November 2023

____________________________________________________________________________________________

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Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate

Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.

Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.
FOREWORD

The Analysis of Pupils’ Performance document for ICSE (Class X) and ISC (Class XII) Examinations
stands out as a unique and indispensable resource. Over the years, it has evolved to become a valuable
tool for schools, shedding light on both the strengths and challenges faced by candidates as they
navigate these Examinations.
We would like to extend our heartfelt appreciation to the Research Development and Consultancy
Division (RDCD) of the CISCE for their painstaking efforts in creating this analysis. Furthermore,
our gratitude goes out to the examiners who have generously provided feedback on candidates’
performance during the examinations, along with suggestions for teachers and students to enhance
their curriculum.
We hope that the schools find this document to be of value. We also invite schools to share their
sincere thoughts on its utility and quality.

Sangeeta Bhatia
November 2023 Deputy Secretary

i
PREFACE

The Analysis of Pupil Performance documents have been prepared by the CISCE since the year 1994,
with the objective to facilitate 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. These documents are
being released after a two-year gap, understandably caused by the challenges in conducting
examinations during the pandemic.
The documents for the ICSE and ISC Examination Year 2023 include a detailed qualitative analysis
of the performance of students in various subjects. The Analysis of Pupil Performance document for
ICSE for the Examination Year 2023 covers the following subjects - English Language, Literature in
English, History and Civics, Geography, Mathematics, and Computer Applications.
The subjects covered in the ISC Analysis of Pupil Performance document for the Year 2023 are
English Language, Literature in English, Mathematics, History, Accounts, and Physics.
The relevance of this question-by-question analysis lies in the valuable insights into the performance
of candidates on each question in the subject paper. The Comments of Examiners 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 the common errors made by
candidates. The Suggestions for Teachers section along with, provides pedagogical interventions that
teachers can utilize to rectify/ reduce these errors. The criteria used for marking each question has
been provided for both teachers and students to understand in the Marking Scheme section. Certain
topics in the question paper that were found to be challenging or confusing for the majority of the
candidates have been listed, along with general recommendations for candidates to prepare for the
subject paper to perform better in the examination.
I humbly acknowledge and appreciate the pivotal contributions of all the ICSE and the ISC examiners
who have enriched the document with their valuable insights on each question.
My gratitude and best wishes to the RDCD team of Dr. Manika Sharma, Ms. Parul Kohli and
Ms. Mansi Guleria, who have worked tirelessly towards the meticulous preparation and timely release
of this document.
We are sanguine that this document will empower teachers to support their students towards
efficacious preparation for the upcoming ICSE/ ISC Examinations.

Bhawna Taragi
November 2023 Deputy Head - RDCD

ii
MATHEMATICS

SECTION A (40 Marks)

(Attempt all questions from this Section.)

Question 1
Choose the correct answers to the questions from the given options.
(Do not copy the questions, write the correct answers only.) [15]

(i) 2 0 𝑥𝑥 2
If � � � � = � �, the value of x and y respectively are:
0 4 𝑦𝑦 −8
(a) 1, –2
(b) –2, 1
(c) 1, 2
(d) –2, –1

(ii) If x – 2 is a factor of x3 – kx – 12, then the value of k is:

(a) 3
(b) 2
(c) –2
(d) –3

(iii) In the given diagram RT is a tangent touching the circle at S. If ∠PST = 30o
and ∠SPQ = 60o then ∠PSQ is equal to:
(a) 40o
(b) 30o
(c) 60o
(d) 90o

1
(iv) A letter is chosen at random from all the letters of the English alphabets. The
probability that the letter chosen is a vowel, is:
4
(a)
26
5
(b)
26
21
(c)
26
5
(d)
24

(v) If 3 is a root of the quadratic equation x2 – px + 3 = 0 then p is equal to:

(a) 4
(b) 3
(c) 5
(d) 2

(vi) In the given figure ∠BAP = ∠DCP = 70o, PC = 6 cm and CA = 4 cm, then PD
: DB is:
(a) 5:3
(b) 3:5
(c) 3:2
(d) 2:3

(vii) The printed price of an article is ` 3080. If the rate of GST is 10% then the
GST charged is:
(a) ` 154
(b) ` 308
(c) ` 30.80
(d) ` 15.40

2
(viii) (1 + sinA) (1 – sinA) is equal to:
(a) cosec2A
(b) sin2A
(c) sec2A
(d) cos2A

(ix) The coordinates of the vertices of ∆ABC are respectively (–4, –2), (6, 2) and
(4, 6). The centroid G of ∆ABC is:
(a) (2, 2)
(b) (2, 3)
(c) (3, 3)
(d) (0, –1)

(x) The nth term of an Arithmetic Progression (A.P.) is 2n + 5. The 10th term is:
(a) 7
(b) 15
(c) 25
(d) 45

(xi) The mean proportional between 4 and 9 is:

(a) 4
(b) 6
(c) 9
(d) 36

(xii) Which of the following cannot be determined graphically for a grouped

frequency distribution?
(a) Median
(b) Mode
(c) Quartiles
(d) Mean

3
(xiii) Volume of a cylinder of height 3 cm is 48π. Radius of the cylinder is:
(a) 48 cm
(b) 16 cm
(c) 4 cm
(d) 24 cm

(xiv) Naveen deposits ` 800 every month in a recurring deposit account for 6
months. If he receives ` 4884 at the time of maturity, then the interest he earns
is:
(a) ` 84
(b) ` 42
(c) ` 24
(d) ` 284

(xv) The solution set for the inequation 2x + 4 ≤ 14, x ε W is:

(a) {1, 2, 3, 4, 5}
(b) {0, 1, 2, 3, 4, 5}
(c) {1, 2, 3, 4}
(d) {0, 1, 2, 3, 4}

4
Comments of Examiners
(i) Some candidates chose option (b) instead
of the correct option (a). Many candidates
relied solely on guess work.
(ii) A number of candidates made mistakes in
substituting x = 2 and equating to 0. Some
candidates took 2³ as 4, resulting in
incorrect answers. A few candidates
selected option (b) instead of the correct
option (c).
(iii) Some candidates selected option (c)
instead of (d). Many candidates answered
through guess work.
(iv) Most candidates chose the correct option,
but some incorrectly selected option (d).
(v) Most candidates mentioned the correct
answer (a). However, some failed to apply
the knowledge that a root of any equation
satisfies it, and upon substitution, they
obtained the value of the unknown ‘p’.
Simple calculation errors led these
candidates to select an incorrect option.
(vi) Some candidates incorrectly took the ratio
CA:PC = DB:PD instead of PC:CA = PD:
DB, resulting in the selection of incorrect
option (d) instead of (c).
(vii) Majority of the candidates chose the
correct option. However, some candidates
mistakenly wrote (c) as the correct option
due to a basic calculation error.
(viii) Many candidates incorrectly chose (a) as
the correct option instead of (d). A large
number of candidates failed to apply the
identity (a + b) (a – b) = a² - b² to simplify
the given expression and prove the given
identity.
(ix) Some candidates applied incorrect formula
to find the coordinates of the centroid of a
triangle. Basic calculation errors were
observed among several candidates. Some
candidates got the answer but did not write
the option and left the answer as 2,2
without brackets.
5
Suggestions for teachers
− Drilling of matrix multiplication and
equating two matrices and solving to find
the unknown needs be made clearer.
− Instruct students to give only one option
for each question and not multiple
options.
− Clarify the basic rule of factor theorem
that remainder is 0 when divided by a
factor of the polynomial.
− Insist upon showing working with
negative integers clearly.
− Drilling of circle theorem on alternate
segment and its application in solving
problems.
− Give a good exposure to different real-
life examples in the chapter of
Probability and not limit it only on
numerals.
− Provide more practice of sums involving
vowels and consonants of the English
alphabet etc.
− Give sufficient practice in solving
equations.
− Drill students with more sums on similar
triangles.
− Application based problems on Basic
proportionality theorem must be done
extensively.
− Drilling in percentage calculation for
GST questions is necessary.
− More sums involving decimals in
calculation need to be done.
− Train students with basic trigonometric
identities and their application.
− Repeated and Periodic revision of
algebraic identities and basic
trigonometric identities is necessary to
prove such identities.
− Clearly teach the concept of different
coordinate geometry formulae, like
section formula, mid-point formula and
centroid along with it explain the major
differences between them.
(x) Many candidates answered this question
correctly, while some provided the
answer without demonstrating logical
thinking.
(xi) Many candidates wrote the answer as (d)
instead of (b), primarily due to an
incorrect use of mean proportionality.
They simply multiplied the two numbers,
leading to basic calculation errors. Some
candidates provided the answer as ± 𝟔𝟔,
which was incorrect.
(xii) Majority of the candidates answered this
question incorrectly, indicating a lack of
clarity about the fact that mean cannot be
represented graphically.
(xiii) Some candidates did not get the correct
answer (c) due to an incorrect application
of the formula for the volume of a
cylinder.
(xiv) Most candidates correctly chose the
answer (a). However, some candidates
made calculation error and consequently
selected the answer as (d) . Some of the
candidates did not use the formula,
Interest = MV – (P x n)
(xv) Several candidates gave the answer as (c)
instead of (b). Moreover, many candidates solved the inequation without including either ‘0’
or ‘5’ or both in the solution set.
Suggestions for teachers
− Students must be made aware of the
necessity of writing points for
coordinate geometry in the form (x, y).
− Ask students to pay extra attention to
simplification of negative integers.
− Give adequate practice in solving
different types of Multiple-Choice
Questions.
− Clarify the concept of the working
process when four positive numbers are
in proportion or when three positive
numbers are in proportion.
− Thoroughly drill the process of obtaining
statistical values through both
calculation and the use of graphs.
− Additional drilling of mensuration
problems using the right formulas is
necessary.
− Regular revisit and practice required for
different number system.
− Clarify and attain the understanding of
symbols among the students.

MARKING SCHEME
Question 1
(i) (a) 1, –2

(ii) (c) –2

(iii) (d) 9 0 o

(iv) 5
(b)
26
(v) (a) 4

6
(vi) (c) 3 : 2

(vii) (b) ₹ 308

(viii) (d) cos 2 A

(ix) (a) (2, 2)

(x) (c) 25

(xi) (b) 6

(xii) (d) M ean

(xiii) (c) 4 cm

(xiv) (a) ₹84

(xv) (b) { 0, 1, 2, 3, 4, 5}

Question 2
(i) Find the value of ‘a’ if x – a is a factor of the polynomial 3x3 + x2 – ax – 81. [4]

(ii) Salman deposits ` 1000 every month in a recurring deposit account for 2 years. [4]
If he receives ` 26000 on maturity, find:

(a) the total interest Salman earns.

(b) the rate of interest.

(iii) In the given figure O, is the centre of the circle. CE is a tangent to the circle [4]
at A. If ∠ABD = 26o, then find:

(a) ∠BDA

(b) ∠BAD

(c) ∠CAD

(d) ∠ODB

7
Comments of Examiners
(i) Some candidates did not apply the concept of
the factor theorem, failing to substitute, x = a
into the given polynomial and equate it to
zero. Several candidates incorrectly assumed
x – 3 is a factor and substituted x =3, leading
to the incorrect conclusion that a = 3. While
some candidates proceeded correctly, they
made mistakes in their calculations. Many
candidates lost the final answer mark by
incorrectly writing the cube root of a= ±3
instead of a=3.
(ii) Majority of the candidates were able to solve
this question correctly. However, a few had
not converted the 2 years to 24 months. Some
candidates took ‘n’ as 12 or 2, while others
used the incorrect interest formula. A
number of candidates used Rs 26000 as
interest instead of the matured value.
(iii)Some candidates failed to identify
∠𝐵𝐵𝐵𝐵𝐵𝐵 = 90° (angle in a semi-circle) and
hence arrived at an incorrect value for
∠BAD. Others neither applied the alternate
segment theorem nor used the tangent property to find ∠CAD = 26⁰. A few candidates solved
the problem correctly but did not provide reasons supporting their answers.
Suggestions for teachers
− Clearly explain the basic rule of the
factor theorem: the remainder is 0 when
divided by a factor of the polynomial.
− Tell students that interest is calculated
monthly, not yearly.
− Drill for both direct and inverse sums to
avoid formula and calculation errors.
− Advise students to read the questions
carefully.
− Provide practice of sums based on
application of different circle theorems.
− Give sufficient practice of solving
geometry problems by drawing diagrams
and supporting answers with reasons.
− Insist on naming angles correctly e.g.,
∠BDA, not ∠D; ∠BAD, not ∠A.

MARKING SCHEME
Question 2
(i) x – a is a factor of 3x3 + x2 – ax – 81
∴ 3 × 𝑎𝑎3 + 𝑎𝑎2 − 𝑎𝑎 × 𝑎𝑎 − 81 = 0
3𝑎𝑎3 + 𝑎𝑎2 − 𝑎𝑎2 − 81 = 0
3𝑎𝑎3 − 81 = 0
𝑎𝑎3 = 27(𝑜𝑜𝑜𝑜 𝑏𝑏𝑏𝑏 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓)
∴ 𝑎𝑎 = 3

8
(ii) Monthly amount = ₹1000, n = 24 months, M.V. = ₹26000
(a) 𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼𝐼 = 26000 − 24000
= ₹ 2000
1000×24×(24+1)×𝑟𝑟
(b) 2000 = 100×2×12

200 = 25𝑟𝑟
∴ 𝑟𝑟 = 8%

(iii) (a) ∠BDA = 90o (angle in a semi-circle)

(b) ∠BAD = 180o – (90o + 26o) = 64o (sum of ∠S of a ∆ = 180o)
(c) ∠CAD = 26o (alternate segment theorem)
(d) ∠ODB = ∠B = 26o (∵OB = OD)

Question 3
(i) Solve the following quadratic equation: [4]
x2 + 4x – 8 = 0
Give your answer correct to one decimal place.
(Use mathematical tables if necessary.)
(ii) Prove the following identity: [4]
(sin2θ – 1) (tan2 θ + 1) + 1 = 0
(iii) Use graph sheet to answer this question. Take 2 cm = 1 unit along both the [5]
axes.
(a) Plot A, B, C where A(0, 4), B(1, 1) and C(4, 0)
(b) Reflect A and B on the x-axis and name them as E and D respectively.
(c) Reflect B through the origin and name it F. Write down the coordinates
of F.
(d) Reflect B and C on the y-axis and name them as H and G respectively.
(e) Join points A, B, C, D, E, F, G, H and A in order and name the closed
figure formed.

9
Comments of Examiners
(i) In solving the quadratic equation x² + 4x – 8
= 0, some candidates used the incorrect
formula, while others attempted to factorise
the equation and hence made errors in their
solutions. Some candidates mistakenly took
√48=6.9 and √3=1.7, instead of the correct
values √48=6.928 or 6.92 and √3=1.732 or
1.73. A few candidates made calculation
errors, and many failed to round off the
answers to one decimal place. Some
candidates determined the values of √48, √3,
√12 using the long division method, rounding
the quotients only to one decimal place.
Additionally, a few candidates who had used
the mathematical tables to find square roots
rounded off the values to one decimal place
right from the initial step. The knowledge
approximation was not sound for many
candidates.
(ii) In proving the identity (sin²θ – 1) (tan²θ + 1)
+ 1 = 0, candidates incorrectly substituted
(sin²θ – 1) with cos²θ instead of - cos²θ. Some
candidates mistakenly equated sin²θ with
1/cos²θ and tan²θ + 1 with - sec²θ, instead of
sec²θ.
(iii)Few candidates plotted the points incorrectly,
resulting in an incorrect figure. Some
candidates did not use the scale provided in
the question paper, while many others
mistakenly interchanged the X and Y axes.
Several candidates plotted points A (0,4) and
C (4,0) incorrectly. Additionally, some candidates failed to label the points they plotted on the
graph. In some cases, the figure was incorrectly named as, for example, a pentagon, hexagon,
Ninja star, or star, when the correct answer was an Octagon.
10
Suggestions for teachers
− Drill more exercises on solving quadratic
equation using the formula.
− Advise students that rounding off should
be done at the end of the calculation, not
at the initial stage. Ensure all digits are
considered when reading values from
mathematical tables, for example, √48 =
6.928.
− Conduct drills with students on using
mathematical tables in class.
− Provide additional practice on
Trigonometric Identities, using basic
identities.
− Teach students how a particular identity
can be proven using different methods.
− Instruct students to carefully read and
follow the instructions of the paper.
− When naming a closed figure, ask
students to state the geometrical name.
Ensure that the scale matches that given
in the question paper, and specify the
coordinates of points plotted, even if not
explicitly stated.
− Spend time reviewing and explaining the
two axes, the four quadrants, and how to
use the graph with different scales
provided.
− During graph work, remind students to
write the coordinates and label the points
as given in the question.
 MARKING SCHEME
Question 3
(i) 𝑥𝑥 2 + 4𝑥𝑥 − 8 = 0

−𝑏𝑏 ± √𝑏𝑏 2 − 4𝑎𝑎𝑎𝑎

𝑥𝑥 =
2𝑎𝑎
−4 ± �42 − 4 × 1. (−8)
𝑥𝑥 =
2×1
−4 ± √48 √48 = 6.92(8)
𝑥𝑥 = Using any one
2
√3 = 1.73(2)

−4 ± 4√3
𝑥𝑥 =
2
𝑥𝑥 = −2 ± 2√3
𝑥𝑥 = −2 + 2 × 1.732; −2 − 2 × 1.732
= −2 + 3.464; −2 − 3.464
= 1.46(4); – 5.46(4)
∴ 𝑥𝑥 = 1.5; – 5.5
(ii) L.H.S. = (sin2θ – 1) (tan2θ + 1) + 1
= –cos2θ. sec2θ + 1 (or any other equivalent identity)

1 sin2 θ
= –cos2θ × cos2θ + 1 (𝑜𝑜𝑜𝑜 tan2 θ = 𝑐𝑐𝑐𝑐𝑐𝑐²𝜃𝜃)

= –1 + 1 = 0 = R.H.S.

11
(iii)

(a) (plotting)
(b) (reflection)
(c) F (–1, –1)
(d) (reflection)
(e) Octagon

12
 SECTION B (40 Marks)
(Attempt any four questions from this Section.)

Question 4
(i) 1 3 1 2 4 1 1 0 [3]
𝐼𝐼𝐼𝐼 𝑨𝑨 = � � , 𝑩𝑩 = � � , 𝑪𝑪 = � � 𝑎𝑎𝑎𝑎𝑎𝑎 𝑰𝑰 = � �.
2 4 2 4 1 5 0 1
𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭 𝑨𝑨(𝑩𝑩 + 𝑪𝑪) − 𝟏𝟏𝟏𝟏𝟏𝟏
(ii) ABC is a triangle whose vertices are A(1, –1), B(0, 4) and C(–6, 4). [3]
D is the midpoint of BC. Find the:
(a) coordinates of D.
(b) equation of the median AD.
(iii) In the given figure, O is the centre of the circle. PQ is a tangent to the circle at [4]
T. Chord AB produced meets the tangent at P.
AB = 9 cm, BP = 16 cm, ∠PTB = 50°
∠OBA = 45°
Find:
(a) length of PT
(b) ∠BAT
(c) ∠BOT
(d) ∠ABT

13
Comments of Examiners
(i) The most common error in answering the
sum was related to matrix multiplication.
Some candidates made mistakes in addition,
while others made errors in the product. A
number of candidates did not follow the
basic rule of matrix multiplication, which
involves multiplying rows of the first matrix
into columns of the second. Furthermore,
some candidates, instead of finding A (B+
C), calculated (B + C) A, resulting in a loss
of marks. Additionally, some candidates
spent unnecessary time finding AB, AC, and
then adding the two.
(ii) Most candidates successfully determined the
midpoint D of BC correctly as (-3, 4) but
made a mistake in finding the slope of AD.
Instead of -5/4, some calculated it as 5/4 or
4/5, resulting in an error when determining
the equation of AD. Furthermore, some
candidates made errors while simplifying
the equation of AD, and a few left the final
answer with a fractional coefficient.
(iii)A number of candidates were unable to use
the theorem and apply it to find the value of
PT. Some candidates measured the length of
PT using a ruler and recorded PT as 5.5 cm.
Candidates could not employ the alternate segment theorem to determine ∠BAT = 50⁰. Many
candidates mistakenly considered AT as the diameter, leading them to give the value of ∠ABT
= 90⁰. A few candidates did not provide reasons supporting their answers.
Suggestions for teachers
− Ensure sufficient drilling of sums based
on matrix multiplication.
− Advise students to exercise caution
when dealing with the addition and
subtraction of matrices.
− Emphasize the importance of applying
BODMAS.
− Provide additional practice in finding
equation of lines under different
conditions.
− Train students to express the final answer
of an equation in simplified form without
fractional coefficients or constants (e.g.,
5x + 4y = 1 instead of x + 4/5 y = 1/5).
− Advise students to read the sum carefully
and respond accordingly.
− Give more practice in solving different
kinds of problems in coordinate
geometry.
− More drilling on sums based on the
application of circle theorems.
− Provide more practice on problems
requiring the application of various
theorems.

MARKING SCHEME
Question 4
(i) 1 2 4 1 5 3
𝐵𝐵 + 𝐶𝐶 = � �+� �=� � 𝑜𝑜𝑜𝑜 14𝐼𝐼
2 4 1 5 3 9
1 3 5 3 14 30
𝐴𝐴(𝐵𝐵 + 𝐶𝐶) = � �� �=� � (method of matrix multiplication)
2 4 3 9 22 42
1 0 14 0
14𝐼𝐼 = 14 � �=� �
0 1 0 14
14 30 14 0 0 30
𝐴𝐴(𝐵𝐵 + 𝐶𝐶) − 14𝐼𝐼 = � �−� �=� �
22 42 0 14 22 28

14
(ii) 0−6 4+4
𝑀𝑀𝑀𝑀𝑀𝑀 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 𝐷𝐷 𝑖𝑖𝑖𝑖 � , � = (−3, 4)
2 2
4+1 −5
𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝑜𝑜𝑜𝑜 𝐴𝐴𝐴𝐴 = −3−1
= 4

−5
𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸 𝑜𝑜𝑜𝑜 𝐴𝐴𝐴𝐴 𝑖𝑖𝑖𝑖 𝑦𝑦 + 1 = (𝑥𝑥 − 1)
4
4𝑦𝑦 + 4 = −5𝑥𝑥 + 5
5𝑥𝑥 + 4𝑦𝑦 = 1
(iii) (a) 𝑃𝑃𝑃𝑃 2 = 𝑃𝑃𝑃𝑃. 𝑃𝑃𝑃𝑃 → 𝑃𝑃𝑃𝑃 2 = 25 × 16 → 𝑃𝑃𝑃𝑃 = 20 𝑐𝑐𝑐𝑐
(b) ∠𝐵𝐵𝐵𝐵𝐵𝐵 = ∠𝑃𝑃𝑃𝑃𝑃𝑃 = 50° (𝑎𝑎𝑎𝑎𝑎𝑎. 𝑠𝑠𝑠𝑠𝑠𝑠. 𝑡𝑡ℎ. )
(c) ∠𝐵𝐵𝐵𝐵𝐵𝐵 = 2 ∠𝐵𝐵𝐵𝐵𝐵𝐵 = 2 × 50° = 100° (𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑎𝑎𝑎𝑎 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 𝑖𝑖𝑖𝑖 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡)
(d) 𝐼𝐼𝐼𝐼 ∆𝐵𝐵𝐵𝐵𝐵𝐵, 𝑂𝑂𝑂𝑂 = 𝑂𝑂𝑂𝑂 (𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟)
∠𝑂𝑂𝑂𝑂𝑂𝑂 = ∠𝑂𝑂𝑂𝑂𝑂𝑂 = 𝑎𝑎 (𝑠𝑠𝑠𝑠𝑠𝑠)
𝑎𝑎 + 𝑎𝑎 + 100° = 180° → 𝑎𝑎 = 40° (∵ 𝑂𝑂𝑂𝑂 = 𝑂𝑂𝑂𝑂)
∴ ∠𝐴𝐴𝐴𝐴𝐴𝐴 = 45° + 40° = 85°

Question 5
(i) Mrs. Arora bought the following articles from a departmental store: [3]
S. No. Item Price Rate of GST Discount

1. Hair oil ₹ 1200 18% ₹ 100

2. Cashew nuts ₹ 600 12% –

Find the:
(a) Total GST paid.
(b) Total bill amount including GST.
(ii) Solve the following inequation. Write down the solution set and represent it on the [3]
real number line.
−5(𝑥𝑥 − 9) ≥ 17 − 9𝑥𝑥 > 𝑥𝑥 + 2, 𝑥𝑥𝑥𝑥𝑥𝑥

15
 (iii) In the given figure, AC // DE // BF.
If AC = 24 cm, EG=8 cm, GB=16 cm, BF=30 cm.
(a) Prove ∆GED ~ ∆GBF
(b) Find DE
(c) DB : AB
Comments of Examiners
(i) Some candidates calculated 18% GST on
₹1200 instead of the discounted price
₹1100, resulting in incorrect total GST and
total bill amounts. Most candidates,
however, correctly calculated the GST on
cashew nuts as ₹7. Several candidates
computed CGST and SGST separately but
did not add them up to find the total GST.
(ii) Some candidates made errors with signs
while transposing like terms in the two
inequalities, resulting in x ≤ - 7 instead of
the correct x ≥ - 7. A few candidates
omitted writing the solution set in the set
builder form. When representing the
solution on the number line, several
candidates overlooked one or more of the
following: arrows not shown on the
number line, 11/2 not indicated and failure
to mark at least one extra integer before -7
and after 11/2.
(iii) (a) Some candidates were unable to
identify two sets of equal angles to prove
∆𝐺𝐺𝐺𝐺𝐺𝐺 ~∆𝐺𝐺𝐺𝐺𝐺𝐺.
(b)A number of candidates wrote the
proportional sides corresponding to equal
𝑫𝑫𝑫𝑫 𝟖𝟖
angles incorrect, for example, 𝟑𝟑𝟑𝟑 = 𝟏𝟏𝟏𝟏 is
16
[4]
Suggestions for teachers
− Advise students to read the sum carefully
before working it out.
− Ensure sufficient drilling of bill sums
involving discounts and different rates of
GST.
− Insist on solving inequations, writing the
solution set, and representing the
solution on the number line.
− Give sufficient practice to graph the
solution set following given points. The
number line should have:
• Arrow marks on both sides
• Both positive, negative and zero
integers should be marked.
• At least two extra elements other
than the integers in the solution set
must be marked.
− Advise students to indicate on the
number line when the value of x is a
fraction or decimal number.
− Provide more practice for students to
prove triangles similar using different
given conditions.
− Teach students to name an angle properly
in a diagram.
 𝑫𝑫𝑫𝑫 𝟏𝟏𝟏𝟏
written as 𝟑𝟑𝟑𝟑 = 𝟖𝟖 hence length of DE is incorrect.
(c) Several candidates mistakenly wrote DB: AB as 5/8 instead of 5: 8.

MARKING SCHEME
Question 5
(i) Discounted price of Hair Oil = ₹ 1200 – ₹ 100 = ₹ 1100
18
GST = 1100 × 100 = ₹ 198 OR
(Any one GST correct)
12
GST on Cashew nuts = 600 × = ₹ 72
100

(a) Total GST = ₹ (198 + 72) = ₹ 270

(b) Total bill amount = ₹ (1100 + 600 + 270) = ₹ 1970

(ii) −5(𝑥𝑥 − 9) ≥ 17 − 9𝑥𝑥 17 − 9𝑥𝑥 > 𝑥𝑥 + 2

−5𝑥𝑥 + 45 ≥ 17 − 9𝑥𝑥 OR 17 − 2 > 𝑥𝑥 + 9𝑥𝑥
9𝑥𝑥 − 5𝑥𝑥 ≥ 17 − 45 15 > 10𝑥𝑥
4𝑥𝑥 ≥ −28 15
∴ 𝑥𝑥 <
10
𝑥𝑥 ≥ −7
1
𝑥𝑥 < 1
2
1 3
𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 = �𝑥𝑥: −7 ≤ 𝑥𝑥 < 1 , 𝑥𝑥𝑥𝑥𝑥𝑥� (𝑜𝑜𝑜𝑜1.5 𝑜𝑜𝑜𝑜 )
2 2

(iii) (a) ∆𝐺𝐺𝐺𝐺𝐺𝐺~∆𝐵𝐵𝐵𝐵𝐵𝐵 𝑂𝑂𝑂𝑂 ∆𝐷𝐷𝐷𝐷𝐷𝐷~∆𝐴𝐴𝐴𝐴𝐴𝐴(𝐴𝐴𝐴𝐴) (Any 2 correct angles)

𝐷𝐷𝐷𝐷 𝐸𝐸𝐸𝐸 𝐷𝐷𝐷𝐷 8
(b) 𝐹𝐹𝐹𝐹
= 𝐵𝐵𝐵𝐵 → 30
= 16 → 𝐷𝐷𝐷𝐷 = 15𝑐𝑐𝑐𝑐
𝐷𝐷𝐷𝐷 𝐷𝐷𝐷𝐷 15 5
(c) = = 24 = 8 𝐷𝐷𝐷𝐷: 𝐴𝐴𝐴𝐴 = 5 ∶ 8
𝐴𝐴𝐴𝐴 𝐴𝐴𝐴𝐴

17
Question 6
(i) The following distribution gives the daily wages of 60 workers of a factory. [3]
Daily income in ` Number of workers
(f)
200 – 300 6
300 – 400 10
400 – 500 14
500 – 600 16
600 – 700 10
700 – 800 4
Use graph paper to answer this question.
Take 2 cm = ` 100 along one axis and 2 cm = 2 workers along the other axis.
Draw a histogram and hence find the mode of the given distribution.
(ii) The 5th term and the 9th term of an Arithmetic Progression are 4 and –12 [3]
respectively. Find:
(a) the first term
(b) common difference
(c) sum of 16 terms of the AP.
(iii) A and B are two points on the x-axis and y-axis respectively. [4]

(a) Write down the coordinates of A and B.

(b) P is a point on AB such that AP : PB = 3 : 1. Using section formula find the
coordinates of point P.
(c) Find the equation of a line passing through P and perpendicular to AB.

18
Comments of Examiners
(i) Common errors made by candidates in Suggestions for teachers
drawing a histogram and finding the mode − Drilling is essential to achieve a perfect
included: graph with accurate results. It is
• Use of an incorrect scale necessary to know how to read the value
• Failure to show a kink when the graph’s of the mode from the graph.
first point is 200. − Emphasize the importance of reading
• Incorrect plotting of the graph. values from graphs carefully.
• the gaps between the class intervals were − Explain to students the importance of
not uniformly marked.
marking the scale correctly.
• Incorrect identification lines for the mode.
− Drilling to find the nth term and the
• Having a correct graph but being unable to
summation of a given number of terms
read the value accurately, leading to an
is necessary.
incorrect mode value.
(ii) Many candidates correctly formed the two − Revision of solving simultaneous
equations but struggled with the solution, equations is necessary.
resulting in an inability to determine the value − Repeated drilling of formulas is
of first term as 20 and the common difference essential.
as -4. Additionally, some candidates used − Clarify the concept of identifying points
incorrect formulas for the summation of 16 on the x-axis and y-axis, as each subpart
terms. of the questions is interconnected.
(iii) (a) Many candidates were unable to identify − Give more practice on condition of
points on the x-axis and y-axis. For instance, slope of parallel and perpendicular
instead of correctly writing A(4, 0) and
lines.
B(0, 4), some candidates mistakenly wrote
A(0,4) and B(4, 0).
(b) Some candidates applied an incorrect
section formula, using a ratio of 3:1 instead of the correct 1:3. Hence, instead of obtaining
P (1,3), they mistakenly arrived at P (3,1).
(c) Due to errors in both part (a) and (b), many candidates ended up with incorrect answers
for part (c).Moreover, several candidates were not able to frame the equation of a line,
indicating uncertainty regarding the concept of the slope of a perpendicular line.

19
 MARKING SCHEME
Question 6
(i)

First 4
bars
correct.

Axis,
scale

Mode = ₹525 ± 10 (Correctly located)

(ii) t5 = 4 t 9 = –12
𝑎𝑎 + 4𝑑𝑑 = 4
𝑎𝑎 + 8𝑑𝑑 = −12 (any one correct)

(–) (–) (+)

−4𝑑𝑑 = 16 ⇒ 𝑑𝑑 = −4
𝑎𝑎 + 4𝑑𝑑 = 4 ⇒ 𝑎𝑎 + 4(−4) = 4
𝑎𝑎 = 4 + 16 ⇒ 𝑎𝑎 = 20
(a) First term = 20
(b) Common difference = –4

20
 𝑛𝑛
(c) 𝑆𝑆16 = 2 [2𝑎𝑎 + (𝑛𝑛 − 1)𝑑𝑑]

16
= [2 × 20 + (16 − 1)(−4)]
2
= 8[40 − 60] = 8 × −20 = −160
(iii) (a) A(4, 0), B(0, 4) (any one correct)
(b) Coordinates of point P.
3×0+1×4
𝑥𝑥 = 1+3
=1 (any one correct with his value)
3×4+1×0
𝑦𝑦 = 1+3
=3 ∴ 𝑃𝑃(1, 3)
4−0
(c) 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝑜𝑜𝑜𝑜 𝐴𝐴𝐴𝐴 = 0−4
= −1

𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝑜𝑜𝑜𝑜 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 = 1

𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸𝐸 𝑡𝑡ℎ𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟ℎ 𝑃𝑃(1, 3)
𝑦𝑦 − 3 = 1(𝑥𝑥 − 1)
𝑦𝑦 − 3 = 𝑥𝑥 − 1
𝑥𝑥 − 𝑦𝑦 + 2 = 0 (any equivalent form)

Question 7
(i) A bag contains 25 cards, numbered through 1 to 25. A card is drawn at random. [3]
What is the probability that the number on the card drawn is:
(a) multiple of 5
(b) a perfect square
(c) a prime number?

(ii) A man covers a distance of 100 km, travelling with a uniform speed of x km/hr. [3]
Had the speed been 5 km/hr more it would have taken 1 hour less. Find x the
original speed.

21
 (iii) A solid is in the shape of a hemisphere of radius 7 cm, surmounted by a cone [4]
of height 4 cm. The solid is immersed completely in a cylindrical container
filled with water to a certain height. If the radius of the cylinder is 14 cm, find
the rise in the water level.

Comments of Examiners
(i) Many candidates did not give answers in the
simplest form, for example, 5/25 was not
simplified and written as 1/5. Some candidates
made mistakes in finding the favorable
outcomes {1, 4, 9, 16, 25}in part (b), and {2,
3, 5, 7, 11, 13, 17, 19, 23} in part (c), resulting
in incorrect probability answers.
(ii) Some candidates incorrectly considered
𝟏𝟏𝟏𝟏𝟏𝟏
as the greater fraction instead of 𝒙𝒙 .
𝟏𝟏𝟏𝟏𝟏𝟏
𝒙𝒙+𝟓𝟓
𝟏𝟏𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏
Hence, the formed equation 𝒙𝒙+𝟓𝟓 − 𝒙𝒙 = 𝟏𝟏 is
incorrect. While others formed the correct
equation, they faced difficulties in factorizing
it.
(iii) The question involved the volume of cylinder,
cone, and hemisphere. Many candidates
applied incorrect formulas for volume of
solids, and some even used the height of the
cylinder as 4cm. Simple calculation errors were quite common.
Suggestions for teachers
− Advise students to provide answers in
simplified forms.
− Additional drilling on the number system
would assist students in correctly
identifying required favorable outcomes,
such as perfect squares and prime
numbers.
− Clarify concepts using numerical
fractions.
− Provide ample practice on problems
based on mensuration that involve more
than one formula.
− Emphasize the importance of knowing
when to use ℼ = 3.14 or 22/7.

22
 MARKING SCHEME
Question 7
(i) Total no. of outcome = 25
(a) Favourable outcomes = {5, 10, 15, 20, 25}
5 1
Prob. = 25 = 5

(b) Favourable outcomes {1, 4, 9, 16, 25}

5 1
Prob. = 25 = 5

(c) Favourable outcomes {2, 3, 5, 7, 11, 13, 17, 19, 23}

9
Prob. = 25

(ii) Distance 100 km, speed x km/hr

100 100
∴ − =1
𝑥𝑥 𝑥𝑥 + 5
100(𝑥𝑥 + 5) − 100(𝑥𝑥) = 𝑥𝑥(𝑥𝑥 + 5)
100𝑥𝑥 + 500 − 100𝑥𝑥 = 𝑥𝑥 2 + 5𝑥𝑥
𝑥𝑥 2 + 5𝑥𝑥 − 500 = 0 (any correct equation)
𝑥𝑥 2 + 25𝑥𝑥 − 20𝑥𝑥 − 500 = 0
(𝑥𝑥 + 25)(𝑥𝑥 − 20) = 0
∴ 𝑥𝑥 = 20, 𝑥𝑥 ≠ −25
Speed = 20 km/hr
(iii) Volume of solid immersed = Volume of water displaced
1 2
𝜋𝜋. 72 × 4 + 𝜋𝜋 × 73 = 𝜋𝜋 × 142 × ℎ
3 3
1 2
7 (4 + 14) = 142 × ℎ
3
72 × 18
∴ =ℎ
3 × 14 × 14
1
∴ ℎ = 1 = 1.5 𝑐𝑐𝑐𝑐
2

23
Question 8
(i) The following table gives the marks scored by a set of students in an examination. [3]
Calculate the mean of the distribution by using the short cut method.
Marks Number of Students
(f)
0 – 10 3
10 – 20 8
20 – 30 14
30 – 40 9
40 – 50 4
50 – 60 2
(ii) What number must be added to each of the numbers 4, 6, 8, 11 in order to get the [3]
four numbers in proportion?
(iii) Using ruler and compass construct a triangle ABC in which AB = 6 cm, ∠BAC [4]
=120o and AC = 5 cm. Construct a circle passing through A, B and C. Measure and
write down the radius of the circle.

Comments of Examiners
(i) In the given question, the instructions were
to calculate the mean using the shortcut
method. However, some candidates
employed the direct method. Additionally,
several candidates miscalculated the class
marks. Many candidates provided the final
answer up to one decimal place or as a
𝟏𝟏
fraction, such as 𝟐𝟐𝟐𝟐 𝟒𝟒. Calculation errors
were also observed in some candidates’
work.
(ii) While most candidates solved the problem
correctly, some failed to provide a logical
explanation and simply wrote statements
like 4x11 = 6x8, leading to 44 = 48, and
therefore the number is 4. A few candidates
made errors in cross multiplication.
(iii) Some candidates were unable to construct
120⁰ angle using ruler and compass. Instead
of bisecting sides to reach the circumcenter,
some candidates bisected two angles,
resulting in an incorrect center for the circle. Many candidates constructed the circle without
Suggestions for teachers
− Advise students to read the question
carefully and follow the given
instructions.
− Students must find the class mark of
intervals for all methods.
− Clarify the importance of the three
methods for calculating the mean of the
distribution.
− The application of proportionality
requires more drilling.
− Sufficient practice is necessary for
constructions to ensure the correct
figure.
− Adequate drilling in construction is
necessary.
− Advise students not to write down the
steps of the construction.

24
 completing the triangle, while some executed the construction accurately but omitted to note
down the radius.

MARKING SCHEME
Question 8
(i)
Marks No. of Students (f) X d=X–A fd
0 – 10 3 5 –20 –60
10 – 20 8 15 –10 –80
20 – 30 14 25 0 0
30 – 40 9 35 10 90
40 – 50 4 45 20 80
50 – 60 2 55 30 60
Ʃf = 40 Ʃfd = 90
Σ𝑓𝑓𝑓𝑓 90
𝑀𝑀𝑀𝑀𝑀𝑀𝑀𝑀 = 𝐴𝐴 + = 25 + = 25 + 2.25 = 27.25
Σ𝑓𝑓 40
(ii) Let the number be x
4 + x, 6 + x, 8 + x, 11 + x are in proportion
4 + 𝑥𝑥 8 + 𝑥𝑥
∴ = , 44 + 𝑥𝑥 2 + 15𝑥𝑥 = 48 + 𝑥𝑥 2 + 14𝑥𝑥
6 + 𝑥𝑥 11 + 𝑥𝑥
∴ 𝑥𝑥 = 4

25
(iii)

120o
Any ∆ with one bisector
Correct circle
Radius = 5.6 cm ± (.2)

Question 9
(i) Using Componendo and Dividendo solve for x: [3]

√2𝑥𝑥 + 2 + √2𝑥𝑥 − 1
=3
√2𝑥𝑥 + 2 − √2𝑥𝑥 − 1

(ii) Which term of the Arithmetic Progression (A.P.) 15, 30, 45, 60… is 300? [3]
Hence find the sum of all the terms of the Arithmetic Progression (A.P.)

26
 (iii) From the top of a tower 100 m high a man observes the angles of depression of [4]
two ships A and B, on opposite sides of the tower as 45o and 38o respectively.
If the foot of the tower and the ships are in the same horizontal line find the
distance between the two ships A and B to the nearest metre.
(Use Mathematical Tables for this question.)

Comments of Examiners
(i) Some candidates did not show the
application of componendo and dividendo.
They directly proceeded to the second step:
𝟐𝟐√𝟐𝟐𝟐𝟐+𝟐𝟐 𝟐𝟐
= 𝟏𝟏 .
𝟐𝟐√𝟐𝟐𝟐𝟐−𝟏𝟏
As a result, candidates made calculation
errors, leading to incorrect answers.
(ii) In this question, common errors included the
misapplication of the formula for the nth
term and the summation of n terms. Due to
the incorrect application of the formula,
candidates did not arrive at the correct
number of terms, which was 20. Hence, the
sum of 20 terms was also incorrect.
(iii) A number of candidates used incorrect
ratio, for example, tan38 = BC/100 instead
of the correct 100/BC. The values of tan38,
tan52, or cot38 were inaccurately
represented. Some candidates did not use
mathematical tables, while others
mistakenly took tan38 as 0.7 or 0.78 instead
of the accurate values, tan38 = 0.7813 or
0.781, and similarly with other angles. Additionally, many candidates wasted time dividing
Suggestions for teachers
− Advise students to read the question
carefully, emphasizing the importance of
applying componendo and dividendo as
mentioned in the question.
− Provide more practice to avoid basic
common errors.
− Thoroughly teach the properties of
proportion, stressing the need to clearly
show all essential steps.
− Explain the significance of using brackets
while applying componendo-dividendo
to avoid mistakes in signs.
− Give more practice in finding the nth term
and summation of given number of terms.
− Encourage students to round off their
answers in the last step.
− Sufficient drilling is necessary for solving
problems related to heights and distances.

27
 100 by tan38 (0.7813). Some made errors in the division of decimal numbers. Furthermore, a
few candidates failed to write the final answer correctly to the nearest metre.

MARKING SCHEME
Question 9
(i) √2𝑥𝑥 + 2 + √2𝑥𝑥 − 1 + √2𝑥𝑥 + 2 − √2𝑥𝑥 − 1 3+1
=
√2𝑥𝑥 + 2 + √2𝑥𝑥 − 1 − √2𝑥𝑥 + 2 + √2𝑥𝑥 − 1 3−1
2√2𝑥𝑥+2 2
= (Applying componendo and dividendo)
2√2𝑥𝑥−1 1
2𝑥𝑥 + 2
=4
2𝑥𝑥 − 1
∴ 2𝑥𝑥 + 2 = 8𝑥𝑥 − 4
8𝑥𝑥 − 2𝑥𝑥 = 2 + 4
6𝑥𝑥 = 6
𝑥𝑥 = 1
(ii) a = 15, d = 15, T n = 300
T n = a + (n – 1)d
300 = 15 + (n – 1)15 (or correct substitution in summation formula)
300 = 15 + 15n – 15
⸫ 15n = 300 or n = 20
20 20
𝑆𝑆20 = [2 × 15 + (20 − 1)15] 𝑜𝑜𝑜𝑜 [15 + 300]
2 2
= 10 × 15(2 + 19)
= 10 × 15 × 21
= 3150
(iii) 100 cot 38 = 1.2799
tan 45 =
𝐴𝐴𝐴𝐴
tan 52 = 1.2799
100
∴ 𝐴𝐴𝐴𝐴 = = 100 𝑚𝑚
1 tan 38 = 0.7813
100 𝐵𝐵𝐵𝐵
tan 38 = 𝑂𝑂𝑂𝑂 tan 52 =
𝐵𝐵𝐵𝐵 100

28
 100
∴ 𝐵𝐵𝐵𝐵 = = 100 cot 38
tan 38
100 × 1.2799 = 127.99
𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷 𝐴𝐴𝐴𝐴 = 100 + 127.99 = 227.99 = 228 𝑚𝑚

Question 10
(i) Factorize completely using factor theorem: [4]
2x3 – x2 – 13x – 6

(ii) Use graph paper to answer this question. [6]

During a medical checkup of 60 students in a school, weights were recorded as
follows:
Weight (in kg) Number of Students
28 – 30 2
30 – 32 4
32 – 34 10
34 – 36 13
36 – 38 15
38 – 40 9
40 – 42 5
42 – 44 2
Taking 2 cm = 2 kg along one axis and 2 cm = 10 students along the other axis
draw an ogive. Use your graph to find the:
(a) median
(b) upper Quartile
(c) number of students whose weight is above 37 kg

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Comments of Examiners
(i) This question relates to the factor theorem. Suggestions for teachers
Instead of applying the concept that the − Train students to follow the correct steps
remainder is equal to zero when divided by a of working. Drilling is essential for
factor, some candidates tried to solve the sum mastering long division. Teach
using the trial-and-error method. Candidates alternative methods to obtain the
failed to demonstrate that (x-2) or (x-3) is a quotient.
factor of the given polynomial. Errors were − Advise students to present their results in
also observed in the long division or the product of factors.
factorization process by certain candidates. − Provide instructions on the following
Many candidates did not give the answer in points for drawing the ogive:
product form of the factors. Expressions like • Follow the given scale.
f(x)=(x-3), (x+2), (2x +1) represent an • Use a kink if necessary.
incorrect form of the answer. • Draw the ogive only on the provided
graph paper.
(ii) Common errors made by candidates include:
• Draw locating lines with correct
• Calculation errors in finding cumulative arrow marks.
frequency. • Read the scale and interpret values
• Taking the incorrect axis. accordingly.
• Incorrectly marking the axis and failing to • Join the S-curve as a freehand,
show the kink. smooth curve.
• Using a ruler to draw the S-curve. − Instruct students not to write answers on
• Plotting the graph with respect to lower the back of the graph sheet, as it may go
boundaries instead of upper boundaries. unnoticed.
• Neglecting to draw perpendicular lines to − Advise students to carefully recheck the
cumulative frequency and ensure that the
obtain readings.
last cumulative frequency matches the
• Providing incorrect readings for median, total frequency.
quartiles, etc., from the graph.

MARKING SCHEME
Question 10
(i)
𝑓𝑓(𝑥𝑥) = 2𝑥𝑥 3 − 𝑥𝑥 2 − 13𝑥𝑥 − 6
𝑓𝑓(– 2) = 2(−2)3 − (−2)2 − 13(– 2) − 6
= −16 − 4 + 26 − 6 = 0
∴ (𝑥𝑥 + 2) 𝑖𝑖𝑖𝑖 𝑎𝑎 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 𝑜𝑜𝑜𝑜 𝑓𝑓(𝑥𝑥)
𝑓𝑓(𝑥𝑥) = (𝑥𝑥 + 2)(2𝑥𝑥 2 − 5𝑥𝑥 − 3)
= (𝑥𝑥 + 2)(𝑥𝑥 − 3)(2𝑥𝑥 + 1)

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 (ii) Weight (in kg) No. of students (f) C.f.
28 – 30 2 2
30 – 32 4 6
32 – 34 10 16
34 – 36 13 29
36 – 38 15 44
38 – 40 9 53
40 – 42 5 58
42 – 44 2 60

(a) Median = 36.2, ±0.2

(b) Q 3 = 38.2, ±0.2
(c) Number of students whose weight is above 37 kg = 60 – 37 = 23±1 students.
‘S’ curve plotted w.r.t. upper boundaries and c.f.
Correct axis and scale with kink.

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

Topics
found (a) Topics/ Concepts found Difficult: Heights
difficult/ • Geometry Application of Circle Theorems and Similarity.
confusing by • Coordinate geometry Section formula and equation of a line. Identification of
candidates points on x-axis and y-axis.
• Trigonometry Identities, and Distances.
• Rounding to given number of decimal places or to nearest metre.
• Remainder and factor theorem.
• Matrix multiplication
• Solving inequations and representing the solution on a number line.
• Solving word problems in quadratic equation
• Finding nth term of an A.P., sum of first n terms of the A.P.
. • Problems based graphs. Marking of axis and scale of the axis.
• Simplification of algebraic expressions.
• Number system. Identifying perfect squares, prime numbers etc.
• Division of decimal numbers with 3 or 4 digits
• Properties of proportion.
• Constructions.
(b) Topics/ Concepts between which candidates were confused:
• Calculation of Mean by direct, short-cut and step-deviation method.
• Use of Remainder and Factor Theorem.
• Application of Circle Theorem.
• Geometry Construction – Method.
• Coordinate geometry applying section formula.
• Inequation solving, writing solution set and representing solution.
• Approximation.

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 • Read the questions carefully before answering.
Suggestions
• Follow the instructions carefully.
for
• Reading time must be utilized to make the right choice of question.
candidates
• Make wise choices from the options available in the question paper and manage
time wisely.
• Each sub part must be answered. The solution should be concise and to the point.
• All rough work must be shown on the same page where the question is answered.
• Selective study should be avoided.
• Reasons must be given for all relevant steps, especially in Geometry.
• In Geometric construction, all arcs must be clearly shown.
• Revise all lessons regularly and thoroughly.
• Round off answers where required, ensuring that all rounding is performed only at
the final stage.
• Use Mathematical tables to find square roots.
• To avoid calculation errors, all calculations must be rechecked.
• Revise all topics and formulae involved and make a chapter wise list of these.
• Be methodical and neat in working.
• Answer all multiple-choice questions.
• Avoid detail working of multiple-choice questions.
• Use mathematical tables to find square roots, values of trigonometric angles.

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