Aga Khan University Examination Board

Notes from E-Marking Centre on HSSC-I Mathematics Examination May 2018

Introduction:

This document has been produced for the teachers and candidates of Higher Secondary
School Certificate (HSSC-I) Mathematics. It contains comments on candidates‟ responses to
the 2018 HSSC-I Examination, indicating the quality of the responses and highlighting their
relative strengths and weaknesses.

E-Marking Notes:

This includes overall comments on students‟ performance on every question and some
specific examples of students‟ responses which support the mentioned comments. Please note
that the descriptive comments represent an overall perception of the better and weaker
responses as gathered from the e-marking session. However, the candidates‟ responses shared
in this document represent some specific example(s) of the mentioned comments.

Teachers and candidates should be aware that examiners may ask questions that address the
Student Learning Outcomes (SLOs) in a manner that require candidates to respond by
integrating knowledge, understanding and application skills they have developed during the
course of study. Candidates are advised to read and comprehend each question carefully
before writing the response to fulfil the demand of the question.

Candidates need to be aware that the marks allocated to the questions are related to the
answer space provided on the examination paper as a guide to the length of the required
response. A longer response will not in itself lead to higher marks. Candidates need to be
familiar with the command words in the SLOs which contain terms commonly used in
examination questions. However, candidates should also be aware that not all questions will
start with or contain one of the command words. Words such as „how‟, „why‟ or „what‟ may
also be used.

General Observations:

- In weaker responses, it was noted that the candidates failed to comprehend formulae and
their applications according to given situation did not score well in the examination.
- Candidates made mistakes in the formulae of trigonometry.
- It was also noted that candidates failed to comprehend the concepts of permutation,
combination and row and column operations in matrices.

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Detailed Comments:

Constructed Response Questions (CRQs)

Question 1:

Without using calculator, apply basic operations to separate real and imaginary parts of

3  2i 2  2  3i .
1 i

Better responses exhibited that candidates correctly rationalised the denominator. Most of the
candidates used the correct formulae of a  b  and a 2  b2 that led to correct answer. In
2

some responses, it was noted that candidates first applied the formula of a  b  followed by
2

rationalisation of denominator and division process to separate the real and imaginary parts of
the given complex number.

Example:

Weaker responses showed that the candidates made mistakes in application of formulae of
a  b2 anda 2  b2 and in basic arithmetical operations on complex numbers. Consequently,
candidates were not able to separate the real and imaginary parts of the complex number.

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Example 1:

Example 2:

Example 3:

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Page 4 of 55
 Question 2a:
a b c a b bc
Without expansion, verify that 1 1 1   a2 b2 b2  c2 .
bc ac ab 1 1 2

Better responses exhibited that candidates applied the multiple methods to verify the required
result. They appropriately applied the row and column operations to prove
a b c a b bc
1 1 1   a2 b2 b 2  c 2 . The candidates multiplied and divided the column I
bc ac ab 1 1 2
by a, column II by b and column III by c. They took abc common from Row-III, added
column-II in Column III and interchanged the Row-I and Row-II to verify the required result.

Example 1:

Example 2

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Weaker responses showed that candidates mainly failed to perform row and column operation
properly. They exhibited the knowledge of row and column operations but were unable to
apply them correctly to verify the result.

Although it was clearly mentioned in the question that without expansion, verify the result
but few weaker responses reflected that candidates expanded the determinant.

Example 1:

Example 2:

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Example 3:

Question 2b:
1 1 0    1 0 a
The multiplicative inverse of the matrix 0 2 1 is  2 0  1 . Find the value of a.
2 1 0  4 1 2

Better responses exhibited that candidates applied the multiple methods of solution to find
the value of a. Mostly candidates applied the fact that A  A1  I  A1  A . They multiplied
the given two matrices and compared the result with identity matrix of order 3 3 to find the
value of a. In other responses, it was noted that instead of multiplying whole matrices, the
smarter candidates only multiplied the first row to the third column to get the required value.
1 1 0 
Few other responses reported that candidates calculated the inverse of the matrix 0 2 1
2 1 0
1 0 a
and compared it with  2 0  1 to get the value of a.
 4 1 2

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Example 1:

Example 2:

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Example 3:

Weaker responses reflected lack of understanding of property A  A1  I  A1  A . Few

candidates used correct property but made mistakes in multiplication and addition of
corresponding elements of a row or a column and failed to find the value of a. There were
few responses showed that candidates inappropriately applied the concept of determinant to
find the required value.

Example 1:

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Example 2:

Question 3:
Find the first term ( a1 ), common difference (d) and the nth term of an arithmetic sequence
which satisfies conditions 4  a6  a26 and a15  47.

This was generally a well-attempted question.

Better responses exhibited that candidates applied correct formula of general term of an
arithmetic sequence and successfully translated the given conditions to find the values of a
and d by solving two equations, i.e. 4  a  5d   a  25d and a  14d  47. Finally,
candidates were able to find the nth term of the arithmetic sequence.

Example 1:

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Example 2:

Weaker responses reflected that candidates either failed to write the correct formula or made
mistakes in translation of the given conditions and therefore, failed to find the first term and
common difference of the required arithmetic sequence.

Example 1:

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Example 2:

Example 3:

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Question 4:

This question offered a choice between part a and b. Most candidates performed well in this
question. Majority of the students attempted part b and avoided the word problem given in
part a.

Question 4a:

Over a period of five years in a certain city, the number of road accidents increased by
20% per year. If there were 10,240 accidents in 2010 and the road accidents follow
geometric sequence, then how many accidents occurred in 2015?

(Note: The answer should be the nearest whole number.)

Better responses indicated that the candidates understood the question well and correctly
20
found the common ratio i.e. r  1   1.2 and applied the formula of an  ar n1 to find
100
the number of accidents occurred in 2015. In few other responses, it is noted that the
candidates applied an alternate way as cited in example 2.

Example 1:

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Example 2:

Weaker responses reflected various types of mistakes to convert the given word problem into
the mathematical model. The candidates were unable to identify the correct common ratio
and in some cases, they were unable to identify the correct formula. Other weaker responses
revealed that candidates wrote the correct formula but failed to identify correct value of a and
r, hence they failed to fulfill the requirement of the question.

Example 1:

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Example 2:

Question 4b:

1 1
Find TWO harmonic means between and .
17 32

Better responses correctly converted the given terms into their associated terms in arithmetic
progression (AP) and then applied the formula an  a  (n  1)d aptly to find the value of first
term and common difference. After that they found the two terms in AP and converted them
into the harmonic progression by taking reciprocal of the terms.

Example:

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Weaker responses suggested that candidates were failed to select or apply the correct formula
and consequently, were failed to find the required harmonic means. In other weaker
responses, it was noted that they took the reciprocal of the formula of arithmetic progression,
1
i.e. instead of calculating associated terms in arithmetic progression and
a n  a  (n  1)d
then took their reciprocals.

Example 1:

Example 2:

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Example 3:

Question 5a:

i. How many different words can be formed with the letters of word BREAD if

I. all letters are used? (1 Mark)

II. all letters are used and B and R always come together? (1 Mark)

III. only three letters are used? (1 Mark)

This question offered a choice between part a and part b.

Better responses exhibited that candidates correctly applied techniques or formula to find the
number of different words that can be formed using the given conditions. They showed they
were conceptually well versed with the concept of counting techniques.

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Example 1:

Example 2:

Weaker responses reflected lack of concept of counting techniques and therefore, failed to
find the number of words under given conditions. They used wrong formula or techniques
and hence were unable to fulfill the requirement of the question.

Example 1:

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Example 2:

Example 3:

Question 5a:

ii. A basket contains 6 white balls and 4 black balls. If all the balls are identical, then
how many selections of 4 balls can be made such that at least 3 of them are white
balls? (1 Mark)

Better responses exhibited good understanding of concept of combination and were able to
clearly differentiate between combination and permutation. Candidates understood the
question well and were able to find the correct number of selections of balls as per given
condition in the question. The better responses also indicated that candidates were clear about
the usage of the term “at least”.

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Example 1:

Example 2:

Weaker responses reflected that students were unable to find the possible selections of balls
as requirement of the question. The candidates used wrong formula or were unable to
comprehend the term „at least‟ and failed to solve the question correctly. It was generally not
a well attempted question, which is indicative of the fact that counting techniques need more
attention of teachers and students.

Example 1:

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Example 2:

Example 3:

Question 5b:
Two fair dice are rolled simultaneously and score on both dice is added together.

i. Complete the given table to show all possible outcomes. (2 Marks)

Die-1
1 2 3 4 5 6
Die-2

1 2 7

2 4 7

3 6 7

4 7 8

5 7 10

6 7 12

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 ii. Find the probability of obtaining the score of

I. exactly 10. (1 Mark)

II. at least 10. (1 Mark)

III. at most 10. (1 Mark)

IV. other than 10. (1 Mark)

Better responses exhibited good understanding of probability theory. Candidates understood

the question well and were able to complete the given table. They correctly used the given
table to find the probability of the given situations in the next part of the question. The better
responses also indicated that candidates were clear about the terms ‘exactly’, „at least’, „at
most’ and other than in the context of probability to find the probabilities of the given
events.

Example 1:

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Weaker responses reflected that candidates were able to fill the table but failed to find the
probabilities asked in the question. Weaker responses also exhibited that candidates were not
clear about the difference of ‘at least’, ‘at most’ and ‘exactly’ and therefore, failed to find
the probabilities of the given events. .

Example 1:

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Example 2:

Question 6:

Prove by mathematical induction that for all positive integral values of n, 7 n  1 is

divisible by 6.

Better responses indicated that candidates systematically followed the steps of mathematical
induction. They proved that the given statement is true for n = 1 by substituting n = 1 and to
prove that the statement is true for n = k+1, they considered 7 k 1  1 and tactfully converted
 
it into 7 k 1  7  7  1  7 7 k  1  6 . Finally, they proved the required result for all positive
integral values of n.

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Example 1:

Example 2:

Weaker responses displayed that candidates were able to prove the result for n = 1, but failed
to considered the correct term to prove the truth of the statement for n=K+1 and consequently
unable to prove the given statement by using principle of mathematical induction.
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Example 1:

Example 2:

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Question 7

This question offered a choice between part a and b. Candidates chose to attempt part b more
than part a.

Question 7a:

Find the solution set of the equation x4  7 x3  12 x2  7 x  1  0.

Better responses showed that candidates re-arranged the given equation

x 4  7 x 3  12 x 2  7 x  1  0 as x 4  1  7 x 3  7 x  12 x 2  0 and then, divided both sides by
1  1
x 2 to get x 2   7 x    12  0 . They made right supposition to reduce the given
 x
2
x
quartic equation into quadratic equation. To solve the newly obtained quadratic equation,
mostly candidates applied the method of breaking of middle term to get the two values of y.
Consequently, they solved the resulting two quadratic equations by using quadratic formula
to get the values of variable x and wrote the required solution set correctly.

Example 1:

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Example 2:

Weaker responses reflected that candidates were clueless to convert given quartic equation
into quadratic form to solve it further. This was the most common mistake noted in the
weaker responses. Other common mistakes were of re-arrangement of terms of the given
equation, mistakes in taking common and simple arithmetic errors which resulted in the loss
of marks.

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Example 1:

Example 2:

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Example 3:

Question 7b:

i. Solve the following system of equations. (6 Marks)

x 2  y 2  2 y  16
3x  y  6

ii.  
Prove that  7  1 2  . (2 Marks)

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Better responses of part i showed that candidates found the value of y  6  3x and
substituted the value in the given quadratic equation and followed all necessary steps to get
  16 18 
the required solution set, i.e. 1, 3,  ,   . The candidates showed their understanding
 5 5 
and skills of solving algebraic equations.

In part ii, better responses reflected that candidates were well aware with the properties of
 
cube roots of unity. First, they wrote  7   6     3
2
  and then, they applied the fact
that  3  1 to reach the result   12 . They further applied the formula of (a  b) 2 and the
property  2    1  0 to prove the required result.

Example 1:

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Example 2:

Weaker responses showed that in part i, the candidates failed to solve the question. They
were able to find the value of y from linear equation but failed to substitute it into the given
quadratic equation correctly. Consequently, they were unable to find the solution set of the
given system of equations. This question was parallel in difficulty level to the questions given
in the recommended textbook of the syllabus and hence, better performance was expected.

In part ii, weaker responses showed that candidates failed to comprehend or apply the
properties of cube roots of unity. They also showed mistakes in the process of simplification
to get the required results. The given examples are reflection of such mistakes.

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Example 1:

Example 2:

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 Question 8ai:
5
Find the remaining trigonometric ratios, if sin   and the terminal ray of  is not in the
13
first quadrant.

Generally it was a well attempted question. Better responses showed that candidates used the
given trigonometric ratio to find the required trigonometric ratios. Most responses reflected
that the candidates applied the correct trigonometric identities aptly such as
1
cos    1  sin 2  or cos ec  , cos ec   1  cot 2  and correctly found the
sin 
other trigonometric ratios with correct sign. Some candidates applied the concept of
Pythagorean Theorem to find the required trigonometric ratio.

Example:

Weaker responses reflected that the candidates applied wrong trigonometric identities or
formulae and failed to find the trigonometric ratio. In few other responses, it was noted that
the candidates failed to perform simple arithmetic operations and have no clue about the sign
of trigonometric ratio in the given quadrant.

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Example 1:

Example 2:

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Question 8a ii:
1  cot 2 
Prove that  sin 2   cos 2  .
1  cot 2 

Better responses showed that the candidates used the left hand side and applied the correct
trigonometric identities aptly to prove the given identity correctly. The candidates converted
tan 2  and cot 2  terms of sinθ and cosθ to prove the given trigonometric equation.

Example 1:

Example 2:

Weaker responses applied wrong trigonometric formula or incorrectly performed basic

arithmetic operations like cancellation, multiplication or division and failed to prove the
required result.

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Example 1:

Example 2:

Question 8b:

i. 
Prove that cos     cos     1  sin 2   sin 2  . 

Better responses showed that candidates used the formula of cos(   ) and cos(   ) .
They skilfully multiplied cos     cos    using formula of a 2  b 2 and made correct
conversion of cos 2  and cos 2  into 1 sin 2  and 1 sin 2  respectively and succeeded
 
to prove the required result, i.e. cos     cos     1  sin 2   sin 2  .

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Example:

Weaker responses showed the candidates lost marks mainly because of the incorrect use of
formulae, i.e. cos(   ) and cos(   ) . They made mistakes in in writing correct signs,
multiplication process, conversion of cos 2  and cos 2  into 1 sin 2  and 1 sin 2  and
therefore failed to prove the required result. Some other mistakes are noted in the process of
simplification.

Example 1:

Example 2:

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 Question 8b ii:

 1  cos 
With the help of cos  , prove that sin  .
2 2

Better responses exhibited correct use of trigonometric formulae which led to prove the
correct result as required in the given question.

Example:

Weaker responses exhibited that candidates used incorrect trigonometric formulae and failed
to verify the required result.

Example 1:

Example 2:

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Question 9:

This question offered a choice between part a and b. Candidates preferred to chose to attempt
part a.

Question 9ai.

a c
With the help of suitable diagram of an oblique triangle ABC, prove that  .
sin  sin 

Better responses showed that in part i, the candidates drew the labelled diagram. The diagram
provided them basis to correctly find the coordinate of the points labelled in the diagram.
They skilfully changed the origin and compared the ordinate correctly to prove the given part
of the law of sines.

Example:

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Weaker responses showed that most of the candidates were unable to draw the correct
diagram and hence, failed to proceed further. In some cases, it was noted that the coordinates
of the points were not in accordance with the diagram drawn for this purpose. Hence, it
resulted in a variety of mistakes in their proof. Few common mistakes have been presented in
the following examples.

Example 1:

Example 2:

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Question 9a:

ii. In the given diagram, find the value of a when b = 25 cm, β = 35o and γ = 30o (3 Marks)

β NOT TO SCALE

a
c

α
γ
A b C

Better responses exhibited that the candidates found the missing angle  followed by sine
law to find the value of a. Candidates applied the formulae and simplified correctly to find
the required value in the question.

Example 1:

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Example 2:

Weaker responses reflected that the candidates failed to comprehend the situation given in the
question and they made wrong choice of the formulae and failed to obtain the required value.
In most of the weaker responses, it was noted that candidates chose the formula of area of
triangle which is clear indication of lack of understanding and practice.

Example 1:

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Example 2:

Question 9b:

Prove that sin



s  c s  a  . (8 Marks)
2 ac
  
(Hint: cos   cos   and 2s  a  b  c )
2 2

a
c

α
γ
A b C

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It proved to be a difficult question for the candidates, although the required prove is given in

the textbook, the only change in the question was instead of asking proof for sin the
2

question required to prove it for sin .
2

Better responses exhibited that candidates selected the correct formulae and systematically
followed the essential steps to establish the required proof. The question required grip on
many formulae along with understanding to change in formulae as per given situation. It also
required the use of arithmetic operation skillfully to arrive at the required result.

Example 1:

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Example 2:

Weaker responses exhibited that candidates failed to write the formula correctly or made
mistakes in substitution of values and hence, failed to complete the required proof. Two such
examples are cited below.

Example 1:

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Example 2:

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Question 10:

Complete the following table to draw the graph of cosec on the given graph. Also write the range of
the cosec .

θ 0 30° 60° 90° 120° 150° 180° 210° 240° 270° 300° 330° 360°

cosec

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Better responses showed that candidates correctly calculated all values of cos ec with the
help of calculator and filled the given table. The candidates appropriately chose the scale on
x-axis and y-axis and located the point on the given graph. Moreover, they skillfully marked
the asymptotes of the graph. Also they were able to find the range of the cos ec .

Example 1:

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Example 2:

Weaker responses exhibited that candidates found the incorrect value of cos ec for the
given value of  . Specifically, they failed to find the correct value of cos ec at 0 , 180 and
360. Similarly, they failed to locate values of cos ec and  on the given graph paper. In a
few responses, it was noted that candidates failed to select appropriate scale on x-axis and y-
axis. It was also evident from the weaker responses that candidates were clueless about the
asymptotes of the given graph.

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Example 1:

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Example 2:

Question 10b:

i. Find the solution set of the trigonometric equation sin 2 x  cos x when 0  x  2 .

Better responses of part i, exhibited that candidates have good understanding of concept of
solution of trigonometric equations. They converted the given trigonometric equation as
2 sin x cos x  cos x  0 and factorised it to get cos x  0 or 2 sin x  1  0. Then, they found
the values satisfying the equation cos x  0 and 2 sin x  1  0 . Finally, they wrote the
required solution set.

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Example 1:

Example 2:

Weaker responses showed that candidates failed to apply the correct technique to solve the
given equation. In a few cases, candidates were able to find the principal angle; however,
they failed to find the other angle satisfying the given trigonometric equation and
consequently, failed to write the solution set of the equation. In some of the responses, it is
noted that candidates had cancelled cos x in the equation 2 sin x cos x  cos x , which is a pure
misconception, as term containing variable cannot be cancelled under any condition while
solving equations.

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Example 1:

Example 2:

Question 10b:

Find the solution set of the trigonometric equation  tan   3  0 , when

2
ii.
0    2 .

Better responses exhibited that candidates took  common from the equation
 tan 2   3  0 and converted the given equation to  tan 2   3  0 and were able to find
the values of  satisfying the given equation. They were also cognizant to the fact that no
value of  may satisfy the equation tan    3 and then, wrote the solution set of the
2

given equation accordingly.

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Example:

Weaker responses exhibited that candidates were unable to take  common and if they took
it common, they again cancelled the variable which is not permissible. It is also noted that
 
they found the value  for the equation tan 2   3, although equation did not have any
real solution.

Example 1:

Example 2:

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