Mathematics 1

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November 2023

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FOREWORD

The Analysis of Pupils’ Performance document for ICSE (Class X) and ISC (Class XII) Examinations
stands out as a unique and indispensable resource. Over the years, it has evolved to become a valuable
tool for schools, shedding light on both the strengths and challenges faced by candidates as they
navigate these Examinations.
We would like to extend our heartfelt appreciation to the Research Development and Consultancy
Division (RDCD) of the CISCE for their painstaking efforts in creating this analysis. Furthermore,
our gratitude goes out to the examiners who have generously provided feedback on candidates’
performance during the examinations, along with suggestions for teachers and students to enhance
their curriculum.
We hope that the schools find this document to be of value. We also invite schools to share their
sincere thoughts on its utility and quality.

Sangeeta Bhatia
November 2023 Deputy Secretary

i
PREFACE

The Analysis of Pupil Performance documents have been prepared by the CISCE since the year 1994,
with the objective to facilitate the teaching-learning process by providing subject/ paper wise
feedback to teachers regarding performance of students at the ICSE and ISC Examinations. With the
aim of ensuring wider accessibility to all stakeholders, from the year 2014, the ICSE and the ISC
documents have been made available on the CISCE website www.cisce.org. These documents are
being released after a two-year gap, understandably caused by the challenges in conducting
examinations during the pandemic.
The documents for the ICSE and ISC Examination Year 2023 include a detailed qualitative analysis
of the performance of students in various subjects. The Analysis of Pupil Performance document for
ICSE for the Examination Year 2023 covers the following subjects - English Language, Literature in
English, History and Civics, Geography, Mathematics, and Computer Applications.
The subjects covered in the ISC Analysis of Pupil Performance document for the Year 2023 are
English Language, Literature in English, Mathematics, History, Accounts, and Physics.
The relevance of this question-by-question analysis lies in the valuable insights into the performance
of candidates on each question in the subject paper. The Comments of Examiners section is based on
inputs provided by examiners from examination centers across the country. It comprises of question
wise feedback on the performance of candidates in the form of the common errors made by
candidates. The Suggestions for Teachers section along with, provides pedagogical interventions that
teachers can utilize to rectify/ reduce these errors. The criteria used for marking each question has
been provided for both teachers and students to understand in the Marking Scheme section. Certain
topics in the question paper that were found to be challenging or confusing for the majority of the
candidates have been listed, along with general recommendations for candidates to prepare for the
subject paper to perform better in the examination.
I humbly acknowledge and appreciate the pivotal contributions of all the ICSE and the ISC examiners
who have enriched the document with their valuable insights on each question.
My gratitude and best wishes to the RDCD team of Dr. Manika Sharma, Ms. Parul Kohli and
Ms. Mansi Guleria, who have worked tirelessly towards the meticulous preparation and timely release
of this document.
We are sanguine that this document will empower teachers to support their students towards
efficacious preparation for the upcoming ICSE/ ISC Examinations.

Bhawna Taragi
November 2023 Deputy Head - RDCD

ii
MATHEMATICS
SECTION A – 65 MARKS
Question 1
In subparts (i) to (x) choose the correct options and in subparts (xi) to (xv), answer the
questions as instructed.

(i) A relation 𝑅𝑅 on {1, 2, 3} is given by 𝑅𝑅 = {(1, 1), (2, 2), (1, 2), (3, 3), (2, 3)}. [1]
Then the relation 𝑅𝑅 is:

(a) Reflexive.

(b) Symmetric.

(c) Transitive.

(d) Symmetric and Transitive.

(ii) If A is a square matrix of order 3, then |2A| is equal to: [1]

(a) 2|A|

(b) 4|A|

(c) 8|A|

(d) 6|A|

(iii) If the following function is continuous at x = 2 then the value of 𝑘𝑘 will be: [1]
2𝑥𝑥 + 1, 𝑖𝑖𝑖𝑖 𝑥𝑥 < 2
𝑓𝑓(𝑥𝑥) = � 𝑘𝑘, 𝑖𝑖𝑖𝑖 𝑥𝑥 = 2
3𝑥𝑥 − 1, 𝑖𝑖𝑖𝑖 𝑥𝑥 > 2

(a) 2

(b) 3

(c) 5

(d) −1

1
(iv) An edge of a variable cube is increasing at the rate of 10 cm/sec. How fast will [1]
the volume of the cube increase if the edge is 5 cm long?

(a) 75 cm3/sec

(b) 750 cm3/sec

(c) 7500 cm3/sec

(d) 1250 cm3/sec

(v) Let 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 3 be a function with domain {0, 1, 2, 3}. Then domain of 𝑓𝑓 −1 is:
P [1]

(a) {3, 2, 1, 0}

(b) {0,−1,−2,−3}

(c) {0, 1, 8, 27}

(d) {0,−1,−8,−27}

(vi) For the curve 𝑦𝑦 2 = 2𝑥𝑥 3 − 7, the slope of the normal at (2, 3) is: [1]

(a) 4
1
(b)
4
(c) −4
−1
(d)
4
𝑥𝑥
(vii) Evaluate: ∫ 𝑥𝑥 2 +1 𝑑𝑑𝑑𝑑 [1]

(a) 2 log(𝑥𝑥 2 + 1) + 𝑐𝑐
1
(b) log(𝑥𝑥 2 + 1) + 𝑐𝑐
2
2 +1
(c) 𝑒𝑒 𝑥𝑥 + 𝑐𝑐
𝑥𝑥 2
(d) log 𝑥𝑥 + + 𝑐𝑐
2
1
(viii) The derivative of log 𝑥𝑥 with respect to 𝑥𝑥 is: [1]

(a) 1
𝑥𝑥
(b) −1
𝑥𝑥 3
(c) −1
𝑥𝑥

2
(d) −𝑥𝑥

(ix) The interval in which the function 𝑓𝑓(𝑥𝑥) = 5 + 36𝑥𝑥 − 3𝑥𝑥 2 increases will be: [1]

(a) (˗ ∞, 6)

(b) (6, ∞)

(c) (−6, 6)

(d) (0, −6)


1
(x) Evaluate: ∫−1 𝑥𝑥17 𝑐𝑐𝑐𝑐𝑐𝑐 4 𝑥𝑥 𝑑𝑑𝑑𝑑 [1]

(a) ∞

(b) 1

(c) −1

(d) 0
𝑑𝑑𝑑𝑑
(xi) Solve the differential equation: = 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 𝑦𝑦 [1]
𝑑𝑑𝑑𝑑
0 𝑘𝑘
(xii) For what value of 𝑘𝑘 the matrix � � is a skew symmetric matrix? [1]
−6 0
1
(xiii) Evaluate: ∫0 |2𝑥𝑥 + 1|𝑑𝑑𝑑𝑑 [1]
1+cos 𝑥𝑥
(xiv) Evaluate: ∫ 𝑑𝑑𝑑𝑑 [1]
𝑠𝑠𝑠𝑠𝑠𝑠2 𝑥𝑥

(xv) A bag contains 19 tickets, numbered from 1 to 19. Two tickets are drawn [1]
randomly in succession with replacement. Find the probability that both the
tickets drawn are even numbers.

3
Comments of Examiners
(i) Most candidates answered this question
Suggestions for teachers
− Discuss all properties of determinants
correctly.
with examples.
(ii) Some candidates incorrectly marked
− Explain the concept of
the ‘option (a)’ due to lack of good
continuous/discontinuous functions with
understanding of properties of
the help of illustrations and live
determinants.
examples.
(iii) Most of the candidates answered this
− Strengthen the concept of domain and
question correctly.
range of a function with examples.
(iv) Some candidates did not have a clear
− Explain the concept of geometrical
concept of the rate of change of a
interpretation of dy/dx.
function, which is why they are unable
− Give good practice of solving indefinite
to choose the correct option (b).
(v) Majority of the candidates marked this integrals by method of substitution.
question correctly. However, very few − Explain and strengthen the concept of
candidates were confused in differentiation of a function with
determining the domain of the inverse reference to another function with
function. examples.
(vi) A large number of candidates marked − Give sufficient practice of finding
this question correctly. intervals in which the function
(vii) Many candidates made errors while increases/decreases with the help of sign
using the substitution method and also of derivative of the function.
ignored the constant of integration. − Discuss the concept of even function/
(viii) A number of candidates made error odd function and properties of definite
while finding derivative of log 𝑥𝑥 with integrals with examples.
1 − Emphasize the importance of writing
respect to 𝑥𝑥 .
integration constant +C while solving
(ix) A large number of candidates answered indefinite integrals and differential
this question incorrectly. equations.
(x) Several candidates answered this − Explain the difference between a
question correctly. However, some symmetric matrix and a skew-symmetric
candidates made a mistake when using matrix with the help of suitable
the actual property of definite examples.
integration. − Give enough practice to the students in
(xi) In this question, several candidates
solving different types of problems.
have not written the integration
− Explain the concepts of the modulus
constant.
function with the help of a graph and
(xii) Most of the candidates found the value
discuss its characteristics.
of 'k' correctly. However, very few
− Revise the fundamental concepts of
candidates confused it and misread it as
trigonometric functions, their
a symmetric matrix.
simplifications, and the various types of
(xiii) Most of the candidates did not have
functions that can be integrated using
clarity of the basic concepts of solving
standard integrals.
definite integrals of modulus functions.
− Emphasize understanding the
(xiv) Majority of the candidates attempted
definitions, terminology, drawing
this question correctly. Very few made
inferences from the vocabulary of
simplification errors.
(xv) This question was not well answered by probability, and practicing solving
most of the candidates. The concept of different types of problems.

4
conditional probability was not clear to most of them.

MARKING SCHEME
Question 1
(i) (a) or Reflexive

(ii) (c) or 8|A|

(iii) (c) or 5

(iv) (b) or 750 cm3/sec

(v) (c) or {0, 1, 8, 27}

(vi) (d) or − 4
1

(vii) 1
(b) or 2 log(𝑥𝑥 2 + 1) + 𝑐𝑐

(viii) (d) or – 𝑥𝑥

(ix) (a) or (˗ ∞, 6)

(x) (d) or 0

(xi) ∫ sin 𝑦𝑦 𝑑𝑑𝑑𝑑 = ∫ 𝑑𝑑𝑑𝑑

−cos 𝑦𝑦 = 𝑥𝑥 + 𝑐𝑐

(xii) 𝑘𝑘 = 6 (AT = - A)

(xiii) 1

� 2𝑥𝑥 + 1 𝑑𝑑𝑑𝑑 = (𝑥𝑥 2 + 𝑥𝑥)10 = 2


0

(xiv) 𝑥𝑥
� 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 2 𝑥𝑥 + 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐. cot 𝑥𝑥 𝑑𝑑𝑑𝑑 = −[cot 𝑥𝑥 + 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 𝑥𝑥] + 𝑐𝑐 = − cot + 𝑐𝑐
2

(xv) 9 9
× 19 =
81
= 0.22
19 361

5
Question 2
[2]
1
(i) If 𝑓𝑓(𝑥𝑥) = [4 − (𝑥𝑥 − 7)3 ]5 is a real invertible function, then find 𝑓𝑓 −1 (𝑥𝑥)

OR
(ii) Let A = R – {2} and B = R – {1}. If f : A →B is a function defined by f (𝑥𝑥) =
𝑥𝑥−1
then show that f is a one – one and an onto function.
𝑥𝑥−2

Comments of Examiners
(i) Most of the candidates made error in
Suggestions for teachers
finding 𝑓𝑓 −1 (𝑥𝑥) in the simplification − Ask students to solve adequate problems of
part. They were confused in some steps. similar type.
(ii) A few candidates made errors in finding − Explain and illustrate the proof for one-one
the function one-one and an onto. and onto functions.

MARKING SCHEME
Question 2
(i) Given 𝑓𝑓(𝑥𝑥) = [4 − (𝑥𝑥 − 7)3 ]1/5 is invertible
∴ Let 𝑦𝑦 = [4 − (𝑥𝑥 − 7)3 ]1/5
∴ 𝑦𝑦 5 = 4 − (𝑥𝑥 − 7)3
∴ 𝑦𝑦 5 − 4 = −(𝑥𝑥 − 7)3
∴ 4 − 𝑦𝑦 5 = (𝑥𝑥 − 7)3
3
∴ �4 − 𝑦𝑦 5 = 𝑥𝑥 − 7
3 3
∴ �4 − 𝑦𝑦 5 + 7 = 𝑥𝑥 𝑖𝑖. 𝑒𝑒. , 𝑥𝑥 = �4 − 𝑦𝑦 5 + 7
3
∴ 𝑓𝑓 −1 (𝑦𝑦) = �4 − 𝑦𝑦 5 + 7
3
∴ 𝑓𝑓 −1 (𝑥𝑥) = �4 − 𝑥𝑥 5 + 7
OR

(ii) The function is one – one.


Let a, b ∈ A be such that f (a) = f (b)
𝑎𝑎−1 𝑏𝑏−1
⇒ 𝑎𝑎−2
= 𝑏𝑏−2

⇒ ab – 2a – b + 2 = ab – 2b – a + 2
⇒ -2a + a = - 2b + b ⇒ a = b

6
⇒ f is one – one
The function is onto
𝑥𝑥−1
Let y = 𝑥𝑥−2
⇒ x.y – 2y = x- 1

⇒ x.y – x = 2y – 1
2𝑦𝑦−1
⇒x= 𝑦𝑦−1
⇒ Range of f = R – {1 } = co- domain

⇒ f is onto
Hence the function is one – one and onto.

Question 3
[2]
Evaluate the following determinant without expanding.

5 5 5
� 𝑎𝑎 𝑏𝑏 𝑐𝑐 �
𝑏𝑏 + 𝑐𝑐 𝑐𝑐 + 𝑎𝑎 𝑎𝑎 + 𝑏𝑏

Comments of Examiners
A few candidates committed errors while
Suggestions for teachers
applying properties of determinants and Teach all properties of determinants with
ignored the condition 'without expanding at suitable examples and their applications.
any stage'.

MARKING SCHEME
Question 3
5 5 5
�𝑎𝑎 + 𝑏𝑏 + 𝑐𝑐 𝑎𝑎 + 𝑏𝑏 + 𝑐𝑐 𝑎𝑎 + 𝑏𝑏 + 𝑐𝑐 � 𝑅𝑅2 → 𝑅𝑅2 + 𝑅𝑅3
𝑏𝑏 + 𝑐𝑐 𝑐𝑐 + 𝑎𝑎 𝑎𝑎 + 𝑏𝑏
1 1 1
= 5(a+b+c) � 1 1 1 �
𝑏𝑏 + 𝑐𝑐 𝑐𝑐 + 𝑎𝑎 𝑎𝑎 + 𝑏𝑏

= 0 (𝑅𝑅1 ≡ 𝑅𝑅2 )

7
Question 4
[2]
1 1
The probability of the event A occurring is 3 and of the event B occurring is 2 . If
A and B are independent events, then find the probability of neither A nor B
occurring.

Comments of Examiners
Suggestions for teachers
A few candidates made errors due to a lack − Explain the concepts of probability,
of understanding of the concepts of
including the definitions of various
independent events and mutually exclusive
terminology, with suitable examples.
events. In some cases, candidates didn't
comprehend the description ‘neither A nor − Provide good practice for solving problems
B occurring’ and its symbolic of different types based on the concepts.
representation.

MARKING SCHEME
Question 4
1 1 1 2
𝑃𝑃(𝐴𝐴 ∪ 𝐵𝐵) = 𝑃𝑃(𝐴𝐴) + 𝑃𝑃(𝐵𝐵) − 𝑃𝑃(𝐴𝐴 ∩ 𝐵𝐵) = � + − � =
3 2 6 3

𝑃𝑃(𝐴𝐴 ∪ 𝐵𝐵)′ = P (neither A nor B) = 1 – [P(A) + P(B) – 𝑃𝑃(𝐴𝐴 ∩ 𝐵𝐵)]

1 1 1 2 1
=1–� + − �=1− =
3 2 6 3 3

2nd Method

2 1
𝑃𝑃(𝐴𝐴′ ) = , 𝑃𝑃(𝐵𝐵 ′ ) =
3 2
′ ′
1
𝑃𝑃(𝐴𝐴) . 𝑃𝑃(𝐵𝐵) =
3
(Any one)

Question 5
[2]
Solve for 𝑥𝑥 :

5tan−1 𝑥𝑥 + 3cot −1 𝑥𝑥 = 2𝜋𝜋

8
Comments of Examiners
Suggestions for teachers
Many candidates didn’t have the idea of
complementary property of tan-1 x and Make students revise all properties of Inverse
cot-1 x. Several candidates mistakenly trigonometric functions and their applications.
1
substituted cot −1 x with tan−1 x and
proceeded to solve the question. As a result, they were unable to complete the solution
correctly.

MARKING SCHEME
Question 5
5𝑡𝑡𝑡𝑡𝑡𝑡−1 𝑥𝑥 + 3 𝑐𝑐𝑐𝑐𝑐𝑐 −1 𝑥𝑥 = 2𝜋𝜋

⇒ 2𝑡𝑡𝑡𝑡𝑡𝑡−1 𝑥𝑥 + 3𝑡𝑡𝑡𝑡𝑡𝑡−1 𝑥𝑥 + 3𝑐𝑐𝑐𝑐𝑐𝑐 −1 𝑥𝑥 = 2𝜋𝜋

⇒ 2𝑡𝑡𝑡𝑡𝑡𝑡−1 𝑥𝑥 + 3(𝑡𝑡𝑡𝑡𝑡𝑡−1 𝑥𝑥 + 𝑐𝑐𝑐𝑐𝑐𝑐 −1 𝑥𝑥) = 2𝜋𝜋


3𝜋𝜋 𝜋𝜋
⇒ 2𝑡𝑡𝑡𝑡𝑡𝑡−1 𝑥𝑥 = 2𝜋𝜋 − 2
= (2)

𝜋𝜋
⇒ 𝑡𝑡𝑡𝑡𝑡𝑡−1 = 4

⇒ 𝑥𝑥 = 1

Question 6
[2]
(i) Evaluate: ∫ cos−1 (sin 𝑥𝑥) d𝑥𝑥

OR
(ii) If ∫ 𝑥𝑥 5 cos(𝑥𝑥 6 )𝑑𝑑𝑑𝑑 = 𝑘𝑘 sin(𝑥𝑥 6 ) + 𝐶𝐶, find the value of 𝑘𝑘.

Comments of Examiners
(i) Most of the candidates attempted this Suggestions for teachers
part correctly. A few candidates failed − Train students to simplify different types of
to simplify the inverse trigonometric inverse trigonometric functions to lowest
function before integration. terms, which lead to standard integrals.
(ii) Majority of the candidates attempted − Practice should be given in solving
this part correctly. A few candidates different types of integrals using standard
attempted to solve by taking incorrect formulae required.
formula ∫ 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 𝑑𝑑𝑑𝑑.

9
MARKING SCHEME
Question 6
(i) 𝜋𝜋
∫ 𝑐𝑐𝑐𝑐𝑐𝑐 −1 (sin 𝑥𝑥) 𝑑𝑑𝑑𝑑 = ∫ 𝑐𝑐𝑐𝑐𝑐𝑐 −1 �cos � 2 − 𝑥𝑥�� 𝑑𝑑𝑑𝑑
𝜋𝜋
= ∫ 2 − 𝑥𝑥 𝑑𝑑𝑑𝑑

𝜋𝜋 𝑥𝑥 2
= 2 𝑥𝑥 − + 𝑐𝑐
2

OR

(ii) 1
� 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 𝑑𝑑𝑑𝑑 = 𝑘𝑘 sin(𝑡𝑡) + 𝑐𝑐, 𝑡𝑡 = 𝑥𝑥 6 𝑑𝑑𝑑𝑑 = 6𝑥𝑥 5 𝑑𝑑𝑑𝑑
6
1
= 6 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 + 𝑐𝑐 = 𝑘𝑘 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 + 𝑐𝑐
1
=k=6

Question 7
[4]
𝑥𝑥−1 2𝑥𝑥−1 23
If tan−1 �𝑥𝑥+1� + tan−1 �2𝑥𝑥+1� = tan−1 �36� then prove that 24𝑥𝑥 2 – 23𝑥𝑥 – 12 = 0

Comments of Examiners
Suggestions for teachers
Many candidates applied the formula for Give adequate practice in solving different
inverse trigonometric functions correctly, types of inverse trigonometric functions and
while only a few made errors in obtaining their simplifications.
the result.

MARKING SCHEME
Question 7
(𝑥𝑥−1) 2𝑥𝑥−1
� + � 23
𝑡𝑡𝑡𝑡𝑡𝑡−1 � 𝑋𝑋+1 2𝑥𝑥+1
𝑥𝑥−1 2𝑥𝑥−1 � = 𝑡𝑡𝑡𝑡𝑡𝑡−1
1−� �� � 36
𝑥𝑥+1 2𝑥𝑥+1

(𝑥𝑥−1)(2𝑥𝑥+1)+(2𝑥𝑥−1)(𝑥𝑥+1) 23
= �(𝑥𝑥+1)(2𝑥𝑥+1)−(𝑥𝑥−1)(2𝑥𝑥−1)� = 36

4𝑥𝑥 2 −2 23
= 6𝑥𝑥
= 36

= 24𝑥𝑥 2 − 23𝑥𝑥 − 12 = 0

10
Question 8
[4]
𝑑𝑑2 𝑦𝑦 𝑑𝑑𝑑𝑑
If 𝑦𝑦 = 𝑒𝑒 𝑎𝑎𝑎𝑎 cos 𝑏𝑏𝑏𝑏, then prove that 𝑑𝑑𝑥𝑥 2 – 2a 𝑑𝑑𝑑𝑑 + (𝑎𝑎2 + 𝑏𝑏 2 )𝑦𝑦 = 0

Comments of Examiners Suggestions for teachers


𝒅𝒅𝒅𝒅
In most of the cases, candidate calculated 𝒅𝒅𝒅𝒅 − Thoroughly explain successive
correctly. Only a few made errors when differentiation and its applications.
applying the product rule. Common errors − Provide training and practice for applying
were committed by candidates when differentiation 2nd time and the process of
applying differentiation 2nd time using the
simplifying the resulting expressions.
chain rule. Some candidates couldn’t
simplify to prove the required result.

MARKING SCHEME
Question 8
𝑦𝑦 = 𝑒𝑒 𝑎𝑎𝑎𝑎 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐
𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑
= 𝑒𝑒 𝑎𝑎𝑎𝑎 (−𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏) + 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐(𝑎𝑎𝑒𝑒 𝑎𝑎𝑎𝑎 )

𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑
− 𝑎𝑎𝑎𝑎 = −𝑏𝑏𝑒𝑒 𝑎𝑎𝑎𝑎 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠

Again differentiating,

𝑑𝑑2 𝑦𝑦 𝑑𝑑𝑑𝑑
2
− 𝑎𝑎 = −𝑏𝑏(𝑒𝑒 𝑎𝑎𝑎𝑎 𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏 + 𝑎𝑎𝑒𝑒 𝑎𝑎𝑎𝑎 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠)
𝑑𝑑𝑥𝑥 𝑑𝑑𝑑𝑑

𝑑𝑑2 𝑦𝑦 𝑑𝑑𝑑𝑑 2
𝑑𝑑𝑑𝑑
− 𝑎𝑎 = −𝑏𝑏 𝑦𝑦 + 𝑎𝑎 − 𝑎𝑎2 𝑦𝑦
𝑑𝑑𝑥𝑥 2 𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑

𝑑𝑑2 𝑦𝑦 𝑑𝑑𝑑𝑑
2
− 2𝑎𝑎 + (𝑎𝑎2 + 𝑏𝑏 2 )𝑦𝑦 = 0
𝑑𝑑𝑥𝑥 𝑑𝑑𝑑𝑑

11
Question 9
[4]
(i) In a company, 15% of the employees are graduates and 85% of the employees
are non-graduates. As per the annual report of the company, 80% of the
graduate employees and 10% of the non-graduate employees are in the
Administrative positions. Find the probability that an employee selected at
random from those working in administrative positions will be a graduate.
OR

(ii) A problem in Mathematics is given to three students A, B and C. Their chances


1 1 1
of solving the problem are 2 , 3 and 4 respectively. Find the probability that

(a) exactly two students will solve the problem.


(b) at least two of them will solve the problem.

Comments of Examiners
Suggestions for teachers
(i) Most of the candidates answered this
− Explain Bayes' theorem with proper
part correctly by applying Bayes’
illustrations and tree diagrams.
theorem. Only a few candidates
calculated only the total probability and − Provide practice in solving various
couldn’t complete it. problems using addition and product laws,
(ii) Majority of the candidates solved this as well as different types of phrases such as
part correctly, with very few candidates ‘exactly two,’ ‘at least two,’ ‘at most two,’
failing to find the probability of etc.
‘exactly two of them’.

MARKING SCHEME
Question 9
(i) Let 𝐸𝐸1 = employees are graduates, 𝐸𝐸2 = employees are non-graduate and

𝐴𝐴 = work in administrative posts

15 3 85 17
𝑃𝑃(𝐸𝐸1 ) = 15% = = , 𝑃𝑃(𝐸𝐸2 ) = (100 − 15) = 85% = =
100 20 100 20
80 4 10 1
𝑃𝑃(𝐴𝐴 ∣ 𝐸𝐸1 ) = 80% = 100 = 5 and 𝑃𝑃(𝐴𝐴 ∣ 𝐸𝐸2 ) = 10% = 100 = 10

to find 𝑃𝑃(𝐸𝐸1 ∣ 𝐴𝐴):

∴ By Baye's theorem we have

𝑃𝑃(𝐸𝐸1 ) ⋅ 𝑃𝑃(𝐴𝐴 ∣ 𝐸𝐸1 )


𝑃𝑃(𝐸𝐸1 /𝐴𝐴) =
𝑃𝑃(𝐸𝐸1 ) ⋅ 𝑃𝑃(𝐴𝐴 ∣ 𝐸𝐸1 ) + 𝑃𝑃(𝐸𝐸2 )𝑃𝑃(𝐴𝐴 ∣ 𝐸𝐸2 )

12
3 4
×
∴ 𝑃𝑃(𝐸𝐸1 ∣ 𝐴𝐴) = 20 5
3 4 17 1
20 × 5 + 20 × 10
12 12
= 12
100
17 = 100
24+17
+
100 200 200

12 200 24
∴ 𝑃𝑃(𝐸𝐸1 ∣ 𝐴𝐴) = 100 × = 41 or 0.585
41

OR
(ii) Let A, B and C be three events of three students solving the problem
respectively.
Then A,B,C are independent events and
(a) 1 1 1
P (A) = 2 , P(B) = 3 , P(C) = 4

1 2 3
Then P (𝐴𝐴’) = 2 , P(𝐵𝐵’) = 3
, P (𝐶𝐶’) = 4

Exactly two students solve the problem.

P(A).P(B). P(𝐶𝐶’) + P(A) .P(𝐵𝐵’). P(C) + P(𝐴𝐴’) .P(B). P(C)


1 1 3 1 2 1 1 1 1
⇒ 2
.3 .4 + 2 .3 .4 + 2
.3 .4

3 2 1 6 1
⇒ + + 24 = 24 = 4
24 24

(b) At least two students solve the problem


= P (all three students solve the problem) + P (exactly two students solve
the problem)
1
= P(A). P(B). P(C) + 4

1 6 7
= + = 24
24 24

13
Question 10
[4]
(i) Solve the differential equation:
(1 + 𝑦𝑦 2 ) 𝑑𝑑𝑑𝑑 = (𝑡𝑡𝑡𝑡𝑡𝑡−1 𝑦𝑦 − 𝑥𝑥)𝑑𝑑𝑑𝑑

OR

(ii) Solve the differential equation:


(𝑥𝑥 2 − 𝑦𝑦 2 )𝑑𝑑𝑑𝑑 + 2𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥 = 0

Comments of Examiners
(i) Many candidates were unable to identify Suggestions for teachers
the linear differential equation. Some − Teach students the types of differential
candidates made errors when finding the equations and their respective solving
methods to find the general solution.
integrating factor, and a few candidates
− Emphasize the importance of including
omitted writing the constant 'C.' the constant 'C' when solving indefinite
(ii) Many candidates were unable to identify integrals.
the homogeneous differential equation. − Instruct students in the various types of
Some of them attempted it using the differential equations and their
correct method, but there were corresponding solving methods to
simplification errors. determine the general solution.
− Provide ample practice in solving
different types of problems.

MARKING SCHEME
Question 10
(i) (1+𝑦𝑦 2 )𝑑𝑑𝑑𝑑 = (𝑡𝑡𝑡𝑡𝑡𝑡−1 − 𝑥𝑥)𝑑𝑑𝑑𝑑

𝑑𝑑𝑑𝑑 1 𝑡𝑡𝑡𝑡𝑡𝑡−1 𝑦𝑦
⟹ + 𝑥𝑥 =
𝑑𝑑𝑑𝑑 (1 + 𝑦𝑦 2 ) (1 + 𝑦𝑦 2 )

This is linear DE.


1
∫ 𝑑𝑑𝑑𝑑 −1 𝑦𝑦
I.F = 𝑒𝑒 1+𝑦𝑦2 = 𝑒𝑒 𝑡𝑡𝑡𝑡𝑡𝑡

The solution of DE is

−1 𝑦𝑦 𝑡𝑡𝑡𝑡𝑡𝑡−1 𝑦𝑦 −1
𝑥𝑥 · 𝑒𝑒 𝑡𝑡𝑡𝑡𝑡𝑡 = � · 𝑒𝑒 𝑡𝑡𝑡𝑡𝑡𝑡 𝑦𝑦 · 𝑑𝑑𝑑𝑑 + 𝐶𝐶
(1 + 𝑦𝑦 2 )

14
−1 𝑦𝑦
⟹ 𝑥𝑥 · 𝑒𝑒 𝑡𝑡𝑡𝑡𝑡𝑡 = � 𝑡𝑡 · 𝑒𝑒 𝑡𝑡 · 𝑑𝑑𝑑𝑑 + 𝐶𝐶 [𝑤𝑤ℎ𝑒𝑒𝑒𝑒𝑒𝑒 𝑡𝑡 = 𝑡𝑡𝑡𝑡𝑡𝑡−1 𝑦𝑦]

−1 𝑦𝑦
⟹ 𝑥𝑥 · 𝑒𝑒 𝑡𝑡𝑡𝑡𝑡𝑡 = 𝑒𝑒 𝑡𝑡 (𝑡𝑡 − 1) + 𝐶𝐶
−1 𝑦𝑦 −1 𝑦𝑦
⟹ 𝑥𝑥 · 𝑒𝑒 𝑡𝑡𝑡𝑡𝑡𝑡 = 𝑒𝑒 𝑡𝑡𝑡𝑡𝑡𝑡 · (𝑡𝑡𝑡𝑡𝑡𝑡−1 𝑦𝑦 − 1) + 𝐶𝐶

OR

(ii) 𝑑𝑑𝑑𝑑 𝑦𝑦 2 −𝑥𝑥 2


=
𝑑𝑑𝑑𝑑 2𝑥𝑥𝑥𝑥

𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑
⟹ 𝑦𝑦 = 𝑣𝑣𝑣𝑣 = 𝑣𝑣 + 𝑥𝑥 =
𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑

𝑑𝑑𝑑𝑑 𝑣𝑣 2 𝑥𝑥 2 − 𝑥𝑥 2
∴ 𝑣𝑣 + 𝑥𝑥 𝑑𝑑𝑑𝑑
= 2𝑥𝑥 2 𝑣𝑣

𝑑𝑑𝑑𝑑 𝑣𝑣 2 − 1
⟹ 𝑥𝑥 = − 𝑣𝑣
𝑑𝑑𝑑𝑑 2𝑣𝑣

𝑑𝑑𝑑𝑑 −(1+𝑣𝑣 2 )
⟹ 𝑥𝑥 =
𝑑𝑑𝑑𝑑 2𝑣𝑣

2𝑣𝑣 𝑑𝑑𝑑𝑑
⟹ ∫ 1+𝑣𝑣2 𝑑𝑑𝑑𝑑 = ∫ 𝑥𝑥

⟹ log (1+𝑣𝑣 2 ) = −𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙+ logc


𝑥𝑥 2 + 𝑦𝑦 2 𝑐𝑐
⟹ = ⇒ 𝑥𝑥 2 + 𝑦𝑦 2 = 𝑐𝑐𝑐𝑐
𝑥𝑥 2 𝑥𝑥

Question 11
[6]
Use matrix method to solve the following system of equations.
2 3 10
+ + =4
𝑥𝑥 𝑦𝑦 𝑧𝑧

4 6 5
− + =1
𝑥𝑥 𝑦𝑦 𝑧𝑧

6 9 20
+ − =2
𝑥𝑥 𝑦𝑦 𝑧𝑧

15
Comments of Examiners
Most of the candidates attempted this
Suggestions for teachers
− Provide a good understanding and practice
question correctly. A few candidates left the
solution in terms reciprocals of the of identifying the minors, cofactors, and
variables only. Very few made adjoint matrix.
computational errors in the process of − Explain the concept of the inverse matrix
calculating inverse matrix. and its properties with suitable illustrations.

MARKING SCHEME
Question 11
1 1 1
Putting 𝑥𝑥 = 𝑢𝑢, = 𝑣𝑣, = 𝑤𝑤
𝑦𝑦 𝑧𝑧

2𝑢𝑢 + 3𝑣𝑣 + 10𝑤𝑤 = 4

4𝑢𝑢 − 6𝑣𝑣 + 5𝑤𝑤 = 1

6𝑢𝑢 + 9𝑣𝑣 − 20𝑤𝑤 = 2

For writing matrix equation 𝐴𝐴. 𝑋𝑋 = 𝐵𝐵 ⇒ 𝑋𝑋 = 𝐴𝐴−1 𝐵𝐵 or identifying matrices 𝐴𝐴, 𝐵𝐵 and 𝑋𝑋

2 3 10
|𝐴𝐴| = �4 −6 5 � = 1200 ≠ 0
6 9 −20

75 110 72 1 75 150 75
Adj A=�150 −100 0 � = �110 −100 30 �
75 30 −24 72 0 −24
75 150 75
1
𝐴𝐴1 = 1200 �110 −100 30 �
72 0 −24
𝑢𝑢 75 150 75 4
1
� 𝑣𝑣 � = 1200 �110 −100 30 � �1�
𝑤𝑤 72 0 −24 2
1
𝑢𝑢 600 ⎡ �2⎤
� 𝑣𝑣 � = 1200 �400� = ⎢1�3⎥
1
∴ 𝑥𝑥 = 2, 𝑦𝑦 = 3, 𝑧𝑧 = 5
𝑤𝑤 240 ⎢ ⎥
1
⎣ �5⎦

16
Question 12
[6]
(i) Prove that the semi-vertical angle of the right circular cone of given volume and
least curved area is cot −1 √2
OR
(ii) A running track of 440m is to be laid out enclosing a football field. The football
field is in the shape of a rectangle with a semi-circle at each end. If the area of the
rectangular portion is to be maximum, then find the length of its sides. Also
calculate the area of the football field.

Comments of Examiners
(i) A number of candidates failed to Suggestions for teachers
express the curved surface area of the − Ensure that students are familiar with
right circular cone in terms of a single mensuration formulas.
variable. A few candidates used − Emphasize writing functions in terms of
incorrect formulas, such as the volume one variable using provided
of a cylinder. Some candidates were
information.
unable to complete the second-order
− Provide practice in identifying given
derivative test.
(ii) Some candidates could not form the information and functions for
required function due to an incorrect maximization/minimization.
interpretation of the statement ‘the − Ensure students understand the
football field is in the shape of a importance of the second-order
rectangle with a semi-circle at each differentiation test and its applications.
end.’ This led to the use of incorrect − Ensure students are familiar with
information when finding the function different shapes and their
to be maximized. In most cases, the interpretations.
second-order differentiation test was − Provide ample practice in solving
ignored.
application-type problems.
− Instruct students to learn the second-
order differentiation test and its
importance in applications.

17
MARKING SCHEME
Question 12
(i) Let 𝑟𝑟 be the radius of the base, ℎ the height, 𝑣𝑣 the volume and 𝑠𝑠 the surface area of
the conical tent.
1
Then 𝑣𝑣 = 3 𝜋𝜋𝑟𝑟 2 ℎ (where 𝑣𝑣 is given as constant)

S = 𝜋𝜋𝜋𝜋𝜋𝜋 = 𝜋𝜋𝜋𝜋(√𝑟𝑟 2 + ℎ2

𝑙𝑙 = √ℎ2 + 𝑟𝑟 2

S2 = 𝜋𝜋 2 𝑟𝑟 2 (ℎ2 + 𝑟𝑟 2 )

9𝑣𝑣 2 9𝑣𝑣 2
= 𝜋𝜋 2 𝑟𝑟 2 �𝜋𝜋2𝑟𝑟 4 + 𝑟𝑟 2 � = + 𝜋𝜋 2 𝑟𝑟 4 or writing in terms of h
𝑟𝑟 2

3𝑣𝑣
𝑆𝑆 2 = 3𝑉𝑉𝑉𝑉 �ℎ = �
𝜋𝜋ℎ2

When S is least, S2 is also least.

𝑑𝑑𝑑𝑑2 −18𝑣𝑣 2
= + 4𝜋𝜋 2 𝑟𝑟 3
𝑑𝑑𝑑𝑑 𝑟𝑟 3

𝑑𝑑(𝑠𝑠)2
For max or min =0
𝑑𝑑𝑑𝑑

−18𝑣𝑣 2
+ 4𝜋𝜋 2 𝑟𝑟 3 = 0
𝑟𝑟 3

18𝑣𝑣 2 = 4𝜋𝜋 2 𝑟𝑟 6 = 0

9𝑣𝑣 2 = 2𝜋𝜋 2 𝑟𝑟 6

⇒ ℎ2 = 2𝑟𝑟 2

𝑑𝑑2 (𝑠𝑠2 ) 54𝑣𝑣 2


𝑑𝑑𝑑𝑑 2
= + 12𝜋𝜋 2 𝑟𝑟 2
𝑟𝑟 4

12𝜋𝜋 2 𝑟𝑟 6
= + 12𝜋𝜋 2 𝑟𝑟 2
𝑟𝑟 4

= 24𝜋𝜋 2 𝑟𝑟 2 which is +ve hence S is minimum when 9𝑣𝑣 2 = 2𝜋𝜋 2 𝑟𝑟 6

when ℎ2 = 2𝑟𝑟 2

ℎ = √2𝑟𝑟

= √2
𝑟𝑟

18

Let semi-vertical angle be 𝜃𝜃, then cot𝜃𝜃 = = √2
𝑟𝑟

∴ Least curved area is when 𝜃𝜃 = 𝐶𝐶𝐶𝐶𝐶𝐶 −1 √2

OR
(ii) A = 𝑥𝑥(2𝑦𝑦) (Let x and 2y be the length and breadth of the rectangular part)

𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃 𝑃𝑃 = 440 = 2𝑥𝑥 + 2𝜋𝜋𝜋𝜋

220 − 𝑥𝑥
⇒ 𝑦𝑦 =
𝜋𝜋
220−𝑥𝑥
A = 2𝑥𝑥 � 𝜋𝜋

2
A = 𝜋𝜋 (220𝑥𝑥 − 𝑥𝑥 2 )

𝑑𝑑𝑑𝑑 2
𝑑𝑑𝑑𝑑
= 𝜋𝜋
(220 − 2𝑥𝑥)

𝑑𝑑𝑑𝑑 𝑑𝑑2 𝐴𝐴
For max, 𝑑𝑑𝑑𝑑 = 0 𝑑𝑑𝑥𝑥 2
<0

𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑
= 0 ⇒ 𝑥𝑥 = 110

𝑑𝑑2 𝐴𝐴 2
𝑑𝑑𝑥𝑥 2
= 𝜋𝜋 (−2) < 0

∴ 𝑥𝑥 = 110𝑚𝑚, 2𝑦𝑦 = 70𝑚𝑚

Area of the field = 𝑥𝑥(2𝑦𝑦) + 𝜋𝜋𝑦𝑦 2 = 11550 𝑠𝑠𝑠𝑠. 𝑚𝑚

19
Question 13
[6]
3𝑒𝑒 2𝑥𝑥 −2𝑒𝑒 𝑥𝑥
(i) Evaluate: ∫ 𝑒𝑒 2𝑥𝑥+2𝑒𝑒 𝑥𝑥−8 dx

OR
2
(ii) Evaluate: ∫ (1−𝑥𝑥)(1+𝑥𝑥 2 )
𝑑𝑑𝑥𝑥

Comments of Examiners
(i) Very few candidates attempted this
question correctly. Out of those who Suggestions for teachers
attempted this question, most of the − More practice must be provided in areas
candidates failed to take correct like Integration by substitution and other
substitution to convert the given standard integral formats.
function into linear divided by − Students should learn and practice
𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿
quadratic �𝑄𝑄𝑄𝑄𝑄𝑄𝑄𝑄𝑄𝑄𝑄𝑄𝑄𝑄𝑄𝑄𝑄𝑄 𝑑𝑑𝑑𝑑�. Some different types of problems, employing
candidates, even after converting it into various methods of simplification that
the standard expression, applied ultimately lead to standard forms of
incorrect integration methods and, as a integrals.
result, did not achieve the desired − Effective practice in solving problems
outcome. through different methods to reduce the
(ii) Few candidates failed to express given algebraic expression into partial
correctly by splitting it into partial fractions is required.
fractions. Many candidates ignored the
sign while solving the integral of
1
∫ 1−𝑥𝑥 𝑑𝑑𝑑𝑑.

20
MARKING SCHEME
Question 13
(i) 3𝑒𝑒 2𝑥𝑥 − 2𝑒𝑒 𝑥𝑥
𝐼𝐼 = � 𝑑𝑑𝑑𝑑
𝑒𝑒 2𝑥𝑥 + 2𝑒𝑒 𝑥𝑥 − 8
(3𝑒𝑒 𝑥𝑥 − 2)𝑒𝑒 𝑥𝑥
=� 𝑑𝑑𝑑𝑑
𝑒𝑒 2𝑥𝑥 + 2𝑒𝑒 𝑥𝑥 − 8
Sub 𝑒𝑒 𝑥𝑥 = 𝑡𝑡, 𝑒𝑒 𝑥𝑥 𝑑𝑑𝑑𝑑 = 𝑑𝑑𝑑𝑑
3𝑡𝑡 − 2
=� 𝑑𝑑𝑑𝑑
(𝑡𝑡 + 4)(𝑡𝑡 − 2)
3𝑡𝑡 − 2 𝐴𝐴 𝐵𝐵
= +
𝑡𝑡 2 + 2𝑡𝑡 − 8 𝑡𝑡 + 4 𝑡𝑡 − 2
𝐴𝐴(𝑡𝑡 − 2) + 𝐵𝐵(𝑡𝑡 + 4) = 3𝑡𝑡 − 2
7 2
𝐴𝐴 = , 𝐵𝐵 =
3 3
7 𝑑𝑑𝑑𝑑 2 𝑑𝑑𝑑𝑑
𝐼𝐼 = � + �
3 𝑡𝑡 + 4 3 𝑡𝑡 − 2
7 2
= log|𝑡𝑡 + 4| + log|𝑡𝑡 − 2| + 𝑐𝑐
3 3
7 2
= log|𝑒𝑒 𝑥𝑥 + 4| + log|𝑒𝑒 𝑥𝑥 − 2| + 𝑐𝑐
3 3
OR
(ii) 2
∫ dx
(1 − x)(1 + x 2 )
2 A Bx+C
(1−x)(1+x2 )
= 1−x + 1+x2

A(1 + x 2 ) + (Bx + C)(1 − x) = 2


A – B = 0, B – C = 0, A + C = 2
A = 1, B = 1, C = 1
dx x+1
∫ +∫ dx
1−x 1 + x2
dx x 1
=∫ +∫ 2
dx + ∫ dx
1−x 1+x 1 + x2
1
= −log |1 − x| + log|1 + x 2 | + tan−1 𝑥𝑥 + c
2

Alternative 𝑥𝑥 = 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡, 𝑑𝑑𝑑𝑑 = 𝑠𝑠𝑠𝑠𝑠𝑠 2 𝜃𝜃𝜃𝜃𝜃𝜃

21
2
� 𝑑𝑑𝑑𝑑
1 − 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡

2𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐
� 𝑑𝑑𝑑𝑑
𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 − 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠

𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 − 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 + 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠


= �� + � 𝑑𝑑𝑑𝑑
𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 − 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 − 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠
𝜃𝜃 − log (𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 − 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠)

Substitute 𝜃𝜃 = 𝑡𝑡𝑡𝑡𝑡𝑡−1 𝑥𝑥

Question 14
[6]
A box contains 30 fruits, out of which 10 are rotten. Two fruits are selected at random
one by one without replacement from the box. Find the probability distribution of the
number of unspoiled fruits. Also find the mean of the probability distribution.

Comments of Examiners
Many candidates got confused and Suggestions for teachers
calculated the probability distribution for − Students must practice reading the
spoiled fruits instead of unspoiled fruits. questions carefully when attempting them.
Some candidates couldn’t calculate the − A good practice of solving probability
mean of the probability distribution. distribution problems is necessary.

MARKING SCHEME
Question 14
X → denotes the number of selected unspoiled fruits
10𝐶𝐶2 3
P(X=0) = =
30𝐶𝐶2 29
20𝐶𝐶1 ×10𝐶𝐶1 40
P(X=1) = =
30𝐶𝐶2 87
20𝐶𝐶2 38
P(X=2) = =
30𝐶𝐶2 87

𝑥𝑥 0 1 2
𝑃𝑃(𝑥𝑥) 3 40 38
29 87 87
40 76
𝑥𝑥̅ = �0 + 87
+ 87

116
= = 1·33
87

22
SECTION B – 15 MARKS
Question 15
In subparts (i) and (ii) choose the correct options and in subparts (iii) to (v), answer the [5]
questions as instructed.

(i) √2
If | 𝑎𝑎⃗| = 3, � 𝑏𝑏�⃗� = 𝑎𝑎𝑎𝑎𝑎𝑎 𝑎𝑎⃗ × 𝑏𝑏�⃗ is a unit vector then the angle between 𝑎𝑎⃗ and
3
𝑏𝑏�⃗ will be:
(a) 𝜋𝜋
6

(b) 𝜋𝜋
4

(c) 𝜋𝜋
3

(d) 𝜋𝜋
2

(ii) The distance of the point 2𝚤𝚤̂ + 𝚥𝚥̂ − 𝑘𝑘� from the plane 𝑟𝑟⃗ · (𝚤𝚤̂ − 2𝚥𝚥̂ + 4𝑘𝑘�) = 9 will be:

(a) 13

(b) 13
√21

(c) 21

(d) 21
√13

(iii) Find the area of the parallelogram whose diagonals are 𝚤𝚤̂ − 3𝚥𝚥̂ + 𝑘𝑘� 𝑎𝑎𝑎𝑎𝑎𝑎 𝚤𝚤̂ + 𝚥𝚥̂ + 𝑘𝑘� .

(iv) Write the equation of the plane passing through the point (2, 4, 6) and making
equal intercepts on the coordinate axes.

(v) If the two vectors 3𝚤𝚤̂ + 𝛼𝛼𝚥𝚥̂ + 𝑘𝑘� 𝑎𝑎𝑎𝑎𝑎𝑎 2 𝚤𝚤̂ − 𝚥𝚥̂ + 8𝑘𝑘� are perpendicular to each other,
then find the value of α.

23
Comments of Examiners
(i) Some candidates marked this part Suggestions for teachers
incorrectly due to incorrect application − Practice solving problems involving dot
of cross product of vectors. product and cross product is essential.
(ii) A large number of candidates answered − Focus on thorough conversion between
this part correctly. However, a few vector and Cartesian forms. Practice
students could not calculate the other concepts, such as finding
perpendicular distance and selected the perpendicular distances, line equations,
incorrect option. and plane equations in detail.
(iii)Few candidates applied the formula − Provide ample practice using various
incorrectly in the process of finding the
formulas, including those involving
area of parallelogram when diagonals
adjacent sides and diagonals.
are given.
(iv) Some candidates were unable to apply − Emphasize learning different forms of
the correct formula of a plane in the plane and straight line equations and
intercept form. solve problems using fundamental
(v) Some candidates incorrectly used the concepts.
condition of vector perpendicularity, − Ensure a solid understanding of vector
assuming that their cross-product equals concepts like conditions for
zero. perpendicularity and parallelism.

MARKING SCHEME
Question 15
𝜋𝜋
(i) (b) or
4

13
(ii) (b) or
√21

(iii) 2√2

(iv) 𝑥𝑥 + 𝑦𝑦 + 𝑧𝑧 − 12 = 0

(v) α = 14

24
Question 16
[2]
(i) If A (1, 2, −3) and B (−1, −2, 1) are the end points of a vector �����⃗
𝐴𝐴𝐴𝐴 then find the

unit vector in the direction of �����⃗


𝐴𝐴𝐴𝐴 .

OR

(ii) If 𝑎𝑎
� is unit vector and (2𝑥𝑥⃗ −3 𝑎𝑎
� )·(2𝑥𝑥⃗ + 3 𝑎𝑎
� ) = 91, find the value of |𝑥𝑥⃗|

Comments of Examiners
(i) Few candidates calculated −𝐴𝐴𝐴𝐴�����⃗ 𝑜𝑜𝑜𝑜 𝐵𝐵𝐵𝐵
�����⃗ Suggestions for teachers
�����⃗
instead of finding 𝐴𝐴𝐴𝐴. − Explain the difference between the
������⃗ and 𝑩𝑩𝑩𝑩
vectors 𝑨𝑨𝑨𝑨 ������⃗.
(ii) Some of the candidates made
calculation errors when finding the dot − Explain the concept with examples,
product. including the initial and terminal
points of ‘a’.
− Provide ample practice for solving
problems based on the concepts of dot
product and cross product.

MARKING SCHEME
Question 16
(i) �����⃗ = −𝚤𝚤̂ −2𝚥𝚥̂ + 𝑘𝑘� − �𝚤𝚤̂ + 2𝚥𝚥̂ − 3𝑘𝑘� �
𝐴𝐴𝐴𝐴

= −2𝚤𝚤̂ − 4𝚥𝚥̂ +4𝑘𝑘�


�����⃗ � = �(−2)2 + (−4)2 + 42
�𝐴𝐴𝐴𝐴

= √36 = 6
−𝚤𝚤̂ − 2𝚥𝚥̂ + 2𝑘𝑘�
� =
𝐴𝐴𝐴𝐴
3
OR

(ii) Given (2𝑥𝑥̅ - 3 ā ). (2𝑥𝑥̅ + 3 ā ) = 91

⇒ 4|𝑥𝑥̅ | 2- 9 |𝑎𝑎�| 2 = 91
P P

⇒ 4|𝑥𝑥̅ | 2- 9.1 = 91 as ā is unit vector


P

⇒ 4|𝑥𝑥̅ | 2 = 100 ⇒ |𝑥𝑥̅ | 2 = 25


P P

⇒ |𝑥𝑥̅ | = 5

25
Question 17
[4]
(i) Find the equation of the plane passing through the point (1, 1, −1) and
perpendicular to the planes 𝑥𝑥 + 2𝑦𝑦 + 3𝑧𝑧 = 7 𝑎𝑎𝑎𝑎𝑎𝑎 2𝑥𝑥 − 3𝑦𝑦 + 4𝑧𝑧 = 0.

OR

(ii) A line passes through the point (2, −1, 3) and is perpendicular to the lines

𝑟𝑟⃗ = �𝚤𝚤̂ + 𝐽𝐽̂ − 𝑘𝑘�� + 𝜆𝜆�2𝚤𝚤̂ − 2𝐽𝐽̂ + 𝑘𝑘� � and 𝑟𝑟⃗ = �2𝚤𝚤̂ − 𝚥𝚥̂ − 3𝑘𝑘�� + 𝜇𝜇�𝑙𝑙̂ + 2𝚥𝚥⃗ + 2𝑘𝑘��.
Obtain its equation.

Comments of Examiners
(i) Most of the candidates made errors Suggestions for teachers
when finding the direction ratios of a − Ask students to practice finding
normal vector to the required plane <a, solutions (equations of planes) for
b, c > by applying the perpendicularity different types of questions.
condition. − Discuss all possible conditions that may
(ii) Many candidates were not familiar with arise in the questions when finding the
the vector equation of a straight line and equation of a plane.
converting it into a Cartesian equation. − Explain the concepts related to
A few candidates made errors when converting either plane or straight-line
finding direction ratios of the required equations from Cartesian form to vector
straight line <a, b, c > by applying the form and vice versa.
perpendicularity condition.

MARKING SCHEME
Question 17
(i) Plane passing through (1, 1, -1) is 𝑎𝑎(𝑥𝑥 − 1) + 𝑏𝑏(𝑦𝑦 − 1) + 𝑐𝑐(𝑧𝑧 + 1) = 0

As plane is perpendicular to x + 2y + 3z = 7 and 2x – 3y + 4z = 0,

𝑎𝑎 + 2𝑏𝑏 + 3𝑐𝑐 = 0 𝑎𝑎𝑎𝑎𝑎𝑎 2𝑎𝑎 − 3𝑏𝑏 + 4𝑐𝑐 = 0

𝑎𝑎 𝑏𝑏 𝑐𝑐
=− = = 𝜆𝜆
8+9 4 − 6 −3 − 4

𝑎𝑎 = 17𝜆𝜆, 𝑏𝑏 = 2𝜆𝜆, 𝑐𝑐 = −7𝜆𝜆

17𝜆𝜆(𝑥𝑥 − 1) + 2𝜆𝜆(𝑦𝑦 − 1) − 7𝜆𝜆(𝑧𝑧 + 1) = 0

17𝑥𝑥 + 2𝑦𝑦 − 7𝑧𝑧 = 26

26
OR

(ii) The required line is perpendicular to the lines having direction vectors

𝑏𝑏�⃗1 = 2𝚤𝚤̂ − 2𝚥𝚥̂ + 𝑘𝑘� and 𝑏𝑏�⃗2 = 𝚤𝚤̂ + 2𝚥𝚥̂ + 2𝑘𝑘�.

So a vector perpendicular to 𝑏𝑏�⃗1 &𝑏𝑏�⃗2 is the vector 𝑏𝑏�⃗ = 𝑏𝑏�⃗1 × 𝑏𝑏�⃗2

𝚤𝚤̂ 𝚥𝚥̂ 𝑘𝑘�


𝑏𝑏�⃗ = 𝑏𝑏�⃗1 × 𝑏𝑏�⃗2 = �2 −2 1� = −6𝚤𝚤̂ − 3𝚥𝚥̂ + 6𝑘𝑘�
1 2 2

Therefore, equation of line= 2𝚤𝚤̂ − 𝐽𝐽̂ + 3𝑘𝑘� + 𝜆𝜆�−6𝚤𝚤̂ − 3𝚥𝚥̂ + 6𝑘𝑘� �

= 2𝚤𝚤̂ − 𝐽𝐽̂ + 3𝑘𝑘� − 3𝜆𝜆�2𝚤𝚤̂ + 𝚥𝚥̂ − 2𝑘𝑘��

Question 18
[4]
Find the area of the region bounded by the curve 𝑥𝑥 2 = 4𝑦𝑦 and the line 𝑥𝑥 = 4𝑦𝑦 − 2

Comments of Examiners
Very few candidates answered this Suggestions for teachers
question correctly. Some candidates were − Provide ample practice in drawing curves,
unfamiliar with finding the limits or the interpreting them, analyzing curves,
region bounded by the curve and straight identifying integral limits, and shading
line. Many candidates incorrectly sketched regions, among other skills.
the graph of the curves.

MARKING SCHEME
Question 18
The given curve is 𝑥𝑥 2 = 4𝑦𝑦 ------- (i)

The given line is 𝑥𝑥 = 4𝑦𝑦 − 2 -------(ii)

Putting 4𝑦𝑦 = 𝑥𝑥 + 2 from (ii) into (i) we get 𝑥𝑥 2 = 𝑥𝑥 + 2 ⇔ 𝑥𝑥 2 − 𝑥𝑥 − 2 = 0

𝑥𝑥 = 2 𝑜𝑜𝑜𝑜 𝑥𝑥 = −1

Putting 𝑥𝑥 = 2 in (i) we get 𝑦𝑦 = 1


1
Putting 𝑥𝑥 = −1 in (i) we get 𝑦𝑦 = 4

27
Thus, the points of intersection of the given curve (i) and the line (ii) are A (−1, 1�4) and
B(2, 1)

Draw AL and BM as perpendiculars on the 𝑥𝑥 − 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎.

∴ Required area = area AOBA

= (area ALMBA) – (area AOBMLA)

2 𝑥𝑥+2 2 𝑥𝑥 2
= ∫−1 � 4
� 𝑑𝑑𝑑𝑑 − ∫−1 𝑑𝑑𝑑𝑑
4

2 (𝑥𝑥+2) 𝑥𝑥 2
= ∫−1 � 4
− � 𝑑𝑑𝑑𝑑
4

1 2 1 2
= 4 ∫−1(𝑥𝑥 + 2)𝑑𝑑𝑑𝑑 − 4
∫−1 𝑥𝑥 2 𝑑𝑑𝑑𝑑

2
1 𝑥𝑥 2 𝑥𝑥 3
=4 � + 2𝑥𝑥 − �
2 3

1 8 1 1
= 4 �2 + 4 − 3� − �2 − 2 + 3�

9
= 8 𝑠𝑠𝑠𝑠. 𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢.

SECTION C – 15 MARKS
Question 19
[5]
In subparts (i) and (ii) choose the correct options and in subparts (iii) to (v), answer the
questions as instructed.

(i) If the demand function is given by p = 1500 − 2𝑥𝑥 − 𝑥𝑥 2 then find the marginal
revenue when 𝑥𝑥 = 10

(a) 1160

(b) 1600

(c) 1100

(d) 1200

28
(ii) If the two regression coefficients are 0·8 and 0·2, then the value of coefficient of
correlation 𝑟𝑟 will be:

(a) ± 0·4

(b) ± 0·16

(c) 0·4

(d) 0·16

(iii) Out of the two regression lines 𝑥𝑥 + 2𝑦𝑦 − 5 = 0 𝑎𝑎𝑎𝑎𝑎𝑎 2𝑥𝑥 + 3𝑦𝑦 = 8, find the line
of regression of 𝑦𝑦 on 𝑥𝑥.

(iv) The cost function 𝐶𝐶(𝑥𝑥) = 3𝑥𝑥 2 − 6𝑥𝑥 + 5. Find the average cost when 𝑥𝑥 = 2

(v) The fixed cost of a product is ₹30,000 and its variable cost per unit is ₹800. If the
demand function is 𝑝𝑝(𝑥𝑥) = 4500 − 100𝑥𝑥, find the break-even values.

Comments of Examiners
(i) Most of the candidates answered this Suggestions for teachers
part correctly. However, a few made − Emphasize the importance of learning
errors while finding the revenue the terms, formulas related to demand,
function. revenue, marginal revenue functions,
(ii) Some candidates selected the incorrect and gaining a complete understanding
option (a). of these concepts.
(iii) Many candidates couldn’t identify the − Provide detailed emphasis on positive
regression equation for y on x. and negative correlations.
(iv) Majority of the candidates attempted − Practice identifying regression
this part correctly. Only a very few
methods, correct equations for y on x
made computational errors when
using regression coefficients, and
calculating the average cost.
(v) Many candidates failed to find the understanding the properties of
profit function in order to determine the regression coefficients.
break-even values. − Ensure that all formulas related to cost
functions, average cost functions,
marginal cost functions, etc., are
learned and that applications based on
these formulas are practiced.

29
MARKING SCHEME
Question 19
(i) (a) or 1160

(ii) (c) or 0·4

(iii) 𝑥𝑥 + 2𝑦𝑦 − 5 = 0

(iv) 2·5

(v) 𝑥𝑥 = 12 and 𝑥𝑥 = 25

Question 20
[2]

(i) The total cost function for 𝑥𝑥 units is given by 𝐶𝐶(𝑥𝑥) = √6𝑥𝑥 + 5 + 2500. Show that
the marginal cost decreases as the output 𝑥𝑥 increases.
OR
(ii) The average revenue function is given by 𝐴𝐴𝐴𝐴 = 25 − 𝑥𝑥
4

Find total revenue function and marginal revenue function.

Comments of Examiners
(i) Many candidates failed to establish that Suggestions for teachers
𝑑𝑑
(𝑀𝑀𝑀𝑀) < 0 for a decreasing function. − Provide adequate practice for
𝑑𝑑𝑑𝑑
understanding the conditions of
(ii) Most candidates attempted this part
decreasing and increasing functions and
correctly, with very few making for simplifying problems based on these
computational errors. concepts.
− Ensure thorough practice with all
formulas related to R(x), AR(x), MR(x)
etc., along with problem-solving based on
these concepts.

30
MARKING SCHEME
Question 20
(i) Given 𝑐𝑐(𝑥𝑥) = √6𝑥𝑥 + 5 + 2500
1 3
∴ 𝑀𝑀𝑀𝑀 = ⋅6+0=
2√6𝑥𝑥 + 5 √6𝑥𝑥 + 5
1
√6𝑥𝑥 + 5(0) − 3 × ×6
𝑑𝑑 2√6𝑥𝑥 + 5 −9
∴ (𝑀𝑀𝑀𝑀) = =
𝑑𝑑𝑑𝑑 (6𝑥𝑥 + 5) (6𝑥𝑥 + 5)3/2
𝑑𝑑
Thus, 𝑑𝑑𝑑𝑑 (𝑀𝑀𝑀𝑀) < 0 for all 𝑥𝑥 > 0
Hence, marginal cost decreases as the output 𝑥𝑥 increases.
OR
𝑥𝑥
(ii) Given, 𝐴𝐴𝐴𝐴 = 25 − 4
𝑥𝑥
(i) ∴ Total Revenue 𝑅𝑅(𝑥𝑥) = �25 − 4� 𝑥𝑥
𝑥𝑥 2
= 25𝑥𝑥 −
4
2𝑥𝑥
(ii) Marginal Revenue (𝑀𝑀𝑀𝑀) = 25 − 4
𝑥𝑥
= 25 −
2
Question 21
[4]
Solve the following Linear Programming Problem graphically.
Maximise 𝑍𝑍 = 5𝑥𝑥 + 2𝑦𝑦 subject to:
𝑥𝑥 − 2𝑦𝑦 ≤ 2,
3𝑥𝑥 + 2𝑦𝑦 ≤ 12,
−3𝑥𝑥 + 2𝑦𝑦 ≤ 3,
𝑥𝑥 ≥ 0, 𝑦𝑦 ≥ 0

Comments of Examiners
Many candidates were unable to identify Suggestions for teachers
the feasible region on the graph due to a Emphasize the importance of practicing
lack of knowledge in solving linear various types of linear programming problems
inequations graphically. Some candidates (LPP)
incorrectly identified corner points while
attempting to maximize the objective
function.

31
MARKING SCHEME
Question 21
Maximise 𝑧𝑧 = 5𝑥𝑥 + 2𝑦𝑦, subject to the constraints:

𝑥𝑥 − 2𝑦𝑦 ≤ 2, 3𝑥𝑥 + 2𝑦𝑦 ≤ 12, −3𝑥𝑥 + 2𝑦𝑦 ≤ 3, 𝑥𝑥 ≥ 0, 𝑦𝑦 ≥ 0

We draw lines

𝑥𝑥 − 2𝑦𝑦 = 2

𝑥𝑥 0 2

𝑦𝑦 −1 0

3𝑥𝑥 + 2𝑦𝑦 = 12

𝑥𝑥 0 4

𝑦𝑦 6 0

−3𝑥𝑥 + 2𝑦𝑦 = 3

𝑥𝑥 0 −1

𝑦𝑦 3� 0
2

Solving (1) and (2), we get

7 3
𝑥𝑥 = , 𝑦𝑦 =
2 4

Solving (2) and (3)

3 15
𝑥𝑥 = , 𝑦𝑦 =
2 4

At O (0,0) Z =0, A(2, 0), Z = 10, B(7/2 , ¾) = 19, C(3/2 , 15/4) z = 15, D(0, 3/2) = 3

32
Max Z = 19 at (7/2, ¾)

Question 22
[4]
(i) The following table shows the Mean, the Standard Deviation and the coefficient
of correlation of two variables 𝑥𝑥 and 𝑦𝑦.
Series x y
Mean 8 6
Standard deviation 12 4
Coefficient of correlation 0·6
Calculate:
(a) the regression coefficient 𝑏𝑏𝑥𝑥𝑥𝑥 𝑎𝑎𝑎𝑎𝑎𝑎 𝑏𝑏𝑦𝑦𝑦𝑦
(b) the probable value of y when x = 20

OR

(ii) An analyst analysed 102 trips of a travel company. He studied the relation between
travel expenses (y) and the duration (x) of these trips. He found that the relation
between x and y was linear. Given the following data, find the regression equation
of y on x.
Σ𝑥𝑥 = 510, Σy = 7140, Σ𝑥𝑥 2 = 4150, Σ𝑦𝑦 2 = 740200, Σ𝑥𝑥𝑥𝑥 = 54900

33
Comments of Examiners
(i) Some candidates were confused
between the regression coefficients Suggestions for teachers
𝑏𝑏𝑦𝑦𝑦𝑦 and 𝑏𝑏𝑥𝑥𝑥𝑥 . Some used the incorrect − Provide more in-depth learning of the
regression coefficient 𝑏𝑏𝑥𝑥𝑥𝑥 in the concepts and properties of regression
regression equation for y on x. A few coefficients and correlation coefficients.
candidates were unfamiliar with the − Provide ample practice in solving various
properties and relationships between problems using regression coefficients.
regression coefficients and correlation − Students need to practice using the correct
coefficients.
regression coefficients when finding the
(ii) Most candidates attempted this part
regression equation for y on x or x on y.
correctly. However, a few made errors
when finding the regression equation
for y on x, with some using the
incorrect regression coefficient 𝑏𝑏𝑥𝑥𝑥𝑥 .

MARKING SCHEME
Question 22
(i) 𝜎𝜎𝜎𝜎 = 12 𝑥𝑥̅ = 8 𝑟𝑟 = 0 · 6
𝜎𝜎𝜎𝜎 = 4 𝑦𝑦� = 6
𝜎𝜎𝜎𝜎 3
a) 𝑏𝑏𝑥𝑥𝑥𝑥 = 𝑟𝑟 𝜎𝜎𝜎𝜎
= 5
×3

9
=
5
𝜎𝜎𝜎𝜎 6 4 1
𝑏𝑏𝑦𝑦𝑦𝑦 = 𝑟𝑟 = × =
𝜎𝜎𝜎𝜎 10 12 5
1
=5

b) eqn of 𝑦𝑦 on 𝑥𝑥 is,
1
𝑦𝑦 − 6 = (𝑥𝑥 − 8)
5
5𝑦𝑦 − 30 = 𝑥𝑥 − 8
= 𝑥𝑥 − 5𝑦𝑦 + 22 = 0
−42
𝑥𝑥 = 20 = 𝑦𝑦 = =8·4
−5
OR

(ii) 510 7140


𝑥𝑥̅ = = 5, 𝑦𝑦� = = 70
102 102

34
510 × 7140
54900 −
𝑏𝑏𝑦𝑦𝑦𝑦 = 102 = 12
5102
4150 − 102

Regression equation of y on x is 𝑦𝑦 − 70 = 12(𝑥𝑥 − 5)


𝑦𝑦 = 12𝑥𝑥 + 10

Note: For questions having more than one correct answer/solution, alternate correct
answers/solutions, apart from those given in the marking scheme, have also been
accepted.

GENERAL COMMENTS
Topics
• Application of derivatives (Maxima & Minima).
found
difficult by • Indefinite integrals.
candidates • 3D Geometry.
• Inverse trigonometric functions.
• 2nd order derivatives.
• Probability distribution.
• Linear programming problems.

• Symmetric and skew-symmetric matrices.


Concepts in • Identifying the type of indefinite integral.
which • Probability distribution of the number of unspoiled fruits.
candidates
• Second order differentiation.
got confused
• Area of region bounded by curve and straight line-identifying the proper
limits of the bounded region.
• Regression coefficients 𝑏𝑏𝑦𝑦𝑦𝑦 𝑎𝑎𝑎𝑎𝑎𝑎 𝑏𝑏𝑥𝑥𝑥𝑥 .
• Identifying the feasible region.
• Identifying the type of differential equation.
• Elementary properties of definite integrals.
• Mutually exclusive and independent events.

35
• Avoid selective study. Study and practice the entire syllabus keeping
Suggestions in view the pattern of and the weightage of each chapter in the
for question paper.
candidates • Revise the concepts of Class XI and integrate them with Class XII
syllabus.
• Revise concepts like trigonometry, calculus, probability, and
permutations & combinations, etc.
• Understand the concepts of each topic and practice adequate number
of problems on a regular basis, taking the assistance of the teacher,
wherever required.
• Revise basic formulae of Algebra like factorization, expansion,
concept of method of intervals & basic properties of logarithmic
functions.
• Utilize the reading time of 15 minutes for reading the questions
carefully and make a note of the various key points in the statements
of the questions.
• Increase the level of accuracy to the highest levels while solving
problems based on numerical values.
• Revise all topics and have a good practice of solving problems well in
advance.
• Make chapter/topic wise list of all formulae, comprehend and revise
the same at regular intervals.
• Manage your time effectively while attempting the question paper.
Practise mock/sample papers by strictly adhering to the stipulated
time.

36

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