ICSE

MATHEMATICS

Research Development and Consultancy Division

Council for the Indian School Certificate Examinations
New Delhi
 Year 2020

Published by:
Research Development and Consultancy Division (RDCD)
Council for the Indian School Certificate Examinations
Pragati House, 3rd Floor
47-48, Nehru Place
New Delhi-110019

Tel: (011) 26413820/26411706

E-mail: [email protected]

© Copyright, Council for the Indian School Certificate Examinations

All rights reserved. The copyright to this publication and any part thereof solely vests in the Council for
the Indian School Certificate Examinations. This publication and no part thereof may be reproduced,
transmitted, distributed or stored in any manner whatsoever, without the prior written approval of the
Council for the Indian School Certificate Examinations.

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 FOREWORD

This document of the Analysis of Pupils’ Performance at the ISC Year 12 and ICSE Year 10
Examination is one of its kind. It has grown and evolved over the years to provide feedback to
schools in terms of the strengths and weaknesses of the candidates in handling the examinations.

We commend the work of Mrs. Shilpi Gupta (Deputy Head) and the Research Development and
Consultancy Division (RDCD) of the Council who have painstakingly prepared this analysis. We
are grateful to the examiners who have contributed through their comments on the performance of
the candidates under examination as well as for their suggestions to teachers and students for the
effective transaction of the syllabus.

We hope the schools will find this document useful. We invite comments from schools on its
utility and quality.

Gerry Arathoon
November 2020 Chief Executive & Secretary

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 PREFACE
PREFACE

The CISCE has been involved in the preparation of the ICSE and ISC Analysis of Pupil Performance
documents since the year 1994. Over these years, these documents have facilitated 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.

The documents for the ICSE and ISC Examination Year 2020 include a detailed qualitative analysis
of the performance of students in different subjects. The purpose of this analysis is to provide insights
into how candidates have performed in individual questions set in the question paper. This 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 Comments of Examiners
on the common errors made by candidates along with Suggestions for Teachers to rectify/ reduce
these errors. The Marking Scheme for each question has also been provided to help teachers
understand the criteria used for marking. Topics in the question paper that were generally found to
be difficult or confusing by candidates, have also been listed down, along with general suggestions
for candidates on how to prepare for the examination/ perform better in the examination.

The Analysis of Pupil Performance document for ICSE for the Examination Year 2020 covers the
following subjects/papers: English (English Language, Literature in English), History and Civics,
Mathematics, Physics, Chemistry, Commercial Studies and Environmental Science.
Subjects covered in the ISC Analysis of Pupil Performance document for the Year 2020 include
English (English Language and Literature in English), Hindi, Physics, Chemistry, Mathematics,
Computer Science, History, Political Science, Economics, Commerce, Accounts, and Environmental
Science.

I would like to acknowledge the contribution of all the ICSE and the ISC examiners who have been
an integral part of this exercise, whose valuable inputs have helped put this document together.

I would also like to thank the RDCD team of Dr. M.K. Gandhi, Dr. Manika Sharma, Mrs. Roshni
George and Ms. Mansi Guleria, who have done a commendable job in preparing this document.

We hope that this document will enable teachers to guide their students more effectively and
comprehensively so that students prepare for the ICSE/ ISC Examinations, with a better
understanding of what is required from them.

Shilpi Gupta
November 2020 Deputy Head - RDCD

ii

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 CONTENTS

Page No.

FOREWORD i

PREFACE ii

QUALITATIVE ANALYSIS: MATHEMATICS 1

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 SECTION A (40 Marks)
Attempt all questions from this Section

Question 1
(a) Solve the following Quadratic Equation: [3]
2
𝑥𝑥 − 7𝑥𝑥 + 3 = 0
Give your answer correct to two decimal places.

(b) 𝑥𝑥 3 [3]
Given 𝐴𝐴 = � �
𝑦𝑦 3
If A2 = 3I, where I is the identity matrix of order 2, find x and y.

(c) Using ruler and compass construct a triangle ABC where AB = 3 cm, BC = 4 cm and [4]
∠ABC = 90o. Hence construct a circle circumscribing the triangle ABC. Measure and
write down the radius of the circle.

Comments of Examiners Suggestions for Teachers

(a) Some of the common errors made by candidates in this  Familiarize students with
question were: mathematical tables and their use
(i) Using incorrect formula for finding roots of the in finding square roots of numbers
quadratic equation. to help students to get the correct
(ii) Using correct formula but substituting answer and also to save time.
incorrectly, e.g. - 7 was taken as +7  Give sufficient practice to reduce
(iii) For finding square root of 37, a number of the errors, such as using incorrect
candidates used division method instead of using formulae and basic calculation
Mathematical tables and thereby made errors.
calculation errors; some did not go up to the  Clarify the importance of
required number of decimal places. Hence, the rounding off numbers.
final answer was incorrect. Many candidates  In matrix multiplication explain
found the square root of 37 only up to two that the meaning of A2 means 'A'
decimal places, even while using tables. multiplied by 'A' and not the
(iv) Calculation error such as: 7 - 6.083 = 1.083 square of the corresponding
instead of 0.917. elements of 'A', and in an identity
(v) Error in rounding off, such as 0.4584 rounded to matrix, the leading diagonal
two decimal places was written as 0.45 instead of elements are 1 and all other
0.46. elements are zero.
 Give adequate practice on
(b) In finding A2 many candidates squared each of the locus, geometrical properties and
elements instead of finding the product A x A. Some construction of triangles.
candidates made mistakes in identifying the 2x2  Train students to practice
identity matrix. construction of geometrical

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 Some candidates did incorrect calculation e.g. x.x was figures, showing all traces of
taken as 2x instead of x2; 3.x + 9 = 0 was solved and construction, using the ruler and
written as x = - 2 compass only, unless otherwise
0 specified in the question.
(c) Many candidates constructed 90 with a protractor.  Stress upon maintaining the
The most common error was that for perpendicular accuracy of measurements.
bisector, candidates drew arcs only on one side of the
line to be bisected. Many others did not measure and
record the radius of the circle.
Some candidates bisected the angles instead of sides
to draw the circumcircle.

MARKING SCHEME
Question 1
(a) 𝑥𝑥 2 − 7𝑥𝑥 + 3 = 0
∴ 𝑎𝑎 = 1, 𝑏𝑏 = −7, 𝑐𝑐 = 3
−𝑏𝑏 ± √𝑏𝑏 2 − 4𝑎𝑎𝑎𝑎
𝑥𝑥 =
2𝑎𝑎
−(−7)±�(−7)2 −4×1×3
𝑥𝑥 =
2×1
7 ± √49 − 12
𝑥𝑥 =
2
7 ± √37
=
2
7±6.083
=
2
7 + 6.083 7 − 6.083
𝑥𝑥 = ,
2 2
13.083 0.917
= ,
2 2
∴ 𝑥𝑥 = 6.541, 0.458
𝑥𝑥 = 6.54, 0.46 (All solutions correct to two decimal places)

(b) 𝐴𝐴2 = 3𝐼𝐼

𝑥𝑥 3 𝑥𝑥 3 1 0
� �� � = 3� �
𝑦𝑦 3 𝑦𝑦 3 0 1
𝑥𝑥 2 + 3𝑦𝑦 3𝑥𝑥 + 9 3 0
� �=� �
𝑥𝑥𝑥𝑥 + 3𝑦𝑦 3𝑦𝑦 + 9 0 3

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 ∴ 3𝑥𝑥 + 9 = 0 𝑂𝑂𝑂𝑂 3𝑦𝑦 + 9 = 3
∴ 3𝑥𝑥 = −9 3𝑦𝑦 = −6
∴ 𝑥𝑥 = −3 𝑦𝑦 = −2
𝑥𝑥 = −3, 𝑦𝑦 = −2

(c) Construction of a circle

Circumscribing a right ∆ABC
Constructed using ruler and compass.
Radius = 2.5 cm ± 0.2

Question 2
(a) Use factor theorem to factorise 6𝑥𝑥 3 + 17𝑥𝑥 2 + 4𝑥𝑥 − 12 completely. [3]
(b) Solve the following inequation and represent the solution set on the number line. [3]
3𝑥𝑥 𝑥𝑥
+ 2 < 𝑥𝑥 + 4 ≤ + 5, 𝑥𝑥 ∈ 𝑅𝑅
5 2
(c) Draw a Histogram for the given data, using a graph paper: [4]
Weekly Wages (in) No. of People
3000 – 4000 4
4000 – 5000 9
5000 – 6000 18
6000 – 7000 6
7000 – 8000 7
8000 – 9000 2
9000 – 10000 4
Estimate the mode from the graph.

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 Comments of Examiners Suggestions for Teachers
(a) Many candidates did not use factor theorem to  Instruct students to use factor
identify the first factor as specified in the theorem to find the first factor. The
question. Some made mistakes in finding out the final answer should be expressed in
quotient while dividing the given polynomial by the product form and not factors
the factor found. Many candidates did not write separated by commas.
the answer in the product form, e.g. (x +2) (3x -2)  Give adequate practice in division
(2x +3). of polynomials by binomials.
Some candidates were unable to factorize the  Advise candidates to read the
quadratic quotient obtained by dividing the question carefully to avoid missing
polynomial. out the conditions given in the
question e.g., x belongs to N or W or
Z or R.
(b) Many candidates made errors in transposing like
3x  Give sufficient drill to reduce basic
terms on the same side. e.g. 5 − 𝑥𝑥 < 2 − 4 mistakes of solving inequations,
Some candidates made various types of errors in such as, transposing sides and
𝑥𝑥 algebraic simplification.
simplification. e.g. 𝑥𝑥 + 4 ≤ 2 + 5 was written as
 Train students to write the solution
2𝑥𝑥 + 4 ≤ 𝑥𝑥 + 5. set.
−2𝑥𝑥 < 10 on solving was written as 𝑥𝑥 < −5  Explain thoroughly the rules of
instead of 𝑥𝑥 ≥ 5 plotting graphs to students, i.e., use
of correct scale, when kink is put on
The solution set was not represented in set builder
the axis, reading of values from
form. Some candidates did not write the solution
graph.
set. A large number of candidates made errors in
 Give sufficient practice in locating
representation of solution set on the number line.
and finding mode from the graph.
e.g., Real number solution was represented
incorrectly by using dots. Some candidates failed
to put extra numbers on each side of the solution
for indicating the continuity of the number line.

(c) Numerous errors made by the candidates while

plotting the histogram:
 Many candidates did not show the kink.
 The three guidelines to locate mode were not
drawn correctly.
 Class interval was represented below each bar
as 3000 – 4000, 4000 – 5000, etc.
 A few candidates did not join the end points of
highest bar with corresponding end points of
preceding and succeeding bars to locate mode.
 The chosen scale was not used correctly.
 Some calculated cumulative frequency and
then plotted the bars of increasing heights.

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 MARKING SCHEME
Question 2
(a) 𝑓𝑓(𝑥𝑥) = 6𝑥𝑥 3 + 17𝑥𝑥 2 + 4𝑥𝑥 − 12
𝑓𝑓(−2) = 6(−2)3 + 17(−2)2 + 4(−2) − 12
6𝑥𝑥 2 + 5𝑥𝑥 − 6
= 6 × −8 + 17 × 4 − 8 − 12
Correct substitution 𝑥𝑥 + 2 6𝑥𝑥 3 + 17𝑥𝑥 2 + 4𝑥𝑥 − 12
= −48 + 68 − 8 − 12
6𝑥𝑥 3 + 12𝑥𝑥 2
= −68 + 68 = 0 − −
5𝑥𝑥 2 + 4𝑥𝑥
(𝑥𝑥 + 2) is factor
5𝑥𝑥 2 + 10𝑥𝑥
6𝑥𝑥 2 + 5𝑥𝑥 − 6 − −
6𝑥𝑥 2 + 9𝑥𝑥 − 4𝑥𝑥 − 6 −6𝑥𝑥 − 12
3𝑥𝑥(2𝑥𝑥 + 3) − 2(2𝑥𝑥 + 3) −6𝑥𝑥 − 12
+ +
(3𝑥𝑥 − 2)(2𝑥𝑥 + 3) 0
∴ Factors are (𝑥𝑥 + 2)(3𝑥𝑥 − 2)(2𝑥𝑥 + 3)

3𝑥𝑥 𝑥𝑥
(b) − 𝑥𝑥 < 4 − 2 𝑥𝑥 − 2 ≤ 5 − 4 (Any one transformation of x terms on one side)
5
3𝑥𝑥 − 5𝑥𝑥 2𝑥𝑥 − 𝑥𝑥
<2 ≤ 5−4
5 2
𝑥𝑥
−2𝑥𝑥 < 10 ≤1
2
∴ 2𝑥𝑥 > −10 𝑥𝑥 ≤ 2
𝑥𝑥 > −5
Solution: {𝑥𝑥: − 5 < 𝑥𝑥 ≤ 2, 𝑥𝑥 ∈ 𝑅𝑅 }

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 (c) Correct axis, kink, Histogram drawn taking proper scales
Mode = 5400 (±100) with 3 lines drawn for locating mode

Question 3
(a) In the figure given below, O is the centre of the circle and AB is a diameter. [3]

If AC = BD and ∠AOC = 72o. Find:

(i) ∠ABC

(ii) ∠BAD

(iii) ∠ABD

(b) Prove that: [3]

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 (c) In what ratio is the line joining P (5, 3) and Q (–5, 3) divided by the y-axis? Also find [4]
the coordinates of the point of intersection.

Comments of Examiners Suggestions for Teachers

(a) Only a few candidates could solve this question  Emphasise on giving reasons
correctly giving suitable reasons. supporting each answer while
solving geometry problems.
(i) Many candidates were able to find ∠ABC
 Give adequate practice in properties
but could not find the other two angles.
of circles to enable students to solve
(ii) Properties of circles like, angle in a problems based on circles.
semicircle, equal arc subtends equal angle Importance of giving reasons must
at circumference, etc. were not applied be made clear to all students. Drill
correctly. students in naming angles correctly.
(iii) A few candidates could not use the  Discuss theorems repeatedly in
properties of isosceles triangle and classes and drill the students to
congruency of triangles correctly. apply theorems and properties
Some candidates made calculation correctly in problems.
mistakes. Appropriate reasons supporting  Help students understand the
the answers were also missing in many application of a specific theorem to
scripts. a given question, correctly.
(b) Some candidates failed to express tan A and cot  Train students to solve trigonometry
A in terms of sin A and cos A correctly. Errors identities by different methods.
were also made in writing the numerator and Advise students that while solving an
denominator of resulting trigonometric identity, they must never work with
expressions. both sides taken together. Proof
e.g., {Sin2A/(1 + Cos A)} - {Cos2A/ (1+SinA)} must be from left hand side to right
hand side or the reverse.
Some took the LCM correctly but went wrong in  Teach students that a point on the x
simplifying the expression. A few candidates -axis has its ordinate = 0 and a point
could not express on y-axis has its abscissa = 0. Give
Sin2A - Cos2A = (Sin A + Cos A) (Sin A – Cos sufficient practice on problems
A). involving section formula.
(c) Several candidates did not take the point on
y - axis as (0, y). Some candidates could not
apply the section formula correctly. Many
applied mid-point formula to get the coordinates
of the required point. Others found the ratio
correctly but did not write it in ratio form. Simple
calculation errors were common. Some
candidates obtained the coordinates but did not

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 write them within the brackets. Multiplication of
(m + n) by 0 was taken as (m + n) instead of ‘0’.

MARKING SCHEME
Question 3
(a) ∠AOC = 72o (given)
∠𝐴𝐴𝐴𝐴𝐴𝐴 72
(i) ∠ABC = 2
= 2 (Angle subtended at centre in double
the angle made on circumference)
= 36o
(ii) ∠BAD = ∠ABC (∵ AC = BD, equal arcs subtend
equal angles / or ∆BAD ≅ ∆ABC)
= 36o
(iii) ∠ABD = 180o – (36 + 90)
= 180 – 126
(∠D = 90o angle on a semi-circle and
= 54
angles of a triangle adds upto 180o
(OR any correct approach)

(b) sin A cosA

cosA − sinA
1+ SinA 1+ cosA
sin2 A cos2 A sin2 A – cos2 A
− =
sinA+cosA cosA+sinA sinA+cosA

(sinA+cosA) (sinA−cosA)
= sinA − cosA
(sinA+cosA)

(c) Let P (0, y) divide the join of (5, 3) and (–5, 3) in the ratio m : n
𝑚𝑚𝑥𝑥2 + 𝑛𝑛𝑥𝑥1
𝑥𝑥 =
𝑚𝑚 + 𝑛𝑛
𝑚𝑚(−5)+𝑛𝑛(5)
⇒0=
𝑚𝑚+𝑛𝑛

⇒ −5𝑚𝑚 + 5𝑛𝑛 = 0 ⇒ 5𝑚𝑚 = 5𝑛𝑛

𝑚𝑚
=1
𝑛𝑛
𝑚𝑚 ∶ 𝑛𝑛 = 1 ∶ 1
3+3
∴ 𝑦𝑦 = =3
2
∴ 𝑃𝑃(0, 3)

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 Question 4
(a) A solid spherical ball of radius 6 cm is melted and recast into 64 identical spherical [3]
marbles. Find the radius of each marble.
(b) Each of the letters of the word ‘AUTHORIZES’ is written on identical circular discs [3]
and put in a bag. They are well shuffled. If a disc is drawn at random from the bag,
what is the probability that the letter is:
(i) a vowel
(ii) one of the first 9 letters of the English alphabet which appears in the given word
(iii) one of the last 9 letters of the English alphabet which appears in the given word?
(c) Mr. Bedi visits the market and buys the following articles: [4]
Medicines costing ₹ 950, GST @ 5%
A pair of shoes costing ₹ 3000, GST @ 18%
A Laptop bag costing ₹ 1000 with a discount of 30%, GST @ 18%.
(i) Calculate the total amount of GST paid.
(ii) The total bill amount including GST paid by Mr. Bedi.

Comments of Examiners Suggestions for Teachers

(a) A number of candidates used incorrect formulae to  Give sufficient practice in problems
calculate volume of a sphere e.g. 4/3 πr2 or 2/3 πr3. based on volume and surface area of
Some candidates made calculation errors. Several the three different solids, cylinder,
candidates simplified and came to the result r3 = cone, and sphere.
{216}/{64} but could not find the value of r by  Drill on concepts of square root and
taking cube root. Some used a longer calculation cube root of numbers by factor
method and calculated the radius as cube root of method.
3.375 but could not calculate further.  Give practice in calculation of
combination of solids by taking pi and
(b) (i) Some candidates wrote the number of vowels
other terms common and then
as ‘4’ instead of ‘5’. Most candidates did not
cancelling/simplifying to save time
write the answer in the simplest form.
and to minimise calculation errors.
(ii) A few candidates used incorrect form for  Instruct students to list all the
finding probability (total outcomes / outcomes as well as the outcomes
number of favourable outcomes). Most favourable for the events.
candidates did not write the answer in the  Instruct students to read the questions
simplest form. carefully to find the number of
favorable outcomes and the total
(iii) Total outcome of event was incorrect, or
number of outcomes. In probability,
favourable outcomes were incorrect.

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 (c) The concept of finding GST as simple percentage emphasis must be given to express the
was not clear to some candidates. answers in the simplest form.
 Train students to identify vowels and
(i) Several candidates missed out the
consonants in the given word, its
discount of 30% on the laptop bag and
analysis and procedure to find out the
directly calculated the tax. Hence, they got
favorable outcome/s of the probability
incorrect value of GST.
sum.
(ii) Many candidates calculated the total  Drill extensively on the concept of
amount of tax and total bill amount G.S.T and its calculation under given
correctly, but the answer was not conditions.
expressed correctly to two places of  Instruct students to always express the
decimal, for example: Rs 713.50 and Rs bill amount in rupees correct to two
5363.50 were expressed as Rs 713.5 and decimal places.
Rs 5363.5.  Give adequate practice to students in
Some candidates made errors in finding discounted price.
calculation.

MARKING SCHEME
Question 4
(a) Volume of sphere = Volume of 64 marbles
4 4
× 𝜋𝜋 × 𝑟𝑟 3 = 64 × × 𝜋𝜋 × 𝑅𝑅 3
3 3
4 4
∴ 3 𝜋𝜋63 = 64 × 3 × 𝜋𝜋 × 𝑅𝑅 3
333
∴ 𝑅𝑅 =
64
6 3
∴ 𝑅𝑅 = 4 𝑜𝑜𝑜𝑜 𝑅𝑅 = or 1 ½ or1.5
2

(b) {𝐴𝐴, 𝑈𝑈, 𝑇𝑇, 𝐻𝐻, 𝑂𝑂, 𝑅𝑅, 𝐼𝐼, 𝑍𝑍, 𝐸𝐸, 𝑆𝑆} 10 letters

(i) Vowels are {𝐴𝐴, 𝐸𝐸, 𝐼𝐼, 𝑂𝑂, 𝑈𝑈} 5 letters

5 1
∴ prob. is = 10 = 2

(ii) {𝐴𝐴, 𝐸𝐸, 𝐻𝐻, 𝐼𝐼}

4 2
∴ prob. is = =
10 5

(iii) {𝑅𝑅, 𝑆𝑆, 𝑇𝑇, 𝑈𝑈, 𝑍𝑍}

10

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 5 1
∴ prob. is = =
10 2
5
(c) (i) Medicine: GST = × 950 = ₹ 47.50
100

18
(ii) Shoes: GST = 100 × 3000 = ₹ 540

(iii) Laptop Bag: Discounted price

30
= 1000 – 100 × 1000 = ₹ 700
18
∴GST = 100 × 700 = ₹ 126

∴ Total GST = ₹ 47.50 + ₹ 540 + ₹ 126 = ₹ 713.50

∴ Total Bill = 950 + 3000 +700 + 713.50 = ₹ 5363.50

SECTION B (40 Marks)

Attempt any four questions from this Section

Question 5
(a) A company with 500 shares of nominal value ₹ 120 declares an annual dividend of [3]
15%. Calculate:
(i) the total amount of dividend paid by the company.
(ii) annual income of Mr. Sharma who holds 80 shares of the company.
If the return percent of Mr. Sharma from his shares is 10%, find the market
value of each share.
(b) The mean of the following data is 16. Calculate the value of f. [3]

Marks 5 10 15 20 25
No. of
3 7 f 9 6
Students

(c) The 4th, 6th and the last term of a geometric progression are 10, 40 and 640 respectively. [4]
If the common ratio is positive, find the first term, common ratio and the number of
terms of the series.

11

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 Comments of Examiners Suggestions for Teachers
(a) Common errors made by many candidates were  Lay stress on problems based on
in finding annual income and the market value of commercial mathematics.
each share.  Discuss terms like NV, MV,
dividend, etc.
(i) Some candidates found the dividend on
 Give adequate practice on sums
only one share instead of finding the total
based on Shares and Dividend, for
amount of dividend paid by the company.
conceptual clarity.
(ii) Several candidates made mistakes in  Explain the concept of return
finding the dividend on 80 shares of percent / yield percent thoroughly
Mr. Sharma. The concept of return percent and give sufficient drill on sums
being not very clear. Many candidates based on return percent.
could not find the market value of each  Ask students not to change the data
share of the company. A few candidates from the given form to some other
used incorrect formulae to find market form. Familiarise them with all types
value of each share. Some made errors in of distribution.
calculation.  Give students repeated practice to
prevent them from making the basic
(b) The question was on calculation of mean of
conceptual errors.
ungrouped frequency distribution. Some
 Instruct students to read the question
candidates converted it to grouped frequency
carefully and analyse the given
distribution which did not tally with the given
conditions before solving the
data and hence went wrong with the sum.
problem.
Many candidates wrote incorrect Class mark of  Clarify the concepts of common
the given distribution which led to incorrect difference and common ratio
value of ∑ f x. A few candidates wrote ∑𝑓𝑓 as 25f thoroughly.
instead of 25+f and ∑fx as 430f instead of 415  Give repeated practice in finding the
+15f. Several candidates made errors in nth term and sum of n terms of both
multiplying (25 + f) by 16 and hence got the A.P., and G.P.
incorrect answers. Some made mistakes in
applying the formula for mean and solving the
equation to find ‘f’.
(c) Simple calculation errors were observed. Some
candidates took the terms as of A. P. instead of
G. P. The values of ‘a’ and ‘r’ were correctly
found by many candidates, but they could not
find the value of ‘n’ correctly.

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 MARKING SCHEME
Question 5
(a) (i) Total amount of dividend paid by the company
15
= 5000 × 120 × = ` 90,000
100

(ii) Annual income of Mr. Sharma having 80 shares

15
= 80 × 120 × = ` 1,440
100
Market value of 1 share × return % = Nominal value of 1 share × Dividend %
10 15
𝑥𝑥 × = 120 × ∴ 𝑥𝑥 = ` 180
100 100
Market value of 1 share = ₹ 180

(b) Marks No. of students fx

5 3 15
10 7 70
15 f 15 f
20 9 180
25 6 150

fx = 415 + 15f
Ʃf = f + 25
Σ𝑓𝑓𝑓𝑓 15𝑓𝑓+415
𝑀𝑀 = Σ𝑓𝑓
∴ 16 = 𝑓𝑓+25

(c) 𝑇𝑇4 = ar 3 = 10 𝑇𝑇6 = ar 5 = 40 𝑇𝑇𝑛𝑛 = ar n−1 = 640

ar5 40
=
ar3 10
2
r = 4 r = 2 (only positive value of r)
10 5
∴ a × 8 = 10 a= 8
= 4
5
4
× 2n−1 = 640
640 × 4
2n−1 = 5
2n−1 = 29

∴ n = 10

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 Question 6
3 0 −4 2 [3]
(a) If 𝐴𝐴 = � � 𝑎𝑎𝑎𝑎𝑎𝑎 𝐵𝐵 = � �
5 1 1 0
Find A2 – 2AB + B2

(b) In the given figure AB = 9 cm, PA = 7.5 cm and PC = 5 cm. [3]

Chords AD and BC intersect at P.
(i) Prove that ∆PAB ∆PCD
(ii) Find the length of CD.
(iii) Find area of ∆PAB: area of ∆PCD

(c) From the top of a cliff, the angle of depression of the top and bottom of a tower are [4]
observed to be 45 and 60° respectively. If the height of the tower is 20 m.
Find:
(i) the height of the cliff
(ii) the distance between the cliff and the tower.

Comments of Examiners Suggestions for Teachers

(a) Matrix multiplication was a very common area  Emphasise on showing each and
of error, e.g. for finding square of ‘A’ and square every step of product of matrices.
of ‘B’, candidates found the square of each Stress upon finding square of a
corresponding element instead of finding A x A matrix.
and B x B. Many candidates found the product A  Give repeated practice on basic
x B by multiplying the corresponding elements operations with matrix addition,
of each Matrix. Some candidates made mistakes subtraction, and multiplication of
in simplifying the expression 𝐴𝐴2 − 2𝐴𝐴𝐴𝐴 + 𝐵𝐵 2 . matrices. Advise students to be
careful while adding two or more
(b) (i) Many candidates assumed that AB is
terms with +/- sign.
parallel to CD, hence they could not
 Sufficient practice on ‘similarity’
identify the correct pairs of equal angles to
and getting the proportionality of
prove ∆ PAB ~ ∆ PCD
corresponding sides, etc. should be
(ii) Some candidates calculated the length of given regularly.
CD correctly. A few could not write the  Give practice on properties of circle
corresponding ratio of sides of similar with emphasis on writing correct
triangles and hence, made mistakes in reasons for the working.
finding the length of CD.

14

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 (iii) Many candidates did not get the ratio of  Advise students to express answers
area of ∆PAB: area of ∆PCD correctly. to sums in the simplest form.
Some candidates wrote the final answer in  Give practice on sums based on
the fractional form 9/4 instead of writing it proving similarity of triangles.
in the ratio form 9:4 as asked in the  Instruct students to express the ratio
question. of the area of the triangles correctly.
Also reminded them not to leave the
(c) (i) Some candidates did not draw a diagram
answer in the fractional form.
for this question or drew an incorrect
 Train students to draw diagrams for
diagram. Some used value of tan 60 as
all problems in geometry and
1.732 instead of √𝟑𝟑 and made mistakes in
trigonometry. In problems of heights
dividing 20 by 0. 732.
and distances, it is necessary to
(ii) Candidates made calculation errors and draw diagrams.
did not arrive at the final answers as 47.32  Give adequate practice to students
and 27.32. on the values of standard angles of
trigonometric ratios used in related
sums.
 Familiarise students with angle of
elevation, and angle of depression
and give frequent practice.
 Advise students to rationalize the
denominator, wherever it is possible,
to avoid calculation errors.
 Teach students easier methods of
simplifying the problem to avoid
long complicated calculations.

MARKING SCHEME
Question 6
(a) 3 0 3 0 3 0 −4 2 −4 2 −4 2
𝐴𝐴2 − 2𝐴𝐴𝐴𝐴 + 𝐵𝐵 2 = � �� � − 2� �� �+� �� �
5 1 5 1 5 1 1 0 1 0 1 0
9 0 −12 6 16 + 2 −8
=� �− 2� �+� �
15 + 5 1 −20 + 1 10 −4 2
9 0 −24 12 18 −8
=� �−� �+� �
20 1 −38 20 −4 2
9 0 24 −12 18 −8
=� �+� �+� �
20 1 38 −20 −4 2
33 −12 18 −8 51 −20
=� �+� �=� �
58 −19 −4 2 54 −17

(b) (i) In ∆PAB and ∆PCD

∠B = ∠D (angles in the same segment are equal)

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 ∠APB = ∠CPD (vertically opposite angles)
∠PAB = ∠PCD (angles in the same segment are equal)
\∆PAB ∆PCD (AAA)

(ii) Since the 2 triangles are ~

𝐴𝐴𝐴𝐴 𝑃𝑃𝑃𝑃 𝑃𝑃𝑃𝑃
∴ = =
𝐶𝐶𝐶𝐶 𝑃𝑃𝑃𝑃 𝑃𝑃𝑃𝑃
9 7.5 𝑃𝑃𝑃𝑃
∴ = =
𝐶𝐶𝐶𝐶 5 2.5
9×5
∴ 𝐶𝐶𝐶𝐶 =
7.5
𝐶𝐶𝐶𝐶 = 6 𝑐𝑐𝑐𝑐

(iii) ∆PAB: ∆PCD = (7.5)2 : 52

= 1.52 : 12
= 9 : 4 (CAO)

(c) 𝐴𝐴𝐴𝐴 𝐴𝐴𝐴𝐴

tan 45° = 1=
𝐵𝐵𝐵𝐵 𝐵𝐵𝐵𝐵
AB = BE
𝐴𝐴𝐴𝐴
tan 60° =
𝐶𝐶𝐶𝐶
𝐴𝐴𝐴𝐴+20
√3 =
𝐵𝐵𝐵𝐵
√3 BE = AB +20
AB√3 = AB + 20
AB( √3 − 1) = 20
20 �√3+ 1�
AB =
2
AB = 27.32

(i) Height of cliff = 27.32 + 20 = 47.32 m

(ii) Distance between cliff and tower = 27.32 m OR 47.3 m and 27.3 m

16

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 Question 7
(a) Find the value of ‘p’ if the lines, 5𝑥𝑥 − 3𝑦𝑦 + 2 = 0 and 6𝑥𝑥 − 𝑝𝑝𝑝𝑝 + 7 = 0 are [3]
perpendicular to each other. Hence find the equation of a line passing through
(–2, –1) and parallel to 6𝑥𝑥 − 𝑝𝑝𝑝𝑝 + 7 = 0.

(b) Using properties of proportion find 𝑥𝑥 ∶ 𝑦𝑦 , given: [3]

𝑥𝑥 2 + 2𝑥𝑥 𝑦𝑦 2 + 3𝑦𝑦
=
2𝑥𝑥 + 4 3𝑦𝑦 + 9

(c) In the given figure TP and TQ are two tangents to the circle with centre O, touching [4]
at A and C respectively. If ∠BCQ = 55o and ∠BAP = 60o, find:

(i) ∠OBA and ∠OBC

(ii) ∠AOC

(iii) ∠ATC

Comments of Examiners Suggestions for Teachers

(a) Many candidates found the slopes of the two lines  Teach the concept of slopes for
3 5 𝑝𝑝 6
as 5 or - 3 for one line and 6 𝑜𝑜𝑜𝑜 − 𝑝𝑝 for the parallel and perpendicular lines
thoroughly and give practice
other line. regularly.
Some candidates found the slopes correctly but  Train students to find the slope of
made mistakes in applying the condition that for a line by writing the given
two lines to be perpendicular the product of slopes equation in the form y = mx + c.
is -1.  Advise students to solve the sums
based on Ratio and Proportion
Many candidates got incorrect equations of the
using properties of proportion
line parallel to 6 x – p y + 7 = 0. Some candidates

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 found the equation correctly but did not give the like, Componendo and Dividendo.
answer in the simplest form. to minimise the calculation work.
 Instruct students to read the
(b) Some common errors observed in candidates question carefully and to answer
answers to the question were: as per the specifications given in
• not reading the instructions given in the the question.
question carefully.  Insist upon answering the
geometry-based problems with
• not using componendo and dividendo to
logical reasons.
work out the sum.
 Exhaustive drill of properties of
• cross multiplying to solve the sum. circle theorems and application-
• making errors in signs while applying based sums is a must.
componendo and dividendo.  Teach students to name the angles
with three letters, specifically,
• writing (x2 - 4) as (x - 2)2 when there are two or more angles
• writing the ratio as 2/3 instead of 2:3 as at the same point.
asked for in the question.  Teach theorems and their
applications in detail and revise
(c) Properties of circles like, angle at the centre is them frequently.
double the angle at the circumference, radius
tangent perpendicular relation, angle sum
property of quadrilateral, tangent secant relation,
etc. were not applied correctly.
(i) Many candidates did not identify ∠OBA
=30°or ∠OBC = 35° Some used the property
of alternate segment theorem and wrote
∠OBA= 60° & ∠OBC = 55°.
(ii) A large number of candidates could not find
the value of ∠AOC.
(iii) Some candidates incorrectly calculated the
value of ∠OBA. A few candidates solved the
question without giving proper reasoning. In
some scripts, simple calculation errors were
observed.

MARKING SCHEME
Question 7
5
(a) 5𝑥𝑥 − 3𝑦𝑦 + 2 = 0 ∴ slope =
3
6
6𝑥𝑥 − 𝑝𝑝𝑝𝑝 + 7 = 0 ∴ slope =
𝑝𝑝

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 ∵ they are right angles
5 6
∴ × = −1 i.e. 𝑝𝑝 = −10
3 𝑝𝑝
6𝑥𝑥 − 𝑝𝑝𝑝𝑝 + 7 = 0
−6 −3
6𝑥𝑥 + 10𝑦𝑦 + 7 = 0, slope = =
10 5
−3
Equation of line with slope 5
and passing through (–2, –1) is
−3
𝑦𝑦 − (−1) = (𝑥𝑥 + 2)
5
5𝑦𝑦 + 5 = −3𝑥𝑥 − 6
3𝑥𝑥 + 5𝑦𝑦 + 11 = 0

(b) x2 + 2x+2x+4 y2 + 3y+3y+9

= (using componendo and dividendo)
x2 + 2x−2x−4 y2 +3y−3y−9

x 2 + 4x + 4 y 2 + 6y + 9
=
x2 − 4 y2 − 9
(x+2)2 (y+3)2
(x+2) (x−2)
= (y+3) (y−3)
(x+2) (y+3)
(x−2)
= (y−3)
x+2+x−2 y+3+y−3
x+2−x+2
= y+3−y+3
2x 2y
4
= 6

x∶y =2∶3

(c) (i) ∠BCQ = 55o \ ∠OCB = 90o – 55o = 35o (radius & tangent makes ∠ = 90o)
\ ∠OBC = ∠OCB = 35o ( OB = OC)
∠OBA = ∠OAB = 90o – 60o = 30o ( OA = OB & ∠OAP = 90o)
∠OBA = 30o

(ii) ∠ABC = ∠OBA + ∠OCB = 30o + 35o = 65o

\ ∠AOC = 2∠ABC = 2 x 65o = 130o (Angle at the centre is double angle at the
∠AOC = 130o remaining circumference)

(iii) ∠ATC = 360o – (90 + 90 + ∠AOC) ( angles of quadrilateral adds upto 180o)
∠ATC = 360o – (180o + 130o)

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 = 360o – 310o
= 50o

Question 8
(a) What must be added to the polynomial 2𝑥𝑥 3 − 3𝑥𝑥 2 − 8𝑥𝑥, so that it leaves a remainder [3]
10 when divided by 2x + 1?
(b) Mr. Sonu has a recurring deposit account and deposits ₹ 750 per month for 2 years. [3]
If he gets ₹ 19125 at the time of maturity, find the rate of interest.
(c) Use graph paper for this question. [4]
Take 1 cm = 1 unit on both x and y axes.
(i) Plot the following points on your graph sheets:
A (–4, 0), B (–3, 2), C (0, 4), D (4, 1) and E (7, 3)
(ii) Reflect the points B, C, D and E on the x-axis and name them as B', C', D' and
E' respectively.
(iii) Join the points A, B, C, D, E, E', D', C', B' and A in order.
(iv) Name the closed figure formed.

Comments of Examiners Suggestions for Teachers

(a) A very common error made by candidates in this  Give enough practice in problem
question was the incorrect substitution of the value of solving involving algebraic
x, which was substituted as ½ instead of – ½. Another expressions with the use of
common conceptual error made by candidates was of remainder/factor theorem.
writing (-1/2)3 as equal to 1/8 instead of – 1/8 and  Tell students that the term to be
(1/2) 2 as -1/4 instead of ¼. This error was mostly added or subtracted must be taken
caused due to not using the bracket. as any constant ‘k’ or ‘a’, etc.
Some candidates substituted correctly but were Enough problems involving such
unable to come to the correct answer k = 7 cases must be done.
 Explain the changes taking place if
(b) Simple calculation errors were found, such as, the the brackets are not used in the
product of 750 and 24 being expressed as 1800, correct place.
instead of 18000.

20

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 Some candidates took ‘n’ as 2 years instead of 24  Advise students to read a recurring
months. deposit sum carefully, analyse it
Mistakes were made in applying the formula for and note down what is given and
interest. Candidates found it difficult to express what is required to be found.
interest in terms of ‘r’. Hence, many candidates were  Drill students with basic concepts
unable to find rate of interest, r. such as, monthly installment,
qualifying principal, to find
(c) Most candidates dealt well with this question.
interest, time in months and
Common errors were observed in taking the scale and
maturity value.
plotting the points.
 Instruct students to read the
(i) A few candidates plotted the points question asking to plot the graph
incorrectly. Most mistakes were made in carefully. Ask them to use the scale
plotting the points (0,4) and (-4, 0). given in the question.
(ii) Some candidates made mistakes in marking  Advise students to practice plotting
the X-axis and the Y-axis. Positive and numerous points on the graph
negative points of the two axes were paper and their reflection on the
incorrectly marked. x-axis, y-axis, origin. Give
(iii) Some candidates marked the points B', C', D' adequate practice to identify points
and E' incorrectly or did not join the points in on the x and y axis. Instruct
order. students to complete the figure
(iv) A few candidates did not name the figure or formed. Revise the names of basic
named it as ‘octagon’ or ‘trapezium’, etc. geometrical figures.
 Advise students to read the
question carefully and answer all
parts.

MARKING SCHEME
Question 8
(a) 𝑓𝑓(𝑥𝑥) = 2𝑥𝑥 3 − 3𝑥𝑥 2 − 8𝑥𝑥
Let k be added to f(x)
∴ 𝑓𝑓(𝑥𝑥) = 2𝑥𝑥 3 − 3𝑥𝑥 2 − 8𝑥𝑥 + 𝑘𝑘
1
𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅𝑅 = 𝑓𝑓 �− � = 10
2
1 3 1 2 1 1
⇒ 2 �− � − 3 �− � − 8 �− � + 𝑘𝑘 = 10 Putting 𝑥𝑥 = −
2 2 2 2
1 3
⇒ − − + 4 + 𝑘𝑘 = 10 Equating to 10
4 4
⇒ 𝑘𝑘 + 3 = 10 ⇒ 𝑘𝑘 = 7 (or any other correct approach)

(b) 750 × 24 × 25 × r × 1
I =
2 × 100 × 12

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 375 r
=
2
Amount deposit = 750 × 24 = ` 18000
Maturity value = ` 19125
Interest = ` 19125 - 18000 = ` 1125
375 r
1125 =
2
𝐫𝐫 = 6%

(c) (i) Plotted the points A,B,C,D and

E correctly.

(ii) Reflected the points B, C, D and E on the x-axis and named them as B', C', D' and E'
correctly.

(iii) Joined the points A, B, C, D, E, E', D', C', B' and A in order and completed the figure.

(iv) Nine-sided polygon or nonagon, polygon fish or kite.

Question 9
(a) 40 students enter for a game of shot-put competition. The distance thrown (in metres) is [6]
recorded below:

Distance
12 – 13 13 – 14 14 – 15 15 – 16 16 – 17 17 – 18 18 – 19
in m
Number
of 3 9 12 9 4 2 1
Students

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 Use a graph paper to draw an ogive for the above distribution.
Use a scale of 2 cm = 1 m on one axis and 2 cm = 5 students on the other axis.
Hence using your graph find:

(i) the median

(ii) Upper Quartile
(iii) Number of students who cover a distance which is above 16½ m.
√2𝑎𝑎 + 1 + √2𝑎𝑎 − 1
(b) If 𝑥𝑥 = , prove that 𝑥𝑥 2 − 4𝑎𝑎𝑎𝑎 + 1 = 0 [4]
√2𝑎𝑎 + 1 − √2𝑎𝑎 − 1

Comments of Examiners Suggestions for Teachers

(a) The following errors were observed in this  Teach students to cross-check the
question: cumulative frequency found.
− Some candidates made mistakes in finding  Advise students to be cautious in
the cumulative frequency. In many cases, selecting correct axis and scale.
the last cumulative frequency did not tally  Instruct students to mark the kink
with the total of the given distribution when it is required. Ask students to
which was given as 40. draw Ogive, a cumulative
− A number of candidates did not follow the frequency curve as a free hand
scale given in the question. curve. The points must not be
− Some plotted the ogive with respect to the joined with a ruler.
lower boundaries instead of upper  Practice needs to be given of
boundaries. drawing the ogive. Instruct
− A few candidates used a ruler to draw the students that the graph needs to be
graph instead of a freehand curve. plotted with respect to upper
− Kink was not shown on the graph sheet boundaries and corresponding
between 0 and 12 to keep uniform gaps cumulative frequency.
between each interval, by some candidates.  Sufficient practice is required of
− In a few cases, perpendicular lines were not reading values from the graph.
dropped to find the values from the ogive.  Practice in problems on properties
− The values of median, upper quartiles were of ratio and proportion, especially
read incorrectly from the graph, by a Componendo and Dividendo and
number of candidates. squaring / expansion /
transformation of algebraic
(b) Many candidates made errors while applying expression must be given.
Componendo and Dividendo, especially in the  Emphasise the importance of
denominator. Mistakes were made while brackets in algebraic expressions.
squaring both the sides. Calculation errors were
also common. The final expression was not
worked out following all the steps of correct
working. Being a proof, some candidates wrote
the correct answer from incorrect working.

23

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 MARKING SCHEME
Question 9
(a) Number of Cumulative
Distance in m
students frequency(c.f.)
12 – 13 3 3
13 – 14 9 12
14 – 15 12 24
15 – 16 9 33
16 – 17 4 37
17 - 18 2 39
18 – 19 1 40

(i) Median = 14.7 m ± 0.2

(ii) Upper Quartile = 15.65 m ± 0.2

(iii) 40 – 35 = 5 students cover a distance above 16½ m.

Ogive: Scale 2 cm = 1m along x-axis and
2 cm = 5 students along y-axis

(b) Using Componendo / Dividendo

24

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 √2𝑎𝑎 + 1 + √2𝑎𝑎 − 1 + √2𝑎𝑎 + 1 − √2𝑎𝑎 − 1 𝑥𝑥 + 1
=
√2𝑎𝑎 + 1 + √2𝑎𝑎 − 1 − √2𝑎𝑎 + 1 + √2𝑎𝑎 − 1 𝑥𝑥 − 1
2√2𝑎𝑎 + 1 𝑥𝑥 + 1
= on squaring both sides
2√2𝑎𝑎 − 1 𝑥𝑥 − 1
2
�√2𝑎𝑎 + 1� (𝑥𝑥 + 1)2 2𝑎𝑎 + 1 𝑥𝑥 2 + 2𝑥𝑥 + 1
2 = ⇒ =
�√2𝑎𝑎 + 1� (𝑥𝑥 − 1)2 2𝑎𝑎 − 1 𝑥𝑥 2 − 2𝑥𝑥 + 1

(2𝑎𝑎 + 1)(𝑥𝑥 2 − 2𝑥𝑥 + 1) = (2𝑎𝑎 − 1)(𝑥𝑥 2 + 2𝑥𝑥 + 1)

2𝑎𝑎𝑎𝑎 2 − 4𝑎𝑎𝑎𝑎 + 2𝑎𝑎 + 𝑥𝑥 2 − 2𝑥𝑥 + 1 = 2𝑎𝑎𝑥𝑥 2 + 4𝑎𝑎𝑎𝑎 + 2𝑎𝑎 − 𝑥𝑥 2 − 2𝑥𝑥 − 1
4𝑎𝑎𝑎𝑎 + 4𝑎𝑎𝑎𝑎 − 𝑥𝑥 2 − 𝑥𝑥 2 − 1 − 1 = 0
8𝑎𝑎𝑎𝑎 − 2𝑥𝑥 2 − 2 = 0 ⇒ 4𝑎𝑎𝑎𝑎 − 𝑥𝑥 2 − 1 = 0
𝑥𝑥 2 − 4𝑎𝑎𝑎𝑎 − 1 = 0 → proved

Question 10
(a) If the 6th term of an A.P. is equal to four times its first term and the sum of first six [3]
terms is 75, find the first term and the common difference.

(b) The difference of two natural numbers is 7 and their product is 450. [3]
Find the numbers.

(c) Use ruler and compass for this question. Construct a circle of radius 4.5 cm. [4]
Draw a chord. AB = 6 cm.

(i) Find the locus of points equidistant from A and B.

Mark the point where it meets the circle as D.

(ii) Join AD and find the locus of points which are equidistant from AD and AB.
Mark the point where it meets the circle as C.

(iii) Join BC and CD. Measure and write down the length of side CD of the
quadrilateral ABCD.

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 Comments of Examiners Suggestions for Teachers
(a) Some candidates used incorrect formula for  Teach the concepts of the two
finding the 6th term of an arithmetic progression series: Arithmetic Progression
and summation of six terms of an A.P. As per the (AP) and Geometric Progression
given condition in the question i.e., 6th term of an (GP) and their differences with
A.P.is equal to four times its first term was written different examples. Revise
as: a + 5d = 4a + d instead of a + 5d = 4a. Some formulae for finding a term,
candidates wrote the equations correctly but made common difference and
mistakes in solving the two equations: a + 5d = 4a summation of certain number of
and 3(2 a + 5 d) = 75. terms in Arithmetic Progression
frequently.
(b) Some candidates made mistake in taking the two
 Ensure that adequate practice of
natural numbers according to given condition as x
different kinds of word problems
and 7 – x instead of x and x – 7 or x and x + 7.
is given in class.
Few candidates made mistakes in forming the  Instruct students to read
quadratic equation. Some candidates after solving construction-based questions
found the two values of x as - 25 and 18. with the conditions, carefully.
According to the question the two numbers are  Adequate practice in identifying
natural numbers. Hence neglecting negative the locus of points under different
number, the two numbers should have been 25 and geometrical conditions should be
18. given to students.
 Instruct candidates to show all
(c) All the necessary arcs for side bisectors and angle traces of construction clearly
bisectors were not constructed. Concepts of locus while working with Geometry
theorems were not clear to some candidates. Constructions.
(i) Some candidates constructed the circle with  Clarify the concept of loci
radius = 6 cm. Bisector of AB was drawn but theorem in detail.
point D was not located.  Give enough practice in drawing
(ii) All the necessary arcs for bisector angle perpendicular bisectors of
BAD were not shown. Point ‘C’ was not straight lines.
located on the circumference of the circle.
(iii) Many candidates forgot to measure and
record the length of CD and wrote = 5cm

MARKING SCHEME
Question 10
(a) 𝑡𝑡6 = 𝑎𝑎 + 5𝑑𝑑 = 4𝑎𝑎 ⇒ 3𝑎𝑎 = 5𝑑𝑑 … … .1
6
𝑠𝑠6 = {2𝑎𝑎 + 5𝑑𝑑} = 75 ⇒ 2𝑎𝑎 + 5𝑑𝑑 = 25 … … .2
2
From 1 and 2
2𝑎𝑎 + 3𝑎𝑎 = 25

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 ⇒ 𝑎𝑎 = 5
𝑑𝑑 = 3
(b) Let the numbers be x and (𝑥𝑥 + 7)
𝑥𝑥(𝑥𝑥 + 7) = 450
𝑥𝑥 2 + 7𝑥𝑥 − 450 = 0
(𝑥𝑥 + 25) (𝑥𝑥 − 18) = 0
𝑥𝑥 = −25 or 18
The numbers are 18 and 25. (Any other correct method)
(c) Circle and chord

(i) Bisector of AB and point D (any side)

(ii) Bisector of ∠BAD and point C (any side).
(iii) Length of CD = 5 cm (±.3)
OR CD = 1.4 (±0.3). If C and D are points below AB.

Question 11
(a) A model of a high rise building is made to a scale of 1 : 50. [3]
(i) If the height of the model is 0.8 m, find the height of the actual building.
(ii) If the floor area of a flat in the building is 20 m2, find the floor area of that in
the model.

(b) From a solid wooden cylinder of height 28 cm and diameter 6 cm, two conical cavities [3]
are hollowed out. The diameters of the cones are also of 6 cm and height 10.5 cm.
22
Taking π = find the volume of the remaining solid.
7

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 (c) Prove the identity [4]

1 − tan 𝜃𝜃 2
� � = tan2 𝜃𝜃
1 − cot 𝜃𝜃

Comments of Examiners Suggestions for Teachers

(a) (i) Many candidates made mistakes in  Clarify the concept of scale factor.
applying the scale factor to find the height Explain the concept of area being
of the actual building. proportional to square of sides
(ii) Some candidates made mistakes in applying and volume proportional to cube
the scale factor to find the ratio of area as of sides.
square of the scale factor. Several  Focus on conversions from one
candidates made errors in calculation and system of units to another, like cm
conversion of units. to m, m to km, mm to m, cm2 to m2,
Some left the answer of the second part in etc.
fractional form as (1/ 125).  Instruct students not to leave the
final answer in a fractional form.
(b) Some candidates used incorrect formulae for  Teach students that if each side of
volume of cone and cylinder. The diameter of the the image is k times each side of
cone and cylinder was given in the sum as 6 cm, object then Area of image = k2
but some took the radius as ‘6’. The volume of times area of object.
cone was not multiplied by ‘2’. Simple  Give regular practice with
calculation errors were very common. The value emphasis on manual calculations.
22
for π was given as but some took it as 3.14.  Instruct students to use the value
7 given in the question.
Some candidates wrote the given trigonometric  Give sufficient practice in
(c)
multiplication and division
expression as 1- tan2𝜃𝜃/ 1- cot2𝜃𝜃.
involving decimals.

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 Some candidates failed to express tan A and  Train students to calculate volume
cot A in terms of sin A and cos A correctly. of a combination of solids by
Others made errors in writing the numerator and taking 𝜋𝜋 and other like terms
denominator of resulting trigonometric common and then simplifying to
expressions correctly. A few candidates were save time and to avoid calculation
unable to identify errors.
(cos𝜃𝜃 - sin𝜃𝜃) = - (sin𝜃𝜃 - cos𝜃𝜃), hence, could not  Give ample practice on basic
obtain the correct answer. algebraic operations and
identities to enable students to
simplify trigonometric identities.
 Advise students to prove identities
with one side at a time instead of
working with both sides together.

MARKING SCHEME
Question 11
(a) (i) 1 0.8
=
50 ℎ
∴ height of the building = 0.8 × 50 = 40 m

(ii) 12 𝑥𝑥
=
502 20
20
∴ 𝑥𝑥 = 2
50
0.008 m2 / 80 cm2
= Floor area of the model

(b) Volume of Remaining Solid

= Volume of Cylinder – 2 × Volume of Cone
1
= 𝜋𝜋𝑟𝑟 2 − 2 × × 𝜋𝜋𝜋𝜋 2 × ℎ
3
22 1 22
= × 32 × 28 − 2 × × × 32 × 10.5
7 3 7
22 2
= × 32 �28 − × 10.5�
7 3
22
= × 9 × [28 − 7]
7

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 22
= × 9 × 21
7
= 66 × 9
= 594 cm3

(c) 1 − tan 𝜃𝜃 2
� � = tan2 𝜃𝜃
1 − cot 𝜃𝜃

L.H.S.
1 sin 𝜃𝜃 2
1 − tan 𝜃𝜃 2 �1 − 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 �
� � =
1 − cot 𝜃𝜃 1 cos 𝜃𝜃 2
�1 − sin 𝜃𝜃 �

cos 𝜃𝜃 − sin 𝜃𝜃 2
=� cos 𝜃𝜃 �
sin 𝜃𝜃 − cos 𝜃𝜃
sin 𝜃𝜃
2
cos 𝜃𝜃 − sin 𝜃𝜃 sin 𝜃𝜃
= � × �
cos 𝜃𝜃 −(cos 𝜃𝜃 − sin 𝜃𝜃)
sin 𝜃𝜃 2
= �− � = (− tan 𝜃𝜃)2 = tan2 𝜃𝜃 = R.H.S.
cos 𝜃𝜃
Alternative Method:
2
1−tan 𝜃𝜃
𝐿𝐿𝐿𝐿𝐿𝐿 = � 1 �
1−
tan 𝜃𝜃

1−tan 𝜃𝜃 2
= �tan 𝜃𝜃−1� × 𝑡𝑡𝑡𝑡𝑡𝑡2 𝜃𝜃
1−tan 𝜃𝜃 2
= �− 1−tan 𝜃𝜃� 𝑡𝑡𝑡𝑡𝑡𝑡2 𝜃𝜃

= 𝑡𝑡𝑡𝑡𝑡𝑡2 𝜃𝜃 = 𝑅𝑅𝑅𝑅𝑅𝑅

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.

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 GENERAL COMMENTS

• Linear inequation
Topics found • Matrix multiplication
difficult/ • Graphs: axis and reading the results from the graph.
confusing by • Mensuration formulae of volumes of solids
candidates • Circle Theorems and their application in solving problems
• Rounding off numbers to the desired place
• Coordinate Geometry: applying Section formula
• Size Transformation
• Arithmetic Progression and Geometric Progression
• Shares and Dividend
• Geometrical Constructions and locus
• Trigonometrical Identities and Heights and Distances
• Properties of Ratio and Proportion
• Rate of interest in Banking
• Remainder and Factor Theorem
• Forming correct equation in Quadratic word problem
• Inequation solving and representing solution on number line
• Statistics- Calculation of Central tendency of non-grouped frequency
distribution, drawing an ogive
• Solving Geometry problems on circles and similar triangles using the
appropriate property

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 • Read all questions carefully.
• Utilise reading time judiciously to make the right choice of questions.
• Show all steps of working. All rough work should be done alongside the
Suggestions solution, on the answer script only.
for Students • Give specific and logical reasons in geometry.
• Round off the answers correct to the required number of decimal places.
• Convert units from one system of unit to another system of unit carefully.
• Use logarithm table book to find square root or to cross check the value of a
square root or other powers/roots.
• Plotting on graphs and selection and use of a suitable scale should be done
carefully.
• Follow the given instructions carefully, especially in reflection sums and
construction-based problems.
• Revise all calculations to avoid calculation errors. Practice simple methods of
calculation.
• Practice number line with due importance to arrows at both the ends.
• Join all the points in the given order, especially in problems of reflection.
• While finding cumulative frequency, verify that the last cumulative frequency
tallies with the sum of all frequencies.
• Plot Ogive with respect to upper boundaries and corresponding cumulative
frequency.
• Practice basic constructions, such as, construction of standard angles, side
bisectors and angle bisectors regularly.

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