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In a class text, to the question, find out 23% of 200, two students answered in following ways:  Student A: 23% of 200 = 23% of (100 + 100) = 23 + 23 = (20 + 20) + (3 + 3) = 46  Student B: 23% of 200 = 200 × \(\frac{23}{100}\) = 2 × 23 = 46 Which of the following statements is the most appropriate in the given context? 1. Since student B has used the standard algorithm, teacher gives full marks to student B and zero to student A 2. Teacher gives full marks to both the students as they have attempted the question using their own algorithms. Both formal and informal algorithms are integral to solving problems in mathematics. 3. Teacher gives zero marks to student A and directs him to redo the question using the algorithm taught in the Class 4. Teacher accepts both the responses but directed student A to refrain from using informal algorithm 
In an examination, a student can choose the order in which two questions (QuesA and QuesB) must be attempted. - If the first question is answered wrong, the student gets zero marks. - If the first question is answered correctly and the second question is not answered correctly, the student gets the marks only for the first question. - If both the questions are answered correctly, the student gets the sum of the marks of the two questions. The following table shows the probability of correctly answering a question and the marks of the question respectively.  question Probability of answering correctly marks QuesA 0.8 10 QuesB 0.5 20 Assuming that the student always wants to maximize her expected marks in the examination, in which order should she attempt the questions and what is the expected marks for that order (assume that the questions are independent)? 
Identify those features of learner behavior which are associated with understanding level teaching: A) The student renders facts and information in his/her own words B) The student immediately recalls the facts taught C) The student gives his/her own examples in order to explain a point D) The student interprets the meanings in various ways E) The student correctly reproduces the sequence taught Select your answer from the following options:
Find the error in the following SQL statement?
CREATE TABLE person( person_id SMALLINT, name VARCHAR, LAST VARCHAR CONSTRAINTS pk_person PRIMARY KEY (person_id)); INSERT INTO person VALUES( person_id, name, LAST) (1, ’s’, ’p’); INSERT INTO person ( person_id, name, LAST) VALUES(1,’s’,’p’);
Study the following information to answer the questions given below: A company visited an Engineering college for placement drive where students of any branch can participate in the drive. But company put some eligibility criteria. 1) Student having no backlogs are eligible to participate in the drive. 2) Student having greater than 9.8 CGPA without any backlogs are eligible for direct interview round. 3) Student must have at least 70 percentage in 10th and 12th. If the 1st and 2nd criteria not fulfilled then, a) If student has 1 or 2 backlog and the result is awaiting but having a CGPA 8.5 then he has to participate in presentation round before the interview round. Sameer a Mechanical student is the topper of the college having 90 percentage in both 10th and 12th. But he is having a 1 backlog in his 4th semester and the result is awaiting. His CGPA is 8.8.
Consider a database table T containing two columns X and Y each of type integers. After the creation of the table, one record (X= 1, Y=l) is inserted in the table. Let MX and MY denote the respective maximum values of X and Y among all records in the table at any point in time. Using M X and MY, new records are inserted in the table 128 times with X and Y values being MX + 1, 2*MY + 1 respectively. It may be noted that each time after the insertion, values of MX and MY change. What will be the output of the following SQL query after the steps mentioned above are carried out? SELECT Y FROM T WHERE X=7;
What does 'name' represent in the following SQL code snippet?
CREATE TABLE student( name CHAR(30), roll_num INT, address CHAR(30), phone CHAR(12));
After introducing "tense forms" to grade 5 students, a teacher set up a pair activity: Student A takes a piece of text in simple present tense from a book and conveys it to Student B in past tense. Student B tries to guess what the present tense would have been. Student A modifies his conversion from present to past tense if needed, repeatedly, till Student B guesses correctly. The above activity MOST closely represents...
After introducing active and passive voice to grade 6 students, a teacher set up a pair work activity: Student A takes a sentence of active voice from a book and conveys it to Student B in passive voice. Student B tries to guess what the active voice would have been. Student A modifies the passive voice if needed, repeatedly, till Student B guesses correctly. The above activity MOST closely represents...
After introducing "reported speech" to grade 6 students, a teacher set up a pair activity: Student A takes a piece of direct speech from a book and conveys it to Student B in reported speech. Student B tries to guess what the direct speech would have been. Student A modifies his reported speech if needed, repeatedly, till Student B guesses correctly. The above activity MOST closely represents...