Item Bank - Maths Class 7

CBSE
Competency-based education for CBSE
Item bank:
Maths class 7
September 2021
Content created by
Introduction for teachers
A bank of resources has been created to support teachers to develop and administer end-of-
class tests. These resources should be used together. You can view and download the
following resources from http://cbseacademic.nic.in
• Learning ladder for maths
• Assessment specification for maths
• Sample lesson plans
This document is a compilation of the sample items for maths Class 7. There are 43 items.
This item bank is supported by the assessment specification, which sets out the end-of-class
assessment requirements and the learning ladder for the subject, which maps the CBSE syllabi
content to the NCERT curriculum. The item index (page six) shows how each item maps to the
learning ladder content and the assessment objectives.
What these assessment items can be used for

You can use the bank of questions in whatever way you wish, but three main purposes have
been identified:
• Create end-of-class assessments using the items from the bank to meet the
requirements set out in the assessment specifications.
• Create end-of-topic tests using the items from the bank for when you finish teaching a
topic.
• Use individual or groups of questions from the bank to create or add to worksheets for
use in class and for homework.
What is in this document

You will find linked questions and single questions which cover different aspects of the learning
ladder content and different assessment objectives. You can use these questions to create your
own assessments.
Each item in this document begins with the metadata (see Figure 1). The metadata gives details
of the content, assessment objective coverage, and the number of marks.
There is then a section showing any source material needed, followed by the questions
themselves and finally the marking scheme for the questions.
Figure 1: Example of metadata
www.britishcouncil.org 2
How to use the assessment items
You can peruse the bank of items by flicking through this document and selecting questions you
wish to use. However, if you are assessing specific content, you can use the learning ladder to
identify this content and then use the item index (page six) to find any items which cover that
content.
Please note that not all the content will have items. The item bank is only a sample of the
questions that could be created, so it may be necessary for you to write questions of your own
to fill gaps.
When you find a relevant assessment item in this document, you can copy and paste the
question(s) and any source material into a new Word document which will form the assessment
or worksheet. Other questions from the bank can be copied and pasted to this document and an
assessment or worksheet covering a range of items created. The questions can then easily be
edited in the new document using Word, and you can add any questions you write to best meet
the needs of your classes.
Once the questions have been pasted into the new document, the numbering of the items can
be changed so that they run through one, two, etc. There should be no need to change the
numbering of parts (a), (b), etc., unless a question has been deleted.
You can create the mark schemes in the same way by copying the relevant section of the item
documents and pasting them into a separate Word document, forming the mark scheme. Again,
the question numbering will need to be amended. You can use these marking schemes to
ensure that the marking is standardized, particularly if more than one teacher uses the
assessment.
When creating an end-of-class test, the teacher should use the assessment specification to
identify the number of marks and questions needed, the balance of content to be covered, and
the weighting of the assessment objectives needed. You can then select items from the bank to
build a test that meets the assessment specification and then order these in a logical manner so
that it allows the students to work through the assessment. You should also add a front page
with the assessment name and details of the number of marks and the length of the
assessment. Again, the mark scheme can be created at the same time, and question numbers
will need to be amended.
When copying items from the bank, care needs to be taken to keep the format and style of the
items consistent, including the spacing and layout and ensuring that the number of marks
available for each question is clearly linked to the question.
Assessment objectives
This document sets out the assessment objectives for CBSE mathematics and their percentage
weighting for the CBSE end-of-year tests for the different classes from VI to X.
Class
No. Description of Assessment Objective VI VII VIII IX X
AO1 Demonstrate knowledge and understanding of

mathematical ideas, techniques, and 50 - 65 50 - 65 50 - 65 40 – 55 40 – 55
procedures.
AO2 Apply knowledge and understanding of

mathematical ideas, techniques, and
35 - 50 35 - 50 35 - 50 45 - 60 45 - 60
procedures to the classroom and real-world
situations
Demonstrate knowledge and understanding of mathematical ideas,

techniques, and procedures.
Students should be able to recall and apply mathematical knowledge, terminology, and
definitions to carry out routine procedures or straightforward tasks requiring single or multi-step
solutions in mathematical or everyday situations. At appropriate class levels, this would include:
• working accurately with the information presented in words, tables, graphs, and diagrams
• using and interpreting mathematical notation correctly
• using a calculator to perform calculations where appropriate
• understanding and using systems of measurement in everyday use
• estimating, approximating, and working to appropriate levels of accuracy, and converting
between equivalent numerical forms
• using geometrical instruments to measure and to draw to appropriate levels of accuracy
• recognizing and using spatial relationships in two and three dimensions
Apply knowledge and understanding of mathematical ideas, techniques, and

procedures to the classroom and real-world situations.
Students should be able to reason, interpret and communicate mathematically when solving
problems. They should be able to analyze a problem, select a suitable strategy and apply
appropriate techniques. At appropriate class levels, this would include:
• presenting arguments and chains of reasoning in a logical and structured way
• assessing the validity of an argument
• interpreting and communicating information accurately, and changing from one form of
presentation to another
• solving unstructured problems by putting them into a structured form
• recognizing patterns in a variety of situations and forming generalizations
• applying combinations of mathematical skills and techniques using connections between
different areas of Mathematics
• making logical deductions, making inferences, and drawing conclusions from given
mathematical information, including statistical data
• interpreting results in the context of a given problem
Note: proportions for these AOs are presented as ranges. We suggest that the initial balance
might use the high end of AO1 with the low end of AO2, moving over time towards increasing
the proportion of AO2 over time as the new pedagogical approach is embedded.
Item Index
Topic ID Topic File name Question ID AO1 AO2
7A1a Algebra Maths7KG5 Maths7KG5 1
7A1a Algebra Maths7KG7 Maths7KG7a 1
7A1a Algebra Maths7KG7 Maths7KG7b 2
7A1a Algebra Maths7KG7 Maths7KG7c 2
7A2a Algebra Maths7KG4 Maths7KG4 1
7G1a Geometry Maths7PK5 Maths7PK5 1
7G1a Geometry Maths7PK7 Maths7PK7c 2
7G1a Geometry Maths7PK7 Maths7PK7b 2
7G2a Geometry Maths7RG3 Maths7RG3 1
7G2a Geometry Maths7RG4 Maths7RG4b 1
7G2a Geometry Maths7RG4 Maths7RG4c 1
7G2a Geometry Maths7PD3 Maths7PD3 1
7G2b Geometry Maths7RG4 Maths7RG4a 1
7G2b Geometry Maths7PK7 Maths7PK7a 2
7G2b Geometry Maths7PS3 Maths7PS3 2
7G2b Geometry Maths7RG2 Maths7RG2 1
7M1a Mensuration Maths7RKS4 Maths7RKS4 1
7M1a Mensuration Maths7RKS6 Maths7RKS6a 2
7M2a Mensuration Maths7RKS3 Maths7RKS3 1
7M2a Mensuration Maths7RKS6 Maths7RKS6b 3
7M2b Mensuration Maths7RKS5 Maths7RKS5 1
7M2b Mensuration Maths7PS4 Maths7PS4b 2
7M2b Mensuration Maths7PS4 Maths7PS4a 1
7N1a Number systems Maths7KG2 Maths7KG2 1
7N1a Number systems Maths7SK2 Maths7SK2 1
7N1a Number systems Maths7PS1 Maths7PS1 1
7N1b Number systems Maths7SC4 Maths7SC4 1
7N1b Number systems Maths7RG1 Maths7RG1 1
7N2a Number systems Maths7RKS7 Maths7RKS7 1
7N2b Number systems Maths7RKS1 Maths7RKS1 1
7N2b Number systems Maths7KG3 Maths7KG3 1
7N2b Number systems Maths7RKS8 Maths7RKS8 2
7N3a Number systems Maths7SC2 Maths7SC2 1
7N3c Number systems Maths7PS2 Maths7PS2 1
7N3c Number systems Maths7PD2 Maths7PD2 2
7N3c Number systems Maths7SC6 Maths7SC6c 2
7N3d Number systems Maths7PK2 Maths7PK2 1
7N3d Number systems Maths7KG1 Maths7KG1 1
7N3d Number systems Maths7PD6 Maths7PD6a 2
7N3d Number systems Maths7PS5 Maths7PS5c 2
7N3e Number systems Maths7KG6 Maths7KG6a 1
7N3e Number systems Maths7PD6 Maths7PD6b 2
7N3e Number systems Maths7KG6 Maths7KG6b 2
7N3e Number systems Maths7RG5 Maths7RG5a 2
7N3e Number systems Maths7RG5 Maths7RG5b 2
7N4a Number systems Maths7PK1 Maths7PK1 1
7N4a Number systems Maths7SC6 Maths7SC6b 2
7S1a Statistics and probability Maths7PD1 Maths7PD1 2
7S1a Statistics and probability Maths7SC7 Maths7SC7b 2
7S1c Statistics and probability Maths7SC7 Maths7SC7a 1
7S2a Statistics and probability Maths7SC6 Maths7SC6a 1
7S2a Statistics and probability Maths7PS5 Maths7PS5a 1
7S2a Statistics and probability Maths7PS5 Maths7PS5b 1
Maths7KG5
Item AO1 AO2 C/N/E* Content Reference(s) Marks

identity marks marks
Maths7KG5 1 N 7A1a Simplify, add, and subtract 1
algebraic expressions: up to 2
variables, including use of brackets
*C = Calculator required, N = Calculator not allowed E = Either
Item purpose
The question assesses the addition of algebraic expressions up to 2 variables.
Sources and diagrams
Source information if copied: book/journal, author, publisher, website link, etc.
Question
1 Find the sum of 2ab, -3ab, 5ab and -2ab.
A. -12ab
B. -2ab
C. 2ab
D. 12ab (1
mark)
(Total marks 1)
Mark scheme
1 Find the sum of 2ab, -3ab, 5ab and -2ab.
A. -12ab
B. -2ab
C. 2ab
D. 12ab
Answer Guidance
C. 2ab Allow 1 mark for the correct answer only
Maths7KG7
Maths7KG7a 1 E 7A1a Simplify, add and subtract 1

Maths7KG7b 2 E 7A1a Simplify, add and subtract 2
Maths7KG7c 2 E 7A1a Simplify, add and subtract 2
Total marks 5 5
Item purpose
The question assesses the addition and subtraction of algebraic expressions up to 2 variables.
Question(s)
1
1 (a) Expand 3(2ab2 + 5)

(1 mark)
1 (b) Add (7ab2 + 12) to (6ab2 - 4) and simplify

(2 marks)
1 (c) Subtract (8 – 2ab2) from (13ab2 + 12) and simplify

(2 marks}
(Total marks 5)
Mark scheme
1 (a) Expand 3(2ab2 + 5)
Answer Guidance
Rs 6ab2 + 15 Allow 1 mark for the correct answer only
1 (b) Add (7ab2 + 12) to (6ab2 - 4) and simplify.
Answer Guidance
13ab2 + 8 M1 either 13ab2 OR 8
A1 13ab2 + 8
Allow 2 marks for the correct answer only
1 (c) Subtract (8 – 2ab2) from (13ab2 + 12) and simplify.
Answer Guidance
15ab2 + 4 M1 13ab2 + 12 – (8 – 2ab2) = 13ab2 + 12 – 8
+ 2ab2
A1 15ab2 + 4
Maths7KG4

Maths7KG4 1 N 7A2a Solve simple linear equations in 1 1
variable with two operations
Item purpose
The question assesses the solving of simple linear equations in 1 variable with two operations.
Source information if copied: book/journal, author, publisher, website link etc.
Question
1 What are the two steps involved in solving the equation 9x – 17 = 1?
A. Adding 17 on both sides and then dividing both sides by 9.
B. Adding 17 on the left-hand side and dividing by 9 on the right-hand side.
C. Subtracting 17 on both sides and then multiplying both sides by 9.
D. Subtracting 17 on the left-hand side and multiplying by 9 on the right-
hand side.
(1 mark)
(Total marks 1)
Mark scheme
1 What are the two steps involved in solving the equation 9x – 17 = 1?
A. Adding 17 on both sides and then dividing both sides by 9.
B. Adding 17 on the left-hand side and dividing by 9 on the right-hand side.
C. Subtracting 17 on both sides and then multiplying both sides by 9.
D. Subtracting 17 on the left-hand side and multiplying by 9 on the right-hand
side.
Answer Guidance
A. Adding 17 on both sides and then Allow 1 mark for the correct answer only
dividing both sides by 9.
Maths7PK5
Item AO1 AO2 C/N/E* Content Reference(s) Mark
Maths7PK5 1 N 7G1a Use properties of 3D shapes: angles, 1
edges, vertices, faces, and nets: cubes,
cuboids, cylinders, cones
Item purpose
The question assesses properties of 3-D shapes

Question
1 Which of these 3-D shapes is a tetrahedron?
A. Rectangular Prism
B. Rectangular Pyramid
C. Triangular Prism
D. Triangular Pyramid
(1 mark)
(Total marks 1)
Mark scheme
1 Which of these 3-D shapes is a tetrahedron?
A. Rectangular Prism
B. Rectangular Pyramid
C. Triangular Prism
D. Triangular Pyramid
Answer Guidance
D. Triangular Pyramid Allow 1 mark for the correct answer only
Maths7PK7
Item identity AO1 AO2 C/N/E* Content Reference(s) Marks
marks marks
Maths7PK7a 2 N 7G2b Apply the sum of the angles in 2
a triangle and exterior angle
properties
Maths7PK7b 2 N 7G1a Identify and use properties of 2
congruent triangles: SSS, SAS,
ASA, RHS
Maths7PK7c 2 N 7G1a Identify and use properties of 2
congruent triangles SSS, SAS, ASA,
RHS & Apply Pythagoras theorem
Total marks 4 2 6
Item purpose
The question assesses finding the sum of angles in a triangle and uses of properties of triangle
and congruency using rules.
C
6 cm
B
D
Diagram not
drawn to scale
30
Question(s)
1 The diagram above shows two right-angled triangles.
1 (a) Find ∠ACD.

(2 marks)
1 (b) Describe one additional value needed to determine that the

triangles are congruent, ∆𝐴𝐶𝐵 ≅ ∆𝐴𝐶𝐷. Explain your answer. (2 marks)
I (c) In ∆𝐴𝐶𝐵, 𝑖𝑓 𝐴𝐵 = 8 𝑐𝑚, find the length of the hypotenuse. (2 marks)
(Total marks 5)
Mark scheme
1 (a) Find ∠ACD
Answer Guidance
60° M1: 180° - (30° + 90°) OR equivalent
A1: 60°
Allow 2 marks for an answer only
1 (b) Describe one additional value needed to determine that the triangles are
congruent. Explain your answer.
Answer Guidance
CB = 6cm M1: Use of RHS to prove congruency
∆𝐴𝐶𝐵 ≅ ∆𝐴𝐶𝐷. Using RHS (Right Angle- OR Indication that the triangles share a
Hypotenuse-Side) rule. hypotenuse
A1 ∠ABC = ∠ADC = Right angle
Or: one of the angles in ABC is 300 or AC = AC (As both the triangles share the
600 because then the triangles are same hypotenuse)
Therefore, if CB = 6 cm = CD
similar (same angles) with a common Then ∆𝐴𝐶𝐵 ≅ ∆𝐴𝐶𝐷 Using RHS (Right
side (so congruent) Angle-Hypotenuse-Side) rule.
Allow alternative congruency conditions with
the correct additional value given.
1 (c) In ∆𝐴𝐶𝐵, 𝑖𝑓 𝐴𝐵 = 8 𝑐𝑚, find the length of the hypotenuse.
Answer Guidance
M1: In ∆𝐴𝐶𝐵, 𝑖𝑓 𝐴𝐵 = 8 𝑐𝑚
Using the Pythagoras theorem,
𝐴𝐵 2 + 𝐵𝐶 2 = 𝐴𝐶 2
(In a right-angled triangle, the square of
the hypotenuse side is equal to the sum
of squares of the other two sides).
A1: Allow 1 mark for stating the
Pythagoras theorem. (Allow the symbol
or statement)
M2: 𝐴𝐵 2 + 𝐵𝐶 2 = 𝐴𝐶 2
82 + 62 = 𝐴𝐶 2
64 + 36 = 𝐴𝐶 2
100 = 𝐴𝐶 2
AC = 10 cm
A2: Allow 1 mark for the correct answer only
Allow without the unit.
Maths7PK4
Maths7PK4 1 E 7G1a Use properties of 3D shapes: angles, 1
edges, vertices, faces, and nets: cubes,
cuboids, cylinders, cones
Item purpose
The question assesses the capacity to imagine a 3-D shape using cubes.
Top view
Front view Side view
Question
1 The diagram above shows the top, front and side views of a model made from cubes. How many
cubes are there altogether in the model?
A. 6
B. 8
C. 11
D. 14
(1 mark)
Mark scheme
1 The diagram above shows the top, front and side views of a model made from cubes. How many
cubes are there altogether in the model?
A. 6
B. 8
C. 11
D. 14
Answer Guidance
B. 8 Allow 1 mark for the correct answer only
Maths7PK3
Maths7PK3 1 N
7G2a Identify supplementary and 1
complementary angles: adjacent angles,
parallel lines with a transversal
Item purpose
The question assesses the capacity of the child to imagine and find the missing angles.
Source
Nehru Street
1st Kamraj Street
90
105 30
100 Feet Road
Diagram not
drawn to scale
2nd Anna Street
Question
1 The Google map above shows a city square in Chennai. Find the angle formed between the 100ft
Road and 2nd Anna Street in the clockwise direction.
A. 110°
B. 125°
C. 135°
D. 145°
(1 mark)
(Total marks 1)
Mark scheme
1 The Google map above shows a city square in Chennai. Find the angle that is formed between
the 100ft road and 2nd Anna Street.
A. 110°
B. 125°
C. 135°
D. 145°
Answer Guidance
C. 135° Allow 1 mark for the correct answer only
MathsRG3
MathsRG3 1 E 7G2a Identify supplementary and 1
complementary angles: adjacent
angles, parallel lines with a transversal
Item purpose
The question assesses the identification of supplementary and complementary angles.
Source(s)
Source information: book/journal, author, publisher, website link, etc.
Question(s)
1 Two angles are both supplementary and vertically opposite.

What size are the angles?
(1 mark)
(Total marks 1)
Mark scheme
1 Two angles are both supplementary and vertically opposite. What size are the angles?
Answer Guidance
90°, 90° Allow just one 90 or equivalent in words
Maths7RG4

marks marks
Maths7RG4a 1 E 7G2b Apply the sum of the angles in a 1

triangle and exterior angle properties
Maths7RG4b 1 E 7G2a Identify supplementary and 1

Maths7RG4c 1 E 7G2a Identify supplementary and 1
Total marks 3 3
Item purpose
The question assesses the identification of supplementary and complementary angles: and
angles in a triangle.

P
Diagram not
70 drawn to scale
x
y
T
R S
z
Question(s)
1 In the given figure, ∆𝑄𝑃𝑅𝑄𝑃𝑅 is a right-angled triangle with angle QPR = 70°.
1 (a) Find the value of y
(1 mark)
1 (b) Find the value of x
(1 mark)
1 (c) Find the value of z
(1 mark)
(Total marks 3)
Mark scheme
1 (a) Find the value of y.
Answer Guidance
20° 1 mark for the correct answer only
1 (b) Find the value of x.
Answer Guidance
160 1 mark for the correct answer only
1 (c) Find the value of z.
Answer Guidance
Maths7PD3

Maths7PD3 1 N 7G2a Identify supplementary and 1
complementary angles, adjacent
angles, parallel lines with a transversal.
Item purpose
The question assesses the calculation of complementary angles from a given condition.
Question
1. If the difference of two complementary angles is 30˚, then find the angles.
(1 mark)
(Total marks 1)
Mark scheme
1 The difference of the two complementary angles is 30˚, then find the angles.
Answer Guidance
60˚ and 30˚ A1 60˚ and 30˚
Both correct answers are required, with no
half marks.
Maths7PS3

Maths7PS3 2 N 7G2b Apply the sum of the angles in a 2
Item purpose
The question assesses the concept of complete angle
Source(s)
Diagram not
drawn to scale
46
64
100
Source information: book/journal, author, publisher, website link etc. NCERT Textbook
Question(s)
1 In the diagram above, find angle x.
(2 marks)
(Total marks 2)
Mark scheme
1 In the diagram above, find angle x.
Answer Guidance
1500 M1 100°+46°+64°+x = 360° OR equivalent
Eg x = 360° -210°
A1 150°
Maths7RG2

Maths7RG2 1 E 7G2b Apply the sum of the angles in a 1
Item purpose
The question assesses the application of the sum of the angles in a triangle property.
Source(s)
Question(s)
1 In a right-angled triangle-shaped park, an angle measure 35°. What will be the

measure of the third angle?
(1 mark)
Mark scheme
1 In a right-angled triangle-shaped park, an angle measure 35°. What will be the

measure of the third angle?
Answer Guidance
55° 1 mark for the correct answer only
Maths7RKS4

marks marks
Maths7RKS4 1 N 7M1a Find the perimeter of rectilinear 1
shapes (including faces of 3-d shapes)
Item purpose
The question assesses the concept of the perimeter of a square.
Source(s)
Question(s)
1 If the sum of the three sides of a square is 36 cm, what is its perimeter?
A. 12 cm
B. 36 cm
C. 48 cm
D. 144 cm
(1 mark)
(Total marks 1)
Mark scheme
1 If the sum of the three sides of a square is 36 cm, then what is its perimeter?
A. 12 cm
B. 36 cm
C. 48 cm
D. 144 cm (1 mark)
Answer Guidance
C. 48 cm Allow 48 also.
Maths7RKS6

marks marks
Maths7RKS6a 2 N 7M1a Find the perimeter of 2

rectilinear shapes (including faces of
3D shapes)
Maths7RKS6b 3 N 7M2a Find the area of combinations 3
of rectilinear shapes
Total marks 5 5
Item purpose
The question assesses the concept of perimeter and area of the combination of rectilinear
shapes.
Source(s)
A C
D F
G I
B E H J
Not to scale
Source information: Word Art
Question(s)
1 In the above figure:
ABEC is a rectangle in which AB = 12 cm and AC = 10 cm.
DFHE is a square whose side is equal to half of CE.
GHJI is a rectangle in which GH = 3 cm and HJ = 8 cm.
1 (a) What is the perimeter of the above figure? Show your working.
(2 marks)
1 (b) Find the area of the whole shape.
(3 marks)
(Total marks 5)
Mark scheme
1 (a) What is the perimeter of the above figure?
Answer Guidance
72 cm M1 Perimeter = perimeter of a rectangle with sides AB
and BJ
= 2 (12 + (10 + 12/2 + 8))
OR equivalent including all line segments
A1 72 (cm)
Allow 1 mark for the correct answer only
1 (b) Find the area of the whole shape.
Answer Guidance
A1 180 cm2 M1 area = sum of three rectangles
AND area of a rectangle = length x breadth
M1 Area = 12x10 + 6x6 +3x8
A1 180 cm2
Maths7RKS3
marks marks
Maths7RKS3 1 N 7M2a Find the area of combinations of 1
rectilinear shapes
Item purpose
The question assesses the concept of area of combination of rectilinear shapes.
Source(s)
B C
D E
A F
Question(s)
1 The diagram above of ABCDEF is a 6-sided shape with all sides of different
lengths.
How many measurements of the sides of the above figure are sufficient for
calculating its area?
A. 3
B. 4
C. 5
D. 6 (1 mark)
Mark scheme
How many measurements of the sides of the above figure are sufficient for calculating
its area?
A. 3
B. 4
C. 5
D. 6
Answer Guidance
B. 4
Maths7RKS5
marks marks
Maths7RKS5 1 N 7M2b Estimate area of closed, irregular 1
shapes by using a grid
Item purpose
The question assesses the concept of calculating the area of closed shapes by using a grid.
Source(s)
Question(s)
1 In the figure, each square is of 1cm length then what is the area of the shaded
figure?
A. 9 cm2
B. 16 cm2
C. 18 cm2
D. 32 cm2
(1 mark)
(Total marks 1)
Mark scheme
1 In the figure, each square is of 1cm length then what is the area of the shaded
figure?
A. 9 cm2
B. 16 cm2
C. 18 cm2
D. 32 cm2
Answer Guidance
A. 9 cm2 Allow 9 also.
Maths7PS4
Maths7PS4a 1 C 7M2b Estimate areas of closed, 1

irregular shapes using a grid
Maths7PS4b 2 C 7M2b Estimate areas of closed, 2
irregular shapes using a grid
Total marks 2 1 3
Item purpose
The question assesses the area of a rectangle
Source(s)
Diagram not
drawn to scale
D 5cm C
1 cm
3 cm
3 cm
1 cm
A B
5cm
Question(s)
1 ABCD is a rectangle:
(1 mark)
1(a) What is the shape of the shaded region?
1(b) What is the area of the shaded region? (2 marks)
(Total
marks 3
Mark scheme
1 (a) What is the shape of the shaded region
Answer Guidance
Trapezium Trapezium
1(b) What is the area of the shaded region?
Answer Guidance
10 cm2 M1 = ½ x 5 x 4 OR equivalent
A1 10 cm2
Maths7KG2
Maths7KG2 1 N 7N1a Multiply integers up to 3 digits. 1
Item purpose
The question assesses the multiplication of integers.
Question
1 Determine the integer whose product with (-1) is -64?
A. -64
B. 0
C. 1
D. 64
(1 mark)
(Total marks 1)
Mark scheme
1 Determine the integer whose product with (-1) is -64?
A. -64
B. 0
C. 1
D. 64
Answer Guidance
D. 64 Allow 1 mark for the correct answer only
Maths7SK2
Maths7SK2 1 C 7N1a Multiply integers up to 3 digits 1
Item purpose
The question assesses the concept of multiplication of integers with opposite signs.
Source(s)
Question(s)
1 Find the product of ( -20) x (500)

(1 mark)
(Total marks 1)
Mark scheme
1 Find the product of ( -20) x (500)
Answer Guidance
-10,000 1 mark
Maths7PS1

Maths7PS1 1 E 7N1a Multiply integers up to 3 digits 1
Item purpose
The question assesses the multiplication of integers
Source(s)
A B C D E F G H I J
-20 2
Question(s)
1 On the above number line above, which point represents (- 4) × 3?
(1 mark)
(Total marks 1)
Mark scheme
1 On the above number line above, which point represents (- 4) × 3?
Answer Guidance
D (-4) × 3 = – 12
∴ -12 is represented by point D.
Maths7SC4
Maths7SC4 1 N 7N1b Divide integers up to 3 digits 1
divided by up to 2 digits with rational
results
Item purpose
The question assesses the division of integers.
Source(s)
Question(s)
1 If 28 trousers of equal size can be made from 63m of cloth, what length of cloth
is required for one trouser?
3
A. 𝑚
4
5
B. 𝑚
4
7
C. 𝑚
4
9
D. 𝑚
4
(1 mark)
(Total marks 1)
Mark scheme
1 If 28 trousers of equal size can be made from 63m of cloth, what length of cloth is
required for one trouser?
3
A. 𝑚
4
5
B. 𝑚
4
7
C. 𝑚
4
9
D. 𝑚
4
Answer Guidance
9 Allow 1 mark for the correct answer only.
D. 4 𝑚
Maths7RG1

Maths7RG1 1 C 7N1b Divide integers up to 3 digits 1
divided by up to 2 digits with rational
results
Item purpose
The question assesses the division of integers up to 3 digits divided by up to 2 digits with
rational results.
Source(s)
Question(s)
1 Evaluate: ( -570 + 50) ÷ ( -430 - 90)
(1 mark)
(Total marks 1)
Mark scheme
1 Evaluate: (-570 + 50) ÷ (-430 - 90)
Answer Guidance
Maths7RKS7
marks marks
Maths7RKS7 1 N 7N2a Express and use numbers 1

with positive integer indices
Total marks 1 1
Item purpose
The question assesses the concept of representing large numbers in exponential form, using
percentages to calculate simple interest, and using the law of exponents.
Source(s)
Question(s)
1 Represent the mass of earth in the form of P × 10𝑚 where P is an integer
between 1 and 10 and m is also a positive integer.
Mass of earth = 5,972,000,000,000,000,000,000,000 kg
(1 mark)
(Total marks 1)
Mark scheme
1 Represent the mass of earth in the form of P × 10𝑚 where P is an integer between 1
and 10 and m is also a positive integer.
Mass of earth = 5,972,000,000,000,000,000,000,000 kg
(1 mark)
Answer Guidance
=5.972×1024kg Allow 5.972×1024 also.
Maths7RKS1
Item identity AO1 AO2 C/N/E* Content Reference(s) Mark
marks marks
Maths7RKS1 1 N 7N2b Apply laws of exponents to 1
positive integers: multiply, divide, and
powers
Item purpose
The question assesses the application of laws of exponents.
Source(s)
Question(s)
1 What is the value of (30 × 70 ) + 60 ?
A. 0
B. 1
C. 2
D. 27
(1 mark)
Mark scheme
1 What is the value of (30 × 70 ) + 60 ?
A. 0
B. 1
C. 2
D. 27
Answer Guidance
C. 2 1 mark for the correct answer only
Maths7KG3
Maths7KG3 1 N 7N2b Apply laws of exponents to 1
powers.
Item purpose
The question assesses the application of laws of exponents.
Question
1 Find the value of (1000 + 690) × 720.
A. 0
B. 1
C. 2
D. 3
(1 mark)
(Total marks 1)
Mark scheme
1 Find the value of (1000 + 690) × 720
A. 0
B. 1
C. 2
D. 3
Answer Guidance
C. 2 Allow 1 mark for the correct answer only
Maths7SC3
Maths7SC3 1 N 7N2b Apply laws of exponents to 1
positive integers: multiply, divide and
powers
Item purpose
The question assesses the Application of Exponential laws on positive integers.
Source(s)
Question(s)
1 What is the value of 52 ÷ [(100)2 ]0 ?
A. 5
B. 25
C. 100
D. 200
(1 mark)
Mark scheme
1 What is the value of 52 ÷ [(100)2 ]0 ?
A. 5
B. 25
C. 100
D. 200
Answer Guidance
B. 25 Allow 1 mark for the correct answer only
Maths7RKS8
marks marks
Maths7RKS8 2 N 7N2b Apply laws of exponents to 2

powers
Total marks 2 2
Item purpose
The question assesses the and use of the law of exponents.
Source(s)
Question(s)
1 Simplify-
252 ×34
152
(2 marks)
(Total marks 2)
Mark scheme
1 Simplify-
252 ×34
152
Answer Guidance
2
(52 ×34 )
= (3×5)2
225
54 ×34
M1 = (1 mark )
32 ×52
= 54−2 × 34−2
A1 = 52 ×32 (1 mark)
OR
= 25× 9
OR
=225
Alternative method-
5×5×5×5×3×3×3×3
M1 = (1 mark)
3×3×5×5
A1 = 5× 5 × 3 × 3 (1 mark)
OR
= 25× 9
OR
=225
Alternative method-
154
M1 = 152 (1 mark)
A1 = 152 (1 mark)
Or = (3 × 5)2
Or =225
Maths7SC2
Maths7SC2 1 N 7N3a Multiply proper fractions 1
Item purpose
The question assesses knowledge of the smallest and largest fraction from the list and their
product.
Source(s)
Question(s)
1 What is the product of the largest and the smallest fraction from the following
list?
9 3 7 5 10 6
, , , , ,
11 11 11 11 11 11
18
A. 121
30
B. 121
35
C. 121
90
D.
121
(1 mark)
(Total marks 1)
Mark scheme
1 What is the product of the largest and the smallest fraction from the following list:
9 3 7 5 10 6
, , , , ,
11 11 11 11 11 11
18
A. 121
30
B. 121
35
C. 121
90
D. 121
Answer Guidance
30 Allow 1 mark for the correct answer only
B.121
Maths7SC1
Maths7SC1 1 N 7N3b Divide proper fractions 1
Item purpose
The question assesses the division of proper fractions.
Source(s)
Question(s)
1 28 14
The product of two numbers is 81. If one number is 27, find the other number.
1
A. 3
1
B. 4
2
C. 3
3
D. 4
(1 mark)
Mark scheme
28 14
1 The product of two numbers is 81. If one number is 27, find the other number.
1
A. 3
1
B. 4
2
C. 3
3
D. 4
Answer Guidance
C. 3
Maths7SC5
Maths7SC5 1 N 7N3b Divide proper fractions 1
Item purpose
The question assesses division of proper fractions.
Source(s)
Question(s)
1 1 2
By what number should 2 be divided to get 3?
1
A. 4
1
B. 3
2
C. 3
3
D. 4
(1 mark)
(Total marks 1)
Mark scheme
1 2
1 By what number should 2 be divided by to get 3?
1
A. 4
1
B. 3
2
C. 3
3
D. 4
Answer Guidance
D. 4
Maths7PS2
Maths7PS2 1 C 7N3c Convert between percentages, 1
fractions, and decimals
Item purpose
The question assesses the calculation of percentage
Source(s)
Source information: book/journal, author, publisher, website link, etc. NCERT Exemplar
Question(s)
1 In the diagram above, what percentage of the figure is shaded?
(1 mark)
(Total marks 1)
Mark scheme
1 In the diagram above, what percentage of the figure is shaded?
Answer Guidance
40% Number of squares in total= 100
Number of unshaded squares=40
Percentage= 40
Maths7PD2
Maths7PD2 2 C 7N3c Convert between percentages, 2

fractions, and decimals.
Item purpose
The question assesses the knowledge of percentages.
Question
1 Find the value of x if 45% of x marks is 405
(2 marks)
(Total marks 2)
Mark scheme
1 Find the value of x if 45% of x marks is 405
Answer Guidance
900 M1 405 x 100/45 OR equivalent
A1 900
Maths7SC6
Maths7SC6a 1 N 7S2a Draw and interpret charts for 1
discrete data
Maths7SC6b 2 N 7N4a Simplify ratios and identify 2
equal ratios or pairs of quantities in
the same proportion
Maths7SC6c 2 N 7N3c Convert between percentages, 2
fractions, and decimals
Total marks 1 4 5
Item purpose
The question assesses interpretation of a bar graph
Source(s)
Favourite colours of a group of students

9 8
8
Number of sudents
7 6
6 5
5 4
4
3 2
2
1
0
green blue pink red yellow
Colours
Source information: Excel
Question(s)
1 Read the graph and answer the following questions.
1 (a) Which is the favourite colour of most students? (1 mark)
1 (b) Find the ratio of the number of students whose favourite colour is blue and the
number of students whose favourite colour is pink.
Convert the ratio into its simplified form. (2
marks)
1 (c) What percentage of all 30 students represents students whose favourite colour
is red, blue, or yellow? Show your working. (2 marks)
(Total Marks 5)
Mark scheme
1 (a) Which is the most favourite colour of students?
Answer Guidance
Red Allow 1 mark for the correct answer only
1 (b) Find the ratio of the number of students whose favourite colour is Blue and the
number of students whose favourite colour is Pink. Convert the ratio into a simplified
form.
Answer Guidance
6
M1 Ratio = 6: 4 OR 4
Ratio= 3: 2
A1 Ratio = 3: 2
Allow 2 marks for obtaining correct answer
Allow 2: 3
1 (c) What percentage of total students represents students whose favourite colour is a
primary colour? Show working also.
Answer Guidance
76% M1 Total number of students having
favourite colour Blue, Red, Yellow = 6+8+5
= 19
19
Percentage = 25 𝑋 100 Allow their 6+8+5 for
19
A1 = 76%
Maths7PK2
Maths7PK2 1 N 7N3d Calculate a number as a percentage of 1
another, including percentage profit or loss in
a single transaction.
*C = Calculator required, N = Calculator not allowed, E = Either
Item purpose
The question assesses the capacity to convert and calculate percentages to values.
Question
1 2.5% of the Indian rivers flow in Tamil Nadu. If the total number of rivers in India is 400,
find the number of rivers in Tamil Nadu.
A. 10
B. 25
C. 40
D. 55 (1 mark)
Mark scheme
1 2.5% of the Indian rivers flow in Tamil Nadu. If the total number of rivers in India is 400,
find the number of rivers in Tamil Nadu.
A. 10
B. 25
C. 40
D. 55
Answer Guidance
A. 10 Allow 1 mark for the correct answer only
Maths7KG1
Maths7KG1 1 N 7N3d Calculate a number as a 1
percentage of another, including
percentage profit or loss in a single
transaction.
Item purpose
The question assesses the percentage of one number to another.
Question
1 The salary of Shruti is Rs 12,000. She saves 10% of her salary. How much does
she save?
A. Rs 1100
B. Rs 1200
C. Rs 1300
D. Rs 1400
(1 mark)
(Total marks 1)
Mark scheme
1 The salary of Shruti is Rs12,000. She saves 10% of her salary. How much does she
save?
Answer Guidance
B. Rs 1200 Allow 1 mark for the correct answer only
Maths7PD6
Maths7PD6a 2 C 7N3d Calculate a number as a 2
transaction.
Maths7PD6b 2 C 7N3e Calculate using percentages 2
including simple interest: time period in
complete years.
Total marks 4 4
Item purpose
The question assesses how to calculate the selling price and simple interest.
Question(s)
1 Amaira purchased a house for Rs 5,100,000 and sold it at a profit of 5%.
1 (a) How much was the selling price? (2 marks)
1 (b) If Amaira had deposited the amount she paid for the house into the bank, how
much simple interest would she have received after 3 years at 10% per
annum? (2 marks)
(Total marks 4)
Mark scheme
1 Amaira purchased a house for Rs.51,00,000 and sold it at a profit of 5%.
(a) How much was the selling price?
Answer Guidance
Rs 5,355,000 M1: Selling price
5
= Rs 5,100,000 + 100 × 𝑅𝑠. 5,00,000
Or equivalent
A1 = (Rs). 5,355,000
1 (b) If Amaira had deposited the amount she paid for the house into the bank, how
much simple interest would she have received after 3 years at 10% per annum?
Answer Guidance
Rs. 1,530,000 5,100,000×3×10
M1: Simple Interest = 100
A1: (Rs) 1,530,000
Maths7PS5
Maths7PS5a 1 C 7S2a Draw and interpret charts for 1

discrete data
Maths7PS5b 1 C 7S2a Draw and interpret charts for 1
discrete data
Maths7PS5c 2 C 7N3d Calculate a number as a 2
transaction
Total marks 2 2 4
Item purpose
The question assesses interpretation of bar graphs
Source(s)
Source information: Excel
Question(s)
1 Use the bar graph to answer the following questions
1 (a) Which is the most popular pet? (1 mark)

1 (b) How many students have dogs as pets? (1 mark)
1 (c) What percentage of students own dogs? (2 marks)
What is the percentage of students who like dogs?
Mark scheme
1 (a) Which is the most popular pet?
Answer Guidance
Cats 1 mark for the correct answer only
1 (b) How many students have a dog as a pet?
Answer Guidance
1 (c) What percentage of students own dogs?
Answer Guidance
200 M1 8 / (8 + 10 + 2 + 5 + 3) x 100
%
7
Maths7KG6
Maths7KG6a 1 N 7N3e Calculate using percentages 1
complete years
Maths7KG6b 2 N 7N3e Calculate using percentages 2
complete years
Total marks 1 2 3
Item purpose
The question assesses the simple interest received in a certain time period and the rate percent
per annum.
Question(s)
1 Anuj and Urvashi invested Rs 8,000 in a simple interest
scheme. After 10 years, Anuj had an amount of Rs 18,000.
1(a) Calculate the total interest Anuj received (1 mark)
1 (b) After 6 years, Urvashi had earned Rs 6,000 interest. Find

out the interest rate percent per annum. Show your working.
(2 marks)
(t( (Total marks 3)
Mark scheme
1 (a) Calculate the total interest Anuj received.
Answer Guidance
Rs 10,000 M1 Interest = Amount – Principal
Interest = Rs 18,000 – Rs 8,000 = Rs
10,000
Allow 1 mark only for correct answer.
1 (b) After 6 years, Urvashi had earned Rs 6,000 interest. Find out the interest rate
percent per annum. Show your working.
Answer Guidance
12.5 % M1 6,000 = (8,000 × Rate of interest × 6) /
100
OR Rs 1000 interest per year
Rate = 10% x 1000/8000
OR equivalent
A1 Rate of interest = 12.5 (%)
Answer only 1 mark
Maths7RG5
MathsRG5a 2 C 7N3e Calculate using percentages 2

complete years
MathsRG5b 2 C 7N3e Calculate using percentages 2
complete years
Total 4 4
marks
Item purpose
The question assesses the percentage decreases.
Question(s)
1 Milly earned Rs 50,000 per month. She spent 85% of her salary and saved the
rest. She used to spend a quarter of her salary on food each month. Due to the
pandemic, her monthly food spends increased by 20%.
1 (a) Calculate what her monthly savings were.

(2 marks)
1 (b) Find her new monthly spend on food.
(2 marks)
(Total marks 4)
Mark scheme
1 (a) Calculate what her monthly savings were.
Answer Guidance
Rs 40,000 (100−85)
M1 × 50000 OR equivalent
100
A1 Rs 7,500
If correct answer award 2 marks
Allow missing Rs
1 (b) Find her new monthly spend on food.
Answer Guidance
Rs 15,000 1 (100+20)
M1 × 50,000 × OR equivalent
4 100
Both a quarter and 20% increase needed for

1 mark
A1 Rs 15,000
If correct answer award 2 marks
Allow missing Rs
Maths7PK1
Maths7PK1 1 N 7N4a Simplify ratios and identify equal ratios 1
or pairs of quantities in the same proportion
Item purpose
The question assesses the capacity to identify and compare two quantities.
Question
1 If a healthcare company produces 30,000 masks in an hour, find the number of masks it
would produce in 10 minutes.
A. 3,000
B. 4,500
C. 5,000
D. 5,500 (1 mark)
(Total marks 1)
Mark scheme
1 If a healthcare company produces 30,000 masks in an hour, find the number of masks it would
produce in 10 minutes.
A. 3,000
B. 4,500
C. 5,000
D. 5,500
Answer Guidance
C. 5,000 Allow 1 mark for the correct answer only
Maths7PD1
Maths7PD1 2 E 7S1a Calculate the mean of a set of 2
numbers.
Item purpose
The question assesses the concept of calculating the mean of the given data.
Question
1 Calculate the mean of the first five prime numbers, starting with 2.
(2 marks)
(Total marks 2)
Mark scheme
1. Calculate the mean of first five prime numbers.
Answer Guidance
5.6 M1 (2+3+5+7+11)/5
A1 5.6
Maths7SC7
marks marks
Maths7SC7a 1 E 7S1c Find the mode of a set of 1

numbers, frequency table, or graph
Maths7SC7b 2 E 7S1a Calculate the mean of a set of 2
numbers
Total marks 1 2 3
Item purpose
The question assesses the calculation of the mean (representative value) of given data.
Source(s)
Question(s)
1 During the Diwali party, a group of people played a dice game. A dice was
thrown 9 times, and the outcomes were:
2, 4, 1, 2, 4, 5, 4, 6, 6
1 (a) What is the mode for these scores? (1 mark)
1 (b) Find the mean score. Show your working. (2 marks)
(Total marks 4)
Mark scheme
1 (a) What is the mode for these scores?
Answer Guidance
x=5 Allow 1 mark for the correct answer only
1 (b) Find the mean score. Show your working.
Answer Guidance
Mean = 4 M1 Total= 2+4+1+2+6+5+4+6+6 = 36
AND
Mean = (their 36)/ 9
A1 = 4
1 mark answer only

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Competency-based education for CBSE

What these assessment items can be used for

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Figure 1: Example of metadata

No. Description of Assessment Objective VI VII VIII IX X

AO1 Demonstrate knowledge and understanding of

AO2 Apply knowledge and understanding of

Demonstrate knowledge and understanding of mathematical ideas,

Apply knowledge and understanding of mathematical ideas, techniques, and

Item AO1 AO2 C/N/E* Content Reference(s) Marks

Sources and diagrams

Source information if copied: book/journal, author, publisher, website link, etc.

Maths7KG7a 1 E 7A1a Simplify, add and subtract 1

Sources and diagrams

Source information if copied: book/journal, author, publisher, website link, etc.

1 (a) Expand 3(2ab2 + 5)

1 (b) Add (7ab2 + 12) to (6ab2 - 4) and simplify

1 (c) Subtract (8 – 2ab2) from (13ab2 + 12) and simplify

1 (b) Add (7ab2 + 12) to (6ab2 - 4) and simplify.

Item AO1 AO2 C/N/E* Content Reference(s) Marks

Sources and diagrams

Source information if copied: book/journal, author, publisher, website link etc.

Sources and diagrams

Source information if copied: book/journal, author, publisher, website link, etc.

Sources and diagrams

1 The diagram above shows two right-angled triangles.

1 (a) Find ∠ACD.

1 (b) Describe one additional value needed to determine that the

I (c) In ∆𝐴𝐶𝐵, 𝑖𝑓 𝐴𝐵 = 8 𝑐𝑚, find the length of the hypotenuse. (2 marks)

1 (c) In ∆𝐴𝐶𝐵, 𝑖𝑓 𝐴𝐵 = 8 𝑐𝑚, find the length of the hypotenuse.

Sources and diagrams

Front view Side view

2nd Anna Street

Source information: book/journal, author, publisher, website link, etc.

1 Two angles are both supplementary and vertically opposite.

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

Maths7RG4a 1 E 7G2b Apply the sum of the angles in a 1

Maths7RG4b 1 E 7G2a Identify supplementary and 1

Sources and diagrams

1 (a) Find the value of y.

1 (b) Find the value of x.

1 (c) Find the value of z.

Item AO1 AO2 C/N/E* Content Reference(s) Marks

Sources and diagrams

Source information if copied: book/journal, author, publisher, website link, etc.

Item AO1 AO2 C/N/E* Content Reference(s) Marks

*C = Calculator required, N = Calculator not allowed E = Either

Item AO1 AO2 C/N/E* Content Reference(s) Marks

Source information: book/journal, author, publisher, website link, etc.

1 In a right-angled triangle-shaped park, an angle measure 35°. What will be the

1 In a right-angled triangle-shaped park, an angle measure 35°. What will be the

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

*C = Calculator required, N = Calculator not allowed E = Either

Source information: book/journal, author, publisher, website link, etc.

Item identity AO1 AO2 C/N/E* Content Reference(s) Marks

Maths7RKS6a 2 N 7M1a Find the perimeter of 2

M1 Area = 12x10 + 6x6 +3x8

*C = Calculator required, N = Calculator not allowed E = Either