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ICSE - 2014

ICSE EXAMINATION 2014

Council for the Indian School Certificate Examinations


ICSE - 2014
Pragati House, 3rd Floor, 47- 48, Nehru Place
New Delhi - 110 505

September 2014
For further information and comments, please correspond with:

The Deputy Secretary – ICSE


Council for the Indian School Certificate Examinations
Pragati House, 3rd Floor
47-48, Nehru Place
New Delhi -110 505

Tel : (011) 26411706; 26413820; 26476547; 26285170


Fax : (011) 26234575; 26212051
E-mail : dsicse@cisce.org

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AN ANALYSIS OF PUPIL PERFORMANCE
ICSE EXAMINATION 2014

COUNCIL FOR THE INDIAN SCHOOL CERTIFICATE EXAMINATIONS,


NEW DELHI

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FOREWORD

This document of the Analysis of Pupil Performance at the ICSE (Class-10) Examination is a unique tool for
retrospection for both, teachers and students. It has grown and evolved over the years to provide feedback to all
concerned in terms of the strengths and weaknesses of the candidates in handling the ICSE examinations.

We commend the work of Mr. Lancelot J Fuller, Deputy Secretary, and the ICSE Division 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 in more ways than one. We invite comments from schools
on further improving its utility and quality.

Gerry Arathoon
October 2014 Chief Executive & Secretary

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INTRODUCTION

The Council for the Indian School Certificate Examinations has published the “Analysis of Pupil Performance”
annually since 1994. This document is reviewed every year and changes are incorporated based on suggestions
received from various quarters which include experts in the field of education, Heads of Schools and teachers, in
order to make the analysis more useful and meaningful.

This document comprises both, a quantitative as well as a qualitative analysis of the performance of pupils at the
ICSE examinations. The Analysis of Pupil Performance has been carried out for the most studied subjects that
are largely ascribed to, by the schools. The purpose of this document is to give teachers and students a macro
view of the overall performance of all candidates who have taken the examination and examiners’ comments on
each question. It is hoped that this would enable teachers and students to understand the assessment of the ICSE
examinations better and help both, teachers and students, in the teaching – learning process, more effectively.

The qualitative analysis seeks to provide a transparent look at the assessment process in order to enhance the
effectiveness of the entire assessment procedure. Once the process of the evaluation of scripts is over, examiners
are requested to contribute detailed comments on the performance of candidates for each question. The
comments include the examiners’ response on what constitutes a good answer; common errors made by
candidates while answering the questions; the questions that appeal to students and the overall performance by
the students.

The quantitative analysis is based on the overall performance of all the students who took the examination. An
analysis of the percentage of students who obtained marks in different mark ranges is also included.

Mr. Richard Ellis, Mr. M.R. Felix, Mr. M. Gopal, Mr. C.M. Thomas, Mrs. Liza George and Mrs. Namita Bajaj
are to be commended for their meticulous and diligent effort in preparing this reference tool for both, teachers
and students.

Lancelot J Fuller
October 2014 Deputy Secretary

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MATHEMATICS
STATISTICS AT A GLANCE

Total Number of students who took the examination 1,43,958


Highest Marks Obtained 100
Lowest Marks Obtained 3
Mean Marks Obtained 69.56

Percentage of Candidates according to marks obtained

Mark Range
Details
0-20 21-40 41-60 61-80 81-100
Number of Candidates 1877 9594 42477 38331 51679
Percentage of Candidates 1.30 6.66 29.51 26.63 35.90
Cumulative Number 1877 11471 53948 92279 143958
Cumulative Percentage 1.30 7.97 37.47 64.10 100.00

Range of Marks Obtained

40.00 35.90
Percentage of Candidates

35.00
29.51
30.00 26.63

25.00

20.00

15.00

10.00 6.66

5.00 1.30

0.00
0-20 21-40 41-60 61-80 81-100

Marks Obtained

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MATHEMATICS
ANALYSIS OF PERFORMANCE

Question 1

(a) Ranbir borrows ` 20,000 at 12% per annum compound interest. If he repays
` 8400 at the end of the first year and ` 9680 at the end of the second year, find the
amount of loan outstanding at the beginning of the third year. [3]
(b) Find the values of x , which satisfy the inequation
2x
-25 <1 - ≤ 2, x ε W. Graph the solution set on the number line. [3]
6 2 3
(c) A die has 6 faces marked by the given numbers as shown below:
1 2 3 –1 –2 –3
The die is thrown once. What is the probability of getting
(i) a positive integer.
(ii) an integer greater than –3.
(iii) the smallest integer. [4]
Examiners’ Comments

(a) Most candidates committed a number of Suggestions for teachers


calculation errors. Some went on to calculate the  Students must be advised to read the
amount at the end of the third year instead of the question carefully so as to work out the
beginning of the third year. Others used formulas sum in the correct method i.e. find
to find the amount in 2 years and then subtracted amount at the end of first year
the repayment which is completely an incorrect (₹22400). Then principal for the
concept. second year after repayment (₹22400 -
₹8400=₹14000).Find amount at the
(b) Errors were made in transposing x terms on one end of second year (₹15680) and
side and constants on the other. Many candidates finally 15680-9680=₹6000 which is the
worked out both inequalities simultaneously and required result.
hence made major errors both with signs and  It is advisable to solve inequations of
transpositions, the form
Solutions were not written in the set form, which -25/6 < 1/2 - 2x/3 ≤ 2 , by working
led to loss of marks. It is necessary to put arrows with the two Inequalities separately to
on both sides of the number line with at least one avoid gross errors.
extra element on each side so as to indicate the Solutions to be represented by set
continuity of the infinite real number line. notation.
Property of negative numbers must be
clearly explained, e.g.
-3x > -2 ⇒ 3x< 2 and not 3x>2.

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(c) Candidates failed to write sample space or listing
the probable outcomes. Answers to probability Suggestions for teachers
were not given in the simplest form. Some failed  It is necessary to teach students the
to identify the smallest integer from the given three basic steps of solving a
set of integers {-3, -2, -1, 1, 2, 3}. probability sum.
(i) Listing the total outcomes and
favourable outcomes;
(ii) Finding probability by using
.
;
.
(iii) Writing the final answer in the
simplest form.

MARKING SCHEME
Question 1
(a) P1 = `20,000
20000  1  12
I1 = Interest for the first year = = `2400 [M1]
100
A1=Amount at the end of 1st year = 20000+2400 = `22400
Repayment after 1st year = `8400
P2= principal for the 2nd year = 22400 – 8400 = `14000 [A1]
14000  1 12
I2 = Interest for the second year = =`1680 [M1]
100
A2= Amount at the end of 2nd year = 14000+1680 = `15680
Repayment at the end of 2nd year = `9680
Amount outstanding at the beginning of 3rd year= 15680 – 9680 = `6000 [A1]

(b)
5 1 2x 1 2x
-2 <   2
6 2 3 2 3
2 x 1 17 1 2x
  2
3 2 6 2 3
2 x 3  17 1  4 2x
 
3 6 2 3
2 x 10  3 2 x
 
3 3 2 3
x5 1
2  x
4
correctly transposing all x terms to one side and numbers to the
other side [ M1] (any one inequation)
1
-2 ≤x <5, x ε W
4
Solution = { 0, 1, 2, 3,4}

(c) S = { 1,2,3, ---------, 25} , n (s) = 25


Let A be the event : getting a prime number

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A= {2,3,5,7,11,13,17,19,23}, n(A) =9, P(Prime No) = n(A)/ n(S)
= 9/25 [B1]

Let B be the event: getting a no. divisible by 3 or 4


B= [3,4,6,8,9,12,15,16,18,20,21,24}, n(B) = 12, P(B) = n(B)/n(S)
= 12/25 [B1]
Let C be the event: getting a factor of 6
C= {1,2,3,6}, n(C) = 4
P(C) = n(C)/ n(S)
= 4/25 [B1]

Question 2
 2 0  1  2  y
(a) Find x, y if     + 3  = 2  . [3]
 3 1  2 x  1  3
(b) Shahrukh opened a Recurring Deposit Account in a bank and deposited `800 per month
for 1 ½ years. If he received `15,084 at the time of maturity, find the rate of interest
per annum. [3]
(c) Calculate the ratio in which the line joining A(-4, 2) and B(3, 6) is divided by point
P(x, 3). Also find (i) x (ii) Length of AP. [4]

Examiners’ Comments
Suggestions for teachers
(a) Errors were made in finding out the product of the 2  Concepts of multiplication of 2
by 2 matrix and the 2 by 1 matrix. matrices should be made clearer,
2 0
Candidates wrote the product in the form e.g., result of the product of a
3 2
2 0 (2X2) matrix and a (2X1) matrix
instead of is a (2X1) matrix.
3 2
As a result of incorrect multiplication some  It is necessary to stress on
candidates failed to evaluate x and y. reading the question carefully
(b) Some candidates considered the given matured value and assimilating the given data
₹15084 as the interest earned in the given period. A before answering it. The given
few took the rate as per annum instead of per month. data, e.g., matured value, time,
Rate=r/12. Some substituted n as 1 year instead of 18 monthly installment etc.
 It is necessary to identify the
months. given data, write them down and
(c) Though the question was to find the ratio in which P then proceed with working with
divides join of A and B, many candidates considered the noted data.
P as the midpoint. Some used section formula
correctly but equated to ‘0’ instead of 3 as given in
the problem.

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MARKING SCHEME
Question 2

Q.2
(a)  2 0  1  2  y
 3 1 2 x   3 1   2 3 
      
 2  0 
    
6 2 y
 3  2 x  +  3    6 
     
[M1] [M1]

  4  2 y 
 2x    6 
   
2y = -4, 2x = 6
x= 3, y = -2 [A1] (both correct)

(b) p = `800, n=18, M.V = `15084


pn(n  1) 1 R 18x19 1 R
I = x x =800 x x x [M1]
2 12 100 2 12 100
= 114R
Maturity value = p × n + Interest
15084 = 800x 18 + 114R [M1]
15084  14400 684
R=   6%
114 114 [A1]

(c) The point of intersection is P(x, 3)


my 2  ny1 6m  2n B(3,6
3=  [M1] A(- P(x,3
mn mn
3m + 3n = 6m + 2n
3m = n
Ratio = m : n = 1 : 3 [A1]
1 3  3  4 9
(i) x= 
1 3 4 [A1]
  9 
 ,3
 4 
2
 9 2 49 65 65
(ii) AP =  4    (2  3)  1   [A1]
 4 16 16 4

Question 3
(a) Without using trigonometric tables, evaluate
sin2 34° + sin 2 56° + 2 tan 18° tan 72° – cot2 30° [3]
(b) Using the Remainder and Factor Theorem, factorise the following polynomial:

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x3 + 10 x2 – 37x + 26. [3]

(c) In the figure given below, ABCD is a rectangle. AB = 14cm, BC = 7cm. From the
rectangle, a quarter circle BFEC and a semicircle DGE are removed. Calculate the area
of the remaining piece of the rectangle.( Take π = 22/7)

A B

G
[4]

D E C

Examiners’ Comments
(a) Some candidates adopted incorrect methods of
applying complimentary angles Suggestions for teachers
e.g., 34° 90° 56°  The method and concepts of
or, 34° 90° 34° complimentary angles must be made
The correct method is clear with additional revision to avoid
34° 90° 34° = 56 the shown errors. It is essential to
Or, 34° 90° 56° 56° know the values of the special angles
Many candidates used an incorrect value for cot e.g. cot3o°, tan60° etc.
 Emphasize on the use of Remainder
30º.
(b) According to the question it was necessary to use and Factor Theorem to find at least one
Remainder and Factor Theorem, however some factor. It is essential to see that the
candidates failed to do so and hence lost marks. final result is given as the product of
After factorizing the given mathematical the factors obtained.
 Insist that all given values of a
expression, some did not write the result as the
question must be rightly used and
product of three factors. i.e.
deviation from given data would result
10 37 26
to inaccurate answers. Students must
1 2 13
also be instructed to carefully note the
given data, e.g. radius, diameter etc.
(c) π was given to be 22/7 but some candidates took
it as 3.14 hence leading to an incorrect result
A few candidates took an incorrect radius for the
semicircle and the quarter circle. A number of calculation errors were committed by the
candidates.

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MARKING SCHEME
Question 3
(a) sin234° + sin2 56° + 2 tan 18° tan 72° - Cot2 30
 3
2
= sin2 34° + sin2 (90° – 34°) + 2 tan 180 tan(90°– 18°) – [M1]
[M1] (any one complementary angle correct)
 3
2
= sin2 34° + cos2 34 + 2 tan 18° cot 18° –
= 1 + 2tan 18° x 1/ tan 18° -3
since sin2θ + cos2θ = 1, sin (90 – θ) = cosθ, tan(90 – θ)= cotθ
= 1 + 2 x 1 –3 = 0. [A1]
(b) f(x) = x3 + 10 x2 - 37x + 26
f(1) = 13 + 10 12 - 37×1 + 26
= 37 – 37 = 0 [M1]
 x – 1 is a factor.

x 2  11x  26  [M1]
x–1
x 3  10x 2  37x  26
x3  x2
() (+)

11 x2 – 37 x
11 x2 – 11 x
(-) (+)
- 26 x + 26
- 26 x + 26
(+) (-)
× ×
 x + 11x – 26 = x2 + 13x – 2x – 26
2

= x(x+13) – 2 (x+13)
= (x+13) (x – 2) [M1]
Hence x3 + 10x2 – 37x + 26 = (x -1) (x – 2) (x +13) [A1]

(c) Radius of the quarter circle = 7cm, radius of semi circle = 3.5 cm

Area of the remaining portion= area of rectangle – [area of quarter circle + area of semi circle]

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1 22 1 22 7 7
=14 x 7 – [ . .7.7  . . . ]
4 7 2 7 2 2
OR
[ M1]
=98 – [38.5+19.25] [M1] subtracting sum
= 98 –57.75 = 40. 25 cm2 [A1]

Question 4
(a) The numbers 6, 8, 10, 12, 13, and x are arranged in an ascending order.
If the mean of the observations is equal to the median, find the value of x. [3]

(b) In the figure,  DBC= 58°. BD is a diameter of the circle. Calculate:

(i)  BDC A
(ii)  BEC
(iii)  BAC D

B
C

[3]
E
(c) Use graph paper to answer the following questions. (Take 2cm = 1 unit on both axis)
(i) Plot the points A( - 4, 2) and B(2, 4)
(ii) A is the image of A when reflected in the y-axis. Plot it on the graph paper and
write the coordinates of A.
(iii) B is the image of B when reflected in the line AA. Write the coordinates of B .
(iv) Write the geometric name of the figure ABAB.
(v) Name a line of symmetry of the figure formed. [4]

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Examiners’ Comments Suggestions for teachers
 Basic concepts of algebraic addition
(a) In the calculation of mean, conceptual errors were needs to be made more clear, e.g.,
made, e.g. for 49+x some candidates took it as 49x. x+y≠xy or 4+x≠4x.
Method of finding median was incorrect. Further the concepts of calculating
Some did not use the given condition mean=median. median of simple distribution needs
(b) Some candidates committed errors in this problem more drilling.
for not being clear about the following circle  The major problem of geometry is
properties: that the steps of working are not
(i) Angles in the same segment are equal e.g. supported by valid reasons.
A = D. Teachers must insist on the
(ii) Opposite angles of a cyclic quadrilateral are following:
supplementary; e.g. A + E = 180° (i) Naming angles correctly e.g., in the
(iii) Identification of angle in a semicircle equal to 900. figure ∠ cannot be written as B
e.g. BCD = 90° since BD is the diameter. as there are two angles at that point.
In number of cases no proper reasons were stated. (ii) Essential working must be shown;
(c) Most candidates did not use the scale given in the (iii) All reasons must be clearly stated.
 Students must be instructed to read
question i.e., 2 cm = 1 unit on both axis. Some
marked the coordinate axes incorrectly due to which their question carefully and follow
their plotted points and hence the diagram formed all given instructions.
was incorrect. Some made errors in plotting B’ (2,0) Given scales must be used. Stress
and hence were unable to name the figure correctly. on correct method of choosing and
Some did not join the points ABA’B’ to complete the marking of coordinate axes.
figure. It is essential to write the coordinate
A majority of candidates did not mark/show the line of all points plotted and name them
of symmetry. according to the given question.
Train students to draw the line of
symmetry name and record the
particular line for identification e.g.
AA’

MARKING SCHEME
Question 4
Q4 rd th
3 term  4 term 10  12
(a) median =   11
2 2

Median = Mean
6  8  10  12  13  x
11 =
6

x= 17

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(b)  DBC = 58° A

 BCD = 90° (angle in a semi circle is a rt. D Angle)


 BDC= 180 – (90 + 58°) = 32° [M1]
 BEC= 180 - 32° (opposite angles of a cyclic
quadrilateral are supplementary)
58°
= 148° [A1] B C
 BAC =  BDC = 32° [A1]
(angles in the same segment are equal) E

(c) (i) Plotting points A(–4,2) and B(2,4), on the graph paper [B1]
(ii) Reflecting A as A and writing A (4, 2) OR [B1]
(iii) Reflecting B as B and writing B ( 2, 0)
(iv) Geometric figure : Kite [B1]
(v) AA is the line of symmetry [B1]

Question 5
(a) A shopkeeper bought a washing machine at a discount of 20% from a wholesaler, the
printed price of the washing machine being `18,000. The shopkeeper sells it to a
consumer at a discount of 10% on the printed price. If the rate of sales tax is 8%, find:
(i) the VAT paid by the shopkeeper.
(ii) the total amount that the consumer pays for the washing machine. [3]
x 2  y 2 17
(b) If  , then find the value of:
x 2  y2 8
(i) x:y
x 3  y3
(ii) [3]
x 3  y3
(c) In ∆ABC,  ABC =  DAC. AB = 8cm, AC = 4cm, AD = 5cm.
(i) Prove that ∆ACD is similar to ∆ BCA A
(ii) Find BC and CD
(iii) Find area of ∆ACD : area of ∆ABC

B
D C [4]

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Examiners’ Comments

(a) Most candidates wrote correct answers by finding the Suggestions for teachers
discount and subsequently the consumer’s price of  Concepts of VAT must be made
the washing machine. A few calculation errors were clear to the students. VAT = Output
however committed. Some candidates made Tax – Input tax; Or, Tax charged –
calculation errors in finding the VAT paid by the Tax paid. Much more emphasis on
shopkeeper. The concept that VAT is the tax charged this concept is essential.
on the additional value of an article was not clear.  Students must be thoroughly taught
(b) Number of errors were detected due to insufficient about the properties of ratio and
knowledge of properties of ratio proportion. It is necessary for
(e.g., compodendo and dividendo). teachers to emphasize that all
Some applied comp. & Div. on the one side only, e.g.,
essential intermediate steps must be
⇒ .
clearly shown.
⇏ .  Revision is necessary for proving
triangles similar and writing down
In some cases candidates directly wrote , the corresponding proportional
without any steps of working . Some were unable to sides and area.
evaluate  Students must be able to
(c) A few candidates took the wrong pair of angles in differentiate between congruency
proving ∆ACD~∆BCA. In some cases corresponding and similarity of triangles. It is
proportional sides of the two similar triangles was required to explain that proportional
incorrectly written hence found the values of BC and sides are the sides opposite to the
CD. corresponding equal angles.

MARKING SCHEME
Question 5

(a) Whole saler Shopkeeper Consumer


Printed price =`18000, discount = 20% Printed price = `18000, discount = 10%
Sales tax = 8% Sales tax = 8%
Sales price = price after 20% discount Sales price= price after 10% discount
20 10
= 18000 - x 18000 = 18000 - x18000
100 100

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= 18000 – 3600 = 18000 – 1800
= `14400 = `16200
Tax charged by wholesaler = tax paid by Tax charged by shopkeeper= tax paid by
Shopkeeper Consumer
8 8
= x 14400 = x16200
100 100
= `1152 = `1296

(i) Vat paid by shopkeeper = tax charged by shopkeeper – tax paid by shopkeeper
= 1296 – 1152 = `144 [A1]
(ii) Amount at which consumer bought the washing machine = 16200 + 1296
= `17496 [A1]

(b) 2
x y
2
17 x 5
(i)  (ii) 
2
x y
2 8 y 3
x 2  y 2  x 2  y 2 17  8 x 3 125
 [M1] 
x 2  y 2  x 2  y 2 17  8 y3 27

2 x 3  y3 125  27
2x 25 
2  x 3  y3 125  27
2y 9
x 3  y3 152 76
x 5   [A1]
  [A1] x 3  y3 98 49
y 3
Or x : y = 5 : 3

(c) (i) In ∆ ACD and ∆ABC, CAD  ABC ( given)


ACD  ACB ( C common)
∆ACD ̴ ∆ BCA ( AA test of similarity [B1] A
AC AD CD 4 5 CD [M1]
(ii)   or  
BC AB AC BC 8 4

BC= 6.4cm [A1] CD = 2.5 cm


area ∆ ACD : area ∆ ABC= 52 : 82
= 25 : 64 [A1]
B D C

Question 6
(a) Find the value of ‘a’ for which the following points A(a, 3), B (2, 1) and C(5, a) are
collinear. Hence find the equation of the line. [3]
(b) Salman invests a sum of money in ` 50 shares, paying 15% dividend quoted at 20%
premium. If his annual dividend is ` 600, calculate:
(i) the number of shares he bought.

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(ii) his total investment.
Suggestions for teachers
(iii) the rate of return on his investment.  It is necessary to explain to the[3]
students that they cannot assume a
(c) The surface area of a solid metallic sphere is 2464 condition for a question if it is not
cm2. It is melted and recast into solid right circular mentioned. Students must focus on
the conditions which are given in
cones of radius 3.5cm and height 7cm. Calculate: the question before working it out.
(i) the radius of the sphere.  More practice on concepts related
(ii) the number of cones recast. (Take π = to premium and discount is
necessary.
22/7) [4]  Students must be advised that no
answer must be kept in improper
fraction. e.g. must be written
Examiners’ Comments as 12 or 12.5.
 It is necessary to reinforce students
(a) Concepts of co linearity of points was incorrectly used. with formulas related to volume
Many candidates considered B(2,1) as the midpoint of and surface area. Students must be
A(a,3) and C(5,a) hence lost marks. Some lacked the instructed to use the value of
application of finding the equation of a line when two π= 22/7, if it is given in the
or more points are given. They may use question and not π=3.14.
or any other Instead of finding volume of cone
equivalent form of equation. and sphere separately students may
Some used distance formula which is an extremely be advised to use, Volume of
long method for this particular sum and hence were Sphere= n × volume of cones
unable to calculate the correct answer. where n= number of cones.
To solve the question candidates had to find the slopes
between the given points and equate them.

(b) Some candidates made calculation errors hence wrote incorrect answers. Some were unable to
find the market value, resulting in incorrect calculations leading to incorrect answers.

(c) Some candidates used the wrong formula for surface area of sphere, hence radius of sphere found
was incorrect. This led to incorrect number of cones.
Some took π=3.14 instead of 22/7 as given in the problem. To calculate correctly the given data
must be used.

MARKING SCHEME
Question 6

(a) A(a, 3), B(2, 1) and C(5, a)


1 3 2
Slope of AB = 
2a 2a OR
a 1 a 1
Slope of BC =  [M1]
52 3

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2 a 1
 
2a 3
2
-6 = 3a – a –2
a2 – 3a – 4 = 0
(a – 4) (a + 1) = 0
 a = 4, a = -1. [A1]

When A(4, 3), B(2, 1) ; When A(-1, 3), B(2, 1)


1 3 1 3
eqn y – 3 = (x – 4) eqn y – 3 = (x + 1)
24 2 1
or x – y = 1. [A1]  2x + 3y = 7
OR

(b) 20
Face value = ` 50, div% = 15%, M.V. = 50 + x 50= ` 60
100
n  50  15
Annual Dividend =
100
n  15
600 =
2
(i) No. of shares = n= 80 [B1]
Investment = n x M.V. of 1 share = 80 x 60
=` 4800 [B1]
A.D. 600
(ii) Rate of return =  100   100
investment 4800
= 12.5%
FV 50
Or =  div%   15% = 12.5% [B1]
MV 60
(c) surface area of sphere = 4πR2
22
2464 =4x x R2 [M1]
7
R2 = 196
R = 14 cm [A1]
No. of cones = Volume of sphere =
Volume of cone

4 R 3 4    143
= 3 = 3
1 r 2 h 1    (3.5) 2  7
3 3 [M1]
= 128 cones [A1]
Question 7
(a) Calculate the mean of the distribution given below using the short cut method.
Marks 11-20 21-30 31-40 41-50 51-60 61-70 71-80
No. of 2 6 10 12 9 7 4
students

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[3]
(b) In the figure given below, diameter AB and chord CD of a circle meet at P. PT is a
tangent to the circle at T. CD = 7.8cm, PD = 5cm, PB = 4cm. Find:
(i) AB.

(ii) the length of tangent PT.

T [3]

2 1  4 1
(c) Let A= 0 2 , B =  3 2 
A
B P    
 3 2
and C =  .
D  1 4
Find A2 + AC C – 5B. [4]

Examiners’ Comments
(a) Most candidates did not use the shortcut method to Suggestions for teachers
calculate mean.  Emphasize on all three methods
It is essential to find the class mark of a group of calculation of mean.
frequency distribution irrespective of the method  For convenience of working
adopted to calculate its mean. e.g. for direct method guide students to choose one of
we find fx , short cut method d=x-A and step the class mark as the assumed
deviation t= mean.
and in each case ‘x’ represents the class mark.  The various properties of circles
in Geometry needs repeated
(b) Instead of using PT2= PA PB, or PT2= PC PD drilling so as to find unknown
some candidates wrote PT2= PB X AB or values using given conditions.
PT2=PD CD. Hence they committed errors resulting Reasons must be clearly stated.
 More revision of multiplication
in wrong answers.
Some correctly proved triangles similar and found the of two matrices is essential.
correct answers. Stress must also be laid on
Matrix addition and subtraction.
(c) Many candidates made errors in finding the product A2
or AC. Only a few sfound A2 by squaring each
element of the matrix A. Some made calculation errors especially those that involved the negative
sign.

MARKING SCHEME

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Question 7
(a) Marks No. of students x d= x- A fd
11 – 20 2 15.5 - 30 - 60
21- 30 6 25.5 - 20 -120
31- 40 10 35.5 - 10 - 100
41- 50 12 45.5 0 0
51- 60 9 55.5 10 90
61- 70 7 65.5 20 140
71- 80 4 75.5 30 120
Total  f =50  fd  70
[M1] for x or d column any 4 correct

Assumed mean = A= 45.5, Mean = A +


 fd = 45.5 +
70
f 50 [M1]
= 45.5 + 1.4 = 46.9 [A1]
(b) PA x PB = PC x PD
PA x 4 = 12.8 x 5 [M1]
12.8  5
PA =  16cm
4
AB= 16 – 4 = 12cm [A1]
Radius of the circle = 6cm
PT2 = PA xPB = 16 x 4
PT = √64 = 8cm [A1] T

B P
A

C
(c) 2 1  4 1  3 2 
A  ,B    ,C   
 0 2   3 2   1 4 
A2 + AC – 5B
2 1  2 1  2 1   3 2  4 1
=       5 
 0 2   0 2   0 2   1 4   3 2 
 4  0 2  2   6  1 4  4   20 5 
=   
0  8   15 10 

0  0 0  4  0  2
[M1] [M1] [M1]
 4 0   7 8   20 5 
=      
 0 4   2 8  15 10 

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 3 8   20 5 
=  
2 4   15 10 

 23 3
= 
6 
[A1]
 17

Question 8
(a) The compound interest, calculated yearly, on a certain sum of money for the
second year is `1320 and for the third year is `1452. Calculate the rate of interest and the
original sum of money. [3]
(b) Construct a ∆ ABC with BC= 6.5 cm, AB= 5.5 cm, AC=5 cm. Construct the incircle of
the triangle. Measure and record the radius of the incircle. [3]
(c) (Use a graph paper for this question.) The daily pocket expenses of 200 students in a
school are given below:
Pocket expenses Number of students
(in `) (frequency)
0-5 10
0 – 10 14
10 – 15 28
15 – 20 42
20 – 25 50
25 – 30 30
30 – 35 14
35 – 40 12
Draw a histogram representing the above distribution and estimate the mode from the
graph. [4]
Examiners’ Comments
Suggestions for teachers
 The difference of CI in 2 years and
(a) Many candidates were unable to differentiate
CI during the 2nd year must be
between the concept of CI in 2 or 3 years and CI for
made clear to the students.
the 2nd or 3rd year. Here interest for the 2nd and third
Sufficient practice of inverse
year were ₹1320 and ₹1452 respectively. However
problems of CI is essential for
answers was incorrect calculated. Some found the
better performance.
rate correctly but were unable to find the original
 Students must be advised to show
value.
all traces of construction in
(b) Errors were made by candidates for using incorrect
Geometry. And all given
measurements of AB, BC, AC to construct triangle
measurements must be correctly
ABC.
taken.
Several candidates did not drop a perpendicular on
 Emphasize more on scale and
one of the sides from the point of intersection of the
choice of axes for all graphs.
bisectors of the angles so as to get the radius of the
 Adequate revision is necessary to
in circle.
read correct values from the graph.

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(c) Common errors committed in this particular question are as follows:
(i) Incorrect axis. The gaps between the class intervals were not uniformly marked.
(ii) Failure to draw the necessary intersecting lines and dropping a perpendicular to identify
mode.
(iii) Errors were made by candidates in recording the value from the graph.

MARKING SCHEME
Question 8
(a) I3  I 2 1452  1320
Rate of Interest =  100   100
I2 1320
[M1]
132
 100  10%
= 1320 [A1]
Let Principal be ` 100
100  1  10
 10
I1 = 100

110  1  10
I2   11
100

If the P = 100 , I 2  11
x= ? , I2  1320
1320  100
Sum of money = x =
11

= `12000 [A1]

(b) Constructing ∆ ABC [M1]


Constructing the angle bisectors of 2 angles and getting the incircle. [M1]
Radius of the incircle = 1.5 cm(  .2 ) [A1]

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(c) Pocket expenses Number of students
(in `) (frequency)
0-5 10 Correct Bars [M1]
Correct x and y-axis [B1]
0 – 10 14 Lines for mode [M1]
10 – 15 28 Mode = 21.4 (±.6) [A1]
15 – 20 42
20 – 25 50
25 – 30 30
30 – 35 14
35 – 40 12

Question 9

(a) If (x – 9) : (3x + 6) is the duplicate ratio of 4 : 9, find the value of x. [3]


(b) Solve for x using the quadratic formula. Write your answer correct to two
significant figures. (x – 1)2 – 3x + 4 = 0. [3]
(c) A page from the savings bank account of Priyanka is given below:

Date Particulars Amount Amount Balance


withdrawn (`) deposited (`) (`)
03/04/2006 B/F 4000.00
05/04/2006 By cash 2000.00 6000.00
18/04/2006 By cheque 6000.00 12000.00
25/05/2006 To cheque 5000.00 7000.00
30/05/2006 By cash 3000.00 10000.00
20/07/2006 By self 4000.00 6000.00
10/09/2006 By cash 2000.00 8000.00
19/09/2006 To cheque 1000.00 7000.00

If the interest earned by Priyanka for the period ending September, 2006 is ` 175, find
the rate of interest. [4]

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Examiners’ Comments
Suggestions for teachers
 Basic concepts of ratio must be
(a) Some candidates failed to understand the concept of
made clear to the students, e.g.
duplicate ratio hence were unable to solve the problem.
duplicate, triplicate, sub duplicate
Some made errors in considering 4:9 as the duplicate
ratio etc.
ratio of (x-9) : (3x+6).
 Recapitulation old concepts like
(b) Some candidates wrote (x-1)2 as x2-1 instead of x2-
2x+1 hence lost marks. etc. is necessary. Further,
concepts of approximation of all
Candidates while substituting for √5 rounded off at the
initial stage hence did not arrive at the correct answer. types need thorough drilling.
All approximations as stated in the question must be
 Teach students to find square root
carried out at the final step. e.g. in this sum after
using log tables. This helps them to
division answer is 3.618 and 1.382 . Hence the answer
save time in finding the square
correct to two significant figures is 3.6 and 1.4.
root.
(c) Some candidates made mistakes in identifying the  Concepts of finding interest using
minimum balances for some of the months. This led to must be made clear, i.e.
incorrect answer. Some took rate as R and not R/12.
Since the problem involves interest for 6 months a few t = 1 as interest is calculated
took t = 6 instead of 1. monthly and divided by 12 as rate
given is per annum.

MARKING SCHEME
Question 9
Q.9 x 9 4
2

(a)  
3x  6  9  [M1]
81(x – 9) = 16(3x + 6)
81x – 729 = 48x + 96 [M1]
33x = 825
X = 25 [A1]

(b) (x - 1)2 – 3x + 4 = 0
x2 – 2 x + 1 – 3x + 4 = 0
x2- 5x + 5 = 0 [M1]
(5)  (5) 2  4.1.5
x= [M1]
2
5  25  20
=
2
5  5 5  2.236
= 
2 2
5  2.236 5  2.236
x= ;x 
2 2

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7.236 2.764
= ; x
2 2
= 3. 618 = 1.382
 x = 3.6, = 1.4 [A1] (Both correct)
(c)
Month Minimum balance (`)
April 6,000
May 7,000
June 10,000
July 6,000
August 6,000
September 7,000
Total P= 42,000
[M1] for any 4 minimum balance correct
P = 42,000, [M1] (all correct)
I =175,
1 R
S.I.= P x 
12 100
42000  1 R
175 =
12  100 [M1]
175  1200
R= = 5% [A1]
42000

Question 10
(a) A two digit positive number is such that the product of its digits is 6. If 9 is added to the
number, the digits interchange their places. Find the number. [4]
(b) The marks obtained by 100 students in a Mathematics test are given below:
Marks 0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100
No of
3 7 12 17 23 14 9 6 5 4
students

Draw an ogive for the given distribution on a graph sheet.


Use a scale of 2cm = 10 units on both axis).
Use the ogive to estimate the:
(i) median.
(ii) lower quartile.
(iii) number of students who obtained more than 85% marks in the test.
(iv) number of students who did not pass in the test if the pass
percentage was 35. [6]

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Examiners’ Comments
Suggestions for teachers
(a) A few candidates failed to identify the two digit
 For a quadratic equation problem it
number as 10x+y or 10 and hence were is essential to form a quadratic
unable to form the right quadratic equation. Some equation with the given conditions
calculations were based on a trial and error method
and hence solve to find the
without offering any proper explanations.
(b) Errors were made in finding CF. Candidates failed to unknown number.
tally the last CF with the total frequency 100.  It must be noted that ogive is a
Scale was not taken according to data given in the cumulative frequency curve and
question. Lines were not shown for identifying the the plotted points must be joined
median, quartiles etc. Some candidates selected the x freehand and not with ruler.
and y axis in the reverse order due to which the Students must be advised to use a
orientation of the S curve changed. scale as advised in the question.
Revision and supervision is
necessary to avoid such errors.

MARKING SCHEME
Question 10
(a) Let the unit’s digit be x, ten’s digit = 6
x
6 60
Original no. = 10 x +x = x
x x [B1] (any one correct)
6
Reversed no. = 10 x 
x
Original no + 9 = Reversed no.
60 6
 x  9  10x 
x x [M1] equation
 54
9 = 9x +
x
6
1= x -
x
x2 – x – 6 =0 [M1]
(x – 3) (x + 2) = 0
X = -2 ( not possible) , x = 3
60 60
Original number = x   3 = 23 [A1]
x 3
(b) Marks Frequency(f) c.f.
0 -10 3 3
10-20 7 10
20-30 12 22

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30-40 17 39
40-50 23 62
50-60 14 76
60-70 9 85
70-80 6 91
80-90 5 96
90-100 4 100
[B1] (for first 6 c.f. correct)
[B1] (for smooth curve plotted with upper boundaries)

N= 100
N
(i) Median = th term, = 50th term. =45(  1) [A1]
2
N
(ii) lower quartile = th term = 25th term 32(  1) [A1]
4
(iii) No. of students who obtained more than 85% marks.=6 (  1) [A1]
(iv) No. of students who did not pass the test. =29(  1) [A1]

Question 11
(a) In the figure given below, O is the centre of the circle. AB and CD are two chords of the
circle. OM is perpendicular to AB and ON is perpendicular to CD. AB = 24cm, OM =
5cm, ON = 12cm. Find the:
D
(i) radius of the circle. N
(ii) length of chord CD. C
O [3]

A M B

(b) Prove the identity


(sin θ + cos θ) ( tan θ + cot θ ) = sec θ + cosec θ. [3]
(c) An aeroplane at an altitude of 250 m observes the angle of depression of two boats on the
opposite banks of a river to be 45° and 60° respectively. Find the width of the river.
Write the answer correct to the nearest whole number. [4]

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Examiners’ Comments
Suggestions for teachers
(a) Most candidates answered the question
 Reasons to Geometry problems are
correctly.
Some found CN but did not find the value of essential and this needs regular drilling
CD. and supervision.
(b) Some common errors observed were :  Ensure that while proving identities
(i) Working with both sides together; (ii) students proceed with either LHS or
Skipping of necessary steps so as to get the RHS but must not work with both sides
answer; (iii) some opened the LHS expression simultaneously.
but failed to simplify and come to the RHS.
 Advise students to draw a labeled
(c) Some candidates did not draw the diagram
hence lost marks. Some used tan 600 = 1.732 diagram for all height and distance
instead of √3 for which working consumed problem following the given conditions.
extra time. A few did not calculate the answer to For values like tan 600 students must
the nearest whole number. consider it as √3 and not 1.732 else
working is long and tedious. Students
must be advised to read question
carefully so as to avoid missing out the
sub parts of the question specially
rounding off of answers.
MARKING SCHEME
Question 11
Q.11 AM = BM = ½ (24) ( perpendicular from centre
(a) D
of a circle bisect the chord.)
N
= 12 cm C
2 2
From ∆ AOM, AO = 12 + 5 = 169 2
[M1]
O

Radius of the circle = √169 = 13 cm [A1]


A M B
CO = AO = 13 cm
From ∆CON, 132 = 122 + CN2

CN2 = 169 - 144 = 25


CN= 5cm,
Chord CD = 2 x5 = 10 cm [A1]

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(b) LHS = (sin θ + cosθ)( tan θ + cot θ)
sin  cos
= ( sin θ + cosθ)(  )
cos sin  [M1]
sin   cos 
2 2
= (sin θ + cos  )( )
cos sin 
1
= (sin θ + cos  )( )
cos sin  [M1]
1 1
= 
cos  sin 

= sec θ + cosec θ = RHS [A1]

LHS = RHs

(c) CD = AD = 250 m [M1] ( A = 45°)


CD
Tan 60° = C
DB E F
250 45° 60°
[B1] 3  [M1]
DB
250 250  3
 DB = =
3 3 60°
45°
250 1.732 A D B
=  144.33
3
 AB = 250 + 144. 33 = 394.33
Ans = 394 m [A1] CAO

Topics/Concepts Found Difficult

 Value Added Tax (VAT)


 Compound Interest inverse problems.
 Trigonometry
 Similarity
 Rounding off final result e.g. significant figures.
 Theorems on properties of circle.
 Properties of proportion.
 Construction of incircle.
 Short cut method of calculation of mean
 Coordinate geometry, Section formula and identifying points on x or y axis. Conditions of
collinear.
 Quadratic equation problem

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Suggestions for Candidates

 Reading time must be utilized to make the right choice of questions and make oneself familiar
with all given data
 More practice must be done on rounding off of digits
 Use graph paper for questions based on graphs
 Use of log table to find square root of numbers
 Avoid skipping steps. All necessary steps must be clearly shown
 Working for matrix multiplication is essential
 Adopt methods where lesser calculation is necessary to get final result
 Necessary sample space must be written for probability problems.
 Steps of working is necessary in conversion of trigonometric ratio’s of complementary angles.
 Reasons must be provided for all geometry problems.

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