CAT Question of the Day Replace the underlined part of the sentence with an option that is grammatically and logically correct. When teachers use Socratic questioning in teaching, their purpose may be to probe students who think, to determine the extent of students in knowledge on a given topic, issue or subject, to model Socratic questioning for students, or to help students analyze a concept or line of reasoning.OPTIONS | | | 1) | to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students, or to help students analyzed a concept or line of reasoning. | | 2) | to probe students who think, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students, or to help students analyze a concept or line of reasoning. | | 3) | to probe student thinking, to determine the extent of student knowledge on a given topic, issue or subject, to model Socratic questioning for students, or to help students analyze a concept or line of reasoning. | | 4) | to probe student thinking, determining the extent to which students have knowledge on a given topic, issue or subject, to frame new Socratic questioning, or in helping students analyze a concept or line of reasoning. |
Tip of the Day Glancing through the entire section before solving it is useful, as it gives an idea of how the questions have been spaced out across the section. This helps in cutting down the time that goes into flipping pages and searching for the right question to solve. Last year's Question of the day (19-Nov-10) A triplet of numbers (a1, a2, a3) = (3, 4, 12) is given. We now perform the following operation: choose two numbers ai and aj (i ≠ j) and replace them by (0.6ai − 0.8aj) and (0.8ai+ 0.6aj).
Which of the following triplets can be obtained by performing this operation several times on the given triplet (a1, a2, a3)?
OPTIONS | | | 1) | (2, 8, 10) | | 2) | (6, 4, 9) | | 3) | (5, 2, 10) | | 4) | (4, 6, 10) | | 5) | None of these |
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