Practice 10 area-perimeter-plane-figures-l1 multiple-choice questions with detailed answers and explanations. Ideal for RAS/RPSC exam preparation.
Q1. Match the classroom word with the likely measure: fence, tile, border, carpet.
Explanation
This MCQ tests language cues, not only arithmetic. Fence and border refer to going around the boundary, so they signal perimeter. Tile and carpet refer to covering a surface, so they signal area.
Q2. Match each rule with the figure: 4 x side; length x breadth; 2 lengths plus 2 breadths; side x side.
Explanation
The matching checks formula meaning, not memory alone. Four times side walks around a square. Length times breadth covers a rectangle. Two lengths plus two breadths walks around a rectangle. Side times side covers a square.
Q3. Assertion: Two rectangles can have the same area but different perimeters. Reason: Different side pairs can cover the same number of square units while making different boundaries.
Explanation
The teacher-activities section uses two rectangles made from twelve unit squares. They cover the same area, but their outside edges can differ. This is a hard REET trap because candidates often assume equal area forces equal perimeter.
Q4. Assertion: Devika can do an equivalent desk-level tiling task instead of moving around a floor shape. Reason: Inclusive activity can keep the same mathematical goal while changing access.
Explanation
This is the required inclusive-pedagogy item. Devika’s example keeps the mathematics intact: she can cover a desk tray with equal square tiles to understand area even if another child traces a floor mat.
Q5. Which pair of statements is correct for a rectangle?
Explanation
This option gives both rectangle ideas correctly. Perimeter is the total boundary, so both opposite lengths and breadths are counted. Area is the covered surface, which children can first see through equal square tiles.
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Q6. Which teaching sequence is best before giving formulas?
Q7. A square garden has side 6 m. What is its perimeter?
Q8. Which unit is suitable for the area of a small rectangular card?
Q9. Asha traces the outer edge of a square tile. Which measure is she finding?
Q10. Imran adds 8 + 3 for a rectangle of length 8 cm and breadth 3 cm. What should the teacher say?
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