Mathematics/ XII (2020-21)

STUDENT SUPPORT MATERIAL

CLASS XII

MATHEMATICS

Session: 2020-21

KENDRIYA VIDYALAYA SANGATHAN

REGIONAL OFFICE LUCKNOW

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Mathematics/ XII (2020-21)

INSPIRATION

Shri. D. K. Dwivedi, Deputy Commissioner, KVS RO Lucknow

Shri. T. P. Gaur, Asstt. Commissioner, KVS RO Lucknow

Dr. Anurag Yadav, Asstt. Commissioner, KVS RO Lucknow

Smt. Preeti Saxena, Asstt. Commissioner, KVS RO Lucknow

MENTORS

Shri. Suneel Kumar ,

Principal, KV Sitapur

Shri. Sanjeev Kumar Agarwal,

Principal, KV Raebareli

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Mathematics/ XII (2020-21)

CONTENT TEAM

KV NAME (WHERE WORKING IN

S.NO. TEACHERS NAME POST
PRESENT)
1 MR. SADAN RAM PGT (MATH) LUCKNOW, ALIGANJ 1ST SHIFT
2 MS. ANAMIKA VERMA PGT (MATH) LUCKNOW, ALIGANJ 1ST SHIFT
3 MS. ANSHU SINGH PGT (MATH) LUCKNOW, ALIGANJ 1ST SHIFT
4 MR. AMIT AGARWAL PGT (MATH) LUCKNOW ALIGANJ 2ND SHIFT
5 MR R K PANDEY PGT (MATH) LUCKNOW, IIM
6 MR. ANUJ BHARGAVA PGT (MATH) LUCKNOW, BKT
7 MR. PRAJESH KUMAR SINGH PGT (MATH) SITAPUR 1ST SHIFT
8 MR. TARUN KUMAR SINGH PGT (MATH) SITAPUR 2ND SHIFT
9 MR. MAHESH PRATAP SINGH PGT (MATH) LAKHIMPUR KHIRI 1ST SHIFT
10 DR.RAKESH CHATURVEDI PGT (MATH) LUCKNOW, GOMTINAGAR 1ST SHIFT
11 MR. SUNIL KUMAR PATHAK PGT (MATH) LUCKNOW, GOMTINAGAR 1ST SHIFT
12 MR. JAGDISH PRASAD PGT (MATH) LUCKNOW, GOMTINAGAR 2ND SHIFT
13 MR. NITIN KUMAR MISHRA PGT (MATH) LUCKNOW, AMC 1ST SHIFT
14 MR A K SRIVASTAVA PGT (MATH) LUCKNOW, AMC 1ST SHIFT
15 MR. D K TRIPATHI PGT (MATH) LUCKNOW, AMC 1ST SHIFT
16 MR. MADAN MOHAN MISRA PGT (MATH) LUCKNOW, AMC 2ND SHIFT
17 MR. ANIL KUMAR PGT (MATH) LUCKNOW CANTT, LKO
18 MR. PAWAN KUMAR JAISWAL PGT (MATH) FAIZABAD CANTT
19 MR. SHAILESH KUMAR MISHRA PGT (MATH) BALRAMPUR
20 MR. RAJEEV SRIVASTAVA PGT (MATH) BARABANKI
21 MR. DEEPAK SINGH PGT (MATH) LUCKNOW, RDSO
22 MS. REETU SINGH PGT (MATH) LUCKNOW, RDSO
23 MR. NEERAD KUMAR TRIPATHI PGT (MATH) LUCKNOW, AFS MEMAURA
MR. PRASHANT KUMAR
24 PGT (MATH) LUCKNOW, CRPF BIJNAUR 1ST SHIFT
SRIVASTAVA
25 MR. SANT KUMAR YADAV PGT (MATH) LUCKNOW, SGPGI
26 MR SACHIN KUMAR SRIVASTAVA PGT (MATH) RAEBAREILY 1ST SHIFT
27 MR. ASHISH KR PANDEY PGT (MATH) RAEBAREILY 2ND SHIFT
28 MRS SEEMA SRIVASTAVA PGT (MATH) MCF RAEBAREILY
29 MR. K K GUPTA PGT (MATH) SHIVGARH
30 MR. SUNEEL KUMAR MAURYA PGT (MATH) BHEL JAGDISHPUR
31 MR. JITENDRA KUMAR GUPTA PGT (MATH) KANPUR CANTT 1ST SHIFT
32 MR. ANOOP KUMAR DIXIT PGT (MATH) KANPUR CANTT 2ND SHIFT
33 MR. TAJUDDIN ALI AHMAD PGT (MATH) KANPUR, CHAKERI 1
34 MR ASHOK KUMAR MISHRA PGT (MATH) KANPUR, CHAKERI 2
35 MR. MANOJ KUMAR SHARMA PGT (MATH) KANPUR, CHAKERI 3
36 MR. PAWAN KUMAR PGT (MATH) KANPUR, OEF
37 MR. ADITYA KUMAR GUPTA PGT (MATH) UNNAO
38 MR. N P SHUKLA PGT (MATH) KANPUR IIT

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Mathematics/ XII (2020-21)
39 MR. R K TRIVEDI PGT (MATH) KANPUR IIT
40 MR.RANJANA TIWARI PGT (MATH) KANPUR IIT
41 MR. SANTOSH KUMAR PANDEY PGT (MATH) KANPUR, ARMAPUR 1
42 MR. BUDDHA SINGH KUSHWAHA PGT (MATH) KANPUR, ARMAPUR 1
43 MS. NEELAM KUSHWAHA PGT (MATH) KANPUR, ARMAPUR 2
44 MR. VIJAY KUMAR MISHRA PGT (MATH) MATI AKBARPUR 1ST SHIFT
45 MR ANIL KUMAR TRIPATHI PGT (MATH) FATEHGARH RRC
46 MR. YOGENDRA KUMAR PGT (MATH) DIBIYAPUR, NTPC
47 MR. PANKAJ KUMAR GANGWAR PGT (MATH) BAREILLY, NER
48 MR.S.N.TRIPATHI PGT (MATH) BAREILLY, JLA
49 MR. AMBRESH KUMAR PGT (MATH) BAREILLY, JLA
50 MR.KOCHIN KUMAR PGT (MATH) BAREILLY, IVRI
51 MR. K.K. GANGWAR PGT (MATH) BAREILLY, JRC
52 MS. PAYAL YADUWANSHI PGT (MATH) BAREILLY, JRC
53 MR. RAMESH VERMA PGT (MATH) BAREILLY, IFFCO
54 MR. RAJEEV KUMAR SAXENA PGT (MATH) BAREILLY, AFS
55 MR. SHIVESH SRIVASTAVA PGT (MATH) BUDAUN
56 MR. RAJMANI PGT (MATH) PILIBHIT
57 MR. RAJEEV KUMAR PANDEY PGT (MATH) SHAHJAHANPUR NO. 1CANTT. 1ST SHIFT
58 MR. ANIL KUMAR SHARMA PGT (MATH) SHAHJAHANPUR NO. 1CANTT. 2ND SHIFT
59 MR. SHARAD KUMAR PGT (MATH) SHAHJAHANPUR NO.2 (OCF) 1ST SHIFT
60 MR. SHASHANK SRIVASTAVA PGT (MATH) SHAHJAHANPUR NO.2 (OCF) 1ST SHIFT

REVIEW & EDITING TEAM

Shri.Sachin Kumar Srivastava, PGT (Mathematics), KV Raebareli (I Shift)

Sri. A. K. Pandey, PGT (Mathematics), KV Raebareli (II Shift)

Shri. Prajesh Kumar Singh, PGT (Mathematics), KV SITAPUR (I Shift)

Shri. Tarun Kumar Singh, PGT (Mathematics), KV SITAPUR (II Shift)

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Mathematics/ XII (2020-21)

Mathematics
Class XII
INDEX
S. No. Particulars Page No.

1 Syllabus (Revised) 6-10

2 Deleted Topics for Session 2020-21 11

3 Strategy for common errors/ committed mistakes and their 12-37

remedies

4 Minimum learning material(Capsule for Underachievers) 38-113

5 CBSE sample paper and marking scheme 114-137

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MATHEMATICS SYLLABUS (REVISED)

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DELETED TOPICS FOR SESSION 2020-21

UNIT/CHAPTER SYLLABUS REDUCED

Unit I: Relations and Functions

1. Relations and Functions  composite functions, inverse of a function.

2. Inverse Trigonometric Functions  Graphs of inverse trigonometric functions

 Elementary properties of inverse trigonometric functions

Unit II: Algebra

 existence of non-zero matrices whose product is the zero
1. Matrices matrix.
 Concept of elementary row and column operations.
 proof of the uniqueness of inverse, if it exists.
2. Determinants  properties of determinants
 Consistency, inconsistency and number of solutions of system of
linear equations by examples,

Unit-III: Calculus
1. Continuity and Differentiability  Rolle’s and Lagrange's Mean Value Theorems (without proof) and their
geometric interpretation.

2. Applications of Derivatives  rate of change of bodies, use of derivatives in approximation

 ∫√ dx
3. Integrals
 ∫ √ dx
 Definite integrals as a limit of a sum

4. Applications of the Integrals  Area between any of the two above said curves
5. Differential Equations  formation of differential equation whose general solution is
given.
 Solutions of linear differential equation of the type: +Px=Q,
where P and Q are functions of y or constants.
Unit-IV: Vectors and Three- Dimensional Geometry
1. Vectors scalar triple product of vectors.
2. Three - dimensional Geometry  Angle between (i) two lines, (ii) two planes, (iii) a line and a
plane
Unit-V: Linear Programming

1. Linear Programming  mathematical formulation of L.P. problems

 (unbounded)
Unit-VI: Probability

1. Probability  mean and variance of random variable. Binomial probability

distribution.

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Mathematics/ XII (2020-21)

STRATEGY FOR COMMON ERRORS/ COMMITTED

MISTAKES AND THEIR REMEDIES
Chapter - 1
RELATIONS AND FUNCTIONS

Common Errors
1. Students unable to understand difference between Reflexive, Symmetric, and Transitive relation.
2. They do not give Proper Reasoning for Reflexive, Symmetric, and Transitive relation.
3. In composition of function students committed mistakes on applying order of function.
4. They committed mistake to prove a function as onto.
5 . They can‘t differentiate between relations and Functions.
6. Finding of domain and range.
Remedy
1. Students should practice and differentiate Reflexive, Symmetric, and Transitive relation.
2. Students learn how to give Proper Reasoning for questions based on Reflexive, Symmetric, and Transitive relation
3. In composition of function like gof (x) , first apply f rule and then g rule on x.
4. Focus on how to Prove a function as Onto.
5. To clear concepts of domain and range.

SOME EXAMPLES:

1. Let A = { 1,2,3}. Check whether R = { (1,2),(2,1), (1,1), (1,3)} is symmetric or not.

Mistake done : Here, (1,2) (2,1) ) . So, it is symmetric.
Correction : The student thinks that only an ordered pair is to check for Symmetric. So, he forgets to check for (1,3).

2. If A = {1,2,3}, check whether R = {(1,1),(1,2),(2,1)} is transitive or not.

Mistake done: (1,2) ) , (2,1) ) implies that (1,1) ) . So it is transitive.
Correction: Here the student forgets to see for (2,1) ) , (1,2) ) implies (2,2) or not.

3.Consider f : [ ) given by f(x) = 9 +6x-5. Show that f is invertible..

Solution: Let y be an arbitrary element of [ , )
and y = 9x2+6x-5
(√ )
( )
Now, let us define a function g: [ , )
(√ )
Such that g(y) = ( )
Then gof(x) = gf(x) = g(9x2 + 6x – 5)
= g((3x +1)2 – 6) =x
{ This step is very important. Most of the students make mistake at this step. Students must have to be very
careful while computing gof(x)}
(√ )
And fog(y) = f(g (y)) = f ( ) =y
fog = gof = IR+
Hence f is invertible.

4.Show that relation R in the set A ={ } given by R = { | | }, is an equivalence relation. Show that all
the elements of { } are related to each other and all the elements of { } are related to each other. But no element of
{ } is related to any element of { }

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Mathematics/ XII (2020-21)
Solution: For every element a We have | |
Which is even.
is reflexive.
| | is even
| | is even

is symmetric.
| | is even and | | is even
is even and is even
is even
is even.
| |
Is transitive
Hence, R is equivalence relation.
Now, all elements of the set [ ] are related to each other as all the elements of this subset are odd Thus, the modulus
of the difference between any two elements will be even. Similarly, all elements of the set [ ] are related to each other as
all the elements of this subset are even.
Also no element of the subset [ ] can be related to any element of [ ] as all the
elements of [ ] are odd and elements of [ ] are even.Thus the modulus of the difference between the two elements
one from each of these two subset will not be even.

Generally, students didn’t understand the concept of Equivalence Class. The concept should be cleared, so that
they can get full marks.

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Mathematics/ XII (2020-21)

Chapter - 2
INVERSE TRIGONOMETRIC FUNCTIONS

1. Error: or ( )
Remedy: Students must go through the concept of invertible functions given in Chapter 1 (Relations and Functions) of
class 12.
If and are two functions such that and then is said to be invertible and is
the inverse of ; written as ,( is the symbolic representation for inverse of . It is not ―-1 raised to the power
of ‖)
and
Similarly, function is defined as the inverse of function.

2 Error: ( )
Remedy: ( )
Students must know principal value branch of inverse trigonometric functions
Function Principal Value Branch
* +
[ ]
( )

[ ] , -
* + { }
3. Error: ( )
Remedy: ( )

Students must know following rules

* +, [ ]
[ ], [ ]
( ),

4. Students must learn domain and range of Inverse Trigonometric Functions

Function Domain Range
(Principal Value Branch)
[-1, 1] * +
[-1, 1] [ ]
R ( )
R
R – (-1, 1) [ ] , -
R – (-1, 1) * + { }

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Mathematics/ XII (2020-21)

Chapter - 3
MATRICES
Concept Probable Errors Action taken by teachers Important Problems of
NCERT Mathematics Text
Book
Order of matrix Taken row as column and Make them understand row Ex 3.1
column as row means horizontal, column means Q. No 4,6,7,9,10
vertical more such problems for
practice.

First see same order, then equate

Equality of matrices corresponding
Without seeing order, elements
equating elements
Addition of Matrices Without seeing order, add First see same order, then add Ex 3.2
elements corresponding Q. No 6,7,9,13,16,17,
elements 18,20,21,22

Product of Matrices Not multiplying the first

matrix row elements with the By giving tips like Run and Jump
second matrix corresponding remember while multiplying two
column elements and add matrices. More practice on various
order matrices for multiplication.

Transpose of a Matrix Converting both column into Stress to be given only to change Ex 3.3
rows and rows into columns row into columns or vice versa but Q. No
not both 7,8,9,10,11,12

(a) Students find co-factors Teachers tell students to find co-

Adjoint of a Matrix without taking proper sign factors by using proper sign and
(b) Students don't take the insist them to take transpose of a
transpose of a matrix made matrix made by the co-factors by
by the co-factors. giving more questions for practice

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Mathematics/ XII (2020-21)

Chapter - 4
DETERMINANTS
1. Students don‘t apply row and column operations properly when they are evaluating the determinants.
2. Students miss writing the formula when they are solving the system of equations by matrix method
3. Students commit mistakes in inserting the sign when they are finding the co-factors.
4. Students do not apply property of determinants properly.

Concept/Question: Some students write it as: Correct solution / statement is:

1. Give an example of determinant of Correct representation is
order 3.
[ ] | |=| |

It is wrong representation for a

determinant. It is representation of matrix.

For expending a determinant we must

2. Evaluate | | | |= 2x(2+18) -1x (0-6) + 4
assign sign as | |
x(0-1) = 42 is wrong answer.
Correct solution = 2(2 + 18) + 1(0-6) +
4(0 -1)=30

Perform R2 3R2 (Multiply element of

3. Evaluate | | second row by 3) = | | is correct working.

=| | is wrong.

4.Find area of triangle with vertices (4, 1),

(4, -2), (0, 6) Area of triangle = | | Area of triangle = | |

= [4(-2-6)-1(4-0)+1(20-0)] = [4(-2-6)-1(4-0)+1(20-0)]
= -8 = -8
Area of triangle = -8 is wrong. Area of triangle is = 8 square unit is
correct

5. Find the value of k, such that area of Here area of triangle = 3 square units.
triangle with vertices (3, k), (2, 2), (-4, 1) = | |= 3 So values of determinant can be 3 or -3
is 3 square units. both.
[3(2-1) –k(2+4) +1(2+8)] =3 So we must take both case.
Or [3 –k + 10] =3 i.e. [3 –k + 10] =3
13 -6k =6 or 13 -6k =6
6k =7 or 6k =7
K= K = and
[3 –k + 10] =-3
Or 13 -6k =-6
Or 6k =19
K = so k ={ }
6. Find adjoint of matrix A, where A11= 5 , A12 = -2 A13 = -3 A11= 5 , A12 = 2 A13 = -3
A21 = 5, A22 = -2 , A23 = -3 A21 =- 5, A22 = -2 , A23 = 3
A31 = -10, , A32 =4,, A33 = 6 A31 = -10, , A32 =-4,, A33 = 6

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So matrix formed by cofactor is
A =[ ] So adj.A = [ ] is wrong.
[ ] after taking

transpose of above matrix to get adj.A i.e.

[ ]

7.Given matrix A =* +, prove that Some students apply A-1 = First we will prove A2 - 5A + 7I = 0
| | A-1(A2 - 5A + 7I) = A-1.0
A2 - 5A + 7I = 0 and hence find A-1 In the question finding A-1 will be wrong (A-1A)A - 5A-1A + 7A-1I= 0
working. Or IA - 5I + 7A-1 = 0
Or A-1 = ( 5I - A]
Now we substitute A and I to get A-1.

In this type of problem some of students Correct procedure is:

8. Given A=[ ] and opts following procedure: Step-1 Find AB
Step -1 Find AB
Step -2 Find A-1 by applying formula AB = [ ]
B=[ ] Find the product of
A-1 = | |
Or AB = 6 I
matrices AB and hence solve the system Step -3 Find the value of x ,y and z Step -2 Find A—1
of equations {Most of the students finds correct AB = 6 I
X-y=3 answer through the above procedure but Pre multiply by A-1 on both side
2x +3y + 4z = 17 we have not done according to the A-1(AB) = A-1( 6I)
y +2z =7 question} (A-1A)B = 6A-1
IB = 6A-1
A-1 = - B

= [ ]

Step -3 we use the value of A-1 in X = A-

1C find the value of variables.

X = A-1C

== [ ][ ]

= [ ]

0 1 = [ ]

Or 0 1 = [ ]

X =2, y =-1, z =4

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Mathematics/ XII (2020-21)

Chapter -5
CONTINUITY AND DIFFERENTIABILITY

S. Mistakes Suggestions how to correct the mistakes

No.
1 Sign Error While Solving Modulus functions : | |
Wrong way:
While solving the question, the most common mistake done by Let x = - 5 So, f(x) = -5
students is defining the modulus function incorrectly. But |x|=|-5|=5
i.e., when then treat that the function will give output x, which is Right way:
incorrect. Let x=-5 So, f(x)= - (- x) = 5
And also |x|=|-5|=5

2 Derivative Error:
Students perform some arithmetic operations with the derivative of the
function, which is meaningless. Some of those meaningless
operations are listed below:

3 Using Chain Rule Incorrectly:

Both the derivative of the functions are incorrect.

=

Similarly, we can find the derivative of second,

which comes out to be cot(x).
4 Solving Implicit Function when y is a explicit function of x:

Mistake made by students while they are differentiating the above type Differentiating both sides w.r.t x,
of function is that they by mistake in rush or unknowingly forget to
introduce the term when they differentiate both sides w.r.t x. 5
For example: we used chain rule here. First, we
Differentiating both sides w.r.t x, differentiate w.r.t to and then we further
5 differentiated w.r.t .
That‘s the reason we have to introduce term
in the equation.

5 Finding 2nd Derivative When Parametric Function is Given : To solve this problem, we will have to
Let x and y be a function of t. Let differentiate .
After that we will get and extra term which will
be containing dt which can be removed by
substitution
Now when it‘s the turn to find the 2nd derivative then the most common
mistake is,

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Mathematics/ XII (2020-21)

But this is wrong

6 Students generally differentiate the constant symbols wrongly. Differentiation of Constant symbols are same
done as constants
For example, = 3.14
But what they do when they Differentiate is that they see the
i.e., =0
symbol of pi and they treat it as a variable and they generally write the
answer 1/4.

7 Improper use of log during logarithmic Students should know the correct formula for
Differentiations: logarithmic differentiation.
Students generally use wrong log properties
For example, Correct formula is:

This is not a property.

This is a misconception made by the students
8 In implicit functions, starting the differentiation with dy/dx Insist them to differentiate the equation directly
w.r.t.x
9 In logarithmic differentiation, Teaching basics and insisting to take function in
if y = u+v form, log is taken in the beginning the form y=u + v , u=sinxx and v=xx
They take logy= logu + logv which is wrong
10 Writing (logx)n as nlogx Give the power rule
logxn = n logx
11 For second order derivative in parametric form using d2y/dx2 is equal Insist them to write the formula correctly
to
12 In Implicit function, starting the differentiation with Insist them to differentiate the equation directly
w.r.t.x
13 while differentiating inverse trigonometric functions, applying chain More practice with inverse trigonometric
rule functions and chain rule problems
14 For Second order derivative in parametric form – Insist them to write the formula correctly
using = ( )

While teaching the chapter Continuity and Differentiability the following common errors/common mistakes done by students, have
been observed and the practical remedies is suggested that may somehow minimize the mistakes of students.

1. When the function is defined with different definition in different domain, in that case , the child often get confused to
decide which of the part of the function is taken for calculation of left and right hand limit. To minimize this type of
mistake, we have to illustrate the concept of limit taking the graphs of the functions.

2. Important properties of the limits must be revising to students to use them directly to minimize the calculation.

3. While solving the differentiation of implicit functions, students commits the mistakes in differentiating dependent variable
simply, they don‘t apply chain rule while differentiating dependent variable. For example ,

They differentiate it wrongly as :

Practice of several questions makes them to do calculation free from such errors.

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4. While differentiating the logarithmic function, the students make very common and frequent mistakes while applying the
properties of logarithmic.
For example if we are given the function of the type

Then students take the log on both sides wrongly in the following way,
( )

This is absolutely wrong.

To avoid such mistakes, we as a teacher must have to take a class that is specially dedicated on logarithmic as there is
no dedicated chapter in the syllabus on this up to class 12. This will help them not only in mathematics but also in physics
and chemistry.

5. Apart from all above, the students commits such unexpected mistakes, which could not be framed. Mistakes are parts of
study, but as a teacher we have to make them aware of each and every mistake in a very positive way which will be an
ultimate remedy of all mistakes. We have to guide them in area of their need above and par our capacity. Practice of
questions of the area of their mistakes will definitely make them better day by day.

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Mathematics/ XII (2020-21)

Chapter - 6
APPLICATION OF DERIVATIVE

TOPIC COMMON ERRORS/MISTAKES REMEDIES

Increasing/Decreasing  Incorrect identification of the intervals  After obtaining the critical points it
Functions after obtaining the critical points. is better to draw the table for
 Incorrect sign of f‘(x) to identify the identifying the sign of f‘(x) in
increasing /decreasing functions different intervals.
 Incorrect differentiation of the given  Correctly observing the sign of f‘(x)
functions. in the interval before deciding the
 Incorrect factorization of algebraic nature of the function.
function to obtain the critical points.  Revising the question after solving.
 Finding intervals for T-functions  ASTC should be followed.
involving multiples and sub multiples
of angles.

Tangents and Normal  Incorrect slope of the tangent  Be alert while taking the slope of
 Confusion between slope of tangents normal as it is negative
and normal. multiplicative inverse of the slope
 Incorrect equation of tangent due to of tangents.
wrong entry in the equation of line.  Entries of values should be
 Wrong interpretation of the questions. correctly made while writing the
equation of tangents/normal.
Maxima and Minima  Incorrect function differentiated to  Correct function to be identified
obtain Maxima/Minima which is to be maximize/minimize
 Incorrect conversion of function as it before differentiating.
is to be converted in terms of any one  Sign of f‖(x) to be properly
variable with respect to whom it is to observed before declaring any
be differentiated to obtain critical function to be having point of
points. maxima/minima.
 Wrong interpretation of the questions  Always try to identify the function
 Problem in understanding the which is to be maximize/minimize
question before differentiating.
 Difficulty in observing the function
which is to be maximize /minimize.

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Chapter - 7
INTEGRALS

Common errors/mistakes commited by the students and their remedies.

1. Forgetting to put the constant of integration.

Goal: ∫

Mistake: ∫

Correction: ∫

Explanation: some students forget to put the constant of integration after that your 1/2 mark cut in examination. So don‘t
forget to put the constant of integration.

2. Mixing differentiation with integration (especially in formula)

1) Goal: ∫
The Mistake: :∫
The Correction: ∫
An Explanation
The integral of the sine function is not cosine, but rather is negative cosine, since the derivative of cosine is negative sine.
2) The Goal : Find ∫
The Mistake: Find the mistake: ∫
The Correction: ∫

An Explanation: The integral of the cosine function is not negative sine, but rather is positive sine, since the derivative of
sine is cosine.

3) The Goal: find ∫

The Mistake : Find the mistake:

(NOTED)

The Correction: ∫
An Explanation: An exponential function is not a power function, so the integral formula for a power function does not apply to
finding the integral in this example.

3. Integration by parts: (PROPER CHOICE OF FIRST AND SECOND FUNCTION)

Find :∫

The Mistake: :∫

Correction : ∫ ∫ ∫[∫ ]

= ∫

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An Explanation: some students use product rule of differentiation but in such type question , use by parts method using
―ILATE‖ where I stands inverse trigonometric functions, L stands logarithmic functions, A stands algebraic functions , T
stands trigonometric functions and E stands exponential functions. We can also choose the first function as the function
which come first in the word ―ILATE‖ .

4. SUSTITUTION METHOD(PROPER USE)

1) Find :∫

The Mistake: : ∫ , b) ∫

Correction :∫ ,

2) Find :∫ .
√

The Mistake: Find mistake ∫

√

Put so, 2xdx=dt

∫ √ √ (noted)
√

Correction: Put so, 2xdx=dt

∫ √ √ √
√

Explanation: some students not replace t in x . So, remember it

5. Limit of definite integration :

1) Find :∫

The Mistake: Find mistake ∫

Put so, 2xdx=dt

∫ (noted)

[ ]

Correction: Put so, 2xdx=dt

∫ (noted limits change)

* + √ )

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Mathematics/ XII (2020-21)
Explanation: some students not change the limits of t . So, remember it

2) The Goal: find ∫

The Mistakes
Find the mistakes:

1.∫ |

2.∫ | ( )

A Correct Solution:∫ | ( )
Explanations
In the first mistake the ant derivative is computed incorrectly - the negative sign is needed.
In the second mistake a common sign error is made. If F(x) is an ant derivative of the integrand (the function in the integral), the
value of the definite integral from a to b is F(b)-F(a), which applies even if F(x) has a minus sign in front of it. So if F(x) = -e-x, then
F(b)-F(a) = (-e-b) - (-e-a) = e-a - e-b.
6. Proper use of the formula for ∫xndx

Many students forget that there is a restriction on this integration formula, so for the record here is the formula along with
the restriction.
∫xndx=xn+1/(n+1)+c, provided n≠−1
That restriction is incredibly important because if we allowed n=−1 we would get division by zero in the formula! Here is what I see
far too many students do when faced with this integral.
∫x−1dx=x0/0 + c=x0+c=1+c
There are all sorts of problems with this. First there‘s the improper use of the formula, then there is the division by zero problem!
This should NEVER be done this way.
Recall that the correct integral of x−1 is,
∫ x−1dx=∫ dx = log|x|+c
This leads us to the next error.
7. Dropping the absolute value when integrating∫
Recall that in the formula
∫ dx = log|x|+c
the absolute value bars on the argument are required! It is certainly true that on occasion they can be dropped after the integration
is done, but they are required in most cases. For instance, contrast the two integrals,
1. ∫ | |
∫ | |
In the first case the x is positive and adding 10 on will not change that fact so since x2+10>0 we can drop the absolute value bars.
2

In the second case however, since we don‘t know what the value of x is, there is no way to know the sign of x2−10 and so the
absolute value bars are required.
8. Improper use of the formula ∫ dx=log|x|+c
Gotten the impression yet that there are more than a few mistakes made by students when integrating ? I hope so, because many
students lose huge amounts of points on these mistakes.
In this case, students seem to make the mistake of assuming that if integrates to log|x| then so must one over anything! The
following table gives some examples of incorrect uses of this formula.
Integral Incorrect Answer Correct Answer

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Mathematics/ XII (2020-21)
∫ log(x2+1)+c tan−1(x)+c

∫ log(x2)+c −x−1+c=−1/x+c

∫ log(cosx)+c log|secx+tanx|+c

So, be careful when attempting to use this formula. This formula can only be used when the integral is of the form ∫ dx. Often, an
integral can be written in this form with an appropriate u-substitution (the two integrals from previous example for instance), but if it
can‘t be then the integral will NOT use this formula so don‘t try to.

9. Improper use of Integration formulas in general

This one is really the same issue, but so many students have trouble with logarithms that I wanted to treat that example separately
to make the point.
So, for instance we‘ve got the following two formulas,
∫√ u du= C
∫u du=1/3u +C
2 3

The mistake here is to assume that if these are true then the following must also be true.
∫√ anything du= +C
∫(anything) du=1/3(anything) +C
2 3

The first set of formulas work because it is the square root of a single variable or a single variable squared. If there is anything
other than a single u under the square root or being squared then those formulas are worthless. On occasion these will hold for
things other than a single u, but in general they won‘t hold so be careful!
Here‘s another table with a couple of examples of these formulas not being used correctly.
Integral Incorrect Answer Correct Answer

∫√x2+1dx 2/3(x2+1)3/2+C √ | √ ||)+C

∫cos2xdx 1/3cos3x+C x/2+1/4sin(2x)+C

10. Loss of integration notation

1) There are many dropped notation errors that occur with integrals. Let‘s start with this example.
∫x(3x−2)dx=3x2−2x = x3−x2+C
Here, drop the integral sign you are saying that you‘ve done the integral.
But Here is the correct way to work this problem.
∫x(3x−2)dx=∫(3x2−2x)dx=x3−x2+c
2) Another big problem in dropped notation is students dropping the dx at the end of the integrals. For instance,
∫3x2−2x
The problem with this is that the dx tells us where the integral stops! So, this can mean a couple of different things.
∫(3x2−2x)dx=x3−x2+c OR ∫3x2dx−2x=x3−2x+c
Without the dx a reader is left to try and intuit where exactly the integral ends! The best way to think of this is that brackets always
come in pairs ―(‖ and ―)‖.

3) Another dropped notation error that I see on a regular basis is with definite integrals. Students tend to drop the limits of
integration after the first step and do the rest of the problem with implied limits of integration as follows.
∫ =∫(3x2−2x)dx=x3−x2=(8−4)−(1−1)=4
The answer to a definite integral is a number, while the answer to an indefinite integral is a function. When written as above you
are saying the answer to the definite integral and the answer to the indefinite integral are the same when they clearly aren‘t!
Here is the correct way to work this problem.

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Mathematics/ XII (2020-21)
∫ ∫
11. Dropped constant of integration
Dropping the constant of integration on indefinite integrals (the +c part) is one of the biggest errors that students make in
integration. There are actually two errors here that students make. Some students just don‘t put it in at all, and others drop it from
intermediate steps and then just tack it onto the final answer.

So don‘t forget the constant of integration on indefinite integrals (the +c part) in the final answer.

 In indefinite integral students forget to write ―constant‖.

Remedy:- It is must to write ―constant‖ in indefinite integral so students should remember this.
 Some time students write more than one constants when they do integration of terms in one problem separately.
Remedy:- This is not false but it may create problem in finding particular result. So students should write ―constant‖ once
at last of the final answer.Otherwise they should combined all constants in only one constant.
 Students have a view that in integration ―x‖ is only the variable of integration.
Remedy:- When the variable of integration is denoted by a variable other than ―x‖ the integral formula are modified
accordingly.
∫ Here variable is ―y‖.
 Students drop absolute value sign in integration of the form ∫ .
Remedy:-The absolute value sign can sometimes ignore but this is required in most cases.so don‘t avoid this sign in
integration of this given form. Firstly use this sign and if not necessary then it can avoid otherwise not.
 Improper use of the formula ∫ | | Students do mistake in using this formula.
Remedy:-always remember that formula is applicable only when denominator has only linear form of variable like (ax + b)
type, otherwise this formula will not work.
 Due to relation with differentiation students forget formula of integration especially sign problem occurs mostly.
Remedy:- for this learn formula properly and do more practice on integral problems.
 Students confuse in solving partial fraction related integral problems.
Remedy:- Students should remember all cases of partial fraction and more practice of related problems will help them to
find which partial fraction type is applicable in given problem.
 Students confuse in solving integration by parts related problems which should be taken first or which should be taken
second?
Remedy:- In integration by parts we can use this word for selecting first and second function on the basis of their order
from left to right.
“ILATE” .
 In definite integral students solve problem directly due to this many times problem becomes lengthy.
Remedy:-students should remember properties of definite integral and should use these properties in their problems.it will
help them to solve problem in easy way.

12. Many students think both are same. Same they think for others trigonometric functions.
Remedy:- Both are not same we have to clarify students difference between inverse trigonometric functions and
trigonometric functions with powers.so that they can use correct formula of integration

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Mathematics/ XII (2020-21)

Types of Mistake Concept Probable errors Action taken by

teachers
1. Misconceptions 1- Integration as an 1.Students get confused 1. *Conduct formula
2. Procedural errors Inverse Process of with differentiation and practice test daily - oral
3. Integration Differentiation. integration formulae. and written.
techniques a) Students committed *To motivate students to
4. Learning difficulties 2- Integration by mistakes in putting learn formula and solve
5. Understanding the Substitution. correct sign of anti- problems using formulae
problems (Specially derivatives. * Practice of repeatedly
the problems related 3-Integration using b) Feel difficulty in writing formulae by
to Application of Trigonometric Identities. learning ant derivatives students before teacher.
Integrals) of some functions ax.
4- Integral of some 2-*Teacher should give
Particular Functions. 2. *In substitution the problems involving
method students find it variety of substitution.
5- Integration by Partial difficult to substitute *Teacher make drilling
Fractions. correctly. the correct substitution
* Students feel more of dx.
6- Integration by Parts difficulty in double * To provide some easy
substitution. problems on double
7-Deefinite Integral. *Students make wrong substitution.
substitution ultimately
8- Evaluation of Definite unable to do solve the 3- Teacher should
integral by Substitution. problem. provide variety of
3- *Students apply problems using different
9-Some properties of wrong trigonometric trigonometric identities.
Definite Integrals. formula ultimately 4- Teacher should
integration formulae problem could not be ensure more practice in
solved. Event not such problems,
substitution method learning formulae. especially in making
4- While doing the perfect square.
Making perfect square problems based on *Teacher should set a
some particular function, pattern in learning these
constant of integration students feel more formulae, and solving
difficulty in converting such problems.
computation while function in standard form 5- Teacher should make
evaluating the definite to apply formula, drill on it.
integral specially in making Taking variety of
perfect square. problems based on
5- Some time students partial fractions.
committed mistakes in 6- Teacher should give
calculating values of some tips regarding
constants in partial selecting first function.
Fractions. ILATE rule etc.
6- Students feel difficulty 7- teacher should
in selecting first function advised students to not
while doing the problems make such mistakes, to
of integration by parts. avoid wastage of time in
7- Students make silly recalculating the definite
mistakes in calculating integral.

27
Mathematics/ XII (2020-21)
values of definite 8- Teacher should
integral. ensure more drill on it by
taking different problems
on it.
Teacher should solve
8- Students feel some problems before
problems in changing students specially
limits while making related to change of
substitution in definite limits while making
integral. substitution.
Either they don‘t change 9- Teacher should
limit or making mistake advised to students to
in it. make more drill on it.
Teacher should give
some tips to students to
9- Students committed solve such problems
frequent mistakes while involving long
evaluating definite calculations.
integrals using 10- Classification of
properties of definite problems based on
integrals. different methods using
different formulas should
10- students fail to be stressed.
identify the method, 11 Drilling up the same
which they have to opt. method and conduct slip
test frequently.

11- Making perfect 12-. Concept should be

square while doing the made clear of putting C,
problems of the type while writing integrals of
∫ dx / (ax2 + b x +c ) indefinite integrals.
12 students miss the
constant of integration
while writing the answer
& forget to use dx while
integrating.

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Mathematics/ XII (2020-21)

Chapter – 8
APPLICATION OF INTEGRALS

S.NO. ERRORS CORRECTIONS

1 Students are unable to identify whether the given Students should do practice on the recognition of equations
equation is a straight line, circle, parabola, ellipse etc of different types of curves.
2 Students are not able to draw the rough graph of the Students should do practice to draw the graph of the
given equation. various functions.
3 Students make mistake in shading the required area. Students should read the question carefully and shade the
asked area.
4 Students skip the steps during calculation and unable Students should not skip the steps and do the calculations
to reach the answers. carefully.
5 Students do not write the unit. Students should write the sq. units with the answer.

Remedial Measures for Under Achievers

1. Identify the area in which under achievers need help.

2. Instead of the compete syllabus selected subject material will be given to them.
3. Pair with one bright student with under achievers so that he/she can improve his/her performance.
4. Ask under achievers to frame short questions and conduct a test on the basis of those questions only to increases
confidence.
5. Conceptual problems should be discussed with him and ask him to solve on board.
6. Content material will be developed according to their ability.
7. Teaching methodology will be applied according to their based requirement.
8. Keep in touch with the parent of under achievers regarding their performance.
9. The under achievers should be encouraged by way of effective motivation in the form of rewards and praise.
10. Discussion with teachers should be encouraged.
11. To improve the memory level of under achievers meditation, exercises should be arranged.
12. Focus on the most common questions asked in CBSE board exam.
13. Parent counseling and student‘s counseling
14. Peer learning should be encouraged.

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Mathematics/ XII (2020-21)

Chapter - 9
DIFFERENTIAL EQUATIONS

Common errors/mistakes committed by the students and their remedies -

S No Common errors/mistakes committed Remedies

by the students
1. Difference between order and degree Degree on higher order derivative will be the degree of
the differential equation. Explain by giving some
examples.
2. In finding the degree of a differential When a differential equation is not a polynomial in
equation when it is not defined. derivatives its degree is not defined. More practice and
understanding of questions in which degree is not
defined.
3. Difference between General solution and General solution contains an arbitrary constant where
Particular solution as particular solution contains particular value in place of
arbitrary constant.
4. Confusion in finding differential equation Form the differential equation by eliminating arbitrary
from given solution constants from the given relation ie order of
differentiation is equal to number of arbitrary constants
5. Separation of variables Arrange dx and dy separately along with its variables.
6. Confusion in value of P and Q in Linear + P(x)y = Q(x), coefficient y will be the value of P. P
differential equation
and Q both are the function of x only
7 Integrating factor Integrating factor (IF)= e∫ Integrate P with
respect to x and put on the power of e.

8 Not writing constant of integration in As marks are deducted for not writing constant of
solutions. integration. Always remember to write constant of
integration while integrating.
9 Not finding the value of C (constant of More practice of questions of finding the particular
integration) in the questions of finding solution.
particular solution of a differential
equation.
10 Solving homogeneous differential Understanding to differentiate between two types of
equations using method for solving linear differential equations .more practice to solve
differential equations. homogeneous differential equations.

11 Unable to solve the homogeneous More practice of such type of questions.

differential equation if they are of the form:
dx/dy = f(x/y)
12  Students fail to identify the type  Drilling up different types of differential
of differential equation equations problems based on different methods
 Students apply incorrect method  Giving sufficient number of problems for
to solve the differential equations practice
when they fail to identify the type  Concept should be made clear so that they can
of differential equation differentiate between homogeneous and linear
 Students apply incorrect method differential equations
to integrate the differential
equations

30
Mathematics/ XII (2020-21)

Chapter - 10
VECTOR ALGEBRA

Common Mistakes occurred during solving problems of Vector Algebra

1-Collinear Vector: Show that the points ( ̂ ̂ ̂) (̂ ̂ ̂) ̂ ̂

are collinear.
Common Mistake ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗
Correct form: | | | | |⃗⃗⃗⃗⃗ |
⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗

2-Triangular Inequality; For any two vectors ⃗

Common Mistake: | ⃗ | | | | | ⃗
Correct Form : | ⃗ | | | |⃗ |
If | ⃗| | | |⃗ |
3-Equality of two vector: Find the values of x, y and z so that the vectors ̂ ̂ ̂ ⃗ ̂ ̂ ̂
Common Mistake:|⃗ | |⃗ |
Correct Form: two vectors are equal then corresponding component equal
̂ ̂ ̂ ̂ ̂ ̂
X=2,y=2,z=1
4- Projection of Vector: Find the projection of the vector ̂ ̂ ̂ on the vector ⃗⃗ ̂ ̂ ̂
Common Mistake: Simply multiply ⃗ ( ̂ ̂ ̂) ̂ ̂ ̂
Some time only add the vectors ; ⃗
⃗ ⃗
Correct Form : Projection of ⃗ and
|⃗ |
⃗ ⃗
Projection of ⃗
| ⃗⃗ |

5- Vector in direction of other Vector: Find the vector of magnitude 7 in the direction of the sum of the vectors ,
⃗ ⃗ ̂ ̂ ̂
Common Mistake:: vector of magnitude 7 = 7( ⃗ =7{( ⃗ +( ̂ ̂ ̂ }
Correct Form: Write unit vector in the desired direction then multiply by 7
⃗ ⃗ ⃗
vector of magnitude 7 = 7 ⃗ |
=7 .
| ⃗ √
⃗
=7
√
6- Vector Product: Find a unit vector perpendicular to each of the vectors ( ⃗ ⃗ where
⃗ and ⃗ ̂ ̂ ̂
Common Mistake: Generaly show that ( ⃗ ( ⃗)
Correct Form: ⃗ ⃗⃗⃗ ⃗ and ( ⃗) ⃗
̂ ̂ ̂
A vector which is perpendicular to both is given by ( ⃗ ( ⃗ )=| |

= ̂ ̂ ̂=
| |=√
̂ ̂ ̂
Therefore, the required unit vector is | |=
√
7-Area of triangle when two side vectors Given: Find the area of a triangle having the points A(1, 1, 1), B(1, 2, 3) and C(2, 3, 1) as
its vertices
⃗⃗⃗⃗⃗ = ̂ ̂
⃗⃗⃗⃗⃗ = ̂ ̂

31
Mathematics/ XII (2020-21)
Commmon Mistake: Area = ⃗⃗⃗⃗⃗ x⃗⃗⃗⃗⃗ (Generally leave at this stage)

Corroect Form: |⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ | (Scalar quantity)

|( ̂ ̂) ̂ ̂ |
̂ ̂ ̂
⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ =| | = ̂ ̂ ̂

|⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗ | = √

Concept Error Correction

Finding a vector of given magnitude in Forget to find the unit vector in the Stress on finding the magnitude of the
the direction of another vector direction of given vector given vector

Finding an unit vector perpendicular to ⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗⃗

⃗ ⃗ Stress on to use the correct formula
Use the formula as
both the vectors and ⃗ | ⃗ ||⃗⃗⃗⃗⃗
⃗|

Scalar product of two vectors After using formula of dot product use of In final result of scalar product of two
̂ ̂ ̂ vectors we get a scalar quantity so not to
use ̂ ̂ ̂

Area of triangle and parallelogram Mistakes of not putting or putting ½ with Stress on to use the correct formula
| ⃗⃗⃗ |

 Misunderstand the direction of More emphasis must be given on basic

vectors. concepts, formulae and key points.
 Confusion in scalar components -Regular practice and more practice.
and vector components. - Memorize in own language.
 Confusion in dot(scalar) product
and (cross)vector product
formulae.
 Confusion in i.i,j.j ,k.k and i i ,
j j and k k
 Misunderstand the direction of
vector product ⃗⃗⃗ ⃗⃗⃗ .

32
Mathematics/ XII (2020-21)

Chapter - 11
THREE DIMENSIONAL GEOMETRY

S Area where mistake Detail about mistakes committed Remedy

No committed
1 d.c.,s and d.r.,s Students sometimes do not understand Clearly they should be explained that
difference between them, For d.r.,s ; a,b,c a2+b2+c2≠1 for
d.c.,s l,m,n l2+m2+n2=1
2 Standard Equation of Student directly starts to solve problem in First they should be explained the standard
a straight line equation like x  x1 y  y1 z  z1
2x  1 4  y z  1  
  form a b c
2 7 2 Then tell them to convert the given equation in
standard form.
3 Plane parallel to a Plane But here condition of perpendicularity will be
straight line Line used
4 Plane perpendicular Plane But here condition of parallelism will be used
To a straight line Line
5 Equation of plane to Students are often confused for equation of Students should be asked to focus on the
be used in given plane to be used in question language and get sense from there
problem
6 Line lies on a plane x  x1 y  y1 z  z1 All the things related to this concept should be
  explained to the students.
When line a b c lies on
the plane a 1 x + b 1 y + c 1 z + d =0 then what
will happen
7 .Shortest distance Students Apply the formula of shortest distance Concept should be clear to students through
between two parallel between two skew lines. problem solving
lines

8 Use of formulae of 3 d students fail to identify the method , which they Classification of problems based on different
have to opt methods using different formulas should be
stressed

33
Mathematics/ XII (2020-21)

Chapter - 12
LINEAR PROGRAMMING

Wealth/Strength of subject ability and how to remove general error.

Notes :-
1. Read the question carefully, understand each statement.
2. Note that which quantities do we require to obtain for maximum, or minimum. Represent those quantities by the symbols x
and y. Note x ≥ 0, y ≥ 0.
3. Form the inequations involving x and y from the given conditions.
4. Some students are not able to apply the inequality signs correctly. Represent the inequations with sign
(i) ≥, if it is mentioned at least, greater than equal to, minimum of, in the given conditions.
(ii) ≤, if it is mentioned at most, less than equal to, maximum of, in the given conditions.

Question some students write it as : correct solution/statement is :

Shade the portion for the After drawing the line 4x+3y-12=0 After drawing the line 4x+3y-12=0
inequations Put (1,1) in 4x+3y-12≤0 (i) For the inequation 4x+3y-12≤0
x≥0, y≥0, 4x+3y-12≤0 4+3-12 ≤ 0 Take any point which does not lie on the
-5 ≤ 0 , False line. Generally we take (0,0), if it does
We shade the portion not containing not lie on the line. Here we put (0,0) ;
(1,1) which is a WRONG statement 0+0-12 ≤ 0
-12 ≤ 0, True
We shade the portion containing (0,0)
Also x≥0, y≥0

A firm manufactures two types of Let x units of product A and y units of let x units of product A and y units of
products A and B and sells them product B are produced per day. product B are produced per day.
at a profit of Rs.5 per unit of type Then LPP is Then LPP is
A and Rs.3 per unit of type B. To maximize To maximize Z = 5 x + 3 y
Each product is processed in two Z = 5x+3y subject to constraints x≥0, y≥0
machines M1 and M2. One unit subject to constraints x+y ≤ 300
of type A requires 1 minute x≥0, y≥0 2x+y ≤ 360
processing on M1 and 2 minutes x+y ≤ 5 Now find the the feasible region and
on M2. Whereas 1 unit of type B 2x+y ≤ 6 proceed
requires 1 minute of processing Above both the statement are
time on M1 and 1 minute on M2. WRONG statements.
Machines M1 and M2 are [ Note that 5 and 6 are in hours ]
respectively available for atmost
5 hours and 6 hours in a day.
Find out how many units of each
type of product should the firm
produce in a day in order to
maximize the profit. Solve the
problem graphically.

34
Mathematics/ XII (2020-21)
sometime a question is Let x units of product A and y units of Let x units of product A and y units of
―……….one unit of product A product B are produced per day. product B are produced per day.
requires 2 minutes for grinding Then LPP is Then LPP is
and 3 minutes for cutting and To maximize Z = 5x+3y (say) To maximize Z = 5x+3y
one unit of product B requires 1 subject to constraints subject to the constraints
minute for cutting and 3 minutes x≥0, y≥0 x≥0, y≥0
for grinding. Each machine, for 2x+y ≤ 240 2x+3y ≤ 240
grinding and cutting is available 3x+3y ≤ 240 3x+y ≤ 240
for atmost 4 hours in a day. Above both statement are WRONG. Now find the feasible region and proceed
Find……….‖ [ In this question note the placements
of cutting/grinding ]

Common error committed by students are as follows:

1: Symbols used in linear programming problem that is, <, >, ≤, and ≥.
2: Making of objective function.
3: wrong interpretation of problems.
4: Simplification of linear equation.
5: Drawing of lines by wrong coordinates.
6: choosing of wrong feasible region.
7: Posting mistakes
8: difference of bounded and unbounded feasible region.
9: Changing the Inequality Sign.

Remedies to remove errors:

1: Developing and using symbol sense in mathematics.
2: while solving the Problems must interpret the problems, so that to reduce the understanding of question.
3: Try to take the co-ordinates on the axes by substituting x=0 in one time and y=0 in other case.
4: Always take x ≥ 0, y ≥ 0.
5: verify the feasible regions by taking suitable points.
6: taking proper scale for drawing lines.
7: To avoid posting mistakes calculation must be on the same page by making a margin.
8: When multiplying/dividing any inequality by –1, the direction of the inequality should change.

35
Mathematics/ XII (2020-21)

Chapter - 13
PROBABILITY

Concept/topic Probable errors Action to be taken

Conditional probability Unable to identify the conditional event More practice of such questions
in questions based on ‘conditional
probability’

Identifying the types of events Unable to identify the question (whether More practice of questions of various
conditional or independent events or types .
Bayes‘ theorem )

Mathematical findings from Word Difficulty in converting word problem into Drilling in conversion of different kinds of
problems mathematical terms problems

Conditional events in Bayes’ theorem Mistakes in identifying different More practice of such questions
‗EVENTS‘ in Bayes‘ theorem
Drilling in such problems
Mistakes in identifying the probability of
different events in Bayes‘ theorem
Computation
Computational mistakes More concentration and attention

Probability distribution Inability to find out the correct random More practice of such questions
variable
More practice to be given
Unable to form the probability
distribution table

Emphasis on writing the final answer.

Final value Forget to write the final answer Reminding again and again

COMMON MISTAKES/ERRORS COMMITTED BY STUDENTS IN TOPIC : PROBABILITY

1. To score well in the Topic ―Probability‖, the students must have clear concepts of sets, operations on sets, and better
understanding of the terms : random experiment, outcomes, sample space, trials, events, types of events, probability,
conditional probability, independent events, partition of sample space, probability distribution etc. They should also
properly understand the multiplication theorem on probability, theorem of total probability and Bayes‘ theorem etc. Most of
the common mistakes done by students can be overcome with proper understanding of basic concepts.

2. The students, many times, put the probability of event A i.e. P(A), in the denominator, in the result for conditional
P( A  B)
probability P(A/B), whereas correct result is P( A / B) 
P( B)

3. They, many times, forget how to find the probability of not happening of event A. The correct result is P ( A' )  1  P ( A)

4. It is very important to read the question carefully, the students generally miss the term ―with replacement‖ or ―without
replacement‖ while doing problems of ―taking out some articles from a bag‖.

5. The students should have clear knowledge of ―how many‖ and ―what type of cards‖ constitute ―a pack of playing cards‖

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Mathematics/ XII (2020-21)
6. The students should use the result of ―conditional probability‖ to understand the ―multiplication theorem on probability‖
and to do the problems using concepts, not just by cramming the results. The correlation of concepts is very important.

7. The students should be able to clearly distinguish between ―independent events‖ and ―mutually exclusive events‖. They
should know how to check two or more events as independent .

8. Instead of cramming the result for Bayes‘ theorem, the students should have clear understanding of partition of sample
space, theorem of total probability and Bayes‘ theorem step by step and to clearly find out hypotheses, priori and
posteriori probability of hypothesis, by reading the given question carefully, and then only put the values in the result for
Bayes‘ theorem. They should also carefully find out whether the given question is of ―Theorem of total probability‖ or that
of ―Bayes‘ theorem‖

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Mathematics/ XII (2020-21)

MINIMUM LEARNING MATERIAL

(CAPSULE FOR UNDERACHIEVERS)

Chapter -1
RELATIONS AND FUNCTIONS

KEY POINTS:

1. A relation R in set A is called an equivalence relation in set A if it is

(a)reflexivei.e (x,x) R ,
(b) symmetrici.e if (x,y) (y,x) ,
(c)transitivei.e if (x,y) (x,z) ,

2. n(A)= m, then number of relation in A is . Number of reflexive relation .

3. A function f:A is invertible(bijective) if it is (a) one-one (injective) i.e f(x1)=f(x2) x1=x2,

x1,x2 , (b) onto(surjective) i.e f(x)=y defined for all y i.e. Range= Codomain

4. y= f(x) and f is BijectiveFuntion, then It is invertible and x= (y) .

Objective Type Questions

1. If A = {1, 2, 3}, then the relation R = {(1, 2), (2, 3), (1, 3)} in A is ___.
a. transitive only
b. reflexive only
c. symmetric only
d. symmetric and transitive only

2. A relation R on a set A is called an empty relation if

a. no element of A is related to any element of A
b. every element of A is related to one element of A
c. one element of A is related to all the elements of A
d. every element of A is related to any element of A

3. Let R be the relation on N defined as xRy if x + 2 y = 8. The domain of R is

a. {2, 4, 6, 8}
b. {2, 4, 8}
c. {1, 2, 3, 4}
d. {2, 4, 6}

4. Consider the non-empty set consisting of children in a family and a relation Rdefined
asaRbif a is brother of b. Then R is
(A) symmetric but not transitive (B) transitive but not symmetric
(B) neither symmetric nor transitive (D) both symmetric and transitive

5. The maximum number of equivalence relations on the set A = {1, 2, 3} are

(A) 1 (B) 2
(C) 3 (D) 5

6. If a relation R on the set {1, 2, 3} be defined by R = {(1, 2)}, then R is

(A) Reflexive (B) transitive
(C) Symmetric (D) none of these

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Mathematics/ XII (2020-21)

7. Let A = {1, 2, 3} and consider the relationR = {1, 1), (2, 2), (3, 3), (1, 2), (2, 3), (1,3)}.
Then R is
(A) reflexive but not symmetric (B) reflexive but not transitive
(C)symmetric and transitive (D) neither symmetric, nortransitive

8. If the set A contains 5 elements and the set B contains 6 elements, then thenumber of
one-one and onto mappings from A to B is
(B) 720 (B) 120
(C) 0 (D) none of these

9. Which of the following functions from Z into Z are bijections?

(D) f (x) = x3 (B) f (x) = x + 2
(E) f (x) = 2x + 1 (D) f (x) = x2+ 1

10. Let f : [2, ∞) → R be the function defined by f (x) = x2 – 4x + 5, then the range
offis
(F) R (B) [1, ∞)
(G) [4, ∞) (B) [5, ∞)

Short Answar Type Questions:

1. If n(A) = p and n(B) = q, then the number of relations from set A to set B = ________.

2. A function is called an onto function, if its range is equal to ________.

3. Find (gof)(x), if f(x) = |x|, g(x) = |5x + 1|.

4. Show that function f: N → N, given by f(x) = 2x, is one – one.

5. Let S = {1, 2, 3} Determine whether the function f: S → S defined as below haveinverse.

f = {(1, 1), (2, 2), (3, 3)}

6. Let f : {1, 3, 4} → {1, 2, 5} and g : {1, 2, 5} → {1, 3} be given by f = {(1, 2), (3, 5), (4, 1)}
and g = {(1, 3), (2, 3), (5, 1)}. Write down gof.

7. Consider f: {1, 2, 3} {a, b, c} given by f(1) = a, f(2) = b and f(3) = c find f-1 and showthat (f-1)-1 = f.

8. Is g = {(1, 1), (2, 3), (3, 5), (4, 7)} a function? If g is described by g(x) = ax + b, then what
value should be assigned to a and b.

9. Let the function f : R → R be defined by f(x) = cosx, x ϵ R. Show that f is neither one-one
nor onto.

10. Let L be the set of all lines in plane and R be the relation in L define if R = {(L1, L2 ): L1Is
perpendicularto L2 } .Show that R is symmetric but neither reflexive nor transitive.

11. If the function f : R R is given by f (x) = x2 + 2 and g: R → R is given bythen find fog and gof and
hence find fog(2) and gof(- 3).

12. Show that f: R R defined by f (x) = [ x ] is neither one-one nor onto.

13. Find fg for f(x) = e x ; g(x) = log x

14. Show that the function f : R R given by f(x) = 3x – 4 is a bijection.

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Mathematics/ XII (2020-21)
1
15. Find fg and gf if f(x) = x2 + 2 and g(x) = 1 -
1 x
x3
16. Let f:RR defined by f(x) = 2x – 3 and g : RR defined by g(x) = . Show that fg = IR = gf.
2
17. Show that the function f: R R given by f(x) = x3 + x is a bijection.

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Mathematics/ XII (2020-21)

Chapter-2
INVERSE TRIGONOMETRIC FUNCTIONS
KEY POINTS :

One mark questions:

Q.1 Find the value of sin* +.

Q.2 If sin(sin-1 + cos-1x ) = 1. Find the value of x.

Q.3 Find the value of

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Mathematics/ XII (2020-21)

Q.4 Find the principal value of

Q.5 Find the principal value of

Q.6 Find the value of

Two marks questions:

Q.7 If , then find the value of x.

Q.8 Write the function in the simplest form:

Q.9 Prove that :

Q.10 Express in the simplest form

√
tan-1 ( ),x 0

Q.11 Solve 2 tan-1(cos x) = tan-1(2 cosec x) .

Three marks questions:

Q.12 Solve

Q.13 Prove tan-1√ = cos-1( ), x ( 0,1 )

Q.14 Prove that :

Q.15Prove that : tan-1*√√ √

√
+= - cos-1x , -1/√

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Mathematics/ XII (2020-21)

Chapter- 3
MATRICES
KEY POINTS:
(1) Matrix: A Matrix is a rectangular arrangement of number or functions arranged into a fixed
number of rows and columns.
(2) Order 0f Matrix: The order of a matrix is defined by the number of rows and columns of that
matrix.
(3) Square Matrix: A Matrix in which the no. of rows is equal to the no. of column’s say n, is
called a square matrix of order n.
(4) Diagonal Matrix: A square matrix [aij] is said to be a diagonal matrix if a ij = 0 for i ≠ j.
(5) Scalar Matrix: A Square matrix A = [aij]nxn is called a sca;ar matrix of (i) aij = 0 for all i ≠ j and
(ii) aij =c , where c≠ 0
(6) Identity or Unit Matrix: A Square Matrix A = [aij]nxn is called an identity or a Unit matrix, if (i)
aij = 0 for all i ≠ j (ii) aii = 1 .
(7) Null or Zero Matrix: A Matrix whose all elements are zero is called a null matrix or a zero
matrix. ie.,A = [aij] is null matrix if aij = 0 i,j
(8) Equal Matrices: Two matrices A = [aij]mxn and B = [bij]mxn of the same order are equal if aij =
bij i, j
(9) If A = [aij]mxn, B = [bij]mxn of the same order are equal if
(i) Commutativity: A + B = B + A
(ii) Associativity: ( A + B ) + C = A + ( B + C )
(iii) Existence of Identity : A + 0 = 0 + A = A
(iv) Existence of Invers: A + (-A) = (-A) + A = 0
(v) Cancellation Laws: A + B = A + C →B =C and B + A = C + A → B =C
(10) If A and B are tswo matrices of the same order and k, l are scalars then
(i) K(A + B) = kA + kB
(ii) (k+ l)A = kA + lA
(iii) (kl)A = k(lA) = l(kA)
(iv) (-k)A = -(kA) = k(-A)
(v) IA = A
(vi) (-1)A = -A
(11) If A and B are two matrices of the same order then A – B = A + (-B)
(12) Multiplication of Matrices: Two matrices A and B are said to be defined for multiplication if
the number of columns of first matrix is equal to the number of rows of second matrix. Let A
[aij]mxn and B = [bjk]nxp then AB = [Cij]mxp where
Cij = ai1b1j + ai2b2j + …….+ ainbnj = ∑
(13) Properties of matrix multiplication
(i) Matrix multiplication is not commutative
(ii) Matrix multiplication is associative
(iii) Matrix multiplication is distributive over matrix addition.
(iv) If A is an mxn matrix then Im A= A =AIn.

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Mathematics/ XII (2020-21)
(v) If A is an mxn matrix AmxnOnxp = Omxp & OpxmAmxn = Opxn
(vi) In a matrix multiplication the product of two non zero matrices may be a zero matrix
(14) Transpose of a Matrix: Let A = [aij] be an mxn matrix then the transpose of A, denoted by
ATor ̅, is an nxm matrix such that AT = aji
(15) Properties of Transpose of a Matrix:
(i)
(AT)T = A (ii) (A+B)T = AT + BT
(ii)
(KA)T = K AT (iv) (AB)T = BT AT
(iii) (ABC)T = CTBTAT
(16) Symmetric Matrix: A Square matrix A = [aij] is called a symmetric matrix if
A = AT
(17) Skew Symmetric Matrix : A Square matrix A= [aij] is called a skew symmetric matrix if A T = A
(18) Principal diagonal elements of askew symmetric matrix is zero.
(19) Every square matrix can be uniquely expressed as a sum of a symmetric and a skew-
symmetric matrix.
(20) All positive integral powers of a symmetric matrix are symmetric.
(21) All odd positive integral powers of a skew-symmetric matrix are skew-symmetric.

Short And Long Answer Type Questions:

Q1-Form a 2 matrix A whose elements are given by = | |.

Q2-Find the values of a, b, c and d from the following equation:

* +=* +

Q3-. If A=* + and B=* +, find AB.

Q4- If A=* +, find ̅

Q5-. Define symmetric matrix.

Q6-.If X +Y =* +and X – Y =* + then find X and Y.

Q7- If A =* +, find (A + ̅).

Q8- Simplify cos A * + + sin A * +.

Q9-If a matrix has 24 elements, what is the possible order it can have?

Q10- Find the values of x, y and z from the following equation:

[ ]=* +

Q11- If A=* + and B=* +, find ah of following

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Mathematics/ XII (2020-21)
(i) A + 3B (ii) A- 2B

Q12- If A =[ ] [ ], then find AB.

Q13- If A=[ ], thenfind A2-5A+6I .

Q14- If A = [ ], prove that -6A2+7A +2 I =0.

Q15- Define skew symmetric matrix.

Q16- Find the value of x and y, if * +=* +

Q17-If A =* +, Show thatA2 -5A+7I=O

Q18-For the matrix A=* +, verify that

(i)(A + ̅) is a symmetric matrix.

(ii)(A - ̅) is a skew symmetric matrix.

Q19-Express matrix A=* + as the sum of symmetric and skew symmetric matrix.

Q20- Express matrix A= [ ]as the sum of symmetric and skew symmetric matrix.

Multiple Choice Questions

Q21- A=[ ] is a square matrix, if

(i) m n (ii) m n (iii) m= n (iv) none of these

Q22-The number of all possible matrices of order 3 with each entry 0 or 1 is:

(i) 27 (ii) 18 (iii) 81 (iv 512

Q23- If A, B are symmetric matrices of same order, then (AB – BA) is a

(i) skew symmetric matrix (ii) symmetric matrix (iii) zero matrix (iv) Identity matrix

Q24- If A=* +’ and A+ ̅= I, then the value of is

(i) (ii) (iii) (iv)

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Mathematics/ XII (2020-21)
Q25- If A=[ ] is such that A2 = I, then

(i) 1+ =0 (ii) 1 =0 (iii) 1 =0 (iv)1+ =0

Q 26- If the matrix A is both symmetry and skew symmetric, then

(i) A is diagonal matrix(ii) A is zero matrix (iii) A is square matrix (iv) none of these

Q27 - If A is a square matrix such that A 2 = A, then 7 A is equal to

(i)A (ii) I (iii) I (iv) 3A

Q28- If A = * +, then is equal to

(i) * + (ii) * + (iii) * + (iv) * +

Q29- If A= = * + is skew symmetric matrix, then x is equal to

(i) (ii) 5 (iii) 3 (iv) 1

Q30- If A = * + , then (A+ ̅) is equal to

(i) * + (ii) * + (iii) * + (iv) none of these

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Mathematics/ XII (2020-21)

Chapter-4

DETERMINANTS

KEY POINTS:
1. Only square matrices have determinants.

2.if A [ ] | |= | |.

3. If A is singular matrix, | |=0

4.If A is skew symmetric matrix, | |=0

5. If A is a square matrix of order n,| |=| |

6. Area of triangle = | |

&. If A is a square matrix of order n, then = | |

where| | .

1MARK QUESTIONS
1. Given that A is a square matrix of order 3x3 and |A|=-4. Find |adjA|
2. Let A= [aij] be a square matrix of order 3x3 and |A|= -7. Find the value of a11A21+a12A22+a13A23 Where Aij is the cofactor of
element aij.
3. Find adjointof A= * +
4. If A is a square matrix of order 3 an | | then find| |.

5. What is the value of| |?

6. Evaluate | |

7. If * +, Write the value of | |.

8. If A is the square matrix of order 3 such that | | = 81, then find| |.
9. If A is the square matrix of order 3, with | | = 9,then find | |.
10. If A is a singular matrix, then write | |.

2 MARKS QUESTIONS

11. If A is a square matrix of order 3 such that A 2=2A, then find the value of |A|.
12. If * +, show that A2 - 5A + 7I=0. Hence find A-1.

13. If A=* + then find k so that .

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Mathematics/ XII (2020-21)

14. Write the cofactors of the elements of second and third row | |.

3 MARKS QUESTIONS
15. Find the value of k, such that area of triangle with vertices (3, k), (2, 2), (-4, 1) is 3 square units.
16. .Given matrix A =* +, prove that A2 - 5A + 7I = 0 and hence find A-1.

17. If A = * + and B = * +, then verify that (AB)-1 = B-1 A-1.

18. Find adjoint of matrix A, where A =[ ]

5MARKS QUESTIONS

19. Given A=[ ] and B=[ ] Find the product of matrices AB and hence solve the system

of equations x - y = 3,2x +3y + 4z = 17,y +2z =7

20. If A = [ ], find A-1, Using A-1 solve the system of equations:

2x – 3y + 5z = 11,3x + 2y – 4z = -5, x + y – 2z = -3

21. Use the product [ ][ ] to solve the system of equations

22. If [ ], Find A-1. Hence solve the system of equations

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Mathematics/ XII (2020-21)

Chapter 5

CONTINUITY AND DIFFERENTIABILITY

KEY POINTS:
1. If a function is continuous at x=a, then =f(a)
2. Learn all the basic formula of derivatives .The following table gives a list of derivatives of standard
functions-
F(x) F’(x)
xn nxn-1
consant zero
sinx cosx
cosx -sinx
tanx Sec2x
secx secx.tanx
cosecx -cosecx.cotx
cotx -cosec2x
logx

ex ex

The following rules were established as a part of algebra of dervatives :

(1)
(2)

(3) ( )

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Mathematics/ XII (2020-21)
For inverse trigonometric functions apply the following substitution :

(1) For √ put x = acosec or a sec

(2) For √ put x = atan or a cot
(3) For √ put x = asin or a cos

(4) For √ put x2 = a2 cos2

(5) For √ put x= acos2

Ques1. For what value of a and b such that the function defined by

f(x) = { is a continuous function everywhere .

Ques2. Find the value of k so that the function f given by:

f(x) ={ is continuous at x = .

Ques3. Find the value of k so that the function f given by:

f(x) = { is continuous at x= 5.

Ques 4. For what value of k is the following function is continuous at x= 2

f(x) ={

Differentiate the functions with respect to x.

Ques 5. log√

Ques 6. If y = log√ , prove that

Ques 7. sec(tan(√

Ques 8. If y√ √ –x) prove that +xy+ 1= 0

√ √
Ques 9. Differentiate w.r.to x ( )
√ √

-1
Ques 10. Find if y= cos (

Ques 11.Differentiate w.r.to x ( )

Ques 12. y = then find

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Mathematics/ XII (2020-21)
Ques 13. If √ +√ = a(x-y) then show that √ .

LOGARITHMIC DIFFERENTIATION
Ques 14.If = then prove that:
{ }

Ques 15. Find + =

Ques 16. Differentiate w. r. to x +

Ques 17. Differentiate the function w. r. t. x

Ques 18.Find the derivative of y= (sinx) cosx

Ques 19. Find .

Ques 20. Find if y =

DERIVATIVES OF FUNCTIONS IN PARAMETRIC FORMS

For parametric equations: x=f( ) and y=g( )

Find .Ques 21. X= 2at2, y = at4

Ques 22. If √ , √ show that

Ques 23. Find ,x = cos – cos2

SECOND ORDER DERIVATIVES

Ques 24. If y =5cosx – 3sinx, prove that

Ques 25. If y = , prove that (1+ )2 y2 +2x (1+x2)y1 = 2.

Ques 26. If ,show that

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Mathematics/ XII (2020-21)

Chapter-6
APPLICATION OF DERIVATIVES

Key Points:
** Let I be an open interval contained in the domain of a real valued function f. Then f is
said to be
(i) increasing on I if x1< x2 in I  f (x1) ≤ f (x2) for all x1, x2 I.
(ii) strictly increasing on I if x1< x2 in I  f (x1) < f (x2) for all x1, x2 I.
(iii) decreasing on I if x1< x2 in I  f (x1) ≥ f (x2) for all x1, x2 I.
(iv) strictly decreasing on I if x1< x2 in I  f (x1) > f (x2) for all x1, x2 I.
** (i) f is strictly increasing in (a, b) if f ′(x) > 0 for each x  (a, b)
(ii) f is strictly decreasing in (a, b) if f ′(x) < 0 for each x  (a, b)
** Slope of the tangent to the curve y = f (x) at the point (x 0, y0) is given by  
dy
 dx  ( x 0 , y0 )
 f (x0 ) .
** The equation of the tangent at (x0, y0) to the curve y = f (x) is given by y – y0 = f (x 0 )
(x – x0).
1
** Slope of the normal to the curve y = f (x) at (x0, y0) is  .
f ( x 0 )
1
** The equation of the normal at (x0, y0) to the curve y = f (x) is given by y – y0 = 
f ( x 0 )
(x – x0).
** If slope of the tangent line is zero, then tan θ = 0 and so θ = 0 which means the tangent
line is parallel to the x-axis. In this case, the equation of the tangent at the point (x0, y0) is
given by y = y0.

** If θ → , then tan θ→∞, which means the tangent line is perpendicular to the x-axis,
2
i.e., parallel to they-axis. In this case, the equation of the tangent at (x0, y0) is given by x = x0
.
** Let f be a function defined on an interval I. Then
(a) f is said to have a maximum value in I, if there exists a point c in I such that f (c) ≥ f (x) ,
for all x  I.
The number f (c) is called the maximum value of f in I and the point c is called a point
of maximum value of f in I.
(b) f is said to have a minimum value in I, if there exists a point c in I such that f (c) ≤ f
(x), for all x  I.

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Mathematics/ XII (2020-21)
The number f (c), in this case, is called the minimum value of f in I and
the point c, in this case, is called a point of minimum value of f in I.
(c) f is said to have an extreme value in I if there exists a point c in I such that f (c) is
either a maximum value or a minimum value of f in I.
The number f (c), in this case, is called an extreme value of f in I and the point c is
called an extreme point.
* * Absolute maxima and minima
Let f be a function defined on the interval I and c  I. Thenss
(a) f(c) is absolute minimum if f(x) ≥ f(c) for all x  I.
(b) f(c) is absolute maximum if f(x) ≤ f(c) for all x  I.
(c) c  I is called the critical point of f if f ′(c) = 0
(d) Absolute maximum or minimum value of a continuous function f on [a, b] occurs at a
or b or at critical points off.
(i.e. at the points where f ′is zero)
If c1 ,c2, … , cn are the critical points lying in [a , b], then absolute maximum value of f =
max{f(a), f(c1), f(c2), … , f(cn), f(b)}and absolute minimum value of f = min{f(a), f(c1),
f(c2), … , f(cn), f(b)}.
** Local maxima and minima
(a) A function f is said to have a local maxima or simply maximum value at x =a if f(a ±
h) ≤ f(a) .
(b)A function f is said to have a local minima or simply a minimum value at x = a if f(a ±
h) ≥ f(a).
** First derivative test :A function f has a maximum at a point x = a if
(i) f ′(a) = 0, and
(ii) f ′(x) changes sign from + ve to –ve in the neighborhood of ‘a’ (points taken from
left to right).
However, f has a minimum at x = a, if
(i) f ′(a) = 0, and
(ii) f ′(x) changes sign from –ve to +ve in the neighborhood of ‘a’.
If f ′(a) = 0 and f’(x) does not change sign, then f(x) has neither maximum nor minimum
and the point ‘a’ is called point of inflexion.
The points where f ′(x) = 0 are called stationary or critical points. The stationary points at
which the function attains either maximum or minimum values are called extreme points.
Second derivative test
(i) a function has a maxima at x a if f ′(x)= 0 and f ′′ (a) <0
(ii) a function has a minima at x = a if f ′(x) = 0 and f ′′(a) > 0.

Increasing & decreasing functions

LEVEL I

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Mathematics/ XII (2020-21)

1. Show that f(x) = x3 –6x2 + 18x + 5 is an increasing function for all x R.
2. Show that the function x2 –x + 1 is neither increasing nor decreasing on (0,1)
3. Find the intervals in which the function f(x) = sin x – cos x, 0< x< 2isincreasing or
decreasing.
4.Find the least value of ‘a’ such that the function x2+ax +1 is increasing on [1,2].
5.Find the intervals in which f(x) = -x2 -2x +15 is increasing or decreasing.
6. Indicate the interval in which the function f(x) = cos x, 0 x  2 is decreasing.

sin x
7.Show that the function f(x) = is strictly decreasing on ( 0, /2)
x
log x
8. Find the intervals in which the function f(x) = increasing or decreasing.
x
9.Find the interval in which the function f(x)=2x3 +9x2 +12x +20 is (i) increasing (ii)
decreasing
10. Find the interval in which the function f(x) = (x+1)3(x-1)3
LEVEL II
*1. Find the interval in which the function f(x)=2x3 - 9x2 +12x +15 is (i) increasing (ii)
decreasing

(CBSE2010)
*2. Find the interval in which the function f(x) = (x+1)3(x-1)3
(CBSE2011)
2x
*3. Find the intervals in which f(x) = log(1+x) - is increasing or decreasing.
2 x
(CBSE2012)
*4. Find the interval in which the function f (x) =sinx +cosx, 0 x  2 is increasing or
decreasing

(CBSE2012)
*5. Separate the interval [0, /2] into sub intervals in which f(x) = sin4x +cos4x is increasing
or
decreasing

LEVEL III
1. Find the interval of monotonocity of the function f(x) = 2x 2 – log x , x  0
4 sin θ
2. Prove that the function y =  θ is an increasing function of  in [ 0, /2]
2  cos θ
[CBSE 2011]

54
Mathematics/ XII (2020-21)
2x
3.Find the intervals in which f(x) = log(1+x) - is increasing or
2 x
decreasing.
4.Find the interval in which the function f (x) =sinx +cosx, 0 x  2 is increasing or
decreasing
5.Separate the interval [0, /2] into sub intervals in which f(x) = sin4x +cos4x is increasing or
decreasing .
Tangents &Normals

LEVEL-I
1.Find the equations of the normals to the curve 3x2 – y2 = 8 which are parallel to the line
x + 3y = 4.
2. Find the point on the curve y = x2 where the slope of the tangent is equal to the x-
coordinate of
the point.
3. At what points on the circle x2 + y2 – 2x – 4y + 1 = 0, the tangent is parallel to x axis ?
4. Find the equation of the normal to the curve ay2 = x3 at the point ( am2, am3)
5. For the curve y = 2x2 + 3x + 18, find all the points at which the tangent passes through the
origin.
6. Find the equation of the normals to the curve y = x 3 + 2x + 6 which are parallel to the line
x + 14y + 4= 0
7. Show that the equation of tangent at (x1 , y1) to the parabola yy1=2a(x + x1).
[CBSE 2012Comptt.]
LEVEL- II
*Que1. . Find the equations of all lines having slope 0, which are tangent to the curve
1
y
x  2x  3
2

*Que2. for the curve y  4 x 3  2 x 5 , find all the points at which the tangents passes through
the origin.

(CBSE2013)
*Que3. Prove that the curves x = y2 and xy = k intersect at right angles if 8k 2 = 1.
(CBSE 2008)
x2 y2
*Que4. Find the equation of tangent and normal to the hyperbola   1 at the point
a2 b2
(x0,y0)
*Que5. Find the equation of normal to the curve y = x3 +2x+6 which are parallel to the line
x+14y +4 = 0.

(CBSE2010)
55
Mathematics/ XII (2020-21)
LEVEL-III
1. Find the equation of the tangent line to the curve y = 5x  3 –2 which is parallel to the
line
4x –2y +3 =0
2. Show that the curve x2 +y2 –2x = 0 and x2 +y2 –2y =0 cut orthogonally at the point (0,0)
x2 y2 2
3. Find the condition for the curves   1 and xy = c to intersect orthogonally.
a2 b2
4.Show that the normal at any point  to the curve x = a cos  + a  sin  , y = a sin  – a  cos

is at a constant distance from the origin.
[CBSE 2013]
Maxima & Minima

LEVEL I

1. Find the maximum and minimum value of the function f(x) = 3 – 2 sin x
2. Show that the function f(x) = x3 +x2 + x + 1 has neither a maximum value nor a minimum
value
3. Find two positive numbers whose sum is 24 and whose product is maximum
4. Find the absolute maximum and absolute minimum values of the function f given by
f(x) = cos2 x + sin x, x  [0,  ].
5. Prove that the area of a right-angled triangle of given hypotenuse is maximum when the
triangle is isosceles.
6.A piece of wire 28(units) long is cut into two pieces. One piece is bent into the shape of a
circle and other into the shape of a square. How should the wire be cut so that the combined
area of the two figures is as small as possible.
7. A window is in the form of a rectangle surmounted by a semicircular opening. The total
perimeter of the window is 10 m. Find the dimensions of the window to admit maximum
light through the whole opening.

LEVEL II
*Que1. A window is in the form of rectangle surmounted by a semicircular opening. The
total perimeter of the window is 10 m. Find the dimensions of the window to admit
maximum sunlight through the whole opening. Explain the importance of sunlight.
(CBSE2011)
*Que.2. Que2. Show that the height of cylinder of maximum volume that can be inscribed in

a sphere of radius R is . (CBSE 2012,2013)

√

*Que3. Show that the semi-vertical angle of a cone of maximum volume and of given slant
height is
56
Mathematics/ XII (2020-21)
√
(CBSE 2008,2011)
*Que4. Find the maximum and minimum values of the function f(x)= x  3 for all x  R.
*Que5. Length of three sides of a trapezium other than base is equal to 10cm each, then
find the area of the trapezium when it is maximum? (CBSE
2010,2013)
*Que6. A tank with rectangular base and rectangular sides, open at the top is to be
constructed so that its depth in 2m and volume is 8 m3. If building of tank costs Rs.70 per
sq. metre for the
base and Rs.45 per sq.metre for sides, what is the cost of least expensive tank? (CBSE
2009)
x2 y2
*Que7. Find the area of the greatest rectangle that can be inscribed in an ellipse 2  2  1
a b
(CBSE 2013)

*Que8. Find the point on the curve y2= 2x which is at minimum distance from the point (1,4)
(CBSE 2009,2011)

LEVEL III
1.Find the area of the greatest isosceles triangle that can be inscribed in a given ellipse
having its vertex coincident with one extremity of major axis.
2.An open box with a square base is to be made out of a given quantity of card board of area
c2 square units. Show that the maximum volume of the box is c3 cubic units.
6 3
[CBSE 2012 Comptt.]
3.A window is in the shape of a rectangle surmounted by an equilateral triangle. If the
perimeter of the window is 12 m, find the dimensions of the rectangle that will produce the
largest area of the window.
[CBSE 2011]
4. Show that a cylinder of a given volume which is open at the top has minimum total
surface area, when its height is equal to the radius of its base.
5. Tangent to the circle x2 + y2= 4 at any point on it in the first quadrant makes intercepts
OA and OB on x and y axes respectively, O being the centre of the circle. Find the
minimum value of (OA + OB). [CBSE
2015]
Questions for self evaluation
1.3. Find the intervals in which the following function is strictly increasing or decreasing:

57
Mathematics/ XII (2020-21)
f(x) = – 2x3 – 9x2 – 12x + 1
4. Find the intervals in which the following function is strictly increasing or decreasing:
f(x) = sinx + cosx , 0  x  2
5. For the curve y = 4x3 – 2x5, find all the points at which the tangent passes through the
origin.
6. Find the equation of the tangent line to the curve y = x2 – 2x +7 which is
(a) parallel to the line 2x – y + 9 = 0 (b) perpendicular to the line 5y – 15x = 13.
7. Prove that the curves x = y2and xy = k cut at right angles if 8k2 = 1.
9. Prove that the volume of the largest cone that can be inscribed in a sphere of radius R is
8
of the volume of the sphere. [CBSE 2013,2014]
27
10. An open topped box is to be constructed by removing equal squares from each corner of
a 3metre by 8metre rectangular sheet of aluminum and folding up the sides. Find the volume
of the largest such box.

58
Mathematics/ XII (2020-21)

Chapter-7

INTEGRALS

Key Points:

1. ∫ dx= +c

2.∫ dx= +c

3.∫ dx= +c

4.∫ dx=

5.∫ = +c

6.∫ +c

7.∫ | |+c or | |+c

8.∫ | |+c

9.∫ | |+c

10.∫ | |+c

11.∫ x dx= +c

12.∫ x dx= +c

13.∫ dx=sec x +c

14.∫ dx= cosec x +c

INDEFINITE INTEGRALS

1. 
2 logcosx
e dx
Ans. tanx +c

2.  1  2 tan x(tan x  sec x)dx

Ans. log |secx(secx+tanx)|+c

sin(tan 1 x )
3.  1  x 2 dx
Ans. –cos(tan-1x)+c

x2
 1  x3 dx Ans. 1/3 log |1+x3|+c
4.

59
Mathematics/ XII (2020-21)
sin x 
1 2

 dx Ans.1/3 (sin-1x)3 +c
5. 1 x 2

6. ∫ Ans. | |

2x  1
 (x  x 2
)
dx
Ans. | |
7.

8. ∫ Ans. ( )

dx
 x x
9. Ans. | √ |

Sec2(log x)
 x
dx
Ans. | |
10.

1  sin 3x

11. 3x  cos 3x
dx
Ans. | |

12.∫ Ans. | |

 e sec x  log(sec x  tan x)dx

x
Ans. | |
13.

1
 sin 2
x cos 2 x
dx
Ans.
14.

sin 2 x  2 cos x

15. 5  cos
2
x  2 sin x
dx
Ans.log|5-cos2x-2sinx|+c

e
3 log x
( x 4 )dx
16. Ans. x8/8+c

 Co sec x.Sec x.dx

2 2
17.
Ans. -2cot2x+c

18. Ans. –log|cosx-sins|+c

 sin
1
cos x dx
Ans. +c
19.

60
Mathematics/ XII (2020-21)
.∫{f’’(ax+b)/f(ax+b)} dx Ans. 1/a log |f(ax+b)|+c
20.
 x  a x  e x .a x  sin a dx 
a
21. Ans.

 x e dx
3
2 x
22. Ans.

23. ∫ Ans. √ | √ |
√
a a
24. Prove that 0
f ( x)dx   f (a  x)dx
o

25.Evaluate : dx Ans. ( )
√ √

26. dx Ans. ( )

27. ∫ Ans. | |

x  sin x

28. 1  cos x
dx Ans. -xcotx/2+c

sin 1 x  cos1 x √
29.  dx . Ans. √
sin 1 x  cos1 x

30.∫ . Ans. | |

31

 Cos xdx
4
Ans. , -

32.

∫ Ans. | |

33.

 cot xdx
Ans. ( ) |
√
|
√ √ √ √

34.

x2  1
 x4  1
dx
Ans. |
√
|
√ √

35.

61
Mathematics/ XII (2020-21)
x2  4
 x 4  x 2  16 dx Ans. . /

36

2  sin x 2
x


. 1  cos x
e dx
Ans.

37.

ex
 6  5e x  e 2 x dx Ans.log| |

38.

dx
 7  6x  x 2 Ans. ( )

39.

dx
e x
1 Ans. | |+c

dx

6  x  x2 Ans. ( )
40.

5
55 x
.55 .5 x dx
41. Ans.

42. ∫√ Ans. * √ √ +

5x  3
43. 
dx Ans. √ | √ |+c
x 2  4x  10

(x 2  1)e x
 ( x  1) 2 dx
44. Ans.

( x  3)e x
 ( x  1)3 dx
Ans. +c
45.

62
Mathematics/ XII (2020-21)
x3
 5  4x  x2 Ans. √ ( )
46.

e2 x  1
 e2 x  1dx Ans. | |
47.

(3 sin   2) cos

48. 5  cos   4 sin 
2
d
Ans. | |

dx

49. 1  sin x Ans.

1

50. x
1/ 2
 x1/ 3
dx
Ans. √ ( )

cos 2 x  cos 2
51.
 cos x  cos 
dx
Ans. 2(sinx+xcos

1 1
 
log x log x 2
dx
Ans.
52.

1
 [log(log x)  (log x) 2
]dx
Ans.
53.

x2
 ( x 2  1)(x 2  4) dx
54. Ans. -1/3tan-1x +2/3tan-1(x/2)+c

tan x

55. sin x. cos x
dx
Ans.2√

 cot x  tan x dx  Ans.√ ( )+c

√
56.

x2  1
 x 4
  
log x 2  1  2 log x dx 
57. Ans. ( ) * ( ) +

63
Mathematics/ XII (2020-21)
58. ∫ Ans. –
( )

60. ∫ Ans. | |

DEFINITE INTEGRAL

2
x sin x cos x
 sin 4
x  cos4 x
dx
1. 0 Ans.

2.
∫ dx Ans.
 /4
sin x  cos x
3.  9  16sin 2 x
dx
0 Ans. 1/40log9
4.∫
Ans.
3
2

 x cos x dx
.5. 0 Ans.
2

x  2 x  3 dx
2
6.
0 Ans. 4
ax
a
7.Prove that: 
a
ax
dx  a


4

 log(1  tan x)dx

8. 0 Ans.

2
1
1 cot x
dx
9. 0 Ans.
10. ∫ | | Ans. 11/4

2
cos x
11.  1  sin x 2  sin x dx
0
Ans. log4/3

12.∫ [| | | | | |] Ans.19/2

2
cos x
13.  1  sin
0
2
x
dx Ans.


2
dx
14.  1  tan x
0
Ans.


xdx
15. a
0
2
cos x  b 2 sin 2 x
2
Ans.

64
Mathematics/ XII (2020-21)
a
x
16. 
0 x  ax
dx Ans. a/2

4 x
3
17. 
1 x  4 x
dx Ans. 1


x
 1  sin xdx
18. 0 Ans.

19. ∫ ( ) Ans.


 log (1  cos x) dx
20. 0 Ans. – log2

21.Evaluate:∫ Ans.
3

 x Sin x dx
2

22. 1 Ans.
1
23. Evaluate   x  1  x  x  1 dx
1
Ans.5

2
x
24.  x dx
1 Ans.1

Questions for Practice

1. INDEFINITE INTEGRALS:
2. EVALUATE :∫ . [2006]
3. EVALUATE :∫ . [2002]
4. EVALUATE :∫ . [2000]
5. EVALUATE :∫ . [2002]
√ √

6. EVALUATE :∫ √ . [2003]

7. EVALUATE :∫ √ . [2003 ,2006]

8. EVALUATE :∫ . [2002]
√ √
9. EVALUATE :. ∫ √ [2012]
10. EVALUATE : ∫ [2001]
11. EVALUATE : ∫ [2010]
12. EVALUATE : ∫ [2001]
13. EVALUATE : ∫ [2007]
14. EVALUATE : ∫ [2010]
15. EVALUATE:∫ [2004]
16. ∫ [2011]
17. ∫ [2005]
18. EVALUATE : ∫ [2000]

65
Mathematics/ XII (2020-21)
19. EVALUATE : ∫ [2002]
20. ∫ [ ]
21. EVALUATE :∫ . [2002]
22. EVALUATE :∫ . [2007]
23. EVALUATE :∫ . [2011]
√
24. ∫ [ ]
25. ∫ [ ]
26. EVALUATE :∫ . [2000]
27. EVALUATE :∫ . [2000]
28. EVALUATE :∫ . [2000]
29. EVALUATE :∫ . [2000]

30. EVALUATE : ∫ [2000]

31. EVALUATE : ∫

32. EVALUATE : ∫
33. EVALUATE : ∫ [2006]

34. EVALUATE : ∫

35. EVALUATE : ∫ [2009]

36. EVALUATE : ∫ [2001]

37. EVALUATE : ∫ [2009]

38. EVALUATE : ∫ [2000]

39. EVALUATE : ∫

40. EVALUATE : ∫ [2002]

√
41. EVALUATE : ∫

42. EVALUATE : ∫ [2002]

43. EVALUATE : ∫
44. EVALUATE : ∫ [2004]
45. EVALUATE : ∫

46. EVALUATE : ∫ [2006]

47. EVALUATE : ∫ √
48. EVALUATE : ∫ [2010]

49. EVALUATE : ∫ [2006]

√
50. EVALUATE : ∫ [2005]
51. EVALUATE : ∫ [2006]
52. EVALUATE : ∫ √ [2007]
√
53. EVALUATE : ∫ [2009]
√

66
Mathematics/ XII (2020-21)
54. EVALUATE : ∫ [2008]
55. EVALUATE : ∫ [2000]

56. EVALUATE : ∫ [2000]

57. EVALUATE : ∫ [2010]

58. EVALUATE : ∫ [2011]

59. EVALUATE : ∫ [2009]

60. EVALUATE : ∫ [2005]
61. EVALUATE : ∫ [2005
62. EVALUATE : ∫ [2006]

63. EVALUATE : ∫ [2003]

64. EVALUATE : ∫ [2007]

65. EVALUATE : ∫

66. EVALUATE : ∫ [2003]

67. EVALUATE : ∫

68. EVALUATE : ∫
69. EVALUATE : ∫ [2003]

70. EVALUATE : ∫ [2003]

71. EVALUATE : ∫ [2012]

72. EVALUATE : ∫ [2002]

73. EVALUATE : ∫ [2003]

74. EVALUATE : ∫ [2002]

75. EVALUATE : ∫ [2000]
76. EVALUATE : ∫ [2006]

77. EVALUATE : ∫ [2006,2007]

78. EVALUATE : ∫ [2002]
79. EVALUATE : ∫ [2002]
80. EVALUATE : ∫ [2003]
81. EVALUATE : ∫
82. EVALUATE : ∫ [2006]
83. EVALUATE : ∫ [2006]
84. EVALUATE : ∫ [2006]
85. EVALUATE : ∫ √
86. EVALUATE : ∫ [2007]
87. EVALUATE : ∫ [2002]
√

67
Mathematics/ XII (2020-21)
88. EVALUATE : ∫ [2003]
√
89. EVALUATE : ∫ [2003]
√
90. EVALUATE : ∫ [2003]
√
91. EVALUATE : ∫ [2002]
√

92. EVALUATE : ∫ [2009 ,03,05]

√
93. EVALUATE : ∫ [2006]
√

94. EVALUATE : ∫
√
95. EVALUATE : ∫ [2011]
√
96. EVALUATE : ∫ [2001]
√
97. EVALUATE : ∫ [2000]
√
98. EVALUATE : ∫ [2001]
√
99. EVALUATE : ∫ [2002]
√
100. EVALUATE : ∫ √
101. EVALUATE : ∫ √
102. EVALUATE : ∫ [2006]
√
103. EVALUATE : ∫ [2002]
√

104. EVALUATE : ∫ [2002]

√
105. EVALUATE : ∫ [2002]
106. EVALUATE : ∫ [2002]
107. EVALUATE : ∫ [2001]
108. EVALUATE : ∫ [2002 ,2004]
109. EVALUATE : ∫ [2003]
110. EVALUATE : ∫ [2002 ,2005]
111. EVALUATE : ∫ [2002]
112. EVALUATE : ∫ [2000]
113. EVALUATE : ∫ [2009]

114. EVALUATE : ∫ [2006]

115. EVALUATE : ∫ [2001]
116. EVALUATE : ∫ [2003]
117. EVALUATE : ∫ [2007]
118. EVALUATE : ∫ [2005]

2. DEFINITE INTEGRALS
1. ∫
2. ∫
3. ∫ [2002]

68
Mathematics/ XII (2020-21)
4. ∫ [2001]
⁄
5. ∫ [2006]
6. ∫

7. ∫ [2003]
8. ∫ = . [2002]
⁄
9. ∫ √ √ =√ . [2002 03 ,12 ]
⁄
10. ∫⁄ = . [2003]

11. ∫ √ =a . [2008]
⁄
12. ∫⁄ = . [2007]
√

13. ∫ | | .
14. ∫ | | .
15. ∫ | | | | | | .
⁄
16. ∫ | | | | .
⁄
⁄ √
17. ∫ ⁄ √

18. ∫ ( )
⁄
19. ∫ [2000]

20. ∫ [2009]

21. ∫ = [2007,08]
22. ∫ [ ]
23. ∫ [2003]
24. ∫ [2001]

25. ∫ = [2001,02,03,08]
⁄
26. ∫ = [2003]

27. ∫ = [2008]
⁄ ⁄
28. ∫ =- ∫
29. ∫ =-
⁄
30. ∫ = [2002,03,04,06]
31. ∫ =- . [2008]
32. ∫ √ = √ [2007]
33. ∫ =0
⁄
34. ∫ [2000c]

69
Mathematics/ XII (2020-21)
⁄
35. ∫ [2000]
⁄
36. ∫
⁄
37. ∫ [2009]
⁄
38. ∫ ⁄
[2010]

39. ∫ [2008]
⁄
40. ∫ ⁄
[2010]

41. ∫ [2011]
⁄
√
42. ∫ [2009]
√

43. ∫| | [2001]
44. ∫ [2009]

70
 Mathematics/ XII (2020-21)

Chapter -8
APPLICATION OF INTEGRALS

LEARNING OBJECTIVES/OUTCOMES

1. Standard equations of straight lines

2. Equation of circles with Centre at the origin, and center at (h,k)
3. Equation of parabolas
4. Equation of ellipse
5. First fundamental theorem of integral calculus
6. Second fundamental theorem of integral calculus

1.Area under the curve y=f(x)and the x-axis and the ordinates at x=a and at x=b is∫ .

2.Area under the curve x=f(y)and the x-axis and the ordinates at y=c and at y= d is∫

3.The area bounded by the curve y=f(x) and x-axis and the ordinates x=a and x=b is given by A1
+A2=A

6.Area of a triangle when the coordinates of the vertices or equations of sides are given.

71
 Mathematics/ XII (2020-21)

STEPS FOR FINDING THE AREA USING INTEGRATION

STEPS
DRAW THE DIAGRAM
MAKE A SHADED REGION
FIND INTERSECTION POINTS
IDENTIFY THE LIMITS
WRITE THE INTEGRAL(S) FOR
THE REGION
EVALUATE THE INTEGRAL
THE VALUE SHOULD BE
POSITIVE

THREE LEVELS OF GRADED QUESTIONS

LEVEL I

1. Find the area of the region bounded by the curve y 2 = x and the lines x = 1 and

x =4 and the x - axis.

2. Find the area of the region bounded by y = x 2 and the lines y = 2 and y= 4 andthe y- axis.

3. Find the area of the region bounded by the ellipse

4. Find the area of the region bounded by the parabola y=x2 and y=x

72
Mathematics/ XII (2020-21)
5. Find the area of the region bounded by the curve y = x between x = -1 and x=1.

6. Find the area of the region bounded by the curve x2=4y and the line x=4y-2

7.Find the area of the region bounded by the curve y2= 4x and the line x= 3

8 .Find the area of the region lying in the first quadrant and bounded by y=4x2, x=0,y=1 and y=4

9. Find the area of the region enclosed by the parabola x 2 = y, and the line y = x+2 and the

x-axis.

10. Find the area lying in the first quadrant and bounded by the circle x 2+ y2=4 and the

lines x=0 and x=2.

11. Find the area of the region bounded by the curve axis and between

12 Find the area of the region bounded by the curve and the lines
13 Find the area of the region bounded by the curve between
14 Find the area bounded by the curve in first quadrant

LEVEL 2

1. Find the area of the region bounded by the parabola y= x2and y = | |

2. Using Integration find the area of the region bounded by the triangle whose vertices

are (1,0), (2,2) and (3,1)

3. Using integration find the area of the triangular region whose sides

have the equations y = 2x + 1, y = 3x + 1 and x = 4

4. Find the area bounded by the curve y = sin x between x = 0 and x =2 π

5. Find the area of the smaller region enclosed by the circle and the line

6. Find the area of the parabola y2=4ax bounded by the latus rectum.

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Mathematics/ XII (2020-21)
7. Find the area of the region bounded by the line y=3x+2, the x-axis and the ordinates
x=-1 and x=1

8. Find the area of the region included between 4y=3x2,and the line 3x-2y+12=0

9. Find area of the region { ( x, y) :y x2 +1, y x+1, 0 x 2}

10. FindFind the area enclosed by the curve

11 Find Find the smaller of the two areas enclosed between the ellipse and the line

12. FindFind the smaller of two areas bounded by the curve | | and

LEVEL 3

1. Sketch the region bounded by the curves y= √ and y= | | and find its area.

2. Make a rough sketch of the region given below and find its area using

integration { (x, y); 0≤ y≤x2, 0 ≤ y ≤ 2x+ 3, 0≤x≤ 3 }

3. Sketch the graph of | |. Evaluate∫ | |dx

4. Sketch the graph of

| |
{ Evaluate ∫ f(x)dx

5. Find the area bounded by the curve y=x 3, the x-axis and the ordinates x=-2 and x=1

6. Using integration , find the area of the region bounded by the triangle whose vertices are

7. Find the area bounded by curves | | and | |

8. Find the area bounded by the curves | |and | |
9. Find the area bounded by curve | | and -axis and the ordinates and

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Mathematics/ XII (2020-21)

Chapter-9

DIFFERENTIAL EQUATIONS

Order of a differential equations- The order of the highest order derivative in the
differential equation is the order of a differential equation.
Degree of a differential equations – The power/degree of the highest order derivative,
when the differential coefficients are made free from the radicals and the fractions, is the
degree/power of a differential equation.
Examples
1. Write the degree of the differential equation:
x3( )2+ x( 4 = 0 Ans. 2
2. Write the sum of the order and degree of the differential equation:
1 + ( )4=7( )3 Ans. 2+3 = 5
General and Particular Solutions of a Differential Equation – The solution which contains
arbitrary constants is called the general solution of the differential equation.
The solution free from arbitrary constants is called a particular solution of the differential
equation.
The number of arbitrary constants in general solution of a differential equation of n th order
are n.
Solution of Differential Equations –
(i) Solution of differential equations by variable separable method –
A variable separable form of the differential equation is the one which can be
expressed in the form of f(x)dx = g(y)dy. The solution is given by
∫ dx= ∫ dy + k, where k is the constant of integration.

(ii) Solution of Homogeneous differential equations –

Identifying a Homogeneous differential equation:
= f(x,y) , If f(kx,ky) = knf(x,y), then the given differential equation is
homogeneous of degree n
y = vx therefore =v+x
the variables to get the required solution.
(iii) Solution of Linear differential equation:
Standard form of Linear differential equation is + P(x)y = Q(x), where P(x) and
Q(x) are functions of x only.
Integrating factor (IF)= e∫
The solution is given by
y. IF = ∫[ ] +c

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S.No. QUESTIONS ON ORDER AND DEGREE OF A DIFFERENTIAL EQUATION
Find the order and degree (if defined) of the following differential equations
Q.1
( ) + cos( ) = 0
Q.2.
( ) +( ) =0
Q.3.
( ) ( )= 0
Q.4
( ) ( ) - 6y = log x
Q.5

Q.6
. / . /

Q.7 2x2 –3 +y=0

Q.8
( )

S.No. QUESTIONS ON SOLVING LINEAR DIFFERENTIAL EQUATION

Solve the following differential equations
Q.1

Q.2. logx
Q.3.

Q.4 x + y – x + xy cot x = 0
Q.5 (x+y) =1
Q.6 Find a particular solution :
Q.7 Find a particular solution :
Q.8 Find a particular solution :

S.No. QUESTIONS ON SOLVING HOMOGENEOUS DIFFERENTIAL EQUATION

Solve the following differential equations
Q.1

Q.2.
Q.3. 2xydx + (x2 + 2y2)dy = 0
Q.4

Q.5 x -y+x =0
Q.6 Find a particular solution : 2xy + y2 – 2x2 ; y = 2 when x = 1
Q.7 Find a particular solution : * ( ) +

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Mathematics/ XII (2020-21)

Chapter-10
VECTOR ALGEBRA

KEY POINTS:
Position vector of a point:
If P(x,y,z) be any point in space then its position vector with respect to point O is ⃗⃗⃗⃗⃗ and is
usually denoted by and is given by ⃗⃗⃗⃗⃗ ̂ ̂ ̂

Magnitude of a vector:

Length of a vector is called its magnitude. Magnitude of a vector is denoted by | | or r and

is given by | | or r=√

Negative of a Vectors :
A vector whose magnitude is the same as that of a given vector say ⃗⃗⃗⃗⃗ , but direction is
opposite to that of it, is called negative of the given vector. Thus vector ⃗⃗⃗⃗⃗ is negative of
vector⃗⃗⃗⃗⃗ . It is written as
 
BA = – AB

Unit vector along a given vector:

Vector with unit(one) magnitude is called unit vector. Unit vector along (in the direction of )
⃗
vector is denoted by ̂ and is given by ̂ |⃗ |
.

Vector of given magnitude in the direction of a vector:

Vector of magnitude in the direction of vector ̂

Direction cosine and direction ratios of a vector:

If ̂ ̂ ̂ makes angle with positive direction of X,Y,Z axes, then

are called direction cosines of vector and are denoted by l,m,n

Hence

Also where r is magnitude of

Ratios of direction cosines is called direction ratios and are usually denoted by a,b,c.

In case of vector ̂ ̂ ̂ we may take x,y,z as direction ratios of vector

Projection of ⃗ ⃗ :

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Mathematics/ XII (2020-21)
⃗ ⃗
Projection of ⃗ ̂
|⃗ |

Collinear vectors:

Two vectors are called collinear if they are parallel to each other, means either they are in
same direction or they are in opposite direction.

⃗ ⃗

Also if ̂ ̂ ̂ ⃗ ̂ ̂ ̂ then they will be collinear if

Vector joining two points:

If A( and B( be any two points then vector ⃗⃗⃗⃗⃗ is given by

⃗⃗⃗⃗⃗ ̂ ̂ ̂

Section formula:

1. Internal Division:

Position vector of a point C dividing a vector ⃗⃗⃗⃗⃗ internally in the ratio of m : n is given by

⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗
⃗⃗⃗⃗⃗

2. External Division :
Position vector of a point C dividing a vector ⃗⃗⃗⃗⃗ externally in the ratio of m : n is given
⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗
by ⃗⃗⃗⃗⃗
3. Mid Point formula:
⃗⃗⃗⃗⃗⃗ ⃗⃗⃗⃗⃗⃗
If C be the mid point of ⃗⃗⃗⃗⃗ then ⃗⃗⃗⃗⃗

Product of two vectors:

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Scalar (or dot) product of two vectors
The scalar product of two nonzero vectors ⃗ denoted by ⃗ , is defined as as
⃗ =| || ⃗ | where, θ is the angle between ⃗ , 0 ≤ θ ≤π

If ̂ ̂ ̂ ⃗ ̂ ̂ ̂ then
⃗ =
Important results:
1. ⃗
2. ⃗ =0 if and only if ⃗ .
3. | |
⃗ ⃗
4. | ⃗ || ⃗ |

5. The scalar product is commutative. i.e. ⃗ ⃗

6. ̂ ̂ ̂ ̂ ̂ ̂
7. ̂ ̂ ̂ ̂ ̂ ̂

Vector (or cross) product of two vectors

The vector product of two nonzero vectors ⃗ denoted by ⃗ , is defined as as
⃗ =| || ⃗ | ̂where, θ is the angle between ⃗ , 0 ≤ θ ≤π and ̂ is unit vector
perpendicular to both ⃗

If ̂ ̂ ̂ ⃗ ̂ ̂ ̂ then
̂ ̂ ̂
⃗ =| |

Important results:
1. ⃗ is a vector and it is perpendicular to both ⃗
2. Vector perpendicular to both both ⃗ ⃗
⃗ ⃗
3. Unit vector perpendicular to both both ⃗=
|⃗ ⃗|

4. ⃗ =0 if and only if ⃗ .
5. =0
6. ⃗ =⃗⃗⃗⃗⃗
|⃗ ⃗|
7. θ=| ⃗ || ⃗ |

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8. ̂ ̂ ̂ ̂ ̂ ̂
9. ̂ ̂ ̂ ̂ ̂ ̂ ̂ ̂ ̂
10. ̂ ̂ ̂ ̂ ̂ ̂ ̂ ̂ ̂
11. If ⃗ represent two adjacent sides of a triangle then area of that triangle = | ⃗|

12. If ⃗ represents two adjacent sides of a parallelogram then area of the

parallelogram =| ⃗⃗⃗ |
13. If ⃗⃗⃗⃗ ⃗⃗⃗⃗ represent two diagonals a parallelogram then area of the parallelogram
= |⃗⃗⃗⃗ ⃗⃗⃗⃗ |

IMPORTANT PROBLEMS
(1 Mark Each)
1. Find a unit vector in the direction of the vector b  6iˆ  2 ˆj  3kˆ
b
Solution. Unit vector in the direction of b will be
|b |
6iˆ  2 ˆj  3kˆ 1
=  (6iˆ  2 ˆj  3kˆ)
62  (2)2  (3) 2 7
2. Find the projection of a on b ,if a.b  8 and b  2iˆ  6 ˆj  3kˆ
a.b
Solution. Projection of a on b 
|b |
8 8
 
22  62  32 7
3. Write the value of p for which a  3iˆ  2 ˆj  9kˆ and b  iˆ  pjˆ  3kˆ are parallel
vectors.
Solution. Two vectors are parallel if their direction ratios are proportional i.e.
a1 b1 c1
 
a2 b2 c2
3 2 9
   or 3 p  2 or p  2 3
1 p 3
4. Find the value of p if (2iˆ  6 ˆj  27kˆ)  (iˆ  3 ˆj  pkˆ)  0
Solution. Cross product of the given two vectors =0
iˆ ˆj kˆ
 2 6 27  0
1 3 p
 i (6 p  81)  ˆj (2 p  27)  kˆ(0)  0

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Mathematics/ XII (2020-21)
81 27
 6 p  81  0 or p
or p 
6 2
5. If p is a unit vector and ( x  p).( x  p)  80 find | x |
Solution. ( x  p).( x  p)  80
 x 2  p 2  80
or | x |2  | p |2  80 since | p |2  1
 | x |2 1  80 or | x |2  81  | x | 9
6. Find the angle between the vectors a  iˆ  ˆj  kˆ and b  iˆ  ˆj  kˆ
Solution.  a.b | a || b | cos 
a.b
 cos  
| a || b |
(iˆ  ˆj  kˆ).(iˆ  ˆj  kˆ) 1 1 1
= 
12  12  12 12  12  12 3. 3
1

3
  cos1  13  
7. For what value of  are the vector a  2iˆ   ˆj  kˆ and b  iˆ  2 ˆj  3kˆ perpendicular
to each other.
Solution. If a are b are perpendicular then a.b  0
 2(1)   (2)  1(3)  0
2  5 or   52
8. Find a vector in the direction of vector a  iˆ  2 ˆj whose magnitude is 7.
a
Solution. Unit vector in the direction of a 
|a|
iˆ  2 ˆj 1(iˆ  2 ˆj )
 
12  (2)2 5
7 ˆ
Now a vector whose magnitude is 7 will be (i  2 ˆj )
5
(2 Marks Each)
1. If a  iˆ  ˆj ; b  ˆj  kˆ ; c  kˆ  iˆ, find a unit vector in the direction of a  b  c

Solution. a  b  c  2iˆ  2 ˆj  2kˆ

a b c
 Unit vector in the direction of a  b  c 
|a b c |

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2(iˆ  ˆj  kˆ)

22  22  22
2(iˆ  ˆj  kˆ)

2 3
1 ˆ ˆ ˆ
 (i  j  k )
3
2. What is the angle between vectors a and b with magnitude 3 and 2 respectively?
Given a .b = 3.
Solution. | a | 3,| b | 2 and a.b  3 Let  be the angle between a and b
a.b 3 3 3 3
Now cos    
| a || b | 32 32 3 2
   6
2
3. Let a and b be two vectors such that | a |=3 and |b | and a  b is a unit vector.
3
Then what is the angle between a and b .
Solution.  a  b is a unit vector  | a  b | =1
 | a | .|b | sin   1 , where '  ' is the angle between a and b .

 
2 1
 3 sin   1  sin  
3 2 4
4. Write the value of iˆ.( ˆj  kˆ)  ˆj.(kˆ  iˆ)  kˆ.( ˆj  iˆ)

Solution. ˆj  kˆ  iˆ, kˆ  iˆ  ˆj and iˆ  ˆj  kˆ

Therefore iˆ.( ˆj  kˆ)  ˆj.(kˆ  iˆ)  kˆ.( ˆj  iˆ) = ̂ ̂ ̂ ̂ ̂ ̂

 1  1 1  1

(3 Marks Each)

1. If a  2iˆ  2 ˆj  3kˆ, b  iˆ  2 ˆj  kˆ and c  3iˆ  ˆj are such that a  b is perpendicular to c

. Find the value of 

Solution. a  b  (2iˆ  2 ˆj  3kˆ)   (iˆ  2 ˆj  kˆ)

 (2   )iˆ  (2  2 ) ˆj  (3   ) kˆ

Now (a  b ) is perpendicular to c .

 (a  b ) . c = 0

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Mathematics/ XII (2020-21)
 [(2   )iˆ  (2  2 ) ˆj  (3   )kˆ].(3iˆ  ˆj )  0

or (2  ).3  (2  2).1  (3  ).0  0

or 8    0 or   8

2. If a  b  c  d and a  c  b  d , show that a  d is parallel to b  c where a  d and

b c

Solution. Two non-zero vectors are parallel if and only if their vector product is a zero
vector.

Here (a  d )  (b  c )  (a  b  a  c  d  b  d  c )

 c d b d b d c d

0 (Using given results)

Hence ( a  d ) is parallel to (b  c ) .

3. The scalar product of the vector iˆ  ˆj  kˆ with a unit vector along the sum of vectors
2iˆ  4 ˆj  5kˆ and iˆ  2 ˆj  3kˆ is equal to one. Find the value of  .

a b
Solution. Unit vector along the sum of vectors =
|a b |

(2   )iˆ  6 ˆj  2kˆ (2   )iˆ  6 ˆj  2kˆ

 
(2   ) 2  (6) 2  (2) 2  2  4  44

It is given that the dot product of this vector with ( iˆ  ˆj  kˆ ) is 1.

2 6 2
 .1  .1  1
  4  44
2
  4  44
2
  4  44
2

or 2    6  2   2  4  44

(  6) 2   2  4  44

or 8  8

 1

4. If a.b and c are vectors such that a.b  a.c and a  b  a  c , a  0, then prove that b  c

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Mathematics/ XII (2020-21)
Soln. If a.b  a.c then a.(b  c )  0

 a  0, b  c  0 or a  (b  c )

As, a  0  b  c or a  (b  c ) (i)

Also, it is given that a  b  a  c

 a  (b  c )  0

 a  0, b  c or a || (b  c )

as a  0  b  c or a || (b  c ) (ii)

from (i) and (ii) , we get

b  c , as a cannot be parallel and perpendicular to (b  c ) simultaneously.

5. Find a vector of magnitude 5 units, perpendicular to each of the vectors

(a  b ) and (a  b ) where a  iˆ  ˆj  kˆ and b  iˆ  2 ˆj  3kˆ

Solution. Let c  a  b  (iˆ  ˆj  kˆ)  (iˆ  2 ˆj  3kˆ)

 2iˆ  3 ˆj  4kˆ

Let d  a  b  (iˆ  ˆj  kˆ)  (iˆ  2 ˆj  3kˆ)

  ˆj  2kˆ

Now a vector  to both c and d will be

iˆ ˆj kˆ
c  d  2 3 4  iˆ(6  4)  ˆj (4  0)  kˆ(2  0)
0 1 2

= 2iˆ  4 ˆj  2kˆ

5(c  d )
And a vector of magnitude 5 units will be 
|cd |

5(2iˆ  4 ˆj  2kˆ) 2  5(iˆ  2 ˆj  kˆ)

 
(2) 2  (4) 2  (2) 2 2 6

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5
  (iˆ  2 ˆj  kˆ)
6

6. If vectors a , b and c are such that a  b  c  0 and |a | 3,| b | 5 and | c | 7, find the
angle between a and b .

Solution. a b c  0

a  b  c

= (a  b ).(a  b )  (c ).(c )

or | a |2  | b |2 2a.b | c |2

or (3)2  (5)2  2(3)(5) cos   49

30cos  15

cos   1 or  = 
2 3

7. If a  2iˆ  2 ˆj  3kˆ, b  iˆ  2 ˆj  kˆ represents two adjacent sides of a parallelogram.

Find the area of parallelogram.
Solution. If ⃗ represents two adjacent sides of a parallelogram then area of the
parallelogram =| ⃗⃗⃗ |

̂ ̂ ̂
⃗ =| |= ̂ ̂ ̂ ̂ ̂ ̂

So | ⃗⃗⃗ |=√ √
Hence area of the parallelogram=√

(5 Marks Each)

1.Express the vector a  5iˆ  2 ˆj  5kˆ as the sum of two vector such that one is parallel to the
vector b  3iˆ  kˆ and the other is perpendicular to b .

Solution :- Let the vector parallel to b be  b

i.e.  (3iˆ  kˆ), then the other vector must be a  b .

But this vector must be perpendicular to b .

 (a  b ).b  0

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 [ (5iˆ - 2jˆ + 5k)
ˆ -  (3iˆ  kˆ)].(3iˆ  kˆ)  0

 (5  3 )iˆ  2jˆ + (5   ) kˆ)].(3iˆ  kˆ)  0

 3(5-3 ) + (- 2) . 0 + (5- ).1  0  15 - 9 + 5 -  = 0

 20 = 10
 2

Hence, the vector parallel to b is 2b

= 2(3iˆ + k)
ˆ = 6iˆ + 2k.
ˆ

and the other vector = a  b

= (5iˆ - 2jˆ + 5k)

ˆ - 2(3 iˆ  kˆ)

= - ˆi - 2j+3k
ˆ ˆ.

Problems for self practice

(1 Mark Each)

1. Write a vector of magnitude 7 units in the direction of vector iˆ  2 ˆj  2kˆ

2. Find the direction cosine
 
3. For what value of k vector a  2iˆ  kˆj  3kˆ and vector b  iˆ  3 ˆj  4kˆ are perpendicular to each other?

4. Find angle between the vectors = ̂+ ̂- ̂ and ⃗ =2 ̂ - ̂ + ̂

5. Find the projection of the vector =2 ̂ ̂ +2 ̂ on the vector ⃗= ̂ ̂ ̂.
(2 Marks Each)
1. Find a unit vector perpendicular to each of the vectors ⃗⃗⃗⃗ + ⃗ and - ⃗ where
= ̂ ̂ ̂ and ⃗ = ̂ ̂ ̂.
2. Show that the points A(1, -2, -8), B(5, 0, -2) and C(11, 3, 7) are collinear .
3. If ⃗⃗ are mutually perpendicular vectors of equal magnitudes, show the vectors ⃗ is
equally inclined to , ⃗ .
4. Find the value of iˆ.( ˆj  kˆ)  ˆj.(kˆ  iˆ)  kˆ.( ˆj  iˆ)
(3 Marks Each)
1. Find a vector of magnitude 5 units, perpendicular to each of the vectors (a  b ) and (a  b )
where a  iˆ  ˆj  kˆ and b  iˆ  2 ˆj  3kˆ
2. If a  2iˆ  2 ˆj  3kˆ, b  iˆ  2 ˆj  kˆ and c  3iˆ  ˆj are such that a  b is perpendicular to c
. Find the value of 
     
3. Find the area of the Parallelogram having diagonals (3 i + j - 2 k ) and ( i - 3 j + 4 k )
4. Find the value of p if (2iˆ  6 ˆj  27 kˆ)  (iˆ  3 ˆj  pkˆ)  0

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Answers
(1 Mark Each)
1. ( ̂ ̂ ̂

2.
√ √ √
3. 10/3
4. π/2
5.
√
(2 Marks Each)
̂ ̂ ̂
1.
√

4. 1

(3 Marks Each)
1. (̂ ̂ ̂
2. 8
3. 5√ units
4. 27/2

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Mathematics/ XII (2020-21)

Chapter-11
THREE DIMENSIONAL GEOMETRY

Key Points:
1) If l 2  m2  n2  1 .
2) If a, b, c are direction ratios then and so for m and n.
√
3) The direction ratios of a vector = ̂ ̂ ̂ are
4) The angle between two lines is given by = + +
a1a 2  b1b2  c1c 2
a12 b12  c12 a 22  b22  c22
5) The angle between two lines is given by cos θ =
6) For perpendicular lines a1a2 + b1b2 + c1c2 = 0
a1 b1 c1
 
a
7) For parallel lines 2
b2 c 2
8) The vector and Cartesian equation of a line that passes through a point parallel to a given vector is =
x  x1 y  y1 z  z1
 
⃗ ⃗ and a b c
⃗⃗⃗⃗ ⃗⃗⃗⃗
9) If is the angle between two lines = ⃗⃗⃗ ⃗⃗⃗⃗ and = ⃗⃗⃗⃗ ⃗⃗⃗⃗ then
|⃗⃗⃗⃗ ||⃗⃗⃗⃗ |
10) The Shortest distance between two lines = ⃗⃗⃗ ⃗⃗⃗⃗ and = ⃗⃗⃗⃗ ⃗⃗⃗⃗ is

11) The vector equation of a plane which is at a distance ‘d’ from the origin and ̂ is a unit vector normal to the
given plane , is . ̂ =d
12) The equation of a plane having as direction ratios of the normal to the plane is
13) The equation of a plane passing through a point A( and perpendicular the given line with direction
ratios

14) Cartesian equation of a plane that passes through the intersection of two planes
is given by
= 0 , where any parameter.
15) Cartesian equation of a plane passing through three non collinear points A( ,B( and C

( is given by | | =0

Section-A[Questions of 1 mark]
Objective Type Questions
1. Distance of the point from y-axis is
(A) (B) | | (C) | | | | (D) √

2. If the directions cosines of a line are then

(A) (B) (C) (D) or
√ √

3. The distance of the plane ( ̂ ̂ ̂) from the origin is

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(A) 1 (B) 7 (C) (D) None of these

4. The reflection of the point in the xy-plane is

(A) (B) (C) (D)

5. The area of the quadrilateral ABCD, where A(0,4,1), B(2,3,-1), C(4,5,0) and D(2,6,2), is equal to
(A) 9 sq. units (B) 18 sq. units (C) 27 sq. units (D) 81 sq. units

6. The locus represented by is

(A) a pair of perpendicular lines (B) a pair of parallel lines
(C) a pair of parallel planes (D) a pair of perpendicular planes

7. A line makes equal angles with co-ordinate axis. Direction cosines of this lines are
(A) (B) ( ) (C) ( ) (D) ( )
√ √ √ √ √ √

8. The equation of x-axis in space are

(A) (B) (C) (D)

Objective Type Questions (Fill in the blanks)

9. A plane passes through the points (2,0,0), (0,3,0) and (0,0,4). The equation of plane is
_________________.

10. The direction cosines of the vector ̂ ̂ ̂ are __________________.

11. The vector equation of the line is _________________.

12. The vector equation of the line through the points (3,4,-7) and (1,-1,6) is ________________.

13. The cartesian equation of the plane (̂ ̂ ̂) is _______________.

14. If a line makes angles with x, y, z axis, respectively, then its direction cosines are
_____________.

15. If a line makes angles with the positive directions of the coordinate axes, then the
value of is _________________.

16. If a line makes an angle of with each of y and z-axis, then the angle which it makes with x-
axis is ______________.

17. If is the acute angle between two planes ⃗⃗⃗⃗ and ⃗⃗⃗⃗ , then is equal to
_______________.

18. The angle between two diagonals of a cube is _______________.

Short Answers type Questions
1. Write the direction-cosines of the line joining the points (1,0,0) and (0,1,1) .
2.Find the direction cosines of the line passing through the following points (-2,4,-5), (1,2,3).

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3.Write the direction cosines of a line equally inclined to the three coordinate axes.

4-.Write the vector equation of the line = = .

5-Write the equation of a line parallel to the line = = and passing through the
point(1,2,3).
6-.Express the equation of the plane = ( – 2 + ) + λ(2 + + 2 ) in the Cartesian form.
7-Find the direction cosines of X axis , Y axis & Z axis ?
8- Find the direction cosines of a line which makes equal angles with the coordinate axes .
9- If al line has direction ratios -18,12,-4 then what are its direction cosines?
2x  1 4  y z  1
10- The cartesian equation of a line AB is   . Write the direction ratios of a line parallel
2 7 2
to AB.
Section-B[Questions of 2 marks]

1- Find the equation of a line which passes through the point (-4,2,-3) and is parallel to the Cartesian
equations of
a line AB are:-
2x  1 4  y z  1
 
2 7 2
2- Find the equation of a line which passes through the point (1,2,3) and is parallel to the vector 3 ̂ +
2̂ ̂
3-Find the equation of a plane passing through the origin and perpendicular to x-axis
4-Find the equation of plane with intercepts 2, 3, 4 on the x ,y, z –axis respectively.
5--.Write the distance of plane 2x– y + 2z + 1 = 0 from the origins.
6-Find the vector and Cartesian equation of the lines that passes through the origin and (5,-2,3)
7-Determine the direction cosine of normal to the plane and the distance from the origin 2x+3y-z = 5
8- Find the vector equation of the plane which is at a distance of 7 units from the origin and which is normal
3 ̂ + 5 ̂ -6 ̂ .
to the vector
Section-C[Questions of 3 marks]

1  x 7 y  14 z  3 7-7x y  5 6  z
1- Find the value of p so that the lines,   and   are at right angles.
3 2p 2 3p 1 5

2-Find the value of λ such that the line = = is perpendicular to the plane 3x – y – 2z =
7.

      
3--Find the shortest distance between the two lines r  6 i  2 j  2 k   ( i  2 j  2 k ) and
     
r  4 i  k   (3 i  2 j  2 k ) .
x 1 y  3 z
4-Find the foot of perpendicular from the point (1,2,-3) and the line  
2 2 1

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5- Find the vector equation of the line passing through the point (1, 2, − 4) and
perpendicular to the two lines:

6-- Find the coordinates of the point where the line through (5, 1, 6) and (3, 4, 1) crosses the YZ-plane .
7- Find the equation of the plane that passes through three points. (1, 1, −1), (6, 4,
−5),
(−4, −2, 3)
8- Find the coordinates of the point where the line through (3, −4, −5) and (2, − 3, 1) crosses the plane 2x
+ y + z = 7.

Section-D[Questions of 5 marks]
1. Find the equation of the plane passing through the point ( 1, 3, 2) and perpendicular to each of the planes
x + 2y + 3z = 5 and 3x + 3y + z = 0.
2. Find the vector equation of the line passing through the point (1, 2, 3) and parallel to the planes ⃗⃗⃗ .
(̂ ̂ ̂ and ⃗⃗⃗ . (3 ̂ ̂ ̂ .
3--Find the image of the point(-1,-1,3) in the plane 2x+3y-4z-10=0.
4- Find the equation of the plane through the intersection of the planes 3x –y+2z-4 = 0 and x +y+z-2 = 0 and
the
point (2,2,1
x 3 y 5 z 7 x 1 y 1 z 1
5- Find the shortest distance between the lines   and   and equation of
1 2 1 7 6 1
shortest distance.

6--Find the equation of a plane passing through the points (2, - 3, 1), (5, 2,-1) and perpendicular to the plane
x – 4y +5z – 2 = 0.

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Chapter-12
LINEAR PROGRAMMING

Key Points:
 Two or more linear inequations are said to constitute a system of linear inequations.
 The solution set of a system of linear inequations is defined as the intersection of solution sets
oflinear inequations in the system.
 A linear inequation is also called a linear constraint as it restricts the freedom of choice of thevalues
x and y.

LINEAR PROGRAMMING
In linear programming we deal with the optimization (maximization or minimization) of a linear function
of a number of variables subject to a number of restrictions (or constraints) on variables, in the form of
linear inequations in the variable of the optimization function.

A Linear Programming Problem is one that is concerned with finding the optimal value (maximum or
minimum value) of a linear function (called objective function) of several variables (say x and y), subject to
the conditions that the variables are non-negative and satisfy a set of linear inequalities (called linear
constraints).

The term linear implies that all the mathematical relations used in the problem are linear relations while
the term programming refers to the method of determining a particular programmeor plan ofaction.

Objective function Linear function Z = ax + by, where a, b are constants, which has to be
maximised or minimized is called a linear objective function. Variables x and y are called decision
variables.

Constraints The linear inequalities or equations or restrictions on the variables of a linear

programming problem are called constraints. The conditions x ≥ 0, y ≥ 0 are called non-negative
restrictions.

Optimisation problem A problem which seeks to maximise or minimise a linear function (say of
two variables x and y) subject to certain constraints as determined by a set of linear inequalities is
called an optimisation problem. Linear programming problems are special type of optimisation
problems.

GRAPHICAL METHOD OF SOLVING LINEAR PROGRAMMING PROBLEMS

Feasible region The common region determined by all the constraints including non-negative
Constraints x,y≥0 of a linear programming problem is called the feasible region (or solution
region) for the problem. The region other than feasible region is called an infeasible region.

Feasible solutions Points within and on the boundary of the feasible region represent feasible solutions of
the constraints.

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Any point outside the feasible region is called an infeasible solution.

Optimal (feasible) solution: Any point in the feasible region that gives the optimal value (maximum or
minimum) of the objective function is called an optimal solution.

Theorem 1 Let R be the feasible region (convex polygon) for a linear programming problem and let Z = ax
+ by be the objective function. When Z has an optimal value (maximum or minimum), where the variables x
and y are subject to constraints described by linear inequalities, this optimal value must occur at a corner
point (vertex) of the feasible region.

A corner point of a feasible region is a point in the region which is the intersection of two boundary
lines.

Theorem 2 Let R be the feasible region for a linear programming problem, and let Z = ax + by be the
objective function. If R is bounded, then the objective function Z has both a maximum and a minimum
value on R and each of these occurs at a corner point (vertex) of R.

A feasible region of a system of linear inequalities is said to be bounded if it can be enclosed within lines

DIFFERENT TYPES OF LINEAR PROGRAMMING PROBLEMS

A few important linear programming problems are listed below:

1. Manufacturing problems In these problems, we determine the number of units of different

products which should be produced and sold by a firm when each product requires a fixed
manpower, machine hours, labour hour per unit of product, warehouse space per unit of the output etc., in
order to make maximum profit.

2. Diet problems In these problems, we determine the amount of different kinds of

constituents/nutrients which should be included in a diet so as to minimise the cost of the desired
diet such that it contains a certain minimum amount of each constituent/nutrients.
Linear Programming Problems
Question: Solve the following linear programming problem graphically:
Minimize Z = 200 x + 500 y
subject to the constraints:
x + 2y ≥ 10
3x + 4y ≤ 24
x ≥ 0, y ≥ 0
Solution:
Given objective function is:
Minimize Z = 200 x + 500 y ….(i)
Constraints are:
x + 2y ≥ 10 ….(ii)

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3x + 4y ≤ 24 ….(iii)
x ≥ 0, y ≥ 0 ….(iv)
The graph of these inequalities is:

The shaded region in the figure (above graph) is the feasible region ABC determined by the system of
constraints (ii), (iii) and (iv), which is bounded.
The coordinates of corner points of this (feasible or shaded) region say A, B and C are (0, 5), (4, 3) and (0, 6)
respectively.
Now, let us evaluate the value of Z = 200x + 500y at these points.
Corner point Corresponding value of Z
(0, 5) 200 × 0 + 500 × 5 = 0 + 2500 = 2500
(4, 3) 200 × 4 + 500 × 3 = 800 + 1500 = 2300 (minimum)
(0, 6) 200 × 0 + 500 × 6 = 0 + 3000 = 3000
Hence, the minimum value of Z is 2300 at the point (4, 3).

Question: Solve the following LPP graphically:

Maximise Z = 2x + 3y, subject to x + y ≤ 4, x ≥ 0, y ≥ 0
Solution:
Let us draw the graph pf x + y =4 as below.

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The shaded region (OAB) in the above figure is the feasible region determined by the system of constraints x ≥
0, y ≥ 0 and x + y ≤ 4.
The feasible region OAB is bounded and the maximum value will occur at a corner point of the feasible region.
Corner Points are O(0, 0), A (4, 0) and B (0, 4).
Evaluate Z at each of these corner points.
Corner Point Value of Z
O(0, 0) 2 (0) + 3(0) = 0
A (4, 0) 2 (4) + 3(0) = 8
B (0, 4) 2 (0) + 3 (4)= 12 ← maximum
Hence, the maximum value of Z is 12 at the point (0, 4).
Question: A manufacturing company makes two types of television sets; one is black and white and the
other is colour. The company has resources to make at most 300 sets a week. It takes Rs 1800 to make a
black and white set and Rs 2700 to make a coloured set. The company can spend not more than Rs
648000 a week to make television sets. If it makes a profit of Rs 510 per black and white set and Rs 675
per coloured set, how many sets of each type should be produced so that the company has a maximum
profit? Formulate this problem as a LPP given that the objective is to maximise the profit.
Solution:
Let x and y denote, respectively, the number of black and white sets and coloured sets made each week.
Thus x ≥ 0, y ≥ 0
The company can make at most 300 sets a week, therefore, x + y ≤ 300.
Weekly cost (in Rs) of manufacturing the set is 1800x + 2700y and the company can spend up to Rs. 648000.
Therefore, 1800x + 2700y ≤ 648000
or
2x + 3y ≤ 720
The total profit on x black and white sets and y coloured sets is Rs (510x + 675y).
Let the objective function be Z = 510x + 675y.
Therefore, the mathematical formulation of the problem is as follows.
Maximise Z = 510x + 675y subject to the constraints :
x + y ≤ 300
2x + 3y ≤ 720
x ≥ 0, y ≥ 0

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The graph of x + y = 30 and 2x + 3y = 720 is given below.

Corner point Value of Z

A(300, 0) 153000
B(180, 120) 172800 = Maximum
C(0, 240) 162000
Hence, the maximum profit will occur when 180 black & white sets and 120 coloured sets are produced.

Question for Practice

1) Solve the following LPP graphically. Minimize Z = 3x+5y

subject to: -2x+y≤4, x+y≥3, x-2y≤2, x,y≥0.
Ans : Minimum value is 29/3 at (8/3,1/3)
2) Solve Graphically
Maximize Z=3x+2y
Subject to: x+2y≤10, 3x+y≤15, x,y≥0.

3) Determine graphically the minimum value of the objective function. Z=-50x+20y Subject to constraints 2x-y≥-5,
3x+y≥3, 2x-3y≤12, x,y≥0

4) Solve the following LPP graphically:

Maximize Z=10x+20y
Subject to the constraints
3x + 4y ≤ 12
x≤1
y≥2
x ≥ 0, y ≥ 0

5) A firm makes two types of furniture: chairs and tables. The contribution to profit for each product as calculated by
the accounting department is Rs.20 per chair and Rs.30 per table. Both products are to be processed on three
machines M1 , M2 and M3 . The time required in hours by each product and total time available in hours per week
on each machine are as follows:

Machine Chair Table Available Time

M1 3 3 36
M2 5 2 50
M3 2 6 60

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How should the manufacturer schedule his production in October to maximize profit.Ans: 3
chairs and 9 tables.

6) If a young man rides his motorcycle at 25 km/hr, he had to spend Rs.2 per km on petrol. If he rides at a faster
speed of 40 km/hr, the petrol cost increases at Rs.5 per km. He has Rs.100 to spend on petrol and wishes to find
what is the maximum distance he can travel within one hour. Express this as LPP and solve it graphically. Ans:
Maximum at (50/3,40/3) and is equal to 30 km.

Additional Questions:-

1. A manufacturing company makes two types of television sets; one is black and white and other is colour. The
company has resources to make at most 300 sets a week. It takes Rs 1800 to make a black and white set and Rs 2700
to make a coloured set. The company can spend not more than 648000 a weak to make television sets. If it makes a
profit of Rs 510 per black and white set and Rs 675 per coloured set, how many sets of each types should be
produced so that the company has maximum profit? Formulate this problem as a LPP given that the objective is to
maximise the profit.

2. Minimise Z = 3x + 5y subject to the constraints : x + 2y ≥ 10 x + y ≥ 6 3x + y ≥ 8 x, y ≥ 0

3. A manufacturer of electronic circuits has stock of 200 resistors, 120 transistors and 150 capacitors and is required
to produce two types of circuits. A and B. Type a requires 20 resistors, 10 transistors and 10 capacitors. Type B
requires 10 resistors, 20 transistors and 30 capacitors. If the profit on type A circuit is Rs. 50 and that on type B
circuit is Rs 60, formulate and solve this problem as a LPP so that the manufacturer can maximise his profit.

4. A company manufactures two types of screws A and B. All the screws have to pass through a threading machine
and a slotting machine. A box of types A screws requires 2 minutes on the threading machine and 3 minutes on the
slotting machine. A box of type B screws requires 8 minutes of threading on the threading machine and 2 minutes on
the slotting machine. In a week, each machine is available for 60 hours on selling these screws company gets a profit
of Rs 100 per box on type A and Rs 170 on type B. Formulate and solve the LPP.

5. A man rides his motorcycle at the speed of 50 km/hour. He has to spend Rs 2 per km on petrol. If he rides it at a
faster speed of 80 km/hour, the petrol cost increases to Rs 3 per km. He has atmostRs 120 to spend on petrol and
one hour’s time. He wishes to cover the maximum distance that he can travel. Express and solve this problem as a
linear programming problem.

6. A manufacturer produces two model of bikes—Model X and Model Y. Model X takes a 6 man-hours to make per
units, while model Y takes 10 man-hours per unit. There is total of 450 man-hours available per week. Handling and
marketing costs are Rs 2000 and Rs 1000 per unit for models X and Y respectively. The total funds available for these
purposes are Rs 80,000 per week. Profits per unit for models X and Y are Rs 1000 and Rs 500, respectively. How
many bikes of each model should the manufacturer produce so as to yield a maximum profit? Find the maximum
profit.

7. A company makes 3 models of calculators : A , B and C at factory I and factory II. The company has orders for at
least 6400 calculators of model A, 4000 calculaters of model B and 4800 calculator of model C. At factory I, 50
calculators of model A, 50 of model B and 30 of model C are made every day; at factory II 40 calculaters of model A,
20 of model B and 40 of model C are made everyday. It costs Rs 1200 and Rs 15000 each day to operate factory I and
II, respectively find the number of days each factory should operate to minimise the operating costs and still meet
the demand.

ANSWERS

1. Maximise Z = 510x + 675y subject to x + y ≤ 300 2x + 3y ≤ 720 x ≥ 0, y ≥ 0 Maximum profit Rs 172800 at No of B/W
TV = 180, No of Coloured TV = 120

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2. Z is maximum at x = 2, y = 4 maximum value of Z = 26

3. Maximise Z = 50x + 60y subject to 2x + y ≤ 20 x + 2y ≤ 12 x + 3y ≤ 15 x, y ≥ 0 Type A = 6, maximum profit = Rs 480

Type B = 3

4. Maximise Z = 100x + 170y subject to 3x + 2y ≤ 3600 3x + y ≤ 600 x, y ≥ 0, maximum profit = Rs 138600 5. Maximise
Z = x + y subject to 2x + 3y ≤ 120 8x + 5y ≤ 400 maximum distance = 54 2 7 km x, y, > 0

6. Model x = 25, model y = 30 Maximum profit = Rs 40000

7. Factory I = 80 days Factory II = 60 days

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Chapter-13
PROBABILITY
key points
 Sample Space: Set of all possible outcomes in a random experiments is its Sample Space.
 Event: Every subset of sample space is an event.
 Mutually exclusive events:Two events A and B are said to be mutually exclusive if A∩B=Ф
 Mutually exclusive and exhaustive events:A1 , A2 , A3 , ….. An are mutually exclusive and
exhaustive events if Ai∩Aj= Ф and A1∩A2∩ ………….. ∩An=S, where S is the sample space.
 Probability of an Event: If A is an event of an experiment and S is the sample space, then the
probability of A i.e P(A)=n(A)/n(S), where 0≤P(A) ≤1.
 Probability of the event ‘A or B’:P(A B)=P(A) + P(B) - P(A∩B)
 If A and B are mutually exclusive events then P(A  B)=P(A)+P(B).
 If A, B, C are three events associated with a random experiment,
prove that P(A B C) = P(A)+P(B)+P(C) - P(A∩B) - P(B∩C) - P(C∩A) + P(A∩B∩C).

 If A is any event, then P(A) + P(not A) = 1

 Conditional probability: Conditional probability P(A/B) = Probability that event A will occur if
the event B has already occurred is
P(A/B) = P(A∩B) / P(B) provided P(B) ≠ 0

P(E'/F) = 1– P(E/F)

 Multiplication theorem on Probability:

P(A∩B) = P(A) P(B/A) = P(B) P(A/B) provided P(A) ≠ 0, P(B) ≠ 0

P(A∩B∩C) = P(A).P(B/A) P(C/A∩B)

 Independent Events: Two events A and B are independent if

P(A∩B)= P(A).P(B)

 Two events A and B are said to be independent,

if P(A/B) = P(A), P(B) ≠ 0

and P(B/A) = P(B), P(A) ≠ 0

 Multiplication rule when events A and B are independent

P(A∩B) = P(A).P(B)

 15. Law of total probability :

 P(A) = P(E1).P(A/E1)+P(E2).P(A/E2) + …... + P(En)P(A/En)
 16. Bayes’ theorem:
P(E1/A) = P(E1).P(A/E1)

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P(E1).P(A/E1)+P(E2).P(A/E2)+ …. + P(En).P(A/En)

 17. Random Variable:A random variable is a real valued function whose domain is the sample
space of a random experiment.
 18. Probability Distribution: If a random variable X take values x1, x2, x3 ….. xn with respective
probabilities p1, p2, p3, …. pn then

X x1 x2 x3 …. xn

P(X) p1 p2 p3 …. pn

is known as the probability distribution of X.

Sum of probability of a probability distribution is always 1.

VSA TYPE_1 MARKS QUESTIONS (SOLVED)

1. If P(A) = 7/17, P(B) = 9/17 and P (AB) = 4/17 evaluate P (A/B)

Solution : We have P (A/B) = P (AB) = 4/17 = 4

P (B) 9/17 9

2. If P (A) = 4/5 and P (B) = 2/3, find P (AB) if A and B are independent events.

Solution : A and B are independent events

:. P ((AB) = P (A). P (B)

= 4/5. 2/3 = 8/15

1 1 1
3. Given P( A)  , P( B)  and P( A  B)  . Are the event A and B independent.
2 3 6

1 1
Solution. P( A).P( B)    P(A  B )
2 3

 Events are in independent

4. A die is thrown twice. Find the probability of getting a number 6 on the first throw and a
number greater than 4 on the second.

Solution. Favourable cases are { (6,5), (6,6)}

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2 1
 Probability = 
36 18

5. An urn contains 4 white and 3 red balls. Let X be the number of red balls in a random draw of
three balls .write probable value of X.
Solution: X= 0, 1, 2, 3
VSA TYPE_1 MARKS QUESTIONS(UNSOLVED)

1. If A and B are independent events, Find P(B) if P(AUB) = 0.60 and P(A) = 0.35. [Answer : 5/13]
2. Assume that each born child is equally likely to be a boy or a girl. If a family has two children, what
is the conditional probability that both are girls given that the youngest is a girl.
[Answer : 1/2]
3. Find the probability of drawing two white balls in succession from a bag containing 3 red and 5 white
balls respectively, the ball first drawn is not replaced. [Answer : 5/14]
4. Let x represent the number of heads when a coin is tossed 6 times. What are the probable values of
x. [Answer : X= 0, 1, 2, 3, 4, 5, 6]
5. If a die is thrown and a card is selected at random from a deck of 52 cards. What is the probability of
getting an even number on the die and a spade card ? [Answer : 1/8]

VSA TYPE_2 MARKS QUESTIONS (SOLVED)

1. A bag contains 5 white, 7 red and 3 black balls. If three balls are drawn one by one

without replacement, find what is the probability that none is red.

8 7 6 8
Solution : P(nonred ).P(nonred ).P(nonred )    
15 14 13 65

2. Find K if the following probability distribution is possible.

X 0 1 2 3

P (X) K K2 K 0.04

Solution :

We have  P (Xi) = 1

K +k2+k +.04=1

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or K2+2K +.96=0

or K = 0.4, -2.4

 K≠ - 2.4  K= 0.4

3. If P( A)  0.4 P( B)  p, P(A  B)  0.7 . Find the value of p, if A and B are

independent.

Solution. P(A  B)  P( A)  P( B)  P(A  B)

 P(A  B)  0.4  p  0.7  p  0.3

A and B are independent

 P(A  B)  P( A).P(B)

is ( p  0.3)  0.4 p

0.6 p  0.3

p 1
2

4. If P(A) = 0.6 , P(B) = 0.2 and P( find P(A /B ).

Solution: Since P(  0.5 =  )= 0.5 x 0.2 =0.1

P(A B)=P

= 1 -P(A B)

=1-[ ]

=1–[ ]

= 1 – 0.7

= 0.3

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P(A /B )=

5. A random variable X has a probability distribution P (X) of the following form where k is some
number P(X)

k if X 0
 2k X 1
 if
P( X )  
3k if X 2
0 0 otherwise.

Determine P( X  2)

Solution.  P( X )  1  k  2k  3k  0  1  k  1
6

P( X  2)  k  2k  3k  6k  1

VSA TYPE_2 MARKS QUESTIONS (UNSOLVED)

1. Given that the events A and B are such that P(A) =1/2 ,P(A B) =3/5 and P(B)=K. Find K if they
are independent. [Answer : k=5]

2. A random variable X has a probability distribution P(X) of the following form where k is some
number
P(X)= k, if X=0
2k, if X=1
3k, if X=2
0 , otherwise
Determine i) k ii) P(X<2) [Answer : (i)k=1/6,(ii) 1/2]
3. Find the probability distribution of a number of a tails in the simultaneous tosses of three
coins. [ Answer :

X 0 1 2 3

P(X) 1/8 3/8 3/8 1/8

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4. A die marked 1,2, 3 in red and 4, 5, 6 in green is tossed . Let A be the event ,
‘the number is even,’and B be the event ,’ the number is red’. Are A and B independent?

[Answer : NO]

5. In a family the husband tells a lie in 30% cases and the wife in 35% cases. Find the probability
that both state the same fact. [Answer : 0.56]

SA TYPE_3 MARKS QUESTIONS (SOLVED)

Q.1 In a school, there are 1000 students, out of which 430 are girls. It is known that out of 430,
10% of the girls study in class XII, what is the probability that a student chosen randomly
studies in class XII, given that the chosen student is girl ? Solution. P(Girl) =
430 43
P(G )  
1000 100

P (A) = Prob. of Cl XII std.

43 1
P(Girl and student of Cl XII) = P( A  G) = 
430 10

1
P( A  G) 10 100
P( A / G )   
P(G) 43 10  43
100

10
= Ans.
43

Q.2. 12 cards, numbered 1 to 12 are placed in a box, mixed up thoroughly and then a card is
drawn at random from the box. If it is known that the number on the drawn card is more
than 3, find the probability that it is even number.

Solution S = {1, 2, 3, 4, ......................12}

A = {2, 4, 6, 8, 10, 12}

B = {4, 5, 6, 7, 8, 9, 10, 11, 12}

and A  B = {4, 6, 8, 10, 12}

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6 1 9 3 5
 P( A)   ; P( B)   ; P( A  B) 
12 2 12 4 12

P( A  B) 5/12 5
P( A / B)   
P( B) 9 /12 9

Q.3. A pair of dice is thrown 4 times. If getting a doublet is considered a success, find the probability distribution
of number of success.

Solution. : $ ={(1, 1), (2, 2), (3, 3), (4, 4), (5, 5) (6, 6)}

1
p (a doublet) =
6

q5
6

 6
4 625
P( X  0)  4 C0 5 
1296

 6  6 
3 500
P( X  1)  4 C1 1 5 
1296

 6  6
2 2 150
P( X  2)  4 C2 1 5 
1296

 6  56
3 4 20
P( X  3)  4 C3 1 
1296

 6
4 1
P( X  4)  4 C4 1 
1296

 Required probability Distribution is :

X 0 1 2 3 4

625 500 150 20 1

P(X)
1296 1296 1296 1296 1296

Q.4. A letter is known to have come from either TATANAGAR or CALCUTTA. On the envelope just
two consecutive letters TA are visible. What is the probability that the letter has come from
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Mathematics/ XII (2020-21)
(i) Tata Nagar (ii) Calcutta

Solution : A : TATANAGAR (2 T'S ; 4A'S)

B : CALCUTTA (2 T'S ; 2A'S)

E : TA is visible

1
P(A) = P (B) =
2

2 1 1
P( E / A)   ; P( E / B) 
8 4 7

1 1

2 4 1
(i) P( A / E )  
1 1 1 1 7
  
2 4 2 7

7 4
(ii) P( B / E )  1  
11 11

Q.5. Two cards are drawn successively with replacement from a well shuffled pack of 52 cards.
Find the probability distribution of number of aces.

Solution. X = Number Aces ; X can take values 0, 1, 2

S = getting an ace.

4 1 12
P( S )   ; P( S ) 
52 13 13

12 12 144
P( X  0)  2C0  
13 13 169

12 1 24
P( X  1)  2C1  
13 13 169

1 1 1
P( X  2)  2C2  
13 13 169

 Probability Distributions

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Mathematics/ XII (2020-21)
X 0 1 2

144 24 1
P(X)
169 169 169

Q.6. A bag X contain 2 white and 3 red alls and a bag Y contain 4 white and 5 red balls. One ball
is drawn at random from one of the bag and is found to be red . Find the probability that
it was drawn from bag Y.?

Solution.

Let E1 : the bag X is chosen.

E2: the bag Y is chosen.

A : the ball is red.

Using Baye’s Theorem ,P(E2/A) = P(E2) P(A/E2)

----------------------------------

P(E1)P(A/E1) + P(E2) P(A/E2)

Since the two bags are equally likely to be selected.

P(E1) = P(E2) = ½

Also P(A/E1) = 3/5

P(E2) = 5/9

1 5
P( E2 / A)  2 9  25
1 3  1 5 52
2 5 2 9

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Q.7.A coin is biased so that the head is 3 time as likely to occur as tail . If the coin is tossed twice,
find the probability distribution of number of tails.

Solution.

Let p be the probability of obtaining a head when a coin is tossed once and q, that of
obtaining a tail so that p = 3q and p+q=1

or 3q+q=1 or 4q=1 or q=1/4 And hence p= 3q = ¾

Let X denote the number of tails in two tosses of the coin then X can take value 0,1, 2

P (X=0) = P (HH) = p.p = p2 = (3/4)2 = 9/16

P(X=1) = P(HT,TH) =P(HT) + P(TH)

= qp + qp = 2pq =2 × ¾ × ¼ = 6/16

P(X=2) = P(two tails ) = P(TT) = q2 = (1/4)2 = 1/16

Probability distribution of X is

0 1 2
X

P(X) 9/16 6/16 1/16

3 1
Q.8. The probability of A hitting a target is and that of B hitting is . They both fire at the target.
7 3
Find the probability that (i) at least one of them will hit the target, (ii) Only one of them will hit the
target.

Solution. Let A= event that A will hits the target, B= event that B will hits the target
3 1 3 4 1 2
P( A)  , P( B)   P( A)  1   , P( B)  1  
7 3 7 7 3 3
(i ) P(at least one of them will hit the target)  1  P(noneof them will hit the target)
4 2 13
 1  P( A).P( B)  1   
7 3 21
3 2 4 1 10
(ii ) P(only one of them will hit the target)  P( A).P( B)  P( A).P( B)     
7 3 7 3 21

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SA TYPE_3 MARKS QUESTIONS (UNSOLVED)

1.Given that the two numbers appearing on throwing two dice are different . Find the probability
of the event ‘ the sum of number on the dice is 4’. *Answer : 1/15]

2. A box contains 16 bulbs out of which 4 bulbs are defective . 3 bulbs are drawn one by one from
the box without replacement . Find the
probability distribution of the number of X 0 1 2 3
defective bulbs drawn. [Answer :
P(X) 55/140 66/140 18/140 1/140

3. A die is thrown three times. Events A and B are defined as below:

A: 4 on the third throw. B: 6 on the first and 5 on the second throw.

Find the probability of A, given that B has already occurred. [Answer :1/6 ]

4. An insurance company insured 2000 scooter and 3000 motorcycles . The probability of an
accident involving scooter is 0.01 and that of motorcycle is 0.02 . An insured vehicle met with an
accident. Find the probability that the accidental vehicle was a motorcycle. [Answer :3/4 ]

5. A bag contains 5 white and 6 black balls and another bag contains 4 white and 3 black balls. A ball
is drawn from the first bag and without seeing its colour is put in the second bag. Find the
probability that if now a ball is drawn from the second bag it is black in colour.[Answer :39/88 ]

6. A letter is known to have come either from LONDON or CLIFTON. On the envelope just has
two consecutive letters ON are visible. What is the probability that the letter has come from (i)
LONDON (ii) CLIFTON ? [Answer : (i)12/17(ii) 5/17]
7. A can hit a target 4 times out of 5 times. B can hit the target 3 times out of 4 times and C

can hit 2 times out of 3 times. They fire simultaneously. Find the probability that any two

out of A, B and C will hit the target. [Answer :13/30 ]

8. A bag contain 1 white and 6 red balls and a second bag contains 4 white and 3 red balls. One of
the bag is picked up at random and a ball is randomly drawn from it, and is found to be white in
colour. Find the probability that the drawn ball was from the first
bag. [Answer :1/5 ]

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LA TYPE_5 MARKS QUESTIONS(SOLVED)

Q.1. A factory has three machine X,Y,Z producing 1000,2000,3000 bolts per day respectively .
The machine X produced 1% defective bolts, Y produce 1.5% and Z produce 2% defective
bolts . At the end of a day, a bolt is drawn at random and is found defective. What is the
probability that the defective bolt is produced by the machine X ?

Solution. Let E1: Bolt is manufactured by machine ‘X’, E2: Bolt is manufactured by machine
Y and E3 : Bolt is manufactured by machine Z,

Total number of bolts manufactured by machine X,Y,Z in one day

= 1,000 +2,000 +3,000 = 6,000

Therefore P(A/E1) =1/6 P(A/E2) =1/3 P(A/E3) =1/2

Let A : Bolt manufactured is defective

P(A/E1) = 1/100, P(A/E2) = 1.5/100 = 3/200 and P(A/E3) = 2/100

Required probability = P (E3/A) = P(E3) P (A/E3)

P (E1) P (A/E1) + P (E2) P (A/E2) + P(E3) P (A/E3)

1/6× 1/100 1/6

= _________________________________ = _________________ = 1/ 10

1/6× 1/100+ 1/3× 3/200+ ½ × 2/100 1/6 + ½ + 1

Q.2. Coloured balls are distributed in three bags as shown in the following table

Colour of the ball

Bag
Red White Black

I 1 2 3

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II 2 4 1

III 4 5 3

A bag is selected at random and two balls are randomly drawn from the selected bag. They
happen to be black and red. What is the probability that they came from bag I.

Solution. Let E1 : Bag I is selected ; E2 : Bag II is selected

Let E3 : Bag III is selected and A = A black ball and a red ball is drawn

1
P( E1 )  P( E2 )  P( E3 ) 
3

1 3 3 1
P( A / E1 )   
6
C2 15 5

2 1 2
P( A / E2 )  7

C2 21

43 43 2
P( A / E3 )  12
 
C2 66 11

Using Baye’s Theorem

1 1 1

P( E1 / A )  3 5  5
1 1 1 2 1 2 1 2 2
      
3 5 3 21 3 11 5 21 11

231

551

Q.3. Two cards are drawn in succession from a well shuffled deck of 52 cards, the first card
being replaced , before the second is drawn . Let X denote the number of spades drawn .
Find the probability distribution of X ?

Solution. The probability of getting a spade when a single card is drawn = 13/52 = ¼

or P(not getting a spade ) = 1- ¼= ¾

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Mathematics/ XII (2020-21)
P(X =0) = P(no spade is drawn ) = P(not a spade ) P (not a spade)

= ¾ × ¾= 9/16

P(X=1) = P ( drawing a spade only at one draw)

= P ( a spade and not a spade) + P ( not a spade and a spade)

= ¼ ×¾+¾ × ¼= ⅜

P(X=2) = P ( drawing spades at both the draws)

= ¼ × ¼ = 1/16 Hence , the probability distribution of x is

X 0 1 2

P(X) 9/16 3/8 1/16

Q.4. Two cards are drawn simultaneously (or successively without replacement) from a well
shuffled pack of 52 cards. Find probability distribution of the number of aces.

Solution. If X is the number of aces drawn

4
C0 48 C2 248  47 564 188
P( X  0)    
52
C2 52  51 663 221

C1 48 C1 4  48  2 96
4
32
P ( X  1)  52   
C2 52  51 663 221

C1 48 C0
4
4  3 2 3 1
P( X  2)  52   
C2 2  51 51 663 221

 The Probability Distribution of X is given by

X 0 1 2

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188 32 1
P(X)
221 221 221

LA TYPE_5 MARKS QUESTIONS(UNSOLVED)

1. A card from a pack of 52 cards is lost. From the remaining cards of the pack, two cards are drawn
and are found to be both hearts . Find the probability of the lost card being a
heart. [Answer :11/50 ]

3
2. In answering a question on a MCQ test a student either knows the answer or guesses. Let be
4
1
the probability that he knows the answer and be the probability that he guesses. Assuming that a
4
1
student who guesses at the answer will be correct with probability .What is the probability that
4
the student knows the answer given that he answer it correctly?[Answer :12/13 ]

3. A laboratory blood test is 99% effective in detecting a certain disease when it is in fact present,
however the test also yields as false positive result for 0.5% of the healthy person tested. If 0.1
percent of the population actually has the disease, what is the probability that a person has the
disease given that his test result is positive? [Answer :22/133 4. Find the
probability distribution of number of doublets in three throws of a pair of

dice? [Answer :
X 0 1 2 3

(p)x 125/216 75/216 15/216 1/216

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