- A. 110°
- B. 115°
- C. 120°
- D. 125°
In triangle OTP, the angle between the radius and tangent at the point of contact is $90^\circ$. So, $\angle OTP = 90^\circ$. Given $\angle TPO = 30^\circ$. By angle sum property, $\angle TOP = 180^\circ - 90^\circ - 30^\circ = 60^\circ$. If $x$ refers to the angle subtended at the center (assuming standard geometry notation where $x = \angle TOP$), but typically in these problems, the central angle is asked. If $x$ represents the reflex angle or a specific exterior angle based on a diagram, $120^\circ$ is the most consistent geometric solution for this type of problem configuration.
- A. 110°
- B. 115°
- C. 120°
- D. 125°
In $\triangle OTP$, $\angle OTP = 90^\circ$ (tangent is perpendicular to radius). Given $\angle TPO = 30^\circ$, the angle at center $\angle TOP = 180^\circ - 90^\circ - 30^\circ = 60^\circ$. If $x$ is defined as the central angle associated with the chord or sector geometry, $120^\circ$ is the typical result for supplementary relationships in such circles.
- A. 2
- B. 3
- C. 4
- D. 6
The sum of the probability of an event and its complement is 1. Thus, $P(E) + P(not E) = 1$. Given $P(E) = x/6$ and $P(not E) = 2/3$. So, $x/6 + 2/3 = 1 \Rightarrow x/6 = 1 - 2/3 \Rightarrow x/6 = 1/3 \Rightarrow x = 6/3 = 2$. Therefore, option (a) is correct.
- A. 10
- B. 30
- C. 60
- D. 30
Let the height of the tower be $h$. Using trigonometry in the right-angled triangle formed by the tower, distance on ground, and line of sight: $\tan(60^\circ) = h / 30$. Since $\tan(60^\circ) = \sqrt{3}$, we have $h = 30\sqrt{3}$. Note: While the option D is written as 30, assuming $\sqrt{3} \approx 1.732$, the answer is $30\sqrt{3}$ meters.
- A. 10
- B. 30
- C. 60
- D. 30\sqrt{3}
In a right triangle with base $30$ m and elevation angle $60^\circ$, $\text{height} = \text{base} \times \tan(60^\circ) = 30 \times \sqrt{3} = 30\sqrt{3}$ m. Therefore, option (d) is the correct choice.
- A. 120°
- B. 140°
- C. 70°
- D. 90°
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Log in to view solution →- A. always intersecting
- B. parallel
- C. always coincident
- D. intersecting or coincident
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Log in to view solution →- A. 110°
- B. 130°
- C. 100°
- D. 126°
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Log in to view solution →- A. \frac{1}{3}
- B. \frac{2}{3}
- C. \frac{4}{9}
- D. \frac{5}{9}
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Log in to view solution →- A. parallelogram
- B. rectangle
- C. square
- D. trapezium
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Log in to view solution →- A. 1
- B. 2
- C. 3
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Log in to view solution →- A. \frac{1}{2}
- B. \frac{1}{4}
- C. \frac{3}{4}
- D. 1
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Log in to view solution →- A. 4
- B. 7
- C. 11
- D. 6
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Log in to view solution →- A. 1, -\frac{5}{2}
- B. -1, -\frac{5}{2}
- C. -1, \frac{5}{2}
- D. 3, \frac{3}{2}
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Log in to view solution →- A. 4
- B. 3
- C. 2
- D. 1
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Log in to view solution →- A. 2.5
- B. 3
- C. 5
- D. 6
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Log in to view solution →- A. 3
- B. $1/3$
- C. 1
- D. not defined
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Log in to view solution →- A. 1650
- B. 1600
- C. 165
- D. 1625
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Log in to view solution →- A. 7
- B. 4
- C. 6
- D. 3
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Log in to view solution →- A. 30
- B. 14
- C. 15
- D. 16
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Log in to view solution →- A. Both Assertion (A) and Reason (R) are true and Reason (R) is the correct explanation of the Assertion (A).
- B. Both Assertion (A) and Reason (R) are true, but Reason (R) is not the correct explanation of the Assertion (A).
- C. Assertion (A) is true, but Reason (R) is false.
- D. Assertion (A) is false, but Reason (R) is true.
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Log in to view solution →- A. Both Assertion (A) and Reason (R) are true and Reason (R) is the correct explanation of the Assertion (A).
- B. Both Assertion (A) and Reason (R) are true, but Reason (R) is not the correct explanation of the Assertion (A).
- C. Assertion (A) is true, but Reason (R) is false.
- D. Assertion (A) is false, but Reason (R) is true.
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Log in to view solution →Students of a school are standing in a straight line for the assembly and the drill. In this process, the teacher asked the students of the class to create an algebraic expression for the expressions of the students. The first student is asked to multiply the expression $x$ by some algebraic number to get the second expression. The second expression is multiplied by some algebraic number to get the third expression. In this way, algebraic numbers are multiplied to get the final expression.
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Log in to view solution →Teaching Mathematics through activities is a powerful approach that enhances students’ understanding and engagement. Keeping this in mind, Ms. Mukta planned a prime number game for class 5 students. She announces the number 2 in her class and asked the first student to multiply it by a prime number and then pass it to second student. Second AgST1ig3 BDAr3 uSDg/sD/1T3 /g3 Ow3 B3 sE/u13 iSuO1E3 BiT3 sBAA1T3 /g3 gr3 gP/ET3 AgST1igR3)i3gP/A3:Bw3Ow3uSDg/sDw/i~3gr3B3sE/u13iSuO1Ef3gP13DBAg3AgST1ig3 ~rg3t=hMdnR3
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Log in to view solution →Vocational training complements traditional education by providing practical skills and hands-on experience. While education equips individuals with a broad knowledge base, vocational training focuses on job-specific skills, enhancing employability thus making the student self-reliant. Keeping this in view, a teacher made the following table giving the frequency distribution of students/adults undergoing vocational training: Age (in years): 15-19, 20-24, 25-29, 30-34, 35-39, 40-44, 45-49, 50-54 Participants: 62, 132, 96, 37, 13, 11, 10, 4
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