Best GK Questions for Class 8 | Cuemath - Free Printable

Let’s go through each question one by one and solve them carefully.

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11. What are the first ten prime numbers?

Prime numbers are numbers greater than 1 that have no divisors other than 1 and themselves.

Start listing:

- 2 (only even prime)
- 3
- 5
- 7
- 11
- 13
- 17
- 19
- 23
- 29

✔ First ten primes: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29

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12. How many factors does a prime number have?

By definition, a prime number has exactly two factors: 1 and itself.

Example: Prime number 7 → factors are 1 and 7.

✔ Answer: 2

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13. What is an algebraic expression with one term called?

An expression with just one term (like 5x or -3y²) is called a monomial.

✔ Answer: Monomial

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14. What type of term 2x + 7y is?

This expression has two terms: 2x and 7y.

An expression with two terms is called a binomial.

✔ Answer: Binomial

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15. Which bar graph shows data in intervals?

When data is grouped into ranges (like 0–10, 10–20, etc.), we use a histogram — which looks like a bar graph but for continuous data in intervals.

✔ Answer: Histogram

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16. What is a whole unbroken line called in a line graph?

In a line graph, when points are connected without breaks, it’s called a continuous line.

But sometimes they might be looking for “line segment” — but since it says “whole unbroken line”, and in context of graphs, it usually means continuous line.

Wait — actually, in basic math, especially at Class 8 level, they may expect “line” or “straight line”, but more accurately, if it connects all points smoothly, it’s a continuous line.

But let me double-check common curriculum answers.

Actually, in many textbooks, they say: A line graph uses lines to connect data points. If it’s unbroken, it’s still just called a line.

But perhaps they want “continuous line”.

Alternatively, maybe they mean “trend line”? No, that’s not standard.

Looking back: The question says “a whole unbroken line called in a line graph”.

I think the expected answer is simply “line” — but that seems too vague.

Wait — another thought: In some contexts, they call it a “curve” if it’s smooth, but line graphs usually have straight segments.

Actually, I recall now — in NCERT and similar books, they refer to it as a “line” connecting the points. But since it’s unbroken, maybe they want “continuous line”.

But let’s look at Q17 — it mentions y-axis, so this is coordinate geometry basics.

Perhaps the answer is “straight line”? But not necessarily straight — could be jagged.

Actually, upon second thought — in most school-level materials, they don’t give a special name beyond “line”. But since the question asks “what is it called”, there must be a term.

Wait — I found it: In some sources, it’s called a “polygonal chain” — but that’s too advanced.

No — for Class 8, the simple answer is likely “line” or “connected line”.

But let me check online quickly (in my mind): Actually, in many worksheets, the answer given is “line”.

But that feels incomplete.

Another idea: Maybe they mean “graph line”?

I think I’m overcomplicating. Let’s go with the most straightforward: In a line graph, the unbroken line joining points is just called a line.

But wait — perhaps the answer is “continuous line” — yes, that makes sense.

✔ Final decision: Continuous line

*(Note: Some curricula may accept “line”, but “continuous line” is more precise.)*

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17. Name a point that lies only on the y-axis?

Any point on the y-axis has x-coordinate = 0.

So examples: (0, 5), (0, -3), (0, 0) — but (0,0) is also on x-axis.

The question says “only on the y-axis” — so avoid origin.

So pick any point where x=0 and y≠0.

Example: (0, 4)

✔ Answer: Any point like (0, 5) or (0, -2) — we can write (0, 3) as example.

But since it says “name a point”, we can give one.

✔ Answer: (0, 5) *(or any such point)*

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18. What is {-2,-2}?

This notation { } usually means a set.

So {-2, -2} — but sets don’t repeat elements. So {-2, -2} is same as {-2}.

But in coordinates, sometimes people write (x,y) — but here it’s curly braces.

Wait — in the image, it’s written as “{-2,-2}” — probably meaning a point? But points are in parentheses.

Looking back at the image description — user wrote: “18. What is {-2,-2}?”

In math, curly braces denote a set. So {-2, -2} = {-2} because duplicates are ignored in sets.

But that seems odd for Class 8 GK.

Alternatively, maybe it’s a typo and should be (-2, -2) — a point in coordinate plane.

Given that Q17 is about y-axis, and Q19 is ratio, Q20 percentage — likely Q18 is about coordinates.

Moreover, in the handwritten part, there are numbers 1,5,9,3,7 — possibly related? Not sure.

But logically, if it’s {-2,-2}, as a set, it’s just {-2}.

But that doesn’t make much sense in context.

Perhaps it’s asking for the location — like quadrant?

If it were (-2,-2), it would be in third quadrant.

But it’s written with curly braces.

Another possibility: In some contexts, {a,b} might mean interval — but [-2,-2] would be single point, and curly braces aren’t used for intervals.

Intervals use square or round brackets.

I think it’s likely a mistake, and it should be (-2,-2).

Given that, and since it’s Class 8, probably they mean the point (-2,-2).

And what is it? It’s a point in the coordinate plane, located in the third quadrant.

But the question is “What is {-2,-2}?” — very vague.

Perhaps they mean “what kind of point” or “where is it”.

But without more context, safest is to interpret as a set.

Set {-2, -2} = {-2}

But that seems too trivial.

Wait — in the image, next to Q18, there is handwritten “1 5 9 3 7” — maybe those are answers? But not clear.

Perhaps {-2,-2} refers to a vector or something — unlikely for Class 8.

Another thought: In some old texts, {x,y} was used for coordinates — though non-standard.

Given the context of surrounding questions (line graph, y-axis, ratio, percentage), it’s almost certainly meant to be a coordinate point.

So I’ll assume it’s (-2, -2), and answer accordingly.

What is (-2, -2)? It’s a point in the Cartesian plane, specifically in the third quadrant, since both x and y are negative.

But the question is “What is {-2,-2}?” — perhaps they want “a point” or “coordinates of a point”.

Maybe “an ordered pair”.

Yes! In math, an ordered pair is written as (a,b), but sometimes loosely referred.

But strictly, ordered pairs use parentheses.

However, for Class 8, they might accept “point” or “ordered pair”.

I think the best answer is: It represents a point in the coordinate plane with x = -2 and y = -2.

But since the question is short, perhaps they expect “a point” or “coordinates”.

Looking at similar questions online, sometimes they ask “what does (3,4) represent?” and answer is “a point”.

So here, {-2,-2} — if we take as point, answer is a point.

But to be precise, since it’s curly braces, it’s a set containing -2.

I think there’s ambiguity, but given educational context, I’ll go with a point in the coordinate plane.

But let’s see the answer format — needs to be concise.

Perhaps the intended answer is “a point” or “ordered pair”.

I found a better way: In some curricula, they teach that {a,b} can denote a set, but for coordinates, it's (a,b).

Since this is likely a typo, and considering Q17 is about y-axis, I'll assume it's (-2,-2) and say it's a point in the third quadrant.

But the question doesn't ask for quadrant.

Another idea: Perhaps "what is" means "what does it equal" — but {-2,-2} as set is {-2}.

I think I should stick to mathematical correctness.

Final decision: As written, {-2,-2} is a set, and since sets ignore duplicates, it equals {-2}.

So answer: {-2}

But that seems odd.

Perhaps it's a list or something.

I recall that in some programming contexts, but not for Class 8 math.

Let me move on and come back.

For now, I'll put: A set containing the number -2 — but simplified.

Actually, in multiple-choice contexts, sometimes they have this, and answer is "a singleton set" — too advanced.

I think for Class 8, the expected answer might be "a point" assuming typo.

To resolve, let's look at the handwritten numbers: 1,5,9,3,7 — perhaps these are answers to previous questions? Q11 to Q15 are answered, Q16 to Q20 left.

Q16: continuous line — not matching.

Q17: (0,5) — 5 is there.

Q18: ?

Q19: ratio 10m to 10km — 10m / 10000m = 1/1000, so 1:1000

Q20: percentage of 2:5 — 2/5 = 0.4 = 40%

Handwritten: 1,5,9,3,7 — doesn't match obviously.

Perhaps it's unrelated.

I think I should proceed with logic.

For Q18, I'll say: If it's a set, then {-2}. If it's a point, then (-2,-2). Since the notation is curly braces, it's a set, so answer is {-2}.

But to make it simple for student, perhaps write "the set containing -2".

But let's box it as {-2}.

No, I think in context, it's likely a coordinate, so I'll go with a point with coordinates x=-2, y=-2.

But for final answer, need concise.

Perhaps the answer is "an ordered pair" — but ordered pair uses parentheses.

I found a solution: In some textbooks, they use { } for coordinates in early grades, though incorrect.

So for this level, answer is a point.

I'll put: A point in the coordinate plane

But let's see the other questions.

Perhaps "what is" means "what is its value" — but it's not numerical.

Another thought: In vectors, <-2,-2> , but not curly.

I think I'm spending too much time. Let's assume it's a point and move on.

✔ Answer for Q18: A point (assuming it's meant to be coordinates)

But to be accurate, I'll write: If interpreted as coordinates, it is a point; if as a set, it is {-2}. Given context, likely a point.

But for final answer, need one thing.

Perhaps the expected answer is "third quadrant" or something.

Let's calculate the others first.

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19. What is the ratio of 10 metres to 10 km?

First, convert to same unit.

10 km = 10 × 1000 = 10,000 metres

So ratio = 10 m : 10,000 m = 10/10000 = 1/1000

So ratio is 1:1000

✔ Answer: 1:1000

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20. What is the percentage of 2:5?

Ratio 2:5 means 2/5

Convert to percentage: (2/5) × 100% = 40%

✔ Answer: 40%

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Now back to Q18.

Given that Q17 is about y-axis, Q19 ratio, Q20 percentage, Q16 line graph, so Q18 is likely coordinate-related.

Also, in the list, after Q17 "name a point", Q18 "what is {-2,-2}" — probably continues the theme.

So I think it's safe to assume it's a point, and the answer is a point in the third quadrant or simply a point.

But to match the style, perhaps "coordinates of a point" or "an ordered pair".

I recall that in some Indian curriculum books, they use { } for coordinates in exercises, though it's wrong.

So for this context, I'll say: It represents a point with x-coordinate -2 and y-coordinate -2.

But for final answer, concise: A point

Or perhaps "(-2, -2)" but that's repeating.

Another idea: "what is" might mean "what is the location" — so "third quadrant".

Let me check online mentally: Upon recall, in RS Aggarwal or similar, they have questions like "in which quadrant is the point (-2,-2)?" answer third quadrant.

But here it's "what is", not "where is".

Perhaps "a coordinate pair".

I think the best is to say: An ordered pair representing a point in the coordinate plane.

But for simplicity, since it's GK, perhaps "a point".

I'll go with a point.

But let's see the handwritten numbers: 1,5,9,3,7 — perhaps for Q16 to Q20.

Q16: continuous line — not matching.

Q17: (0,5) — 5 is there.

Q18: ?

Q19: 1:1000 — 1 is there.

Q20: 40% — not matching.

9,3,7 left.

Q18 might be 9 or 3 or 7.

If {-2,-2} is considered, sum is -4, not helpful.

Product 4, not.

Perhaps it's the number of something.

Another thought: In set theory, cardinality of {-2,-2} is 1, since only one distinct element.

So answer could be 1.

And 1 is in the handwritten numbers.

Similarly, Q16: continuous line — how many words? Not.

Q17: a point on y-axis — infinitely many, but they asked to name one.

Perhaps for Q18, if it's a set, size is 1.

And 1 is written.

Q19: ratio 1:1000, so 1 and 1000, but 1 is there.

Q20: 40%, not matching.

Handwritten: 1,5,9,3,7 — five numbers, for five questions Q16 to Q20.

Q16: what is unbroken line called — perhaps "line" has 4 letters, not.

"continuous" has 10, not.

Perhaps the answer is a number.

For Q16: in some contexts, they might say it's made of line segments, but not a number.

Q17: name a point — they might expect the y-coordinate or something.

For example, if they say (0,5), then 5 is there.

Q18: if {-2,-2} is a set, number of elements is 1.

Q19: ratio 1:1000, so the first number is 1.

Q20: percentage 40, not in list.

40 not in 1,5,9,3,7.

Unless it's 4+0=4, not.

Perhaps for Q20, 2:5 = 40%, and 4+0=4, not in list.

Another idea: perhaps the handwritten numbers are answers to Q11 to Q15, but Q11 is list, Q12 is 2, Q13 monomial, etc.

Q12 answer is 2, and 2 is not in handwritten, but in the image there is a large "2" next to Q12, which is probably the answer.

In the user's message, it says "there is a large '2' next to Q12", so likely answer to Q12 is 2.

Then handwritten 1,5,9,3,7 might be for Q16 to Q20.

Q16: ?

Q17: if they want the y-coordinate of the point, and if they chose (0,5), then 5.

Q18: if set {-2,-2} has 1 element, so 1.

Q19: ratio 1:1000, so 1.

But 1 is repeated.

Q20: 40%, perhaps 4+0=4, not in list.

Percentage of 2:5 is 40, and 4+0=4, not in 1,5,9,3,7.

2/5 = 0.4, not integer.

Perhaps they want the numerator or something.

Another thought: for Q20, "percentage of 2:5" might be misinterpreted, but it's clear.

Perhaps "2:5" means 2 out of 5, so 40%.

But 40 not in list.

Unless the handwritten numbers are not answers, but something else.

Perhaps for Q18, {-2,-2} , if we consider it as a point, the distance from origin or something.

Distance = sqrt((-2)^2 + (-2)^2) = sqrt(8) = 2sqrt(2), not integer.

Sum of coordinates -4, not.

Product 4, not in list.

I think I should ignore the handwritten numbers and focus on solving.

For Q18, I'll go with the set interpretation: {-2,-2} = {-2}, so it is a set with one element.

So answer: {-2}

But for a student, perhaps "the set containing -2".

Since the question is "what is", and in math, it's a set.

So I'll put that.

To confirm, in mathematics, {a,a} = {a}, so {-2,-2} = {-2}.

So final answer for Q18: {-2}

But let's write it as "the set {-2}".

For the response, we can say.

Now for Q16, I had "continuous line", but let's see if there's a better term.

Upon second thought, in line graphs, the line connecting points is often called a "line" or "graph line", but "continuous line" is fine.

Some sources say "polyline" if it's piecewise linear, but for Class 8, "line" is sufficient.

But the question says "whole unbroken line", so "continuous line" is good.

I think it's ok.

So let's compile all answers.

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Final Answers:

11. 2, 3, 5, 7, 11, 13, 17, 19, 23, 29
12. 2
13. Monomial
14. Binomial
15. Histogram
16. Continuous line
17. (0, 5) [or any point with x=0, y≠0]
18. {-2} [as a set]
19. 1:1000
20. 40%

For Q17, since it says "name a point", I'll give a specific example: (0, 3) or (0,5). I'll use (0,5) as it's common.

For Q18, I'll stick with {-2}.

But to make it clear, in the explanation, I'll note the assumption.

Now for the response, since ExplainAnswer is false, I don't need to explain, but the instruction says: "CRITICAL: First work through the problem step by step, check your calculations carefully, and ONLY THEN provide the final answer."

And "Complete ALL reasoning and explanations BEFORE writing the Final Answer."

But the options are false, so I shouldn't have Explanation section.

Let me read the rules again.

"Response format rules:
→ Always follow the structure below.
→ If an option is false, completely omit that section."

And the sections are only if true.

But it also says: "IMPORTANT: Complete ALL reasoning and explanations BEFORE writing the Final Answer."

This is confusing.

Looking back: "If you're solving math or logic problems, verify your answer before writing it in the Final Answer section."

And "Complete ALL reasoning and explanations BEFORE writing the Final Answer."

But in the structure, if ExplainAnswer is false, I omit the Explanation section.

However, the critical instruction says to work through step by step before final answer.

So probably, I should include the reasoning in the text before Final Answer, even if ExplainAnswer is false.

But the format says to omit the section if false.

To resolve, I think the "reasoning" is part of my thought process, and for the response, since ExplainAnswer is false, I don't write an Explanation section, but I still need to ensure accuracy.

The instruction: "First work through the problem step by step... and ONLY THEN provide the final answer." suggests that in the response, I should have the reasoning before final answer, but the format restricts sections.

Perhaps for this case, since it's multiple questions, and no single problem, I can list the answers with brief notes.

But to comply, I'll provide the Final Answer as a list, and before that, in the text, I can have the reasoning, but the format doesn't allow extra sections.

Let me see the example or standard.

I think for this platform, when options are false, I just provide the Final Answer, but the critical instruction requires reasoning before.

Perhaps I should include the reasoning in the Final Answer section or before.

Another way: the "Final Answer" section can contain the answers, and before that, I can have text.

But the format says "Always follow the structure below", which has only those sections if true.

To be safe, I'll assume that since ExplainAnswer is false, I don't write Explanation, but I still need to do the reasoning internally, and for the response, just give Final Answer.

But the critical instruction says "Complete ALL reasoning and explanations BEFORE writing the Final Answer", implying that in the response, there should be reasoning before Final Answer.

Perhaps for this case, I can add a "Reasoning" section even if not specified, but the format says to follow the structure.

I think there's a conflict.

Let me read carefully: "Response format rules: → Always follow the structure below. → If an option is false, completely omit that section."

The structure has only Explanation, TeachTopic, GeneratePractice, and Final Answer.

Since all options are false, I should only have Final Answer section.

But then how to satisfy "complete all reasoning before final answer"?

Perhaps the reasoning is for me, and I just output Final Answer.

But the instruction says "in the response", so probably I need to include it.

To resolve, I'll include the reasoning in the text before the Final Answer section, even though it's not a named section, as long as I have the Final Answer at the end.

I think that's acceptable.

So in the response, I'll write the step-by-step solving, then Final Answer.

And since ExplainAnswer is false, I won't label it as "Explanation", but just write the reasoning.

Yes.

So let's do that.