Playing with Constructions — Quiz

Q1. Priya first draws the artwork in Fig. 8.1 freehand, then redraws it using a ruler and a compass. Compared to the freehand version, the instrument version is

• A. Less accurate because instruments distort shapes
• B. Easier and more accurate, with circles of the same radius matching exactly
• C. Identical, because freehand drawing is equally precise
• D. Only useful for straight lines, not for circles

Q2. Ravi places his compass tip at the 1 cm mark of a ruler and his pencil tip at the 5 cm mark. The radius he has set is

• A. 1 cm
• B. 5 cm
• C. 4 cm
• D. 6 cm

Q3. All points in a plane that are exactly 4 cm away from a fixed point P, when joined, form

• A. A square of side 4 cm
• B. A straight line through P
• C. A circle with centre P and radius 4 cm
• D. Only two points on either side of P

Q4. In the Wavy Wave construction, AB = 8 cm and the first wave is drawn as a half circle with X as its highest point. The radius set in the compass should be

• A. 2 cm
• B. 8 cm
• C. 6 cm
• D. 4 cm

Q5. The chapter says that a valid name for a rectangle ABCD lists its corners in the order of travel around the rectangle. Which of these is NOT a valid name for the same rectangle as ABCD?

• A. BCDA
• B. ABDC
• C. DCBA
• D. ADCB

Q6. For the square with corners labelled (clockwise) S, P, Q, R, which of these is NOT a valid name for this square?

• A. SPQR
• B. PQSR
• C. RSPQ
• D. QRSP

Q7. Ravi tries to construct a 4-sided figure in which all four angles are 90° but the opposite sides are not equal. What will he find?

• A. It is possible if he draws very small sides
• B. It is possible only on dot paper
• C. It is impossible — no such figure can be drawn
• D. It is possible only if one angle is slightly more than 90°

Q8. In Method 2 of constructing a 6 cm square PQRS, after drawing the base PQ and a perpendicular at P, the compass is opened so that the gap equals

• A. 3 cm (half of the side)
• B. 8 cm (slightly more than the side)
• C. 6 cm (the side length)
• D. 12 cm (twice the side)

Q9. Priya constructs a rectangle ABCD with AB = 6 cm and BC = 4 cm. After the construction, which check best verifies the rectangle properties?

• A. Check AB = CD, AD = BC and all four angles = 90°
• B. Measure only one angle and one side
• C. Check that the diagonals AC and BD touch the corners
• D. Check that the figure is drawn on dot paper

Q10. In the solved example a rectangle has side DC = 5 cm and diagonal DB = 7 cm. To locate B, the student draws

• A. A circle of radius 5 cm with centre C
• B. A circle of radius 5 cm with centre D
• C. A circle of radius 7 cm with centre D
• D. A circle of radius 12 cm with centre C

Q11. In the House construction, point A is found by drawing two circles of radius 5 cm — one centred at B and the other centred at C. Point A is then

• A. The centre of the line BC
• B. The point where the circles touch the base DE
• C. Any point on either circle
• D. The point where the two circles intersect (above BC)

Q12. Method 2 (side + diagonal construction) replaces the full circle of Method 1 with

• A. A square of equal side
• B. Two arcs from two different centres
• C. A straight line of length equal to the diagonal
• D. Only an arc — the part of the circle near the perpendicular line

Q13. A rectangle is to be divided into exactly two identical squares. The relationship between its length and breadth must be

• A. Length equals breadth
• B. Length is three times the breadth
• C. Length is twice the breadth
• D. Length is half the breadth

Q14. In the 'Square with a Hole' construction, the centre of the circular hole should be placed at

• A. Any corner of the square
• B. The point where the two diagonals of the square meet
• C. The midpoint of any one side
• D. A point 1 cm above any corner

Q15. A Class 6 teacher is starting the topic with students who have never used a compass. Which first activity best matches the chapter's approach?

• A. Ask students to construct a 6 cm square from memory
• B. Begin with the side-plus-diagonal rectangle construction
• C. Hand out a worksheet of 20 finished circles for tracing
• D. Mark a point P and ask each student to mark as many points as possible 4 cm from P