Competency

Competency Focused
Focused
Practice
Practice Questions
Questions
Mathematics
Mathematics | Grade
I Grade 10
10

€900 ('f)o O

Co-created
Co-created byby
Centre
Centre for
for Excellence
Excellence in
in Assessment
Assessment
CBSE
CBSE
and
and
Educational
Educational Initiatives
Initiatives
 Preface
Assessments
Assessments are are an
an important
important tool
tool that
that help
help gauge
gauge learning. They provide
learning. They provide valuable
valuable feedback
feedback about
about
the
the effec veness of
effectiveness of instruc onal methods;
instructional methods; about
about what
what students
students have
have actually
actually understood
understood andand also
also

provide
provide ac onable insights.
actionable The Na
insights. The onal Educa
National Educationon Policy
Policy 2020
2020 has
has outlined
outlined the
the importance
importance of of
competency-based
competency-based assessments
assessments in in classrooms
classrooms asas a
a means
means toto reform
reform curriculum
curriculum andand pedagogical
pedagogical
methodologies.
methodologies. The The policy
policy emphasizes
emphasizes on the development
on the development of of higher
higher order
order skills
skills such
such as
as analysis,
analysis,

cri cal thinking

critical thinking and
and problem
problem solving through classroom
solving through classroom instruc ons and
instructions and aligned
aligned assessments.
assessments.

Central
Central Board
Board of
of Secondary
Secondary Educa on (CBSE)
Education (CBSE) has
has been
been working
working closely
closely with
with Educa onal Ini
Educational a ves
Initiatives

(Ei)
(Ei) in the area
in the area of
of assessment
assessment and
and capacity
capacity of the board.
of the board. Through
Through resources
resources like the Essen
like the al
Essential

Concepts
Concepts document
document and
and A-Ques on-A-Day (AQAD),
A-Question-A-Day (AQAD), high
high quality
quality assessment
assessment ques ons and
questions and concepts
concepts
cri cal to
critical to learning
learning have
have been
been shared
shared with
with schools
schools and teachers.
and teachers.

Con nuing with

Continuing the vision
with the vision to
to ensure
ensure that
that every
every student
student is
is learning
learning with
with understanding,
understanding, Ques on
Question
Booklets
Booklets have
have been
been created
created for five subjects
for five subjects of
of Grade
Grade 10. These booklets
10. These booklets contain
contain competency-based
competency-based
items,
items, designed
designed specifically
specifically to test conceptual
to test conceptual understanding
understanding andand applica on of
application of concepts.
concepts.

Process
Process of
of crea ng competency-based
creating competency-based items
items

All
All items
items in these booklets
in these booklets are
are aligned
aligned to
to the
the NCERT
NCERT curriculum
curriculum andand have
have been
been created
created keeping
keeping in
in

mind
mind the
the learning
learning outcomes that are
outcomes that are important
important forfor students to understand
students to understand and and master.
master. Items
Items are
are a
a

mix
mix ofof subjec ve ques
subjective ons and
questions and Mul ple-Choice Ques
Multiple-Choice ons (MCQs).
Questions (MCQs). In In case
case of
of MCQs, the op
MCQs, the ons
options
(correct
(correct answer
answer and
and distractors)
distractors) are
are specifically
specifically created
created to
to test for understanding
test for understanding and
and capturing
capturing
specific
specific errors/misconceptions that students may harbour. Each incorrect option can thereby inform
errors/misconcep ons that students may harbour. Each incorrect op on can thereby inform
teachers
teachers on specific gaps that may exist in student learning. In case of subjective questions, each
on specific gaps that may exist in student learning. In case of subjec ve ques ons, each
ques on also has a a detailed scoring rubric to guide evalua on of students’ responses.
question also has a a detailed scoring rubric to guide evaluation of students' responses.

Each
Each item
item has
has been
been reviewed
reviewed twice
twice by
by the
the experts, to check
experts, to for appropriateness
check for appropriateness of
of the
the item,
item, validity
validity

of the item,
of the item, conceptual
conceptual correctness,
correctness, language
language accuracy
accuracy and
and other
other nuances.
nuances. The
The process
process is
is designed
designed
to
to increase
increase the
the quality
quality of
of each
each ques on.
question.

How can
can these
these item
item booklets
booklets be
be used?
used?

The purpose
The purpose of
of these
these item
item booklets
booklets is
is to
to provide
provide samples
samples of
of high-quality
high-quality competency-based
competency-based items to
items to
teachers. The items
teachers. The items can
can be
be used
used to–
to—

•• get
get an
an understanding
understanding of
of what
what good
good competency-based
competency-based ques ons could
questions could look
look like
like

•• give
give exposure
exposure to
to students
students to
to competency-based
competency-based items
items

•• assist
assist in
in classroom
classroom teaching
teaching and
and learning
learning

•• to
to get
get inspira on to
inspiration to create
create more
more such
such competency-based
competency-based items
items

Students
Students can
can also
also use this document
use this to understand
document to understand different
different kinds
kinds of
of ques
ques ons
ons and
and prac
prac ce
ce specific
specific

concepts and competencies.

concepts and competencies.

Please
Please write
write back
back to
to us
us if
if there
there is
is any feedback.
anyfeedback.
Team CBSE
Team CBSE

1
 Table of
of Contents
1. Chapter
Chapter -- 1
1 Real
Real Numbers
Numbers
Ques ons
Questions ............................................................4
Answers
Answers key
key ............................................................7
2. Chapter
Chapter -- 2
2 Polynomials
Polynomials
Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
12
Answers
Answers key
key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
19
3. Chapter
Chapter -- 3
3 Pair
Pair ofof Linear
Linear Equa
Equations ons in Two Variables
in Two Variables
Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
27
Answers
Answers key
key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
36
4. Chapter
Chapter - 4
- 4 Quadra c Equa
Quadratic Equations ons
Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
44
Answers
Answers key
key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
51
5. Chapter
Chapter -- 5
5 Arithme
Arithmetic c Progressions
Progressions
Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
58
Answers
Answers key
key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
65
6. Chapter
Chapter -- 6
6 Triangles
Triangles
Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
74
Answers
Answers key
key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
82
7. Chapter
Chapter -- 7
7 Coordinate
Coordinate GeometryGeometry
Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
91
Answers
Answers key
key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
96
8. Chapter
Chapter -- 8
8 Introduc
Introduction on to Trigonometry
to Trigonometry
Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
. 103
Answers
Answers key
key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
. 109
9. Chapter
Chapter -- 9
9 Some Applica ons of
Some Applications of Trigonometry Trigonometry
Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
. 118
Answers key
Answers key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
. 124
10.
10. Chapter
Chapter -- 10
10 Circles
Circles

Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
. 130
Answers key
Answers key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
. 137
11.
11. Chapter
Chapter -- 11
11 Construc
Constructions ons
Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
145
Answers key
Answers key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
149
12.
12. Chapter
Chapter -- 12
12 Areas
Areas Related
Related to to Circle
Circle

Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
157
Answers key
Answers key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
166
13.
13. Chapter
Chapter -- 13
13 Surface
Surface AreasAreas and and Volumes
Volumes
Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
172
Answers key
Answers key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
180
14.
14. Chapter
Chapter -- 14
14 Sta s cs
Statistics

Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
186
Answers key
Answers key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
190
15.
15. Chapter
Chapter -- 15
15 Probability
Probability
Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
196
Answers
Answers key
key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
205
16.
16. Chapter
Chapter -- 16
16 Mul ple Concepts
Multiple Concepts
Ques ons
Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
210
Answers
Answers key
key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
217

2
 Ch apter -- 1
Chapter 1
Re al N
Real umbers
Numbers

3
 Math Real Numbers CLASS 10

Q: 1 Let p be a prime number and k be a positive integer.

If p divides k 2, then which of these is DEFINITELY divisible by p ?

k 7k

only k
only k and 7k
only k, 7 k and
k
, k, 7k and 1<3

Q: 2 •In is a natural number such that n > 1.

Which of these can DEFINITELY be expressed as a product of primes?

ii) n
iii) ¯2

only ii)

only and ii)

i)

all - ii) and iii)

i),

(cannot be determined without knowing n )

Q: 3 The HCF of k and 93 is 31, where k is a natural number.

Which of these CAN be true for SOME VALUES of k ?

i) k is a multiple of 31.
ii) k is a multiple of 93.

iii) k is an even number.

iv) k is an odd number.

only ii) and iii) only i), ii) and iii)

only i), iii) and iv) all — i), i i), iii) and iv)

Q: 4 Let p and q be two natural numbes such that p > q. When p is divided by q, the
remainder is r.

i) r CANNOT be (p - q
ii) r CAN either be q or (p- q ).

iii) r is DEFINITELY less than q.

Which of the above statements is/are true?

only ii)

only iii)

only and iii)

i)

(cannot be determined without knowing the values of p, q and r)

4
 Math Real Numbers CLASS 10

Q: 5 Two representations of real numbers are shown below. [1]

Real numbers Real numbers

Rational
numbers

Natural Whole Irrational Natural Whole Rational Irrational

Integers
numbers numbers Integers numbers numbers numbers numbers numbers

Representation 1 Representation 2

Which one is correct?

Q: 6 ß and 6 are positive integers. HCF of ß and 630 is 210. HCF of 6 and 110 is 55. [2]

Find the HCF of ß, 630, 6 and 110 using Euclid's division algorithm. Show your steps.

Q: 7 A dining has a length of 8.25 m, breadth of 6.75 m, and height of 4.50 m. What
hall is [2]
the length of the longest unmarked ruler that can exactly measure the three
dimensions of the hall? Show your steps and give valid reasons.

Q: 8 GrowMore Plantations have two rectangular fields of the same width but different [2]
lengths. They are required to plant 84 trees in the smaller field and 231 trees in the
larger field. In both fields, the trees will be planted in the same number of rows but in
different numbers of columns.

i) What the most number of rows that can be planted in this arrangement? Show
is

your work.
ii) If the trees are planted in the number of rows obtained in part (i), how many

columns will each field have?

Q: 9 M and N are positive integers such that M = p2 q 3 r and N = p3 q 2, where p, q, r [2]

are prime numbers.

Find LCM(M, N) and HCF(M, N).

Q: 10 Find all pairs of positive integers whose sum is 91 and HCF is 13. Show your work. [3]

5
 Math Real Numbers CLASS 10

Q: 11 The number 58732045 is divided by a number between 3256 and 3701. [3]

State true or false for the below statements about the remainder and justify your
answer.

i) The remainder is always less than 3701.

ii) The remainder is always more than 3256.
iii) The remainder can be any number less than 58732045.

Q: 12 Hemant claimed that any positive integer can be expressed either as 3 n, (3 n - 2) or [31

Prove or disprove Hemant's claim.

Q: 13 (n 2 + 3 n - 4) can be expressed as a product of only 2 prime factors where n is a [1]

natural number.

Find the value(s) of n for which the given expression is an even composite number.
Show your work and give valid reasons.

Q: 14 The prime factorisation of a prime number is the number itself. [1]

How many factors and prime factors does the square of a prime number have?

6
 Math Real Numbers CLASS 10 Answer Key

The table
table below gives the correct
gives the correct answer for
for each multiple-choice
multiple-choice question
question in this test.
in this test.

Q.NO Correct Answers

1 3

2 2

3 3

4 2

7
 Math Real Numbers CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

5 Writes that Representation 1 is correct. 1

6 Finds the HCF of 210 and 55 using Euclid's division algorithm as: 1

210 = (55 x 3) + 45
55 = (45 x 1) + 10
45 = (10 X 4) + 5
10 = (5 x 2) +0

Concludes that HCF of ß, 630, 6 and 110 is 5. 1

7 Identifies and reasons that the length of the longest ruler should be equal to the HCF 1
of the three lengths.

Finds the HCF of the three numbers as 1

Prime factorization of 825 = 3 x 52 x 11

Prime factorization of 675 = 33 x 52
Prime factorization of 450 = 2 x 32 x 52
Highest Common factor, HCF = 3 x 5 75

Mentions the length of the longest ruler as 75 cm or 0.75 m.

(Award 0.5 marks if the length is correct but the unit is incorrect).

8 i) Identifies that the number of rows for the two fields must be HCF of 84 & 231, and 1
applies an appropriate method to find the HCF as 21.

ii) Finds the number of columns in the smaller field as 0.5

Finds the number of columns in the larger field as * = 11. 0.5

9 Finds LCM(M, N) as p 3 q3r. 1

Finds HCF(M, N) as p2 q 2. 1

8
 Math Real Numbers CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

10 Assumes the pair of numbers to be x and y. Writes that, since HCF( x, y ) = 13, x 0.5
and y will be of the form,

x = 13 p
Y = 13 q
where, p and q are co-primes.

Uses the given information and writes, 0.5

X+y 91
13 p + 13 q = 91

Finds all possible values of p and q as: 1

1 and 6
2 and 5
3 and 4

Finds all possible values of x and y as: 1

13 and 78
26 and 65
39 and 52

11 i)Writes true and justifies the answer. For example, writes that Euclid's Division 1
Lemma states that the remainder is always less than the divisor and all the divisors
are less than 3701.

Writes false and justifies the answer. For example, the remainder is always less
ii) 1
than the divisor and the numbers from O to the divisor are all possible remainders.

Writes false and justifies the answer. For example, writes that Euclid's Division
iii) 1
Lemma states that the remainder is always less than the divisor but cannot be any
number less than the dividend.

12 Assumes the positive integer to be m and uses Euclid's division lemma with divisor as 0.5
3 to write the equation:

m = 3 k + r where k is the quotient and r is the remainder.

9
 Math Real Numbers CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Writes that, since the positive integer m is being divided by 3, the possible values of 1
the remainder are O, 1 or 2.

Uses steps 1 and 2 to write that any positive integer m can be represented as: 0.5

3k, 3k +1 or 3k +2

Replaces 3 k with 3 t + 3 since these are equivalent by Euclid's division lemma to 0.5
get:

3t+3,3t+3-20r3t+3-1

Rewrites the above expressions by using n = ( t + 1) where n is an integer as: 0.5

3n,3n-20r3n-1
Hence, proves that Hemant's claim is correct.

13 Factorises the given expression as: 0.5

Writes that, for the above to be an even composite number, one of the factors has to 0.5
be 2 and hence:

=>n=3

14 For the square of a prime number: 1

number of factors = 3
number of prime factors = 1

(Award 0.5 marks for each correct number)

10
Chapter -- 2
2
Polynomials
Polynomials

11
 Math Chapter 2 - Polynomials CLASS 10

Q: 1 Shown below are the parts of graphs of two polynomials, g (x ) and h ( x When h x
(

) is divided by (x- 3), the remainder is k.

h(x)

-4 4 x

Which of these is true for the remainder when g ( x ) is divided by ( x - 3)?

It is less than k.
It is equal to k.
It is more than k.
(cannot conclude without knowing the polynomials)

12
 Math Chapter 2 - Polynomials CLASS 10

Q: 2 Shown below is a part of the graph of a polynomial h (x

h(x)
x
-4 -3 2 o 1

-2

-3

-4

On dividing h ( x ) by which of the following will the remainder be zero?

ii) (x + 2)
iii)

iv)

only ii)

only and iii)

i)

only and iv)

ii)

(cannot be determined without knowing the polynomial h ( x ))

13
 Math Chapter 2 - Polynomials CLASS 10

[2]

Write a quadratic polynomial whose sum of zeros is less than that of the polynomial
shown in the graph above.

[2]

At how many points does the graph of the above expression intersect the x -axis?
Show your work.

14
 Math Chapter 2 - Polynomials CLASS 10

Q: 5 Two polynomials are shown in the graph below. [1]

Find the number of zeroes that are common to both the polynomials. Explain your
answer.

Q: 6 p and q are zeroes of the polynomial 2 x2 + 5 x - 4. [21

Without finding the actual values of p and q, evaluate (1 - p )(1 - q ). Show your steps.

Q: 7 A polynomial is given by q (x) = x 3 - 2 x2 - 9 x + k, where k is a constant. [3]

The sum of two zeroes of q (x ) is zero.

Using the relationship between the zeroes and coefficients of a polynomial, find the:

i) zeroes of q ( x
ii) value of k.

Show your steps.

Q: 8 p (x) = ax 2 - 8 x + 3, where a is a non-zero real number. One zero of p (x ) is 3 times [3]

the other zero.

i) Find the value of a. Show your work.

ii) What is the shape of the graph of p ( x )? Give a reason for your answer.

15
 Math Chapter 2 - Polynomials CLASS 10

Q: 9 f (x) = 2 x2 - 4 x + k, where k is a non-zero real number. When f ( x ) is divided by (x [5]

+ 2), it leaves a remainder of (-14).

i) Find the zeroes of f ( x ).

ii) Shown below the graph of f ( x ). The vertex is the minimum value of f ( x ) and
is

the dotted line drawn through the vertex is the axis of symmetry of the graph.

Axis of symmetry

Vertex

At what point does the axis of symmetry intersect the x -axis? Find the minimum value
of f (x

Show your steps.

Q: 10 p (x) = 2 x2 - 6 x - 3. The two zeroes are of the form: [2]

3 • Where k is a real number

2

Use the relationship between the zeroes and coefficients of a polynomial to find the
value of k. Show your steps.

Q: 11 Find the distance between the zeroes of the polynomial f ( x) = 2 x2 -x - 6. Show your [2]
steps.

16
 Math Chapter 2 - Polynomials CLASS 10

Q: 12 x 4 + ax 3 + bx2 + 2 x + 3 = ( x 2 - 2) q (x) - 2 x- 3 where a,b are non-zero real [5]

constants and q (x ) is a non-zero polynomial.

i) Find the values of a and b.

ii) Find the zeroes of q (x ).

Show your steps.

Q: 13 [3]
f(x)= x 3 - ax 2 + ( a - 3) x+ 6, where a a non-zero real number.
is When f ( x ) is

divided by (x + 1), there is no remainder.

If f ( x ) is completely factorisable, find the zeroes of f ( x ). Show your steps.

Q: 14 One zero of f (x) = x 3- 3 x 2 + 4 is 2. [2]

At how many points will the graph of f ( x ) intersect the x -axis? Show your steps.

Q: 15 Students of a class were shown the graph below. [1]

10 Y

x
—6 -4 2 2 4 6

-2

Based on their answers, they were divided into two groups. Group 1 said the graph
represented a quadratic polynomial whereas group 2 said the graph represented a
cubic polynomial.

i) Which group was correct?

ii) Write the polynomial represented by the graph.

17
 Math Chapter 2 - Polynomials CLASS 10

Q: 16 Shown below are the graphs two cubic polynomials, of f ( x ) and g ( x Both [1]
polynomials have the zeroes (-1), O and 1.

3
g(x) f(x)

x
-3 -2 2 3

-2

-3

Anya said, "Both the graphs represent the same polynomial, f (x) = g ( x) = (x + 1)(
x- 0)( x - 1) as they have the same zeroes."

Pranit said, "Both the graphs represent two different polynomials, f ( x ) = (x + 1)( x -

0)( x - 1) and g (x) = x+ 1)( x - 0)( x - 1) and only two such polynomials exist that
can have the zeroes (-1), O and 1."

Aadar said, "Both the graphs represent two different polynomials and infinitely many
such polynomials exist that have the zeroes (-1), O and 1."

Who is right? Justify your answer.

Q: 17 p (x) = (x + 3)2- 2( x- c ); where c is a constant. [2]

If p (x ) is divisible by x, find the value of c. Show your steps.

18
 Math Chapter 2 - Polynomials CLASS 10 Answer Key

The table
table below gives the correct
gives the correct answer for
for each multiple-choice
multiple-choice question
question in this test.
in this test.

Q.NO Correct Answers

1 1

2 1

19
 Math Chapter 2 - Polynomials CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

3 Identifies the sum of the zeroes of the given polynomial as 3 - 2 1

Writes a quadratic polynomial whose sum of zeroes is less than 1. For example, x 2 + 1
3 x -5=0.

4 Factorises the numerator to write the given expression as: 1

Writes that the graph of the above expression, x - 23/2, intersects the x -axis at 1
exactly one point.

5 Finds the number of zeroes that are common to both the polynomials as 1. 0.5

Explains the answer. For example, the two polynomials intersect at 2 points but only 0.5
1 of them lie on the x -axis.

6 Expands (1 -p )(1 -q ) to get 1 - (p + q) + pg. 0.5

Finds the sum of the zeroes as —

-5
2 0.5

Finds the product of the zeroes as — = -2.

-24 0.5

3
Uses the above steps to find the value of (1 - p )(1 - q ) as 0.5

7 i) Assumes the values of zeroes of q ( x ) as (- a ), a and ß. 0.5

Writes the sum of zeroes as: 0.5

Finds ß as 2.

20
 Math Chapter 2 - Polynomials CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Writes the equation for the sum of the products of zeroes taken two at a time as: 1

- a2-aß + ßa = -9

Finds a 2 as 9.

Finds the 3 zeroes of q (x ) as (-3), 3 and 2. 0.5

ii) Writes the equation for the product of zeroes as (- a2 ß ) and finds the 0.5
value of k as 18.

8 i) Assumes the roots of p ( x ) to be a and ß to write the relation a =3ß. 0.5

8 2
Writes the sum of the roots as 4 ß ——
a
to get ß as a 0.5

3
Writes the product of the roots as 3 ß2 —a to get a as 4. 1

ii) Writes that, since a is positive, the graph of p ( x ) is an open upward parabola or 1
open upwards like U.

f(x)
9 i) Writes that, since remainder of is -14, therefore, f (-2) = -14. 0.5

Uses the above step to write the equation as: 1

4(-2) + k = -14

Finds the value of k as -30.

Factorises f ( x ) as (2 x+ 6)( x - 5) and finds the zeroes as -3 and 5. 1.5

ii) Finds the point at which the axis of symmetry intersects the x -axis as the average 1
of the two zeroes:

(-3+5)
2

Finds the minimum value of f ( x ) as: 1

f (1) = 4(1) - 30 = -32.

21
 Math Chapter 2 - Polynomials CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

10 Writes the equation for the product of zeroes as: 1

2 2

Simplifies the above equation and writes: 0.5

9-k -3
4 2

Solves the above equation and finds the value of k as 15. 0.5

11 Factorises f (x ) as (x - 2)(2 x+ 3). 1

Writes f ( x ) = O and finds the coordinates of the zeroes as (2, O) and ( —

-3
2
0.5

(Award full marks if only the zeroes of f ( x ) are written.)

Finds the distance between the zeroes as units. 0.5

12 i) Writes the given equation as x 4 + ax 3 + bx2 + 4 x + 6 0.5

22
 Math Chapter 2 - Polynomials CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Divides x 4 + ax 3 + bx2 + 4 x + 6 by ( x2 - 2) to get q (x ) as x 2 + ax + b + 2. For 2

example:

x + ax + b +2
2—2 x + ax + bx +4x+6
4
x
ax3+ x2(b + 2) + 4x+ 6
3
— 2ax
x2(b + 2) + x(2a + 4) +6

x2(b + 2)

x(2a + 4) + 2b + 10

Equates the coefficient of x in the remainder to O and finds the value of a as -2. 0.5

Equates the constant term in the remainder to O and finds the value of b as -5. 0.5

ii) Uses step 3 and writes q (x ) as x 2- 2 x- 3. 0.5

Factorises q (x ) as (x + 1)( x - 3) and finds its zeroes as -1 and 3. 1

13 Writes that, since f (x ) is divisible by ( x+ 1), f (-1) = O and finds the value of a as 4. 0.5

Uses the above step and writes f ( x as x 3 - 4 x 2 + x +

) 6. 0.5

23
 Math Chapter 2 - Polynomials CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Divides f ( x ) by ( x+ 1) and finds the quotient as x 2- 5 x + 6. For example: 1

x —5x+6
x 3 — 4x2 + x + 6
2

— 5x2 + x + 6

6x+ 6

6x+6

Factorises the quotient as (x - 2)( x - 3). 0.5

Finds the zeroes of f ( x ) as (-1), 2 and 3. 0.5

14 Divides f ( x ) by ( x - 2) and finds the quotient as x -x - 2. For example: 1

x2-x-2
x 3 — 3x2 + 4

x 3 — 2v2

— x 2 + 2x

— 2x + 4

Factorises the quotient as ( x - 0.5

24
 Math Chapter 2 - Polynomials CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Concludes from the above step that the graph of f ( x ) intersects the x -axis at two 0.5
points.

15 i) Writes that group 2 was correct. 0.5

ii) Writes the polynomial represented by the graph as ( x - 2) 2 ( x+ 2). 0.5

16 Writes that Aadar is right and gives a justification. For example, the factored form of 1
a cubic polynomial with the zeroes (-1), O and 1 can be written as k ( x + 1)( x - 0)( x -
1) where k is an integer.

17 Writes the given polynomial as: 0.5

Writes that, if p (x ) is divisible by x, p (O) 1

OR
p(x)
Writes that the remainder of , which is 9 + 2 c, should be O.

-9
Finds the value of c as 2 0.5

25
 Chapter -- 3
Pair
Pair of
of Linear
Linear Equations
Equations
in
in Two Variables

26
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS

Q: 1 Shown below is a graph with four straight lines. It is given that lines k , k and k 3
intersect at exactly one point and line k II k

0 x

$ x +4! + 15 = 0

Which of the following is the equation of line k ?

Ex+y-l=o
AX -4 y -11=0 02X+8y+35=O
Q: 2 Harsh correctly solved a pair of linear equations in two variables and found their only
point of intersection as (3, -2). One of the lines was x - y = 5.

Which of the following could have been the other line?

1:3x-3y = 15
II: 2 x -3 y = 12
Ill: - 3y = 14
only I only II only I and II only II and Ill

27
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS

Q: 3 Two linear equations in variables x and y are given below.

Which of the following pieces of information is independently sufficient to determine if

a solution exists or not for this pair of linear equations?

I and IV II and IV I and Ill

Q: 4 The ratio of a two-digit number and the sum of its digits is 7:1. How many such
two-digit numbers are possible?
(infinitely many)

Q: 5 Ifa pair of linear equations given by a x + b y + c = O anda x + b y + c = O

has a unique solution, then which of the following is true?

ala2 = bib2 alb2 a2bl

Q: 6 Write a pair of linear equations in 2 variables which have infinite solutions. [1]

28
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS

Q: 7 The two ordered pairs, ( a, b ), which are solutions of the

circles represent the [3]
respective equations. The circles are divided into 3 regions P, Q and R as shown.

b=a+4 b = -3a -4

Write one ordered pair each belonging to P, Q and R. Show your work.

Q: 8 Shown below is a graph representing straight lines I I and I such that: [3]

I is parallel to I and I intersects I at exactly one point.

The equation of I is x + y = k, where k is a real number.

12

Based on the above information, identify if the statements below are true or false.
Justify your answer.

i) 2 x + 2 y = 2 k can be the equation of I

ii) x) + y = k can be the equation of I

29
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS

Q: 9 Shown below is a pair of linear equations. [3]

x + 0.999 y = 2.999
0.999 x + y = 2.998

i) Without finding the values of x and y, prove that x - y

ii) Find the values of x and y. Show your work.

Q: 10 Shown below are lines I : 2 x- 5 y- 27 = O and I :7x-2y+ 14=0. [21

0 x

Write the equation of a line I in two variables, such that

, it intersects I and I
2
exactly at one point, P. Show your work.

Q: 11 Given below are two lines such that I II I [3]

i) Using comparison of ratios of coefficients, write the equation of a line I , in two

variables, such that it intersects I at exactly one point.
ii) Find the point of intersection of I and I

Show your steps.

30
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS

Q: 12 A company has a locker in which valuable documents are kept. The passcode is a four [3]
digit number of the form xyyx. The Chief Executive Officer (CEO) and the Vice
President (VP) of the company have each been given one clue. On solving BOTH clues,
the passcode that opens the locker can be found.

CEO's clue: When twice the ones digit is subtracted from the tens digit, the result is 1.

VP's clue: Three more than the tens digit is thrice the ones digit.

Find the passcode that opens the locker. Show your work.

Q: 13 At the Bengaluru marathon, the 42 km

route is designed such that marathoners run in [3]
a straight line for 21 km, and return back along the same path in the opposite
direction.

A marathoner, running against the wind, covered the first half of the marathon in 2
hours. Then, he covered the second half, running with the wind, in 1.5 hours. Assume
that the marathoner ran at a constant speed and that the wind speed and direction did
not change throughout the marathon.

Wind direction

START 1 FINISH

c
21 km

(Note: The figure is not to scale.)

Calculate the speed (in km/h) of the marathoner and the wind. Show your steps.

Q: 14 A new intra-city transportation startuphas employed both taxis and auto rickshaws. [3]
The night fare for a taxiRs 9 for the first half kilometre and Rs 15 per kilometre
is
thereafter, while the night fare for an auto rickshaw is Rs 20 for the first one kilometre
and Rs 13 per kilometre thereafter.

i)Express the night fare structure for taxis and auto rickshaws in the form of linear
equations. Use fas the fare (in Rs) and d as the distance travelled (in km).

ii) At what distance is the night fare for a taxi and an auto rickshaw equal? Show your
steps.

31
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS

Q: 15 Match the graphical representation in column I with their corresponding criteria in [3]
column II and consequences in column Ill.

COLUMN I COLUMN II COLUMN Ill

atx + blY + Cl

x i) Infinitely many
A)
2 solutions

azr+b2Y+c2 = O

arv + b, y+
x No solution
B) 2) ii)

arv + + =0
arr + b, y + Cl =0

x x al iii) Exactly one

C) 3)
2 solution

(Note: Match the alphabets A), B), C) in column I with the corresponding numbers 1),
2), 3) in column II and i), ii), iii) in column Ill respectively.)

Q: 16 Arvind owns a dry-fruits store. He sells cashew nuts at Rs 600/kg and pistachio nuts at [3]
Rs 750/kg.

A customer asks for a mixture of cashew nuts and pistachio nuts with the following
conditions:
both the items should together weigh 500 g.
both the items should together cost Rs 360.

i) If Arvind packs x kg of cashew nuts and y kg of pistachio nuts for the customer,

frame the equations that represent the given context.

ii)Find the weights of cashew nuts and pistachio nuts that Arvind packed for the
customer.

Show your work.

32
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS

Q: 17 Is the pair of linear equations x = p and y = q consistent? Justify your answer. [1]

(Note: p and q are constants)

Q: 18 The four-wheeler parking fees at a metro station is charged in two parts - a fixed [5]
charge of Rs x up to 2 hours and Rs y for every subsequent hour.

i) and paid Rs 110. Aparna parked her car for 13 hours

Murli parked his car for 6 hours
and paid Rs 250. Frame a pair of linear equations representing the context and find
the fixed charge and the subsequent charge per hour.

ii) Amish parked his car at the station from 8 AM to 3 PM. Find the amount Amish must
pay as the parking charges.

Show your work.

Q: 19 Ananya had red, blue and yellow marbles in the ratio She gave all her red [5]
marbles and some blue marbles to Neha. The ratio of the number of blue marbles and
yellow marbles left with Ananya was 7:9.
If Ananya gave 20 marbles to Neha, how many of them are red marbles? Show your

work.

33
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS

Q: 20 Given below is a non-linear equation. [1]

3(x + y) + 7 (x —y)
2
= 12

Garima has reduced it to a linear equation in two variables. Shown below are her
steps.

3(x + y) + 7(x —y)

Step 1: = 12
(x + y)(x — y)

3 7
step 2: = 12

1
Step 3: Takes = a and

step 4: + 7b = 12

However, she has made a mistake in one step. Identify the erroneous step and
complete the solution.

Answer the questions based on the given information.

The total cost of snowden ice cream parlour is divided into fixed cost (x ) and variable cost ( y ).

Fixed cost is the cost that the ice cream parlour has to incur even at zero level of production and
variable cost is the cost that will be directly proportional to each unit of ice cream sold.

The parlour launched a new flavour of ice cream and wanted to find the fixed and variable cost
associated with it. They found that their total cost for that flavour was Rs 27500 after selling 150
units and Rs 32500 after selling 250 units.

Q: 21 Frame the equations that represent the total cost incurred by snowden ice cream [1]
parlour for the new flavour in terms of fixed and variable costs.

Q: 22 Find the fixed cost incurred by the ice cream parlour for the new flavour. Show your [1]
work.

Q: 23 Find the variable cost per unit incurred by the ice cream parlour for the new flavour. [1]
Show your work.

34
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS

Q: 24 The break-even point of a new flavour ice cream is the number of units sold at which [2]
the total cost price of the ice cream is the same as the total selling price. The parlour
launches another new flavour whose fixed cost is Rs 10000, variable cost is Rs 40 and
the selling price of each unit Rs 60.

Find the number of units at the break-even point of the other new flavour. Show your
work.

35
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS 10 Answer Key
An

The table
table below gives the correct
gives the correct answer for
for each multiple-choice
multiple-choice question
question in this test.
in this test.

Q.NO Correct Answers

36
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

6 Writes 2 equations in the form, a x +b y = c and ka x + kb y = kc. 1

For example, 2 x + 3 y = 1, 6 x + 9 y = 3.

7 Writes a coordinate for the region P and Q as (O, 4) and (O, -4) respectively. 1

Solves the pair of equations as a + 4 = -3 a - 4 to get the value of a as 1

Uses the above step to find the value of b as -2 + 4 = 2. 0.5

Writes the coordinate for region R as (-2, 2). 0.5

8 1
i) For two lines to be parallel , aal
2
- --2*
172
F 2
and compares II and 12 as
1

2 2

Uses the above step to write that as 2 x + 2 y = 2 k is not parallel to I

1
, it cannot be 0.5
the equation of I 2 .

1
ii) For two lines to intersect at exactly one point —
1
and compares II and 13 as

Uses the above step to write that as (- x ) + y = k intersects I at exactly one point, 0.5
it can be the equation of I

9 i) Subtracts the given equations and finds that x-y= 1. 1.5

ii) Solves any two equations and finds the values of x and y as 2 and 1 respectively. 1.5

10 Solves the equations of I and I to get the point of intersection as (-4, -7). 1

Writes an equation for I such that it passes through (-4, -7). For example, x + y + 1
11 = o.

37
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

11 i)Assumes the equation of line I as ax + by = c where a, b and c are non-zero real 1

numbers and writes the condition forl and I to have a unique solution as
2 2
a b

Writes an equation of I that satisfies the above condition. For example, 2 x + y 0.5
2
O since 1

ii)Solves the equations of lines I and I correctly to find the point of intersection. 1.5
For example, if I is 2 x + y- 1 = O, then the point of intersection of I and I is (O,
1).

12 Translates the given clues to frame a pair of linear equations in two variables as: 1

Solves the pair of equations obtained in the above step to find the values of x and y 1.5
as 4 and 9 respectively.

Concludes that the passcode of the locker is 4994. 0.5

13 Assumes the marathoner's speed as m km/h and the wind's speed as w km/h. 0.5

Takes the marathoner's effective speeds as ( m w - ) km/h for the first half and ( m +
w ) km/h for the second half.

Formulates the pair of linear equations as: 0.5

21
2
21
— 1.5

Solves the pair of linear equations to find the value of m as km/hr or 12.25 km/hr. 1

(Award full marks if the answer is provided in the form of an equivalent fraction.)

Finds the value of w by substituting the value of m in either of the two equations 1
from step (2) as km/hr or 1.75 km/hr.

(Award full marks if the answer is provided in the form of an equivalent fraction.)

38
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

14 i) Expresses the taxi's night fare structure in the form of an equation as 1

f = 9 + d- 0.5)
f = 15 d + 1.5

(Award full marks if any other correct variation of the equation is written.)

Expresses the auto rickshaw's night fare structure in the form of an equation as 1

f = 20 + d- 1)
13 d +7
(Award full marks if any other correct variation of the equation is written.)

ii) Solves the pair of linear equations obtained in steps (1) and (2) by using an 1
appropriate method to get d as 2.75 km.

15 Matches A -2 - iii. 1

or

Matches A) in column I with 2) in column II and iii) in column Ill.

Matches B- 3 - i. 1

or

Matches B) in column I with 3) in column II and i) in column Ill.

Matches C- 1 - ii. 1

or

Matches C) in column I with 1) in column II and ii) in column Ill.

16 i) Frames the pair of linear equations in two variables representing the given context 1
as:

600 x + 750 y = 360

39
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

ii) Solves the above pair of linear equations to find the values of x and y as 2
1
10 and -4 respectively and concludes that Arvind packed kg of cashew nuts and
S kg of pistachio nuts for the customer.

(Award full marks if the answer is obtained in terms of grams instead of kilograms.)

17 Writes that the pair of linear equations x = p and y = q, where p and q are 0.5
constants, is consistent.

the answer. For example, writes that the solution of the given pair of linear
Justifies 0.5
equations is x = p and y = q or ( x, y ) = ( p, q ) and hence it is consistent.

18 i) Frames the first equation as: 1

x+ (6 - 2) y = 110 or x + 4 y = 110

Frames the second equation as: 1

x + (13 - 2) y = 250 or x +11 y = 250

Solves the pair of linear equations by any suitable method and finds the values of x 1.5
and y as 30 and 20 respectively.

Concludes that the fixed charge up to 2 hours is Rs 30 and the subsequent charge is 0.5
Rs 20 per hour.

ii) Calculates Amish's parking duration as 7 hours. 0.5

Uses the values obtained in part (i) and finds Amish's parking charge as 30 + (7 - 0.5
2)20 = Rs 130.

19 Assumes the total number of marbles Ananya had as 12 x (4 x red marbles, 5 x blue 0.5
marbles and 3 x yellow marbles) and the number of blue marbles Ananya gave to
Neha as y.

Frames the first linear equation as: 1

4 x + y = 20 ----- 1

40
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Frames the second linear equation as: 1

Solves the pair of linear equations by any suitable method correctly and finds the 2
values of x and y as 3 and 8 respectively.

Finds the number of red marbles Ananya gave to Neha as 20 - 8 = 12 0.5

20 Writes that Garima has made a mistake in step 2. 0.5

Writes the correct equation as 3b + 7a = 12. 0.5

21 Frames the pair of linear equations that represents the given context as: 1

x + 150 y = 27500
x + 250 y = 32500

(Award 0.5 marks for each correct linear equation.)

22 Solves the given pair of linear equations by any suitable method: 1

x + 150 y = 27500
x + 250 y = 32500

Finds the values of x as 20000 and concludes that the fixed cost incurred by the ice
cream parlour is Rs 20,000.

(Note:The pair of linear equations is given for reference only and the marks are to
be awarded only for finding the solution of the pair of linear equations.)

23 Solves the given pair of linear equations by any suitable method: 1

x + 150 y = 27500
x + 250 y = 32500

Finds the values of y as 50 and concludes that the variable cost per unit incurred by
the ice cream parlour is Rs 50.

(Note:The pair of linear equations is given for reference only and the marks are to
be awarded only for finding the solution of the pair of linear equations.)

41
 Math Chapter 3 - Pair of Linear Equations in Two Variables CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

24 Assuming n as the number of units and m as revenue at break-even point, frames the 1
pair of linear equations that represents the given context as:

m = 60 n
m = 10000 + 40 n

Solves the given pair of linear equations by any suitable method to find the values of 1
n as 500 and concludes that the number of units at the break-even point is 500.

42
 Chapter -- 4
Quadratic
Quadratic Equations
Equations

43
 Math Chapter 4 - Quadratic Equations CLASS 10

Q: 1 Which of these is a QUADRATIC equation having one of its roots as zero?

ii) x 2-2 x
iii) x 2-9
only i) only ii) only i) and ii) only ii) and iii)

Q: 2 Aman solved a quadratic equation and found its roots to be real.

Which of these could represent the graph of the equation Aman solved?

x 2

o 2 4

x
-2
2

-4 -2

8 8

6 6

iii 4 4

x x

-2 o 2 -2 2

only iii) only i) and ii)

only iii) and iv) only i), ii) and iv)

44
 Math Chapter 4 - Quadratic Equations CLASS 10

Q: 3 Three students were asked how they would verify their solution of a quadratic
equation, ( x - 2)(x - 5) = O. Shown below are their responses.

Student 1 said, "In the first bracket, x must equal 2, and in the second bracket, x must
equal 5. so, (2 - - 5) = O."

Student 2 said, "In the first bracket, x must equal 2, but in the second bracket, x can
have any real number value. For example, (2 - 2)(3 - 5) = O or (2 - 2)(10 - 5) = O."

Student 3 said, "Both brackets should always have the same x value. So, x is either 2
or 5in both brackets. For example, (2 - 2)(2 - 5) = O and (5 - 2)(5 - 5) = O."

Whose response is correct?

only student 1 only student 3

only students 1 and 2 all students - 1, 2 and 3

[3]

Use the substitution 3 m = x to solve for m. Show your steps.

[3]

Write the zeroes of the above equation in the form ( x, y ). Show your steps.

45
 Math Chapter 4 - Quadratic Equations CLASS 10

Q: 6 Shown below is the graph of a quadratic polynomial, y ( x) = px2 + qx + r. [1]

10

x
0 10

Find the nature of the roots of the quadratic equation, px2 + qx + r = O. Give a reason
for your answer.

Q: 7 The graph below represents the path of a thrown by Ankush. The maximum
ball [2]
height, h, the ball reaches with respect to time, t, is represented by the polynomial h
5

time, t (in seconds)

(Note: The figure is not to scale.)

How long will it take for the ball to reach the ground? Show your steps.

46
 Math Chapter 4 - Quadratic Equations CLASS 10

Q: 8 Check whether the following equation is quadratic. [1]

2
ii)

Justify your answer in each case.

Q: 9 Arpit was asked to represent the following statements in the form of a quadratic [11

equation:

"The sum of the squares of two positive integers is 225. The square of the larger
number is 16 times the smaller number."

If Arpit wrote the equation correctly, what could he have written?

Q: 10 Find the solution(s) of the following equation. [2]

Show your steps and give valid reasons.

Q: 11 One of the solutions of the following equation is -7 where k is a constant. [21

z2-kz- 28=0
i) Find the value of k.
ii) Find the other solution.

Show your steps.

Q: 12 When a marble is dropped from an initial height, d metres, with an initial speed, v m/s, [2]
the height of the marble at time t is represented by h ( t) = Vt - 2 t2 + d.

A marble dropped from a height of 48 m with an initial speed, 10 m/s. How long does
is

it take for the marble to hit the ground? Show your steps and give valid reasons.

Q: 13 The roots of the equation below are real numbers. [11

2 x 2- 20x+c=O
For what value of c, the roots will be equal? Show your steps and give valid reasons.

47
 Math Chapter 4 - Quadratic Equations CLASS 10

Q: 14 Find all the possible value(s) of x for the following equation to be true. [3]

(15- -x = o

Show your steps and give valid reasons.

Q: 15 Shown below is the graph of a quadratic equation y = ( 12). [2]

o x

Without finding the value of k, find the two roots of the given quadratic equation.
Show your steps.

48
 Math Chapter 4 - Quadratic Equations CLASS 10

Q: 16 A quilt maker has a rectangular quilt measuring 12 units by 8 units. He wants to add a [3]
border to it as shown in the figure below. He has 64 sq units of fabric for the border.

12x units

Original
quilt 12 units

Border to
be added

12x units

x units 8 units x units

(Note: The figure is not to scale.)

i) If x and 2 x are the widths of the border as shown, frame a quadratic equation using

the total area enclosed by the new quilt (with the border).
ii) Find the measures of the new quilt (with the border).

Show your work along with valid reasons.

Q: 17 Ayush used the quadratic formula to solve a quadratic equation in y to get: [1]

10

Write a quadratic equation Ayush could have been solving. Show your steps.

Study the given information and answer the questions that follow.

Bangalore city corporation is building parks in residential areas across the city. Shown below is

one such park. The rectangular park consists of various components like walking track, kids play
area, open gym, pond etc.

49
 Math Chapter 4 - Quadratic Equations CLASS 10

GATE 1

WALKING TRACK

Lawn
Open gym

Pond
Lawn
Kids play
Lawn area
Shelter

WALKING TRACK

GATE 2 GATE 3

Length

(Note: The image is not to scale.)

Q: 18 Gate 3 has been placed exactly opposite to gate 1 on the boundary of the park. The [2]
distance between gate 3 and gate 2 is 1 m
more than the distance between gate 3 and
gate 2.

The shortest distance between gates 1 and 2 is 29 m, find the width of the park. Show
your work.

Q: 19 The caretaker of the park is attempting to plant saplings in the form of a square. That [2]
is, number of rows of saplings is the same as the number of columns of saplings. On

arranging the saplings, he found that 24 saplings were still left with him. When he
increased the number of rows and columns by 1, he found that he was short of 25
saplings.

Find the number of saplings available with him. Show your work.

50
 Math Chapter 4 - Quadratic Equations CLASS 10 Answer Key

The table
table below gives the correct
gives the correct answer for
for each multiple-choice
multiple-choice question
question in this test.
in this test.

Q.NO Correct Answers

1 2

2 4

3 2

51
 Math Chapter 4 - Quadratic Equations CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

4 Substitutes 3 m = x and writes the given equation as: 0.5

11 x -4=0

Simplifies the above equation as: 0.5

Finds the roots of the above equation as and -4. 0.5

Equates 3 m to and finds the value of m as -1. 0.75

Equates 3 m to -4 and writes that it is not possible as 3 to any variable power cannot 0.75
result in a negative number.

5 Simplifies the given equation as: 1

8x3+ 12x2+6x+1=8x3+8x+3

Simplifies the above equation by combining like terms and taking out common 0.5
factors as:

6x2-x-1

Factorises the above equation as: 1

Writes the zeroes of the above equation in the form ( x, y ) as: 0.5

1
O) and

6 Writes that the quadratic equation, px2 + qx + r = O, has no real roots since the 1
given graph does not intersect the x -axis.

7 Writes the equation for the height when it reaches the ground as: 0.5

-4 e+ 19 t +5=0

52
 Math Chapter 4 - Quadratic Equations CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Re-writes the above equation as: 1

Finds the roots of the above equation as - a1 , 5 and writes that the ball reaches the 0.5
ground after 5 seconds.

8 i) Writes that the equation is of degree 2 or writes that the simplified form is -12 x2 0.5
+ 46 x - 44 = O, and hence it is quadratic.

ii) Writes that the equation is not of degree 2 and hence it is not quadratic. 0.5

9 Writes x 2 + 16 x - 225 = O, where x is the smaller number. 1

(Award full marks for any equivalent equation.)

10 Simplifies the given equation as 2 y2 - 5 y- 3 = O. 0.5

Factorises the above equation as: 1

Concludes that the solution of the original equation is y= as y 3. 0.5

11 i) Substitutes z = (-7) in the given equation and finds the value of k as -3. 1

ii) Substitutes k = -3 in the given equation and factorises the LHS as ( z + 7)( z - 4) 0.5

Concludes that the other solution is z = 4. 0.5

(Award the full 2 marks if the relationship between the roots and the coefficients of
the quadratic polynomial is used to find the other solution and the value of k ) .

12 Identifies d as 48 m, v as 10 m/s and writes that when the marble hits the ground, 0.5

53
 Math Chapter 4 - Quadratic Equations CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Substitutes the above values in the given equation, factorises it and finds the roots 1
as t = 8 and t = -3.

Mentions that t -3 as time cannot be negative. 0.5

Concludes that it takes 8 seconds for the marble to hit the ground.

13 Writes that the roots will be equal when the value of the discriminant is zero. i.e., 0.5
(-20)2- 4(2) c = O.

Finds the value of c as % = 50. 0.5

14 Brings down the given equation to the standard form as: 1

x2+2x- 15=0

Factorises the above equation as: 0.5

Solves the above equation to get x= (-5) and x = 3. 0.5

Substitutes x = (-5) in the original equation and writes that LHS RHS. 0.5

Substitutes x = 3 in the original equation and writes that LHS = RHS. 0.5

Concludes that x = 3.

15 Writes the equation for the product of the roots as (-4 - d )(-4 + d ) = 12. 1

Solves the above equation and finds the value of d as (-2) or 2. 0.5

Uses d as 2 since it is the distance and finds the two roots of the given quadratic 0.5
equation as (-2) and (-6).

16 i) Finds the area of the original quilt as 12 x 8 = 96 sq units. 0.5

Finds the area of the quilt with the border as 96 + 64 = 160 sq units.

54
 Math Chapter 4 - Quadratic Equations CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Frames a quadratic equation using the total area of the quilt as: 0.5

(4 x+ 8) = 160
4 8 "2 + 56 x- = o

ii) Solves the quadratic equation obtained in the previous step and finds the roots as 1
(-8) and 1.

Mentions that x (-8) as length cannot be negative. 0.5

Concludes that the value of x is 1 unit.

Finds the length and breadth of the new quilt as 16 units and 10 units respectively. 0.5

169 49
17 Finds the value of c as 0.5

Writes a quadratic equation Ayush could have been solving. For example, 5 y 2-7 Y _ 0.5

18 Takes the distance between gates 1 and 3 as 'xl m. Writes that the distance between 1
gates 2 and 3 is (x + 1) m.

Applies Pythagoras theorem to the triangle formed by gates 1, 2 and 3 and frames a
quadratic equation as:

x 2+ (x + 1) 292 orx2+x- 420

Solves the above quadratic equation and finds the value of x as 20m. 1

Concludes that the width of the park is 20m.

19 Takes the former number of rows and columns of saplings as x and finds the number 0.5
of saplings available as x 2 + 24.

Takes the latter number of rows and columns of saplings as ( x+ 1) and finds the 0.5
number of saplings available as (x + 1)2- 25.

55
 Math Chapter 4 - Quadratic Equations CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Equates the above two quadratic expressions and solves for x as: 0.5

"2 + 24 = *+1+2 x -25

24

Finds the number of saplings available with the caretaker as 24 2 + 24 = 600 0.5

56
 Chapter -- 5
Arithmetic
Arithmetic Progressions
Progressions

57
 Math Chapter 5 - Arithmetic Progressions CLASS 10

Q: 1 The cylindrical bumps on top of lego blocks are called studs.

Pragun has pyramid as shown below. The number of studs in

built a solid inverted lego
successive floors forms an arithmetic progression. Pragun figures out that the sum of
the number of studs used in the first p floors is given by (6 p2 - 2 p ).

(Note: The figure is only for visual representation.)

How many studs are there in the 5th floor?

140 88 64 52

Q: 2 4 groups in a class were asked to come up with an arithmetic progression (AP). Shown
below are their responses:

Grou Arithmetic ro ression

N 41, 38.5, 36, 33 5

o -19, -21, -23, -25, ...

Which of these groups correctly came up with an AP?

only groups M and O only groups N and O
only groups M, N and O all groups - M, N, O and P

Q: 3 Priya is preparing for the Bicycle Marathon. Her racing bicycle has a device to [5]
calculate the number of kilometres she cycled. She decides to increase the distance
she cycles everyday by a fixed number of kilometres.
(i) On the first day Priya cycled 8 km. In 10 days she cycled a total of 170 km. How
many kilometres did she cycle on the 3rd day?

Priya plans to go on a cycle tour from Bangalore to Mangalore covering 425 Km.
(ii)

She travels 20 km on day 1 and increases the distance covered each day by 5km.
In how many days will she reach her destination?

58
 Math Chapter 5 - Arithmetic Progressions CLASS 10

Q: 4 v'2, 3/18, V50, v'98 [1]

Is the above pattern in AP? Justify your answer.

Q: 5 The exterior angles marked in each of the polygons below are in arithmetic [3]

progression.

800

800
600 1000

1200

1200
1600

Minal drew one such polygon with n sides. The smallest exterior angle is 80 and each
subsequent angle is 40 more than the previous angle.

Find the number of sides of the polygon that Minal had drawn. Show your steps.

Q: 6 Consider the list of numbers below. [1]

1
2 + k, S+ k, 7+ k, S+ k, where k is an integer.

Is the above list of numbers an arithmetic progression? Justify your answer.

Q: 7 Sana decided to an upcoming marathon. She decided to gradually

start practicing for [3]
increase the duration. She ran for 10 mins on day 1 and increased the duration by 5
minutes every day.

From which day onwards will she be running for 2.5 hours or more? Show your work.

Q: 8 Two arithmetic progressions have the same first term. The common difference of one [3]
progression is 4 more than the other progression. 124th term of the first arithmetic
progression is the same as 42nd term of the second.

Find one set of possible values of the common differences. Show your work.

Q: 9 The sum of the first two terms of an arithmetic progression is the same as the sum of [2]
the first seven terms of the same arithmetic progression.

Can such an arithmetic progression exist? Justify your answer.

59
 Math Chapter 5 - Arithmetic Progressions CLASS 10

Q: 10 Animation is a method in which a sequence of images are manipulated to appear as [2]

moving objects. An animation specialist wants to show the growth of a sapling into a
tree through animation. She follows the steps below:

She develops the first image by designing a sapling containing a certain number of
leaves.
She develops the second image by adding 15 leaves to the first image.
She develops the third image by adding 22 leaves to the second image.
Then the fourth image by adding 29 leaves to the third image and so on.

Ifshe continues the process in the same manner, how many leaves will she be adding
to the 25th image to develop the 26th image? Show your work.

Q: 11 14, 21, 28, 35,... and 26, 39, 52, 65,... are two arithmetic progressions such that the p [2]
th term of the first arithmetic progression is the same as the q th term of the second
arithmetic progression.

Derive a relationship between p and q. Show your work.

Q: 12 A stone is water and the figure below represents the concentric

thrown into still [2]
circular phenomenon known as ripple effect. The radius of the first circle is 3 cm.

(Note: The figure is not to scale.)

Ifthe radius of each subsequent circle is 4 cm more than the previous, which circle has
a radius of 43 cm? Show your steps.

Q: 13 Ramit is moving towards a stationary source of sound at a constant speed. At his [3]
initial position, he hears a pitch of 5 hertz.

Ifthe pitch from the source increases by 4 hertz for every 5 m Ramit travels, find the
distance he would have travelled towards the source when the pitch is exactly 149
hertz. Show your steps.

60
 Math Chapter 5 - Arithmetic Progressions CLASS 10

Q: 14 Given below are the details of an experiment using a bucket and a mug to understand [3]
water consumption.

The bucket's volume is 30 litres and the mug's volume is of the bucket. The bucket
has 1 litre of water before the tap is turned on. The tap is filling the bucket at a
constant rate of 0.1 litres per second. Every 30 seconds, he takes a mug full of water
from the bucket.

i) Write an arithmetic progression for the volume of water in the bucket every 30

seconds.
ii) Find the volume of water in the bucket after exactly 7.5 minutes. Show your work.

(Note: Assume no spillage of water.)

Q: 15 Kevin baking a tall layered wedding cake as shown below. The customer has ordered
is [2]
a 111 kg cake and 12 layers.

(Note: The image is for visual representation only.)

For the cake to stand properly, he makes the bottom-most cake of 17.5 kg and reduced
the weight of each layer such that the difference in the weights of the consecutive
layers is the SAME.

i) By what weight does he reduce each subsequent layer?

ii) What is the weight of the lightest cake layer?

Show your work.

61
 Math Chapter 5 - Arithmetic Progressions CLASS 10

Q: 16 Parthwas receiving spam calls from a telemarketing centre. He got the first call at [3]
2:48 pm as shown below.

< Recents Edit

Telemarketer

message call video mail

Today
3:16 PM Missed Call

3:06 PM Missed Call

2:58 PM Missed Call

2:52 PM Missed Call

2:48 PM Missed Call

If the telemarketer continues to call using the same pattern, at what time will Parth
receive the 13th call? Show your work.

62
 Math Chapter 5 - Arithmetic Progressions CLASS 10

Q: 17 Shivam bought a large quantity of marigold flowers to decorate his house for a family [1]
function. He used 630 flowers to recreate the pattern shown below. He used 7 flowers
in the shortest garland and 35 flowers in the longest garland.

(Note: The figure is for visual representation only.)

Ifhe kept the difference between two consecutive garlands the same, how many
garlands did he make? Show your steps.

Q: 18 Huner said, "The value of the 20th term of ANY arithmetic progression is double that [2]
of the 10th term."

Is Huner's statement correct? Justify your answer.

Q: 19 The average of an Arithmetic Progression with 151 terms is zero. One of its terms is [3]
zero.

Which term of the Arithmetic Progression is zero? Show your steps.

Q: 20 The ratio of the sum of the first 11 terms of an arithmetic progression to the sum of its [3]
first 21 terms is given by 1:4.

i) Show that 23 a + 10 d= O, where a is the first term and d is the common difference
of the arithmetic progression.
ii) Write an expression for the n th term of the above arithmetic progression only in
terms of a and n.

Show your work.

63
 Math Chapter 5 - Arithmetic Progressions CLASS 10

Answer the questions based on the given information.

Shown below ishouse of cards, a structure created by stacking playing cards on top of each
a
other in is made using 3 cards and each layer has
the shape of a pyramid. Each small triangle 1
less triangle than the layer below it.

Ankit and his friends were having a sleepover and wanted to do something fun. One of the
friends suggested that they could make a house of cards.

Q: 21 Ankit and his friends want to use 3 cards in the top layer and 18 in the bottom layer. [11

Form an AP showing the number of cards in each layer starting from the top layer.

Q: 22 Ankit planning to make a pyramid with the top and bottom layer containing 15 and
is [2]
138 cards respectively.

How many layers will such a pyramid have? Show your work.

Q: 23 They have a total of 360 cards with them. [2]

Find the maximum number of layers that Ankit and his friends can make using the
cards they have, if they want to have 1 triangle (3 cards) at the top layer. Show your
work.

64
 Math Chapter 5 - Arithmetic Progressions CLASS 10 An Key

The table
table below gives the correct
gives the correct answer for
for each multiple-choice
multiple-choice question
question in this test.
in this test.

Q.NO Correct Answers

1 4
2 4

65
 Math Chapter 5 - Arithmetic Progressions CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

3 Applies the formula for the

(i) sum of n terms correctly and finds the value of the 1
common difference d as 2.

Either applies the formula for the nth term or generates the pattern with a=8 and 1
d=2 to find the distance cycled on the 3rd day as 12 km.

(ii) Applies the formula for the sum of n terms of AP and represents the given 2
scenario mathematically as n 2 + 7 n - 170 = O.

Solves the above quadratic equation correctly and finds n as 10 days. 1

4 Answers that the pattern is in AP. 0.5

Mentions that the series is in AP because the common difference is the same which is 0.5
23/2.

5 Writes the equation for the sum of the arithmetic progression as: 1

+ n- 1)] = 360

Simplifies the above equation as: 0.5

n2+3n- 180 = o

Finds the roots of the above equation as 12, -15. 1

Finds the number of sides of the polygon that Minal had drawn as 12. 0.5

6 Finds the difference between the consecutive terms of the given list of numbers as 0.5
1 1 1
6 ' 12 ' 20 '
etc and writes that the difference between the consecutive terms is not a
constant.

Concludes that the given list of numbers is not an arithmetic progression. 0.5

7 Converts 2.5 hours to minutes as 2.5 x 60 = 150 minutes. 0.5

66
 Math Chapter 5 - Arithmetic Progressions CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Identifies that the increase in the running duration follows an arithmetic progression 2
given by 10, 15, 20, 25 and assumes the day corresponding to 150 mins as n.

Finds the value of n as follows:

10 + (n- 1) 150
29

(Award 0.5 marks if just the formula for nth term is written.)

Concludes that Sana will be running for 2.5 hours or more from 29th day onwards. 0.5

8 Considers d = d + 4 ord = d + 4 where d

1 2 2 1 1
& d 2 are the common differences 0.5
of the two arithmetic progressions.

Writes a 1
124 42
a + 123 d = b +41 d
1 1 1 2
where a 1 a 124 b 1 & b 42 are the 1st, 124th, 1st and 42nd terms of the two
, ,

arithmetic progressions respectively.

Solves the above two equations and finds the value of d as -2 and d as -6 OR d
1
1.5
as 2 and d as 6.
2

a
124 42
+123(4+d
) = b + 41 d
2
492 + 123 d = 41 d
2 2

(One way of simplification is shown here. Award full marks for any other appropriate
method used.)

9 Writes that an arithmetic progression having the sum of the first two terms same as 0.5
the sum of the first seven terms can exist.

by writing that such an arithmetic progression exists

Justifies if the sum of the first 1.5
term and four times the common difference is zero.

That is, a + 4 d = O, where a is the first term and d is the common difference.

(Award full marks if an example like -4, -3, -2, -1, O, 1, 2 is written instead of an
algebraic justification.)

67
 Math Chapter 5 - Arithmetic Progressions CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

10 Identifies that the number of leaves being added at each step follows an arithmetic 0.5
progression and writes the AP as: 15, 22, 29

Identifies the first term of the AP, a as 15 and the common difference, d as 7. 0.5

Finds the 25th term of the above AP as: 15 + (25 - 1) x 7 = 183 and concludes that 1
the animation specialist will be adding 183 leaves to the 25th image to develop the
26th image.

11 Equates the p th term of the first arithmetic progression, a , to the q th term of the 0.5
second arithmetic progression, b asa = b , .
q

Uses the expression for the general term of an arithmetic progression and rewrites 1
the above equation as:

2
14 + (p -1) x 7=26 + (q -1) x 13

where a, b are the first terms and d ,d are the common differences of the given
arithmetic progressions respectively.

(Award 0.5 marks if only the formula for the general term of an arithmetic
progression is written.)

Simplifies the above equation to obtain the relationship between p and q as 7 p - 13 0.5

12 Writes the equation for the n th term of an arithmetic progression as: 1

3+4( n- 1) = 43

(Award 0.5 marks if only the formula for the n th term of an AP is written correctly.)

Solves the above equation for n and finds the circle which has a radius of 43 cm as 1
the 11th circle.

13 Writes an arithmetic progressions (AP) for the increase in pitch every 5 m as: 0.5

5 hertz, 9 hertz, 13 hertz, 17 hertz

68
 Math Chapter 5 - Arithmetic Progressions CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Identifies the first term of the AP, a as 5 and the common difference, d as 4. 0.5

Finds the n th term of the AP when the pitch is exactly 149 hertz as: 1

5+ n- 1) = 149
37

(Award 0.5 marks if only the formula for the n th term of an AP is written correctly.)

Finds the distance travelled by Ramit as 36 x 5 = 180 m. 1

14 i) Finds the volume of water from the tap in 30 seconds as 0.1 x 30 = 3 litres. 0.5

Writes an arithmetic progression (AP) for the volume of water in the bucket every 30 0.5
seconds as:

1, 2.5, 4, 5.5

ii) Identifies the first term of the AP, a as 1 and the common difference, d as 1.5. 0.5

7.5
Finds the term corresponding to 7.5 minutes in the AP as + 1 = 16. 0.5

Finds the volume of water in the bucket exactly after 7.5 minutes as: 1 + 1.5(16 - 1) 1
= 23.5 litres.

(Award 0.5 marks if only the formula for the n th term of an AP is written correctly.)

15 i)Writes the equation for the common difference, d, of the given arithmetic 0.5
progression (AP) as:

12
111 = 2 [(2 x 17.5) + (12 - 1) d]

Solves the above equation and finds the value of d as (-1.5) and writes that Kevin 0.5
reduces the weight of each subsequent layer by 1.5 kg.

ii) Writes the equation for the weight of the lightest layer of cake, l, as: 0.5

111 = 12
2
(17.5 +1)

69
 Math Chapter 5 - Arithmetic Progressions CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Solves the above equation and finds the weight of the lightest layer of cake as 1 kg. 0.5

16 Identifies that the interval between the calls follows an arithmetic progression (AP) 1
and writes the AP as: 4 minutes, 6 minutes, 8 minutes, 10 minutes

Identifies the first term of the AP, a as 4 and the common difference, d as 2. 0.5

Finds the sum of 12 terms of the above AP as: 12

2
[(2 x 4) + 2(12 - 1)] = 180 minutes 1
or 3 hours.

(Award 0.5 marks if only the formula for the sum of n terms of an AP is written
correctly. )

Uses the above step to conclude that Parth will receive the 13th call at 2:48 pm + 3 0.5
hours = 5:48 pm.

17 Assumes the total number of garlands made by Shivam as n and writes: 0.5

630 = } (35 + 7)

Solves the above equation to find the value of n as 30. 0.5

18 Writes that Huner statement is not correct. 0.5

Writes that Hunerls statement is correct only when the first term of an arithmetic 1.5
progression (AP), a and common difference, d are equal but not for any AP.

19 Writes = O to find the sum of the given Arithmetic Progression as S n 0.5

Writes the equation for the sum of an Arithmetic Progression as: 0.5

Simplifies the above equation as: 0.5

a +75 d = O.

70
 Math Chapter 5 - Arithmetic Progressions CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Assumes the x th term to be zero and writes the equation for the term as: 0.5

Uses a = -75 d in the above equation to write: 0.5

-75 d + "d -d = O

Solves the above equation and finds the value of x as 76. 0.5

20 i) Uses the given information and writes the following equation: 1

4 x A} [2 a + 10 20 d]

(Award 0.5 marks if just the formula for the sum of the first n terms of an arithmetic
progression is written correctly.)

Solves the above equation to show that 23 a + 10 d = O. 1

ii) Uses the above relation and expresses d in terms of a as: 1

Uses the formula to find the n th term of an arithmetic progression and arrives at an
expression for the general term of the given arithmetic progression only in terms of a
and n as:

a(33-23n)
a 10
n

(Award full marks for any equivalent version of the above expression.)

(Award 0.5 marks if just the formula for the n th term of an arithmetic progression is

written correctly.)

21 Identifies the first term of the arithmetic progression (AP) as 3, the common 1
difference as 3 and writes the AP as:

3, 6, 9, 12, 15, 18.

71
 Math Chapter 5 - Arithmetic Progressions CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

22 Assumes the total number of layers as n and writes: 1

15 1) 138

(Award 0.5 marks if only the formula for the n th term of an AP is written correctly.)

Solves the above equation for n and finds the number of layers that such a pyramid 1
willhave as 42.

23 Assumes the total number of layers that can be made as n and writes: 0.5

x 3 + (n- 1) x 3] = 360

Simplifies the above equation as: 0.5

112 + n - 240 = O

Finds the roots of the above equation as 15, -16. 0.5

Concludes that the maximum number of layers that Ankit and his friends can make is 0.5
15.

72
Chapter -- 6
Triangles
Triangles

73
 Math Chapter 6 - Triangles CLASS 10

Q: 1 Which of the following are DEFINITELY similar to each other?

any two rhombuses any two right triangles
any two regular pentagons any two isosceles triangles

Q: 2 AABC and APQR are similar triangles. A and A are the areas, P and P are the
perimeters of AABC and APQR respectively.

Which of these is the same as the ratio of the height of AABC to that of APQR?

(iii) (iv)

only (i)and (ii)

only (ii) and (iii)
only (iii) and (iv)
(Cannot be concluded from the given information.)

Q: 3 Leela has a triangular cabinet that fits under his staircase. There are four parallel
shelves as shown below.

y cm

2y cm
144 cm 2y cm

3y cm
Book

(Note: The figure is not to scale.)

The 144 cm. What

total height of the cabinet is is the maximum height of a book that
can stand upright on the bottom-most shelf?
18 cm 36 cm 54 cm 86.4 cm

74
 Math Chapter 6 - Triangles CLASS 10

Q: 4 Shown below is a rectangle PQRS. LUTQ is a right angle.

(Note: The figure is not to scale.)

Which of these is TRUE about AUST and ATRQ?

The perimeters are in the ratio 16:81. The ratio of LSUT:LRTQ is 4:9.
The ratio of US:TR is 4:9. The ratio of US:QR is 4:9.

Q: 5 The areas of two similar triangles are 64 cm2 and 121 cm 2 . [2]

Ifthe length of a side of the larger triangle is 55 cm, find the length of the
corresponding side of the smaller triangle. Show your work.

[1]
Town E

7 km

Town H

12 km Town F

4 km

Town G

(Note: Map is not to scale.)

Looking at the above figure, Hari said that the shortest distance between Town E and
Town F is 15 km.

Is the statement true or false? Justify your answer using the relevant properties.

75
 Math Chapter 6 - Triangles CLASS 10

Q: 7 Are the two quadrilaterals shown below similar? Give a reason for your answer. [1]

500

(2.5)2 c (2.5)2 cm
2.5 cm 2.5 cm

1000 100
1100
1.5 cm 1.5 cm
1000 1000

1100
(1.5)2 cm (1.5)2 cm

(Note: The figure is not to scale.)

Q: 8 An insect sitting at corner P of a room

along the dotted line PS and reaches
flies [3]
corner S. Whereas, an ant sitting at corner P, reaches corner S by crawling along the
path PR, followed by RS. Both the paths are shown below.

Ant's path

4m

p
5m

(Note: The figure is not to scale.)

i) Find the length of the path taken by the ant.

ii) Find the length of the path of the insect's flight.

Show your steps.

76
 Math Chapter 6 - Triangles CLASS 10

Q: 9 Panchami standing on the ground and flying a kite at a vertical height of 22 m from
is [2]
the ground. The length of the taut string to which the kite is connected, is 29 m.
Panchami is holding the string roller 1 m above the ground.

i) Draw a figure representing the above scenario.

ii) Find the horizontal distance between the kite and Panchami. Show your work.

Q: 10 During a mathematics class, a teacher wrote the following three algebraic expressions [3]
on the board:

( m2- n 2 ), (2 mn ) and ( m2 + n2 ), where m and n are positive integers with n < m

One of the students, Kaivalya, claimed that the above set of expressions ALWAYS
represent the sides of a right-angled triangle.

Is Kaivalyals claim correct? Justify your answer.

Q: 11 In a mathematics class, a teacher drew the following figure where = 31 . She then [5]

asked, "What is the sufficient condition required to prove that ATQP

(Note: The figure is not to scale.)

1
Darsh said that it is sufficient if it is given that SR — 3 •

Bhargav said that it is sufficient if it is given that LP = LS.

Tanvi said that it is sufficient if it is given that

Examine whether each of their responses is correct or incorrect. Give reasons.

77
 Math Chapter 6 - Triangles CLASS 10

Q: 12 Is it possible to have an isosceles right-angled triangle, such that the length of each of [2]
its sides is an integer? Give a reason to support your answer.

Q: 13 AABC is similar to APQR. The ratio of the perimeter of AABC to the perimeter of APQR [3]
is 4:9.

4
i) Sara said 9 Is it true? Justify your answer.
.

ii) Find the ratio of the area of AABC to the area of APQR.

Q: 14 In the figure below, OPQ is a triangle with OP = OQ. RS is an arc of a circle with centre [2]
o.

(Note: The figure is not to scale.)

Triangle OSR is similar to triangle OPQ.

Is the above statement true or false? Justify your reason.

78
 Math Chapter 6 - Triangles CLASS 10

Q: 15 In the figure below, XYZ is a right-angled triangle. A, B and C are the three points on [2]
YZ such that they divide YZ into 4 equal parts.

B C z

(Note: The figure is not to scale.)

Prove that + + XC2 - XZ2 =

Q: 16 A teacher drew the below figure on the board and asked her students, "Is there any [21
value of m such that AKLM becomes a right triangle? ".

(6 + m) units

10 units (8 - m) units

(Note: The figure is not to scale.)

Lata said, "The value of m can be O".

Hina said, "The value of m can be Ill.

Write if the above statements are true or false and justify your answer.

79
 Math Chapter 6 - Triangles CLASS 10

Q: 17 In the figure below, P and R are points on the sides XZ and YZ respectively. PR II XY [3]
and PR bisects the area of AXYZ.

(Note: The figure is not to scale.)

If ZQ = 10 cm, find the length of OQ. Show your steps and give valid reasons.

Q: 18 A geologist asked his assistant Annie, if the length of the lake, PQ, can be found from [3]
the information shown below.

p
180m
85m

90 m
s

(Note: The figure is not to scale.)

Annie said, "it is possible to find the length of the lake, PQ.II

Is Annie's statement correct? Justify your answer with valid reasons.

80
 Math Chapter 6 - Triangles CLASS 10

Q: 19 Shown below is a circle with centre O. YX is the tangent to the circle at Y. [3]

25 cm

w
11 cm
x

(Note: The figure is not to scale.)

i) Prove that AZWY - AZYX.

ii) Using part i), find the length of ZY.

Show your steps and give valid reasons.

Q: 20 In the below figure, QR = 4 cm, RP = 8 cm and ST = 6 cm. [2]

b b

(Note: The figure is not to scale.)

If the perimeter of ASTU is 27 cm, find the length of PQ. Show your steps.

81
 Math Chapter 6 - Triangles CLASS 10 Answer Key

The table
table below gives the correct
gives the correct answer for
for each multiple-choice
multiple-choice question
question in this test.
in this test.

Q.NO Correct Answers

1 3

2 2

3 3

4 3

82
 Math Chapter 6 - Triangles CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

5 Assumes the length of the corresponding side of the smaller triangle as x and uses 1
the theorem, "the ratio of the areas of two similar triangles is equal to the square of
the ratio of their corresponding sides" to write,

64
121

Solves the equation in the above step and finds the length of the corresponding side 1
of the smaller triangle as 40 cm.

6 Mentions that the statement is false. 0.5

Explains that it can't be 15 using triangular inequality theorem. 0.5

7 Writes that the two quadrilaterals are not similar. 0.5

Writes the reason that the corresponding sides of the quadrilateral are not in the 0.5
same ratio.

8 i) Finds the length of PR using the Pythagoras theorem in APQR as: 1

= PQ2+ QR2

PR 2 = 25 + 16
PR = •v/41

Finds the length of the path taken by the ant as (3/41 + 3) m. 1

ii) Finds the length of PS using the value of PR obtained in step 1 and the Pythagoras 1
theorem in APRS as:

ps2= PR2+ RS2

ps2= 41 +32
ps2= 41 +9
PS = V50

Concludes that the length of the path of the insect's flight is 1/50 m or 51/2 m.

(Award full marks if the correct answer is obtained using the formula for the diagonal
of a cuboid instead of the Pythagoras theorem.)

83
 Math Chapter 6 - Triangles CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

9 i) Draws a figure representing the given scenario. The figure may look as follows: 1

K (Kite)

(String) 29 m 21 m
22m

(Panchami) trin roller

1m
s Ground

Applies Pythagoras' theorem and finds the horizontal distance between the kite
ii) 1
and Panchami, PQ, as 1/(292- 212) m = 20 m.

(Award 0.5 marks if only the expression to find the the horizontal distance using
Pythagoras' theorem is written correctly.)

10 Expands ( m 2- n 2) 2 as m4 + n 4- 2 m 2 n 2. 0.5

Expands (2 mn ) 2 as 4 m 2 n 2. 0.5

Expands ( m 2 + n2 ) 2 as m 4+ n 4+ 2m 0.5

Uses the above steps and writes: 1

(m4+n4-2m2n2)+
(2 mn ) 2 = (m 2 + n 2) 2

Concludes that, by the converse of Pythagoras' theorem, Kaivalyals claim is correct. 0.5

11 Writes that Darshls answer is incorrect. 0.5

Writes that in order to apply any of the similarity criterion, atleast one more piece of 0.5
information is necessary.

84
 Math Chapter 6 - Triangles CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Writes that Bhargav's answer is correct. 0.5

Gives the following reason: 1.5

LTQP = LRQS [Vertically opposite angles]

LP = LS [Given]

LT = LR [Angle sum property]

Hence, concludes that by AAA criterion of similarity of triangles, ATQP - ARQS.

Writes that Tanvils answer is correct. 0.5

Gives the following reason: 1.5

—1 [Given]

LTQP = LRQS [Vertically opposite angles]

[Given]

Hence, concludes that by SAS criterion of similarity of triangles, ATQP - ARQS.

12 Assumes that such a triangle exists. Takes the length of the equal sides to be k units, 0.5
where k is an integer.

Uses Pythagoras's theorem and finds the length of the third side (hypotenuse) as: 1

k 2 + k 2) = ••,/2 k units.

Writes that the length of the third side (hypotenuse) is not an integer.

Concludes that there cannot exist an isosceles right-angled triangle, such that the 0.5
length of each of its sides is an integer.

13 i) Writes that Sara's claim is true. 0.5

85
 Math Chapter 6 - Triangles CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Uses the given information, AABC is similar to APQR to write: 0.5

AB = k PQ, BC = k QR, CA = k RP, where k is a constant.

Uses the ratio of the perimeters to write: 0.5

AB+BC+CA 4
PQ+QR+RP

4
Uses steps 1 and 2 to solve for k and finds the ratio as 9 0.5

ii) Finds the ratio of the areas of the two triangles as: 1

Area-of-AABC 16
Area-of-APQR = (942 ¯ 81

14 Writes True(T). 0.5

Writes that in AOSR and AOPQ: 1

LROS = LPOQ = x 0 (vertically opposite angles)

1800-xo
LORS = LOSR= LOPQ = LOQP = 2 (angle sum property of isoceles triangles)

Uses the above step to justify that AOSR — AOPQ by using the AAA similarity 0.5
criterion.

15 Assumes YA = AB = BC = CZ = d and writes YB 3d and Y Z 0.5

Uses the Pythagoras theorems for AXYA, AXY B, AXYC and AXYZ and writes: 1

XA

XB

xc

XZ2 = xy2 + 16 d2

86
 Math Chapter 6 - Triangles CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Substitutes the above relations in 3)(A2 + + XC 2- XZ2 as: 0.5

+ d2) + (XY2+ 4 d2) + (XY2 + 9 d2) - (XY2 + 16 d2) = 4XY 2+ 16 d 2-

16 d2 =

16 Writes that Lata•s statement is true. 0.5

the above answer. For example:

Justifies 0.5
When m
= O, 102 = 100 and 62 + 100, which satisfies the Pythagoras
theorem. Hence, one of the angles should be 900.

Writes that Hina's statement is false. 0.5

the above answer. For example:

Justifies 0.5
When m
= 1, 102 = 100 and 72+ 7 2 = 98 100, which does not satisfy the
Pythagoras theorem. Hence, AKLM is not a right triangle at m = 1.

(Award full 2 marks if the quadratic equation is framed using the Pythagoras
theorem to find the value of m and if right conclusions are made.)

17 Proves APRZ — AXYZ by giving appropriate reasons. For example: 1.5

In APRZ and AXYZ:

LZPR = LZXY (corresponding angles)

LZRP = LZYX (corresponding angles)

Hence, APRZ — AXYZ using the AA similarity criterion.

Applies the similarity and writes: 1.5

zo VArea-of-AZPR 1
— VArea-of-AZXY

Finds that ZO = 10
cm and OQ = ZQ - ZO = 10 - a or 10
10 - 51/2 cm.

18 Writes that Annie is right. 0.5

87
 Math Chapter 6 - Triangles CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Writes that in APOQ and ASOR: 1.5

SO _ OR
¯ 2 (given)

LPOQ = LSOR (vertically opposite angles)

Concludes that APOQ — ASOR using SAS similarity criterion.

Uses the above step and finds PQ = 2 x RS = 2 x 85 = 170 m. 1

Hence, justifies that it is possible to find the length of the lake, PQ.

19 i) Writes that LZYX = 900 and gives the reason that radius is always perpendicular to 0.5
the tangent at the point of contact.

Writes that LZWY = 900 and gives the reason that angle in a semicircle is always 900. 0.5

Writes that, in AZWY and AZYX: 1

LZ is common.
LZWY = LZYX = 900 (using step 1 and 2)

Concludes that AZWY — AZYX by using the AA similarity criterion.

ii) Uses above step and writes the relation as: 0.5

ZY zw
ZX — ZY

ZY 25
25+11 — ZY

Finds the length of ZY as 30 cm. 0.5

20 Writes that ARQP and ASTU are similar by the AA similarity criterion. 0.5

Finds the length of SU as: 0.5

ST — SU

4 8

SU = 12 cm

88
 Math Chapter 6 - Triangles CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Uses the given value of the perimeter of triangle STU to find the length of UT as 9 0.5
cm.

Finds the length of PQ as: 0.5

ST ¯ UT

4
9

89
 Chapter -- 7
Coordinate
Coordinate Geometry

90
 Math Chapter 7 - Coordinate Geometry CLASS 10

Answer the questions based on the information given.

Shown below is a map of Giri's neighbourhood.

North gat?12 18)

Main gate
(4, 17)
GARDEN
(22, 14)
South gate School
(10, 14)

Bus stand Water tan

Mall

(10, 9)
Police station

(22, 7)
Hotel

Fire station

Giri did asurvey of his neighbourhood and collected the following information.
* The hotel, mall and the main gate of the garden lie in a straight line.
* The distance between the hotel and the mall is half the distance between the mall and the
main gate of the garden.
* The bus stand is exactly midway between the main gate of the garden and the fire station.
* The mall, bus stand and the water tank lie in a straight line.

Q: 1 What is the x -coordinate of the mall's location?

Q: 2 Giri proposed a plan to make a triangular pathway by joining the midpoints of the
sides of the triangular garden.

What will be the area, in square units, enclosed by the triangular pathway?
7.5 15 30

Q: 3 What are the coordinates of the fire station?

(4, -17) (4, 13)

Q: 4 What is the shortest distance between the water tank and the school?
V 13 units 1/65 units 13 units 169 units

Q: 5 How much more the shortest distance of the school from the water tank than the
is

distance of the school from the police station?

6 units 7 units 13 units 20 units

91
 Math Chapter 7 - Coordinate Geometry CLASS 10

Q: 6 A quadrilateral ABOC is drawn on a coordinate grid as shown below. O is the origin and
the coordinates of A are (-3, 4). LOCA = 450.

450

(Note: The figure is not to scale.)

What is the perimeter of ABOC?

14 + 3V2 units
17 + 3v2 units
14 + 4v2 units
(cannot be found using the given information)

Q: 7 AABC is a triangle such that AB:BC = 1:2. Point A lies on the y -axis and the
coordinates of B and C are known.

Which of the following formula can DEFINITELY be used to find the coordinates of A?

i) Section formula
ii) Distance formula

only i) only ii) both i) and ii) neither i) or ii)

Q: 8 A(5, 1), B(l, 4) and C(8, 5) are the coordinates of the vertices of a triangle.

Which of the following types of triangle will AABC be?

Equilateral triangle Scalene right-angled triangle
Isosceles right-angled triangle Isosceles acute-angled triangle

92
 Math Chapter 7 - Coordinate Geometry CLASS 10

Q: 9 The line x+ 2 y =2 forms a triangle OPQ, with the coordinate axes. [2]

(i) What are the coordinates of points P and Q?

(ii) What is the area of the triangle formed? Show your steps.

Q: 10 The radius of a circle with centre at the origin is units. [2]

Find all the points on the circle which are of the form (- y, y Show your steps.

93
 Math Chapter 7 - Coordinate Geometry CLASS 10

Q: 11 Shown below is a right triangle PQR. [2]

R (3,4)

Find the value of cos P. Show your work.

Q: 12 The three vertices of a rhombus PQRS are P(2, -3), Q(6, 5) and R(-2, 1). [3]

a) Find the coordinates of the point where both the diagonals PR and QS intersect.
b) Find the coordinates of the fourth vertex S.

Show your steps and give valid reasons.

Q: 13 Preeti and Arun are both driving to their respective offices from the same home. Preeti[5]
drives towards the east at an average speed of 30 km per hour for 12 minutes and
then towards the south at an average speed of 60 km per hour for 3 minutes. Arun
drives towards the west at an average speed of 30 km per hour for 4 minutes and then
towards the north at an average speed of 45 km per hour for 4 minutes.

What the straight-line distance between Preeti's office and Arun's office?
is Show your
steps and represent the given scenario on the coordinate plane.

Q: 14 On a playground, Parth, Qasim and Ragini are standing at the points P(2, 4), Q(8, 6) [2]
and R(8, 9) respectively. Sameer is standing exactly halfway between Parth and Qasim
on the line joining Parth and Qasim.

What is the shortest distance, in units, between Sameer and Ragini? Show your steps.

94
 Math Chapter 7 - Coordinate Geometry CLASS 10

Q: 15 For a triangle, the coordinates of the orthocentre and the circumcentre are (-4, 8) and [2]
1
1) respectively.

Find the coordinates of the centroid of the triangle if the centroid divides the distance
from the orthocentre to the circumcentre in the ratio 2:1. Show your steps.

Q: 16 Raaji and Gagan are finding a treasure that is exactly on the straight line joining them. [2]
Raajils location is at (-6, -5) and Gagan•s location is at (10, 11). The distance from the
treasure to Raaji's location is three times that of the distance to Gagan's location.

Find the coordinates of the location of the treasure. Show your steps.

Q: 17 The area of APQR is 4 square units. The coordinates of P and Q are (-2, 2) and (-3, 1) [3]
respectively. The point R lies on the line y + 3 x = 4.

Find the coordinates of R. Show your steps.

Q: 18 Three players are standing on the circle at points A(-5, O), B(l, O) and C(3, 4). A ball is [5]
placed at a point that is equidistant from all 3 players.

i) What are the coordinates of the ball?

ii) The fourth player is standing at the point D(-5, 4). Is he/she standing on the circle?

Show your steps and give valid reasons.

Q: 19 On a golf course, three holes A(-6, -1), B and C(9, -4) lie on a straight line in that order. [3]
The distance between B and C is two times that between B and A.

Rahul strikes the ball, which is at point P(2, 3), such that it goes in the hole B.
i) Find the coordinates of hole B.

ii) Find the shortest distance covered by the ball.

Show your steps.

Q: 20 PQ a line segment such that the y-coordinate of P

is is -1 and Q lies on the y-axis. The [1]
mid-point of PQ is 0(-3, -6).

Find the coordinates of Q. Show your work.

Q: 21 A circlewith centre 0(2, -5) has a chord with end-points A(l, 2) and B. M(5, -2) is the [1]
point where the perpendicular to the chord from the centre touches AB.

Find the coordinates of point B. Show your steps with valid reasons.

95
 Math Chapter 7 - Coordinate Geometry CLASS 10 An swer Key

The table
table below gives the correct
gives the correct answer for
for each multiple-choice
multiple-choice question
question in this test.
in this test.

Q.NO Correct Answers

96
 Math Chapter 7 - Coordinate Geometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

9 (i) Finds the coordinates correctly as P (O, 1) and Q(2, O). 1

(ii) Uses any suitable method to find the area of the triangle as 1 sq unit. 1

10 Identifies the distance between the origin and the point (- y, y ) as units and uses 0.5
the distance formula to write the equation as:

Simplifies the above equation as 2 y 0.5

-1
Solves the above equation to get y as and 0.5

1 -1 -1
Finds the points as (— ) and (¯ 0.5

11 Finds the coordinates of Q as (3, -2). 0.5

Uses the distance formula and finds PR as 3/(8 2+ 62 10 units and PQ as 8 1

units.

8 4
Mentions that cos P —
¯ PR and finds its value as 10 — 5 0.5

12 a) Writes that the diagonals of a rhombus bisect each other. 0.5

Finds the point of intersection of both the diagonals by finding the mid-point of P(2, 0.5
-3)and R(-2, 1) as (0, -1) .

b) Finds the mid-point of Q(6, 5) and S( x, y ) as ( 5+"'

2 ), where x and y are the 0.5
coordinates of the fourth vertex S.

Uses the above steps and equates the respective coordinates of the mid-points to get 0.5
the following relationships:

ii) -1 = 2

97
 Math Chapter 7 - Coordinate Geometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Solves the above two equations to find the values of x and y as -6 and -7 1
respectively.

Concludes that the coordinates of the fourth vertex S are (-6, -7).

13 Finds the distance travelled by Preeti towards the east as 60

= 6 km. 0.5

Finds the distance travelled by Preeti towards the south as 60

= 3 km. 0.5

Finds the distance travelled by Arun towards the west as 60

= 2 km. 0.5

45x4
Finds the distance travelled by Arun towards the north as 60
= 3 km. 0.5

Represents the above scenario on a coordinate plane. The figure may look as follows: 2

6 w
5
s
4
Arun = (-2, 3)
3

2
3 km
1

2 km 6 km
x
-4
-1
123 4 5 9
Home = (0, 0)
3 km
-2

-3 Preeti = (6, -3)

-4

-5

Locates the coordinates of Preeti's office as (6, -3) and the coordinates of Arun's
office as (-2, 3).

98
 Math Chapter 7 - Coordinate Geometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Finds the distance between the two offices as V {(6 + 2) 2 + (-3 - 3) 2 } = 10 km. 1

(Award 0.5 marks if the distance formula is correctly written.)

14 Uses the mid-point formula and finds the coordinates of Sameer's location as: 1

(Award 0.5 marks if only the mid-point formula is written.)

Uses the distance formula and finds the shortest distance between Sameer and 1
Ragini as - 5)2+ (9 - 5)2} = 5 units.

(Award 0.5 marks if only the distance formula is written.)

15 Uses the section formula to find the coordinates of the centroid as follows: 1

1(8)

(Award 0.5 marks if only the section formula is written correctly.)

Simplifies the above expressions and finds the coordinates of the centroid as (-1, 1

16 0.5

Writes that ( x, y ) are the coordinates of the location of the treasure that divide (-6,
-5) and (10, 11) in the ratio m : n = 3:1.

Uses the section formula to find ( x, y ) as follows: 1.5

(Award 0.5 marks if only the section formula is correctly written.)

99
 Math Chapter 7 - Coordinate Geometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

17 Applies the formula of area of the triangle and writes the relation as follows: 1

where, ( x, y ) are the coordinates of the third vertex, R.

(Award 0.5 marks if only the formula to find the area of a triangle is correctly
written.)

Simplifies the above equation as: 1

Solves y + 3 x = 4 and x - y = 4 to find the values of x and y as 2 and -2 respectively. 1

Concludes that (2, -2) are the coordinates of R.

18 i) Considers the coordinates of the ball as 0( x, y ) and considering OA = 0B = OC, 1

applies distance formula and writes the equations:

and

0B =

Simplifies the above equations to find the coordinates of the ball as 0(-2, 4). 2

(Award 1 mark if only one of the coordinates is correctly written.)

ii) Considers O as the centre and finds the radius of the circle by finding either OA or 1
0B or OC.

OA = + (4 - = •125 = 5 units

Finds the distance between O and D as 3 units and explains that the fourth player is 1
not standing on the circle as the distance between the player and the centre of the
circle is not equal to the radius of the circle.

19 i) Writes that point B internally divides the line joining A and C in the ratio 1:2. 0.5

100
 Math Chapter 7 - Coordinate Geometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Uses the section formula to find the coordinates of hole B as: 1

1+2 1+2

(Award 0.5 marks if only the section formula is correctly written.)

Evaluates the above expressions to find the coordinates of hole B as (-1, -2). 0.5

ii) Finds the shortest distance covered by the ball as - (-1)) 2 + (3 - (-2)) 2] = 1
3/34 units.

20 Writes that the coordinates of Q is of the form (O, y ) and uses the mid-point formula 0.5
to find the value of y as (

Solves the above equation to find the value of y as -11 and writes the coordinates of 0.5
Q as (0, -11).

21 Writes that the point M, where the perpendicular to the chord from the centre 0.5
touches AB, is the mid-point of AB and writes the expressions to find the coordinates
of point B as (

Solves the above expressions to find the coordinates of point B as (9, -6) 0.5

101
 Chapter -- 8
Introduction
Introduction to
to Trigonometry

102
 Math Chapter 8 - Introduction to Trigonometry CLASS 10

Q: 1 If cos y = O, then what is the value of} cos }?

1 1 1
2V2

Q: 2 P and Q are acute angles such that P > Q.

Which of the following is DEFINITELY true?

sin P < sin Q tan P > tan Q cos P > cos Q cos p > sin Q

Q: 3 In a right-angled triangle PQR, LQ = 900.

Which of these is ALWAYS O?

cos P - sec R
tan P - cot R
sin P - cosec R
(cannot be known without knowing the value of P)

[1]
p

5 cm 4 cm

R 3 cm

Show that sin e = cos (90 - 9) is true using the definition of trigonometric ratios.

Q: 5 In the triangles shown below, LQ = LT. [11

p
q
s

p Q s u

Write an expression each for cos Q and sin T.

103
 Math Chapter 8 - Introduction to Trigonometry CLASS 10

Q: 6 A unit circle is shown below with centre O. A tangent AB is drawn to the circle at point [2]
M such that LMOB = g.

1 unit

(Note: The figure is not to scale.)

If OA -L 0B, write the expressions that represent the lengths of

i) 0B

ii) OA

iii) AB

Q: 7 In the figure below, 5sin P [21

15 units 15 units

(Note: The figure is not to scale.)

What is the length of PR? Draw a diagram and show your steps.

104
 Math Chapter 8 - Introduction to Trigonometry CLASS 10

Q: 8 APQR is inscribed in a circle with a centre O and radius r units. [3]

If PR is the diameter of the circle and LRQO = ß,

Express (QR4 - PQ4 ), in terms of r and ß, to the simplest form.

Show your steps and give valid reasons.

Q: 9 Prove the following. [3]

1 cot 9
i)
= cot e
cosec — cot cos e
. tan 180
- cot 720
cos 720 cosec 720 + tan 180 ¯

105
 Math Chapter 8 - Introduction to Trigonometry CLASS 10

Q: 10 Shown below is a cuboid. Its length is I units, breadth b units and height h units. [3]

Dib _ _ _

i) Express cos e in terms of l, b, and h.

ii) If the figure was a cube, what would be the value of cos e ?

Show your work.

Q: 11 Prove that: [2]

cosec x — sin x cot x — cot x

sin x

Q: 12 [5]
2

1 cosec 9 1 sec 9
If , prove that
sin — cos e sin 9 + cos e 2

Q: 13 solve: [3]

2
4 tan 530 sec 340 sin 560 cos 170
cot 370 sec 60 sin 730 sin 840

Show your steps.

106
 Math Chapter 8 - Introduction to Trigonometry CLASS 10

Q: 14 During a math lesson, Mr. Kumar wrote the expression given below on the board and [2]
asked the students to simplify it.

cos A 1 - sin A
1 - sin A cos A

Salma solved it in her notebook as follows:

cos A 1 - sin A
1 - sin A cos A

cos A+ (1 - sin
...(step 1)
(1 - sin A) x cos A

cos A + cos A
...(step 2)
(1 -sin A) x cos A

2cos A
...(step 3)
(1 -sin A) x cosA

2cos A
...(step 4)
1 - sin A

Examine if Salma has made any error(s) and rectify them to find the correct answer.

Q: 15 The teacher asked the students to correctly complete the following sentence about the [3]
rhombus.

"A rhombus has a side length of I units and one of its angles is equal to e. The ratio of
the lengths of the two diagonals is dependent on
11

Ashima: only l.

Bilal: only e.
Chris: both I and e.
Duleep: neither I nor e.

Who answered the question correctly? Show your work and give valid reasons.

107
 Math Chapter 8 - Introduction to Trigonometry CLASS 10

Q: 16 A 90 cm wide door opens on one side of the room at a maximum angle of 900. Due to [1]
shortage of space, a 40 cm by 80 cm table is kept behind the door along the wall such
that it obstructs its path.

Walls

Door

Room

(Note: The figure is not to scale.)

At what distance from the hinge should the table be kept such that the door opens for
a maximum angle of 600. Show your work.

(Note: Use 1/2 = 1.41, 1/3 = 1.73)

108
 Math Chapter 8 - Introduction to Trigonometry CLASS 10 An Key

The table
table below gives the correct
gives the correct answer for
for each multiple-choice
multiple-choice question
question in this test.
in this test.

Q.NO Correct Answers

1 4
2 2

3 2

109
 Math Chapter 8 - Introduction to Trigonometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

4 Marks the 3rd angle as 90 - e and verifies the given statement using the ratio 1
definition.

5 Writes cos Q = 0.5

Writes sin T = sin Q= 0.5

6 i) Applies trigonometric ratios in AOMB to write: 0.5

0M 1
cos(ß) —
¯ 0B ¯ 0B

0B = sec ß

ii) Applies trigonometric ratio in AOMA to write: 0.5

cos(900 - ß) — 0M 1

OA = cosec ß

iii) Uses above steps along with Pythagoras' theorem to write: 1

2
= OA2 + 0B

AB2 = cosec ß + sec ß

cos ß + sin ß
AB2 =
sin ß cos ß

sin ß cos ß

sin ß cos ß

(Award full marks for any other variation of the correct answer.)

110
 Math Chapter 8 - Introduction to Trigonometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

7 Writes that, in an isosceles triangle, the perpendicular bisects the base and draws a 0.5
diagram. The diagram may look as follows:

p
S

15 units 15 units

(Note: The figure is not to scale.)

Uses the value of sin P to find the length of SQ as 15sin P = 15 x }= 12 units. 0.5

Uses the Pythagoras theorem to find the length of PS as •./(152 - 12 2) = 9 units. 0.5

Finds the length of PR as 2 x 9 = 18 units. 0.5

8 Identifies that ARQO is isosceles since OQ = OR = r and finds the measure of LORQ = 0.5
LOQR = ß.

Identifies that APQR is right-angled at Q and finds the length of QR as PR x cos ß 0.5
r (cos ß).

Identifies that APQR is right-angled at Q and finds the length of PQ as PR x sin ß 0.5
r (sin ß).

Uses steps 2 and 3 to express (QR4- PQ4 ) as 16 r 4 (cos4ß - sin 4 ß). 0.5

Factorises the above expression for (QR4 - PQ4 ) as 16 r 4 (cos2 ß - sin 2 ß) (cos 0.5
+ sin 2 ß).

111
 Math Chapter 8 - Introduction to Trigonometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Simplifies and factorises the above expression for (QR4 - PQ4 ) as 16 r 4 (cos ß - sin 0.5
ß) (cos ß + sin ß).

(Award full marks if the student simplifies to any other variation of this equation.)

9 i) Simplifies the given LHS by rationalizing the first term as: 0.5

cosec 9 + cot 9 cot 6

cosec29 — cot29 cos 9

Simplifies the above expression as: 1

cosec e + cot e - cosec e = cot e

Concludes that LHS = RHS.

ii) Simplifies the given LHS as: 0.5

sin 180 1 1

cos 180 sin 180 cosec 720 + cot 720

Simplifies the above expression by rationalizing the second term as: 0.5

cosec 720 - cot 720

sec 180 —
cosec2720 — cot2720

Simplifies the above expression as: 0.5

sec 180 - sec 180 + cot 720 = cot 720

Concludes that LHS = RHS.

10 i) Finds the length of CH using the Pythagoras' theorem in ACGH as: 0.5

CH = + GH2) = 12 + b2) units

112
 Math Chapter 8 - Introduction to Trigonometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Finds the length of CE using the Pythagoras' theorem in ACHE as: 0.5

CE = V(CH2+ EH2) = 12+ b2+ 112) units

Finds cos e as: 1

CH 12 +
cos e —
12 + b2 + 112

12 +
cos e = 2
12+h2+h

(Award 0.5 marks if only the ratio for cos e is correctly written.)

ii) Applies I = b = h for a cube and solves for cos e as: 1

12+b2 2
cos e =
12 + b2+

11 Simplifies the given LHS as: 1

1 — sin x cot x
sin x

Simplifies the above expression as: 0.5

cosec x - cot 2 x

Simplifies the above expression as 1 and concludes that LHS = RHS. 0.5

113
 Math Chapter 8 - Introduction to Trigonometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

12 Squares both sides of the given equation as: 0.5

1 cosec29
sin29 + cos29 — 2sin9 cos9 2

Simplifies the above equation as: 1

2
= 1 — 2sin9 cos9
cosec20

Simplifies the above equation as: 1

2sin e cos e = 1- 2sin29

Squares the LHS of the equation to be proved as: 0.5

sin20 + cos20 + 2sin9 cos9

Uses step 3 and simplifies the above expression as: 1

2 - 2sin29

Simplifies the above expression as: 1

1 _ sec29
2cos29 2

Concludes that LHS = RHS.

114
 Math Chapter 8 - Introduction to Trigonometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

13 Simplifies the given expression as: 1.5

1
2 cosec (900 — 340) x x sin (900 - 170)
4 cot (900 - 530) cosec 560
cot 370 1
cosec (900 — 60) x sin 730 x
cosec 840

Simplifies the given expression as: 1

1
2 cosec 560 x x sin 730
4 cot 370 cosec 560
cot 370 1
cosec 840 x sin 730 x
cosec 840

Simplifies the above expression as: 0.5

42-1= 15

14 Identifies that step (2) has an error. 0.5

For step (2), identifies that incorrect identity is used and writes the correct identity 0.5
as:

(1 - sin A) | + sin 2 A- 2 sin A

Writes the step by step solution to get the correct simplified form as 2sec A or 1
2
cosA

15 Draws a rhombus, say ABCD, and connects diagonals AC and BD bisecting at a point, 0.5
say E.

In AEAD, applies the properties of the rhombus to get 1

i) LAED = 900

AC
2

iii) DE - 2

iv) LEAD -

115
 DETAILED
ASSESSMENT e
Math Chapter 8 - Introduction to Trigonometry CLASS 10 Answer Key

Q.No Teacher should award marks if

if students have done the following:
following: Marks

Applies trigonometric ratio to get 0.5

AC
tan DE

AC
Writes that the ratio of the diagonals BD is only dependent on e and not l. 1

Writes that Bilal answered it correctly.

16 Assumes the required distance as x cm and writes the ratio as: 0.5

tan 300 = x

Solves the above equation to find the value of x as 40 x 1.73 = 69.2 cm. 0.5

116
 Chapter -- 9
Some Applications
Applications
of
of Trigonometry
Trigonometry

117
 Math Chapter 9 - Some Applications of Trigonometry CLASS IO

Answer the questions based on the information given below.

At an archery academy, Guru Drona had floated a box with two balloons at a height of H
gift

metres from the table. As part of his practice, Arjuna was given the task to bring the gift box to
the table placed below. Arjuna was standing on the ground at a horizontal distance of 100 metres
from the table at point B. He aimed at the balloons with an elevation angle of e and shot the
arrow to burst one of the balloons.

When Arjuna burst the first balloon, the box came down to the height of h metres from the table.
He now reduced his angle of elevation by ß and shot his arrow at the second balloon. The second
balloon burst and the gift box landed safely on the table. Assume that Arjunals arrows travelled
in straight lines and did not curve down.

100 m
(Note: The figure is not to scale.)

(Use V3 = 1.73, = 1.41)

Q: 1 Ife = 450 and ß = 150, what is the difference between the box's initial height and its
height after the first shot?
100
100 - m
100v3 - 100 m (cannot be calculated without knowing H.)

Q: 2 If e = 450 and ß = 150, what is the distance that the arrow has to travel to burst the
second balloon?
1000
2
m
100v2 m

118
 Math Chapter 9 - Some Applications of Trigonometry CLASS IO

Q: 3 For Ashwatthama, Guru Drona raised the gift box further higher such that the angles e
and ß were 600 and 300 respectively. What is the value of the ratio now?
1

Q: 4 When the angle of elevation, e, was 450, Arjuna felt uncomfortable as it strained
initial
his neck. From his original spot, approximately how much should he retreat away from
the balloons, so that the new angle of elevation, e, becomes 300?
0 73 m 100 m
173 m (cannot be calculated without knowing H.)

Q: 5 Arjuna measured that e = 450. Right before he could shoot the first arrow, a gust of
wind pushed the balloons 15 m higher. What should Arjuna do to ensure that he
doesn't miss?

Move towards the table by 15 m but keep the arrow at the same angle of elevation.
Move away from the table by 15 m but keep the arrow at the same angle of elevation.
Increase the arrow's angle of elevation by 150 but stay at the same place.
Move away from the table by 15 m and increase the arrow's angle of elevation by 150.

Q: 6 Two trees are 2 d meters apart. Ajay stood at a point midway between them and [3]
started walking in a direction perpendicular to the line connecting the two trees. After
walking d metres, he observed the angle of elevations to the tops of the two trees and
found them to be complementary.

9 900 9

(Note: The figure is not to scale.)

If one of the trees is thrice as tall as the other, find the height of the shorter tree, in
terms of d. Show your work.

119
 Math Chapter 9 - Some Applications of Trigonometry CLASS IO

Q: 7 The position of an eagle and two identical geese are shown in the figure below. All the [2]
birds are at the same height from the ground. Assume that the Eagle can fly at the
same speed in all directions and that the geese are unaware of the Eagle's intention
and will not move from their positions.

Goose 2

Goose 1 75m

100 m

450
300

(Note: The figure is not to scale.)

the eagle wants to attack the goose that

If is nearer to it, which one should it attack?
Show your steps.

(Note: Use = 1.41, = 1.73)

120
 Math Chapter 9 - Some Applications of Trigonometry CLASS IO

Q: 8 Shown below is a submarine scouting an enemy ship in the ocean using a sonar device.[2]
Sonar devices send out a sound pulse from a transducer, and then precisely measure
the time it takes for the sound pulses to be reflected back to the transducer.

Ship

Submarine

A sonar wave sent by the submarine hits the ship and returns back in 2 seconds. The
speed of a sonar wave underwater is 1500 m/s and the submarine is diving at a depth
of 750 m below sea level.

Find the angle of elevation lal of the ship from the submarine. Show your steps.

Q: 9 A was moving towards the shore at a uniform speed of 36 km/h. Initially, the ship
ship [3]
was 1.3 km away from the foot of a lighthouse which is 173.2 m in height.

173.2 m

Initial Position after

position
2 minutes

1.3 km

(Note: The figure is not to scale.)

Find the angle of depression, x, of the top of the lighthouse from the ship after the
ship had been moving for 2 minutes.

Show your steps and give reasons.

(Note: Take 1/3 as 1.732 and 1/2 as 1.414.)

121
 Math Chapter 9 - Some Applications of Trigonometry CLASS IO

Q: 10 In the giant wheelshown below, Gagan is sitting in one of the cabins which is 12 m [5]
high from the platform. Jyoti and Karan are sitting in the lowest and the highest cabins
from the platform respectively.

Gagan's
cabin
Platform

Ground

(Note: The figure is not to scale.)

From Gagan, the angle of depression of Jothi and the angle of elevation of Kiran is 300
and 600 respectively.

i) What will be the angle of elevation of Gagan from Jothi?

ii) What will be the angle of depression of Gagan from Kiran?

iii) Find the diameter of the giant wheel.

Show your steps with a diagram.

122
 Math Chapter 9 - Some Applications of Trigonometry CLASS IO

Q: 11 In the figure below, the height of the girl is 1.5 m and the height of the tree is 13.5 m. [1]

(Note: The figure is not to scale.)

AB = 121/3 m, what
If is the angle of elevation of the top of the tree from her eyes?
Show your steps.

Q: 12 Shown below a rectangular tub of water of depth 34 cm. An object O is at the

is [2]
bottom of the tub. The image of the object is formed at for an observer at Q. I

450

Air

Water

34 m
300

(Note: The figure is not to scale.)

Find the distance by which the object seem to be moved for the observer. Show your
work and give valid reasons.

(Note: Take = 1.4, = 1.7)

123
 DETAILED
ASSESSMENT e
Math Chapter 9 - Some Applications of Trigonometry CLASS 10 An Key

The table
table below gives the correct
gives the correct answer for
for each multiple-choice
multiple-choice question
question in this test.
in this test.

Q.NO Correct Answers

1 1

2 2

3 4
4 1

5 2

124
 Math Chapter 9 - Some Applications of Trigonometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

6 0.5

Applies Pythagoras' theorem in either of the two triangles AEOB or AEOD and finds
Ajay's distance from each tree as •v/( d 2 + d 2) = ••,/2 d.

Assumes the height of shorter tree as h metres and taller tree as 3 h metres. 0.5

Takes the angle of elevation of shorter tree as e and the taller tree as (900 - O).

(Award full marks if h and are used instead of h and 3h.)

Uses trigonometric ratios in the two triangles AEDC and AEBA respectively and 1
writes:

h
= tan 9

= tan(900 _ 9) = cot 9

Solves the equations in step 3 for h and finds the height, h, of the shorter tree, in 1
metres, as:

h
= tan 9 x cot 9

3/12

2d2

2
3

7 i) Applies trigonometric ratio to determine the distance of the first goose from Eagle 1
as 1003/2 m or 141 m

Applies trigonometric ratio to determine the distance of the second goose from Eagle 1
as 150 m.

Argues that since goose 1 is closer, the Eagle would attack it.

125
 Math Chapter 9 - Some Applications of Trigonometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

8 Writes that the distance traveled by the sonar wave is 1500 x 2 = 3000 m. 0.5

Writes that since 3000 m is the distance traveled by the sonar wave to the ship and 0.5
3000
back, the distance between the ship and the sonar = 2 or 1500 m.

750 1
Writes that sin a ¯
— 1500 or 2 0.5

Writes a as 300 since sin 300 . 0.5

9 Finds the distance covered by the ship in 2 minutes as 36 x 1.2 km (2 nun 0.5
1
30 h).

Calculates the distance of the ship from the foot of the lighthouse as 1 3 -1.2 = 0.1 . 0.5
km or 100 m.

Assumes that the angle of elevation from the ship to the top of the lighthouse as a 1
173.2
and writes tan a = 100 or 1.732.

Calculates a as 600 since tan 60 o = or 1.732. 0.5

Writes that alternate interior are equal and hence finds the angle of depression as x 0.5
= a = 600.

126
 Math Chapter 9 - Some Applications of Trigonometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

10 Draws a rough diagram. The figure may look as follows: 1

600

p 300

(Note: The figure is not to scale.)

i) Writes that the angle of elevation of Gagan from Jothi is 300. 0.5

ii) Writes that the angle of depression of Gagan from Kiran is 600. 0.5

iii) Writes the length of RQ as 12 m. 0.5

Uses tan ratio for APQR and finds the length of PR as: 1

tan 300 = PR

PR = 12M3 m.

Uses tan ratio for APSR and finds the length of SR as: 1

SR
tan 600 = 121/3

= > SR = 36 m.

Finds the diameter of the giant wheel as SR + RQ = 12 + 36 = 48 m. 0.5

127
 Math Chapter 9 - Some Applications of Trigonometry CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

11 —13.5-1.5
Writes that tan DEC ¯ 12V3
1
0.5

Finds the angle of elevation of the top of the tree from her eyes as LDEC = 300. 0.5

12 Finds the length NN' in ANON' as 34tan 300 - e; cm 0.5

Writes that corresponding angles are equal and finds the measure of LNIN' as 450. 0.5

34
Finds the depth NI in ANIN' as tan 450 = 0.5

Finds the distance by which the object seemed to be moved for the observer as 34 - 0.5
34 x % = 14 cm.

128
C hapter -- 1
Chapter 100
C ircles
Circles

129
 Math Chapter 10 - Circles CLASS 10

Q: 1 In the figure below, APXY is formed using three tangents to a circle centred at O.

(Note: The figure is not to scale.)

Based on the construction, the sum of the tangents PA and PB is the

perimeter of APXY.
lesser than
greater than
equal to
(cannot be answered without knowing the tangent lengths)

Q: 2 Raghav drew the following figure on a board where a circle is inscribed in a

quadrilateral.

w p x

(Note: The figure is not to scale.)

Then he wrote the following relationships.

i) ZW + WX = XY + YZ
ii) ZY + WX = ZW + YX
Which of the above relationships is/are DEFINITELY true?
only i only ii both i and ii neither i nor ii

130
 Math Chapter 10 - Circles CLASS 10

Q: 3 A circle has a centre O and radii OQ and OR. Two tangents, PQ and PR, are drawn from
an external point, P.

In addition to the above information, which of these must also be known to conclude
that the quadrilateral PQOR is a square?

i) OQ and OR are at an angle of 900.

ii) The tangents meet at an angle of 900.

only i) only ii) either i) or ii) both i) and ii)

Q: 4 In the following figure, O is the centre of the circle and PQ and PS are tangents to the [1]
circle at points Q and S respectively.

500

What is the measure of LQRS? Show your work.

Q: 5 Shown below is a circle with centre O and tangents PQ and PR. [3]

Using triangles QOR and PQR, and without doing any extra constructions, prove that
the tangents PQ and PR are equal in length.

131
 Math Chapter 10 - Circles CLASS 10

Q: 6 ABCD is a square. CD is a tangent to the circle with centre O as shown in the figure [3]
below.

(Note: The figure is not to scale.)

If OD = CE, what is the ratio of the area of the circle and the area of the square? Show
your steps and give valid reasons.

Q: 7 In the figure given below, PA is a tangent to the circle with centre O and PCB is a [3]
straight line.

300

c
700

(Note: The figure is not to scale.)

Find the measure ofLOBC. Show your steps and give valid reasons.

132
 Math Chapter 10 - Circles CLASS 10

Q: 8 Shown below a circle with centre

is O and radius 5 units. PM and PN are tangents and [5]
the length of chord MN is 6 units.

6 units

5 units

(Note: The figure is not to scale.)

Find the length of (PM + PN). Show your work.

Q: 9 Shown below is a circle with centre O. VP = 34 cm, PR = 36 cm and RS = 17 cm. U, W, Q[5]

and S are the points of tangency.

(Note: The figure is not to scale.)

Find the area of the shaded region in terms of Show your steps and give valid
reasons.

133
 Math Chapter 10 - Circles CLASS 10

Q: 10 In the figure below, a circle with centre O is inscribed inside ALMN. A and B are the [1]
points of tangency.

2600

(Note: The figure is not to scale.)

Find LANB. Show your steps.

Q: 11 A point is 25 cm from the centre of a circle of radius 15 cm. [1]

Find the length of the tangent from the point to the circle. Show your steps.

Q: 12 In the figure below, PQ and RQ are tangents to the circle with centre O and radius 61/3 [5]
cm.

600

(Note: The figure is not to scale.)

i) Prove that APQR is an equilateral triangle.

ii) Find the length of RP. Show your steps along with a diagram and give valid reasons.

134
 Math Chapter 10 - Circles CLASS 10

Q: 13 Shown below is a APQR inscribed in a semicircle. [2]

A circle is drawn such that QR is a tangent to it at the point R.

How many such circles can be drawn? Justify your answer.

Q: 14 Shown below is a circle whose centre is unknown. [3]

State true or false for the statements below and give valid reasons.

i) The centre of the circle can be found using any 2 tangents.

ii) The centre of the circle can be found using any 2 chords.

135
 Math Chapter 10 - Circles CLASS 10

Q: 15 Shown below is a circle with centre M. PQ is a secant and LKML = e. [2]

i) Show that, when e = 00, PQ becomes a tangent to the circle.

ii) What is the point of contact of the tangent in part i) with the circle?

Q: 16 In the figure below, O is the centre of two concentric circles. APQR is an equilateral [5]
triangle such that its vertices and sides touch the bigger and smaller circles
respectively. The difference between the area of the bigger circle and the smaller
circle is 616 cm 2 .

(Note: The figure is not to scale.)

Find the perimeter of APQR. Draw a rough diagram, show your work and give reasons.

(Note: Take rr as 272 • )

136
 Math Chapter 10 - Circles CLASS 10 Answer Key

The table
table below gives the correct
gives the correct answer for
for each multiple-choice
multiple-choice question
question in this test.
in this test.

Q.NO Correct Answers

1 3

2 2

3 3

137
 Math Chapter 10 - Circles CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

4 Finds the angle as 650. 0.5

Explains that LQOS is 1300 and LQRS=130/2 = 650. 0.5

5 Assumes the base angles of AQOR as e each as angles opposite equal sides are 1
equal.

Writes that LPRQ and LPQR are (90 - 9) 0 each as radius of a circle is perpendicular to 1
the tangents.

Writes that in AQPR, PQ and PR are equal as sides opposite to equal angles in a 1
triangle are equal.

6 0.5

Writes that OE = OD (radii of the same circle) and CE = OD (given).

Finds the length of OC as 20D.

Writes that as CD is tangent to the circle, OD -L CD and applies Pythagoras' theorem 1

inAODC to find the length of CD as:
OC2 = CD2+ OD2
CD2= OC2- OD2= 4xOD2- OD2
CD2=3 x OD2

Finds the area of the circle as TtXOD2 sq units. 0.5

Finds the area of the square as 3xOD2 sq units, using step 2. 0.5

(Award 1.5 marks if the student has combined steps 2 and 4 together).

Finds the ratio of the areas as 0.5

Area(circIe):Area(square) = Tt:3

7 Writes that sum of angles on a straight line is 1800 and finds the measure of LACP as 0.5
1100.

138
 Math Chapter 10 - Circles CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Writes that sum of angles in a triangle is 1800 and finds the measure of LCAP as 400. 0.5

Writes that LOAP = 900 since PA is tangent to the circle and finds the measure of 0.5
LOAC as 500.

Joins OC. Writes that AOAC is isosceles and finds the measure of LOCA as 500. 0.5

Finds the measure of LOCB as 200. 0.5

Writes that AOCB is isosceles and finds the measure of LOBC as 200. 0.5

8 Connects P to O intersecting MN at T. Applies chord properties to conclude that 0.5

i) PO -L MN
ii) MT = NT = 3 units.

p
x

T 3 units

5 units

Applies Pythagorasl theorem in AOTM to find OT as 4 units. 1

Assumes PM = x units and PT = y units and applies Pythagoras' theorem to find two 1
equations in x and y as

From APTM, x2 = + 32
From APMO, ( y + = x 2+ 52 (2)

139
 Math Chapter 10 - Circles CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Solves the pair of equations in the previous step to get y (P T) as or 2.25 units. 1

Inputs the value of y in one of the equations from step 3 to find the value of x (PM) 1
15
as or 3.75 units.

Applies tangent property from external point to conclude that PM = PN and finds PM 0.5
+ PN as T
30
or 7.5 units.

9 Writes thatRQ = RS = 17 cm and gives the reason that the lengths of tangents 0.5
drawn from an external point to a circle are equal.

Finds the length of PQ = 36 - 17 = 19 cm. 0.5

Writes that PQ = PW = 19 cm and gives the reason that the lengths of tangents 0.5
drawn from an external point to a circle are equal.

Finds the length of VW = 34 - 19 = 15 cm. 0.5

Writes that LVWO = LVUO = 900 and gives the reason that the tangent at any point 1
of a circle is perpendicular to the radius through the point of contact.

Uses above step and LWVO = 900 (given), to conclude that, VWOU is a square. 0.5

Concludes that the radius of the circle, UO = VW = 15 cm. 0.5

Finds the area of the shaded region, the semi circle as 7x x 15 x 15 = 112.5Tt cm 2 1

10 Finds minor LAOB as 360 0 - 2600 = 1000. 0.5

Finds LANB as 3600 - (900 + 900 + 1000) = 800. 0.5

11 Finds the length of the tangent as 1/(25 2- 152) = 20 cm. 1

12 i) Writes that PQ = RQ and gives the reason that the lengths of tangents drawn from 0.5
an external point to a circle are equal.

140
 Math Chapter 10 - Circles CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Uses the above step and the angle sum property in APQR to find LRPQ = LPRQ = 0.5
600.

Concludes that APQR is an equilateral triangle as all the angles are equal to 600.

ii) Joins OP and OQ and writes that LOPQ = 900. The figure may look as follows: 1

0 600

(Note: The figure is not to scale.)

Finds LOPS as LOPQ - LSPQ = 900 - 600 = 30 0.5

Writes that LOQP

= 300 and gives the reason that the centre of a circle lies on the 0.5
bisector of the angle between the two tangents.

Uses the angle sum property in AOPQ to find LPOQ as 600. 1

Uses the angle sum property in AOPS to find LOSP as 900.

Uses the sine ratio in AOPS to find the length of PS as: 0.5

sin 600 =

PS = 9 cm

Writes that RS = PS = 9 cm and gives the reason that the perpendicular from the
centre of a circle to a chord bisects the chord.

141
 Math Chapter 10 - Circles CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Finds the length of RP as RS + PS = 9 + 9 = 18 cm. 0.5

13 Writes that infinite such circles can be drawn. 0.5

Justifies the answer. 1.5

For example, writes that LPRQ = 900 because it is the angle in a semicircle. Also,
writes that the radius is perpendicular to the tangent at the point of contact.
Concludes that infinite circles with their radii lying on extended PR and R being a
point on the circumference of the circle can be drawn.

14 i) Writes true. 0.5

Gives a reason. For example, drawing 900 angles at the points of contact of the 2 1
tangents and extending perpendicular lines to meet at a point gives the centre of the
circle.

ii) Writes true. 0.5

Gives a reason. For example, drawing the perpendicular bisectors of the 2 chords and 1
extending them to meet at a point gives the centre of the circle.

15 i) Writes that AKLM is an isosceles triangle and finds the measures of LKLM = LLKM 0.5
180 e
2
O- = 900 - !
.

Writes that angles on a straight line are supplementary and finds the measures of 0.5
LPKM = LQLM = 1800 - (90 0 -e ) = 900 + 2

Writes that, when e = 00, KM and LM coincide and LPKM = LQLM = 90 0.5

Hence, concludes that PQ becomes a tangent to the circle.

ii) Writes the point of contact of the tangent in part i) with the circle as K or L. 0.5

142
 Math Chapter 10 - Circles CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

16 Joins OP and OS to make AOPS. The figure may look as follows: 1

(Note: The figure is not to scale.)

Writes that, since OP and OS are the radii of the bigger and smaller circles 0.5
respectively, TtOP2 - ROS 616 cm2.

Finds the value of (OP2 - OS2) as 196 cm2. 0.5

Writes that AOPS is a right-angled triangle because the tangent at any point on a 0.5
circle is perpendicular to the radius at the point of contact.

Writes that, in right-angled AOPS, PS 2 = op2- OS2= 196 cm2 0.5

Finds the length of PS as 14 cm. 0.5

Writes that, since PR is the chord of the bigger circle and OS -L PR, PR = 2x PS 1
because the perpendicular from the centre of a circle to a chord bisects the chord
and finds the measure of PR as 2 x 14 = 28 cm.

Finds the perimeter of APQR as 3 x 28 = 84 cm. 0.5

143
 Chapter -- 11
11
Constructions

144
 Math Chapter 11 - Constructions CLASS 10

Q: 1 Sirisha is posed with the following four construction problems.

Problem 1: Construct an equilateral AABC with AB = 3 cm.

Problem 2: Construct a parallelogram MNOP with MN = 2 cm, LM = 600 and MP = 4 cm.
Problem 3: Construct a right-angle triangle AXY Z with LY = 900 and XY = 3 cm.
Problem 4: Construct a square PQRS with diagonal PR = 4 cm.

Which of these have sufficient information for Sirisha to construct a UNIQUE

geometrical figure?
only 1 and 4 only 2 and 3
only 1, 2 and 4 all - 1, 2, 3 and 4

Q: 2 Construct a AABC, right-angled at C and AC = 3.5 cm, that can be inscribed in a circle [3]
of radius 4 cm. Show your steps and give valid reasons.

(Note: The construction of a circle is not needed.)

Q: 3 Usha was asked to construct a triangle, ADGFI, similar to ADEF with sides equal to [1]
4
5 of the corresponding sides of ADEF.

Shown below are the first four steps she followed during construction.

Step 1: Draws a line DH which makes

an acute angle with the side DE.

Step 2: Locates 5 points Dl, D2, D3, D4,

and D50n DH such that

800 DDI = DID2= D2D3= D3D4= D4D5.

D

Step 3: Joins ED5.

800
Step 4: Draws GD4 parallel to FD.

Ds

( Note: The figure is not to scale.)

IsUshals approach correct? If yes, what should be her next step? If no, what is her
mistake?

145
 Math Chapter 11 - Constructions CLASS 10

Q: 4 In one of the geometry classes, the teacher drew the following triangle on the board. [1]

10 cm w

6 cm 8 cm

(Note: The figure is not to scale.)

She then asked the students to draw the LARGEST circle such that:
i) the centre of the circle coincides with one of the vertices of AUVW and

ii) one of the sides of AUVW is a tangent to the circle.

What should be the centre and radius of the circle?

Q: 5 A circle has a diameter XY. [2]

Construct a tangent at point Y. Use a ruler and compass.

Q: 6 Prasoon wanted to construct a square that is circumscribing a circle with centre O. He [1]
draws two tangents at the end of diameter, XY using perpendicular bisectors as shown
below.

s x p

What are the next steps Prasoon needs to take to complete the square?

146
 Math Chapter 11 - Constructions CLASS 10

Q: 7 Two circles are such that the centre of each lies on the circumference of the other [2]
circle.

Construct two tangents to these circles such that the perpendicular distance between
the two tangents is equal to the distance between the two centres. Use only a ruler
and compass.

Q: 8 Shown below is a rectangle PQRS with a units as the breadth and b units as the length.[3]

b units
s

a units

a 3b
Construct a rectangle PXYZ such that PZ = 2 units and PX = 5 units where X is on PQ
and Z is on PS. Use a ruler and compass only.

Q: 9 Two friends, Ketaki and Priyam, were discussing about the common tangents to [3]
circles.

Ketaki said, "Only 2 circles can have a common tangent."

Priyam said, "Any number of circles can have a common tangent."

Who is right? Justify your answer with a construction.

Q: 10 Two tangents drawn from an external point to a circle are 5 cm in length and at an [3]
angle of 1050.

Find the radius of the circle. Use a ruler and compass only.

147
 Math Chapter 11 - Constructions CLASS 10

Q: 11 A teacher asked her students to divide a straight line, AB, in the ratio 6:2 using a [1]
compass and ruler. Two students' solutions are shown below.

Helena:

Jacob:

Whose solution is correct? Give a valid reason for your answer.

148
 Math Chapter 11 - Constructions CLASS 10 Answer Key

The table
table below gives the correct
gives the correct answer for
for each multiple-choice
multiple-choice question
question in this test.
in this test.

Q.NO Correct Answers

1 3

149
 Math Chapter 11 - Constructions CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

2 Constructs AC = 3.5 cm. 0.5

Constructs a perpendicular at point C. 0.5

Writes that hypotenuse AB = 8 cm because, for every right-angled triangle in a circle, 1

the hypotenuse is equal to the diameter.

With A as the centre, construct an arc with a length of 8 cm intersecting the 0.5
perpendicular from step 3 at B.

Connects AB to complete the triangle. 0.5

The construction may look as follows: o

8 cm

3.5 cm c

(Award full marks for the question if the method is correct but measurements are off
by +/- 0.1 cm.)

3 Writes that Usha's approach is not correct. 0.5

150
 Math Chapter 11 - Constructions CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Writes that Usha has drawn D G parallel to DF instead of drawing it parallel to D5 0.5
E. This has resulted in DG not being of DE.

(Award full marks for any equivalent explanation.)

4 Writes that the centre of the circle should be the vertex W. 0.5

Writes that the radius of the circle should be 8 cm. 0.5

5 Draws a circle with centre O, diameter XY and cuts two equal arcs, say P and Q, from 1
point Y.

Constructs the perpendicular bisector of PQ that passes through point Y. 1

The construction may look as follows: o

6 Writes that Prasoon needs to draw another diameter that is perpendicular to XY, say 0.5

Writes that the next step to be followed by Prasoon is to construct tangents at E and 0.5
F respectively using perpendicular bisectors.

151
 Math Chapter 11 - Constructions CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

7 Constructs two circles with centres, say B and C, such that the centre of each lies on 0.5
the circumference of the other circle, where both circles have the same radii.

Uses perpendicular bisectors to: 1.5

construct a tangent at B for the circle with centre C.

constructs a tangent at C for the circle with centre B.

The construction may look as follows: o

c D

8 Draws the given rectangle PQRS. Draws a line PA making an acute angle with PQ. 1.5
Marks 5 arcs having an equal radius on PA. Joins A to Q and draws a line parallel to
A Q from A Marks the point dividing PQ as X to get PX:PQ = 3:5.
.

Constructs the perpendicular bisector of PS, say MN, and marks the mid-point as Z. 0.5

152
 Math Chapter 11 - Constructions CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Draws a 900 angle at X and extends MN to mark the point of intersection as Y. 1

The final construction may look as follows: o

9 Writes that Priyam is right. 0.5

Draws 3 circles such that they have one common point of contact. 1

Draws a tangent at the common point of contact. 1

153
 Math Chapter 11 - Constructions CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

The construction may look as follows: o

Writes that, similarly, any number of such circles can be drawn with a common 0.5
tangent.

10 Draws a tangent PQ of length 5 cm. 0.5

Draws an angle of 1050 at P and draws the other tangent PR of length 5 cm. 1

Draws an angle of 900 at Q and R and extends the lines to meet at O. 1

Measures OQ and OR to find the radius of the circle as 5.9 cm. 0.5

(Award full marks if radius is 5.9 ± 0.1 cm.)

154
 Math Chapter 11 - Constructions CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

The construction may look as follows: o

5 cm

1050

5 cm

11 Writes that both students' solution is correct and gives a valid reason. For example, 1
6:2 is equivalent to 3:1 and hence, the line can either be divided into 8 equal parts or
4 equal parts.

155
 Chapter -- 12
12
Areas Related to Circle
Circle

156
 Math Chapter 12 - Areas Related to Circle CLASS 10

Q: 1 Shown below are two pendulums of different lengths attached to a bar.

600

—4
3
R cm R cm

Pendulum 1 Pendulum 2

(Note: The figure is not to scale.)

Based on the figure shown above, the arc length of pendulum 1 is the arc
length of pendulum 2.

greater than
lesser than
equal to
(cannot be answered without knowing the value of R.)

Q: 2 Shown below is a semicircular sheet of paper with centre O which is folded in half. A
square of length 5 units is cut from it.

5 units

O O
(Note: The figures are not to scale.)

What is the area of paper left?

25(T1 - 1) sq units 25(T1 - 2) sq units

25(2T1 - 2) sq units - 1) sq units

157
 Math Chapter 12 - Areas Related to Circle CLASS 10

Q: 3 Shown below is a circle with centre O. The shaded sector has an angle of 2800 and area
Acm 2 .

2800

(Note: The figure is not to scale.)

Which of these is the area of the UNSHADED sector?

4 A cm2 {A crn2
4 A cm2 {A cm2

Q: 4 Shown below is a circle with centre O. Chord MN subtends an angle at O.

Which of these is true for the above circle?

x length of arc MPN

1.
3600 circumference of the circle

x minor sector area

11.
3600 area of the circle

only I only II both I and II neither I nor II

158
 Math Chapter 12 - Areas Related to Circle CLASS 10

125011
Q: 5 The figure below is a part of a circle with centre O. Its area is 9 cm2 and the 10 [2]

sectors are identical.

(Note: The figure is not to scale.)

Find the value of ß, in degrees. Show your steps.

Q: 6 Avikant bought a pair of glasses with wiper blades. He was curious to know the area [2]
being cleaned by each of the wiper blades. With the help of a ruler and a protractor, he
found the length of each blade as 3 cm and the angle swept as 600.

(Note: The figure is for visual representation only.)

i) Find the area that each wiper cleans in one swipe, in terms of n.
the diameter of each circular glass is 5 cm, what percent of the area of the glass
ii) If

will be cleaned by the blade in one swipe?

Show your work.

159
 Math Chapter 12 - Areas Related to Circle CLASS 10

Q: 7 A cow is one of the corners of a square shed. The length of the rope
tied at is 22 m. [3]
The cow can only eat the grass outside the shed as shown below.

20 m

2m

(Note: The figure is not to scale.)

What is the area that the cow can graze on? Show your steps.

(Note: Give the answer in terms of rr.)

Q: 8 A circle has radius 5 cm. Three chords of lengths 6 cm, 8 cm and 10 cm are drawn. [1]

Which chord subtends the largest angle on its minor arc?

Q: 9 Ramit drew two circles of different radii. Each of them had an arc that subtended an [2]
equal angle at the centre.

He said, "Both arcs are of the same length".

i) Is Ramit right?
ii) If both radii and angles subtended by the two arcs are different, can the arc lengths
be the same?

Give valid reasons.

160
 Math Chapter 12 - Areas Related to Circle CLASS 10

Q: 10 Sneha had a rectangular tablecloth with one side measuring 30 cm which she wanted [3]
to keep on her circular table of radius 25 cm. After keeping it on the table, she realised
that the corners of the tablecloth just touched the edge of the circular table as shown
in the figure.

30 cm

(Note: The figure is not to scale.)

Find the area of the table not covered by the tablecloth. Show your steps with valid
reasons.

(Note: Use rr = 3.14.)

161
 Math Chapter 12 - Areas Related to Circle CLASS 10

Q: 11 Shown below is the trophy shield Rishika received on winning an interschool tennis [5]
tournament.

D ISt Prize c
Interschool
Tournament

Tennis
Rishika
Mehra

(Note: The figure is not to scale.)

The trophy is made of a glass sector DOC supported by identical wooden right
triangles, ADAO and ACOB. AO = 7 cm and AO:DA = 1:V3.

Find the area of:

i) the glass sector correct to 2 decimal places.

ii) the wooden triangles correct to 2 decimal places.

Show your steps.

22
(Note: Take rr as -j- and 1/3 as 1.73.)

162
 Math Chapter 12 - Areas Related to Circle CLASS 10

Q: 12 Sprinklers are crop irrigation equipment which rotate around a center and spay water [3]
on the crops in the circular region.

Two such high power sprinklers, occupying negligible area are installed in a straight
such that they spray water on an common area. Shown below are the
line in a field
side and top views where points A and B are the sprinklers.

Side view of the sprinklers Top view of the region sprayed

(Note: The figures are not to scale.)

Both the sprinklers spray over an equal area. It is given that, CD = 400 m and LCAD =
LCBD = 900.

i) Find the radius of the circular region sprayed by the sprinkler.

ii) Find the area of the overlapping region.

Show your work.

(Note: Use rr = 3.14.)

163
 Math Chapter 12 - Areas Related to Circle CLASS 10

Q: 13 Shown below is a circle with multiple chords. One of the chords is the diameter of the [3]
circle.

AB = 13.9 cm
MN = 14 cm
PQ = 14.1 cm

(Note: The figure is not to scale.)

Find the measure of the angle subtended by a 4.7Tt cm arc at the circumference of the
circle. Show your work and give valid reasons.

Q: 14 Shown below are 3 concentric circles with centre O. The tangent to the second circle, [2]
AB, has a length of 5 cm.

(Note: The figure is not to scale.)

Find the area of the shaded region in terms of n. Draw a rough figure and show your
work.

164
 Math Chapter 12 - Areas Related to Circle CLASS 10

Q: 15 Shown below are two overlapping sectors of a circle. The radii of the sectors are 6 cm [2]
and 8 cm. The figure is divided into three regions - I, II and Ill.

600

600

(Note: The figure is not to scale.)

Find the difference in the areas of regions I and Ill. Show your work.

(Note: Take rr = 272 • )

165
 Math Chapter 12 - Areas Related to Circle CLASS 10 An Key

The table
table below gives the correct
gives the correct answer for
for each multiple-choice
multiple-choice question
question in this test.
in this test.

Q.NO Correct Answers

166
 Math Chapter 12 - Areas Related to Circle CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

5 Equates the area occupied by the figure to the area of a sector as: 0.5

1250Tt
9 X 202

where, e is the angle of the entire sector in degrees.

Solves the above equation to find the value of e as 1250. 1

Finds the value of ß as 12.50. 0.5

600 3
6 i) Finds the area that each wiper cleans in one swipe as 3600 XTtX (3)2— Tt or 1.511 1
2
cm .

(Award 0.5 marks if only the formula for area of a sector is correctly written.)

5 2511
ii) Finds the area of the glass as Tt x x 4 cm 2 . 0.5

Finds the percentage of the area cleaned by the wiper blade in one swipe as 0.5
1.5rrx4
2511
x 100 = 24%.

7 Writes the total area as: 1

Total area = (3 quarters sector with radius 22 m) + (2 x one-quarter sector with

radius 2 m)

Finds the total area as: 2

Total area = ( ¯4 X XåXTtX2 2)

Total area = 363R + 211 = 365Tt m2

8 Writes that the chord of length 6 cm subtends the largest angle on its minor arc. 1

9 i) Writes that Ramit is not right and gives a reason. For example, two arcs are not of 1
the same length as arc length is directly proportional to the radius of the circle which
is different.

167
 Math Chapter 12 - Areas Related to Circle CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Writes that the arc lengths can be the same and gives a reason. For example, if
ii) 1
the product of the measure of the angle and the radius is the same for both circles,
then arc lengths will be the same.

10 Writes that since ABCD is a rectangle, the diagonal of the tablecloth will be equal to 0.5
the diameter of the circular table, which is 50 cm.

Uses Pythagoras theorem to find the measure of the other side of the tablecloth as 1
3/(502-302) = 40 cm.

Finds the area of the table as 3.14 x (25) 2 = 1962.5 cm2. 0.5

Finds the area of the tablecloth as 30 x 40 = 1200 cm2. 0.5

Finds the area not covered by the tablecloth as area of the table - area of the 0.5
tablecloth = 1962.5 - 1200 = 762.5 cm2.

11 In ADOA, assumes LDOA as e and writes that tan e — 1 0.5

Finds the value of e as 600. 0.5

Writes that LDOA = LCOB = 600 and finds the measure of LDOC as 180 - (60 + 60) = 1
600.

AO
Writes that = cos 600 and finds the length of DO as 14 cm. 1

(Award full marks if Pythagoras' theorem is used to correctly find the length of DO.)

60 22
i) Finds the area of the sector as 360 7 x 142= 102.67 cm2. 1

ii) Finds the area of the wooden triangles as x 7 x 7V3 x 2 = 84.77 cm2. 1

12 i) Uses Pythagoras Theorem in AACD to find the length of the AC as: 1

= AC2 + AD2
160000 = 2AC2
200v'2 = AC

168
 Math Chapter 12 - Areas Related to Circle CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks
90
ii) Finds area of sector CAD = area of sector CBD = x 3.14 x 62800 m 1
2

1
Finds the area of ACAD = area of ACBD = 2 x 200V2 x 200V2 = 40000 m2. 0.5

Writes that area of the overlapping region = 62800 + 62800 - 40000 - 40000 = 45600 0.5
2

13 Writes that, since the diameter of a circle is the longest chord, the diameter of the 0.5
given circle is 14.1 cm

Assumes the measure of the angle subtended by a 4.7Tt cm arc at the centre as e and 1
writes the equation as:

XTtX 14•1 = 4.711

360 X 2 2

Solves the above equation to find the measure of e as 1200. 0.5

Writes that, the angle subtended by an arc at the centre is double the angle 1
subtended by it at any point on the remaining part of the circle, and finds the
measure of the angle subtended by the arc at the circumference of the circle as
1
2
x 1200 = 600.

169
 Math Chapter 12 - Areas Related to Circle CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

14 JoinsOA and 0B to make AOAB and assumes the radius of the second circle as x cm. 0.5
The figure may look as follows:

(Note: The figure is not to scale.)

Uses Pythagoras' theorem to find the length of 0B as x 2 + 25) cm. 0.5

Finds the area of the second circle as Tt x2 cm2 and the area of the largest circle as 0.5
x 2 + 25) cm2.

Finds the area of the shaded region as x 2 + 25) - TIX 2 = 257t cm2. 0.5

60
15 Finds the area of the 8 cm sector as 360 xnx82 6471
6 cm 2 . 0.5

60 3671
Finds the area of the 6 cm sector as 360 x 62 6 cm 2 . 0.5

Finds the difference in the areas of regions I and Ill as area of (I + II) - area of (II + 1
28 22 2
Ill) 7 3

170
 Chapter -- 13
13
Surface Areas and
Volumes

171
 Math Chapter 13 - Surface Areas and Volumes CLASS 10

Q: 1 Figure 1 below is a solid cuboid made of unit cubes. Figure 2 is obtained after
removing some unit cubes from figure 1.

Figure 1 Figure 2

(Note: The figures are not to scale.)

Based on the figures shown above, the surface area of the cuboid in Figure 1 is
the surface area of the solid in Figure 2.

less than
more than
equal to
(cannot be concluded with the given information)

Q: 2 Anishka melted 11 chocolate cubes in a cylindrical cup as shown.

(Note: The figures are not to scale.)

If the length of the side of each cube is k cm and the radius of the cup is r cm, which of
these represents the height of the melted chocolate in the cup?

(Note: Take rr = 272 • )

— cm
7k3 7k3
-—7 cm
2r
— cm
7k2 7k2

2r
cm

172
 Math Chapter 13 - Surface Areas and Volumes CLASS 10

Q: 3 A container with a grey hemispherical lid has radius R cm. In figure 1, it contains water
upto a height of R cm. It is then inverted as shown in figure 2.

Figure 1 Figure 2

What is the height of water in figure 2?

R cm 53R cm
2R cm cm

Q: 4 A paint roller a paint application tool used for painting large flat surfaces rapidly
is [21
and efficiently. One such roller is shown below, which is 26 cm long with an outer
diameter of 7 cm.

26 cm

7 cm

(Note: The figure is not to scale.)

Find the maximum

area of the surface that gets painted when the roller makes 6
complete rotations vertically. Show your work.

(Note: Take = 272 • )

173
 Math Chapter 13 - Surface Areas and Volumes CLASS 10

Q: 5 Shown below is a triangular prism and a cylinder. [1]

On the cylinder with water and completely submerging the prism inside the
filling
filled cylinder, some water was forced to overflow out of the cylinder. When the prism
was removed again, it was noticed that the cylinder had exactly S of its water
remaining.

Ifthe volume of the cylinder is K litres, what is the volume of the prism? Show your
steps and give valid reason.

Q: 6 Shown below is Subodh is baking for his brother's birthday. The cake is 21
a cake that [3]
cm tall and has a radius of 15 cm. He wants to surprise his brother by filling gems
inside the cake. In order to do that, he removes a cylindrical portion of cake out of the
centre as shown. The piece that is removed is 21 cm tall.

Ifthe cake weighs 0.5 g per cubic cm and the weight of the cake that is left after
removing the central portion is 6600 g, find the radius of the central portion that is

cut. Show your steps.

(Note: Take rr = 272 • )

174
 Math Chapter 13 - Surface Areas and Volumes CLASS 10

Dinesh building a greenhouse in his farm as shown below. The base of the
is [2]
greenhouse is circular having a diameter of 12 m
and it has a hemispherical dome on
top.

2m

12m
(Note: The image is not to scale.)

How much cost him to cover the walls and top of the greenhouse with
will it

transparent plastic, if the plastic sheet costs Rs 77 per sq m? Show your steps.

(Note: Take = 272 • )

Q: 8 Shifali made a lampshade using cane web as shown below. [3]

10 in

4 in

5 in

16 in

Find the minimum number of sheets of cane web required to make this lamp if each
sheet has an area of 44 square inches.

(Note: Take = 272 • )

175
 Math Chapter 13 - Surface Areas and Volumes CLASS 10

Q: 9 Shown below is a solid made of a cone, a cylinder and a hemisphere. [3]

k cm

k cm

k cm

(Note: The figure is not to scale.)

Prove that the total volume of the solid is twice the volume of the cylinder.

Q: 10 A cloche is used to cover dishes before serving. Shown below is a hemispherical glass [2]
cloche of radius 13 cm. Kanan wants to use it to cover a cylindrical cake of volume
3168 cm3.

(Note: The figure is not to scale.)

Find one set of values of radius and height of the cake, such that the cloche does not
touch the cake when covered. Show your steps.

(Note: Take rr = 272 • )

176
 Math Chapter 13 - Surface Areas and Volumes CLASS 10

Q: 11 A semi-circular waffle sheet of radius 5 cm is folded into an ice-cream cone as shown [3]
below.

(Note: The figures are not to scale.)

Due to overlap while folding, the radius of the base of the cone is 80% of what it would
be without overlap.

Find the approximate volume of the cone. Show your work.

(Note: Take rr = 272 • )

Q: 12 A tube has a diameter of 8 cm and height of 28 cm. The tube has 7 circular
bird feeder [5]
openings of 2 cm diameter each for the birds to eat from. The tube can hold a
maximum of 3 kg of bird food.

(Note: The image is for visual representation only.)

If the birds eat an average of 75 g of food per hour, what will be the height of the food
in the tube after 5 hours? Show your work.

(Note: Take rr = 272 • )

177
 Math Chapter 13 - Surface Areas and Volumes CLASS 10

Q: 13 Two people have an equal amount of moulding clay. They make different solids of the [2]
same circular radius out of it - cylinder and hemisphere.

State true or false for the below statements and justify your answer.

i) Simran said, "The curved surface area of the cylinder is larger."

ii) Manoj said, "Both the solids have the same curved surface area."

Q: 14 A 5.54 litre watering can sprinkles water at the rate of 500 mL/min. The can has a [21
diameter of 14 cm and is initially filled to its full capacity.

What is the height of water in the can after it is used for 8 minutes? Show your work.

(Note: Take rr = 272 • )

178
 Math Chapter 13 - Surface Areas and Volumes CLASS 10

Q: 15 Shown below is a small model of a cement mixer. The radius of the bottom of the drum [3]
is 5 cm and that of the top of the drum is 2 cm.

4 cm

(Note: The figure is not to scale.)

Find themaximum quantity of cement, rounded to the nearest whole number, that the
drum can hold. Show your steps.

(Note: Take rr = 272 • )

Q: 16 The surface area of a solid spherical ball is S cm2. It is cut into 4 identical pieces as [1]
shown below.

Find the total surface area of 4 identical pieces of the solid spherical ball in terms of S.
Show your work.

179
 Math Chapter 13 - Surface Areas and Volumes CLASS 10 An Key

The table
table below gives the correct
gives the correct answer for
for each multiple-choice
multiple-choice question
question in this test.
in this test.

Q.NO Correct Answers

1 3

2 2

3 2

180
 Math Chapter 13 - Surface Areas and Volumes CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

4 Identifies that the area that gets painted the curved surface area of the roller and
is 1
writes the formula to find the curved surface area of the roller as 2 x Tt x x 26.

Finds the maximum area of the surface that gets painted when the roller makes 6 1
complete rotations vertically as 6 x 2 x Tt x x 26 = 3432 cm 2 .

5 Writes that the volume of the prism is equal to the volume of water overflowed which 0.5
is S of the volume of the cylinder.

Find the volume of the prism as SK litres. 0.5

6 Finds the volume of the cake without the hole as (Tt x 152 x 21) cm 3 . 0.5

Finds the weight of the cake without hole as (Tt x 152 x 21 x 0.5) gm. 0.5

Uses the above step and the given information to find the weight of the central 0.5
portion that is removed as (Tt x 152 x 21 x 0.5) - 6600 = 825 g

Finds the volume of the central portion that is removed as 825 + 0.5 = 1650 cm3. 0.5

Finds the radius of the central portion that is removed as 1/(1650+21Tt) = 5 cm. 1

(Award full marks if the correct answer is obtained using an alternate method.)

7 Finds the CSA of the hemispherical roof as (2 x x 62 ) m2. 0.5

Finds the CSA of the cylindrical wall as (2 x x 6 x 2) m 2. 0.5

Finds the total surface area of the greenhouse to be covered as (72n + 2411) = 9611 m 0.5
2

Finds the cost of the plastic sheet required to cover the entire greenhouse as (9611 x 0.5
77) = Rs 23232.

8 Finds the CSA of the top portion of the lampshade as Tt(5 + 8)5 sq in. 1

(Award 0.5 marks if just the formula to find the surface area of frustum of cone is

correctly written.)

181
 Math Chapter 13 - Surface Areas and Volumes CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Finds the CSA of the bottom portion of the lampshade as (2 x Tt x 8 x 5) sq in. 1

(Award 0.5 marks if just the formula to find the surface area of cylinder is correctly
written.)

Finds the total area of the cane web used to make the lampshade as 145Tt sq in and 1
the minimum number of sheets of cane web required to make this lamp as
145x22
44x7 11 sheets.

9 Finds the volume of the cone as k 3 cm 3 . 0.5

Finds the volume of the cylinder as Tt k 3 cm 3 . 0.5

Finds the volume of the hemisphere as 1<3 cm 3 . 0.5

Finds the total volume of the solid as 1<3 + Tt k3 + k 3 = 2n k 3 cm 3 . 1

Uses steps 2 and 4 and concludes that the total volume of the solid is twice the 0.5
volume of the cylinder.

10 Assumes the radius of the cylindrical cake as r cm and height as h cm writes: 0.5

r2h = 3168
r2h = 1008

Writes the prime factorisation of 1008 as 2 x 2 x 2 x 2 x 3 x 3 x 7. 0.5

Finds a set of values of radius and height of the cake as 12 cm and 7 cm. 1

(Award 1.5 marks if another method is used to find a correct set of values.)

11 Equates the circumference of the base to the curved surface area of the waffle sheet 1
as 2n r = r and find the base radius of the cone without overlap as cm.

Finds the radius of the cone with overlap as — x}

80
100 = 2 cm. 1

182
 Math Chapter 13 - Surface Areas and Volumes CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Finds the volume of the cone by considering the approximate height of the cone as 5 1
440
cm assX25X2X2X5= 21 cm3— 20 cm 3
.

(Award 0.5 marks if only the formula for the volume of a cone is correctly written.)

12 Finds the volume of the tube as 7 x 4 x 4 x 28 = 1408 cm

22 3
. 1

(Award 0.5 marks if only the formula for the volume of a cylinder is correctly
written.)

Finds the quantity of bird food eaten in 5 hours as 75 x 5 = 375 g. 0.5

Writes that 3000 g is equivalent to 1408 cm3, hence 375 g is equivalent 176 cm 3 . 1.5

Finds the volume of the tube that is filled after 5 hours as 1408 - 176 = 1232 cm3. 0.5

Finds the height of the food in the tube as 22x4x4 = 24.5 cm. 1.5

13 Writes the ratio of curved surface area to volume of a: 1.5

2
cylinder as
3
hemisphere as

where r is the circular radius.

Uses the above step to conclude that both Simranls and Manors statements are 0.5
false.

14 Finds the volume of water left after 8 minutes as 5.54 - 1.54 litres or 1540 1
3
cm .

22
Writes the equation for the height of the can, h as -n x (7) 1540. 0.5

Solves the above equation for h as 10 cm. 0.5

183
 Math Chapter 13 - Surface Areas and Volumes CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks
22 6050
15 Finds the volume of the cylindrical portion as x 5 x 5 x 11 = 7 cm 3 . 1

(Award 0.5 marks if only the formula for the volume of a cylinder is correctly
written.)

Finds the volume of the frustum portion as 3 X X (52+ 22 + 10) = 1

1144 3
7
cm .

(Award 0.5 marks if only the formula for the volume of a frustum is correctly
written.)

6050
Finds the maximum quantity of cement that the drum can hold as 7 0.5
1144 7194
7 7 cm 3 .

7194
Writes 7 in decimal form as 1027.71 and rounds it off to the nearest whole number 0.5
3
as 1028 cm .

16 Assumes the radius of the solid spherical ball as r cm and writes that the total 0.5
surface area of 4 identical pieces of solid spherical ball = 411 r2 + 2n r2 + 2n r 2 —
8Tt r2 = (2 x 4R r2 ) cm2

Finds the total surface area of the 4 identical pieces of solid spherical ball as 2 x S 0.5
2
cm .

184
 hapter -- 1
Chapter
C 144
Statistics
Statistics

185
 Math Chapter 14 - Statistics CLASS 10

Q: 1 In statistics, an outlier is a data point that differs significantly from other observations
of a data set.

Ifan outlier is included in the following data set, which measure(s) of central tendency
would change?

12, 15, 22, 44, 44, 48, 50, 51

only mean
only mean and median
all - mean, median, mode
(cannot be said without knowing the outlier.)

Q: 2 Shown below are number line representations of the medians of two different data
sets.

i) Data set 1:

ii) Data set 2:

ini xi

Minimum - Smallest data point

Maximum - Largest data point

Which of the two representations of median could be correct?

only i)

only ii)

both i) and ii)

(cannot say without knowing the elements of the data sets)

186
 Math Chapter 14 - Statistics CLASS 10

Q: 3 A survey was conducted on 80 gamers on how many games did they play in a day. The
data is given below.

Number of ames Number of amers

1-2 20
2-3 24
3-4 10
4-5 12
5-6 8
4
7-8 2

Which of the following is the modal class?

01-2 a 2-3 04-5

Q: 4 A ketchup manufacturing company sells ketchup in three different bottle sizes. Now, it [1]
wants to sell only one size in the market. It has data on how the three sizes perform in
the market.

Based on which measure of central tendency, should the company fix the size of the
ketchup bottle? Justify your answer.

Q: 5 The mean temperature of a certain city for 31 consecutive days was found to be [3]
35.7 oc. Further, the mean temperature of the first 8 days was 28.40C. The mean
temperature of the next 12 days was 36.40C.

Find the mean temperature of the rest of the days. Show your work.

(Note: Round the numbers to one decimal point.)

Q: 6 Bowling strike rate for a bowler is defined as the average number of balls bowled per [3]
wicket taken. A Bowler has taken 148 wickets so far with a strike rate of 27. In his next
match, he bowls 48 balls and takes 2 wickets.

What is his new strike rate? Show your work.

Q: 7 In a class test, the mean score of the class is 60. Half the students of the class scored [2]
80 marks or above in the test.

Dipti said, "Each of the remaining half of the students would have definitely got 40
marks or below in the test for the mean to be 60 marks".

Prove or disprove Diptils statement with a valid example.

Answer the questions based on the given information.

187
 Math Chapter 14 - Statistics CLASS 10

TRP stand for Television Rating Point. It is a tool that indicates the popularity of a television
channel/program. used to judge which TV channel/program is viewed the most. A channel
It is

with higher TRP indicates that the channel is viewed by a large number of viewers.

Shown below is 25000 televisions in a city. The table shows the details of 2
a data taken from
channels, their screen times and the number of viewers. Screen time refers to the duration for
which the channel was viewed.

Screen time
0-2 2-4 4—6 6-8 8-10 10-12
(in hours)

Number of Channel 1 5500 10000 6000 2000 1000 500

Viewers
Channel 2 9000 6000 6500 1500 1700 300

Q: 8 On an average, how long does a viewer watch channel 1? Show your steps. [2]

(Note: Round your answer to two decimal places.)

Q: 9 Construct a less than type ogive for channel 2. Show your work. [3]

Q: 10 The frequency distribution of daily rainfall in a town during a certain period is shown [3]
below.

Rainfall (in mm) Number of days

0-20 7

20 -40 x
40 - 60 10
60 - 80 4

Unfortunately, due to manual errors, the information on the 20-40 mm range got
deleted from the data.

If the mean daily rainfall for the period was 35 mm, find the number of days when the
rainfall ranged between 20-40 mm. Show your work.

188
 Math Chapter 14 - Statistics CLASS 10

Q: 11 Shown below is an ogive for the average wages of 35 countries for the period [1]
2017-2020.

35

30

g 25

20

15

10

10 20 30 40 50 60 70 X
Average wages (US dollars in thousands)

(Source of data: https://data.oecd.org/earnwage/average-wages.htm)

Raghav interpreted, "Since it is an increasing graph, a higher number of countries

have an average wage of 60-70 thousand dollars than 30-40 thousand dollars in the
given period."

Is Raghav right or wrong? Justify your answer.

(Note: Average wage of a country refers to the average wage of the working adult
population of a country.)

Q: 12 Shown below is a table representing the percentage distribution of mental health [1]
disorders of Asian countries in 2019.

Percenta e of citizens with mental health disorders Number of Asian countries

7.5 - 10 1
10 - 12.5 25
12.5 - 15 11
15 - 17.5 4
17.5 - 20 1

(Source of data: https://ourworldindata.org/mental-health.)

Can the median of the above data be greater than 12.5%? Give a valid reason.

189
 Math Chapter 14 - Statistics CLASS 10 Answer Key

Teacher should award marks if

if students have done the following:
following:

Q.NO Correct Answers

1 1

2 3

3 2

190
 Math Chapter 14 - Statistics CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

4 Writes that the company should fix the size of the ketchup bottle based on the mode. 0.5

Writes that the mode gives the information about the size that is sold most often. 0.5

5 Finds the number of days remaining as 31 - 8 - 12 = 11. 0.5

Finds the sum of the temperatures of all the 31 days as 35.7 oc x 31 = 1106.7 oc. 0.5

Finds the sum of the temperatures of first 8 days as 28.40C x 8 = 227.20C. 0.5

Finds the sum of the temperatures of next 12 days as 36.40C x 12 = 436.80C. 0.5

Finds the sum of the temperatures of last 11 days as 1106 7 0 C •

- 227.20C - 436.80C = 0.5
442.70C.

442 7
Finds the mean temperature of the last 11 days as 11• = 40.20C. 0.5

6 Finds the total number of balls bowled by the bowler so far as 148 x 27 = 3996. 1

Finds the total number of balls bowled after the latest match as 3996 + 48 = 4044 1
and total number of wickets taken after the latest match as 148 +2 = 150.

Finds the new strike rate of the bowler as (total number of balls bowled)/(total 1
number of wickets taken) = 4044 = 26.96.

7 Writes that Diptils claim is not correct. 0.5

Writes a valid example by showing scores of some students where the mean is 60 1.5
marks, half of the students scored 80 marks or above, but the rest have scored both
above and below 40 marks.

For example, Consider there are 4 students in the class with scores, 80, 90, 20 and
50. The mean is 60 marks, half of them got 80 or above, but one score in the
remaining half is above 40.

191
 Math Chapter 14 - Statistics CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

8 Rewrites the data of channel 1 as: 1.5

Class Interval

0-2 5500 1 5500

2-4 10000 3 30000

4-6 6000 5 30000

6-8 2000 7 14000

8-10 1000 9 9000

10- 12 500 11 5500

n = 25000

94000
Writes that, on an average, a viewer watches channel 1 for 25000 = 3.76 hours. 0.5

9 Writes the cumulative frequency of the data corresponding to channel 2 as: 1

Class Interval Cumulative frequency

0-2 9000 9000

2-4 6000 15000

4-6 6500 21500

6-8 1500 23000

8-10 1700 24700

10- 12 300 25000

192
 Math Chapter 14 - Statistics CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

The ogive may look as follows: 2

26000

24000
0
22000

S 20000

18000
o 16000

14000

12000

10000

8000

2 4 6 8 10 12

Screen time (in hours)

(Award full marks if the ogive is drawn directly without writing the table in the first
step.)

10 Completes the frequency distribution table as: 1.5

Number of days I
Rainfall (in mm) Class-mark (x) (fpq)
Frequency (f)

0 - 20mm 7 10 70
20 - 40 mm x 30 30x
40 - 60 mm 10 50 500
60 - 80 mm 4 70 280
Total 21 + X 850 + 30x

Writes the equation for mean as: 0.5

21 x
= 35

Solves the equation in step 2 to find the value of x as 23. 1

193
 Math Chapter 14 - Statistics CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

11 Writes that Raghav iswrong and justifies the answer. For example, 4 countries have 1
an average wage of 60-70 thousand dollars and 7 countries have an average wage of
30-40 thousand dollars in the given period.

12 1

Writes that the median of the given data cannot be greater than 12.5% as 10 - 12.5 is

the median class.

194
 hapter -- 1
Chapter
C 155
P robability
Probability

195
 Math Chapter 15 - Probability CLASS 10

Answer the questions based on the information given.

HOOK-A-DUCK is a traditional stall game. A number of identical rubber ducks are floated in a
water trough. The ducks have metal rings fastened to their heads. The player captures the ducks
using a pole with a hook at one end. Although the ducks appear identical, the letters S, M or L
appears on the bottom of some ducks, signifying that the player who captures them receives a
Small, Medium or Large prize respectively. A duck with no letter signifies no prize.

In order to play the game, a player needs to buy a token and is given three attempts per token.
In each attempt, he needs to capture a duck. The captured ducks are examined to reveal

whether they have any letter and the player gets the prizes accordingly. The ducks are returned
to the trough only after the player finishes all the three attempts. If a player buys more than one
token, the ducks are returned to the trough after every 3 attempts.

Sam is playing one such game where there are 120 ducks in the trough. The ratio of the number

of ducks without any letter to the number of ducks with letters S, M and L is 10:6:3:1
respectively.

Q: 1 Sam is playing his first attempt of the game. What is the probability that he wins a
medium prize?
3 3 3 3
120 60 20 17

Q: 2 A player captures empty ducks in his first two attempts. What is the probability that
he will win a small prize in his third attempt?
36 36 6 6
120 118 18 14

Q: 3 Meera is playing the game and she got a duck marked S in her first attempt. Which
duck will be most likely captured by her in the second attempt?
A duck with letter S A duck with letter M
A duck with letter L A duck with no letter

196
 Math Chapter 15 - Probability CLASS 10

Q: 4 A certain number of new ducks, when added to the trough, doubles the probability of
winning a large prize in the first attempt.

Which of the following could be true about the number of new ducks getting added?

(i) 20 new ducks out of which 8 marked L.

(ii) 240 new ducks out of which 2 marked L.
(iii) 120 new ducks out of which 18 marked L.

only (ii) only (iii) only (i) and (ii) only (i) and (iii)

Q: 5 Let k be the probability that a player wins a medium prize in his first attempt.

Ifa player wins a small and a large prize in his first two attempts, then the probability
that he wins a medium prize in his third attempt is

equal to k
less than k
more than k
(cannot be determined using the given information)

197
 Math Chapter 15 - Probability CLASS 10

game, there are ten cards, 1 to 10. Two players, seated facing each other,
Q: 6 In a cards
randomly choose 5 cards each. They arrange their cards in ascending order of the
number on the card as shown below.

Player I

Ascending order

Ascending order

Player 2

The difference between the corresponding cards is calculated such that the lower
value is subtracted from the higher value.

In a random game, what is the probability that the sum of the differences is 24?

1
5
1
2

(cannot be calculated without knowing the cards chosen by each player.)

198
 Math Chapter 15 - Probability CLASS 10

Q: 7 At a party, there is one last pizza slice and two people who want it. To decide who gets

the last slice, two fair six-sided dice are rolled. If the largest number in the roll is:

1, 3 or 6, Ananya would get the last slice, and

2, 4 or 5, Pranit would get it.

In a random roll of dice, who has a higher chance of getting the last pizza slice?

(Note: If the number on both the dice is the same, then consider that number as the
larger number.)

Ananya
Pranit
Both have an equal chance
(cannot be answered without knowing the exact numbers in a roll.)

Q: 8 A number was selected at random from 1 to 100 (inclusive of both numbers) and it was
found to be a multiple of 10.

What is the probability that the selected number is a multiple of 5?

1 1 1
10 5

Answer the questions based on the information given below.

Four friends - Ayush, Minal, Rohan and Shreya - are playing a board game called Food Master.
Shown below are their current positions on the board during the first round.

FREE ROLL
PARKING AGAIN

NVIIVII llV9N28

00

MISSA CHINESE THAI GOAN POLISH

START
CHANCE

Rohan

The rules of the game are:

In each chance, two 6-sided fair dice numbered 1-6 are rolled by the player.
The number of steps a player moves forward by is the sum of the numbers on the two dice.
Each player gets a restaurant card for their first visit to any of the 16 restaurants.
After 10 rounds, the player with the most number of restaurant cards wins.

199
 Math Chapter 15 - Probability CLASS 10

Q: 9 What are the chances that Rohan lands on 'FREE PARKING' in his next turn?
7 1 1 1
12

Q: 10 What is the probability of Minal landing on 'ROLL AGAIN' in her next turn?
1 1
36 6

Q: 11 Among Minal and Shreya, who has a higher chance of landing on the Goan restaurant [2]
in their next turn? Show your steps.

Q: 12 In a medical centre, 780 randomly selected people were observed to find if there is a [2]
relationship between age and the likelihood of getting a heart attack. The following
results were observed.

Younger than Older

Total
or equal to 55 than 55

Number of persons who

29 75 104
have had a heart attack
Number of persons who
401 275 676
have never had a heart attack

Total 430 350 780

Based on this table, what is the probability that a randomly chosen person from the
(i)

same sample is younger than or equal to 55 years and has had a heart attack?

(ii) Looking at the data in the table, Giri says "if a person is randomly chosen, then the

probability that the person have had a heart attack is about 12.5%" .

Is the statement true or false? Justify your reason.

200
 Math Chapter 15 - Probability CLASS 10

Q: 13 Shown below is a square dart board with circular rings inside. [2]

4 units

(Note: The figure is not to scale.)

Find the probability that a dart thrown at random lands on the shaded area. Show your
steps.

Q: 14 A 4-sided fair die is numbered 1 - 4. Nikhil and Pratik are playing with such a die each. [2]
They roll their dice once at the same time. A player wins only if they get a number
larger than the other player.

What is the probability of Pratik winning the game? Show your work.

Q: 15 On a particular day, Vidhi and Unnati couldn't decide on who would get to
drive the [3]
They had one
car. coin each and flipped their coins exactly three times. The following
was agreed upon:

If Vidhi getstwo heads in a row, she would drive the car.

If Unnati gets a head immediately followed by a tail, she would drive the car.

Who has more probability to drive the car that day? List all outcomes and show your
steps.

201
 Math Chapter 15 - Probability CLASS 10

Q: 16 Shown below are two baskets with grey and black balls. [2]

O
O O
Basket 1 Basket 2

Abhishek is playing a game with his friend where he has to close his eyes and pick a
black ball from one of the baskets in one trial.

He said "I will try with basket 2 as it has a higher number of black balls than basket 1
and hence the probability of picking a black ball from basket 2 is higher."
Is Abhisheles statement correct? Justify your answer.

Q: 17 Rohan has a bag of multiple balls either pink, green or yellow in colour. He randomly [11
picks up one ball.

His friend, Farid predicted, "The probability of Rohan picking a pink ball is definitely
1
S as there are 3 colours".

Is Faridls statement true or false. Give a valid reason or a counter example.

Q: 18 Shivesh was tossing a fair coin. Shown below are the outcomes of his first 5 tosses. [1]

Tail Tail Tail Tail Tail

Is the probability of Shivesh getting a head in his sixth toss higher than the probability
of getting a tail? Give a valid reason.

202
 Math Chapter 15 - Probability CLASS 10

Q: 19 Shown below game

with 3 spinners attached to 3 rooms. Each player is given a
is a [3]
treasure which has to be kept in one of the rooms. All the spinners are rotated and if
any spinner lands on the grey region, that room is opened. If the player kept his
treasure in that room, he loses the treasure. If he kept it in any other room, he wins
the treasure.

Room 2

u Black

O Grey

White

Room 1 START Room 3

Zaira kept her treasure in the room which is least likely to be opened.

In which room did she keep her treasure? Show your work.

Q: 20 At a there is a game such that it has two bags. Bag 1 has an equal number of
fair, [1]
red(R) and yellow(Y) cubes and bag 2 has an equal number of red(R) and blue(B)
cubes. Rohit has to pick a cube from each of the bags. If he picks up at least 1 red
cube, he gets a prize.

Bag 1 Bag 2

Find the probability of Rohit getting a prize. List all outcomes and show your work.

203
 Math Chapter 15 - Probability CLASS 10

Q: 21 Shown below are two spinners. [1]

Spinner 1 Spinner 2

Select the points on the probability scale below that represents:

i) the probability of spinner 1 landing on a black region.

ii) the probability of spinner 2 landing on white region.

Impossible Certain

Q: 22 On a given day, an airplane is carrying 78 meals, of which 39 are vegetarian and the [1]
rest are non-vegetarian.

If the air hostess started distributing the meals and picked the first meal from the lot,
what is the probability that it has a surprise gift?

Q: 23 Jenin has four 50-rupee notes, seven 100-rupee notes and two 2000-rupee notes in her [2]
purse. She doesn't have any other denomination of currency with her. She goes for
shopping and buys a skirt for Rs 799. She takes out a note from her purse at random.

i) Find the probability that the note will be sufficient to pay for the dress.
ii) Find the probability that she will be able to give exactly Rs 799 to the shopkeeper.

Show your work.

Q: 24 Farah and Sheena are playing a game with number tokens. Each of them has four [3]
number tokens, 2, 3, 4 and 5. A token is randomly picked by each of them from their
stack simultaneously. If the sum of the numbers picked by each of them is a prime
number, Farah wins the game and if it is a composite number, then Sheena wins the
game.

Find the probability of each of them winning the game and state who has a higher
probability of winning the game. Show your work.

204
 Math Chapter 15 - Probability CLASS 10 Answer Key

Teacher should award marks if

if students have done the following:
following:

Q.NO Correct Answers

10

205
 Math Chapter 15 - Probability CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks
5
11 Finds the probability of Minal landing on the Goan restaurant as 36 • 1

4
Finds the probability of Shreya landing on the Goan restaurant as 36 • 1

Hence, concludes that Minal has a higher chance of landing on the Goan restaurant.

29
12 (i) Calculates the probability as 780 or any equivalent number. 1

(ii) Explains that the statement is true and gives the justification that the probability 1
104
that a random person have had a heart attack is 780 which is approximately
1
8 or 12.5%.

13 Finds the area of the square dartboard as 42 = 16 sq units. 0.5

Finds the area of the outer circular ring with radius 2 units as = 4Tt sq units. 0.5

Finds the probability that a dart thrown at random lands on the shaded area as 1
16-4Tt 4-Tt
16 4

14 Identifies the total number of outcomes as 16 and the probable outcomes to win the 1
game as 6.

3
Finds the probability of Pratik winning the game as or 8
1

15 Writes all the outcomes as {(HHH), (HHT), (HTH), (THH), (TTH), (THT), (HTT), (TTT)} 0.5
and identifies the total number of outcomes as 8.

Writes the favourable outcomes for Vidhi as {(HHH), (HHT), (THH)} and identifies the 0.5
favourable outcomes for Vidhi to win as 3.

Finds the probability of Vidhi flipping two heads in a row as —38 0.5

Writes the favourable outcomes for Unnati as {(HHT), (HTH), (THT), (HTT)} and 0.5
identifies the favourable outcomes for Unnati to win as 4.

Finds the probability of Unnati flipping a head immediately followed by a tail as 0.5
4

206
 Math Chapter 15 - Probability CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

Uses steps 3 and 5 to conclude that if they flipped their coins exactly three times, 0.5
Unnati is more likely to drive the car that day.

16 Writes that Abhishek's statement is not correct. 0.5

Justifiesthe answer. For example, writes that the probability of randomly picking a 1.5
black ball from basket 1 is and the probability of randomly picking a black ball from
8
basket 2 is 14 •

Hence, the probability of picking a black ball from basket 1 is same as basket 2.

17 Writes that Farid's statement is false. 0.5

Gives a counterexample. For example, if a bag has 1 pink ball, 2 green balls and 2 0.5
1
yellow balls, the probability of randomly picking a pink ball is 5

18 Writes no and gives a reason. For example, when tossing a fair coin, the probability 1
of getting a head is equal to the probability of getting a tail.

1
19 Finds the probability of opening room 1 as or 2 0.5

1
Finds the probability of opening room 2 as or 4 1

Finds the probability of opening room 3 as or —21 0.5

Compares the above probabilities and concludes that Zaira kept her treasure in room 1
2.

20 Writes the outcomes as {(RR), (RB), (YR), (Y B)} and the probable outcome to get
all 0.5
a prize as {(RR), (RB), (YR)} .

3
Uses the above step to find the probability of Rohit getting a prize as —
4 0.5

21 i)Selects the point representing the probability of spinner 1 landing on a black 0.5
region as point P.

207
 Math Chapter 15 - Probability CLASS 10 Answer Key

Q.NO Teacher should award marks if

if students have done the following:
following: Marks

ii)Selects the point representing the probability of spinner 2 landing on a white 0.5
region as point S.

22 Finds the number of favourable outcomes as 1 and the number of total outcomes as 0.5
78.

1
Finds the probability that the picked meal has a surprise gift as 78 • 0.5

23 i) Identifies total number of outcomes as 4 + 7 + 2 = 13 and favourable number of 0.5

outcomes as 2.

Finds the probability that the note will be sufficient to pay for the dress as 0.5
2
13

(Award full marks if the probability is found directly without mentioning the above
step.)

ii) Writes that the probability that Jenin will be able to give exactly Rs 799 to the 1
shopkeeper is O.

24 Writes that the total number of outcomes is 16. 0.5

Writes that the number of favourable outcomes for Farah to win the game is 6. 0.5

6 3
Finds the probability that Farah wins the game as 16 — 8 0.5

3 5
Finds the probability that Sheena wins the game as 1 1

Uses steps 3 and 4 to conclude that Sheena has a higher probability of winning the 0.5
game.

208
 Chapter -- 16
16
Multiple
Multiple Concepts
Concepts

209
 Math Multiple Concepts CLASS 10

Q: 1 A spotlight, at a height of 12
P, is m
from the surface. The light from P, forms a right [3]
circular cone and illuminates a circular region on the surface as shown below.

600

Illuminated circular
region on the surface

(Note: The figure is not to scale.)

Find the area of the illuminated circular region on the surface, in terms of Show
your steps along with a rough diagram with all the relevant measures marked.

Q: 2 Shown below is a circle with centre O and radius 10 cm. Two tangents QR and QP are [3]
drawn to it from an external point Q and OQ = 20 cm.

600

600

(Note: The figure is not to scale.)

Find the area, in terms of n, occupied by the shaded region. Show your work.

Q: 3 The line m is a tangent to the circle C at the point (9, 12). The circle is centred at the [2]

origin.

Check if the line m passes through the point (15, O). Show your work.

Q: 4 If 3cot e + tan e = 5sec e; 00 s e 900, find the value of e. [3]

Show your steps and give valid reasons.

210
 Math Multiple Concepts CLASS 10

Q: 5 Rehan has a set of 40 cards numbered 1 - 40 without repeating any number. Rehan [3]
wants to construct APQR shown below by choosing the length of PR, in cm, from the
set of the cards.

24 cm

p
7 cm

(Note: The figure is not to scale.)

What the probability that a card chosen at random makes

is APQR an OBTUSE angled
triangle with Q as obtuse angle? Show your work.

Q: 6 Kiran making a toy by using two circular disks of radii 12 cm and 6 cm respectively,
is [5]
connected by a taut wire. The wire, XY, is the internal tangent to both disks as shown
below.

•B

(Note: The figure is not to scale.)

If the centres of the circular disks, A and B are 30 cm apart, what is the length of the
wire XY? Show your steps with a figure and give valid reasons.

211
 Math Multiple Concepts CLASS 10

Q: 7 Shown below are two paths from Madrid to New York. The dotted line is the shortest [3]
distance, approximately 6000 km, on a 2D map. The other solid circular arc is the
shortest distance on a 3D globe and the actual path taken by a flight. The arc
subtends an angle of 600 at the centre of the circular arc.

Flight path

Cha

6000 km

Oorr•n9

(Note: The figure is not to scale.)

What is the actual distance covered by the fight? Draw a rough diagram and show your
work.

(Note: Take rr = 3.14, if needed.)

Q: 8 In the figure below, tan x= , PT = 10 cm and QR = 3 cm. [3]

(Note: The figure is not to scale.)

Find the area of quadrilateral RSTQ. Show your steps and give valid reasons.

212
 Math Multiple Concepts CLASS 10

Q: 9 At a certain roundabout, the radius of the circular region The circular region
is 50 ft. [5]
includes a 2 ft wide circular concrete footpath and a flowering bed. The flowering bed
is divided into three parts using two dividers of length 481/3 ft each as shown below.

(Note: The figure is not to scale.)

Find the area of regions (I + Ill), in terms of n. Draw a rough diagram and show your
steps.

213
 Math Multiple Concepts CLASS 10

Q: 10 In the figure below, a circle with centre O is inscribed in an equilateral triangle AXYZ. [2]
The area of the shaded region of the circle is 2n cm 2 .

p
O

(Note: The figure is not to scale.)

What is the radius of the circle? Show your steps and give valid reasons.

Q: 11 A point P lies on a circle. Two friends, Priya and Sumedha, drew tangents to the circle [1]
at point P.

What is the probability that their tangents coincide? Give a valid reason for your
answer.

214
 Math Multiple Concepts CLASS 10

Q: 12 Shown below is a circle and a square. The circle with centre O has a radius of 4 cm. [3]

(Note: The figure is not to scale.)

Find the area of the shaded region. Show your work and give valid reasons.

(Note: If needed, take rr as 3.14.)

Q: 13 Given below are two equations. [2]

(x + 3y)
49
(4x + 12y)
7 = 494

i) Frame a pair of linear equations in two variables by simplifying the given equations.
ii) Do these linear equations form a pair of coincident lines? Justify your answer.

Q: 14 A rhombus PQRS has a side length of 5.8 cm and a diagonal QR of length 8.4 cm. [21

Use a ruler and compass to draw the rhombus PQRS.

215
 Math Multiple Concepts CLASS 10

Q: 15 In the figure shown below, DE II BCE [3]

(Note: The figure is not to scale.)

Find the coordinates of point E. Show your work and give valid reasons.

216
 Math Multiple Concepts CLASS 10 Answer Key

Q.No Teacher should award marks if

if students have done the following:
following: Marks

1 Draws a rough figure representing the given information. It may look as follows: 0.5

300

12m}

Assumes the radius of the circular region to be r and finds the value of r as 1.5
12(tan300) = 4V3 m.

Finds the area of the illuminated circular region as Tt x (43/3) 2 = 48Tt m 2. 1

2 Finds the lengths of the tangents RQ and PQ as 101/3 cm each, either by applying the 0.5
Pythagoras theorem as 3/(202 - 102 ) or by considering RQ and PQ as 10tan600.

Finds the area of AORQ x 10 x 103/3 = 5m/3 cm2. 0.5

Similarly, finds the area of AOPQ as 501/3 cm 2 .

Finds the area of the quadrilateral PQRO as 2 x 503/3 = 1003/3 cm2. 0.5

Finds the area of the minor sector OPR as: 1

1200
3600
XTtX (10) 2

loon
3 cm 2

(Award 0.5 marks if only the formula for area of a sector is correctly written.)

217
 Math Multiple Concepts CLASS 10 Answer Key

Q.No Teacher should award marks if

if students have done the following:
following: Marks

Finds the area occupied by the shaded region as: 0.5

(Area of the quadrilateral PQRO) - (Area of the minor sector OPR)

loon
= 100V3 cm 2 -
3 cm 2

(Award full marks if the correct answer is obtained by an alternate method.)

3 Finds the radius of the circle using the distance formula between (O, O) and (9, 12) as 1
15 units.

Concludes that (15, O) is a point on the circle and the line m being a tangent touches 1
the circle at only one point, the line cannot pass through the point (15, O).

(Award full marks if graphical representation is used to conclude the answer.)

4 Simplifies the given equation as: 0.5

cose sine 1
3 sine cose cose

=> 3cos2e + sin 20 - 5sin e

Simplifies the above equation as: 0.5

2sin2e + 5sin e -3=0

1
Factorises the above equation to get sin e = 2 or (-3). 1

Writes that sin e cannot be equal to (-3) as O s sin e s 1 and hence concludes that 0.5
1
sin e —

Uses the above step to find the value of e as 300 since sin 300 — . 0.5

5 Identifies that at PR = 25 cm, APQR is a right-angled triangle. Hence, for 1

obtuse-angled triangle, PR > 25 cm.

Writes that PR < (24 + 7) cm or PR < 31 cm for PQR to be a triangle. 1

218
 Math Multiple Concepts CLASS 10 Answer Key

Q.No Teacher should award marks if

if students have done the following:
following: Marks

Uses the above steps and finds the probability that a card chosen at random makes 1
APQR an OBTUSE angled triangle at Q as 405 •

6 Draws the figure by joining AB, AX and Y B. The figure may look as follows: 0.5

12 cm

6 cm

(Note: The figure is not to scale.)

Writes that in AAXP and ABYP: 1.5

LAXY = LXYB = 900 (as tangent is -L to radius)

LAPX = LBPY (vertically opposite angles)

Conclude that AAXP — ABYP by using the AA similarity criterion.

Uses the above step and writes: 1.5

XP
— PY — BY

AP = 2PB.

Uses AP + PB = 30 (given) and AP = 2PB to get PB as 10 cm and AP as 20 cm.

Uses the Pythagoras theorem for ABYP and finds PY as 8 cm. 1

Finds XP as 16 cm by using the ratio XP = 2PY.

(Award full marks if the Pythagoras theorem is used for AAXP and ABYP to find the
lengths of XP and PY respectively.)

219
 Math Multiple Concepts CLASS 10 Answer Key

Q.No Teacher should award marks if

if students have done the following:
following: Marks

Finds the length of the wire, XY as 16 + 8 = 24 cm. 0.5

7 Draws a rough diagram representing the given situation. The diagram may look as 1
follows:

3000 km

00

R km

(Note: The figure is not drawn to scale.)

3000
Finds the radius of the circle, R as sin30
o = 6000 km. 1

600
Finds the actual distance covered by the flight as 3600
x 2 x 3.14 x 6000 = 6280 km. 1

(Award 0.5 marks if only the formula for the arc length is correctly written.)

8 Uses tan x = for APQT and PT = 10 cm to find the length of PQ and QT as 6 cm and 1

8 cm respectively.

Writes that in APQT and APRS: 0.5

LPQT = LPRS = 900

LQPT = LRPS (common angle)

Concludes that APQT — APRS by using the AA similarity criterion.

220
 Math Multiple Concepts CLASS 10 Answer Key

Q.No Teacher should award marks if

if students have done the following:
following: Marks

Uses the above two steps and writes the relation as: 1

6 8
9

RS = 12 cm

Finds the area of quadrilateral RSTQ as} x (8 + 12) x 3 = 30 sq cm. 0.5

9 Draws a rough diagram. The diagram may look as follows: 1

24-13
Writes that sin e = 48 2 and finds the angle subtended by the chord at the centre 1
as 2 x 600 = 120

1200
Finds the area of the sector with central angle of 1200 as 3600 x Tt X (48) 2 = 7681t ft2 1

(Award 0.5 marks if only the formula for the area of a sector is correctly written.)

Finds the height OT of AMON as: 1

cos 600 = -B
OT = 24 ft

(Award full marks if Pythagoras' theorem is correctly used to find the height.)

Finds the area of AMON as} x 483/3 x 24 = 5763/3 ft2. 0.5

221
 Math Multiple Concepts CLASS 10 Answer Key

Q.No Teacher should award marks if

if students have done the following:
following: Marks

Finds the area of the segments (I + Ill) as 2(768Tt - 5763/3) or 384(4Tt - 3M3) ft2. 0.5

10 Writes that LPZQ = 600 and gives the reason that AXYZ is an equilateral triangle. 1

Writes that LZPO = LZQO = 900 and gives the reason that the tangent at any point
of a circle is perpendicular to the radius through the point of contact.

Finds LPOQ as 3600 - 900 - 900 - 60 0 = 1200 and gives the reason that the sum of
internal angles of a quadrilateral is 3600.

Uses the area of the shaded region of the circle and finds the radius of the circle, r, 1
as:

1200
¯ 3600 XTtr 2

r = •16 cm

11 Writes that the probability of their tangents coinciding is 1 and gives a reason. For 1
example, writes that there is only one tangent at any point on the circumference of
the circle.

12 Writes that radius of a circle is perpendicular to the tangent at the point of contact 1
and draws two radii. The figure may look as follows:

(Award 1 mark if an equivalent explanation is written without a figure.)

Writes that PQOR is a square and finds its area as 4 x 4 = 16 cm 2 . 0.5

222
 Math Multiple Concepts CLASS 10 Answer Key

Q.No Teacher should award marks if

if students have done the following:
following: Marks
90
Writes that QOR is a quadrant and finds its area as 360 x 3.14 x 4 x 4 = 12. 56 cm 2 1

Finds the area of the shaded region as 16 - 12.56 = 3.44 cm 2 . 0.5

13 i) Frames the pair of linear equations in two variables using the given information as: 1

2x+6y=1
4 x + 12 y = 8

(Award 0.5 marks for each correct linear equation in two variables.)

ii) Writes that these linear equations do not form a pair of coincident lines. 0.5

2 6 1
Justifies the answer. For example, writes that 4 ¯ 12 8 0.5

14 Draws the base PQ of length 5.8 cm, diagonal QS of length 8.4 cm and PS of length 0.5
5.8 cm.

Draws a ray ST parallel to PQ by making LPQS equal to LTSQ. 1

Cuts a length of 5.8 cm from S and joins SR and QR to get the rhombus PQRS. 0.5

The construction may look as follows: o

8.4 cm

p 5.8 cm

223
 Math Multiple Concepts CLASS 10 Answer Key

Q.No Teacher should award marks if

if students have done the following:
following: Marks

15 Assumes that D divides AB in ratio m : n and uses section formula to write: 0.5

-7m-4n -3m+3n
m+n m+m

Finds m: n as 2:1. 1

Writes that in AABC, according to the Basic Proportionality Theorem (BPT) point E 0.5
will divide AC 2:1 since DE
in ratio BC and D divides AB in ratio 2:1.
II

Uses the section formula to find the coordinates of point E as: 0.5

2+1 2+1

Evaluates the above expressions to find the coordinates of point E as (4, ). 0.5

224
 About
About Educational
Educational Initiatives
Initiatives

Educational Initiatives (Ei)

Educational Initiatives (Ei) is
is working
working with
with the
the vision
vision of
of creating a world
creating a world where
where
children everywhere are learning with understanding.
children everywhere are learning with understanding.

Ei
Ei leverages
leverages the
the twin
twin levers
levers of
of cutting-edge
cutting-edge educational
educational research
research and
and technology-based
technology-based
solutions to improve student learning outcomes through personalized adaptive learning
solutions to improve student learning outcomes through personalized adaptive learning
solutions.
solutions.

Ei
Ei has
has undertaken
undertaken several projects with
several projects with various government and
various government and civil society partners
civil society partners in
in
India and
India and abroad, serving students
abroad, serving students across
across different
different grades and socio-economic
grades and socio-economic
backgrounds.
backgrounds.
08 Central
Central Board

Academic
Board of

Academic Unit,
Unit, 17
of Secondary
Secondary Education

17 Rouse
Education

Avenue, New
Rouse Avenue, New Delhi
Delhi -110002
-110002