Artham

Resource Material
For Revised Syllabus Session 2024-25

EXEMPLAR
SOLUTIONS
MATHS
Class
11

Powered by
 Chapter 2-
Relations and functions
Exercise
Short Answer Type

1. Let A = {–1, 2, 3} and B = {1, 3}. Determine

(i) A × B
(ii) B × A
(iii) B × B
(iv) A × A
Solution:
According to the question,
A = {–1, 2, 3} and B = {1, 3}
(i) A × B
{–1, 2, 3} × {1, 3}
So, A × B = {(–1, 1), (–1, 3), (2, 1), (2, 3), (3, 1), (3, 3)}
Hence, the Cartesian product = {(–1, 1), (–1, 3), (2, 1), (2, 3), (3, 1), (3, 3)}
(ii) B × A.
{1, 3} × {–1, 2, 3}
So, B × A = {(1, –1), (1, 2), (1, 3), (3, –1), (3, 2), (3, 3)}
Hence, the Cartesian product = {(1, –1), (1, 2), (1, 3), (3, –1), (3, 2), (3, 3)}
(iii) B × B
{1, 3} ×{1, 3}
So, B × B = {(1, 1), (1, 3), (3, 1), (3, 3)}
Hence, the Cartesian product = {(1, 1), (1, 3), (3, 1), (3, 3)}
(iv) A × A
{–1, 2, 3} × {–1, 2, 3}
So, A × A = {(–1, –1), (–1, 2), (–1, 3), (2, –1), (2, 2), (2, 3), (3, –1), (3, 2), (3, 3)}
Hence,
the Cartesian product ={(–1, –1), (–1, 2), (–1, 3), (2, –1), (2, 2), (2, 3), (3, –1), (3, 2), (3, 3)}

2. If P = {x : x < 3, x ∈ N}, Q = {x : x ≤ 2, x ∈ W}. Find (P ∪ Q) × (P ∩ Q), where W is the set of

whole numbers.
Solution:
According to the question,
P = {x: x < 3, x ∈N}, Q = {x : x ≤ 2, x ∈W} where W is the set of whole numbers
P = {1, 2}
Q = {0, 1, 2}
Now
(P∪Q) = {1, 2}∪{0, 1, 2} = {0, 1, 2}
And,
(P∩Q) = {1, 2}∩{0, 1, 2} = {1, 2}
We need to find the Cartesian product of (P∪Q) = {0, 1, 2} and (P∩Q) = {1, 2}
So,
(P∪Q) × (P∩Q) = {0, 1, 2} × {1, 2}
= {(0, 1), (0, 2), (1, 1), (1, 2), (2, 1), (2, 2)}
Hence, the Cartesian product = {(0, 1), (0, 2), (1, 1), (1, 2), (2, 1), (2, 2)}
3. If A = {x : x ∈ W, x < 2}, B = {x : x ∈ N, 1 < x < 5}, C = {3, 5} find
(i) A × (B ∩ C)
(ii) A × (B ∪ C)
Solution:
According to the question,
A = {x: x ∈ W, x < 2}, B = {x : x ∈N, 1 < x < 5} C = {3, 5}; W is the set of whole numbers
A = {x: x ∈ W, x < 2} = {0, 1}
B = {x : x ∈N, 1 < x < 5} = {2, 3, 4}
(i)
(B∩C) = {2, 3, 4} ∩ {3, 5}
(B∩C) = {3}
A × (B∩C) = {0, 1} × {3} = {(0, 3), (1, 3)}
Hence, the Cartesian product = {(0, 3), (1, 3)}

(ii)
(B∪C) = {2, 3, 4} ∪ {3, 5}
(B∪C) = {2, 3, 4, 5}
A × (B∪C) = {0, 1} × {2, 3, 4, 5} = {(0, 2), (0, 3), (0, 4), (0, 5), (1, 2), (1, 3), (1, 4), (1, 5)}
Hence, the Cartesian product = {(0, 2), (0, 3), (0, 4), (0, 5), (1, 2), (1, 3), (1, 4), (1, 5)}

4. In each of the following cases, find a and b.

(i) (2a + b, a – b) = (8, 3)
(ii) (a/4 , a – 2b) = (0, 6 + b)
Solution:
(i)
According to the question,
(2a + b, a – b) = (8, 3)
Given the ordered pairs are equal, so corresponding elements will be equal.
Hence,
2a + b = 8 and a–b = 3
Now a–b = 3
⇒a = 3 + b
Substituting the value of a in the equation 2a + b = 8,
We get,
2(3 + b) + b = 8
⇒ 6 + 2b + b = 8
⇒ 3b = 8–6 = 2
⇒ b = 2/3
Substituting the value of b in equation (a–b = 3),
We get,
⇒ a – 2/3 = 3
⇒ a = 3 + 2/3
⇒ a = (9 + 2)/3
⇒ a = 11/3
Hence the value of a = 11/3 and b = 2/3 respectively.
 (ii)
According to the question,

Given the ordered pairs are equal, so corresponding elements will be equal.
a/4 = 0 and a – 2b = 6 + b
Now a/4 = 0
⇒a = 0
Substituting the value of a in the equation (a–2b = 6 + b),
We get,
0 – 2b = 6 + b
⇒ – 2b – b = 6
⇒ – 3b = 6
⇒ b = – 6/3
⇒b=–2
Hence, the value of a = 0 and b = – 2 respectively

5. Given A = {1, 2, 3, 4, 5}, S = {(x, y) : x ∈ A, y ∈ A}. Find the ordered pairs which satisfy the
conditions given below:
(i) x + y = 5
(ii) x + y < 5
(iii) x + y > 8
Solution:
According to the question, A = {1, 2, 3, 4, 5}, S = {(x, y) : x ∈A, y ∈A}
(i) x + y = 5
So, we find the ordered pair such that x + y = 5, where x and y belongs to set A = {1, 2, 3, 4, 5},
1 + 1 = 2≠5
1 + 2 = 3≠5
1 + 3 = 4≠5
1 + 4 = 5⇒ the ordered pair is (1, 4)
1 + 5 = 6≠5
2 + 1 = 3≠5
2 + 2 = 4≠5
2 + 3 = 5⇒ the ordered pair is (2, 3)
2 + 4 = 6≠5
2 + 5 = 7≠5
3 + 1 = 4≠5
3 + 2 = 5⇒ the ordered pair is (3, 2)
3 + 3 = 6≠5
3 + 4 = 7≠5
3 + 5 = 8≠5
4 + 1 = 5⇒ the ordered pair is (4, 1)
4 + 2 = 6≠5
4 + 3 = 7≠5
4 + 4 = 8≠5
4 + 5 = 9≠5
5 + 1 = 6≠5
5 + 2 = 7≠5
5 + 3 = 8≠5
5 + 4 = 9≠5
5 + 5 = 10≠5
Therefore, the set of ordered pairs satisfying x + y = 5 = {(1,4), (2,3), (3,2), (4,1)}.

(ii) x + y < 5
So, we find the ordered pair such that x + y<5, where x and y belongs to set A = {1, 2, 3, 4, 5}
1 + 1 = 2<5 ⇒ the ordered pairs is (1, 1)
1 + 2 = 3<5 ⇒ the ordered pairs is (1, 2)
1 + 3 = 4<5 ⇒ the ordered pairs is (1, 3)
1+4=5
1 + 5 = 6>5
2 + 1 = 3<5 ⇒ the ordered pairs is (2, 1)
2 + 2 = 4<5 ⇒ the ordered pairs is (2, 2)
2+3=5
2 + 4 = 6>5
2 + 5 = 7>5
3 + 1 = 4<5 ⇒ the ordered pairs is (3, 1)
3+2=5
3 + 3 = 6>5
3 + 4 = 7>5
3 + 5 = 8>5
4+1=5
4 + 2 = 6>5
4 + 3 = 7>5
4 + 4 = 8>5
4 + 5 = 9>5
5 + 1 = 6>5
5 + 2 = 7>5
5 + 3 = 8>5
5 + 4 = 9>5
5 + 5 = 10>5
Therefore, the set of ordered pairs satisfying x + y< 5 = {(1,1), (1,2), (1,3), (2, 1), (2,2), (3,1)}.

(iii) x + y > 8
So, we find the ordered pair such that x + y>8, where x and y belongs to set A = {1, 2, 3, 4, 5}
1 + 1 = 2<8
1 + 2 = 3<8
1 + 3 = 4<8
1 + 4 = 5<8
1 + 5 = 6<8
2 + 1 = 3<8
2 + 2 = 4<8
2 + 3 = 5<8
 2 + 4 = 6<8
2 + 5 = 7<8
3 + 1 = 4<8
3 + 2 = 5<8
3 + 3 = 6<8
3 + 4 = 7<8
3+5=8
4 + 1 = <8
4 + 2 = 6<8
4 + 3 = 7<8
4+4=8
4 + 5 = 9>8, so one of the ordered pairs is (4, 5)
5 + 1 = 6<8
5 + 2 = 7<8
5+3=8
5 + 4 = 9>8, so one of the ordered pairs is (5, 4)
5 + 5 = 10>8, so one of the ordered pairs is (5, 5)
Therefore, the set of ordered pairs satisfying x + y > 8 = {(4, 5), (5, 4), (5,5)}.

6. Given R = {(x, y) : x, y ∈ W, x2 + y2 = 25}. Find the domain and Range of R.

Solution:
According to the question,
R = {(x, y) : x, y ∈W, x2 + y2 = 25}
R = {(0,5), (3,4), (4, 3), (5,0)}
The domain of R consists of all the first elements of all the ordered pairs of R.
Domain of R = {0, 3, 4, 5}
The range of R contains all the second elements of all the ordered pairs of R.
Range of R = {5, 4, 3, 0}

7. If R1 = {(x, y) | y = 2x + 7, where x ∈ R and – 5 ≤ x ≤ 5} is a relation. Then find the domain and

Range of R1.
Solution:
According to the question,
R1 = {(x, y) | y = 2x + 7, where x ∈R and – 5 ≤ x ≤ 5} is a relation
The domain of R1 consists of all the first elements of all the ordered pairs of R1, i.e., x,
It is also given – 5 ≤ x ≤ 5.
Therefore,
Domain of R1 = [–5, 5]
The range of R contains all the second elements of all the ordered pairs of R1, i.e., y
It is also given y = 2x + 7
Now x ∈ [–5,5]
Multiply LHS and RHS by 2,
We get,
2x ∈ [–10, 10]
Adding LHS and RHS with 7,
We get,
 2x + 7 ∈ [–3, 17]
Or, y ∈ [–3, 17]
So,
Range of R1 = [–3, 17]

8. If R2 = {(x, y) | x and y are integers and x2 + y2 = 64} is a relation. Then find R2.
Solution:
We have,
R2 = {(x, y) | x and y are integers and x2 + y2 – 64}
So, we get,
x2 = 0 and y2 = 64 or x2 = 64 and y2 = 0
x = 0 and y = ±8 or x = ±8 and y = 0
Therefore, R2 = {(0, 8), (0, –8), (8,0), (–8,0)}

9. If R3 = {(x, |x| ) |x is a real number} is a relation. Then find domain and range of R3.
Solution:
According to the question,
R3 = {(x, |x|) |x is a real number} is a relation
Domain of R3 consists of all the first elements of all the ordered pairs of R3, i.e., x,
It is also given that x is a real number,
So, Domain of R3 = R
Range of R contains all the second elements of all the ordered pairs of R3, i.e., |x|
It is also given that x is a real number,
So, |x| = |R|
⇒ |x|≥0,
i.e., |x| has all positive real numbers including 0
Hence,
Range of R3 = [0, ∞)

10. Is the given relation a function? Give reasons for your answer.
(i) h = {(4, 6), (3, 9), (– 11, 6), (3, 11)}
(ii) f = {(x, x) | x is a real number}
(iii) g = n, (1/n) |n is a positive integer
(iv) s = {(n, n2) | n is a positive integer}
(v) t = {(x, 3) | x is a real number.
Solution:
(i) According to the question,
h = {(4, 6), (3, 9), (– 11, 6), (3, 11)}
Therefore, element 3 has two images, namely, 9 and 11.
A relation is said to be function if every element of one set has one and only one image in other
set.
Hence, h is not a function.

(ii) According to the question,

f = {(x, x) | x is a real number}
This means the relation f has elements which are real number.
 Therefore, for every x ∈ R there will be unique image.
A relation is said to be function if every element of one set has one and only one image in other
set.
Hence, f is a function.

(iii) According to the question,

g = n, (1/n) |n is a positive integer
Therefore, the element n is a positive integer and the corresponding 1/n will be a unique and
distinct number.
Therefore, every element in the domain has unique image.
A relation is said to be function if every element of one set has one and only one image in other
set.
Hence, g is a function.

(iv) According to the question,

s = {(n, n2) | n is a positive integer}
Therefore, element n is a positive integer and the corresponding n2 will be a unique and distinct
number, as square of any positive integer is unique.
Therefore, every element in the domain has unique image.
A relation is said to be function if every element of one set has one and only one image in other
set.
Hence, s is a function.

(v) According to the question,

t = {(x, 3) | x is a real number.
Therefore, the domain element x is a real number.
Also, range has one number i.e., 3 in it.
Therefore, for every element in the domain has the image 3, it is a constant function.
A relation is said to be function if every element of one set has one and only one image in other
set.
Hence, t is a function.

11. If f and g are real functions defined by f (x) = x2 + 7 and g (x) = 3x + 5, find each of the
following
(a) f (3) + g (– 5)
(b) f(½) × g(14)
(c) f (– 2) + g (– 1)
(d) f (t) – f (– 2)
(e) (f(t) – f(5))/ (t – 5), if t ≠ 5
Solution:
According to the question,
f and g are real functions such that f (x) = x2 + 7 and g (x) = 3x + 5

(a) f (3) + g (– 5)
f (x) = x2 + 7
Substituting x = 3 in f(x), we get
f (3) = 32 + 7 = 9 + 7 = 16 …(i)
And,
g (x) = 3x + 5
Substituting x = –5 in g(x), we get
g (–5) = 3(–5) + 5 = –15 + 5 = –10…………(ii)
Adding equations (i) and (ii),
We get,
f (3) + g (– 5) = 16–10 = 6

(b) f(½) × g(14)

f (x) = x2 + 7
Substituting x = ½ in f(x), we get
f(½) = (½)2 + 7 = ¼ + 7 = 29/4 …(i)
And,
g (x) = 3x + 5
Substituting x = 14 in g(x), we get
g (14) = 3(14) + 5 = 42 + 5 = 47…………(ii)
Multiplying equation (i) and (ii),
We get,
f(½) × g(14) = (29/4) × 47 = 1363/4

(c) f (– 2) + g (– 1)
f (x) = x2 + 7
Substituting x = –2 in f(x), we get
f (–2) = (–2)2 + 7 = 4 + 7 = 11……..(i)
And,
g (x) = 3x + 5
Substituting x = –1 in g(x), we get
g (–1) = 3(–1) + 5
= –3 + 5 = 2…………(ii)
Adding equation (i) and (ii),
We get,
f (– 2) + g (– 1) = 11 + 2 = 13

(d) f (t) – f (– 2)
f (x) = x2 + 7
Substituting x = t in f(x), we get
f (t) = t2 + 7……..(i)
Considering the same function,
f (x) = x2 + 7
Substituting x = –2 in f(x), we get
f (–2) = (–2)2 + 7 = 4 + 7 = 11…….(ii)
Subtracting equation (i) with (ii),
We get,
f (t) – f (– 2) = t2 + 7 – 11= t2 – 4
 (e) (f(t) – f(5))/ (t – 5), if t ≠ 5
f (x) = x2 + 7
Substituting x = t in f(x), we get
f (t) = t2 + 7……..(i)
Considering the same function,
f (x) = x2 + 7
Substituting x = 5 in f(x), we get
f (5) = (5)2 + 7 = 25 + 7 = 32……..(ii)
From equation (i) and (ii), we get

12. Let f and g be real functions defined by f (x) = 2x + 1 and g (x) = 4x – 7.

(a) For what real numbers x, f (x) = g (x)?
(b) For what real numbers x, f (x) < g (x)?
Solution:
According to the question,
f and g be real functions defined by f(x) = 2x + 1 and g(x) = 4x – 7
(a) For what real numbers x, f (x) = g (x)
To satisfy the condition f(x) = g(x),
Should also satisfy,
2x + 1 = 4x–7
⇒ 7 + 1 = 4x–2x
⇒ 8 = 2x
Or, 2x = 8
⇒x=4
Hence, we get,
For x = 4, f (x) = g (x)

(b) For what real numbers x, f (x) < g (x)

To satisfy the condition f(x) < g(x),
Should also satisfy,
2x + 1 < 4x–7
 ⇒ 7 + 1 < 4x–2x
⇒ 8 < 2x
Or, 2x > 8
⇒x>4
Hence, we get,
For x > 4, f (x) > g (x)

13. If f and g are two real valued functions defined as f (x) = 2x + 1, g (x) = x2 + 1, then find.
(i) f + g (ii) f – g (iii) fg (iv)f/g
Solution:
According to the question,
f and g be real valued functions defined as f (x) = 2x + 1, g (x) = x2 + 1,
(i) f + g
⇒ f + g = f(x) + g(x)
= 2x + 1 + x2 + 1
= x2 + 2x + 2

(ii) f – g
⇒ f – g = f(x) – g(x)
= 2x + 1 – (x2 + 1)
= 2x – x2

(iii) fg
⇒ fg = f(x) g(x)
= (2x + 1)( x2 + 1)
= 2x(x2 ) + 2x(1) + 1(x2) + 1(1)
= 2x3 + 2x + x2 + 1
= 2x3 + x2 + 2x + 1

(iv) f/g
f/g = f(x)/g(x)

14. Express the following functions as set of ordered pairs and determine their range.
f: X → R, f (x) = x3 + 1, where X = {–1, 0, 3, 9, 7}
Solution:
According to the question,
A function f: X →R, f (x) = x3 + 1, where X = {–1, 0, 3, 9, 7}
Domain = f is a function such that the first elements of all the ordered pair belong to the set X =
{–1, 0, 3, 9, 7}.
The second element of all the ordered pair are such that they satisfy the condition f (x) = x3 + 1
When x = – 1,
f (x) = x3 + 1
f (– 1) = (– 1)3 + 1 = – 1 + 1 = 0 ⇒ ordered pair = (–1, 0)
 When x = 0,
f (x) = x3 + 1
f (0) = (0)3 + 1 = 0 + 1 = 1⇒ ordered pair = (0, 1)
When x = 3,
f (x) = x3 + 1
f (3) = (3)3 + 1 = 27 + 1 = 28⇒ ordered pair = (3, 28)
When x = 9,
f (x) = x3 + 1
f (9) = (9)3 + 1 = 729 + 1 = 730⇒ ordered pair = (9, 730)
When x = 7,
f (x) = x3 + 1
f (7) = (7)3 + 1 = 343 + 1 = 344⇒ ordered pair = (7, 344)
Therefore, the given function as a set of ordered pairs is
f = {(–1, 0), (0, 1), (3, 28), (7, 344), (9, 730)}
And,
Range of f = {0, 1, 28, 730, 344}

15. Find the values of x for which the functions

f (x) = 3x2 – 1 and g (x) = 3 + x are equal
Solution:
According to the question,
f and g functions defined by f (x) = 3x2 – 1 and g (x) = 3 + x
For what real numbers x, f (x) = g (x)
To satisfy the condition f(x) = g(x),
Should also satisfy,
3x2 – 1 = 3 + x
⇒ 3x2 – x – 3 – 1 = 0
⇒ 3x2 – x – 4 = 0
Splitting the middle term,
We get,
⇒ 3x2 + 3x – 4x–4 = 0
⇒ 3x(x + 1) – 4(x + 1) = 0
⇒ (3x – 4)(x + 1) = 0
⇒ 3x – 4 = 0 or x + 1 = 0
⇒ 3x = 4 or x = –1
⇒ x = 4/3, –1
Hence, for x = 4/3, –1, f (x) = g (x),
i.e., given functions are equal.

Long Answer Type

16. Is g = {(1, 1), (2, 3), (3, 5), (4, 7)} a function? Justify. If this is described by the relation, g (x) =
αx + β, then what values should be assigned to α and β?
Solution:
According to the question,
g = {(1, 1), (2, 3), (3, 5), (4, 7)}, and is described by relation g (x) = αx + β
 Now, given the relation,
g = {(1, 1), (2, 3), (3, 5), (4, 7)}
g (x) = αx + β
For ordered pair (1,1), g (x) = αx + β, becomes
g (1) = α(1) + β = 1
⇒α+β=1
⇒ α = 1 – β …(i)
Considering ordered pair (2, 3), g (x) = αx + β, becomes
g (2) = α(2) + β = 3
⇒ 2α + β = 3
Substituting value of α from equation (i), we get
⇒ 2(2) + β = 3
⇒β=3–4=–1
Substituting value of β in equation (i), we get
α = 1–β = 1–(–1) = 2
Now, the given equation becomes,
i.e., g (x) = 2x–1

17. Find the domain of each of the following functions given by

Solution:
(i)

According to the question,

We know the value of cos x lies between –1, 1,
–1 ≤ cos x ≤ 1
Multiplying by negative sign, we get
Or 1 ≥ – cos x ≥ –1
Adding 1, we get
2 ≥ 1– cos x ≥ 0 …(i)
Now,
1– cos x ≠ 0
⇒ cos x ≠ 1
Or, x ≠ 2nπ ∀ n ∈ Z
Therefore, the domain of f = R–{2nπ:n∈Z}

(ii)

According to the question,

For real value of f,
x + |x| > 0
When x > 0,
x + |x| > 0⇒ x + x > 0 ⇒ 2x > 0⇒ x > 0
When x < 0,
x + |x| > 0⇒ x – x > 0 ⇒ 2x > 0⇒ x > 0
So, x > 0, to satisfy the given equation.
Therefore, the domain of f = R+

(iii)
f(x) = x|x|
According to the question,
We know x and |x| are defined for all real values.
Therefore, the domain of f = R

(iv)

According to the question,

For real value of
x2–1≠0
⇒ (x–1)(x + 1)≠0
⇒ x–1≠0 or x + 1≠0
⇒ x≠1 or x≠–1
Therefore, the domain of f = R–{–1, 1}

(v)

According to the question,

For real value of
28 – x ≠0
⇒ x≠ 28
 Therefore, the domain of f = R–{28}

18. Find the range of the following functions given by

Solution:
(i)

⇒ y>0 and 2y–3≥0

⇒ y>0 and 2y≥3
⇒ y>0 and y ≥ 3/2
Or f(x)>0 and f(x) ≥ 3/2
f(x) ∈ ( – ∞, 0) ∪ [ 3/2 , ∞)

Therefore, the range of f = ( – ∞, 0) ∪ [ 3/2 , ∞)

(ii) f(x) = 1–|x–2|

According to the question,
For real value of f,
|x–2|≥ 0
Adding negative sign, we get
Or –|x–2|≤ 0
Adding 1 we get
⇒ 1–|x–2|≤ 1
Or f(x)≤1
 ⇒ f(x)∈ (–∞, 1]
Therefore, the range of f = (–∞, 1]

(iii) f(x) = |x–3|

According to the question,
We know |x| are defined for all real values.
And |x–3| will always be greater than or equal to 0.
i.e., f(x) ≥ 0
Therefore, the range of f = [0, ∞)

(iv) f (x) = 1 + 3 cos2x

According to the question,
We know the value of cos 2x lies between –1, 1, so
–1≤ cos 2x≤ 1
Multiplying by 3, we get
–3≤ 3cos 2x≤ 3
Adding 1, we get
–2≤ 1 + 3cos 2x≤ 4
Or, –2≤ f(x)≤ 4
Hence f(x)∈ [–2, 4]
Therefore, the range of f = [–2, 4]

19. Redefine the function f(x) = |x – 2| + |2 + x|, – 3 ≤ x ≤ 3

Solution:
According to the question,
function f(x) = |x–2| + |2 + x|, –3≤ x≤ 3
We know that,
when x>0,
|x – 2| is (x–2), x≥2
|2 + x| is (2 + x), x≥–2
when x>0
|x – 2| is –(x–2), x<2
|2 + x| is –(2 + x), x<–2
Given that, f(x) = |x–2| + |2 + x|, –3≤ x≤ 3
It can be rewritten as,
20. If

, then show that:

Solution:
(i)

Hence proved

(ii)

Substituting x by – 1/x, we get

 Hence proved

21. Let f(x) = √x and g (x) = x be two functions defined in the domain R+∪ {0}. Find
(i) (f + g) (x)
(ii) (f – g) (x)
(iii) (fg) (x)
(iv) (f/g) (x)
Solution:
(i)
(f + g)(x)
⇒ (f + g)(x) = f(x) + g(x)
⇒ f(x) + g(x) = √x + x

(ii)
(f – g)(x)
⇒ (f – g)(x) = f(x) – g(x)
⇒ f(x) – g(x) = √x–x

(iii)
(fg)(x)
⇒ (fg)(x) = f(x) g(x)
⇒ (fg)(x) = (√x)(x)
⇒ f(x)g(x)= x√x

(iv)
(f/q)(x) = f(x)/g(x)
CLICK TO DOWNLOAD NCERT EXEMPLAR
SOLUTIONS
CLASS 11: MATHEMATICS (ALL CHAPTERS)
JOIN OUR
WHATSAPP
GROUPS
FOR FREE EDUCATIONAL
RESOURCES
JOIN SCHOOL OF EDUCATORS WHATSAPP GROUPS
FOR FREE EDUCATIONAL RESOURCES
We are thrilled to introduce the School of Educators WhatsApp Group, a
platform designed exclusively for educators to enhance your teaching & Learning
experience and learning outcomes. Here are some of the key benefits you can
expect from joining our group:

BENEFITS OF SOE WHATSAPP GROUPS

Abundance of Content: Members gain access to an extensive repository of

educational materials tailored to their class level. This includes various formats such
as PDFs, Word files, PowerPoint presentations, lesson plans, worksheets, practical
tips, viva questions, reference books, smart content, curriculum details, syllabus,
marking schemes, exam patterns, and blueprints. This rich assortment of resources
enhances teaching and learning experiences.

Immediate Doubt Resolution: The group facilitates quick clarification of doubts.

Members can seek assistance by sending messages, and experts promptly respond
to queries. This real-time interaction fosters a supportive learning environment
where educators and students can exchange knowledge and address concerns
effectively.

Access to Previous Years' Question Papers and Topper Answers: The group
provides access to previous years' question papers (PYQ) and exemplary answer
scripts of toppers. This resource is invaluable for exam preparation, allowing
individuals to familiarize themselves with the exam format, gain insights into scoring
techniques, and enhance their performance in assessments.
 Free and Unlimited Resources: Members enjoy the benefit of accessing an array of
educational resources without any cost restrictions. Whether its study materials,
teaching aids, or assessment tools, the group offers an abundance of resources
tailored to individual needs. This accessibility ensures that educators and students
have ample support in their academic endeavors without financial constraints.

Instant Access to Educational Content: SOE WhatsApp groups are a platform where
teachers can access a wide range of educational content instantly. This includes study
materials, notes, sample papers, reference materials, and relevant links shared by
group members and moderators.

Timely Updates and Reminders: SOE WhatsApp groups serve as a source of timely
updates and reminders about important dates, exam schedules, syllabus changes, and
academic events. Teachers can stay informed and well-prepared for upcoming
assessments and activities.

Interactive Learning Environment: Teachers can engage in discussions, ask questions,

and seek clarifications within the group, creating an interactive learning environment.
This fosters collaboration, peer learning, and knowledge sharing among group
members, enhancing understanding and retention of concepts.

Access to Expert Guidance: SOE WhatsApp groups are moderated by subject matter
experts, teachers, or experienced educators can benefit from their guidance,
expertise, and insights on various academic topics, exam strategies, and study
techniques.

Join the School of Educators WhatsApp Group today and unlock a world of resources,
support, and collaboration to take your teaching to new heights. To join, simply click
on the group links provided below or send a message to +91-95208-77777 expressing
your interest.

Together, let's empower ourselves & Our Students and

inspire the next generation of learners.

Best Regards,
Team
School of Educators
 Join School of Educators WhatsApp Groups

You will get Pre- Board Papers PDF, Word file, PPT, Lesson Plan, Worksheet, practical
tips and Viva questions, reference books, smart content, curriculum, syllabus,
marking scheme, toppers answer scripts, revised exam pattern, revised syllabus,
Blue Print etc. here . Join Your Subject / Class WhatsApp Group.

Kindergarten to Class XII (For Teachers Only)

Class 1 Class 2 Class 3

Class 4 Class 5 Class 6

Class 7 Class 8 Class 9

Class 10 Class 11 (Science) Class 11 (Humanities)

Class 11 (Commerce) Class 12 (Science) Class 12 (Humanities)

Class 12 (Commerce) Kindergarten

Subject Wise Secondary and Senior Secondary Groups
(IX & X For Teachers Only)
Secondary Groups (IX & X)

SST Mathematics Science

English Hindi-A IT Code-402

Hindi-B Artificial Intelligence

Senior Secondary Groups (XI & XII For Teachers Only)

Physics Chemistry English

Mathematics Biology Accountancy

Economics BST History

 Geography Sociology Hindi Elective

Hindi Core Home Science Sanskrit

Psychology Political Science Painting

Vocal Music Comp. Science IP

Physical Education APP. Mathematics Legal Studies

Entrepreneurship French IT

Artificial Intelligence

Other Important Groups (For Teachers & Principal’s)

Principal’s Group Teachers Jobs IIT/NEET

 Join School of Educators WhatsApp Groups

You will get Pre- Board Papers PDF, Word file, PPT, Lesson Plan, Worksheet, practical
tips and Viva questions, reference books, smart content, curriculum, syllabus,
marking scheme, toppers answer scripts, revised exam pattern, revised syllabus,
Blue Print etc. here . Join Your Subject / Class WhatsApp Group.

Kindergarten to Class XII (For Students Only)

Class 1 Class 2 Class 3

Class 4 Class 5 Class 6

Class 7 Class 8 Class 9

Class 10 Class 11 (Science) Class 11 (Humanities)

Class 11 (Commerce) Class 12 (Science) Class 12 (Humanities)

Class 12 (Commerce) Artificial Intelligence

(VI TO VIII)
Subject Wise Secondary and Senior Secondary Groups
(IX & X For Students Only)
Secondary Groups (IX & X)

SST Mathematics Science

English Hindi IT Code

Artificial Intelligence

Senior Secondary Groups (XI & XII For Students Only)

Physics Chemistry English

Mathematics Biology Accountancy

Economics BST History

 Geography Sociology Hindi Elective

Hindi Core Home Science Sanskrit

Psychology Political Science Painting

Music Comp. Science IP

Physical Education APP. Mathematics Legal Studies

Entrepreneurship French IT

AI IIT/NEET CUET
Groups Rules & Regulations:
To maximize the benefits of these WhatsApp groups, follow these guidelines:

1. Share your valuable resources with the group.

2. Help your fellow educators by answering their queries.
3. Watch and engage with shared videos in the group.
4. Distribute WhatsApp group resources among your students.
5. Encourage your colleagues to join these groups.

Additional notes:
1. Avoid posting messages between 9 PM and 7 AM.
2. After sharing resources with students, consider deleting outdated data if necessary.
3. It's a NO Nuisance groups, single nuisance and you will be removed.
No introductions.
No greetings or wish messages.
No personal chats or messages.
No spam. Or voice calls
Share and seek learning resources only.

Please only share and request learning resources. For assistance,

contact the helpline via WhatsApp: +91-95208-77777.
 Join Premium WhatsApp Groups
Ultimate Educational Resources!!

Join our premium groups and just Rs. 1000 and gain access to all our exclusive
materials for the entire academic year. Whether you're a student in Class IX, X, XI, or
XII, or a teacher for these grades, Artham Resources provides the ultimate tools to
enhance learning. Pay now to delve into a world of premium educational content!

Click here for more details

Class 9 Class 10 Class 11

Class 12

📣 Don't Miss Out! Elevate your academic journey with top-notch study materials and secure
your path to top scores! Revolutionize your study routine and reach your academic goals with
our comprehensive resources. Join now and set yourself up for success! 📚🌟

Best Wishes,

Team
School of Educators & Artham Resources
 SKILL MODULES BEING OFFERED IN
MIDDLE SCHOOL

Artificial Intelligence Beauty & Wellness Design Thinking & Financial Literacy
Innovation

Handicrafts Information Technology Marketing/Commercial Mass Media - Being Media

Application Literate

Data Science (Class VIII Augmented Reality /

Travel & Tourism Coding
only) Virtual Reality

Digital Citizenship Life Cycle of Medicine & Things you should know What to do when Doctor
Vaccine about keeping Medicines is not around
at home

Humanity & Covid-19 Blue Pottery Pottery Block Printing

 Food Food Preservation Baking Herbal Heritage

Khadi Mask Making Mass Media Making of a Graphic

Novel

Kashmiri Embroidery Satellites

Rockets
Embroidery

Application of Photography
Satellites
SKILL SUBJECTS AT SECONDARY LEVEL (CLASSES IX – X)

Retail Information Technology Automotive

Security

Introduction To Financial Introduction To Tourism Beauty & Wellness Agriculture

Markets

Food Production Front Office Operations Banking & Insurance Marketing & Sales

Health Care Apparel Multi Media Multi Skill Foundation

Course

Artificial Intelligence
Physical Activity Trainer Electronics & Hardware
Data Science
(NEW)

Foundation Skills For Sciences Design Thinking & Innovation (NEW)

(Pharmaceutical & Biotechnology)(NEW)
 SKILL SUBJECTS AT SR. SEC. LEVEL
(CLASSES XI – XII)

Retail InformationTechnology Web Application Automotive

Financial Markets Management Tourism Beauty & Wellness Agriculture

Food Production Front Office Operations Banking Marketing

Health Care Insurance Horticulture Typography & Comp.

Application

Geospatial Technology Electrical Technology Electronic Technology Multi-Media

 Taxation Cost Accounting Office Procedures & Shorthand (English)
Practices

Shorthand (Hindi) Air-Conditioning & Medical Diagnostics Textile Design

Refrigeration

Salesmanship Business Food Nutrition &

Design
Administration Dietetics

Mass Media Studies Library & Information Fashion Studies Applied Mathematics
Science

Yoga Early Childhood Care & Artificial Intelligence Data Science

Education

Physical Activity Land Transportation Electronics & Design Thinking &

Trainer(new) Associate (NEW) Hardware (NEW) Innovation (NEW)