths8PD4
This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 7 Maths8PD4

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

marks marks

Maths8PD4 3 C 7M2a Find the area of combinations 3

of rectilinear shapes.
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the knowledge to find out the area of different shapes.

Sources and diagrams

Source information if copied: book/journal, author, publisher, website link etc.

Question(s)

1 Pizza factory has come out with two kinds of pizzas. A square pizza of side 45
cm costs Rs.150 and a circular pizza of diameter 50 cm costs Rs.160.
(Thickness of both the pizzas is same.)
Which pizza is a better deal? Use pi = 3.14

(3 marks)
(Total marks 3)

Mark scheme

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 1 Pizza factory has come out with two kinds of pizzas. A square pizza of side 45 cm
costs Rs.150 and a circular pizza of diameter 50 cm costs Rs.160.

1 (a) Which pizza is a better deal? Use pi = 3.14.

Answer Guidance
Square pizza is a better deal because it
has a larger area with lesser cost.
M1 Area of a square pizza = 𝑆𝑖𝑑𝑒 × 𝑆𝑖𝑑𝑒
= 45𝑐𝑚 × 45𝑐𝑚
= 2025 𝑐𝑚2
Area of a circular pizza = 𝜋𝑟 2
= 3.14 × 25 ×
2
25𝑐𝑚
= 1962.5𝑐𝑚2

A1: Area of a square pizza is more than the

area of a circular pizza. Also, cost of a
square pizza is lesser than the cost of a
circular pizza. Hence, square pizza is a
better deal.

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Maths8DG6

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths VIII Maths8DG6

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

marks marks

Maths8DG6a 2 C 8M2c Find the area of a circle 2

Maths8DG6b 2 C 8N3c Calculate using percentages, 2

including profit, discount and sales tax.

Total marks 2 2 4

*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the application of formula of area of a circle, calculating using percentages
including discount and finding area of a polygon.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 Hurrem's Maths teacher asked her to make a beautiful wheel using a circle with a
radius of 2.5 cm.

1 (a) What is the area of the circle? Give your answer correct to 1 decimal place.

(2 marks)

1 (b) The cost of colours was Rs 200. Hurrem saved 30% on that price. How much did she
spend on colours?

(2 marks)

(Total marks 4)

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Mark scheme

1(a) What is the area of the circle? Give your answer correct to 1 decimal place.

Answer Guidance

Area =19.6cm² M1 pi x 2.52 Allow pi = 22/7 or using calculator

A1 Area =19.6 (cm²(

2 marks for correct answer.

1 mark for 19.63.. Or 19.64...

1 (b) The cost of colours was Rs 200. Hurrem saved 30% on that price. How much did she
spend on colours?

Answer Guidance

Rs 140 M1 70/100×200

OR equivalent
A1 Rs140

www.britishcouncil.org 37
Maths8BS4

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8BS4

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8BS4 1 N 8N2b Find integral powers and roots of 1
positive whole numbers (squares,
cubes and square roots and cube
roots)
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses to estimating, approximating and working to appropriate levels of
accuracy, and converting between equivalent numerical forms

Sources and diagrams

Question 4
1 A number ends in the digit 1. What could be the possible unit digit of the square
root of that number?

A. 1 or 9
B. 3 or 6
C. 6 or 9
D. 7 or 9
(1 mark)
(Total marks 1)

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Mark scheme

1 A number ends in the digit 1. What could be the possible unit digit of the square root
of that number?

A. 1 or 9
B. 3 or 6
C. 6 or 9
D. 7 or 9

Answer Guidance
A. 1 or 9 8N2b
(A) 1 × 1 = 1
9 × 9 = 81.
1 mark allow to correct answer.

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Maths8DG4

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8DG4

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

marks marks

Maths8DG4a 1 E 8M4b Find the volume of cuboids and 1

cylinders

Maths8DG4b 2 E 8M4a Find the surface area of cuboids 2

and cylinders

Total marks 1 2 3

*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the application of formula of volume and surface area of a cuboid

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 Consider a Cuboid whose dimensions are:

Length = 2cm, breadth = 5 cm and height = 8 cm

1 (a) Find the volume of the cuboid with the given dimensions.

(1 mark)

1 (b) Find the surface area of the given cuboid which is open from the top.

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 (2 marks)

(Total marks 3)

Mark scheme

1 (a) Find the volume of the cuboid with the given dimensions

Answer Guidance

80cm³ A1 Allow one mark for correct answer.

Accept the answer with units only.

1 (b) Find the Surface area of the given cuboid which is open from the top.

Answer Guidance

122cm² M1 =2×8(2+5)+2×5 OR equivalent

A1 112+10=122 cm²
A2 Allow 2 marks for correct answer.
Accept the answer with units only.

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Maths8PR5

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PR5

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PR5 1 C 8M4b Find the volume of cuboids and 1
cylinders
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses finding the volume of a right circular cylinder.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 88 cm3 of aluminium is drawn into a wire 2 mm in diameter. What will the length
of the wire be, to the nearest metre?
A. 28 m
B. 78 m
C. 84 m
D. 96 m
(1 mark)
(Total marks 1)

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Mark scheme

1 88 cm3 of aluminium is drawn into a wire 2 mm in diameter. What will the length of the
wire be?
A. 28 m
B. 78 m
C. 84 m
D. 96 m

Answer Guidance
A. 28 m 1 mark for correct answer

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Maths8PR6

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PR6

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks

Maths8PR6a 1 N 8N2a Identify multiples of simple 2

numbers: divisibility by 2, 3, 4, 5, 6, 9
and 10
Maths8PR6b 2 N 8N2a Identify multiples of simple 2
numbers: divisibility by 2, 3, 4, 5, 6, 9
and 10
Total marks 1 2 4
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the divisibility rule of 9.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)
1

1 (a) A three-digit number is 65N is divisible by 9. What is the value of the digit N?

(2 marks)

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1 (b) David bought 171 litres of milk. He selected 9 orphanages near his locality and
wants to distribute milk equally amongst them without leaving any milk. With
the help of the divisibility rule, check whether equal division is possible or not. If
possible, how much milk is distributed to each orphanage?

(1 marks)
(Total marks 3)

Mark scheme

1 (a) A three-digit number is 65N is divisible by 9. What is the value of the digit N?

Answer Guidance
7 M! 6+5+a must total multiple of 9
A1 7
Allow 2 marks for correct answer only.

1 (b) David bought 171 litres of milk. He selected 9 orphanages near his locality and
wants to distribute milk equally amongst them without leaving any milk. With the help of
divisibility rule, check whether equal division is possible or not. If possible, how much
milk is distributed to each orphanage?

Answer Guidance
19 litres A1 possible, 19 litres each

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Maths8PN2
This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PN2

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PN2 1 N 8N2a Identify multiples of simple 1
numbers: divisibility by 2, 3, 4, 5, 6, 9
and 10
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses divisibility by 2 and 5

Source(s)

Question(s)
1 Which of the following is divisible by both 2 and 5?
A. -48
B. 35
C. 50
D. 62
(1 mark)
(Total marks 1)

Mark scheme

1 Which of the following is divisible by both 2 and 5?

A. -48
B. 35
C. 50
D. 62
Answer Guidance
C. 50 1 mark for correct answer

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Maths8NB3

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8NB3

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8NB3 1 N 8N2a Identify multiples of simple 1
numbers: divisibility by 2, 3, 4, 5, 6, 9
and 10
*C = Calculator required, N = Calculator not allowed , E = Either

Item purpose
The question assesses the divisibility of a number by 3.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)
1 The 5 digit number 1234A leaves a remainder 1 when divided by 3. Find the
least value of the digit A.
(1 mark)
(Total mark 1)

Mark scheme
1 The 5 digit number 1234A leaves a remainder 1 when divided by 3. Find the least
value of the digit A.
Answer Guidance
0 Allow one mark for correct answer only.

www.britishcouncil.org 47
Maths8PR6

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PR6

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks

Maths8PR6a 1 N 8N2a Identify multiples of simple 2

numbers: divisibility by 2, 3, 4, 5, 6, 9
and 10
Maths8PR6b 2 N 8N2a Identify multiples of simple 2
numbers: divisibility by 2, 3, 4, 5, 6, 9
and 10
Total marks 1 2 4
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the divisibility rule of 9.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)
1

1 (a) A three-digit number is 65N is divisible by 9. What is the value of the digit N?
(2 marks)

1 (b) David bought 171 litres of milk. He selected 9 orphanages near his locality and
wants to distribute milk equally amongst them without leaving any milk. With

www.britishcouncil.org 48
 the help of the divisibility rule, check whether equal division is possible or not. If
possible, how much milk is distributed to each orphanage?
(1 marks)
(Total marks 3)

Mark scheme

1 (a) A three-digit number is 65N is divisible by 9. What is the value of the digit N?

Answer Guidance
7 M! 6+5+a must total multiple of 9
A1 7
Allow 2 marks for correct answer only.

1 (b) David bought 171 litres of milk. He selected 9 orphanages near his locality and
wants to distribute milk equally amongst them without leaving any milk. With the help of
divisibility rule, check whether equal division is possible or not. If possible, how much
milk is distributed to each orphanage?

Answer Guidance
19 litres A1 possible, 19 litres each

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Maths8PR3

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PR3

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PR3 1 N 8M4b Find the volume of cuboids and 1
cylinders

*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses volume of cuboid.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 The number of cuboids each measuring 3 cm × 6 cm × 9 cm that can be cut

from a cuboid with dimensions 81 cm × 27 cm × 18 cm is?

A. 343
B. 340
C. 243
D. 342
(1 mark)
(Total marks 1)
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Mark scheme

1 The number of cuboids each measuring 3 cm × 6 cm × 9 cm that can be cut from a

cuboid with dimensions 81 cm × 27 cm × 18 cm is?
A. 243
B. 340
C. 342
D. 343

Answer Guidance
A. 243 1 mark for correct answer

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Maths8NB5

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8NB5

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8NB5a 2 C 8G1a Identify and use properties of 2
quadrilaterals (square, rectangle,
parallelogram, trapezium)
Maths8NB5b 2 C 8N2b Find integral powers and roots 2
of positive whole numbers (squares,
cubes and square roots and cube
roots)
Total marks 4 4
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the angle properties of square and equilateral triangle.

Source(s)
Diagram not to scale A

C B

E D
Source information: Word Art

Question(s)

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1 ABC is an equilateral triangle on one side of the square CBDE.

1 (a) Find the measurement of angle ABD.

(2 marks)
1 (b) If the side of the square CBDE is 13cm , calculate the length of CD, up to two
decimal places.
(2 marks)

(Total marks 4)

Mark scheme

1 (a) Find the measurement of angle ABD.

Answer Guidance
150° M1 60 +90
A1 150°
Accept with or without degrees
Allow 2 marks for correct answer only.
1 (b) If the side of the square CBDE is 13cm, calculate the length of CD, up to two
decimal places.
Answer Guidance
18.38 cm M1 √169 + 169 Or equivalent
OR √2 × 13
A1 CD = 1.41 × 13 = 18.38 cm
Allow two marks for correct answer.
Allow missing units.

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Maths8CN4

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 9 Maths8CN4

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks
marks
Maths8CN4 1 E 8G1a Identify and use properties of 1
quadrilaterals: square, rectangle,
parallelogram, trapezium
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the knowledge of properties of quadrilaterals.

Question

1 If in a quadrilateral only one pair of opposite sides are parallel, then the
quadrilateral is a __________
A. Square
B. Rectangle
C. Trapezium
D. Rhombus

(1 mark)
(Total mark 1)

Mark scheme
1.If in a quadrilateral only one pair of opposite sides are parallel, then the quadrilateral
is a __________
A. Square
B. Rectangle
C. Trapezium
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 D. Rhombus

Answer Guidance

C. Trapezium A1 For the correct answer

Alternate answer to be accepted
Trapezium

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Maths8BS3
This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8BS3

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks

Maths8BS3 1 N 8G4f Use the fact that: In a triangle, the 1

line segment joining the mid points of any
two sides is parallel to the third side and
in half of it and (motivate) its converse.
8G1a Identify and use properties of
quadrilaterals: square, rectangle,
parallelogram, trapezium
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the knowledge of Quadrilaterals and the application of
midpoint theorem.

Sources and diagrams

www.britishcouncil.org 56
Question

1 ABCD is a rectangle and E,F,G,H are the midpoints AB,BC,CD and DA respectively.

Find the area of the Quadrilateral EFGH whose diagonals are 48cm and 32 cm
A. 400 sq cm
B. 560 sq cm
C. 604 sq cm
D. 768 sq cm
(1 mark)
(Total mark 1)

Mark scheme
ABCD is a rectangle and E,F,G,H are the midpoints AB,BC,CD and DA respectively.

Find the area of the Quadrilateral EFGH whose diagonals are 48cm and 32 cm

A. 400 sq cm
B. 560 sq cm
C. 604 sq cm
D. 768 sq cm

Answer Guidance
D. 768 sq cm A1: for correct answer

www.britishcouncil.org 57
Maths8AM7

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8AM7

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

marks marks

Maths8AM7a 1 E 8G1b Draw and interpret 2D 1

representations of 3D shapes
Maths8AM7b 2 E 8G1c Draw and interpret nets 2
(cuboids, cubes, pyramids, prisms)
Maths8AM7c 2 E 8G1d Apply Euler’s relation for 2
Polyhedra (𝐹𝑎𝑐𝑒𝑠 + 𝑉𝑒𝑟𝑡𝑖𝑐𝑒𝑠 −
𝐸𝑑𝑔𝑒𝑠 = 2)
Total marks 1 4 5
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses if students can understand the 2D interpretation of 3D and also find
the face, vertices and edge etc.

Source(s)

Source information: book/journal, author, publisher, website link etc.

www.britishcouncil.org 58
Question

1 Amit made a model. He joined a cuboid and a prism together as shown below.
The finished model has 7 faces and 10 vertices?

1(a)
Draw the side view of the model from the end.
(1 mark)

1(b)
Draw the net of the completed model.
(2 marks)

1(c)
Apply Euler’s relation to find the total number of edges the completed model
has? Show your working.

(2 mark)
(Total mark 5)

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Mark scheme

1 (a) Draw the side view of this aquarium.

Answer Guidance
A1 combination of triangle and a rectangle.
Mark can be given if size or shape is in
approximation with the diagram.
Allow the join between triangle and
rectangle to be missing.

1 (b) Draw the net of the triangular prism and cuboid used to construct the aquarium.
Answer Guidance
M1 drawing of a net that is made up of 5
rectangles and additional shapes
A1 Any correct net
Allow triangles and end rectangles to be
shown as separate shapes

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 1 (c) Apply Euler’s relation to find the total number of edges the completed model has?
Show your working.

Answer Guidance
15 M1 7 + 10 - edges = 2
OR 7 + 10 - 2
A1 15
1 mark for answer only

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Maths8NB1

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8NB1

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8NB1 1 E 8G2a Apply the sum of the angles in a 1
quadrilateral

*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the application of angle sum property in a quadrilateral.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 The measures of two angles of a quadrilateral are 130° and 50°. The remaining
two angles are equal. Find the measure of each of the equal angles.
(1 mark)
(Total marks 1)

Mark scheme

1 The measures of two angles of a quadrilateral are 130° and 50°. The remaining two
angles are equal. Find the measure of each of the equal angles.

Answer Guidance

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 90° Allow one mark for correct answer only.
Accept with or without degrees.

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Maths8PW7

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PW7

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

marks marks

Maths8PW7a 1 N 8G1a Identify and use properties of 1

quadrilaterals: square, rectangle,
parallelogram, trapezium
Maths8PW7b 1 N 8G2b Identify angle properties of 1
parallelograms

Maths8PW7c 2 N 8G1a Identify and use properties of 2

quadrilaterals: square, rectangle,
parallelogram, trapezium
Total marks 2 2 4
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the properties of a parallelogram

Source(s)

E 12 F

3c
6
120
x

S 2n-1 A

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Source information: book/journal, author, publisher, website link etc.

Question(s)

1 In the parallelogram SAFE given above, S =120°

1 (a) Find the value of y

(1 mark)

1 (b) Find the value of x

(1 mark)

1 (c) Find the value of 2n + 3c

(2 marks)
(Total marks 5)

Mark scheme

1 (a) Find the value of y

Answer Guidance
A1 120° (opposite angles of parallelogram are
120° equal S= F =120°
y = 120°
1 (b) Find the value of x

Answer Guidance
x=120 °

1 (c) Find the value of 2n – 3c

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 Answer Guidance
M1 Property used opposite sides of
parallelogram are equal
2n +3c =19
Either 2n –1 =12 or 2n=13
OR 3c = 6
OR n=6.5, c=3
A1 19

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Maths8PW4

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PW4

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PW4 1 N 8G1d Apply Euler’s relation for 1
polyhedra (𝐹𝑎𝑐𝑒𝑠 + 𝑉𝑒𝑟𝑡𝑖𝑐𝑒𝑠 − 𝐸𝑑𝑔𝑒𝑠 =
2)
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the application of Eulers Formula

Source(s)

Source information: book/journal, author, publisher, website link etc.

1 The number of edges of a prism is 9 and the number of vertices is three less than the number of
edges. Apply Euler’s Formula to find how many the faces the prism has.

A. 2
B. 4
C. 5
D. 9
(1 mark)
(Total marks 1)

www.britishcouncil.org 67
Mark scheme

1 The number of edges of a prism is 9 and the number of vertices is three less than the
number of edges. Apply Euler’s Formula to find how many the faces the prism has.
Answer Guidance
C. 5 1 mark for correct answer

www.britishcouncil.org 68
Maths8NB2

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8NB2

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8NB2 1 N 8G1d Apply Euler’s relation for 1
polyhedron
(𝐹𝑎𝑐𝑒𝑠+𝑉𝑒𝑟𝑡𝑖𝑐𝑒𝑠−𝐸𝑑𝑔𝑒𝑠=2)
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the application of Euler’s relation for a polyhedron.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 A polyhedron has 10 edges and 6 vertices. How many faces does this
polyhedron have?
(1 mark)

(Total marks 1)

Mark scheme

1 A polyhedron has 10 edges and 6 vertices. How many faces does this polyhedron
have?

www.britishcouncil.org 69
 Answer Guidance
6 Allow one mark for correct answer only.

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Maths8DB3

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8DB3

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks

Maths8DB3a 1 N 8G1b Draw and interpret 2D 1

representations of 3D shapes
Maths8DB3b 1 N 8G1b Draw and interpret 2D 1
representations of 3D shapes
Maths8DB3c 1 N 8G1b Draw and interpret 2D 1
representations of 3D shapes
Total marks 3 3
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assess the knowledge of identifying a 2D net of 3D object.

Sources and diagrams

Picture A

Diagram not
drawn to scale

Picture B

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 Diagram not
drawn to scale

Picture C

Diagram not
drawn to scale

Source information if copied: book/journal, author, publisher, website link etc.

Question

1 Study the above pictures and answer the questions.

1(a)
Identify the net given in picture A
(1 mark)
1(b) Identify the net given in picture B
(1 mark)
1(c) Identify the net given in picture C.
(1 mark)

(Total marks 3)

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Mark scheme

1 (a) Identify the net given in picture A.

Answer Guidance
Cylinder 1 mark

1 (b) Identify the net given in picture B.

Answer Guidance
Cuboid 1 mark
1 (c) Identify the net given in picture C.

Answer Guidance
Square Bases Pyramid 1 mark Allow pyramid

www.britishcouncil.org 73
Maths8DB4

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8DB4

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks

Maths8DB4 3 C 8M4a Find the surface area of cuboid 3

and cylinders
Total 3 3
marks
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assess the application knowledge of students in finding area of 3D.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question

1 The internal measures of a cuboidal room are 12 m long, 8 m wide and 4 m

high.
Find the total cost of whitewashing all four walls of a room, if the cost of white
washing is Rs 5 per m2.
(3 marks)
(Total marks 3)

www.britishcouncil.org 74
Mark scheme

1 The internal measures of a cuboidal room are 12 m long, 8 m wide and 4 m high.
Find the total cost of whitewashing all four walls of a room, if the cost of white washing is
Rs 5 per m2.

Answer Guidance
Rs. 800 M1 4 x 2(12+8) OR equivalent OR 160
seen
M1 their 160 x 5
A1 Rs 800
Allow missing units

www.britishcouncil.org 75
Maths8AM1

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8AM1

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8AM1 1 N 8N2b Find integral powers and roots of 1
positive whole numbers (squares,
cubes and square roots and cube
roots)
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
Understand the concept of number which cannot be a perfect square

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question

1 Which of the following is not a perfect square?

A. 49
B. 121
C. 178
D. 225

(1 mark)
(Total mark 1)
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Mark scheme
1 Which of the following cannot be a perfect square?
(1 mark)
B. 49
C. 121
D. 178
E. 225
Answer Guidance
C. 178 A1 The number ending with digits 2,3,7 or 8
can never be a perfect square.

www.britishcouncil.org 77
Maths8PN3

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PN3

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PN3 1 N 8N2b Find integral powers and roots of 1
positive whole numbers (squares,
cubes and square roots and cube
roots)
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses cube roots

Source(s)

Question
1 What is the digit in unit position of the cube root of the cube number 3375?
A. 7
B. 2
C. 4
D. 5
(1 mark)
(Total marks
1)

www.britishcouncil.org 78
Mark scheme

1 What is the digit in unit position of the cube root of the cube number 3375?
A. 7
B. 2
C. 4
D. 5
Answer Guidance
D. 5 5 X 5 X 5= 125
Allow marks for direct answers.

www.britishcouncil.org 79
Maths8BS4

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8BS4

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8BS4 1 N 8N2b Find integral powers and roots of 1
positive whole numbers (squares,
cubes and square roots and cube
roots)
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses to estimating, approximating and working to appropriate levels of
accuracy, and converting between equivalent numerical forms

Sources and diagrams

Question 4

1 A number ends in the digit 1. What could be the possible unit digit of the
square root of that number?
E. 1 or 9
F. 3 or 6
G. 6 or 9
H. 7 or 9

(1 mark)

www.britishcouncil.org 80
 (Total mark 1)

Mark scheme
A number ends in the digit 1. What could be the possible unit digit of the square root of
that number?
A. 1 or 9
B. 3 or 6
C. 6 or 9
D. 7 or 9

Answer Guidance
1 or 9 8N2b
(A) 1 × 1 = 1
9 × 9 = 81.
1 mark allow to correct answer.

www.britishcouncil.org 81
Maths8BS5

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8BS5

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8BS5 1 N 8N2b Find integral powers and roots of 1
positive whole numbers (squares,
cubes and square roots and cube
roots)
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses to estimating, approximating and working to appropriate levels of
accuracy, and converting between equivalent numerical forms

Source

Question 4

1 The number of zeroes at the end of the cube root of the cube number
8,000,000 is
A. 1
B. 2
C. 5
D. 6
(1 mark)
(Total mark 1)

www.britishcouncil.org 82
Mark scheme

The number of zeroes at the end of the cube root of the cube number 8,000,000 is
A. 1
B. 2
C. 5
D. 6

Answer Guidance
B. 2 8N2b
(B) ∵ Number of zeroes at the end of the cube =
6
∴ Number of zeroes at the end of the cube root
= 6/3 = 2.
1 mark allow to correct answer.

www.britishcouncil.org 83
Maths8DB5

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8DB5

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks

Maths8DB5 1 N 8N2b Find integral powers and roots of 1

positive whole numbers (squares,
cubes and square roots and cube
roots)
Total 1 1
marks
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assess the knowledge of identifying a square number.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question

1 Which of the following is a square number

A. 144
B. 198
C. 200
D. 800
(1 mark)
(Total mark 1)

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www.britishcouncil.org 85
Mark scheme

1 Which of the following is a square number

A. 144
B. 198
C. 200
D. 800

Answer Guidance
144 1 mark

www.britishcouncil.org 86
Maths8DG3

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8DG3

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks
marks

Maths8DG3 1 N 8N2b Find integral powers and roots of 1

positive whole numbers (squares, cubes
and square roots and cube roots)

*C = Calculator required, N = Calculator not allowed , E = Either

Item purpose
The question assesses the ability to find the square root by prime factorization of a positive whole
number.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 Find the square root of 144.

(1 mark)

(Total marks 1)

www.britishcouncil.org 87
Mark scheme

1 Find the square root of 144.

Answer Guidance

12 Allow one mark for correct answer only.

www.britishcouncil.org 88
Maths8NB5

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8NB5

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8NB5a 2 C 8G1a Identify and use properties of 2
quadrilaterals (square, rectangle,
parallelogram, trapezium)
Maths8NB5b 2 C 8N2b Find integral powers and roots 2
of positive whole numbers (squares,
cubes and square roots and cube
roots)
Total marks 4 4
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the angle properties of square and equilateral triangle.

Source(s)
Diagram not to scale A

C B

E D
Source information: Word Art

www.britishcouncil.org 89
Question(s)

1 ABC is an equilateral triangle on one side of the square CBDE.

1 (a) Find the measurement of angle ABD.

(2 marks)
1 (b) If the side of the square CBDE is 13cm , calculate the length of CD, up to two
decimal places.
(2 marks)
(Total marks 4)

Mark scheme

1 (a) Find the measurement of angle ABD.

Answer Guidance
150° M1 60 +90
A1 150°
Accept with or without degrees
Allow 2 marks for correct answer only.
1 (b) If the side of the square CBDE is 13cm, calculate the length of CD, up to two
decimal places.
Answer Guidance
18.38 cm M1 √169 + 169 Or equivalent
OR √2 × 13
A1 CD = 1.41 × 13 = 18.38 cm
Allow two marks for correct answer.
Allow missing units.

www.britishcouncil.org 90
Maths8PW1

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PW1

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PW1 1 N 8N3a Use operations on rational 1
numbers and note patterns

*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses operations on rational numbers.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)
−3
1 Find the product of the additive inverse of 3 and the multiplicative inverse of 2

−9
A. 2
−1
B. 2

C. 2
D. -2

(1 mark)
(Total marks 1)

www.britishcouncil.org 91
Mark scheme

−3
1 Find the sum of the additive inverse of 3 and the multiplicative inverse of 2
−9
A. 2
−1
B. 2

C. 2
D. -2

Answer Guidance
C. 2 1 mark for correct answer

www.britishcouncil.org 92
Maths8PN1

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PN1

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PN1 1 N 8N3a Use operations on rational 2
numbers and note patterns
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses whether the child can apply the concept of rational numbers given a
number line.

Source(s)

Question(s)
1 Observe the number line. What is the value of A - B?
A. 1/6
B. -5/6
C. -1/2
D. -3/4
(1 mark)
(Total marks 1)
www.britishcouncil.org 93
Mark scheme
1 Observe the number line. What is the value of A-B?

A. 1/6
B. -5/6
C. -1/2
D. -3/4
(
Answer Guidance
B. -5/6 A-B=-1/3-1/2=-5/6
Allow marks for direct answers.

www.britishcouncil.org 94
Maths8PN6

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PN6

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PN6a 2 N 8N3a Use operations on rational 2
numbers and note patterns
Maths8PN6b 2 N 8N3a Use operations on rational 2
numbers and note patterns
Total marks 2 2 4
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses operations on rational numbers.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)
1
1 (a) What is the product of the reciprocal of 5/6 with the reciprocal of -8/9?
(2 marks)
1 (b) Find the missing number x in this equation. Give your answer in its simplest from.
5 3 9
- x = 8 +4
8

(2 marks)

www.britishcouncil.org 95
 (Total marks 4)

Mark scheme

1 (a) What is the product of the reciprocal of 5/6 with the reciprocal of -8/9?

Answer: Guidance: Reciprocals are: 6/5 & -9/8

-27/20 M1: 6/5 x -9/8 OR -54/40

A1= -27/20 OR – 1.35 OR equivalent

1 (b) Find the missing number x in this equation. Give your answer in its simplest from.
5 3 9
- x = 8 +4
8

Answer: Guidance
5/2 M1: (5-3+18)/8
A1 5/2 OR 2.5 OR equivalent

www.britishcouncil.org 96
Maths8PM3

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PM3

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PM3 1 N 8N3b Represent and order rational 1
numbers on a number line

*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses representation of rational numbers on number line.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)
1 Represent the rational number -1/3 on a number line.
(1 mark)
(Total mark 1)

Mark scheme
1 Represent the rational number -1/3 on the number line.

Answer Guidance

www.britishcouncil.org 97
 A1 for the correct representation of the
given rational number (-1/3) on number line.
Allow any scale.
x
2 1 1 2
-1 - -
0 1
3 3 3 3

www.britishcouncil.org 98
Maths8PR1

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PR1

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PR1 1 N 8N3c Calculate using percentages, 1
including profit, discount and sales tax

*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses comparing quantities using percentage.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 A bat is bought for Rs 200 and sold for Rs 300. What will the profit percentage
be?

A 20 %
B 33.3 %
C 50 %
D 100 %
(1 mark)

www.britishcouncil.org 99
 (Total marks 1)

Mark scheme

1 A bat is bought for Rs 200 and sold for Rs 300. What will the profit % be?
A 20 %
B 33.3 %
C 50 %
D 100 %
Answer Guidance
Answer is option C 50 % Award 1 mark for correct answer only

www.britishcouncil.org 100
Maths8PW6

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PW6

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

marks marks
Maths8PW6a 1 N 8N3c Calculate using percentages, 1
including profit, discount and sales tax
Maths8PW6b 3 N 8N3c Calculate using percentages, 3
including profit, discount and sales tax
Total marks 1 3 4
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the concept of profit and percentages and the application of the
concept of ratio.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 The Indian Government purchased 2,500 handmade masks for Rs 25,000 to

give employment to women workers in remote areas during the pandemic.

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1 (a) Out of total 2500 masks, 500 were donated to health workers and the rest of the
masks were sold for Rs 40,000. Find the profit or loss percentage.
(1 mark)

If health workers used 25% of the donated masks for COVID positive patients,
1 (b)
how many masks were left for their usage? Find the ratio of masks used by
patients to the masks used by health workers.
(3 marks)
(Total marks 4)

Mark scheme

1 (a) Out of total 2500 masks,500 were donated to health workers and the rest of the
masks were sold for Rs 40000 at a rate of Rs 20 per mask..
Find the profit or loss percentage
Answer Guidance
60%
M1 15000 / 25000 ×100 OR equivalent
A1 60%
2 marks answer only
1 (b) If health workers used 25% of the donated masks for COVID positive patients, how
many masks were left for their usage? Find the ratio of masks used by patients to the
masks used by health workers
Answer Guidance
375 M1 75 /100 x 500
1: 3 A1 375
A1 Ratio 1: 3 answer only
Allow 3:1

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Maths8DG2

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8DG2

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

marks marks

Maths8DG2 1 E 8N3c Calculate using percentages, 1

including profit, discount and sales tax.

*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the application of concept of percentage.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 8% of children in a class of 25 like getting wet in the rain. How many children do not
like getting wet in the rain?

(1 mark)

(Total mark 1)

Mark scheme

1 8% of children in a class of 25 like getting wet in the rain. How many children do not
like getting wet in the rain?

Answer Guidance

23 students who do not like getting wet. Allow one mark for the correct answer only.

www.britishcouncil.org 103
Maths8DG5

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8DG5

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8DG5 1 E 8N3c Calculate using percentages, 1
a including profit, discount and sales
tax
Maths8DG5 2 E 8N3d Calculate compound interest 2
b using an annual or semi-annual rate
and up to 3 time periods

Total marks 3 3
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the concept of percentage in profit, for example finds profit
percentage when the cost price is given and also in compound interest too.
Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 A shopkeeper earns his livelihood by selling apples. At the end of the year he
saves the profit earned in the bank on compound interest.

1 (a) Suppose the shopkeeper has bought 1 kg of apples for Rs 100 and sold it for
Rs120 per kg Calculate the percentage of the profit gained by the shopkeeper.
(1 mark)

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1 (b) Calculate the compound interest on his savings of Rs 8,000 for one year at
16% per annum, compounded half yearly.
(2 marks)
(Total marks 3)

Mark scheme

1(a) Suppose the shopkeeper has bought 1 kg of apples for Rs.100 and sold it for Rs
120 per kg Calculate the percentage of the profit gained by the shopkeeper.

Answer Guidance
20% A1 20 %
Allow mark for no percent sign
1 (b) Calculate the compound interest on his savings of Rs 8,000 for one year at 16%
per annum, compounded half yearly.
Answer Guidance
Rs 1331.20 M1 8000(1+.08)² - 8000 OR equivalent using
two stages
A1 Rs1331.20
Answer only 2 marks
Accept no Rs symbol

www.britishcouncil.org 105
Maths8PR4

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PR4

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PR4 1 N 8N4a Use direct and inverse proportion 1
in simple word problems, including time
and work contexts
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses direct and inverse variation

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)
1 Trains A, B and C move at speeds of 15 km/h, 20 km/h and 10km/h respectively.
They leave same station at the same time. If they have to reach the same place,
which train will arrive first?

A. Train A
B. Train B
C. Train C
D. All the trains will arrive at the same time
(1 mark)
(Total marks 1)

www.britishcouncil.org 106
Mark scheme

1 Trains A, B and C move at speeds of 15 km/h, 20 km/h and 10km/h respectively. They
leave same station at the same time. If they have to reach the same place, which train
will arrive first?
A. Train A
B. Train B
C. Train C
D. All the trains will arrive at the same time

Answer Guidance
B.Train B 1 mark for correct answer

www.britishcouncil.org 107
Maths8PW5

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PW5

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PW5 1 N 8N4a Use direct and inverse proportion 1
in simple word problems, including time
and work contexts.
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the use of direct and inverse proportion.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)
1 If 15 workers can make a batch of masks in 12 days, how many workers will do the
same work in 6 days?
A. 12
B. 24
C. 30
D. 42
(1 mark)
(Total mark 1)

www.britishcouncil.org 108
Mark scheme

1 If 15 workers can make a batch of masks in 12 days, how many workers will do the
same work in 6 days?
A. 12
B. 24
C. 30
D. 42
Answer Guidance
C. 30 1 mark for correct answer

www.britishcouncil.org 109
Maths8DG6

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths VIII Maths8DG6

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

marks marks

Maths8DG6a 2 C 8M2c Find the area of a circle 2

Maths8DG6b 2 C 8N3c Calculate using percentages, 2

including profit, discount and sales tax.

Total marks 2 2 4

*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the application of formula of area of a circle, calculating using percentages
including discount and finding area of a polygon.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 Hurrem's Maths teacher asked her to make a beautiful wheel using a circle with a
radius of 2.5 cm.

1 (a) What is the area of the circle? Give your answer correct to 1 decimal place.

(2 marks)

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1 (b) The cost of colours was Rs 200. Hurrem saved 30% on that price. How much did she
spend on colours?

(2 marks)

(Total marks 4)

Mark scheme

1(a) What is the area of the circle? Give your answer correct to 1 decimal place.

Answer Guidance

Area =19.6cm² M1 pi x 2.52 Allow pi = 22/7 or using calculator

A1 Area =19.6 (cm²(

2 marks for correct answer.

1 mark for 19.63.. Or 19.64...

1 (b) The cost of colours was Rs 200. Hurrem saved 30% on that price. How much did she
spend on colours?

Answer Guidance

Rs 140 M1 70/100×200

OR equivalent
A1 Rs140

www.britishcouncil.org 111
Maths8NB6

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8NB6

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks

Maths8NB6a 1 C 8N4a Use direct and inverse 1

proportion in simple word problems,
including time and work contexts.
Maths8NB6b 2 C 8N3c Calculate using percentages, 2
including profit, discount and sales
tax.
Maths8NB6c 2 E 8G1c Draw and interpret nets 2
(cuboids, cubes, pyramids, prisms)
Total marks 3 2 5
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the use of direct proportion in simple word problems, calculating
using percentages including discount and drawing the net of a cube.

Source(s)

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Question(s)

1 Ahana’s birthday is approaching, so she decides to celebrate it and give Rubik

cubes as return gifts to her friends.

1 (a) She has 25 friends, and the cost of each Rubik cube is Rs 65. What is the total
amount she spends?
(1 mark)

1 (b) When she reaches the shop, she finds the shopkeeper is giving a 20%
discount on all the items. Find the cost of each cube after the discount.
(2 marks)

1 (c) Draw the net of a cube.

(2 marks)

(Total marks 5)

Mark scheme
1 (a) She has 25 friends, and the cost of each Rubik cube is Rs 65. What is the total
amount she spends?
Answer Guidance
Rs 1625 Allow one mark for correct answer only.
Allow missing units

1 (b) When she reaches the shop, she finds the shopkeeper is giving a 20% discount on
all the items. Find the cost of each cube after the discount.

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 Answer Guidance
Rs 52 M1 80 / 100 x 65 OR equivalent
A1 Rs 52
Allow missing units
1 (c) Draw the net of a Cube.
Answer Guidance
11 nets for a cube M1 6 connected squares
A1 Correct drawing only
Full marks for correct answer

www.britishcouncil.org 114
Maths8PN7

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PN7

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PN7 3 N 8S1a Represent data in grouped 2
intervals
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses data handling concepts.

Source(s)

Question
1 A bag contains 144 coloured balls. 12 are red, 18 are yellow, 28 are
blue, 42 are green. Draw a pie chart to show this information. (3 marks)
(Total marks 3)

www.britishcouncil.org 115
Mark scheme
A bag contains 144 coloured balls. 12 are red, 18 are yellow, 28 are blue, 42 are green.
Draw a pie chart to show this information.

Answer Guidance
Central angle:
given
number/total * 360
12 Red-300
Yellow-450
42 18
Blue-700
Green-1050,
White-1100
28 Allow two marks
for finding out the
central angle of
red yellow blue green
the observations.
Allow one mark to
draw the pie
chart.

www.britishcouncil.org 116
Maths9PN5

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths9PN5

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths9PN5 1 N 8S2a Draw and interpret bar charts, 1
and pie charts for simple data
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses interpretation of pie charts.

Source(s)

Question(s)
1 The pie chart above shows the number of pupils taking other subjects in a science
class.
What angle represents math?
(2 marks)
(Total marks 2)

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Mark scheme

1 What angle represents math?

Answer Guidance
36 degrees M1 360 x (100 – 90)/100 OR equivalent
A1 36 degrees

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Maths8PM4

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths VIII Maths8PM4

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

marks marks
Maths8PM4a 1 N 8S2a Draw and interpret bar charts 1
and pie charts for simple data.

Maths8PM4b 1 N 8S2a Draw and interpret bar charts 1

and pie charts for simple data.

Maths8PM4c 2 N 8S2a Draw and interpret bar charts 2

and pie charts for simple data.

Maths8PM4d 2 N 8S2a Draw and interpret bar charts 2

and pie charts for simple data.

Total marks 4 3 7
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses interpreting bar charts for simple data.

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Source(s)
90
Airline A
80 Airline B
70
Number of trips

60

50

40

30

20

10

0
January February March April May
Month

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 The double bar graph above shows the number of trips made to London
from Mumbai by two airlines A and B.
1 (a) In which month did Airline A made the most trips and how many trips did it make?
(1
mark)
1 (b) In which month were the number of trips by both the airlines same?
(1 mark)
1 (c) Find the total number of trips made by Airline B from February to April
(2 marks)
1 (d) Calculate the average number of trips per month trips for Airline A.
(2 marks)
(Total marks 6)

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Mark scheme

1 (a) In which month did Airline A made the most trips and how many trips did it make?

Answer Guidance
May; 80 trips A1 both May and 80. No half marks

1 (b) In which month were the number of trips by both the airlines same?

Answer Guidance
March A1 March.

1 (c) Find the total number of trips made by Airline B from February to April.

Answer Guidance
180 M1 70+50+60
A1 180
1 (d) Calculate the average number of trips per month trips for Airline A.

Answer Guidance
Average trips of A = 54 M1 – Average trips of A =
(30+40+50+70+80)/5
A1 54

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Maths8PM2

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PM2

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PM2 2 N 8S2a Draw and interpret bar charts and 2
pie charts for simple data

*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses interpretation of data from bar chart

Source(s)

120

100
Number of students

80

60

40

20

0
volleyball basketball cricket swimming skating badminton
Game

Source information: Excel

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Question(s)
1 The bar graph represents the number of students playing different sports in a
school.

Find the ratio of the number of students playing volleyball to the number of
students playing cricket.
(2 marks)
(Total marks 2)

Mark scheme

1 The bar graph represents the number of students playing different sports in a school.

Find the ratio of the number of students playing volleyball to the number of students
playing cricket. Give your answer in simplest form.

Answer Guidance
2:5 M1 Volleyball = 40 AND Cricket = 100

OR Ratio = 40 : 100

A1 = 2 : 5

1 mark for 5 : 2

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Maths8PN4

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PN4

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8PN4 1 E 8S2a Draw and interpret bar charts, 1
and pie charts for simple data
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses interpretation of a graph

Source(s)

18

16

14
Number of students

12

10

0
145 150 155 160 165
Height of students (cm)

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Question(s)

The histogram above shows the heights of 42 students in a class. How

1 many students have height less than 160 cm?
A. 12
B. 16
C. 28
D. 40 (1 mark)
((Total marks1)
1

Mark scheme

1 The histogram above shows the heights of 42 students in a class. How many students have
height less than 160 cm?
A. 12
B. 16
C. 28
D. 40

Answer Guidance
C 28 ADD:16+8+4=28
Allow marks for direct answers.

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Maths8PW6

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PW6

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

marks marks
Maths8PW6a 1 N 8N3c Calculate using percentages, 1
including profit, discount and sales tax
Maths8PW6b 3 N 8N3c Calculate using percentages, 3
including profit, discount and sales tax
Total marks 1 3 4
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the concept of profit and percentages and the application of the
concept of ratio.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 The Indian Government purchased 2,500 handmade masks for Rs 25,000 to

give employment to women workers in remote areas during the pandemic.

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1 (a) Out of total 2500 masks, 500 were donated to health workers and the rest of the
masks were sold for Rs 40,000. Find the profit or loss percentage.
(1 mark)
1 (b)
If health workers used 25% of the donated masks for COVID positive patients,
how many masks were left for their usage? Find the ratio of masks used by
patients to the masks used by health workers.
(3 marks)
(Total marks 4)

Mark scheme

1 (a) Out of total 2500 masks,500 were donated to health workers and the rest of the
masks were sold for Rs 40000 at a rate of Rs 20 per mask..
Find the profit or loss percentage
Answer Guidance
60%
M1 15000 / 25000 ×100 OR equivalent
A1 60%
2 marks answer only
1 (b) If health workers used 25% of the donated masks for COVID positive patients, how
many masks were left for their usage? Find the ratio of masks used by patients to the
masks used by health workers
Answer Guidance
375 M1 75 /100 x 500
1: 3 A1 375
A1 Ratio 1: 3 answer only
Allow 3:1

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Maths8BS7

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8BS7

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks

Maths8BS7 3 N 8N3c Calculate using percentages, 3

including profit, discount and sales tax
Total 3 3
marks
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses that they will be able to understand the interpretation of percentage.

Sources and diagrams

Question

1 Green Valley Society Association built a sports club to encourage sporting

activities among all residents. 20% of the members play football, 25% play
hockey, 40% play cricket and the rest play indoor games. 18 members play
indoor games.
How many members are there in the sports club?
(3 marks)
(Total mark 3)

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Mark scheme
Green Valley Society Association built a sports club to encourage sporting activities
among all residents. 20% of the members play football, 25% play hockey, 40% play
cricket and the rest play indoor games. 18 members play indoor games.
How many members are there in the sports club?

Answer Guidance

120 M1 Percentage indoor games

100 - (20 + 25 + 40)
OR 15% seen
M1 Total = 18 x 100 / their 15
A1 120

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Maths8PM5

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8PM5

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

marks marks
Maths8PM5a 2 C 8N3d Calculate compound interest 2
using and annual or semi-annual rate
and up to 3 time periods.
Maths8PM5b 2 C 8N3d Calculate compound interest 2
using and annual or semi-annual rate
and up to 3 time periods.
Total marks 4 4
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses calculation of compound interest using an annual and semi-annual
rate.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 Selena lent a sum of rupees 10,000 to Peter at 10% per annum interest
compounded annually for 2 years, and the same amount to John at 10% per
annum interest compounded half yearly for 2 years

1 (a) Find the compound interest received by Selena from Peter at the end of 2 years.
(2 marks)

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1 (b) Find the compound interest received by Selena from John at the end of 2 years.
Give your answer correct to 2 decimal places.
(2 marks)
(Total marks 5)

Mark scheme

1 (a) Find the compound interest received by Selena from Peter at the end of 2 years.
Answer Guidance
2100 M110000 - 10,000 x (11/10)2 OR equivalent
A Rs 2100
Allow missing units
1 (b) Find the compound interest received by Selena from John at the end of 2 years.
Give your answer correct to 2 decimal places.
Answer Guidance
2155.06 M1 10000 - 10000 x (21/20)4 OR equivalent
A Rs 2155.06
Allow 2155.0625

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Maths8DG5

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8DG5

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8DG5 1 E 8N3c Calculate using percentages, 1
a including profit, discount and sales
tax
Maths8DG5 2 E 8N3d Calculate compound interest 2
b using an annual or semi-annual rate
and up to 3 time periods

Total marks 3 3
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the concept of percentage in profit, for example finds profit
percentage when the cost price is given and also in compound interest too.
Source(s)

Source information: book/journal, author, publisher, website link etc.

Question(s)

1 A shopkeeper earns his livelihood by selling apples. At the end of the year he
saves the profit earned in the bank on compound interest.
1 (a) Suppose the shopkeeper has bought 1 kg of apples for Rs 100 and sold it for
Rs120 per kg Calculate the percentage of the profit gained by the shopkeeper.
(1 mark)

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1 (b) Calculate the compound interest on his savings of Rs 8,000 for one year at
16% per annum, compounded half yearly.
(2 marks)
(Total marks 3)

Mark scheme
1(a) Suppose the shopkeeper has bought 1 kg of apples for Rs.100 and sold it for Rs
120 per kg Calculate the percentage of the profit gained by the shopkeeper.

Answer Guidance
20% A1 20 %
Allow mark for no percent sign
1 (b) Calculate the compound interest on his savings of Rs 8,000 for one year at 16%
per annum, compounded half yearly.
Answer Guidance
Rs 1331.20 M1 8000(1+.08)² - 8000 OR equivalent using
two stages
A1 Rs1331.20
Answer only 2 marks
Accept no Rs symbol

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Maths8AM5

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8AM5

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8AM5 1 N 8S3a Estimate probability of an event 1
based on outcomes of equally likely
events
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses the ability to understand the concept of probability

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question

1 A bag contains 5 yellow mangos and 5 green mangos. What is the probability
of getting a yellow mango randomly?
1
A.
10
1
B.
5
1
C.
2
D. 1
(1 mark)
(Total mark 1)

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Mark scheme
1 . A bag contains 5 yellow mangos and 5 green mangos. What is the probability of
getting a yellow mango randomly?
1
A.
10
1
B.
5
1
C.
2
D. 1

Answer Guidance
1 5 1
C.
2
A1 probability = =
10 2

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Maths8AM6

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths 8 Maths8AM6

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity mark marks
s
Maths8AM6 2 N 8S2a Draw and interpret bar charts, 2
a and pie charts for simple data

Maths8AM6 2 N 8S2a Draw and interpret bar charts, 2

b and pie charts for simple data

Total 4 4
marks
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses if students can draw and interpret bar charts properly.

Source(s)

Source information: book/journal, author, publisher, website link etc.

Question

1 The following data shows the percentage of people of different ages registered
for a COVID-19 vaccination.
Age in 45- 50- 55- 60- 65- 70- 75- 80- 85- 90- 95- 100-
years 49 54 59 64 69 74 79 84 89 94 99 104

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 % of
80 60 75 85 50 65 75 80 70 25 20 10
people

1(a)
Present the above information on a bar graph.
(2 mark)

(b) Find the difference in the percentage of the age group registered most and list
from the graph.
(2 mark)
(Total mark 4)

Mark scheme

1 (a) Present the above information on a bar graph.

1 (b) Find the difference in percentage of maximum registered people and minimum
registered people from the graph.

Answer 1 (a) Guidance

90 A1 representation
80 of information as
70
bars with correct
% of people registered

scales
60
A1 At least 8
50
correct bars
40 correct within 1
30 graph paper unit
and at least one
20
axis labelled.
10

0
45 50 55 60 65 70 75 80 85 90 95 100
Age of registered people

Answer 1 (b) M1 85 – 10
A1 75 (%)
75%
Allow 2 marks for
correct answer

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Maths8BS2

This assessment item is designed to assess the end of class assessments for CBSE schools.

Subject Class Question reference/Filename

Maths VIII Maths8BS2

Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths8BS2 1 N 8A1a Multiply and divide algebraic 1
expressions (including 2 brackets and
up to 2 variables)
*C = Calculator required, N = Calculator not allowed, E = Either

Item purpose
The question assesses to study the calculation from given measurement.

Sources and diagrams

Question

1 What is the area of a rectangle with length 9y and breadth 4y2

E. 4y³
F. 9y³
G. 13y³
H. 36y³
(1 mark)
(Total mark 1)

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Mark scheme

Observe the temperature time graph and answer the following question.

Choose the difference between the temperature at 7 hours and at 21 hours from the
options below:
E. 4y³
F. 9y³
G. 13y³
H. 36y³
.

Answer Guidance
D. 36y³ 1 mark for correct answer

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