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Mathematics MS - 2014
Mathematics MS - 2014
September 2014
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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
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
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
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
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
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
x5 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}
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.
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)
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:
(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.
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]
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]
(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 ABAB.
(v) Name a line of symmetry of the figure formed. [4]
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
(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]
(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
(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
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.
(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
(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
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
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
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.
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]
Question 9
If the interest earned by Priyanka for the period ending September, 2006 is ` 175, find
the rate of interest. [4]
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
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
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
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
LHS = RHs
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.