K12 Mathematics Specific Guidelines

Objective : To provide the most relevant, specific, stepwise detailed solution of

the question.

Process flow:

1. Choose the question type

2. Add Question text & Solution

3. Select Difficulty tag

4. Select Bloom’s Tag

 5. Select Concept used

6. Book Taggings on the right

Hint: (Wherever possible) {Currently this feature is not available on portal}

a. Try to keep it short {maximum 1 or 2 lines}

b. It should act as a helping nudge to guide the user towards the right
approach to start with the solution
 c. It can have:
● Key concept involved / Mathematics of the question
● Strategy (How to think/ crack) for complicated and lengthy
questions.
● Or steps involved in brief

Solution outline:

1. Steps {1, 2, 3, 4 as per need of the question}

2. Conclusion statement

1. Steps
a. Based on the ‘learning objective’ of the particular question the
solution needs to be broken down into multiple steps for better
understanding.
b. For each step there should be a brief heading {generally of 5-7
words} giving an exact idea/strategy of the contents of that
particular step.
c. Step numbers {Step 1: , Step 2: , Step 3: , and so on} need to be
provided.
{However, for single step solutions there is no need to write the
word ‘Step 1’ just give the possible ‘heading’}
d. If possible, break lengthy steps/ calculations into smaller steps.
{But make sure solution flow does not get disturbed}
e. No need to make a separate step for given data unless given
information is difficult to interpret or requires additional inputs
{like defining variables, defining terms used in diagram etc.}

Examples of step headings:

● Step 1: Make an appropriate diagram based on given
information
● Step 2: Apply distance formula
● Step 2: Find the circumcenter of the triangle
● Step 3: Use properties of inverse trigonometric functions
 ● Step 4: Simplify given determinant using row/ column
operations of determinant
𝑠𝑖𝑛 𝑥
● ​Step 5: Use standard result lim 𝑥
=1
𝑥→0

Note: All step numbers and headings should be in BOLD.

2. Conclusion statement/Final answer

Write a concluding statement at the end of the
solution.
Example:
a. Hence, the required answer is ….
b. Hence, option ‘C’ is correct. ( for MCQs)
c. L.H.S. = R.H.S. , Hence Proved etc.
d. Hence, the area bounded by the curves is …

Note: No need to use ‘Final answer ’ as a heading but BOLD the

conclusion statement.

Important points to take care of :

1. Use standard terminologies of mathematics while writing any statement.

2. Avoid using unnecessary shortcut words

Example : Diff. for Differentiation, eqn. for equation, b/w for between etc.

3. Draw Partial or stepwise diagrams/ figures for questions where a stepwise

visualisation is required.

4. Give proper labelling of graphs of functions, diagrams in geometry, etc.

5. Define all the variables assumed {which are not already defined in
question.}
Example: Volume 𝑉, Surface Area 𝐴 etc.
{Pay attention to capital and small letter variables}

6. Mention proper units of the variables used before putting their values into
the equations. Then, units are not required in intermediate steps, however
the final answer should be written with Units.

7. Define the formula/ concept properly while using it.

8. Formula/ concept needs to be mentioned in the particular step where it is

being used. {No need to mention all formulas/ concepts used at the start of
the solution}
{Suggested to mention formula used in RHS in brackets}

9. Write the domain and range of the formulas wherever required.

Example:
−1 π π
● sin (sin 𝑥) = 𝑥, if 𝑥 ∈ ⎡− , ⎤
⎣ 2 2 ⎦
1
● 𝑓(𝑥) = 𝑥 defined for 𝑥 ≠ 0

10. Mention all the assumptions made for solving the problem
Example: Any logarithm, trigonometric values or conversion used etc.
{Mention in RHS in brackets of the particular line where used}

11. If it is a special condition question, explain the important concept/

mathematics in brief before applying the particular formula/ concept.
{Example can be given}

12. Alternate method (For Medium/ Tough questions)

● If there is a better and smarter method
● If there is a graphical method {Especially in geometry}
● If there is a shortcut method using an alternate method/ concept.
13. Solution should not be made unnecessarily lengthy but should cover all
important points/ concepts based on the learning objective and level of
the particular question.
{Simple calculation steps can be skipped}

14. Add important Note/ Additional info wherever it’s necessary. It can
include the concept related additional information, common mistakes etc.

15. No need to write question numbers.

16. Always put one space between the numerical term and its unit.

Alignment and Font Guidelines

1. Use default fonts {Colour and size } unless required.

2. Mathtype tool to be used for all variables, equations, expressions, units

and even the numerical part.
{This is to maintain the uniformity of font}

3. Consequent equations/inequations /calculations should be aligned, as

shown below.

2 2 2 2
⇒ (𝑥 − 2) + (𝑦 + 9) = (𝑥 − 2) + (𝑦 − 1)

2 2 2 2
⇒ (𝑥 − 2) + (𝑦 + 9) = (𝑥 − 2) + (𝑦 − 1)

2 2
⇒ (𝑦 + 9) = (𝑦 − 1)

2 2
⇒ 𝑦 + 18𝑦 + 81 = 𝑦 + 1 − 2𝑦
⇒ 18𝑦 + 2𝑦 = 1 − 81

⇒ 20𝑦 =− 80

Therefore, 𝑦 =− 4
{Here ‘=’ sign is aligned and ‘⇒’ sign is left aligned.}

4. Keep the image right aligned unless the question is of construction type, or
a snipped image of calculation, for that keep it left aligned along with the
text.

5. Bold the standard formulas / definitions / concepts used.

{or anything we are referring to in RHS in square brackets}.

6. Use implies , therefore, since symbols where and when necessary

{Implies sign to be used with equations}
 SAMPLE QUESTIONS FOR REFERENCE

Short answer with maths equations

● Questions with solutions having either one or two steps fall under this category.

● Follow the book for the question type. However, for questions with independent
subparts that are labelled as Long answers type in the book, each subpart will
be solved separately as SA type in the portal.

● Subparts are to be treated as different questions if they are independently

solvable. {Separate Qids will be generated.}
→ →→
[ ]
Find 𝑎 𝑏 𝑐 , when
→ ^ ^ ^ → ^ ^ ^ → ^ ^ ^
i. 𝑎 = 2𝑖 + 𝑗 + 3𝑘, 𝑏 =− 𝑖 + 2𝑗 + 𝑘 and 𝑐 = 3𝑖 + 𝑗 + 2𝑘
→ ^ ^ ^ → ^ ^ ^ → ^ ^ ^
ii. 𝑎 = 2𝑖 − 3𝑗 + 4𝑘, 𝑏 = 𝑖 + 2𝑗 − 𝑘 and 𝑐 = 3𝑖 − 𝑗 + 2𝑘
→ ^ ^ → ^ ^ ^ → ^ ^
iii. 𝑎 = 2𝑖 − 3𝑗, 𝑏 = 𝑖 + 𝑗 − 𝑘 and 𝑐 = 3𝑖 − 𝑘

All the above three questions have no relation to each other and can be
solved independently, so it should be solved as separate questions.

Note: Even though the question given here has 3 parts, we need not mention
(i), (ii), and (iii) while writing the question as the questions have no relation
to each other and will be considered as different questions. Also, in such
questions, we may need to rephrase the question statement.
(As done for the above question in the solution given below.)

General format:

Question Question statement

Question MID:

Question Type:  Short answer with maths equations

Difficulty Tag: Easy / Medium / Hard

Bloom’s Tag: Memory / Understand / Apply/ Analyse

Hint(optional):

Concept Used(optional):

Prerequisite(optional):

Body of the Solution:

Step 1 Explanation

Step 2 (if required) Explanation

Concluding statement

Example:
→ →→ → ^ ^ ^ → ^ ^ ^
Question [ ]
Find 𝑎 𝑏 𝑐 , when 𝑎 = 2𝑖 + 𝑗 + 3𝑘, 𝑏 =− 𝑖 + 2𝑗 + 𝑘 and
→ ^ ^ ^
𝑐 = 3𝑖 + 𝑗 + 2𝑘.

Question MID:

Question Type: Short answer with maths equations

Difficulty Tag: Easy

Bloom’s tag: Apply

Hint (optional)

Concept Used(optional) Scalar triple Product of vectors

prerequisite(optional) Determinant

Body of the Solution:

→ →→
[
Find 𝑎 𝑏 𝑐 : ]
→ ^ ^ ^ → ^ ^ ^ → ^ ^ ^
Given, 𝑎 = 2𝑖 + 𝑗 + 3𝑘, 𝑏 =− 𝑖 + 2𝑗 + 𝑘 and 𝑐 = 3𝑖 + 𝑗 + 2𝑘
 → ^ ^ ^ → ^ ^ ^
We know that, if 𝑎 = 𝑎1𝑖 + 𝑏1𝑗 + 𝑐1𝑘, 𝑏 = 𝑎2𝑖 + 𝑏2𝑗 + 𝑐2𝑘 and
→ ^ ^ ^
𝑐 = 𝑎3𝑖 + 𝑏3𝑗 + 𝑐3𝑘,

= 2(4 − 1) − 1(− 2 − 3) + 3(− 1 − 6)

[ Expanding along Row - 1 ]

= 6 + 5 − 21 = − 10

→ →→
[
Hence 𝑎 𝑏 𝑐 =− 10. ]

→ →→
Question [
Find 𝑎 𝑏 𝑐 , when]
→ ^ ^ ^ → ^ ^ ^ → ^ ^ ^
𝑎 = 2𝑖 − 3𝑗 + 4𝑘, 𝑏 = 𝑖 + 2𝑗 − 𝑘 and 𝑐 = 3𝑖 − 𝑗 + 2𝑘
Question MID:

Question Type: Short answer with maths equations

Difficulty Tag: Easy

Bloom’s tag: Apply

Hint (optional)
Concept Used(optional) Scalar triple Product of vectors

prerequisite(optional) Determinant

Body of the Solution:

→ →→
[
Find 𝑎 𝑏 𝑐 ]
→ ^ ^ ^ → ^ ^ ^
Given, 𝑎 = 2𝑖 − 3𝑗 + 4𝑘, 𝑏 = 𝑖 + 2𝑗 − 𝑘 and
→ ^ ^ ^
𝑐 = 3𝑖 − 𝑗 + 2𝑘
→ ^ ^ ^ → ^ ^ ^
We know that, If 𝑎 = 𝑎1𝑖 + 𝑏1𝑗 + 𝑐1𝑘, 𝑏 = 𝑎2𝑖 + 𝑏2𝑗 + 𝑐2𝑘
→ ^ ^ ^
and 𝑐 = 𝑎3𝑖 + 𝑏3𝑗 + 𝑐3𝑘,

= 2(4 − 1) + 3(2 + 3) + 4(− 1 − 6)

[ Expanding along Row - 1 ]

= 6 + 15 − 28 = − 7

→ →→
[
Hence 𝑎 𝑏 𝑐 =− 7. ]

→ →→ → ^ ^ → ^ ^ ^
Question [ ]
Find 𝑎 𝑏 𝑐 , when 𝑎 = 2𝑖 − 3𝑗, 𝑏 = 𝑖 + 𝑗 − 𝑘 and
→ ^ ^
𝑐 = 3𝑖 − 𝑘.
Question MID:

Question Type: Short answer with maths equations

Difficulty Tag: Easy

Bloom’s tag: Apply

Hint (optional)

Concept Used(optional) Scalar triple Product of vectors

prerequisite(optional) Determinant

Body of the Solution:

→ →→
[
Find 𝑎 𝑏 𝑐 ]
→ ^ ^ → ^ ^ ^ → ^ ^
Given, 𝑎 = 2𝑖 − 3𝑗, 𝑏 = 𝑖 + 𝑗 − 𝑘 and 𝑐 = 3𝑖 − 𝑘
→ ^ ^ ^ → ^ ^ ^
We know that, If 𝑎 = 𝑎1𝑖 + 𝑏1𝑗 + 𝑐1𝑘, 𝑏 = 𝑎2𝑖 + 𝑏2𝑗 + 𝑐2𝑘
→ ^ ^ ^
and 𝑐 = 𝑎3𝑖 + 𝑏3𝑗 + 𝑐3𝑘,

= 2(− 1) + 3(− 1 + 3) + 0

[ Expanding along Row - 1 ]

=− 2 + 6

=4

→ →→
[
Hence 𝑎 𝑏 𝑐 = 4. ]
 Long answer with maths equations

● Questions with solutions having three or more steps come under this category.
● In the solution, steps need both the step number and heading.
● Interrelated subpart questions to be solved in steps.
Find the (i) lengths of major axes, (ii) coordinates of the vertices, (iii) coordinates of the
foci, (iv) eccentricity, and (v) length of the latus rectum of each of the following ellipses.
2 2
𝑥 𝑦
25
+ 9
= 1.

The parts of the above question are interrelated; such questions should be solved as
one question using steps.

Question Find the (i) lengths of major axes, (ii) coordinates of the
vertices, (iii) coordinates of the foci, (iv) eccentricity, and (v)
length of the latus rectum of each of the following ellipses.
2 2
𝑥 𝑦
25
+ 9
= 1

Question MID:

Question Type: LA

Difficulty Tag: Medium

Bloom’s tag: Apply

 2 2
Hint (optional) 𝑥 𝑦
For the ellipse 2 + 2 = 1 where 𝑎 > 𝑏 , Eccentricity
𝑎 𝑏
2
𝑏
𝑒= 1 − 2
𝑎

Concept Used(optional) Properties of Ellipse

prerequisite(optional)

Body of the Solution:

Step 1. Compare the given ellipse with standard ellipse and find the
values of 𝑎 & 𝑏.

2 2
𝑥 𝑦
Given ellipse 25
+ 9
= 1

2 2 2 2
𝑥 𝑦 𝑥 𝑦
Comparing 25
+ 9
= 1 with 2 + 2 = 1
𝑎 𝑏

2
We get 𝑎 = 25
⇒ 𝑎 = 5
2
and 𝑏 = 9
⇒ 𝑏 = 3 …..[1]

Step 2. Find Length of major axis of given ellipse

2 2
𝑥 𝑦
For a standard form of ellipse 2 + 2 = 1 𝑤ℎ𝑒𝑟𝑒 𝑎 > 𝑏,
𝑎 𝑏

Major axis is along 𝑥 −axis, Length of major axis = 2𝑎

Clearly for given ellipse 25 > 9

∴ Length of major axis of given ellipse = 2×5 = 10

[∵ 𝑎 = 5]
2 2
𝑥 𝑦
Hence, the length of major axis of 25
+ 9
= 1 𝑖𝑠 10

Step 3. Find coordinates of the vertices of given ellipse

 2 2
𝑥 𝑦
For the ellipse 2 + 2 = 1 where 𝑎 > 𝑏 , coordinates of
𝑎 𝑏
vertices are (±𝑎, 0)

Hence, for the given ellipse the coordinates of vertices

= (±5, 0) [∵ 𝑎 = 5 ]

Hence, the coordinates of vertices of

2 2
𝑥 𝑦
25
+ 9
= 1 𝑎𝑟𝑒 (±5, 0)

Step 4. Find the eccentricity of the ellipse

2 2
𝑥 𝑦
For the ellipse 2 + 2 = 1 where 𝑎 > 𝑏 , Eccentricity
𝑎 𝑏
2
𝑏
𝑒= 1 − 2
𝑎

Clearly 25 > 9

9
⇒ 𝑒 = 1 − 25
[∵ 𝑎 = 5 𝑎𝑛𝑑 𝑏 = 3 ]

16
⇒ 𝑒 = 25

4
⇒ 𝑒 = 5
….[2]

4
Hence, the value of eccentricity is 5

Step 5. Find coordinates of the foci of given ellipse

2 2
𝑥 𝑦
For the ellipse 2 + 2 = 1 where 𝑎 > 𝑏 , coordinates of
𝑎 𝑏
foci are (±𝑎𝑒, 0)
2 2
𝑥 𝑦
∴ Coordinates of foci of 25
+ 9
= 1 𝑎𝑟𝑒
4
(±5× 5 , 0) = (±4, 0) [ From equation 1 and 2 ]

Hence, the coordinates of required foci are (4, 0) and

(− 4, 0).

Step 6. Find Length of latus rectum of given ellipse

 2 2
𝑥 𝑦
∵ For a standard form of ellipse 2 + 2 = 1 𝑤ℎ𝑒𝑟𝑒 𝑎 > 𝑏,
𝑎 𝑏
2
2𝑏
Length of latus rectum = 𝑎

2×9
∴ The length of latus rectum = 5

[∵ 𝑎 = 5 𝑎𝑛𝑑 𝑏 = 3 ]
18
= 5

18
Hence, the length Latus rectum is 5
.

Therefore,
(i). Length of the major axis is 10.
(ii). The coordinates of vertices are (±5, 0).
(iii). The coordinates of foci are (4, 0) and (− 4, 0).
4
(iv). The value of eccentricity is 5 .
18
(v). The length Latus rectum is 5
.

2
Question Show that 𝑓(𝑥) = (𝑥 + 3𝑥 + 4) is continuous at 𝑥 = 1

Question MID:

Question Type: LA

Difficulty Tag: Medium

Bloom’s tag: Apply

Hint (optional)  

Concept Used(optional) Continuity of a function

Prerequisite(optional) Limits

Body of the Solution:

Step 1. Find Right hand Limit at 𝑥 = 1

R. H. L. at 𝑥 = 1

lim 𝑓(𝑥) = lim 𝑓(1 + ℎ)

+ +
𝑥→1 ℎ→0

2
= lim [(1 + ℎ) + 3(1 + ℎ) + 4]
+
ℎ→0

[∵𝑓(𝑥) = (𝑥2 + 3𝑥 + 4) ]
2
= lim [1 + ℎ + 2ℎ + 3 + 3ℎ + 4]
+
ℎ→0

=1+3+4

R. H. L. = 8

Step 2. Find left hand limit at 𝑥 = 1

L. H. L. 𝑎𝑡 𝑥 = 1

lim 𝑓(𝑥) = lim 𝑓(1 − ℎ)

− +
𝑥→1 ℎ→0

2
= lim [(1 − ℎ) + 3(1 − ℎ) + 4]
+
ℎ→0

[∵𝑓(𝑥) = (𝑥2 + 3𝑥 + 4) ]
2
= lim [1 + ℎ − 2ℎ + 3 − 3ℎ + 4]
+
ℎ→0

=1+3+4

L. H. L. = 8

Step 3 Find the value of 𝑓(1)

 2
Since 𝑓(𝑥) = 𝑥 + 3𝑥 + 4

⇒ 𝑓(1) = 1 + 3 + 4 = 8

Therefore, 𝑓(𝑥) = 𝑓(𝑥) = 𝑓(1)

Hence, 𝑓(𝑥) is continuous at 𝑥 = 1

MCQ with correct answer(s)

General Format:

Question Question statement

Question MID:

Question Type:  Multiple Choice Questions

Difficulty: Easy/ Medium/ Hard

Bloom’s Tag: Memory/ Understand/ Apply/ Analyse

Hint(optional):

Concept used(optional)

Prerequisite(optional):

Solution:

Explanation for the correct options Description of the correct options

Explanation for the incorrect options Description of all the incorrect options (if
required)

Concluding statement

1. Analysis/ Understanding based question:

● For questions that are analysis/ understanding based, two steps are required:
(i) Explanation of the correct option.
(ii) Explanation for all the incorrect options.
Question Find the principal value of sin
−1
( ) 2
3

Question MID:

Question Type: VSA

Difficulty tag: Easy

Bloom’s tag: Memory

Hint(optional)

Concept Used(optional) Principal value of inverse trigonometric function

prerequisite(optional)

Body of Solution:

Finding the principal value of sin

−1
( ):
2
3

−1 −π π
We know that principle value of sin 𝑥 lies in ⎡ , ⎤
⎣ 2 2 ⎦
Let sin
−1
( ) =𝑥
2
3

3
⇒ 2
= sin 𝑥

π −π π ⎡⎢∵ sin π 3 ⎤⎥
⇒ 𝑥= ∈ ⎡ , ⎤ =
3 ⎣ 2 2 ⎦ ⎣ 3 2 ⎦

−1 3 π
Hence principal value of sin 2
is 3
.

Question Which of the following statements are always correct (Where Q

denotes the set of rationals)?
(a) cos 2θ ϵ 𝑄 and sin 2θ ϵ 𝑄 ⇒ tan θ ϵ 𝑄 (If defined)
(b) tan θ ϵ 𝑄 ⇒ sin 2θ, cos 2θ 𝑎𝑛𝑑 tan 2θ ϵ 𝑄 (If defined)
 (c) If sin θ ϵ 𝑄 and cos θ ϵ 𝑄 ⇒ tan 3θ ϵ 𝑄 (If defined)
(d) If sin θ ϵ 𝑄 ⇒ cos 3θ ϵ 𝑄
Question MID:

Question Type: Multiple choice questions

Difficulty Tag: Medium

Bloom’s tag: Analyse

Hint (optional)

Concept Trigonometric Identities

Used(optional)

Prerequisite(optional) Real numbers

Body of the Solution:

Explanation for the correct options:

Option (a): cos 2θ ϵ 𝑄 and sin 2θ ϵ 𝑄 ⇒ tan θ ϵ 𝑄 (If defined)

Consider:
sinθ
tan θ = cosθ
2
2sin θ
⇒ tan θ = 2sinθ·cosθ
[Multiplying and dividing by 2sin θ]
2 2
∵ sin 2θ = 2 sin θ cos θ and cos 2θ = 2 cos θ − 1 = 1 − 2sin θ

1−cos2θ
⇒ tan θ = sin 2θ
Clearly, tan θ ϵ 𝑄
Hence, option (a) is correct.

Option (b): tan θ ϵ 𝑄 ⇒ sin 2θ, cos 2θ 𝑎𝑛𝑑 tan 2θ ϵ 𝑄 (If defined)
2tanθ
∵ sin 2θ = 2
1+tan θ
Clearly, sin 2θ ϵ 𝑄
2
1−tan θ
∵ cos 2θ = 2
1+tan θ
Clearly, cos 2θ ϵ 𝑄
2tanθ
∵ tan 2θ = 2
1−tan θ

Clearly, tan 2θ ϵ 𝑄
 Hence, option (b) is also correct.

Option (c): If sin θ ϵ 𝑄 and cos θ ϵ 𝑄 ⇒ tan 3θ ϵ 𝑄 (If defined)

Consider:
sin 3θ
tan 3θ = cos 3θ
3 3
∵ cos 3θ = 4cos θ − 3 cos θ and sin 3θ = 3 sin θ − 4sin θ
3
3sinθ−4sin θ
⇒ tan 3θ = 3
4cos θ−3cosθ
Clearly, tan 3θ ϵ 𝑄

Hence, option (c) is also correct.

Explanation for the incorrect options:

Option (d): If sin θ ϵ 𝑄 ⇒ cos 3θ ϵ 𝑄

1
Let sin θ = 3 which is a rational number then:
1 2 2
∴ cos θ = 1 − 2 = 3
which is an irrational number.
3
And,
2 2 3 2 2
cos 3θ = 4( 3
) − 3( 3
) which is also an irrational number.
Hence, option (d) is incorrect.

Hence, options (a), (b), and (c) are the correct options.

2. Application/Memory-based question:

● For questions that are application/ memory-based, the explanation needs to be done in
a stepwise method depending on the question.

2 2
Question 2
The equation sin θ =
(𝑥 +𝑦 )
is possible if:
2𝑥𝑦
(a) 𝑥 = 𝑦
(b) 𝑥 =− 𝑦
(c) 2𝑥 = 𝑦
(d) None of these

Question MID:
Question Type: Multiple choice questions

Difficulty Tag: Easy

Bloom’s tag: Apply

Hint (optional) Apply the relation between A.M and G.M.

2
Concept Used(optional) Range of sin θ

Prerequisite(optional) A.M. and G.M.

Body of the Solution:

Explanation for the correct option:

Step 1: Apply the relation between A.M and G.M for positive numbers:
2 2
2 (𝑥 +𝑦 )
Given: sin θ = 2𝑥𝑦

2 2
(𝑥 +𝑦 ) 2
⇒ 2𝑥𝑦
≥0 [∵ sin θ ≥ 0]

∴ 𝑥 and 𝑦 will have the same signs to satisfy the

above condition.

We know that 𝐴. 𝑀. ≥ 𝐺. 𝑀. for positive numbers.

𝑎+𝑏
∵ A.M. of 𝑎, 𝑏 is 2
, G.M of 𝑎, 𝑏 is 𝑎𝑏
𝑥 𝑦
𝑦
+𝑥 𝑥 𝑦 𝑥
∴ 2
≥ 𝑦
. 𝑥
[Where 𝑦
> 0]

Step 2: Find the relation between 𝑥 and 𝑦

From above inequation

2 2
(𝑥 +𝑦 )
2𝑥𝑦
≥1
 2
⇒ sin θ ≥ 1
2 2
But sin θ ≤ 1 [∵ sin θ ϵ [0, 1]]
2 2
(𝑥 +𝑦 )
∴ 2𝑥𝑦
=1

2 2
⇒ 𝑥 + 𝑦 − 2𝑥𝑦 = 0
2
⇒ (𝑥 − 𝑦) = 0

⇒ 𝑥=𝑦

Hence, option (A) is the correct answer.

Integer type with explanation (use FITB type)

● The explanation can be given in one or more steps depending upon the question.

General format:

Question Question statement

Question MID:

Question type:  Integer with Explanation

Difficulty Tag: Easy/ Medium/ Hard

Bloom’s Tag: Memory/ Understand/ Apply/ Analyse

Hint(optional):

Concept used(optional):

Prerequisite(optional):
Solution:

Explanation about the keyword 

Concept

Concluding statement

Question There exist a positive number λ , such that

log2𝑥 + log4𝑥 + log8𝑥 = logλ𝑥 , for all positive real numbers 𝑥.
𝑏
If λ = 𝑎, where 𝑎, 𝑏 ∈ 𝑁, then what is the smallest possible value of
𝑎 + 𝑏?
Question MID:

Question Type: Integer Type

Difficulty tag: Medium

Bloom’s tag: Apply

Hint(optional)

Concept Logarithm rules

Used(optional)

prerequisite(optional)

Body of Solution:

Step 1:
Find the value of λ
∵λ > 0 and λ≠1 and 𝑥 > 0
 log2𝑥 + log4𝑥 + log8𝑥 = logλ𝑥

⎡⎢∵ log 𝑚𝑥 = 1
⇒ log2𝑥 +
1
2
log2𝑥 +
1
3
log2𝑥 = logλ𝑥 𝑚
log𝑎𝑥 ⎤⎥
⎣ 𝑎 ⎦
11
⇒ 6
log2𝑥 = logλ𝑥

⇒
11
=
1 ⎡∵log 𝑎 = 1 ⎤
6log𝑥2 log𝑥λ ⎢ 𝑏 log𝑎𝑏 ⎥
⎣ ⎦
⇒ 11log𝑥λ − 6log𝑥2 = 0

( ) =0
11
λ 𝑏
⇒ log𝑥 6
⎡⎢∵log = log𝑎𝑏 − log𝑎𝑐 ⎤⎥
2 ⎣ 𝑎 𝑐 ⎦
11 6
⇒ λ =2 [∵ log 1 = 0]
1
6
( )
11
⇒ λ= 2 ....[1]

Step 2: Find the value of 𝑎 + 𝑏

𝑏
Also given that λ = 𝑎, where 𝑎, 𝑏∈𝑁
1
𝑏
⇒λ =𝑎 ….[2]
On comparing equations [1] and [2],
6
𝑎 = 2 , 𝑏 = 11
6
Therefore, 𝑎 + 𝑏 = 2 + 11
⇒ 𝑎 + 𝑏 = 64 + 11
⇒ 𝑎 + 𝑏 = 75

Hence, the answer is 75.

Note: Use FITB (Fill in the blank type) in the portal and give the integer answer in the
blank.

Fill in the blanks and True False Type

● For fill-in-the-blanks and True False type questions, explanation is mandatory.
● The explanation can be given in one or more steps depending upon the question.
● The portal supports only 2 blanks at a time, so if a question has more than 2 blanks make it
a SA type question and then solve.

General format:
Question Question statement

Question MID:

Question type:  Fill in the blanks

Difficulty Tag: Easy/ Medium/ Hard

Bloom’s Tag: Memory/ Understand/ Apply/

Analyse

Hint(optional):

Concept used(optional):

Prerequisite(optional):

Solution:

Explanation about the keyword 

Concept

Concluding statement

Question
Choose the correct word and fill in the blank:

−1 1
2
is ……… than 5
.

Question MID:
 Question type:  Fill in the blanks

Difficulty Tag: Easy

Bloom’s Tag: Understand

Hint(optional):

Concept used(optional): Rational Numbers on a Number Line

Prerequisite(optional):

Solution:

Comparing the rational numbers:

−1 1
Given rational numbers are 2
and 5
.

−1 1
2
is negative and 5
is positive.

We know that every negative rational number is less than

every positive rational number.
−1
Therefore, 2
is smaller.

−1 1
Hence, 2
is smaller than 5
.

Very Short Answer Type

● For memory-based questions

The explanation for such questions will be writing the formula and defining the
components of the formula. Whatever adds value to the solution.

For example,

Question Find the principal value of sin

−1
( )
2
3

Question MID:
Question Type: VSA

Difficulty tag: Easy

Bloom’s tag: Memory

Hint(optional)

Concept Used(optional) Principal value of inverse trigonometric function

prerequisite(optional)

Body of Solution:

Finding the principal value of sin

−1
( ):
2
3

−1 −π π
We know that principle value of sin 𝑥 lies in ⎡ , ⎤
⎣ 2 2 ⎦
Let sin
−1
( ) =𝑥
2
3

3
⇒ 2
= sin 𝑥

π −π π ⎡⎢∵ sin π 3 ⎤⎥
⇒ 𝑥= ∈ ⎡ , ⎤ =
3 ⎣ 2 2 ⎦ ⎣ 3 2 ⎦

−1 3 π
Hence principal value of sin 2
is 3
.

Match the columns

General Format:

Question number  Question statement

Question MID:
Question Type:  MATCH THE COLUMN

Difficulty Tag: Easy/ Medium/ Hard

Bloom’s Tag: Memory/ Understand/ Apply/ Analyse

Hint (optional):

Concept used (optional):

Prerequisite (optional):

Solution:

Explanation
Column I (Keyword I) -  Column II (answer)

Explanation
Column I (Keyword II)- Column II (answer)

Each option with the correct answer

● The explanation for the MTC type question must be at the start of the solution.
 
Example:

Question Match the column:

Column I Column II

(a) The probability of a bomb (i) 4

1
hitting a bridge is 2 . Two direct
hits are needed to destroy it.
The number of bombs required
so that the probability of the
bridge being destroyed is
greater than 0. 9 can be

(b) A bag contains 2 red, 3 white (ii) 6

and 5 black balls, a ball is
drawn, its colour is noted and
 replaced. The number of times,
a ball can be drawn so that the
probability of getting a red ball
1
for the first time is at least 2 .

(c) A drawer contains a mixture (iii) 7

of red socks and blue socks, at
most 17 in all. It so happens that
when two socks are selected
randomly without replacement,
there is a probability of exactly
1
2
that both are red or both are
blue. Then the number of red
socks in the drawer can be

(d) There are two red, two blue, (iv) 10

two white and a certain number
(greater than 0) of green socks
in a drawer. If two socks are
taken at random from the
drawer without replacement,
the probability that they are of
1
the same colour is 5 , then the
number of green socks are

Question MID:

Question Type:  MATCH THE COLUMN

Difficulty Tag: Hard

Bloom’s Tag: Apply

Hint(optional): The number of ways a given sample of 𝑘 elements can be obtained

𝑛
from a larger set of ‘𝑛’ distinguishable numbers of objects = 𝐶𝑘

Concept Binomial Distribution

used(optional):

Prerequisite(optio Inequality
nal):

Solution:
 Explanation for (a):

Step 1: Apply the binomial distribution formula:

The probability of success 𝑟 times in 𝑛 trials is given by:
𝑛 𝑟 𝑛−𝑟
𝑃( 𝑋 = 𝑛 ) = 𝐶𝑟(𝑝) (𝑞)
Where 𝑝 is probability of success in each trial and 𝑞 = 1 − 𝑝
Given trial is Bernoulli’s trial and its distribution is binomial.
1
The probability of a bomb hitting a bridge is 2 .
1 1
Thus, 𝑃( success ) = 2
; 𝑃( failure ) = 2
Suppose ' 𝑛 ' bombs are to dropped.
Let 𝐸 be the event that the bridge is destroyed.
Then, 𝑃(𝐸) = 1 − 𝑃(0 𝑜𝑟 1 𝑠𝑢𝑐𝑐𝑒𝑠𝑠 )

⇒ 𝑃(𝐸) = 1 − (( 1 𝑛
2 ) + 𝐶1
𝑛 1
2
1 𝑛−1
( )
2 )
⇒ 𝑃(𝐸) = 1 − ( 1
2
𝑛 +
2
𝑛
𝑛 ) ..[1]

Step 2: Use given condition on probability:

We need to find out the value of 𝑛 for which probability of the bridge
being destroyed is greater than 0. 9

⇒1 − ( 1
𝑛
2
+
𝑛
2
𝑛 )≥0. 9 [From eq.[1] ]
𝑛
1 𝑛+1 2
⇒ 10
≥ 𝑛  𝑜𝑟  10(𝑛+1)
≥1
2
⇒ 𝑛> 6 [By Hit and Trial]
⇒ 𝑛 = 7, 10
Therefore, (a) → (iii), (iv)

Explanation for (b):

Step 1:
Define the possible events

The bag contains 2 red, 3 white and 5 black balls.

Let the events defined as

𝑆 = Getting Red Ball

 𝐹 = Not getting Red ball
2 1
Hence 𝑃(𝑆) = 10
= 5
;

8 4
𝑃(𝐹) = 10
= 5
;

Step 2: Find the probability of getting a red ball for the first time:
We need to find out the number of times, a ball can be drawn so that
1
the probability of getting a red ball for the first time is at least 2

Let 𝐸 be the event of getting a red ball.

Then 𝑃(𝐸) = 1 − 𝑃 ( not getting a red ball in 𝑛 𝑑𝑟𝑎𝑤𝑠)

𝑛 1
⇒ 𝑃(𝐸) = 1 − [𝑃(𝐹)] ≥ 2
4 𝑛
⇒ 𝑃(𝐸) = 1 − ( ) 5
≥
1
2
4 𝑛
⇒ ( ) 5
≤
1
2

The value of 𝑛 ≥4. [By Hit and Trial]

Therefore, (b) → (i), (ii), (iii), (iv)

Explanation for (c):

Step 1:
Form the equation in terms of number of red and blue socks based on
given condition:

∵ The number of ways a given sample of 𝑘 elements can be obtained

𝑛
from a larger set of ‘𝑛’ distinguishable numbers of objects = 𝐶𝑘

Let there be 𝑥 red socks and 𝑦 blue socks and 𝑥 > 𝑦. Then

Now given that, when two socks are selected randomly without
1
replacement, there is a probability of exactly 2 that both are red or
both are blue.
𝑥 𝑦
𝐶2+ 𝐶2 1
⇒ 𝑥+𝑦 = 2
𝐶2

or
 ⇒
𝑥(𝑥−1)+𝑦(𝑦−1)
=
1
⎡⎢∵ 𝑛𝐶 = 𝑛!
⎤⎥
(𝑥+𝑦)(𝑥+𝑦−1) 2 ⎣ 𝑟 (𝑛−𝑟)!. 𝑟! ⎦
Step 2: Simplify the expression obtained
2 2 2 2
2𝑥 − 2𝑥 + 2𝑦 − 2𝑦 = 𝑥 + 2𝑥𝑦 + 𝑦 − 𝑥 − 𝑦
Rearranging, we have
2 2
⇒ 𝑥 − 2𝑥𝑦 + 𝑦 = 𝑥 + 𝑦
2
⇒ (𝑥 − 𝑦) = 𝑥 + 𝑦
⇒ |𝑥 − 𝑦| = 𝑥 + 𝑦
Now, given total balls are at most 17.

⇒ 𝑥 + 𝑦 ≤ 17
⇒|𝑥 − 𝑦| ≤ 17
As 𝑥 − 𝑦 must be an integer, so,

𝑥 − 𝑦≤4
∴ 𝑥 + 𝑦 ≤16
Adding both together and dividing by 2 yields 𝑥 ≤ 10.

Therefore, (c) → (i), (ii), (iii), (iv)

Explanation for (d):

Step 1: Assume the number of green socks and find required probability
There are two red, two blue, two white and a certain number of green
socks in a drawer.
Let the number of green socks be 𝑥 > 0.

Let 𝐸 : be the event that two socks drawn are of the same colour

⇒ 𝑃(𝐸) = 𝑃(𝑅𝑅 𝑜𝑟 𝐵𝐵 𝑜𝑟 𝑊𝑊 𝑜𝑟 𝐺𝐺)
𝑥
3 𝐶2
= 6+𝑥 + 6+𝑥
𝐶2 𝐶2

∵ The number of ways a given sample of 𝑘 elements can be obtained

𝑛
from a larger set of ‘𝑛’ distinguishable numbers of objects = 𝐶𝑘

⇒ 𝑃(𝐸) =
6
+
𝑥(𝑥−1)
⎡⎢∵ 𝑛𝐶 = 𝑛!
⎤⎥
(𝑥+6)(𝑥+5) (𝑥+6)(𝑥+5) ⎣ 𝑟 (𝑛−𝑟)!. 𝑟! ⎦
Step 2:
Simplify and find possible value of 𝑥

1
Given 𝑃(𝐸) = 5
 6 𝑥(𝑥−1) 1
⇒ (𝑥+6)(𝑥+5)
+ (𝑥+6)(𝑥+5)
= 5
2 2
⇒ ( )
5 𝑥 − 𝑥 + 6 = 𝑥 + 11𝑥 + 30
2
⇒ 4𝑥 − 16𝑥 = 0
⇒ 𝑥= 4
Therefore, (d) → (i).
Hence, (a) → (iii), (iv)
(b) → (i), (ii), (iii), (iv)
(c) → (i), (ii), (iii), (iv)
(d) → (i).

Comprehension Type: Explanation can be given in steps (for both interrelated and
independent parts)
Example:

Question An amoeba either splits into two or remains the

same or eventually dies out immediately after
completion of every second with probabilities,
1 1 1
respectively, 2 , 4 and 4 . Let the initial amoeba be
called as mother amoeba and after every second,
the amoeba, if it is distinct from the previous one,
𝑛𝑑  𝑟𝑑 
be called as 2 , 3 , … generations.

1. The probability that immediately after

completion of 2 𝑠 all the amoeba population
dies out is
9
a. 32
11
b. 32
1
c. 2
3
d. 32
2. The probability that after 2 s exactly 4
amoeba are alive is
1
a. 16
1
b. 8
 1
c. 4
1
d. 2
3. The probability that amoeba population will
be maximum after completion of 3 𝑠 is
1
a. 7
2
1
b. 6
2
1
c. 8
2
d. none of these

Question MID:

Question Type: Comprehension Type

Difficulty tag: Medium

Bloom’s tag: Analyse

Hint(optional) Use the total probability formula i.e.

𝑘
( )(
𝑃(𝐴) = ∑   𝑃 𝐸𝑖 𝑃 𝐴/𝐸𝑖
𝑖=0
)
Concept Used(optional) Sum of the probability of all the events

prerequisite(optional)

Body of Solution:

Step 1: Define the possible events:

Let 𝐸 be the event that after every second the amoeba
dies out;
1
Given 𝑃(𝐸) = 4

𝐸1 be the event that after every second, the amoeba

splits into two;

( )
𝐺𝑖𝑣𝑒𝑛 𝑃 𝐸1 =
1
2
 𝐸2 be the event that after every second, the amoeba
remains the same.

𝐺𝑖𝑣𝑒𝑛 𝑃 𝐸2 ( ) =
1
4

Step 2: Find probability that immediately after completion of

2 𝑠 all the amoeba population dies out
Let 𝑃(𝑇) denotes the probability that immediately after
completion of 2 𝑠 all the amoeba population dies out.
In this case, in the first second the amoeba must split or
remain the same. Then after 2 seconds in either case all
should die.
Thus using total probability formula i.e.
𝑘
( )(
𝑃(𝐴) = ∑   𝑃 𝐸𝑖 𝑃 𝐴/𝐸𝑖
𝑖=0
)
( )
𝑃(𝑇) = 𝑃 𝐸1 𝑃(𝐸)𝑃(𝐸) + 𝑃 𝐸2 𝑃(𝐸) ( )
1 1 1 1 1
= 2 4 4
+ 4 4
3
= 32
Therefore, 1 → d

Step 3: Find probability that after 2 s exactly 4 amoeba are

alive

After 2 𝑠, exactly 4 amoeba are alive, i.e. initially

𝑛𝑑 
amoeba must split into two and in 2 Second, both
amoeba must be split into two. Hence, the required
( ) ( ) ( ) 1
probability is 𝑃 𝐸1 . 𝑃 𝐸1 . 𝑃 𝐸1 = 8 .

Therefore, 2→ b

Step 4: Find probability that amoeba population will be

maximum after completion of 3 𝑠
In the first second, the mother amoeba splits into two
with the probability 𝑃 𝐸1 = 2
1
( )
𝑛𝑑 
In 2 second, two amoeba split into two more with
( ) ( )
1
probability 𝑃 𝐸1 . 𝑃 𝐸1 = 4
 𝑟𝑑 
In 3 second, four amoeba split into two more with
probability

( ) ( ) ( ) ( )
𝑃 𝐸1 . 𝑃 𝐸1 . 𝑃 𝐸1 . 𝑃 𝐸1 =
1
16
Hence, the probability that the population is maximum
1 1 1 1
after 3𝑠 is ( 2 )×( 4 )×( 16 ) = 7 .
2

Therefore, 3→ a

Hence, 1 → d, 2→ b, 3→ a are the correct options.

Assertion Reason and True false Qs with two statements Type: The format of explaining
these Qs type is the same as that of MCQ as shown below.

Question Question statement

Question MID:

Question Type:  Multiple Choice Questions

Difficulty: Easy/ Medium/ Hard

Bloom’s Tag: Memory/ Understand/ Apply/ Analyse

Hint(optional):

Concept used(optional)

Prerequisite(optional):

Solution:

Explanation for Assertion/Statement 1 Description of the assertion/Statement 1

Explanation for reason/Statement 2 Description of reason /statement 2

Finding whether reason is the correct Description of relation((if required)

explanation of assertion:(If required)
Concluding statement