CBSE Sample Paper Mathematics Standard Class X (Term I) 1

ONE DAY
REVISION
Revise All the Concepts in a Day
Just Before the Examination...

● Real Number
Prime, Coprime and Composite numbers (ii ) For any three positive integers a, b and c, the
Prime numbers are those numbers, which have no relation between these numbers and their HCF and
factors other than 1 and the number itself. LCM is
e.g. 2, 3, 5, 7, 11, … HCF (a, b, c )
a ´ b ´ c ´ LCM (a, b, c )
Coprime numbers are those numbers, which do not =
LCM (a, b) ´ LCM (b, c ) ´ LCM (c , a)
have any common factor other than 1.
e.g. 2 and 9 are coprime numbers. or LCM (a, b, c )
a ´ b ´ c ´ HCF (a, b, c )
Composite numbers are those numbers, which have =
HCF (a, b) ´ HCF (b, c ) ´ HCF (c, a)
atleast 1 factor other 1 and the number itself.
e.g. 4, 6, 24, … Real Numbers
Factor Tree A number, which is either rational or irrational, is called
a real number.
A chain of factors which is represented in the form of a
tree, is called factor tree. Rational Numbers
p
Fundamental Theorem of Arithmetic A number that can be expressed as , where p, q are
q
Fundamental theorem of arithmetic states that every integers and q ¹ 0, is called a rational number.
composite number can be written (factorised) as the
product of primes and this factorisation is unique, apart Irrational Numbers
p
from the order in which the prime factors occur. It is A number that cannot be expressed in the form ,
also called unique factorisation theorem. q
ONE DAY REVISION

where p, q are integers and q ¹ 0, is called an irrational

\ Composite number = Product of prime numbers
number.
Relation between Numbers and their HCF
and LCM Useful Theorems
(i ) For any two positive integers a and b, the relation Theorem 1 Let p be a prime number and a be a
between these numbers and their HCF and LCM is positive integer. If p divides a2, then p divides a.
HCF (a, b) ´ LCM (a, b) = a ´ b Theorem 2 2 is irrational number, then 2 2 is
a´b irrational number.
Þ HCF (a, b) =
LCM (a, b) Decimal Expansions of Rational Numbers
a´b
or LCM (a, b) = 1. Terminating Decimal Expansion The number
HCF (a, b) which terminates (i.e. ends completely) after a finite
02 CBSE Sample Paper Mathematics Standard Class X (Term I)

number of steps in the process of division, is said non-repeating decimal expansion. These numbers are
to be terminating decimal expansion. e.g. 1.25, called irrational numbers.
3.14, etc.
e.g. 1. 030030003..., 3, etc.
2. Non-terminating Decimal Expansion
The number which does not terminate in the Important Theorems on Decimal
process of division, is said to be non-terminating Expansion of Rational Numbers
decimal expansion. Theorem 3 Let x be a rational number whose decimal
There are following two types of non-terminating expansion terminates. Then, x can be expressed in the
decimal expansions form p / q, where p, q are coprimes and the prime
(i ) Non-terminating Repeating Expansion factorisation of q is of the form 2 n5m , where n and m are
The number, which does not terminate but non-negative integers.
repeats the particular number again and again Theorem 4 (Converse of Theorem 3) Let x = p / q
in the process of division, is said to be be a rational number, such that the prime factorisation
non-terminating repeating decimal or recurring of q is of the form 2 n5m , where n and m are
decimal expansion. The repeated digit is
non-negative integers. Then, x has a decimal
denoted by bar ‘-’
expansion, which terminates.
1
e.g. = 0.333 K = 0. 3
3 Theorem 5 Let x = p / q be a rational number,
(ii ) Non-terminating Non-repeating Decimal such that the prime factorisation of q is not of the form
Expansion The number, which neither terminates 2 n5m , where n and m are non-negative integers. Then, x
nor repeats the particular number in the process has a decimal expansion, which is non-terminating
of division, is said to be a non-terminating repeating (recurring).

● Polynomials
A polynomial in one variable x, is an algebraic Geometrical Meaning of the Zeroes of a Polynomial
expression of the form The geometrical meaning of the zeroes of a polynomial
p( x ) = an x n + an- 1x n- 1 + an- 2 x n- 2 means that the curve intersect the X-axis, the
intersection point is said to be zeroes of the curve.
+ ... + a2 x 2 + a1x + a0
Relationship between Zeroes and
where n is a positive integer and constants Coefficients of a Polynomial
a0, a1, a2,..., an are known as coefficients of
polynomial. The zeroes of a polynomial are related to its
coefficients.
Degree of a Polynomial (i) For a Linear Polynomial The zero of the linear
The highest power (exponent) of x in a polynomial f ( x ), polynomial ax + b is
is called the degree of the polynomial f ( x ). b Constant term
- =- .
a Coefficient of x
Types of Polynomials
(ii) For a Quadratic Polynomial Let a and b be the
(i) Linear Polynomial A polynomial of degree one, is
called linear polynomial. zeroes of quadratic polynomial p( x ) = ax 2 + bx + c ,
a ¹ 0, then
(ii) Quadratic Polynomial A polynomial of degree two,
is called quadratic polynomial. \Sum of zeroes, a + b
Coefficient of x b
(iii) Cubic Polynomial A polynomial of degree three, is =– =-
Coefficient of x 2 a
ONE DAY REVISION

called cubic polynomial.

(iv) Biquadratic Polynomial A polynomial and product of zeroes, ab
of degree four, is called biquadratic polynomial. Constant term c
= =
Coefficient of x 2 a
Value of a Polynomial at Given Point
If p( x ) is a polynomial and a is a real value, then the Formation of Quadratic and
value obtained by putting x = a in p( x ) , is called the Cubic Polynomials
value of p( x ) at x = a and it is denoted by p(a ). If a and b are the zeroes of a quadratic polynomial,
Zeroes of a Polynomial then quadratic polynomial will be k [x 2- (sum of
A real number k is said to be a zero of a polynomial zeroes) x + product of zeroes]
f ( x ), if f (k ) = 0. i.e. k [x 2 - (a + b )x + ab], where k is some constant.
CBSE Sample Paper Mathematics Standard Class X (Term I) 03

● Pair of Linear Equations in Two Variables

Two linear equations in the same two variables, say x
and y, are called pair of linear equations a1 b1
= Infinitely System is
(or system of pair equations) in two variables. a2 b2 Coincident
c many consistent
The general form of pair of linear equations in two lines
= 1 solutions (dependent)
variables x and y is c2
a1 x + b1 y + c 1 = 0 a1 b1 c 1
= ¹ Parallel System is
and a2 x + b2 y + c 2 = 0, a2 b2 c 2 No solution
lines inconsistent
where a1, b1, c 1 and a2, b2, c 2 are all real numbers
and a12 + b12 ¹ 0, a22 + b22 ¹ 0. Algebraic Methods for Solving a Pair of Linear
Equations
Solution of a Pair of Linear Equations There are three methods for solving a pair of linear
in Two Variables equations
Any pair of values of x and y which satisfies both the
equations, a1x + b1y + c 1 = 0 and a2 x + b2 y + c 2 = 0, is 1. Substitution Method
called a solution of a given pair of linear equations. In this method, value of one variable can be found out
in terms of other variable from one of the given
Solution of a Pair of Linear equation and this value is substituted in other equation,
Equations by Graphical Method then we get an equation in one variable, which can be
Let us consider a pair of linear equations in two solved easily.
variables, a1x + b1y + c 1 = 0 anda2 x + b2 y + c 2 = 0.
2. Elimination Method
To find the solution graphically, there are three cases
In this method, one variable out of the two variables is
arise
eliminated by making the coefficients of that variable
Case I When the graph of system of linear equations equal in both the equations.
will represent two intersecting lines, then coordinates of
point of intersection say After eliminating that variable, the left equation is an
(a, b) is the solution of the pair of linear equations. This equation in another variable, which can be solved
is called consistent pair of linear equations. easily.
Case II When the graph of system of linear equations Value of one variable obtained in this way can be
will represent two parallel lines, then there is no point of substituted in any one of the two equations to find the
intersection and consequently there is no pair of values value of other variable.
of x and y which satisfy both equations. Thus, given
Equations Reducible to a Pair of
system of equations have no solution. This is called
inconsistent pair of linear equations. Linear Equations
Case III When the graph of system of linear equations Sometimes, equations are not linear but they can be
will represent coincident or overlapping lines, there are reduced to a pair of linear equations by making some
infinitely many common points. Thus, the given system suitable substitutions.
of equations have infinitely many solutions. 1 1
(i) If the given equations involve and , then put
x y
Such pair of linear equations is called dependent pair
1 1
of linear equations and it is always consistent. = p and = q to convert into linear form.
x y
Nature of Lines and Consistency 1 1
The nature of lines and consistency corresponding to (ii) If the given equations involve and ,
x±a y±b
ONE DAY REVISION

linear equations a1x + b1y + c 1 = 0 and 1 1

a2 x + b2 y + c 2 = 0, is shown in the table given below then put = p and = q to convert into
x±a y±b
Compare Graphical Algebraic Consis- linear form.
the ratios representation interpre- tency 1 1
tation (iii) If the given equations involve and ,
x+ y x-y
Exactly
a1 b1 1 1
¹ Intersecting one System is then put = p and = q to convert into
a2 b2 lines solution consistent x+ y x-y
(unique) linear form.
04 CBSE Sample Paper Mathematics Standard Class X (Term I)

● Coordinate Geometry
Cartesian System Section Formulae
The system used to describe the position of a point in a In section formula, we find the coordinates of a point
plane, is called cartesian system. In cartesian system, which divides the given line segment internally (or
there are two mutually perpendicular straight lines XX¢ externally) in a given ratio.
and YY ¢, which intersect each other at origin point O. Internal Division of a Line Segment
Y
3 Let A ( x1, y1) and B( x2, y2 ) are two points and P ( x, y ) is
a point on the line segment joining A and B such that
2 P (x, y)
AP : BP = m1 : m2, then point P is said to divide line
1 segment AB internally in the ratio m1 : m2.
90°
X' X m2 B
–3 –2 –1 O 1 2 3 (x2 , y2 )
–1 m1
(x1 , y1 )
P
–2 A

–3 The coordinates of point P are given by

Y' æ m1x2 + m2 x1 m1y2 + m2 y1 ö
ç , ÷.
The horizontal line XOX¢ is called X-axis (or abscissa) è m1 + m2 m1 + m2 ø
and the vertical line YOY ¢ is called Y-axis (or ordinate).
Generally, for finding internal division ratio, we consider
Distance between Two Points P divides AB in the ratio k : 1, then the coordinates of
in a Cartesian Plane the point P will be
The distance between any two points P( x1, y1) and æ kx2 + x1 ky2 + y1 ö
ç , ÷.
Q( x2, y2 ) is given by è k +1 k +1 ø

PQ = ( x2 - x1)2 + ( y2 - y1)2 Coordinates of Mid-point of Line Segment

If the point P divides the line segment equally
or PQ = ( x1 - x2 )2 + ( y1 - y2 )2
i.e. 1 : 1, then the coordinates of P will be
Collinear Points æ x 1 + y1 y1 + y2 ö
ç , ÷ . This is also called mid-point
è 2 2 ø
When three or more than three points lie on a same
line, then they are called collinear points. formula.
Suppose A, B and C are three points, then the Note Trisection of the line segment means, a line is
condition for collinearity of three points is divided into three equal line segment
AB + BC = AC A B
P Q
or AC + CB = AB
i.e. AP = PQ = QB.
or BA + AC = BC
ONE DAY REVISION
CBSE Sample Paper Mathematics Standard Class X (Term I) 05

● Triangles
Similar Polygons (i) AAA Similarity Criterion
Two polygons of the same number of sides are similar, if In two triangles, if corresponding angles are equal,
(i) all the corresponding angles are equal and then their corresponding sides are proportional and
hence the two triangles are similar.
(ii) all the corresponding sides are in the same ratio (or
proportion). Note If two angles of one triangle are respectively
G equal to two angles of another triangle, then the two
D C H
triangles are similar. AAA similarity criterion can be
6 and 9 consider as AA similarity criterion.

A 8 B E F (ii) SSS Similarity Criterion

12
If in two triangles, three sides of one triangle are
If only one condition from (i) and (ii) is true for two proportional (i.e., in the same ratio) to the three sides of
polygons, then they cannot be similar. the other triangle, then their corresponding angles are
equal and hence the two triangles are similar.
Similar Triangles
Two triangles are said to be similar, if (iii) SAS Similarity Criterion
(i) their corresponding angles are equal and If one angle of a triangle is equal to one angle of the
other triangle and the sides including these angles are
(ii) their corresponding sides are proportional.
proportional, then the two triangles are similar.
Symbolically it can be represented by the
Theorem 1 If a perpendicular is drawn from the vertex
symbol ‘~’.
of the right angle of a right angled triangle to the
A
hypotenuse, then triangles on both sides of the
P
perpendicular are similar to the whole triangle and to
each other.
Theorem 2 (Pythagoras Theorem) In a right angled
B C Q R
triangle, the square of the hypotenuse is equal to the
e.g. In DABC and DPQR, if sum of the squares of the other two sides.

ÐA = ÐP, ÐB = ÐQ , ÐC = ÐR Theorem 3 (Converse of Pythagoras Theorem) In a

right angled triangle, the square of the hypotenuse is
AB BC AC
and = = . equal to the sum of the squares of the other two sides.
PQ QR PR
AC 2 = AB 2 + BC 2
Then, DABC is similar to DPQR. A
Conversely If DABC is similar to DPQR, then
ÐA = ÐP, ÐB = ÐQ, ÐC = ÐR
AB BC AC
and = =
PQ QR PR

Basic Proportionality Theorem (BPT) B C

Theorem 1 (Thales Theorem) If a line is drawn parallel
to one side of a triangle to intersect the other two sides
Area of Similar Triangles
in distinct points, then the other two sides are divided Theorem 1 The ratio of the areas of two similar
in the same ratio. triangles is equal to the square of the ratio of their
ONE DAY REVISION

corresponding sides.
Theorem 2 (Converse of Basic Proportionality
A P
Theorem) If a line divides any two sides of a triangle in
the same ratio, then the line must be parallel to the
third side.

Criteria for Similarity of Triangles

B C Q R
We have some criteria for congruency of two triangles
2 2
involving only three pairs of corresponding parts ar (DABC ) ( AB)2 æ AC ö æ BC ö
= =ç ÷ =ç ÷
(elements) of two triangles. Similarly, we have some ar (DPQR ) (PQ ) è PR ø è QR ø
criteria for similarity of two triangles, which are given
below:
06 CBSE Sample Paper Mathematics Standard Class X (Term I)

● Introduction to Trigonometry
Trigonometric Ratios A Popular Technique to Remember
The ratios of the sides of a right angled triangle with PBP
T-ratios i.e.
respect to its acute angles, are called trigonometric HHB
ratios.
Pandit (P ) Badari (B ) Prasad (P )
Trigonometric ratios are also called T-ratio.
Har (H ) Har (H ) Bholay (B )
Trigonometric ratios of ÐA in right angled D ABC are
defined below. X
C

[i.e. Perpendicular (P)] P

Side opposite to Ð A
H
)
(H
se
u
ten
po

Z B Y
Hy

P B P
Then, sin q =, cos q = , tan q =
A B
H H B
Side adjacent
H H B
to ÐA [i.e. Base (B)] Þ cosec q = , sec q = , cot q =
P B P
Side opposite to ÐA æ Pö where, P is perpendicular, B is base and H is
(i) sin A = çi.e. ÷
Hypotenuse è Hø hypotenuse.
BC
= Important Points
AC
(i) In an isosceles right DABC, right angled
Side adjacent to ÐA æ Bö AB
(ii) cos A = çi. e. ÷ = at B, the trigonometric ratios obtained by taking
Hypotenuse è H ø AC
either ÐA or ÐC, both give the same value.
Side opposite to ÐA æ P ö BC
(iii) tan A = çi. e. ÷ = (ii) The value of each of the trigonometric ratios of an
Side adjacent to ÐA è B ø AB
angle does not depend on the size of the triangle. It
Hypotenuse æ H ö AC only depends on the angle.
(iv) cosec A = çi. e. ÷ =
Side opposite to ÐA è P ø BC
(iii) It is clear that the values of the trigonometric ratios
Hypotenuse æ H ö AC of an angle do not vary with the lengths of the sides
(v) sec A = çi. e. ÷ =
Side adjacent to ÐA è B ø AB of the triangle, if the angle remains the same.
Side adjacent to ÐA æ Bö AB (iv) As, the hypotenuse is the longest side in a right
(vi) cot A = çi. e. ÷ =
Side opposite to ÐA è Pø BC angled triangle, the value of sin A or cos A is always
Similarly trigonometric ratios of ÐC are less than 1 (or in particular equal to 1) whereas the
AB BC value of sec A or cosec A is always greater than or
(a) sin C = (b) cos C = equal to 1.
AC AC
AB AC Relation Between Trigonometric Ratios
(c) tan C = (d) cosecC =
BC AB 1 1
AC BC (i) sin A = , cosec A =
(e) sec C = (f ) cot C = cos ec A sin A
BC AB
1 1
C (ii) cos A = , sec A =
ONE DAY REVISION

sec A cos A
Side adjacent to Ð A

1 1
H)

(iii) tan A = , cot A =

e(

[i.e. Base (B)]

cot A tan A
us
ten

sin A
po

(iv) tan A =
Hy

cos A
cos A
A B (v) cot A =
Side opposite to ÐC sin A
[i.e. Perpendicular (P)]
CBSE Sample Paper Mathematics Standard Class X (Term I) 07

Values of Trigonometric Ratios for Important Points

Some Specific Angles (i) The value of sin q increase from 0 to 1 and cos q
decrease from 1 to 0, where 0 £ q £ 90°.
Angles 0° 30° 45° 60° 90°
(ii) In the case of tan q, the values increase from 0 to ¥,
1 1 where 0 £ q £ 90°.
3
sin q 0 2 2 1 (iii) In the case of cot q, the values decrease from ¥ to
2
0, where 0 £ q £ 90°.
3 1 1
cos q 1 0 (iv) In the case of cosec q, the values decrease from ¥
2 2 2 to 1, where 0 £ q £ 90°.
1 (v) In the case of sec q, the values increase from 1 to
tan q 0 3 1 3 ¥ ¥, where 0 £ q £ 90° .
(vi) Division by 0 is not allowed, since 1/0 is
2
cosec q ¥ 2 2 1 indeterminate (not defined).
3
Trigonometric Identity
2
sec q 1 2 2 ¥ For any acute angle q, we have
3
(i) sin 2 q + cos 2 q = 1 (ii) sec 2 q - tan 2 q = 1
1
cot q ¥ 3 1 3 0 (iii) 1 + cot 2 q = cosec 2 q
Note sin 2 q = (sin q)2 but sin q2 ¹ (sin q)2.
Here, ¥ = undefined The same is true for all other trigonometric ratios.

Representation of a Trigonometric Ratio in Terms of Any Other Trigonometric Ratio

sin q cos q tan q cot q sec q cosec q

tan q 1 1
sin q sin q (sec 2 q - 1)
(1 - cos 2 q) (1 + tan q)2 2
(1 + cot q) cosec q
sec q
1 cot q 1 (cosec 2 q - 1)
cos q (1 - sin 2 q) cos q 2 2
(1 + tan q) (1 + cot q) sec q cosec q

sin q (1 - cos 2 q) 1 1
tan q
2
(1 - sin q) tan q cot q (sec 2 q - 1) (cosec 2 q - 1)
cos q

(1 - sin 2 q) cos q 1 1
cot q cot q cosec 2 q - 1
sin q
2
(1 - cos q) tan q (sec 2 q - 1)

1 1 (1 + cot 2 q) cosec q
sec q 2 (1 + tan 2 q) sec q
(1 - sin q) cos q cot q (cosec 2 q - 1)

1 1 sec q
(1 + tan 2 q)
cosec q 2 (1 + cot 2 q) cosec q
sin q (1 - cos q) tan q (sec 2 q - 1)
ONE DAY REVISION
08 CBSE Sample Paper Mathematics Standard Class X (Term I)

● Areas Related to Circles

Circle Circular Ring
A circle is the locus of a point which moves in a plane It is a plane figure bounded by the circumference of two
such a way that its distance from a fixed point remains concentric circles of two different radii.
the same. The fixed point is called the centre and the
given constant distance is known as radius of the
circle.
R O
di
us r
Ra

O
A B
Diameter
Area of ring = p(R 2 - r 2 ) sq units.

Sector of a Circle
Circumference (Perimeter) of a Circle The region enclosed by two radii and the
The distance covered by travelling once around a circle corresponding arc of a circle is called the sector of
is called the circumference or the length of boundary circle.
of a circle. In the figure, unshaded region OACBO is called the
\ Circumference = p ´ Diameter = p ´ 2r units major sector and shaded region OAPBO is called the
where, r is the radius of circle. minor sector of a circle.

Area of a Circle Length of an Arc of a Sector

The space occupied in a circular region is called area The arc corresponding to a sector is called the arc of
of a circle. the sector.
\ Area of a circle = pr 2 sq units C
Major
Semi-circle sector
A diameter divides the circle into two parts, each part is O
called semi-circle. r q
A B
r P l
Minor sector
A B
q
2 pr Length of an arc of a sector, l = ´ 2 pr
(i) Perimeter of semi-circle = + 2r 360°
2
= (pr + 2 r ) units Area of Sector of a Circle
1 q
(ii) Area of semi-circle = (pr 2 ) sq units (i) Area of the sector = ´ pr 2
2 360°
Quadrant of a Circle (ii) Area of sector in terms of length of arc =
1
lr
If a circle is divided into four equal parts, then each part 2
of a circle is said to be quadrant of a circle. (iii) Area of the major sector = pr 2 - Area of minor
sector
ONE DAY REVISION

(iv) Area of minor sector = pr 2 - Area of major sector

A r B Note
(i) If q = 180°, then sector becomes a semi-circular
2 pr
(i) Perimeter of a quadrant = + 2r 1
4 region and its area = pr 2.
æ pr ö 2
=ç + 2 r ÷ units
è2 ø (ii) If q = 90°, then sector becomes a quadrant of a
æ pr 2 ö 1
circle and its area = pr 2.
(ii) Area of a quadrant = ç ÷ sq units 4
è 4 ø
CBSE Sample Paper Mathematics Standard Class X (Term I) 09

Segment of a Circle The segment containing the minor arc is called the
The region bounded by a chord and the corresponding minor segment and the segment containing the major
arc of the circle is called the segment of the circle. arc is called the major segment.
D (i) Area of a segment
Major = Area of corresponding sector
segment
- Area of triangle formed by chord
O and the radii of the circle.
q (ii) Area of major segment
A B = pr 2 - Area of minor segment
P
(iii) Area of minor segment
Minor segment
= pr 2 - Area of major segment

● Probability
Probability is the study of the chances (or likelihood) Probability of an Event
of events happening. By means of probability, the (or Probability of occurrence of an Event)
chance (or likelihood) of events is measured by a If E is an event associated with a random experiment,
number lying from 0 to 1. then probability of E, denoted by P(E), represents the
chance of occurrence of event E.
Experiment
e.g. If E denotes the event of getting an even number in
An operation which produces some well defined
a single throw of a die, then P(E) represents the chance
outcomes, is called an experiment.
of occurrence of event E, i.e. the chance of getting 2, 4
e.g. Tossing a coin, throwing a dice, etc. or 6.
(i) Random experiment If an experiment is repeated
Compound Event
under identical conditions and they do not produce
A collection of two or more elementary events
the same outcomes every time, then it is said to be
associated with an experiment is called a compound
random
event. e.g. In the random experiment of tossing of two
(or probabilistic) experiment.
coins simultaneously, if we define the event of getting
(ii) Deterministic experiment If an experiment is exactly one head, then it is a collection of elementary
repeated under identical conditions and they events (or outcomes) HT and TH. So, it is a compound
produce the same outcomes every time, then it is is event.
said to be deterministic experiment.
Equally Likely Outcomes
An event for an experiment is the collection of some
The outcomes of a random experiment are said to be
outcomes of the experiment. We generally denote it by
equally likely, when each outcome is as likely to occur
capital letter E.
as the other, i.e. when we have no reason to believe
e.g. Getting an even number in a single throw of a die
that one is more likely to occur than the other.
is an event. This event would consist of three
e.g. When a die is thrown, all the six outcomes, i.e. 1,
outcomes, namely 2, 4 and 6.
2, 3, 4, 5 and 6 are equally likely to appear. So, the
Elementary Event outcomes 1, 2, 3, 4, 5 and 6 are equally likely outcomes.
An event having only one outcome of the random Favourable Outcomes
experiment is called an elementary event. e.g. In
The outcomes which ensure the occurrence of an
ONE DAY REVISION

tossing of a coin, the possible outcomes are head (H ) event are called favourable outcomes to the event. e.g.
and tail (T ). Getting H or T are known as elementary The favourable outcomes to the event of getting an
events. even number when a die is thrown are 2, 4 and 6.
Occurrence of an Event Complement of an Event/Negation of
An event E associated to a random experiment is an Event
said to be occur (or happen) in a trial, if the outcome
Let E be an event associated with a random
of trial is one of the outcomes that favours E.
experiment. Then, we can define the complement of
e.g. If a die is rolled and the outcome of a trial is 4, then event E or negation of event E, denoted by E,
we say that event getting an even number has as an event which occurs if and only if E does
happened (or occurred). not occur.
10 CBSE Sample Paper Mathematics Standard Class X (Term I)

e.g. Let E be the event of getting an even number in a Impossible Event

single throw of a die. Then, its complement can be define An event which is impossible to occur, is called an
as event E of getting an odd number, as E is consisting 2, impossible event and probability of impossible
4 and 6. Therefore, E would consist 1, 3 and 5. event is always zero.
Note E and E are called complementary events. e.g. In throwing a die, there are only six possible
outcomes 1, 2, 3, 4, 5 and 6. Let we are interested
Theoretical (Classical) Definition of Probability
in getting a number 7 on throwing a die. Since, no
Let us assume all the outcomes of an experiment are face of the die is marked with 7. So, 7 cannot come
equally likely and E is an event associated with the in any throw. Hence, getting 7 is an impossible
experiment, then the theoretical probability event.
(or classical probability) of the event E is given by 0
Number of outcomes favourable to E Then, P ( getting a number 7 ) = = 0
P(E ) = 6
Total number of outcomes
n (E ) Sure Event or Certain Event
=
n (S ) An event which is sure to occur, is called a sure
event or certain event and probability of sure event
(i) Probability of an event can never be negative.
is always 1. e.g. Suppose we want to find the
(ii) The sum of the probabilities of complementary events probability of getting a number less than 7 in a
of an experiment is 1. single throw of a die having numbers 1 to 6 on its
i.e. If E and E are complementry events. six faces.
Then, P( E ) + P( E ) = 1or P( E ) = 1 - P( E ) We are sure that, we shall always get a number
or P( E ) = 1 - P( E ) less than 7, whenever we throw a die. So, getting a
number less than 7 is a sure event.
where, P(E) represents the probability of
6
occurrence of an event E and P( E ) represents the Then, P (getting a number less than 7) = = 1
probability of non-occurrence of an 6
event E .
ONE DAY REVISION
CBSE Sample Paper Mathematics Standard Class X (Term II) 3

ONE DAY
REVISION
Revise All the Concepts in a Day
Just Before the Examination...

● Quadratic Equations
An equation of the form ax 2 + bx + c = 0 is called In other words, a real number a is said to be a root or
quadratic equation in variable x, where a, b and c are zero or solution of a quadratic equation
real numbers and a ¹ 0. ax 2 + bx + c = 0, a ¹ 0, if a(a )2 + b(a ) + c = 0.
e.g. 2 x 2 + x - 100 = 0, - x 2 + 1 + 300 x = 0, Any quadratic equation can have atmost two roots.

4 x - 3 x 2 + 7 = 0, 4 x 2 - 25 = 0 are quadratic equations. Method to Check Whether the Given Value

2 is a Solution of the Given Quadratic
The form ax + bx + c = 0, a ¹ 0 is called the standard
Equation or Not
form of a quadratic equation.
Let p( x ) = 0 be the given quadratic equation and x = a
To express a quadratic equation in its standard form, be the given value of x.
write the terms of given equation in the descending
To check whether x = a is a solution of the given
order of their degrees.
equation or not, use the following steps
e.g. 3 x 2 + x + 2 = 0 and x 2 - 2 x + 6 = 0, are in Case I Write the given equation in the form, p( x ) = 0.
standard form whereas, x 2 - 3 + 4 x = 0 and Case II Now, put x = a in p( x ). If p(a ) = 0, then x = a is
x + x 2 + 8 = 0 are not in their standard form. the solution of given equation, otherwise not.

Method to Check Whether a Given Method to Determine An Unknown

Equation is Quadratic or Not Constant in a Quadratic Equation when its
To check whether a given equation is quadratic or not, Solution or Root is Given
first write the given equation in its simplest form and I. Sometimes, given quadratic equation involves an
then compare the equation with the standard form of a unknown constant and its solution or root is given.
quadratic equation, Then, to find the value of unknown constant, we put
ONE DAY REVISION

i.e. ax 2 + bx + c = 0, a ¹ 0. the value of root or solution in given quadratic

equation and simplify it to get the required
If the given equation follows the form of quadratic unknown constant.
equation (ax 2 + bx + c = 0, a ¹ 0 ), then it is a quadratic
II. Sometimes, quadratic equation involves two
equation otherwise not. unknown constants and its both roots are given.
Then, to find unknowns we put both roots
Solutions or Roots of a Quadratic Equation one-by-one in the quadratic equation and get two
All the values of variable which satisfy the given linear equations in two unknowns. On solving these
quadratic equation, are called roots or zeroes or equations, we get the required values of unknown
solutions of given quadratic equation. constants.
04 CBSE Sample Paper Mathematics Standard Class X (Term II)

Solution of a Quadratic Equation So, the quadratic equation has no real roots or
by Factorisation imaginary roots or we can say that roots of quadratic
To find the solution of a quadratic equation by equation does not exist. This can be explained using
factorisation method, we use the following steps. the flow chart.

Step I Write the given equation in standard form Quadratic equation

i.e. ax 2 + bx + c = 0 (if not given in standard form) and ax2+bx+c=0, a ≠ 0
find the value of a, b and c.
Step II Find the product of a and c and write it as a Find discriminant, D
sum of its two factor such that sum is equal to b. i.e.
write ac = p ´ q and p + q = b where, p and q are factors
of ac. D=0 D>0
D<0
⇒ Roots are real ⇒ Roots are
Step III Put the value of b obtained from step II in given ⇒ Roots are
and equal imaginary or
equation and write it LHS as product of two linear real and distinct
does not exist
factors.
Step IV Now, equate each factor equal to zero and get Method to Determine The Value of
desired roots of given quadratic equation. Unknown when Nature of Roots is Given
Solution of a Quadratic Equation by If nature of roots of a quadratic equation is given and
Quadratic Formula quadratic equation involves an unknown. Then to find
the value of unknown, first we find the value of
In a quadratic equation ax 2 + bx + c = 0, a ¹ 0, if discriminant in terms of unknown. After that use the
b2 - 4ac ³ 0, then the roots of the quadratic equation given condition i.e. D > 0 or D = 0 or D < 0 and
are given by simplify it.
- b ± b2 - 4ac -b ± D Some Important Points
x= or x =
2a 2a
(i) Three consecutive numbers are x,( x + 1) and ( x + 2 ),
where, D = b2 - 4ac is known as discriminant. This respectively.
result is known as quadratic formula or (ii) Three consecutive even and odd numbers are
Sridharacharya formula. 2 x,(2 x + 2 ), (2 x + 4) and (2 x + 1), (2 x + 3), (2 x + 5),
Relationship between Discriminant and respectively.
Nature of Roots (iii) Pythagoras theorem,
The nature of roots depends upon the value of the (Hypotenuse) 2 = (Perpendicular)2 + (Height)2
discriminant D, whereas, D can be zero, positive or 1
negative, so three cases may arise. (iv) Area of triangle = ´ Base ´ Height
2
Case I When D = 0 i.e. b2 - 4ac = 0. (v) Area of right angled triangle
-b ± 0 1
2
If D = b - 4ac = 0, then x = = ´ Base ´ Perpendicular
2a 2
b b (vi) Area of rectangle = Length ´ Breadth
⇒ x =- ,-
2a 2a (vii) Perimeter of rectangle = 2 ´ (Length + Breadth)
So, the quadratic equation has two equal real roots or Distance
(viii) Speed =
repeated roots or coincident roots. Time
Case II When D > 0 i.e. b2 - 4ac > 0. (ix) Two-digit number = 10 x + y, where x and y are the
digits of ten’s place and unit place, respectively.
-b + D -b - D
If D = b2 - 4ac > 0, then x =
ONE DAY REVISION

and On reversing the digits, new number = 10 y + x

2a 2a
So, the quadratic equation has two distinct real roots. (x) If speed of stream be x km/h and speed of boat in
2 still water be y km/h. Then speed of boat in
Case III When D < 0 i.e. b - 4ac < 0. upstream = ( y - x ) km/h and speed of boat in
If D = b2 - 4ac < 0, then D can not be evaluated as downstream = ( y + x ) km/h.
square root of negative value is not defined.
CBSE Sample Paper Mathematics Standard Class X (Term II) 05

● Arithmetic Progressions
Sequence Some numbers arranged in definite nth Term of an AP
order, according to a definite rule are said to form a If the first term of an AP is ‘a’ and its common difference is
sequence. ‘d’, then its nth term is given by the formula
Progression Sequences which follow a definite an = a + (n - 1)d
pattern are called progressions.
The nth term of an AP is also called its general term.
Arithmetic Progression In an AP, nth term is known as last term of an AP and it is
An Arithmetic Progression (AP) is a list of numbers in denoted by l, which is given by the formula
which each term is obtained by adding a fixed l = a + (n - 1)d
number to the preceding term except the first term.
This fixed number is called the common difference
nth Term from the End of an AP
(d ) of the AP. It can be positive, negative or zero. Let ‘a’ be the first term, ‘d’ be the common difference and
In other words, a list of numbers a1, a2, a3,..., an is ‘l’ be the last term of an AP, then nth term from the end
called an arithmetic progression (AP), if there can be found by the formula
exists a constant number d (called common nth term from the end = l - (n - 1)d
difference) such that
Selection of Terms in an AP
a2 - a1 = d
a3 - a2 = d Number of Common
Terms
a4 - a3 = d terms difference
M 3 a - d , a, a + d d
an - an - 1 = d and so on.
4 a - 3 d , a - d , a + d , a + 3d 2d
Each of the number in this list is called a term.
5 a - 2d , a - d , a, a + d , a + 2d d
In general, a, a + d , a + 2d , a + 3 d , ¼ represent an
arithmetic progression, where a is the first term and
d is the common difference. This is called general
Sum of First n-Terms of an AP
form of an AP. If first term of an AP is ‘a’ and its common difference is ‘d’,
then the sum of its first n terms S n, is given by the formula
If number of terms in an AP is finite, then it is called a
finite AP, otherwise it is called an infinite AP and n
S n = [2 a + (n - 1) d ]
such AP ’s do not have a last term. 2
n
Method to Check an AP or S n = [a + an ]
2
When a List of Numbers is Given
where, an = nth term of an AP.
Sometimes, a list of numbers or sequence is given
and we have to check that this sequence is an AP or (i) If l is the last term of an AP having n terms, then an = l
not. For this, we find the differences of consecutive and sum of all the terms is given by this formula
terms. If these differences are same, then given list n
Sn = [a + l ]
of numbers or sequence is an AP, otherwise not. 2
Method to Write an AP When First Term (ii) If S n and S n- 1 are the sums of first n and (n - 1) terms
of an AP respectively, then its nth term an is given by
and Common Difference are Given
To write an AP, the minimum information required to an = S n - S n - 1
know the first term a and the common difference d of Arithmetic Mean
ONE DAY REVISION

the arithmetic progression. Then, we put the values

If a, b and c are in AP, then b is known as arithmetic mean
of a and d in a, a + d , a + 2d , a + 3 d , … to get the a+c
required AP. of a and c, i.e. b = .
2
06 CBSE Sample Paper Mathematics Standard Class X (Term II)

● Circles
A circle is a collection of all points in a plane which chord, is called minor segment and the segment
are at a constant distance (i.e. radius) from a fixed point formed by major arc, is called the major segment.
(i.e. centre.)
In the given figure, O is the centre of circle and OA is the
Major
radius of the circle. Also, AB is the diameter of the circle.
segment

A B
B A
O
Minor segment

Two or more circles having the same centre are called Sector
concentric circles. The region between an arc and the two radii, joining
the ends of the arc to the centre, is called a sector.
Some Important Terms Related to
Circle Chord
Major sector
A line segment joining any two points on the
circumference of the circle is called a chord of the circle. O
If this chord passes through the centre, then this chord
Minor
(or diamter) is the longest chord of the circle. sector
A B

The sector formed by minor arc, is called minor

O sector and the sector formed by major arc, is called
major sector.
A B
Important Results Related to Circle
(i) The perpendicular drawn from the centre of a
Semi-circle
circle to a chord bisects it and vice-versa.
A diameter of a circle divides it into two equal parts or in
(ii) Equal chords of a circle are equidistant from the
two equal arcs. Each of these two arcs is called a
centre.
semi-circle.
(iii) The angle subtended by an arc (or corresponding
Circumference chord) at the centre of the circle is twice the angle
The length of the complete circle is called the subtended by the same arc at any point on the
circumference of the circle. remaining part of the circle.
C
Arc
θ
A continuous piece of a circle between two points is
called an arc. In adjoining figure, P and Q are two points O
on a circle which divide it into two parts, called the arcs. 2θ
The larger part is called the major arc QRP and the A B
smaller part is called the minor arc PMQ.
R
(iv) Equal chords of a circle subtend equal angles at
the centre.
Major arc
ONE DAY REVISION

(v) The angle in a semi-circle is a right angle.

(vi) Angles in the same segment of a circle are equal.
(vii) The sum of any pair of opposite angles of a cyclic
P Q quadrilateral is 180°.
Minor arc
M (viii) If two circles intersect at two points, then the line
through the centres is the perpendicular bisector
Segment of the common chord.
The region between a chord and either of its arcs is called Tangent to a Circle
a segment of the circular region or simply a segment of
the circle. The segment formed by minor arc along with A line which touches the circle at a point, is called
tangent to a circle.
CBSE Sample Paper Mathematics Standard Class X (Term II) 07

In the figure, O is the centre of circle, AB is a tangent

line and P is a point of contact. No Tangent
● There is only one tangent at a point of the circle.
● A circle can have maximum two parallel tangents P
which can be drawn to the opposite sides of the
centre.

Theorems Related to Tangent of Circle

O
Theorem 1 The tangent at any point of a circle is
perpendicular to the radius through the point of
A B (Tangent line) contact.
P
(Point of contact)

Length of a Tangent O
The length of the segment of the tangent, between the
given point (on the tangent) and the point of contact, is
called the length of tangent from the given point. A B
P

Here, O is centre of circle and AB is tangent of circle at

O P and it is point of contact and OP is radius.
\ OP ^ AB.
Theorem 2 A perpendicular drawn from the end point of
A B radius is tangent to the circle. If OP ^ AB, then AB is
Segment of the tangent between tangent to circle.
Tangent line the given point B and point of contact A

In the above figure, AB is called the length of tangent.

O
\ Length of tangent to the circle from an exterior point,
AB =
(Distance of exterior point from centre)2 - (Radius)2 A
P B

Number of Tangent from a Point on a Theorem 3 The lengths of two tangents drawn from an
Circle external point to a circle are equal.
(i) If point P lies outside the circle, then two tangents A
can be drawn to the circle, i.e. PT1 and PT2.
ent) O P
ang
T1 (T
B
P Here, P is exterior point and PA and PB are tangents.
\ PA = PB
T2 (T
ang
ent)
Important Results Related to Tangent to
a Circle
(ii) If point P lies on the circle, then there is one and
only one tangent to a circle passing through (i) If two circles touch internally or externally, then
ONE DAY REVISION

point P. point of contact lies on the straight line through the

two centres.

P O O′
O O′ P

P Tangent

(iii) If a point P lies inside the circle, then there is no (ii) A pair of tangents drawn at two points of a circle
tangent to a circle passing through a point lying are either parallel or they intersect each other at a
inside the circle. point outside the circle.
08 CBSE Sample Paper Mathematics Standard Class X (Term II)

(iii) If two tangents drawn to a circle are parallel to each A

other, then the line segment joining their point of
contact is a diameter of the circle.
60°
(iv) If two tangents are drawn to a circle from an Q P
external point, then M
(a) They subtend equal angles at the centre,
i.e. ÐPOA = ÐPOB. B

A (v) The opposite sides of a quadrilateral

circumscribing a circle subtend supplementary
P O angles at the centre of the circle.
D C
B
(b) They are equally inclined to the segment joining
O
the centre to that point,
i.e. ÐAPQ = ÐBPQ. A B

● Constructions
Constructions 1 Justification
Division of a Line Segment Internally in the Given Since, A mC|| A p B, so use the basic proportionality
Ratio theorem in DABA p .
To divide a line segment AB (say) internally in the given AA m AC
Then, = …(i)
ratio m : n, where m and n are both positive integers, we A m A p CB
use the following steps
By using construction, the ratio is
Step I Draw the given line segment AB and any ray AA m m
AX, making an acute angle with the line segment AB. = …(ii)
A m A p ( p - m)
This ray AX can be drawn above or below AB.
\ From Eqs. (i) and (ii),
Step II Mark m + n = p points
AC m
(i.e. A 1, A 2, ..., A m ,..., A p ) on the ray AX, such that =
CB ( p - m)
AA 1 = A 1A 2 = ... = A p - 1 A p
Alternate Method
Step III Join BA p .
To divide a line segment in the given ratio m : n, where
Step IV Through the point A m , draw a line parallel to
m and n are both positive integers, we can also use the
A p B (by making an angle equal to ÐAA p B at A m ) which following steps.
intersects the line segment AB at point C. Thus, point C
Step I Draw the given line segment AB (say) and any
divides the line segment AB internally in the ratio m : n, ray AX making an acute angle with the line
i.e. AC : CB = m : n. segment AB.
X
) Step II Draw another ray BY || AX by making
n
(A m+ ÐABY = ÐBAX.
A p
Step III Mark m points i.e. A 1, A 2 ,..., A m on AX
ONE DAY REVISION

Am and n points i.e. B1, B2, ..., Bn on BY such that

A2 AA 1 = A 1A 2 = ... = A m - 1 A m
A1
= BB1 = B1B2 = ... = Bn - 1Bn
A B
C
CBSE Sample Paper Mathematics Standard Class X (Term II) 09

Step IV Join A m Bn which intersects line segment AB at Case II Without using the centre of circle
the point C.
To construct a tangent to a circle without using the
Now, C is the required point which divides line segment centre of circle, we use the following steps.
AB internally in the ratio m : n.
X Step I Draw a circle of given radius r cm and take
Am a point P (at which we want to draw tangent) on the
Am – 1 circle.
A2 Step II Draw any chord PQ through the given point
A1 P on the circle.
Step III Take a point R in either the major arc or
A B
C minor arc and join PR and QR.
B1 Step IV On taking PQ as base, construct ÐQPY
B2 equal toÐPRQ and on the opposite side of R.

Bn – 1
Step V Draw a ray PY and produce YP upto X to get
Bn the required tangent YPX.
Y
Justification R

Step V Use the condition of similarity of two triangles in Q

AAm AC
DAAmC and DBBnC. Then, = ...(i)
BBn BC
X
Step VI Write the ratio by using construction,
P Y
AAm m
= ...(ii)
BBn n
Construction 3
AC m
Step VII Equating Eqs. (i) and (ii), we get = Construction of Tangents to a Circle from a
BC n
Point Outside the Circle
Construction 2 If a point lies outside the circle, then there will be two
Construction of a Tangent to a Circle at a Point that tangents to the circle from this point.
lies on it Case I When centre of circle is known
We can construct a tangent to a circle at a point that lies If centre of circle is known, then to draw tangents
on it by two cases which are given below from a given external point, we use the following
Case I By using the centre of circle steps
To construct a tangent to a circle by using the centre, we Step I Draw a circle with centre O of given radius
use the following steps. and take a point P outside it.
Step I Take a point O as centre and draw a circle of given Step II Join OP and bisect it. Let its mid-point be M.
radius. Then, MP = MO.
Step II Take a point P on the circle, at which we want to Step III On taking M as centre and MO or MP as
draw tangent. radius, draw a dotted circle, which intersects the
given circle at points Q and Q ¢ (say).
Step III Join OP, which is the radius of circle.
Step IV Take OP as base and construct ÐOPT = 90° at P. Q
Step V Draw a ray PT and produce TP to T ¢ to get the
required tangent TPT ¢.
ONE DAY REVISION

P O
M

O Q′

Step IV Join PQ and PQ¢. Thus, PQ and PQ¢ are the

T′ T
P
required tangents drawn to the circle from the
external point P. Here, we observe that PQ = PQ ¢.
10 CBSE Sample Paper Mathematics Standard Class X (Term II)

Justification Step VI Join PT1 and PT2 which are the required
Join OQ. Then, ÐPQO = 90°, since it is constructed in tangents.
the semi-circle of dotted circle. It shows that OQ ^ PQ. Construction 4
Also, OQ is radius of given circle, so PQ has to be a
tangent of given circle. Similarly, PQ¢ is also a tangent Construction of Tangents to a Circle When Angle
to the given circle. between Them is Given

Case II When centre of circle is unknown Sometimes, angle between two tangents (or pair of
tangents) is given and we have to draw these tangents.
If centre of the circle is unknown, then to draw tangents
Then, we use the following steps of construction.
to the circle, by using the following steps
Step I First, draw the given circle with centre O and
Step I Firstly, draw the circle and then draw two
radius r cm.
non-parallel chords of the circle.
Step II Draw the perpendicular bisectors of both A
chords which intersect each other at a point, say O.
O
Then, this point O gives the centre of given circle. Now, r
we use the steps given in case I to draw tangents. α Q

Alternate Method α

If centre of circle is unknown, then we can draw P R

tangents without finding centre of the circle. For this,
Step II Draw any diameter say AOQ of this circle.
we use the following steps of construction.
Step III Make given angle a at centre O with OQ (say)
Step I Draw a circle of given radius and take a point P
as base which intersect the circle at point R (say) or
outside it.
draw the radius OR meets the circle at R such that
D ∠QOR = a.
Step IV Now, draw perpendiculars to OA at A and to
T1 OR at R, which intersect the tangents each other at a
point say P.
Then, AP and RP are the required pair of tangents to
K
C
P A
B given circle, inclined at an angle a, i.e. angle between
pair of tangents is a.
T2 Justification
Step II Through P, draw a line (i.e. secant) intersecting By construction, ÐOAP = 90° and OA is radius.
the given circle at points A and B, respectively and So, PA is a tangent to the circle.
produce it to C in opposite direction of AB such that
Similarly, PR is a tangent to the circle.
AP = CP.
Also, ÐAOR = 180° - ÐQOR [Q AOQ is a straight line]
Step III Now, bisect the segment CB at K. Then, take
K as centre and KB (or KC) as radius, draw a = 180° - a
semi-circle. Now, in quadrilateral AORP,
Step IV At point P, draw PD ^ CB which cuts the ÐAPR + ÐPAO + ÐAOR + ÐPRO = 360°
semi-circle at D. Þ ÐAPR + 90° + 180° - a + 90° = 360°
Step V Take P as centre and PD as radius draw arcs to Þ ÐAPR = a
intersect the given circle at points T1 and T2.
ONE DAY REVISION

● Applications of Trigonometry
Line of Sight Angle of Elevation
P(object)
The line of sight is the line drawn from the eye of an The angle of elevation of an
observer to the point where the object is viewed by the object viewed, is the angle ht
ig
o fs
observer. formed by the line of sight with e
the horizontal, when it is above Lin
Horizontal Line Angle of
the horizontal level, i.e. the O elevation
A
The line which goes parallel from eye to ground, is case when we raise our head Horizontal line
called horizontal line. to look at the object. Eye
CBSE Sample Paper Mathematics Standard Class X (Term II) 11

Angle of Depression Angle of

P

The angle of depression of an object viewed, is the depression

angle formed by the line of sight with the horizontal, ht
sig
when it is below the horizontal level, i.e. the case when of
e
we lower our head to look at the object. Lin Angle of
elevation
Horizontal line O A
O A Horizontal line
Angle of
depression
Lin (iii) If the observer moves towards the perpendicular
e line (tower/building), then angle of elevation
of
sig
ht increases and if the observer moves away from the
P(object) perpendicular line (tower/building), then angle of
elevation decreases.
Some Important Points (iv) If the height of tower is doubled and the distance
(i) The angle of elevation of a point P as seen from a between the observer and foot of the tower is also
point O is always equal to the angle of depression doubled, then the angle of elevation remains same.
of O as seen from P.
(v) If the angle of elevation of Sun, above a tower
(ii) The angles of elevation and depression are always decreases, then the length of shadow of a tower
acute angles. increases and vice-versa.

● Surface Areas and volumes

Solid Figures Then,
The objects having definite shape, size and occupies a (i) Total surface area of cuboid (TSA)
fixed amount of space in three dimensions are called = 2 (lb + bh + hl ) sq units
solids such as cube, cuboid, cylinder, cone, sphere
(ii) Lateral surface area of cuboid = 2(l + b)h sq units
and hemisphere, etc.
or Lateral surface area = Area of the 4 vertical
Surface Area (SA) faces
Surface area of a solid body is the area of all of its
(iii) Diagonal of the cuboid = l 2 + b2 + h 2 units
surfaces together and it is always measured in square
unit. (iv) Volume of cuboid = l ´ b ´ h cu units
e.g. A cube has 6 surfaces and each surface is in a 2. Cube
square shape. Therefore, its surface area will be
Cube is a special case of cuboid which has 6 equal
6a2 sq units, where a2 is the area of each surface of
square faces.
the cube.
Volume
a
Space occupied by an object/solid body is called the
volume of that particular object/solid. Volume is always
measured in cube unit.
a
e.g. Suppose, a cube has edge of length a units. a
Volume of a cube is equal to the product of area of
base and height of Let its length = breadth = height = a units
2 3
a cube i.e. a ´ a = a cu units. \ Each edge of cube = a units
ONE DAY REVISION

Different Types of Solid Figures Then,

1. Cuboid (i) Total surface area (TSA) of a cube
= 6 ´ (Edge )2
A cuboid is a solid figure having 6 rectangular faces.
Let its length = l units, breadth = b units and height = 6 a2 sq units
= h units. (ii) Lateral surface area of cube = 4 ´ (Edge )2
b
= 4a2 sq units

h (iii) Diagonal of a cube = 3 ´ Edge = 3 a units

(iv) Volume of a cube = (Edge )3 = a3 cu units
l
12 CBSE Sample Paper Mathematics Standard Class X (Term II)

3. Right Circular Cylinder 5. Sphere

Cylinder is a solid figure obtained by revolving the A sphere is a solid generated by the revolution of a
rectangle, say ABCD, about its one side, say BC. Let base semi-circle about its diameter. Let radius of sphere
radius of right circular cylinder be r units and its height be be r units.
h units. Then, A
A B
r

r
h O

r B
D
C Then,
(i) Curved surface area (CSA) (i) Surface area (SA) of sphere = 4pr 2 sq units
= Circumference of the base ´ Height 4 3
(ii) Volume of sphere = pr cu units
= 2prh sq units 3
(ii) Total surface area (TSA) 6. Spherical Shell
= Curved surface area (CSA) + Area of two ends If R and r are respectively the outer and inner radii
= 2 prh + 2 pr 2 = 2 pr (h + r ) sq units of a spherical shell, then
(iii) Volume of the cylinder = Area of base ´ Height (i) Outer surface area = 4pR 2 sq units
= pr 2h cu units (ii) Inner surface area = 4pr 2 sq units
(iii) Volume of a hollow sphere
4. Right Circular Hollow Cylinder 4
= p(R 3 - r 3 ) cu units
Let R units and r units be the external and internal radii of 3
the hollow cylinder, respectively and h units be its height.
R
B
r
A
O R
h

7. Hemisphere
Then,
A plane passing through the centre, cuts the
(i) Curved surface area (CSA)
sphere in two equal parts, each part is called a
= CSA of outer cylinder + CSA of inner cylinder hemisphere. Let radius of hemisphere be r units.
= 2 pRh + 2 prh = 2p(R + r )h sq units Then,
(ii) Total surface area (TSA) r O
= CSA of hollow cylinder + Area of both ends
= 2 p (R + r )h + 2 p (R 2 - r 2 ) r
ONE DAY REVISION

= 2 p (R + r )h + 2 p (R + r ) (R - r )
= 2p(R + r ) [h + R - r ] sq units (i) Curved surface area (CSA) of hemisphere
(iii) Total outer surface area = 2 pr 2 sq units
= 2 pRh + 2 p (R 2 - r 2 ) sq units (ii) Total surface area (TSA) of hemisphere
(iv) Volume of hollow cylinder = CSA of hemisphere + Area of one end
= Volume of outer cylinder = 2 pr 2 + pr 2
- Volume of inner cylinder = 3pr 2 sq units.
= pR 2 h - pr 2 h 2 3
(iii) Volume of hemisphere = pr cu units
= p(R 2 - r 2 )h cu units 3
CBSE Sample Paper Mathematics Standard Class X (Term II) 13

8. Right Circular Cone (i) Surface area of combined solid figure

A right circular cone is a solid generated by the = CSA of cone + CSA of hemisphere
revolution of a right angled triangle about one of its (ii) Volume of combined solid figure
sides containing the right angle as axis as shown in
= Volume of cone + Volume of hemisphere
figure. Let height of a right circular cone be h units and
its radius be r units. Then, While calculating the surface area, we have not added
the surface areas of the two individual solids, rather we
(i) Slant height of the cone,
have added curved surface area because some part of
l = AC = r 2 + h 2 units the surface area disappeared in the process of joining
(ii) Curved surface area (CSA) of cone = prl sq units them. But this will not be in the case, when we
(iii) Total surface area (TSA) of a cone calculate the volume.
= Curved surface area (CSA) + Area of the base Conversion of Solid from One Shape to
= prl + pr 2 = pr (l + r ) sq units Another
A Sometimes, we need to convert solid figure of one
shape to another. When we come across objects which
are converted from one shape to another or when a
liquid which is originally filled in one container of a
l
h particular shape is poured into another container of a
different shape or size, the volume remains same. e.g.
(i) If a solid metallic sphere is melted and recast into
B r O C more than one spherical balls, then volume of
metallic sphere
1 2 = Sum of volumes of all spherical balls.
(iv) Volume of cone = pr h cu units
3 (ii) If the Earth taken out by digging a well and
spreading it uniformly around the well to form an
Combination of Two Solids embankment in the shape of a cylindrical shell from
Sometimes, we have to find the curved surface area its original shape of right circular cylinder, then
and volume of a solid, which is a combination of two volume of embankment
solids. Then, for finding the surface area, we add the = Volume of Earth taken out by digging a well.
curved surface areas of individual solids and for finding
the volume of this solid, we add the volumes of Important Results or Formulae
individual solids. If a solid of one shape is converted into solid (or solids)
e.g. A combined solid is formed by joining hemisphere of another shape, then
and right circular cone. (i) Volume of the solid to be converted = Total volume
of the solids into which the given solid is to be
converted
(ii) Number of solids of a given shape in which a given
solid is to be converted
Volume of the solid to be converted
=
Volume of one converted solid

● Statistics
Arithmetic Mean or Mean or Average Let x1, x2, ... , xn be n observations with respective
ONE DAY REVISION

The arithmetic mean of a set of observations is frequencies f1, f2, ..., fn. This means observation x1
obtained by dividing the sum of the values of all occurs f1 times, x2 occurs f2 times and so on.
n
observations by the total number of observations.
Thus, the mean of n observations x1, x2, x3, K , xn, is
å fi xi
i=1
defined as \ Mean ( x ) = n
n
å fi
å xi i=1
x1 + x2 + x3 + ¼ + xn i=1
Mean ( x ) = = S fi xi
n n x=
S fi
where, the Greek letter ‘S’ (sigma) means ‘Summation.’
14 CBSE Sample Paper Mathematics Standard Class X (Term II)

Method of Calculating where, l = lower limit of the modal class

Mean of Grouped Data h = size of the class intervals
(assuming all class sizes to be equal)
1. Direct Method
f1 = frequency of the modal class
In this method, we find the class marks of each class
interval. These class marks would serve as the f0 = frequency of the class preceding the modal class
representative of whole class and are represented by f2 = frequency of the class succeeding the modal class
xi .
Median
In general, for the ith class interval, we have frequency
fi corresponding to the class mark xi . The sum of the Median is defined as the middle-most or the central
values in the last column gives us Sfi xi , so the mean observation, when the observations are arranged either
x of the given data is given by in ascending or descending order of their magnitudes.
Sf i x i Median divides the arranged series into two equal
x= . parts, i.e. 50% of the observations lie below the median
Sf i and the remaining are above the median.
Let n be the total number of observations and suppose
2. Assumed Mean Method that they are arranged in ascending or descending
The cases, in which numerical values of xi and fi are order.
large and computation of product of xi and fi becomes Median of the data depends on the number of
tedious and time consuming, assumed mean method observations (n).
is used. In this method, first of all, one among xi ’s is Case I If n is odd, then
chosen as the assumed mean denoted by ‘a’. After
æ n + 1ö
that, the difference di between a and each of the xi ’ s, Median = Value of ç ÷ th observation
è 2 ø
i.e. d i = xi - a is calculated.
Then, arithmetic mean is given by e.g. If five girls of different heights are made to stand in
a row, in descending order of their heights, then the
Sfid i height of the third girl from either end is median height.
x = a+
Sfi Since, n = 5 is odd.
where, d i = xi - a æ n + 1ö 5+1
\ Median = ç ÷ th observation =
è 2 ø 2
Mode 6
The observation, which occurs most frequently among = = 3rd observation
2
the given observations, i.e. the value of the observation
Case II If n is even, then
having maximum frequency is called mode. e.g. Mode
of the numbers 2, 3, 4, 4, 6, 6, 6, 6, 7 and 9 is 6 æ nö æn ö
Median = Mean of value of ç ÷ th and ç + 1÷ th
because it is repeated maximum number of times, i.e. è2ø è2 ø
4 times. observations
Modal Class 1 éæ nö æn ö ù
= ´ Value of ê ç ÷ th + ç + 1÷ th ú observations
2 ë è 2 ø è 2 ø û
In a grouped frequency distribution, it is not possible to
determine the mode by looking at the frequencies. So, e.g. If six girls of different heights are made to stand in
here we first locate a class with the maximum a row, in descending order of their heights, then the
frequency. This class is called modal class. e.g. mean height of third and fourth girl from either end is
the median height.
Class
0-10 10-20 20-30 30-40 40-50 50-60 Since, n = 6 is even.
interval
ONE DAY REVISION

Number of n 6
2 9 14 20 22 8 So, = = 3rd observation
students 2 2
æn ö 6 6+ 2
Here, the highest frequency is of the class 40-50, which and ç + 1÷ = + 1 = = 4th observation
è2 ø 2 2
is 22. Hence, the modal class is 40-50.
\ Median = Mean of 3rd and 4th observations
Mode of Grouped Data
In grouped data, mode is a value that lies in the modal
Cumulative Frequency
class and it is given by the formula, The frequency of an observation in a data refers to how
ì f1 - f0 ü many times that observation occur in the data.
Mode = l + í ý´h Cumulative frequency of a class is defined as the sum
î 2 f1 - f0 - f2 þ of all frequencies upto the given class.
CBSE Sample Paper Mathematics Standard Class X (Term II) 15

Cummulative Frequency Distribution the number of students scoring 20 marks or above

Less than type and more than type. Formation of = 53 - 7 = 46 students, and so on.
these two distributions can be understood with the help Number of students
Marks obtained
of following example. (cumulative frequency)
e.g. Consider a grouped frequency distribution of More than or equal to 0 58
marks obtained out of 100, by 58 students, in a certain
More than or equal to 10 58 - 5 = 53
examination, as follows:
More than or equal to 20 53 - 7 = 46
Marks Number of students
0-10 5 More than or equal to 30 46 - 4 = 42
10-20 7 More than or equal to 40 42 - 2 = 40
20-30 4 More than or equal to 50 40 - 3 = 37
30-40 2 More than or equal to 60 37 - 6 = 31
40-50 3 More than or equal to 70 31 - 7 = 24
50-60 6
More than or equal to 80 24 - 9 = 15
60-70 7
70-80 9
More than or equal to 90 15 - 8 = 7
80-90 8
Median for Discrete Series
90-100 7
A series having observations x1, x2, x3, K , xn with
Cumulative frequency distribution of the less than respective frequencies f1, f2, f3K , fn is known as discrete
type Here, the number of students who have scored series.
marks less than 10 are 5. The number of students who
have scored marks less than 20 includes the number of Method to Find the Median of the Discrete
students who have scored marks from 0-10 as well as Series
the number of students who have scored marks from Firstly, we arrange the data in the ascending or
10-20. descending order of xi , then we find the cumulative
Thus, the total number of students with marks less than frequencies of all the observations.
20 is 5 + 7, i.e. 12. So, the cumulative frequency of the Let n be the total number of observations (sum of
class 10-20 is 12. frequencies), then median of the data depends on the
Similarly, on computing the cumulative frequencies of number of observations (n ).
the other classes, which is shown in the table. If n is odd, then
Number of students æ n + 1ö
Marks obtained Median = Value of ç ÷ th observation.
(cumulative frequency) è 2 ø
Less than 10 5 If n is even, then
Less than 20 5 + 7 = 12 æ nö æn ö
Less than 30 12 + 4 = 16 Median = Mean of value of ç ÷ th and ç + 1÷ th
è2ø è2 ø
Less than 40 16 + 2 = 18 observations
Less than 50 18 + 3 = 21 1 éæ nö æn ö ù
Less than 60 21 + 6 = 27 = ´ Value of ê ç ÷ th + ç + 1÷ th ú
2 ëè 2 ø è2 ø û
Less than 70 27 + 7 = 34 observations
Less than 80 34 + 9 = 43
Here, for the value of observation, first look at the
Less than 90 43 + 8 = 51 cumulative frequency just greater than (and nearest to)
ONE DAY REVISION

Less than 100 51 + 7 = 58 the position of required observations. Then, determine

the corresponding value of the observation.
Cumulative frequency distribution of the more than
type For this type of distribution, we make the table for Median for Grouped Data
the number of students with scores, more than or equal
In a grouped data, we may not find the middle
to 0, more than or equal to 10, more than or equal to 20
observation by looking at the cumulative frequencies,
and so on. From the example, we observed that all 58
since the middle observation will be some value in a
students have scored marks more than or equal to 0.
class interval, so it is necessary to find the value inside
There are 5 students scoring marks in the interval 0-10, a class that divides the whole distribution into two
it shows that there are 58 - 5 = 53 students getting halves.
more than or equal to 10 marks. In the same manner,
16 CBSE Sample Paper Mathematics Standard Class X (Term II)

For this, we find the cumulative frequencies of all the N = sum of frequencies
n
classes and then determine , where n = number of cf = cumulative frequency of the class preceding
2
the median class
observations. Now, locate the class whose cumulative
n f = frequency of the median class
frequency is greater than (i.e. nearest to) and this
2 h = class width (assuming class sizes to be equal)
class is called median class. After finding the median
class, use the following formula for calculating the Relationship among Mean,
median. Median and Mode
ìN ü There is an empirical relationship among the three
ï 2 - cf ï measures of central tendency, which is given by
\ Median = l + í ý´h
ï f ï Mode = 3(Median) - 2(Mean)
î þ 3 (Median) - Mode
or Mean =
where, 2
Mode + 2 (Mean)
l = lower limit of median class or Median =
3
ONE DAY REVISION