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TABLE OF CONTENTS

1. REAL NUMBERS .............................................................................................................................. 7

2. POLYNOMIALS ............................................................................................................................. 14

3. PAIR OF LINEAR EQUATIONS IN TWO VARIABLES .......................................................... 21

4. QUADRATIC EQUATIONS......................................................................................................... 30

5. ARITHMETIC PROGRESSION .................................................................................................... 39

6. TRIANGLES .................................................................................................................................... 47

7. COORDINATE GEOMETRY ........................................................................................................ 57

8. INTRODUCTION TO TRIGONOMETRY ................................................................................. 64

9. APPLICATIONS OF TRIGONOMETRY ...................................................................................... 9

10. CIRCLES .......................................................................................................................................... 16

11. CONSTRUCTIONS ....................................................................................................................... 23

12. AREAS RELATED TO CIRCLES.................................................................................................. 29

13. SURFACE AREAS AND VOLUMES............................................................................................ 37

14. STATISTICS ................................................................................................................................... 46

15. PROBABILITY ................................................................................................................................ 55

6
 1. REAL NUMBERS
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Learning outcome and Learning Objectives:

Content area /
Learning Objectives Learning Outcome
Concept
Apply Euclid Division Algorithm in order to obtain
HCF of 2 positive integers in the context of the
given problem
Euclid's Division
Apply Euclid Division Algorithm in order to prove
results of positive integers in the form of ax+b
where a and b are integers
Generalises properties of numbers and
Fundamental Use the Fundamental Theorem of Arithmetic in
relations among them studied earlier,
Theorem of order to calculate HCF and LCM of the given
to evolve results, such as, Euclid’s
Arithmetic numbers in the context of the given problem
division algorithm, fundamental
Recall the properties of irrational number in order
theorem of arithmetic in order to apply
to prove that whether the
them to solve problems related to real
sum/difference/product/quotient of 2 numbers is
Irrational Numbers life contexts
irrational or not
Apply theorems of irrational number in order to
prove whether a given number is irrational or not
Decimal Apply theorems of rational numbers in order to
Representation of find out about the nature of their decimal
Irrational Numbers representation and their factors

7
 Test items
LOB: Apply Euclid Division Algorithm in order to obtain HCF of 2 given numbers in the context of the given
problem
1. A worker needs to pack 350 kg of rice and 150 kg of wheat in bags such that each bag weighs the same.
Each bag should either contain rice or wheat. Which option shows the correct steps to find the greatest
amount of rice/wheat the worker can pack in each bag?
Option 1: Step 1: 350 = 2(150) + 50
Step 2: 150 = 3(50) + 0
Step 3: Greatest amount: 50 kg
Option 2: Step 1: 350 = 2(150) + 50
Step 2: 150 = 2(50) + 0
Step 3: Greatest amount: 50 kg
Option 3: Step 1: 350 = 2(150) + 50
Step 2: 150 = 3(50) + 0
Step 3: Greatest amount: 150 kg
Option 4: Step 1: 350 = 2(150) + 50
Step 2: 150 = 2(50) + 0
Step 3: Greatest amount: 150 kg
Correct Answer: Option 1

2. Pranay wants to stack few one-rupee coins and some five-rupee coins in such a way that:
a. Each stack has the same number of coins.
b. There is least number of stacks.
c. Each stack either has one rupee or five-rupee coins.
d. No coins are left over after creating stacks.
His first step to find the number of coins that should be in each stack is 195=1(180) +15. Given that he
has more of five-rupee coins than one-rupee coins, how many one-rupee coins stack can he make?
Option 1: 12
Option 2: 13
Option 3: 15
Option 4: 25
Correct Answer: Option 1

LOB: Apply Euclid Division Algorithm in order to prove results of positive integers in the form of ax+b where a
and b are constants

1. Given that p is a non-negative integer, which of these gives positive integers that are multiple of 5?
Option 1: 10p and 10p+2.
Option 2: 10p and 10p+3.
Option 3: 10p and 10p+4.
Option 4: 10p and 10p+5.
Correct Answer: Option 4

2. In the equation below, a, b, q, r are integers, 0≤r<b, a is a multiple of 3 and b=9.

a=bq+r
Which of the following forms represent a?
Option 1: Only 9q and 9q+3, as only these forms when divided by 3 gives r=0.
Option 2: Only 9q+1and 9q+4, as only these forms when divided by 3 gives r=1.
Option 3: Only 9q, 9q+3, and 9q+6, as only these forms when divided by 3 gives r=0.
Option 4: Only 9q+1, 9q+4, and 9q+7, as only these forms when divided by 3 gives r=1.
Correct Answer: Option 3

LOB: Use the Fundamental Theorem of Arithmetic in order to calculate HCF and LCM of the given numbers in
the context of the given problem

8
 1. Rahul has 40 cm long red and 84 cm long blue ribbon. He cuts each ribbon into pieces such that all
pieces are of equal length. What is the length of each piece?
Option 1: 4 cm as it is the LCM of 40 and 84
Option 2: 4 cm as it is the HCF of 40 and 84
Option 3: 8 cm as it is the LCM of 40 and 84
Option 4: 8 cm as it is the HCF of 40 and 84
Correct Answer: Option 2

2. Three bulbs red, green and yellow flash at intervals of 80 seconds, 90 seconds and 110 seconds. All
three flash together at 8:00 am. At what time will the three bulbs flash altogether again?
Option 1: 9:00 am
Option 2: 9:12 am
Option 3: 10:00 am
Option 4: 10:12 am
Correct Answer: Option 4

LOB: Recall the properties of irrational number in order to prove that whether the
sum/difference/product/quotient of 2 numbers is irrational or not

1. Which of the following is an irrational number?

√"
Option 1:
√#
√$
Option 2:
$√%
√%
Option 3:
√"&
√'$
Option 4:
√(
Correct Answer: Option 2

2. A teacher creates the question “Which of the following could be the sum of two rational numbers?”.
She now needs to create three incorrect choices and one correct answer. Which option shows the
choices that the teacher should create?
Option 1: First choice: 𝜋; Second choice: 20+16; Third choice: 50-1; Correct Answer: 49
Option 2: First choice: 227; Second choice: 25+16; Third choice: 64; Correct Answer: 5
Option 3: First choice: 125; Second choice: 36+42; Third choice: 81; Correct Answer: 169
Option 4: None of them
Correct Answer: Option 1

LOB: Apply theorems of irrational number in order to prove whether a given number is irrational or not

1. Which of the following is NOT an irrational number?

)
Option 1: 2 ×
√"
)
Option 2: √2 × "
)
Option 3:√2 ×
√$
)
Option 4: √2 ×
√"
Correct Answer: Option 4

2. Is 9 + √2 an irrational number?
* ,+-*
Option 1: No, because if 9 + √2 = + , where 𝑎 and 𝑏 are integers and 𝑏 ≠ 0, then √2 = + ,
*
but √2 is an irrational number. So, 9 + √2 ≠ + .
* ,+.*
Option 2: No, because if 9 + √2 = + , where 𝑎 and 𝑏 are integers and 𝑏 ≠ 0, then √2 = +
,
*
but √2 is an irrational number. So, 9 + √2 ≠ + .

9
 * ,+-*
Option 3: Yes, because if 9 + √2 = , where 𝑎 and 𝑏 are integers and 𝑏 ≠ 0, then √2 = ,
+ +
*
but √2 is an irrational number. So, 9 + √2 ≠ + .
* ,+.*
Option 4: Yes, because if 9 + √2 = + , where 𝑎 and 𝑏 are integers and 𝑏 ≠ 0, then √2 = +
,
*
but √2 is an irrational number. So, 9 + √2 ≠ .
+
Correct Answer: Option 2

LOB: Apply theorems of rational numbers in order to find out about the nature of their decimal representation
and their factors

1. Which of the following is equivalent to a decimal that terminates?

)
Option 1: %! "!
)
Option 2: "! $
)
Option 3: %! (
)
Option 4: ! !
% ))
Correct Answer: Option 1
$ (
2. The fractions * and + are equivalent to decimals that terminate. Which best describes the product of 𝑎
and 𝑏?
Option 1: It is a prime number.
Option 2: It cannot be an odd number.
Option 3: It is of the form 21𝑘, where 𝑘 could be multiples of 2 or 5.
Option 4: It is of the form 21𝑘, where 𝑘 could be multiples of 7 or 9.
Correct Answer: Option 3

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 2. POLYNOMIALS
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Learning outcome and Learning Objectives:

Content area / Content

Learning Objectives Learning Outcome
area / Conceptss
Recall degree of polynomial in order to
find the number of zeroes of polynomial
Geometrical meaning of
Analyse the graph of the polynomials in
Zeroes of a Polynomial
order to find the number of zeroes of
polynomial
Compute zeroes of the polynomials in
order to verify the relationship between
Relationship between Uses algebraic and graphical method of
zeroes and the coefficients
Zeroes and Coefficients of a finding zeroes of a polynomial in order to
Compute the sum and product of
Polynomial establish a relationship between them
zeroes of the polynomial in order to find
the quadratic polynomial
Divide the two given polynomials in
order to verify the division algorithm
Division Algorithm for
Divide the given polynomial with its
Polynomials
known zero in order to find all the
other zeroes of that polynomial

14
 Test items
LOB: Recall degree of polynomial in order to find the number of zeroes of polynomial

1. Which of the following statements is correct?

Option 1: A polynomial of degree 2 has three zeroes
Option 2: A polynomial of degree 3 has two zeroes
Option 3: A polynomial of degree 4 has four zeroes
Option 4: A polynomial of degree 5 has ten zeroes
Correct Answer: Option 3

2. Ravi claims that the polynomial 𝑝(𝑥) = 𝑚𝑥 * + 𝑥 "+ has 4𝑏 zeroes. For Ravi’s claim to be correct, which
of these must be true?
Option 1: 𝑎 = 2𝑏 or 𝑎 = 4𝑏
Option 2: 𝑎 = 2 or 𝑎 = 4𝑏
Option 3: 𝑚 = 2𝑏
Option 4: 𝑚 = 4𝑏
Correct Answer: Option 1

LOB: Analyse the graph of the polynomials in order to find the number of zeroes of polynomial

1. Which of the following graphs could be for the simple polynomial 𝑥 " ?

Option 1:

Option 2:

Option 3:

Option 4:
15
 Correct Answer: Option 2

! -)) "
2. Consider the expression 𝑥 (0 + 3𝑥 ! , where m is a constant. For what value of m, will the
expression be a cubic polynomial?
Option 1: -2
Option 2: -1
Option 3: 1
Option 4: 2
Correct Answer: Option 4

LOB: Compute zeroes of the polynomials in order to verify the relationship between zeroes and the
coefficients

1. Consider the polynomial in z, 𝑝(𝑧) = 𝑧 2 − 2𝑧 $ + 3. What is the value of the polynomial at 𝑧 = −1?
Option 1: 2
Option 2: 3
Option 3: 5
Option 4: 6
Correct Answer: Option 4
2. The polynomial in 𝑥, is 𝑥 " + 𝑘𝑥 + 5, where k is a constant. At 𝑥 = 2, the value of the polynomial is 15.
What is the value of the polynomial at 𝑥 = 5?
Option 1: 3
Option 2: 18
Option 3: 35
Option 4: 45
Correct Answer: Option 4

LOB: Compute the sum and product of zeroes of the polynomial in order to find the quadratic polynomial

1. Which of these is a zero of the polynomials 𝑝(𝑦) = 3𝑦 $ − 16𝑦 − 8?

Option 1: –8
Option 2: –2
Option 3: 0
Option 4: 2
Correct Answer: Option 2
2. Given that m + 2, where m is a positive integer, is a zero of the polynomial 𝑞(𝑥) = 𝑥 " − 𝑚𝑥 − 6.
Which of these is the value of m?
Option 1: 1
Option 2: 2
Option 3: 3
Option 4: 4
Correct Answer: Option 1

LOB: Divide the two given polynomials in order to verify the division algorithm

1. The polynomial 𝑞(𝑧) = 𝑧 $ − 4𝑧 + 𝑎 when divided by the polynomial (𝑧 − 3) leaves remainder 5. What
is the value of a?
Option 1: –10
Option 2: –3
Option 3: 3
Option 4: 10
Correct Answer: Option 1

2. The polynomial 𝑝(𝑥) = 𝑥 0 + 𝑥, where 𝑚 > 1, when divided by (𝑥 − 𝑎), leaves remainder 6. Given that
a is a positive integer, what is the value of m?
Option 1: 2
Option 2: 3
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 Option 3: 5
Option 4: 6
Correct Answer: Option 1

LOB: Divide the given polynomial with its known zero in order to find all the other zeroes of that polynomial

1. Which of these is a factor of the polynomial 𝑝(𝑥) = 𝑥 $ + 4𝑥 + 5?

Option 1: (𝑥 − 1)
Option 2: (𝑥 + 1)
Option 3: (𝑥 − 2)
Option 4: (𝑥 + 2)
Correct Answer: Option 2

2. The polynomial(𝑥 − 𝑎), where 𝑎 > 0, is a factor of the polynomial𝑞(𝑥) = 4√2𝑥 " − √2. Which of these
)
is a polynomial whose factor is @𝑥 − *A?
Option 1: 𝑥 " + 𝑥 + 6
Option 2: 𝑥 " − 5𝑥 + 4
Option 3: 𝑥 " + 4𝑥 − 3
Option 4: 𝑥 " + 𝑥 − 6
Correct Answer: Option 4

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 3. PAIR OF LINEAR EQUATIONS IN TWO
VARIABLES
QR Code:

Learning outcome and Learning Objectives:

Content area /
Learning Objectives Learning Outcome
Concepts
Introduction and State the properties of linear equation in order to
Properties classify the given equations as linear or non linear
Interpret the concepts of linear equations in order
to represent any given situation algebraically and
Graphical Method of
graphically
Solution of a Pair of Linear
Demonstrate given two linear equations in order
Equations
to comment on the nature/behaviour of the lines
representing the linear equations
Use different algebraic methods in order to solve a
pair of linear equations Uses graphical and other methods
Use the most appropriate algebraic method in in order to finds solutions of pairs
order to solve the given pair of linear equations of linear equations in two
Algebraic method for Use the concepts of pair of linear equations in two variables
solving Linear Equations variables in order to represent any given situation
algebraically and find its solution
Calculate the ratio of coefficients of linear
equations in order to discuss the nature of pair of
linear equations
Rewrite the given equations (using substitution
Equations Reducible to a
method) which are reducible to a pair of linear
Pair of Linear Equations in
equations in order to find the solution of those
Two Variables
equations

21
 Test items
LOB: State the properties of linear equation in order to classify the given equations as linear or non linear

1. Which of these is a linear equation in two variables?

Option 1: 5x-2y=0
Option 2: x+x2-2y+8=0
Option 3: x-2y+10=x2+y
Option 4: 3x-2y+1=0
Correct Answer: Option 1

2. If 𝑥 "3 − 1 + 𝑦 0-2 = 0 is a linear equation, which of these is also a linear equation?

Option 1: 𝑥 3 + 𝑦 0 = 0
# "
Option 2: 𝑥 $ + 𝑦 $ = 0
Option 3: 𝑥 3.)/" + 𝑦 0.2 = 0
Option 4: 𝑥 )⁄3 + 𝑦 0/% = 0
Correct Answer: Option 4

LOB: Interpret the concepts of linear equations in order to represent any given situation algebraically and
graphically

1. Rohit earned ₹3550 by selling some bags each for ₹500 and some baskets each for ₹150. Aarav earned
₹3400 by selling the same number of bags each for ₹400 and the same number of baskets each for ₹ 200
as Rohit sold. Which of these equations relates the number of bags x, and the number of baskets, y?
Option 1: 500x+150y=3550 and 400x+200y=3400
Option 2: 500x+150y=3400 and 400x+200y=3550
Option 3: 400x+150y=3550 and 500x+200y=3400
Option 4: 500x+200y=3550 and 400x+150y=3400
Correct Answer: Option 1

2. The cost of production per unit for two products, A and B, are ₹100 and ₹80 respectively. In a week,
the total production cost is ₹32000. In the next week, the production cost reduces by 20%, and the
total cost of producing the same number of units of each product is ₹25600. Which of these are the
equations that can be used to find the number of units of A, x, and the number of units of B, y?
Option 1: 100x+80y=25600 and 80x+64y=32000
Option 2: 100x+64y=32000 and 80x+100y=25600
Option 3: 80x+80y=32000 and 100x+64y=25600
Option 4: 100x+80y=32000 and 80x+64y=25600
Correct Answer: Option 4

LOB: Demonstrate given two linear equations in order to comment on the nature/behaviour of the lines
representing the linear equations

1. Which of these linear equations have a unique solution?

Option 1:

22
 Option 2:

Option 3:

Option 4:

Correct Answer: Option 2

2. Consider the graph shown.

Which of these is true about the given graph?

Option 1: These lines have a unique solution as they are intersecting at a point.
Option 2: These lines have infinitely many solutions as they lie in the same quadrant.
Option 3: These lines have a unique solution as the coefficient of x in both the equations is one.
Option 4: These lines have infinitely many solutions as they lie in the same quadrant.
Correct Answer: Option 1

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 LOB: Use different algebraic methods in order to solve a pair of linear equations

1. Consider the equations shown.

4𝑥 + 3𝑦 = 41
𝑥 + 3𝑦 = 26
Which of these is the correct way of solving the given pair of equations?
Option 1: 4𝑥 − 𝑥 + 3𝑦 − 3𝑦 = 41 − 26
Option 2: 4(𝑥 + 3𝑦) + 3𝑦 = 41
Option 3: 4𝑥 + 𝑥 + 3𝑦 − 3𝑦 = 41 − 26
Option 4: 4𝑥 + 3𝑦 + 3𝑦 = 41 − 26

Correct Answer: Option 1

2. In the equations shown below, a and b are unknown constants.

3𝑎𝑥 + 4𝑦 = −2
2𝑥 + 𝑏𝑦 = 14
If (–3, 4) is the solution of the given equations, what are the values of a and b?
Option 1: a=2, b=5
Option 2: a=-2, b=5
Option 3: a=5, b=2
Option 4: a=5, b=-2
Correct Answer: Option 1

LOB: Use the most appropriate algebraic method in order to solve the given pair of linear equations

1. Consider the equations shown.𝑝 + 𝑞 = 5 & 𝑝 − 𝑞 = 2

Which of these are the values of p and q?
Option 1: p=3.5, q=1.5
Option 2: p=1.5, q=3.5
Option 3: p=4, q=2
Option 4: p=2, q=4
Correct Answer: Option 1

2. Consider the equations shown: 𝑎𝑥 + 𝑏𝑦 = 𝑎𝑏 & 2𝑎𝑥 + 3𝑏𝑦 = 3𝑏

Which of these is the value of y in terms of a?
Option 1: 𝑦 = 2𝑎 − 35
Option 2: 𝑦 = 2𝑎𝑏 − 3𝑏
Option 3: 𝑦 = 9𝑎 − 35
Option 4: 𝑦 = 3 − 2𝑎
Correct Answer: Option 4

LOB: Use the concepts of pair of linear equations in two variables in order to represent any given situation
algebraically and find its solution

1. Shivi gave a note of ₹2,000 for a pair of jeans worth ₹500. She was returned 11 notes in denominations
of ₹200 and ₹100. Which pair of equations can be used to find the number of ₹200 notes, x, and the
number of ₹100 notes y? How many notes of ₹200 did she get?
Option 1: 𝑥 + 𝑦 = 11 𝑎𝑛𝑑 200𝑥 + 100𝑦 = 1500; 8
Option 2: 𝑦 = 𝑥 + 11 𝑎𝑛𝑑 200𝑥 + 100𝑦 = 2000; 4
Option 3: 𝑥 + 𝑦 = 11 𝑎𝑛𝑑 200𝑥 + 100𝑦 = 1500; 4
Option 4: 𝑥 + 𝑦 = 11 𝑎𝑛𝑑 100𝑥 + 200𝑦 = 2000; 10
Correct Answer: Option 3

2. Arnav wants to plant some saplings in columns. If he increases the number of saplings in a column by 4,
the number of columns decreases by 1. If he decreases the number of saplings by 5 in a column, the
number of columns increased by 2.
Which of these graphs relates the number, x, of columns and the number, y, of plants in a column?

24
 Option 1:

Option 2:

Option 3:

Option 4:
Correct Answer: Option 4

LOB: Calculate the ratio of coefficients of linear equations in order to discuss the nature of pair of linear
equations

1. Consider the equations as shown:

9𝑥 + 6𝑦 = 5
3𝑥 + 2𝑦 = 7
Which of these is true about the given equations?
* +% 6%
Option 1: This is a pair of coincident lines as *% = +!
= 6!
!
*% +%
Option 2: This is a pair of Intersecting lines as *!
= +!
*% +%
Option 3: This is a pair of coincident lines as *!
= +!
*% +% 6%
Option 4: This is a pair of parallel lines as *!
= +!
≠ 6!
Correct Answer: Option 4
25
 2. Consider the equations as shown:
𝑏
(𝑥 − 𝑎)(𝑦 − 𝑏) = (𝑥 − 2𝑎)(𝑦 − )
2
1 𝑎
𝑥(𝑥 + ) + 𝑦(𝑦 + ) − 2𝑥𝑦 = 5 + (𝑥 − 𝑦)"
2𝑏 2
On comparing the coefficients, a student says these pairs of equations is consistent. Is he/she correct? Which
of these explains why?
Option 1: Yes; because they are intersecting lines.
Option 2: Yes; because they are parallel lines.
Option 3: No; because they are parallel lines.
Option 4: No; because they are intersecting lines.
Correct Answer: Option 1

LOB: Rewrite the given equations (using substitution method) which are reducible to a pair of linear equations
in order to find the solution of those equations

1. Consider a pair of equations as shown.

7 2 33
+ =
𝑥 + 2 𝑦 − 2 20
2 6 23
+ =
𝑥 + 2 𝑦 − 2 20
Which of these pair of equations is equivalent to the given pair of equations?
"& "&
Option 1: 7𝑢 + 2𝑣 = 𝑎𝑛𝑑 2𝑢 + 6𝑣 =
$$ "$
$$ "$
Option 2: 7𝑢 + 6𝑣 = "& 𝑎𝑛𝑑 2𝑢 + 2𝑣 = "&
$$ "$
Option 3: 7𝑢 + 2𝑣 = "& 𝑎𝑛𝑑 2𝑢 + 6𝑣 = "&
$$ "$
Option 4: 2𝑢 + 6𝑣 = 𝑎𝑛𝑑 7𝑢 + 2𝑣 =
"& "&
Correct Answer: Option 3

2. Consider a pair of equations as shown.

5 7 31
+ =
𝑥 + 2 𝑦 + 2 12
4 3 17
+ =
𝑥 + 2 𝑦 + 2 12
What is the value of x and y?
Option 1: 𝑥 = 2 𝑎𝑛𝑑 𝑦 = 4
Option 2: 𝑥 = 4 𝑎𝑛𝑑 𝑦 = 2
Option 3: 𝑥 = 14 𝑎𝑛𝑑 𝑦 = 16
Option 4: 𝑥 = 16 𝑎𝑛𝑑 𝑦 = 14
Correct Answer: Option 2

26
 4. QUADRATIC EQUATIONS
QR Code:

Learning outcome and Learning Objectives:

Content area /
Learning Objectives Learning Outcome
Concepts
Write Quadratic Equation in order to
represent the given situation algebraically
Introduction to
Rewrite the given equations in the standard
Quadratic Equations
form in order to check whether they are
quadratic or not
Solve quadratic equations through
factorization in order to find its roots
Factorization Method
Solve quadratic equations through middle
term splitting in order to find its roots
Completing Square Solve quadratic equations by completing
Demonstrates knowledge of application of
Method the square in order to find its roots
various strategies in order to find roots and
Solving a Quadratic Use the quadratic formula in order to find
determine the nature of roots of a given
Equation the roots of quadratic equation
equation
Substitute the value of the roots of a given
Roots of a Quadratic
equation in order to verify the roots of that
Equation
quadratic equation
Examine the discriminant of quadratic
equation in order to find out the nature of
its roots
Nature of Roots Describe the nature of the roots of a
quadratic equation in order to determine
that whether a given situation is possible or
not

30
 Test items
LOB: Write Quadratic Equation in order to represent the given situation mathematically

1. A sum of ₹4000 was divided among x persons. Had there been 10 more persons, each would have got
₹80 less. Which of the following represents the above situation?
Option 1: 𝑥 " + 10𝑥 − 500 = 0
Option 2: 8𝑥 " + 10𝑥 − 400 = 0
Option 3: 𝑥 " + 10𝑥 + 500 = 0
Option 4: 8𝑥 " + 10𝑥 + 400 = 0
Correct Answer: Option 1

2. The product of three consecutive integers is equal to 6 times the sum of the three integers. If the
smallest integer is x, which of the following equations represent the above situation?
Option 1: 2𝑥 " + 𝑥 − 9 = 0
Option 2: 𝑥 " + 2𝑥 + 18 = 0
Option 3: 𝑥 " + 2𝑥 − 18 = 0
Option 4: 2𝑥 " − 𝑥 + 9 = 0
Correct Answer: Option 3

LOB: Rewrite the given equations in the standard form in order to check whether they are quadratic or not

1. Which of these is a quadratic equation?

Option 1: 𝑥" − 𝑥 = 𝑥" + 2
)
Option 2: 𝑥 " + 7! + 1 = 0
Option 3: (𝑥 + 1)(𝑥 + 3) = (𝑥 − 1)(𝑥 − 4)
Option 4: 𝑥(𝑥 + 1) = 2𝑥 − 3
Correct Answer: Option 4

2. Consider the equation 𝑘𝑥 " + 2𝑥 = 𝑐(2𝑥 " + 𝑏)

For the equation to be quadratic, which of these cannot be the value of k?
Option 1: c
Option 2: 2c
Option 3: 3c
Option 4: 2c + 2b
Correct Answer: Option 2

LOB: Solve quadratic equations through factorization in order to find its roots

1. What are the roots of the equation 4𝑥 " − 2𝑥 − 20 = 𝑥 " + 9𝑥?

-2
Option 1: $
and –5
2
Option 2: $
and –5
-2
Option 3: $
and 5
2
Option 4: and 5
$
Correct Answer: Option 3

2. What is the smallest positive integer value of k such that the roots of the equation 𝑥 " -9x+18+k=0 can
be calculated by factoring the equation?
Option 1: 1
Option 2: 2
Option 3: 3
Option 4: 4
31
Correct Answer: Option 2

LOB: Solve quadratic equations through middle term splitting in order to find its roots

1. A student is trying to find the roots of 3𝑥 " − 10𝑥 − 8 = 0 by splitting the middle term as follows:
Step 1: 3𝑥 " − 10𝑥 − 8 = 0
Step 2: 3𝑥 " − 𝑚𝑥 + 𝑛𝑥 − 8 = 0
What could be the values of m and n?
Option 1: 𝑚 = 12 and 𝑛 = 2
Option 2: 𝑚 = −12 and 𝑛 = −2
Option 3: 𝑚 = 8 and 𝑛 = 2
Option 4: 𝑚 = −8 and 𝑛 = −2
Correct Answer: Option 1

2. Rahul follows the below steps to find the roots of the equation 3𝑥 " − 11𝑥 − 20 = 0, by splitting the
middle term.
Step 1: 3𝑥 " − 11𝑥 − 20 = 0
Step 2: 3𝑥 " − 15𝑥 + 4𝑥 − 20 = 0
Step 3: 3𝑥(𝑥 − 5) + 4(𝑥 − 5) = 0
Step 4: (3𝑥 − 4)(𝑥 − 5) = 0
Step 5: 𝑥 = 4/3 𝑎𝑛𝑑 5
In which step did Rahul make the first error?
Option 1: Step 2
Option 2: Step 3
Option 3: Step 4
Option 4: Step 5
Correct Answer: Option 3

LOB: Solve quadratic equations by completing the square in order to find its roots

$ )
1. A student simplified the equation 5𝑥 " + 3𝑥 − 1 = 0 𝑎𝑠 𝑥 " + 𝑥 − = 0
% %
Which of these could be the next step to solve the equation using the method of completing the square?
$ )
Option 1: 𝑥 " + 5(2)𝑥 + % 𝑥 − % = 0
$ $ )
Option 2: 𝑥 " + 5(2)𝑥 + % 𝑥 − % 𝑥 + % = 0
$ " " )
Option 3: 𝑥 " + 2 @% 𝑥A + @$A − $ = 0
$ $ " , )
Option 4: 𝑥 " + @%A 𝑥 + @)&A − )&& − % = 0
Correct Answer: Option 4

2. The roots of the equation 𝑎" 𝑥 " − 3𝑎𝑏𝑥 − 4𝑏" = 0 by completing the square method is
2+ +
Option 1: *
and − *
+ +
Option 2: "*
and*
"* *
Option 3: +
and+
"* "+
Option 4: and
+ *
Correct Answer: Option 1

LOB: Use the most appropriate method in order to find the roots of quadratic equation

7 7.) $2
1. A teacher asked students to find the roots of the equation 7.) + 7 − )% = 0. Two students, Ravi and
Ankit gave following answers. Ravi said one of the roots is 3/2. Ankit said one of the roots is (-5)/2.
Who is correct?
Option 1: Ravi

32
 Option 2: Ankit
Option 3: Both Ravi and Ankit
Option 4: Neither Ravi nor Ankit
Correct Answer: Option 3

2. Which is the best method to find the roots of the equation 2𝑥 " + 7𝑥 + 5 = 0?
Option 1: splitting the middle term 7𝑥 to 5𝑥 + 2𝑥 and then factorizing the equation
Option 2: splitting the middle term 7𝑥 to 10𝑥 − 3𝑥 and then factorizing the equation
(
Option 3: using the method of completing the square to get 𝑥 " + " 𝑥 + 5 = 0
Option 4: using the method of completing the square to get 𝑥 " + 7𝑥 + 5 = 0
Correct Answer: Option 1

LOB: Substitute the value of the roots of a given equation in order to verify the roots of that quadratic
equation

1. Which is the correct way to verify that 2 and 3 are the roots of the equation 𝑥 " − 5𝑥 + 6 = 0?
Option 1: On substituting 𝑥 = 2 and 𝑥 = 3 on the left-hand side of the equation, the result
should be 0
Option 2: On substituting 𝑥 " with 2 and 𝑥 with 3 on the left-hand side of the equation, the
result should be 0.
Option 3: On substituting 𝑥 = 2 on the left-hand side of the equation, the result should be 3.
Option 4: On substituting 𝑥 = 3 on the left-hand side of the equation, the result should be 2.
Correct Answer: Option 1

2. A student solved a quadratic equation and obtains the roots as –4 and 3. Part of the student’s work to
verify the root is shown: (−4)" + 2(−4) − 9 = 0. Based on the student’s work, which of these is
correct?
Option 1: The student calculated the roots correctly.
Option 2: The student calculated the roots correctly but should replace 2(−4) in his work
with 2(3).
Option 3: The student calculated the roots of the equation that can be obtained by adding 1 to
the equation that the student solved.
Option 4: The student calculated the roots of the equation that can be obtained by adding -1
to the equation that the student solved.
Correct Answer: Option 3

LOB: Examine the discriminant of quadratic equation in order to find out the nature of its roots

1. The roots of 𝑎𝑥 " + 𝑏𝑥 + 𝑐 = 0, 𝑎 ≠ 0 are real and unequal. Which of these is true about the value of
discriminant, D?
Option 1: 𝐷<0
Option 2: 𝐷>0
Option 3: 𝐷=0
Option 4: 𝐷≤0
Correct Answer: Option 2

2. Consider the equation 𝑝𝑥 " + 𝑞𝑥 + 𝑟 = 0. Which conditions are sufficient to conclude that the equation
have real roots?
Option 1: 𝑝>0,𝑟<0
Option 2: 𝑝>0,𝑟>0
Option 3: 𝑝>0,𝑞>0
Option 4: 𝑝>0,𝑞<0
Correct Answer: Option 1

LOB: Describe the nature of the roots of a quadratic equation in order to determine that whether a given
situation is possible or not
33
1. For what value of k, are the roots of the quadratic equation 3𝑥 " + 2𝑘𝑥 + 27 = 0 real and equal?
Option 1: 𝑘 = ±3
Option 2: 𝑘 = ±9
Option 3: 𝑘 = ±6
Option 4: 𝑘 = ±4
Correct Answer: Option 2

2. If the equation 𝑥 " − 𝑚𝑥 + 1 = 0 does not possess real roots, then

Option 1: −3 < 𝑚 < 3
Option 2: −2 < 𝑚 < 2
Option 3: 𝑚>2
Option 4: 𝑚 < −2
Correct Answer: Option 2

34
front wheel does, a wheelbase length behind the front wheel. The back wheel is pulled forwards
and inwards, turning a smaller circle than the front wheel.

Questions:
Q1) Use the diagram to show that x2 −2xr+w2 = 0.
Q2) Let w = 10 feet and r = 17 feet.
a. Figure out how much the rear wheel cuts into the cycle lane.
b. Figure out how far the front wheel must be from the outside edge of the cycle lane for the
rear wheel not to cut into the cycle lane.

Teacher’s note:
Relevant mathematics is not identified: For example: the students does not refer to Pythagorean
Theorem (Q1).
Ask: What shape can they see in the diagram? What kind of equations are they studying?

Sample solution:

Ans 1)
The radius of the circle formed by the back wheel is r-x.
This radius is perpendicular to the tangent to the circle, the line segment formed by the
wheelbase.
Thus r, r-x and w form a right-angled triangle.
Using the Pythagorean Theorem:
r2 = (r−x)2 + w2 r2 = r2 − 2xr + x2 + w2
x2 − 2xr + w2 = 0

Ans 2.a)
Take w = 10 and r = 17
substitute into the equation: x2 −34x+100= 0
There is a range of methods students might use to figure out the value for x.

Completing the square:

(x− 17)2 −172+ 100 = 0
(x− 17)2−189 = 0
(x− 17)2= 189
x− 17 = 13.75
or
x− 17 = −13.75
(Taking the square root of both sides.)

x= 30.75
or
x= 3.25.
The outside edge of the cycle lane is a circle of radius only 17 feet, therefore x= 30.75 feet is not
a possible solution in this context.

The bus cuts into the cycle lane by 3.25 feet (3 feet 3 inches.)

Using the quadratic formula:

The radius of the outside edge of the cycle lane is only 17 feet, therefore x= 30.75 feet is
impossible.

The bus cuts into the cycle lane by 3.25 feet (3 feet 3 inches.)
Replacing r−x with the variable a.
Note that a represents the radius of the circle described by the rear wheel.

r2 =a2 + w2
172 = a2 + 102
a2 =289 −100 = 189
36
a = 13.75
or
a= −13.75.
x= r−a ⇒
x= 17 −13.75
or
x= 17 + 13.75
x=3.25
or
x= 30.75
The radius of the outside edge of the cycle lane is only 17 feet, therefore x = 30.75 feet is
impossible.
The bus cuts into the cycle lane by 3.25 feet (3 feet 3 inches.)

Ans 2.b)
The student now needs to reinterpret the situation, to find the value of r when x=0.
Using the Pythagorean Theorem:
b2=172+ 10=389
b=19.72 or b= −19.72.
A negative value for bis impossible given the context, therefore the front wheel is:
19.72 −17 = 2.72 feet (approx. 2 feet 9inches) from the outside edge of the cycle lane.

Students may also solve the quadratic equation:

(17 + y)2 =172 + 102

289+ 34y+ y2 =289+ 100

y2 +34y−100= 0.

They could do this by either completing the square or using the quadratic formula.

Alternatively, students could start with the equation from Q1 and, instead of substituting in
r = 17,
substitute r = 17 + x.
Simplifying this leads to the same quadratic equation as above.

Completing the square:

(y+ 17)2 −289 −100 = 0
(y+ 17)2= 389
y+ 17 = 19.72
or
y+ 17 = −19.72
y = 19.72 −17= 2.72
or
y =−19.72 −17 = −36.72
A negative value for y is impossible, therefore the front wheel is 2.72 feet (approx. 2 feet 9
inches) from the outside edge of the cycle lane.

Using the quadratic formula:

Y = −b± √(b2−4ac)/2a (a = 1, b = 34, and c =−100)
y = [−34 ± √ (342 − 4•1• (−100))]/ (2•1)
y = (−34 ± √1556)/2

y= 2.72
or
y=−36.72
A negative value for y is impossible, therefore the front wheel is 2.72 feet (approx. 2 feet 9
inches) from the outside edge of the cycle lane
37
 5. ARITHMETIC PROGRESSION
QR Code:

Learning outcome and Learning Objectives:

Content area /
Learning Objectives Learning Outcome
Concepts
Produce patterns in order to observe that
succeeding terms are obtained by adding a fixed
Arithmetic Progressions- number to the preceding terms.
Introduction Distinguish between finite and infinite AP in order
to determine the nature and write the last term of
the given AP
Calculate the nth term of a given AP in order to find
nth term of AP
its terms and their nature
Develops strategies in order to
Calculate the nth term of a given AP in order to
apply the concept of AP to daily life
nth term of AP solve for a real-life word problem
situations
Sum of an AP Calculate the sum of a given AP in order to get the
solution for a real-life word problem
Calculate the sum of a given AP in order to solve
Sum of an AP for various questions related to progression
Last term of an AP Calculate the last term of the given AP in order to
find the solution for a real-life word problem
Use appropriate formula to calculate the last term
Last term of an AP
of the given AP

39
 Test items
LOB: Produce patterns in order to observe than succeeding terms are obtained by adding a fixed number to
the preceding terms.

1. What are the missing numbers in the pattern given below?

-32, -19.5, -7, ___, 18, 30.5, _____
Option 1: 19.5 and 43
Option 2: 5.5 and 43
Option 3: 5 and 43
Option 4: 5 and 43.5
Correct Answer: Option 2

2. Which of the following two numbers do you think should be the succeeding terms of the pattern below?
-1/3, -1/12, 1/6, 5/12, __, __
Option 1: 2/3 and 11/12
Option 2: 4/6 and 11/4
Option 3: 4/6 and 12/11
Option 4: 1/2 and 24/22
Correct Answer: Option 1

LOB: Distinguish between finite and infinite AP in order to determine the nature and write the last term of the
given AP

1. Which of the following is an infinite AP?

a) -2, -1, 0, 1, 2, 3, 4, 5, 6, 7…
b) -14, -12, -10, -8, ___, ____, ____, 0
c) First 40 even numbers
d) Odd Numbers
Option 1: a and b
Option 2: b and c
Option 3: a and d
Option 4: b and d
Correct Answer: Option 3

2. What would be the last term of an arithmetic progression with 10 terms whose second term is -23 and
the third term is -35?
Option 1: 119
Option 2: -107
Option 3: -650
Option 4: -12
Correct Answer: Option 1

LOB: Calculate the nth term of a given AP in order to find its terms and their nature

1. If the first term of an AP is 2 and the common difference is (-1)/2, what would be the 12th term of the
AP?
)
Option 1: 2 + 11 @− "A
)
Option 2: 2 + 12 @− "A
)
Option 3: 2 − 11 @− "A
)
Option 4: 2 − 12 @− "A
Correct Answer: Option 1

40
2. Find the nth term of the AP shown below.
_, _, -36, _, - 44, ………. up to n
Option 1: 4n – 32
Option 2: -40 + 4n
Option 3: 24 - 4n
Option 4: - 4n – 24
Correct Answer: Option 4

LOB: Calculate the nth term of a given AP in order to solve for a real-life word problem

1. Jessie needs ₹1,70,000 for her College admissions in the starting of January 2021.Her mother helped her
by creating a fund of ₹12,000 in the end of January 2019. Thereafter she has been collecting ₹5500 in the
starting of each month for Jessie’s college fund. How much money will be collected in the fund before
Jessie’s admissions?
Option 1: ₹T12000 + 11(5500)U
Option 2: ₹T5500 + 11(12000)U
Option 3: ₹T12000 + 23(5500)U
Option 4: ₹T5500 + 23(12000)U

Correct Answer: Option 3

2. On an average Jane writes 12 short stories every year. Although in the first year she was able to write
some more short stories. If after 12 years of her career she has written a total of 147 stories. How
many had she written after 7 years of her writing?
Option 1: 75
Option 2: 84
Option 3: 87
Option 4: 90
Correct Answer: Option 3

LOB: Calculate the sum of a given AP in order to get the solution for a real-life word problem

1. Aamod loves to travel and he travels every year. He has seen 8 different cities in his first year.
Thereafter every year he has seen 2 cities. If he had followed this pattern, how many cities did he see by
the end of 10 years of travel?
Option 1: @5T16 + 9(2)UA cities
Option 2: @5T8 + 9(2)UA cities
Option 3: @5T16 + 10(2)UA cities
Option 4: @5T8 + 10(2)UA cities
Correct Answer: Option 1

2. Mr. Kapoor is collecting donations for building a new school building in a village. His wife starts by
donating ₹125000. His brother also contributes by donating ₹54000. Thereafter every person who
contributes in the donation pays ₹5250 more than the previous donor. How much amount has Mr.
Kapoor able to collect after 23 donations?
Option 1: ₹164250
Option 2: ₹2400750
Option 3: 2525750
Option 4: ₹2570250
Correct Answer:

LOB: Calculate the sum of a given AP in order to solve for various questions related to progression

1. What is the sum of all the three-digit numbers divisible by 12?

41
 ($
Option 1: V " (108 + 996)W
(%
Option 2: V " (216 + 996)W
($
Option 3: V " (216 + 996)W
(%
Option 4: V " (108 + 996)W
Correct Answer: Option 4

2. The sum of first 76 terms of an AP is 21850 and the sum of first 40 terms is 7900. Find the sum of first
100 terms of this AP
Option 1: 29750
Option 2: 34155
Option 3: 34750
Option 4: 35350
Correct Answer: Option 3

LOB: Calculate the last term of the given AP in order to find the solution for a real-life word problem

1. Mr. Singh buys a property every year for 12 years. Every year he buys X acres more than the previous
year. If in the 8th year he bought 45 acres of land and in the 5th year he bought 30 acres of land, how
many acres did he buy in the last year?
Option 5: T10 + 11(5)U Acres
Option 6: T10 + 12(5)U Acres
Option 7: T5 + 11(10)U Acres
Option 8: T5 + 12(10)U Acres
Correct Answer: Option 1

2. Ranvijay likes to collect stamps. He has a total of 4290 stamps after 10 years of his stamp collection. He
counted his total stamps in the 6th year as well and found that he had a total of 1830 stamps then. How
many stamps did he collect in the last year of his collection?
Option 1: 522
Option 2: 646
Option 3: 708
Option 4: 1370
Correct Answer: Option 3

LOB: Use appropriate formula to calculate the last term of the given AP

1. The first term of an AP is -76 and the sum of first 45 terms is -9360. Which of the following is the last
term of this AP?
Option 1: 416 + 76
Option 2: 416 - 76
Option 3: -416 - 76
Option 4: -416 + 76
Correct Answer: Option 4

2. The sum of n terms of an AP is 8558. If the 15 term is 97 and the 10th term is 32. What is the nth term?
Option 1: 431
Option 2: 474
Option 3: 644
Option 4: 7612
Correct Answer: Option 2

42
 6. TRIANGLES
QR Code:

Learning outcome and Learning Objectives:

Content area
Learning Objectives Learning Outcome
/ Concepts
Uses reasoning in order to
Distinguish between congruency and similarity in order to
differentiate between congruent and
understand the concept of similar figures
Similar figures similar figures
Compute the angles and ratio of sides of polygons in order
to determine their similarity
Compute the angles and ratio of sides of triangles in order
to determine their similarity
Similarity of
Apply basic proportionality theorem and its converse in
triangles
order to determine the ratio of sides in the given
triangle(s)
Apply various criterions of similarity in order to prove
Criteria for
whether given triangles are similar or not
similarity of
Show similarity of triangles in order to solve for given real
Triangles
life word problems
Compute the square of the ratio of the corresponding
Uses different geometric criteria
sides of triangles in order to find the area of similar
established earlier such as basic
Areas of Similar triangles
proportionality theorem etc. in order
Triangles Compute the area of similar triangles in order to find the
to establish properties for similarity
relation between their sides, medians, mid points of the
of two triangles
triangles
Apply the theorem that if a perpendicular is drawn from
the vertex of the right angle of a right triangle to the
hypotenuse then triangles on both sides of the
perpendicular are similar to the whole triangle in order to
prove Pythagoras Theorem and to each other.
Pythagoras
Prove Pythagoras theorem and its converse in order to
Theorem
solve real life word problems and mathematical
statements/questions
Apply Pythagoras theorem and its converse in order to
determine whether a given triangle is a right-angled triangle
or not

47
 Test items
LOB: Distinguish between congruency and similarity in order to understand the concept of similar figures

1. Rahul claims that congruent figures are similar as well. Aman claims that similar figures are congruent as
well. Who is/are correct?
Option 1: only Rahul
Option 2: only Aman
Option 3: Both Rahul and Aman
Option 4: Neither Rahul nor Aman
Correct Answer: Option 1

2. Consider the statements below.

Statement 1: All circles are similar.
Statement 2: All squares are similar.
Statement 3: All right triangles are congruent.
Statement 4: All equilateral triangles are congruent.
Which statement is/are correct?
Option 1: Statement 1 and Statement 3
Option 2: Statement 2 and Statement 4
Option 3: Statement 1 and Statement 2
Option 4: Statement 3 and Statement 4
Correct Answer: Option 3

LOB: Distinguish between congruency and similarity in order to understand the concept of similar figures

1. Two similar figures are shown.

What are the values of x and y?

Option 1: 𝑥 = 𝟓𝟖°, 𝑦 = 130°
Option 2: 𝑥 = 9𝟖°, 𝑦 = 76°
Option 3: 𝑥 = 82°, 𝑦 = 84°
Option 4: 𝑥 = 130°, 𝑦 = 84°
Correct Answer: Option 1

2. Two quadrilaterals are such that their diagonals bisect each other. What additional information is required
to conclude that the quadrilaterals are similar?
Option 1: Opposite sides are equal
Option 2: Opposite angles are equal
Option 3: Diagonals are equal and opposite sides are equal
Option 4: Diagonals bisect at right angle and adjacent angles are equal
Correct Answer: Option 4

LOB: Compute the angles and ratio of sides of triangles in order to determine their similarity

1. Consider the figure below.

48
 Which of the following statement is correct about the triangles in the figure?
;< ><
Option 1: ∆AOB~∆DOC because =< = ?<.
Option 2: ∆AOB~∆DOC because ∠AOB = ∠DOC.
;< ><
Option 3: ∆AOB~∆DOC because =< = ?< and ∠AOB = ∠DOC.
;< ><
Option 4: ∆AOB~∆DOC because =< = ?< and ∠BAO = ∠CDO.
Correct Answer: Option 3

2. Consider the figure below.

Which of the following information help proving that triangle GHI is similar to triangle KIJ?
Information 1: ∠H = 70° Information 2: ∠J = 70°
Option 1: Each information alone is sufficient
Option 2: Information (1) alone is sufficient, but Information (2) alone is not sufficient.
Option 3: Information (2) alone is sufficient, but Information (1) alone is not sufficient.
Option 4: Both information together is sufficient, but neither information alone is sufficient.
Correct Answer: Option 1

LOB: Apply basic proportionality theorem and its converse in order to determine the ratio of sides in the given
triangle(s)

1. n the figure below, 𝐵𝐴 ∥ 𝑄𝑅.

49
 To the nearest tenth, what is the length of AR?
Option 1:1.8 cm
Option 2:1.7 cm
Option 3:1.4 cm
Option 4:2.2 cm
Correct Answer: Option 1

2. In the given figure, 𝑄𝑅 ∥ 𝐴𝐵, 𝑅𝑃 ∥ 𝐵𝐷, 𝐶𝑄 = 𝑥 + 2, 𝑄𝐴 = 𝑥, 𝐶𝑃 = 5𝑥 + 4, 𝑃𝐷 = 3𝑥.

The value of 𝑥 is __.

Option 1: 1
Option 2: 3
Option 3: 6
Option 4: 9
Correct Answer: Option 1

LOB: Apply various criterions of similarity in order to prove that whether given triangles are similar or not

1. Observe the two triangles shown below.

Which statement is correct?

Option 1: Triangles are similar by SAS
Option 2: Triangles are similar by SSA
Option 3: Triangles are not similar as sides are not in proportion
Option 4: No valid conclusion about similarity of triangles can be made as angle measures are not
known.
Correct Answer: Option 1

2. Consider the triangles below.

Which statement is correct?

Option 1: Triangles are similar as all isosceles triangles are similar.

Option 2: Triangles are similar as corresponding sides of the triangles are in the ratio 1:2.
Option 3: For triangles to be similar, the measure of ∠A = 40°.
Option 4: For triangles to be similar, the measure of ∠A = 100°.
Correct Answer: Option 4

LOB: Show similarity of triangles in order to solve for given real life word problems

50
1. Nishant is 6 feet tall. At an instant, his shadow is 5 feet long. At the same instant, the shadow of a pole is 30
feet long. How tall is the tower?
Option 1:24 feet
Option 2:30 feet
Option 3:36 feet
Option 4:18 feet
Correct Answer: Option 3

2. Rahul is 5 feet tall. He places a mirror on the ground and moves until he can see the top of a building. At the
instant when Rahul is 2 feet from the mirror, the building is 48 feet from the mirror. How tall is the building?
Option 1:120 feet
Option 2:96 feet
Option 3:240 feet
Option 4:180 feet
Correct Answer: Option 1

LOB: Compute the square of the ratio of the corresponding sides of triangles in order to find the area of
similar triangles

1. The area of two similar triangles are 𝑎 and 𝑘 " 𝑎. What is the ratio of the corresponding side lengths of
the triangles?
Option 1: 1: 𝑘 "
Option 2: 1: 𝑘
Option 3: 1: 𝑎"
Option 4: 1: 𝑎
Correct Answer: Option 2

2. In the figure below, XY ∥ BC.

The ratio of the perimeter of triangle ABC to the perimeter of triangle AXY is 3:1. Given that the numerical
value of the area of triangle AXY is a whole number, which of the following could be the area of the triangle
ABC?
Option 1: 28
Option 2: 55
Option 3: 60
Option 4: 99
Correct Answer: Option 4

LOB: Compute the area of similar triangles in order to find the relation between their sides, medians, mid
points of the triangles

1. The ratio of the areas of two similar triangles, ABC and PQR shown below is 25:144. What is the ratio
of their medians AM and PN?

Option 1: 5:12
Option 2: 25:144
51
 Option 3: 12:5
Option 4: 5:16
Correct Answer: Option 1

2. The ratio of the areas of two similar right triangles is 9:16. The length of one of the sides of the smaller
triangle is 15 cm. How much longer is the length of the corresponding side of the larger triangle from
smaller triangle?
Option 1: 3 cm
Option 2: 4 cm
Option 3: 5 cm
Option 4: 7 cm
Correct Answer: Option 3

LOB: Apply the theorem that if a perpendicular is drawn from the vertex of the right angle of a right triangle to
the hypotenuse then triangles on both sides of the perpendicular are similar to the whole triangle in order to
prove Pythagoras Theorem and to each other.

1. Observe the right triangle ABC, right angled at B as shown below.

What is the length of MC?

Option 1:7.5 cm
Option 2:2.5 cm
Option 3:6.5 cm
Option 4:10.5 cm
Correct Answer: Option 1

2. Observe the right triangle PQR, right angled at Q as shown below. If 𝑄𝑀 ⊥ 𝑃𝑅, then which of the
following is NOT correct?

Option 1: ∆𝑃𝑀𝑄~∆𝑃𝑄𝑅
Option 2: 𝑄𝑅" = 𝑅𝑀 ∙ 𝑃𝑅
Option 3: 𝑃𝑅" = 𝑃𝑄 ∙ 𝑅𝑄
Option 4: ∆𝑃𝑀𝑄~∆𝑄𝑀𝑅
Correct Answer: Option 3

LOB: Prove Pythagoras theorem and its converse in order to solve real life word problems and mathematical
statements/questions

1. Consider the figure below.

Rahul follows the below step to prove 𝐴𝐵" + 𝐵𝐶 " = 𝐴𝐶 " .

Step 1: ∆𝐴𝑃𝐵~∆𝐴𝐵𝐶
@A @B
Step 2: =
@B @C
52
 Step 3: 𝐴𝐵" = 𝐴𝑃 ∙ 𝐴𝐶
Which of these could be his next step?
Option 1: Prove ∆𝐴𝐵𝐶~∆𝑃𝐴𝐵
Option 2: Prove ∆𝐴𝑃𝐵~∆𝐶𝑃𝐵
Option 3: Prove ∆𝐵𝑃𝐶~∆𝐴𝐵𝐶
Option 4: Prove ∆𝐴𝑃𝐵~∆𝐵𝑃𝐶
Correct Answer: Option 3

2. From point X, Ankit walks 112 m east to reach at point Y. From point Y, Ankit walks 15 m toward
north to reach point Z. What is the straight-line distance between position when he started and his
position now?
Option 1:123 m
Option 2:127 m
Option 3:117 m
Option 4:113 m
Correct Answer: Option 4

LOB: Apply Pythagoras theorem and its converse in order to determine whether a given triangle is a right-
angled triangle or not

1. Which set of lengths forms a right triangle?

Option 1: 5cm, 12 cm, 16 cm
Option 2: 7 cm, 24 cm, 25 cm
Option 3: 3 cm, 3 cm, 4 cm
Option 4: 6 cm, 7 cm, 9 cm
Correct Answer: Option 2

2. Consider the following three claims about a triangle JKL with side lengths 𝑚, 𝑛 and 𝑟.
Claim 1: JKL is a right triangle provided 𝑛" − 𝑚" = 𝑟 " .
Claim 2: Triangle with side lengths 𝑚 + 2, 𝑛 + 2 and 𝑟 + 2 is a right-angle triangle.
Claim 3: Triangle with side lengths 2𝑚, 2𝑛 and 2𝑟 is a right-angle triangle.
Which of these is correct?
Option 1: Claim 1 would be correct if 𝑛 > 𝑚, 𝑛 > 𝑟 and Claim 2 would be correct if JKL is a right
triangle.
Option 2: Claim 1 would be correct if 𝑟 > 𝑚, 𝑟 > 𝑛 and Claim 2 would be correct if JKL is a right
triangle.
Option 3: Claim 1 would be correct if 𝑛 > 𝑚, 𝑛 > 𝑟 and Claim 3 would be correct if JKL is a right
triangle.
Option 4: Claim 1 would be correct if 𝑟 > 𝑚, 𝑟 > 𝑛 and Claim 3 would be correct if JKL is a right
triangle.
Correct Answer: Option 3

53
 7. COORDINATE GEOMETRY
QR Code:

Learning outcome and Learning Objectives:

Content area
Learning Objectives Learning Outcome
/ Concepts
Identify x and y coordinate in order to
Introduction
plot points on the graph
Apply and derive distance formula in
order to determine the distance between
Distance two coordinates on the graph
Formula Apply distance formula in order to solve
various mathematical and real-life
Derives formulae to establish relations for geometrical
situations graphically
shapes in the context of a coordinate plane, such as
Apply and derive section formula in order
finding the distance between two given points, in
to divide the line segment in a given ratio
order to determine coordinates of a point between
Apply distance and section formula in
Section Formula any two given points, to find area of a triangle etc.
order to determine the
vertices/diagonals/mid points of given
geometrical shapes
Apply and derive the formula of area of
Area of a triangle geometrically in order to
Triangle determine the area of
quadrilateral/triangle

57
 Test items
LOB: Identify x and y coordinate in order to plot points on the graph

1. Sheena was asked to plot a point 10 unit on the left of the origin and other point 4 units directly above
the origin. Which of the following are the two points?
Option 1:(10,0) and (0,-4)
Option 2:(-10,0) and (4,0)
Option 3:(10,0) and (0,4)
Option 4:(-10, 0) and (0, 4)
Correct Answer: Option 4

2. Three points lie on a vertical line. Which of the following could be those points?
Option 1:(0, 4), (4, 0), (0, 0)
Option 2:(4, 3), (5, 3), (-12, 3)
Option 3:(-8, 7), (-8,-8), (-8, -100)
Option 4:(-8,3), (-8, 8), (8,7)
Correct Answer: Option 3

LOB: Apply and derive distance formula in order to determine the distance between two coordinates on the
graph

1. On a graph, two-line segments, AB and CD of equal length are drawn. Which of these could be the
coordinates of the points, A, B, C and D?
Option 1: A(-3,4) B(-1,2) and C(3,4) D(1,2)
Option 2: A(-3,-4) B(-1,2) and C(3,4) D(1,2)
Option 3: A(-3,4) B(-1,-2) and C(3,4) D(1,2)
Option 4: A(3,4) B(-1,2) and C(3,4) D(1,2)
Correct Answer: Option 1

2. The distance between two points, M and N, on a graph is given as √10" + 7" . The coordinates of point
M are (–4. 3). Given that the point N lies in the first quadrant, which of the following is true about the all
possible 𝑥 coordinates of point N?
Option 1: They are multiple of 2.
Option 2: They are multiples of 3.
Option 3: They are multiples of 5.
Option 4: They are multiples of 6.
Correct Answer: Option 2

LOB: Apply distance formula in order to solve various mathematical and real-life situations graphically

1. On a coordinate grid, the location of a bank is (–4, 8) and the location of a post office is (2, 0). The scale
used is 1 unit = 50 m. What is the shortest possible distance between the bank and the post office?
Option 1: 200 m
Option 2: 500 m
Option 3: 700 m
Option 4: 800 m
Correct Answer: Option 2

2. The graph of a circle with centre O with point R on its circumference is shown.

58
 What is the side length of the square that circumscribes the circle?
Option 1: 2√41Units
Option 2:√41 Units
Option 3: 3√17 Units
Option 4: 6√17 Units
Correct Answer: Option 1

LOB: Apply and derive section formula in order to divide the line segment in a given ratio

1. A point G divides a line segment in the ratio 3:7. The segment starts at the origin and ends at a point K
having 20 as its abscissa and 40 as its ordinate. Given that G is closer to the origin than to point K,
which of the following are the coordinates of point G?
Option 1: (14, 28)
Option 2: (28, 14)
Option 3: (12, 6)
Option 4: (6, 12)
Correct Answer: Option 4

2. Two poles are to be installed on an elevated road as shown in the diagram. The diagram also shows the
starting and ending points of the road.

Which of the following are the coordinates of the poles?

Option 1: Q (10,9) and R(12,8)
Option 2: Q(10,8) and R (12,11)
Option 3: Q (10,9) and R(12,10)
Option 4: Q(-10, 9) and R(0, 11)
Correct Answer: Option 3

LOB: Apply distance and section formula in order to determine the vertices/ diagonals/ mid points of given
geometrical shapes

1. Which of the following are the coordinates of the intersection points of the diagonals of the rectangle
ABCD with vertices A(0,3), B(3,0), C(1,-2) and D(-2,1)?
Option 1: (1.5, 1.5)
) )
Option 2:(" , ")
) )
Option 3: (− " , − " )
Option 4: (2, -1)
Correct Answer: Option 2

59
 2. The figure shows a parallelogram with one of its vertices intersecting the y-axis at 3 and another vertex
intersecting the x-axis at 2.

If (m, n) is the intersection point of the diagonals of the parallelogram, which relation is correct?
Option 1: m = 0.5 + n
Option 2: m = n – 0.5
Option 3: m = 1.50 + n
Option 4: m = n – 1.50
Correct Answer: Option 1

LOB: Apply and derive the formula of area of triangle geometrically in order to determine the area of
quadrilateral/triangle

1. A triangle is drawn on a graph. Two of the vertices of the triangle intersect the y-axis at -3 and x-axis at 5.
The third vertex is at (2, 4). What is the area of the triangle?
Option 1:16 square units
Option 2: 14.5 square units
Option 3: 8 square units
Option 4: 6.5 square units
Correct Answer: Option 2

2. Observe the triangles PMN and PQR shown below. The area of the triangle PQR is 14 square units.

What is the area of the triangle PMN?

Option 1: 3.5 square units
Option 2: 7 square units
Option 3: 2.5 square units
Option 4: 1 square unit
Correct Answer: Option 1

60
 8. INTRODUCTION TO TRIGONOMETRY
QR Code:

Learning outcome and Learning Objectives:

Content area /
Learning Objectives Learning Outcome
Concepts
Describe trigonometry in order to
study the relationship between side
and angle of a triangle
Define and distinguish various
trigonometric ratios in order to
describe and verify sine, cosine,
Trigonometric Ratios
tangent, cosecant, secant, cotangent of
an angle
Use given trigonometric ratio(s) in
Determines all trigonometric ratios with respect
order to find and verify other
to a given acute angle (of a right triangle) in order
trigonometric ratios/angles of the
to use them in solving problems in daily life
triangle
contexts like finding heights of different
Compute the trigonometric ratio of
Trigonometric Ratios of structures or distances from them
00, 300, 450, 600, 900 in order to know
Some Specific Angles
and apply the value of specific angles
Compute the trigonometric ratio of
Trigonometric Ratios of complimentary angles in order to
Complementary Angles apply the values in mathematical
problems
Compute and apply trigonometric
Trigonometric Identities identities in order to simplify and solve
mathematical problems

64
 Test items
LOB: Describe trigonometry in order to study the relationship between side and angle of a triangle

1. Which of the following completes the statement below?

The adjacent and ______ of right triangle depends on the∠𝑥 being referred to in that triangle and for the
complementary angle (90 − 𝑥)& of that triangle, the adjacent and opposite are ___________.
Option 1: opposite side, reversed
Option 2: opposite side, same
Option 3: hypotenuse, reversed
Option 4: hypotenuse, same
Correct Answer: Option 1

2. Considering the diagram below.

Which of the following statements is true?

Option 1: Side AC is adjacent to ∠𝑦 in triangle ADC and triangle ABC
Option 2: Side AC is adjacent to ∠𝑦 in triangle ADC and side BC is adjacent to ∠𝑦 in triangle ABC
Option 3: Side DC is adjacent to ∠𝑦 in triangle ADC and side AC is adjacent to ∠𝑦 in triangle ABC
Option 4: Side AC is adjacent to ∠𝑦 in triangle ADC and side DC is adjacent to ∠𝑦 in triangle
ABC
Correct Answer: Option 3

LOB: Define and distinguish various trigonometric ratios in order to describe and verify sine, cosine, tangent,
cosecant, secant, cotangent of an angle

1. Consider the triangle shown below.

What are the values of tan ϴ, cosec ϴ and sec ϴ?

# )( )(
Option 1: tanθ = )% ,cosecθ = )% , secθ = #
# )( )(
Option 2: tanθ = , cosecθ = ,secθ =
)% # )%
)( # )(
Option 3: tanθ = )% ,cosecθ = )% , secθ = #
# )( #
Option 4: tanθ = ,cosecθ = , secθ =
)% )% )(
Correct Answer: Option 2

2. Observe the figure shown.

Which of these is the value of cos θ?

)
Option 1: "
"
Option 2: )

65
 "√$
Option 3:
$
$√$
Option 4: "
Correct Answer: Option 1

LOB: Use given trigonometric ratio(s) in order to find and verify other trigonometric ratios/angles of the
triangle

(
1. If sin ϴ = , what are the values of tan ϴ, cos ϴ and cosec ϴ?
√#%
𝟕 ' √#%
Option 1: tan ϴ= 𝟔 , cos ϴ= and cosec ϴ=
√#% (
𝟔 ( √#%
Option 2: tan ϴ= 𝟕 , cos ϴ= and cosec ϴ= (
√#%
𝟕 ( √#%
Option 3: tan ϴ= 𝟔 , cos ϴ= and cosec ϴ= (
√#%
𝟔 ' √#%
Option 4: tan ϴ= 𝟕 , cos ϴ= and Cosec ϴ= '
√#%
Correct Answer: Option 1

2. The two legs AB and BC of right triangle ABC are in a ratio 1:3. What will be the value of sin C?
)
Option 1:
√)&
$
Option 2:
√)&
)
Option 3: $
)
Option 4:
"
Correct Answer: Option 1

LOB: Compute the trigonometric ratio of 0,30,45,60,90 in order to know and apply the value of specific angles

$-FGH! '&°
1. What is the value of ?
JKH $&° JKH '&°
)
Option 1: 1 2
)
Option 2: 2 2
)
Option 3: 2 "
$
Option 4: 2 2
Correct Answer: Option 2

2-MN3! 2%&
2. The value of is 3.5.
6OP Q P*3 '&&
What is the value of k?
Option 1: 30°
Option 2: 60°
Option 3: 45°
Option 4: 90°
Correct Answer: Option 2

LOB: Compute the trigonometric ratio of complimentary angles in order to apply the values in mathematical
problems

% RSFTR %%°
1. What is the value of FTR $%°
?
𝟓 )%
Option 1: 𝟐 Option 3: "
Option 2: 5 Option 4: 15
Correct Answer: Option 2
)
2. If sec 2x = FGH (7-$')&
, where 2x is an acute angle, what is the value of x?

66
 Option 1: 36
Option 2: 42
Option 3: 48
Option 4: 52
Correct Answer: Option 2

LOB: Compute and apply trigonometric identities in order to simplify and solve mathematical problems

" JKH 7(FTR! 7-))

1. Which of these is equivalent to RSF' 7
?
Option 1: 2 tan$ 𝑥 cosec 𝑥
Option 2: 2 tan$ 𝑥 sec $ 𝑥
Option 3: 2 tan$ 𝑥 cosec $ 𝑥
Option 4: 2 cot $ 𝑥 sec $ 𝑥
Correct Answer: Option 2

2. Which of the following option makes the statement below true?

1
sec 𝑥 + sec 𝑥 =?
cos " 𝑥 − 1 − tan" 𝑥

Option 1: −cosec 𝑥 cot 𝑥

Option 2: − sec 𝑥 cot 𝑥
Option 3: −cosec 𝑥 tan 𝑥
Option 4: − sec 𝑥 tan 𝑥
Correct Answer: Option 1

1
 9. APPLICATIONS OF TRIGONOMETRY
QR Code:

Learning outcome and Learning Objectives:

Content
area / Learning Objectives Learning Outcome
Concepts
Identify line of sight in order to
determine angle of elevation and
Determines all trigonometric ratios with respect to a given
angle of depression
Heights and acute angle (of a right triangle) in order to use them in solving
Apply trigonometric ratios (of
Distances problems in daily life contexts like finding heights of different
specific angles) in order to
structures or distances from them.
determine heights and distances of
the objects

9
 Test items
LOB: Identify line of sight in order to determine angle of elevation and angle of depression

1. Consider the figure shown.

If ∠LJM is the angle of depression, what is the line of sight in the figure shown?
Option 1: JM
Option 2: JL
Option 3: JK
Option 4: KL
Correct Answer: Option 2
2. Observe the figure below.

If AR is line of sight, which of these angles represents the angle of elevation?

Option 1: ÐARC
Option 2: ÐRAP
Option 3: ÐACR
Option 4: ÐRAC
Correct Answer: Option 1

LOB: Apply trigonometric ratios (of specific angles) in order to determine heights and distances of the objects

1. The angles of elevation of two cars, from the car to the top of a building are 45° and 30°. If the cars are
on the same side of the building and are 50 m apart, what is the height of the building?
Option 1: 25T√3 − 1U m
Option 2: 25T√3 + 1U m
Option 3: 50T√3 − 1Um
Option 4: 50T√3 + 1U m
Correct Answer: Option 2

2. From the top of a 42 m high light house, the angles of depression of two ships that are in a straight line
are 60° and 45° respectively. What is the distance between the two ships? (Use√3 = 1.73)
Option 1: 17.8 m
Option 2: 24.2 m
Option 3: 32.39 m
Option 4: 66.28 m
Correct Answer: Option 1

10
 10. CIRCLES
QR Code:

Learning outcome and Learning Objectives:

Content area / Learning

Learning Objectives
Concepts Outcome
Draw, identify and differentiate between secant and tangent of a
Tangent to a Circle circle in order to prove and apply various theorems related to
circles
Prove and apply theorems related to tangent of a circle in order to -
Number of Tangents from determine number of tangents from the given point(s)
a Point on a Circle Prove and apply theorem related to tangent of a circle in order to
determine length of the tangent

16
 Test items
LOB: Draw, identify and differentiate between secant and tangent of a circle in order to prove and apply various
theorems related to circles

1. A figure is shown below.

Which of the following is true?

Option 1: Lines AG and CL are the tangents and line EF is a secant to the circle.
Option 2: Lines AG and CL are the secants and line EF is a tangent to the circle.
Option 3: Line AG is a tangent and lines EF and CL are the secants to the circle.
Option 4: Line AG is a secant and lines EF and CL are the tangents to the circle.
Correct Answer: Option 1

2. A circle passes through point P. How many tangents and secants to the circle are possible that pass
through P?
Option 1: Tangent: 1; Secant: 1
Option 2: Tangent: Infinite; Secant: 1
Option 3: Tangent: 1; Secant: Infinite
Option 4: Tangent: Infinite; Secant: Infinite
Correct Answer: Option 3

LOB: Prove and apply theorems related to tangent of a circle in order to determine number of tangents from the
given point(s)

1. A circle with centre O is shown below.

Which of the following statements is true?

Option 1: There can be only one line passing through point T such that it is parallel to OT.
Option 2: There can be only one line passing through point T such that it is perpendicular to
OT.
Option 3: There can be any number of lines passing through point T such that they are parallel
to OT.
Option 4: There can be any number of lines passing through point T such that they are
perpendicular to OT.
Correct Answer: Option 2

2. A circle is shown below.

17
 Statement I: There is only one line passing through point K which makes an angle of 90° with OK.
Statement II: The shortest distance of a tangent passing through point L from the centre O is equal to the
radius of the circle, OL.
Statement III: One tangent can pass through two points K and L of a circle.
Which statement(s) is/are correct?
Option 1: Statement I and II
Option 2: Statement I and III
Option 3: Statement II and III
Option 4: Statement I, II and III
Correct Answer: Option 1

LOB: Prove and apply theorem related to tangent of a circle in order to determine length of the tangent

1. In the figure shown, RJ and RL are tangents of the circle.

What is the measure of ∠𝐽𝑅𝐿?

Option 1: 90° − 42°
Option 2: 90° − 84°
Option 3: 180° − 42°
Option 4: 180° − 84°

Correct Answer: Option 4

2. In figure is shown, AC and BC are two tangents to the circle O with radius 5 cm.

If OC = 13 cm and OD: DC = 3: 10, then what is the perimeter of triangle ABC?

Option 1: 24 cm
Option 2: 30 cm
Option 3: 32 cm
Option 4: 34 cm
Correct Answer: Option 3

18
 11. CONSTRUCTIONS
QR Code:

Learning outcome and Learning Objectives:

Content area /
Learning Objectives Learning Outcome
Concepts
Division of a Line List and execute steps of construction in order Examines each step and reasons out
Segment to divide a line segment in a given ratio each step, in order to:
List and execute steps of construction in order A) Construct a triangle similar to a given
Construction of a similar
to construct a similar triangle as per a given triangle as per a given scale factor.
triangle
scale factor B) Construct a pair of tangents from an
Construction of List and execute steps of construction in order external point to a circle and justify
Tangents to a Circle to construct tangent(s) to a given circle procedures

23
 Test items
LOB: List and execute steps of construction in order to divide a line segment in a given ratio

1. A part of the construction to divide the line segment PQ in the ratio 3: 4 is shown below.

Which of these is the next step to divide the line segment PQ in the ratio 3: 4?
Option 1: Locate 4 points, P1, P2, P3, and P4 on the ray PR, such that PP1 = P1P2 = P2P3 = P3P4.
Option 2: Locate 4 points, P1, P2, P3, and P4 on the ray PR, such that PP1 = 2P1P2 = 3P2P3 = 4P3P4.
Option 3: Locate 7 points, P1, P2, P3, P4, P5, P6, and P7 on the ray PR, such that PP1 = P1P2 = P2P3 =
P3P4 = P4P5 = P5P6 = P6P7.
Option 4: Locate 7 points, P1, P2, P3, P4, P5, P6, and P7 on the ray PR, such that PP1 = 2P1P2 = 3P2P3 =
4P3P4 = 5P4P5 = 6P5P6 = 7P6P7.
Correct Answer: Option 3

2. Divya divided a line segment MN in the ratio 3: 1 as shown below, where MM1 = M1M2 = M2M3 = M3M4.

Which of these options shows that MK: KN = 3: 1?

VV' VW VV' $ VW $
Option 1: As M3K is parallel to M4N, therefore = by BPT. Also, as = , so = .
V' V( WX V' V( ) WX )
VV' WX VV' $ VW $
Option 2: As M3K is parallel to M4N, therefore V = VW by BPT. Also, as V = ), so = ).
' V( ' V( WX
VV' VW VV' $ VW )
Option 3: As, M3K is parallel to M4N, therefore = by BPT. Also, as = , so = .
V' V( WX V' V( ) WX $
VV' WX VV' $ VW )
Option 4: As, M3K is parallel to M4N, therefore V = VW by BPT. Also, as V = ), so = $.
' V( ' V( WX
Correct Answer: Option 1

LOB: List and execute steps of construction in order to construct a similar triangle as per a given scale factor

"
1. Peter is asked to construct a similar triangle with sides % of the corresponding sides of triangle KLM. Part
of his construction is shown below.

Which of these is the next step to construct the similar triangle?

Option 1: Draw a line through M’ parallel to KM to intersect KL at K’.
24
 Option 2: Draw a line through L2 parallel to KM to intersect KL at K’.
Option 3: Draw a line through M’ parallel to LW to intersect KL at K’.
Option 4: Draw a line through L2 parallel to KM to intersect LM at K’.
Correct Answer: Option 1
)
2. Dilip constructed a triangle P’QR’ similar to triangle PQR with sides 2 " times the corresponding sides of
triangle PQR as shown below.

Which of these options shows that P’Q: PQ = 5: 2?

YZ) YY % [) Y
Option 1: As ∆PQR ~ ∆P′QR′ by AA similarity criteria and as YZ
= YY$ = ", therefore [Y
=
!
YZ) %
= .
YZ "
YZ) YY % [) Y YZ) %
Option 2: As ∆PQR~∆P′QR′ by SSS similarity criteria and as YZ
= YY$ = ", therefore [Y
= YZ
="
!
YZ) YY$ " [) Y YZ) "
Option 3: As ∆PQR~∆P′QR′ by AA similarity criteria and as YZ
= YY = %, therefore [Y
= YZ
=%
!
YZ) YY " [) Y YZ) "
Option 4: As ∆PQR~∆P′QR′ by SSS similarity criteria and as YZ
= YY$ = %, therefore [Y
= YZ
=%
!
Correct Answer: Option 1

LOB: List and execute steps of construction in order to construct tangent(s) to a given circle

1. A circle with centre Z and a point T outside the circle is shown below.

Which options describes the first two steps to construct two tangents from point T to the circle?
Option 1:
• Join ZT and bisect it. Let N be the midpoint of ZT.
• With N as centre and NZ as radius, draw a circle.
Option 2:
• Join ZT and trisect it. Let N be the midpoint of ZT.
• With N as centre and NZ as radius, draw a circle.
Option 3:
• Join ZT and bisect it. Let N be the midpoint of ZT.
• With N as centre and ZT as radius, draw a circle.
Option 4:
• Join ZT and trisect it. Let N be the midpoint of ZT.
• With N as centre and ZT as radius, draw a circle.
Correct Answer: Option 1

25
2. In a triangle ABC, AB = 8 cm, BC = 5 cm and AC = 10. Which of the following construction is used in
constructing tangents from A to a circle with diameter BC?

Option 1:

Option 2:

Option 3:

Option 4:
Correct Answer: Option 3

26
 12. AREAS RELATED TO CIRCLES
QR Code:

Learning outcome and Learning Objectives:

Content area / Concepts Learning Objectives Learning Outcome

Describe the relationship between circumference and
Perimeter and Area of a diameter of a circle in order to define
Circle — A Review Apply the concepts of circumference and area of in order to
solve in for various circular objects in real life
Describe sector and segment of a circle in order to
differentiate between the two
Describe minor and major sector of a circle in order to
differentiate between the two
Areas of Sector and Segment Describe minor and major segment of a circle in order to -
of a Circle differentiate between the two
Apply the formula of area of sector and segment of a circle
in order to compute the area of a specified region
Calculate the length of an arc of a circle in order to
comment whether it is the major arc or minor arc
Calculate the area of various combinations of plane figures in
Areas of Combinations of
order to apply the concepts of circles, quadrilaterals and
Plane Figures
triangles

29
 Test items
LOB: Describe the relationship between circumference and diameter of a circle in order to define 𝜋

1. Which of these is equivalent to 𝜋?

?G\R]^_T\THRT
Option 1: \K`G]F
Option 2: Circumference × diameter
?G\R]^_T\THRT
Option 3: `GK^TJT\
Option 4: Circumference × radius
Correct Answer: Option 3

2. Raman draws a circle with diameter 6 units. He draws another circle by increasing the radius of the
previously drawn circle by 4 units. What would be the quotient if he divides the circumference of the newly
formed circle by its diameter?
Option 1: 𝜋
Option 2: 2𝜋
Option 3: 8
Option 4: 12
Correct Answer: Option 1

LOB: Apply the concepts of circumference and area of in order to solve in for various circular objects in real life

1. A circular garden, of circumference 88 m is surrounded by a pathway of width 3.5 m. Ajay wants to put
fence around the pathway. What is the cost of fencing the pathway at the rate of ₹70 per metre?
""
(Use 𝜋 = )
(
Option 1: ₹3,080
Option 2: ₹3,850
Option 3: ₹6,160
Option 4: ₹7,700
Correct Answer: Option 4

2. A fountain is enclosed by a circular fence of circumference 11 m and is surrounded by a circular path. The
circumference of the outer boundary of the path is 16 m. A gardener increased the width of the pathway by
decreasing the area enclosed by the fence such that the length of the fence is decreased by 3 m. The path is
to be covered by the bricks which cost ₹125 per m2. What will be the total cost, to the nearest whole
""
number, required to cover the area by the bricks? (Use for 𝜋)
(
Option 1: ₹79,545
Option 2: ₹39,772
Option 3: ₹9878
Option 4: ₹1,910
Correct Answer: Option 4

LOB: Describe sector and segment of a circle in order to differentiate between the two

1. Consider a circle below.

Aman shades a part in the circle which is enclosed by two radii and its corresponding arc. Which of these
could he have drawn?

30
 Option 1:

Option 2:

Option 3:

Option 4:
Correct Answer: Option 3

2. Consider the statements below.

Statement A: A quarter circle represents a sector of the circle.
Statement B: A semicircle represents both sector and segment of the circle.
Which of these statements is correct?
Option 1: Only Statement A
Option 2: Only Statement B
Option 3: Both the statements A and B
Option 4: Neither statement A nor B
Correct Answer: Option 3

LOB: Describe minor and major sector of a circle in order to differentiate between the two

1. Which of the following options represents the shaded region as the major sector and unshaded region
as the minor sector?

Option 1:

Option 2:

31
 Option 3:

Option 4:
Correct Answer: Option 3

2. To form a circle of radius r, four minor sectors of equal measure are joined.
Which of these options completes the sentence below?
The sum of the area of the four minor sectors is equal to the _.
Option 1: circumference of the circle of radius r.
Option 2: area of the semicircle of diameter 2r.
Option 3: area of the circle of diameter 2r.
Option 4: circumference of the circle of diameter r.
Correct Answer: Option 3

LOB: Describe minor and major segment of a circle in order to differentiate between the two

1. To show the minor segment of a circle, a student shades the region enclosed between a chord and the
minor arc.
Which of these shows the region the student could have shaded?

Option 1:

Option 2:

Option 3:

Option 4:
Correct Answer: Option 4

2. Which of these is equivalent to the sum of the lengths of arc corresponding to the minor and major
segment of a circle of radius 12 cm?
32
 Option 1: 12𝜋 cm
Option 2: 24𝜋 cm
Option 3: 36𝜋 cm
Option 4: 144𝜋 cm
Correct Answer: Option 2

LOB: Apply the formula of area of sector and segment of a circle in order to compute the area of a specified
region

1. Observe the figure below:

""
What is the area of the segment PQR, if the radius of the circle is 7 cm? (Use 𝜋 = (
)
Option 1: 11 cm2
Option 2: 14 cm2
Option 3: 17.3 cm2
Option 4: 91 cm2
Correct Answer: Option 2

2. Two concentric circles of radius 8 cm and 5 cm are shown below, and a sector forms an angle of 60° at
the centre O. What is the area of the shaded region?

Option 1: 38𝜋 cm2

((a
Option 2: " cm2
))a
Option 3: cm2
"
),%a
Option 4: ' cm2
Correct Answer: Option 4

LOB: Calculate the length of an arc of a circle in order to comment whether it is the major arc or minor arc

1. An arc of a circle of radius 14 cm, subtends an angle of 45° at the centre as shown:

Which of these options is correct?

Option 1: The arc shown is a major arc and its length is 38.5 cm.
Option 2: The arc shown is a minor arc and its length is 11 cm.
Option 3: The arc shown is a minor arc and its length is 5.5 cm.
Option 4: The arc shown is a major arc and its length is 77 cm.
Correct Answer: Option 2

33
 2. A circle with centre O of diameter 28 cm and a chord BC of length 14 cm is shown below:

What is the length of the major arc of the circle, to the nearest tenth?
Option 1: 7.3 cm
Option 2: 14.7 cm
Option 3: 73.3 cm
Option 4: 146.7 cm
Correct Answer: Option 3

LOB: Calculate the area of various combinations of plane figures in order to apply the concepts of circles,
quadrilaterals and triangles

1. In equilateral triangle of side 28 cm is inscribed in a circle of diameter 32 cm, as shown below:

What is the area of the shaded region? (Use 𝜋 = 3.14 and √3=1.73)
Option 1: 125.68 cm2
Option 2: 411.84 cm2
Option 3: 464.76 cm2
Option 4: 2876.28 cm2
Correct Answer: Option 3

2. Ankita shaded a square cardboard, as shown below:

Which of these is closest to the area of the shaded region?

Option 1: 263.9 cm2
Option 2: 364.4 cm2
Option 3: 439.9 cm2
Option 4: 492.4 cm2
Correct Answer: Option 2

34
 13. SURFACE AREAS AND VOLUMES
QR Code:

Learning outcome and Learning Objectives:

Content area /
Learning Objectives Learning Outcome
Concepts
Surface Area of a Apply formulas of surface area of 3D solids in
Combination of Solids order to derive the area of a new solid
Volume of a Combination Apply formulas of volume of 3D solids in order
of Solids to derive the volume of a new solid
Visualizes objects in surrounding as a
Conversion of Solid from Apply formulas of volumes of 3d solids in order
combination of different solids like
One Shape to Another to derive the volume of the new converted solid
cylinder and a cone, cylinder and a
Apply the formula of surface area of a cone in
hemisphere, combination of different
order to derive the area of the frustrum
Frustum of a Cone cubes etc.in order to find their
Apply the formula of volume of a cone in order
surface areas and volumes
to derive the volume of the frustrum
Use concepts of surface areas and volumes for a
Applications of surface
variety of 3-D objects in order to apply into real
areas and volumes
life situations

37
 Test items
LOB: Apply formulas of surface area of 3d solids in order to derive the area of a new solid

1. A medicine-capsule is in the shape of a cylinder of radius 0.25 cm with two hemispheres stuck to
each of its ends. The length of the entire capsule is 2 cm. What is the total surface area of the
capsule? (Take 𝜋 as 3.14)
Option 1: 3.14 cm2
Option 2: 2.7475 cm2
Option 3: 0.98125 cm2
Option 4: 0.785 cm2
Correct Answer: Option 1

2. Arman wants to polish the object, which is composed of a cylinder surmounted by a hemisphere. If the
whole length of the solid is 5 m and the diameter of the hemisphere is 7 m, what is the cost of polishing
""
the surface area of the solid at the rate of 50 paise per sq. m.? (Use 𝜋 as ( )
Option 1: `1100
Option 2: `550
Option 3: `110
Option 4: `55
Correct Answer: Option 4

LOB: Apply formulas of volume of 3d solids in order to derive the volume of a new solid

1. Two identical solid cubes of side 𝑘 units are joined end to end. What is the volume, in cubic units, of the
resulting cuboid?
Option 1: 𝑘 $
Option 2: 2𝑘 $
Option 3: 3𝑘 $
Option 4: 6𝑘 $
Correct Answer: Option 2

2. A vendor sells glasses of juice, which is in the form of a cylinder mounted by a hollow hemisphere. The
diameter of the hemisphere and the cylinder is 8.4 cm. If the total height of the glass is 15 cm, which of
""
these is closest to the volume, in cubic centimeters, of 8 such glasses? (Use 𝜋 as ( )
Option 1: 599 cm3
Option 2: 754 cm3
Option 3: 6032 cm3
Option 4: 29083 cm3
Correct Answer: Option 3

LOB: Apply formulas of volumes of 3d solids in order to derive the volume of the new converted solid

1. Four solids spheres of the same size are made by melting a solid metallic cylinder of base diameter 4 cm
and height 36 cm. What is the diameter of each sphere?
Option 1: 3 cm
Option 2: 6 cm
Option 3: 7 cm
Option 4: 14 cm
Correct Answer: Option 2

2. A cube of side length 66 cm is filled with spherical metallic balls of diameter 0.6 cm and it is assumed
%
that space of the cube remains unfilled. What are number of balls that can be filled in the cube? (Use 𝜋
#
""
as (
)

38
 Option 1: 952875
Option 2: 959777
Option 3: 1165812
Option 4: 2264031
Correct Answer: Option 1

LOB: Apply the formula of surface area of a cone in order to derive the area of the frustum

1. A circle of radius 5 units is cut into two pieces of 30% and 70% of the total area respectively. The smaller
section is curled until the two straight edges meet, and the bottom is made for the cone that is formed
by the section. What is the surface area of the cone?
Option 1: 25π
$,
Option 2: " π
$,
Option 3: 2 π
Option 4: 3π
Correct Answer: Option 3

2. A solid cone is divided into a frustum and a smaller cone. The radii of the ends of a frustum are 14 cm
and 56 cm, and the height is 30 cm. Which of these is closest to the total surface area of the frustum?
""
(Use π as )
(
Option 1: 13173 cm2
Option 2: 21009 cm2
Option 3: 21827 cm2
Option 4: 42656 cm2
Correct Answer: Option 3

LOB: Apply the formula of volume of a cone in order to derive the area of the frustum

1. A student is drinking water in a glass which is in the shape of a frustum of a cone of height 14 cm. The
""
diameters of its two circular ends are 4 cm and 2 cm. What is the capacity of the glass? (Use 𝜋 as ( )
")(
Option 1: cm3
$
")'
Option 2: (
cm3
$)#
Option 3: cm3
$
$&#
Option 4: $ cm3
Correct Answer: Option 4

2. From the top of a solid cone of height 12 cm and base 6 cm of a cone of height 4 cm is removed by a
plane parallel to the base. Which of these is closest to the volume of the frustum of the cone? (Use 𝜋 as
""
(
)
Option 1: 235 cm3
Option 2: 364 cm3
Option 3: 436 cm3
Option 4: 564 cm3
Correct Answer: Option 3

LOB: Use concepts of surface areas and volumes for a variety of 3-D objects in order to apply into real life
situations

1. Abhinav made a model for his school project in the shape of a cylinder of radius 7 cm and height 21 cm,
with hemisphere surmounted on one end. He wants to cover the entire model with decorative paper.
""
What is the area, in centimeter square, of paper that is required to cover the model? (Use 𝜋 as )
(
Option 1: 1386 cm2
Option 2: 1232 cm2
Option 3: 1012 cm2
39
 Option 4: 976 cm2
Correct Answer: Option 2

2. Asif is melting three solid metal spheres of radii 3 cm, 4 cm, and 5 cm respectively to form a new sphere.
How much more is the surface area of the new sphere as compared to the combined surface area of the
three spheres?
Option 1: 4 𝜋
Option 2: 16 𝜋
Option 3: 36 𝜋
Option 4: 64 𝜋
Correct Answer: Option 4

40
 14. STATISTICS
QR Code:

Learning outcome and Learning Objectives:

Content area / Concepts Learning Objectives Learning Outcome

Apply direct method in order to calculate the
mean of the grouped data
Mean of Grouped Data
Apply assumed mean method in order to calculate
the mean for a grouped data
Compute the mean and mode of the given data in
Mode of Grouped Data order to interpret the two measures of central
tendency
Apply formula for the median of a given grouped
Median of Grouped Data data in order to calculate missing values of Calculates mean, median and
Frequency mode in order to apply them
Differentiate between mean, median and mode to real life contexts
with examples in order to understand most
Mean, median and mode
effective measure of central tendency in various
cases
Derive the co-ordinates to plot on the graph in
Graphical Representation of order to represent the two ogives
Cumulative Frequency Graph both ogives for the data obtained in order
Distribution to determine the median of the given grouped
data

46
 Test items
LOB: Apply direct method in order to calculate the mean of the grouped data

1. The table below shows the time taken by a group of students to complete 100 m dash.
Time taken (in sec) Number of students
18 – 20 3
20 – 22 18
22 – 24 26
24 – 26 19
26 – 28 9
28 – 30 5
Which of these is the mean time taken, in sec, by the group of students to complete the 100 m dash when
calculated using direct method?
Option 1: 18.16
Option 2: 18.96
Option 3: 22.7
Option 4: 23.7
Correct Answer: Option 4

2. When calculated using direct method, the mean of the data set shown in the table below is 31.

Class Interval Frequency

0 – 10 22
10 – 20 24
20 – 30 35
30 – 40 30
40 – 50 27
50 – 60 𝑚
60 – 70 6
70 – 80 4
What is the frequency for the class interval 50-60?
Option 1: 10
Option 2: 12
Option 3: 20
Option 4: 24
Correct Answer: Option 2

LOB: Apply assumed mean method in order to calculate the mean for a grouped data

1. The table below summarizes the data about the heights of students in a class.
Height (in cm) Number of students
130-140 6
140-150 14
150-160 20
160-170 12
170-180 8
When calculated using assumed mean method what is the mean height of students in the class?
Option 1: 154.33 cm
Option 2: 154.67 cm
Option 3: 155.33 cm
Option 4: 155.67 cm
Correct Answer: Option 3

47
 2. Amith grows cucumbers in his farm. He collects some of them and measures their lengths and
represents his data as shown below.
Length (in mm) Number of cucumbers
110 – 120 10
120 – 130 18
130 – 140 12
140 – 150 𝑛
150 – 160 26
160 – 170 11
170 – 180 19
When calculated using assumed mean method, Amith gets the mean length of the cucumber as 147.25 cm.
Which of the following statement is true?
Option 1: There are a smaller number of cucumbers of length (140 – 150) mm than of length (120
– 130) mm.
Option 2: There are a smaller number of cucumbers of length (140 – 150) mm than of length (170
– 180) mm.
Option 3: There are a greater number of cucumbers of length (140 – 150) mm than of length (150
– 160) mm.
Option 4: There are a greater number of cucumbers of length (140 – 150) mm than of length (130
– 140) mm.
Correct Answer: Option 4

LOB: Compute the mean and mode of the given data in order to interpret the two measures of central tendency

1. A data set is shown.

Class interval Frequency
4–6 2
6–8 6
8 – 10 20
10 – 12 28
12 – 14 12
14 – 16 10
16 – 18 2
What is the mean and mode of the data shown?
Option 1: Mean: 10; Mode: 10.33
Option 2: Mean: 10; Mode: 10.67
Option 3: Mean: 11; Mode: 10.33
Option 4: Mean: 11; Mode: 10.67
Correct Answer: Option 4

2. The table below shows the time taken by a group of 40 students to solve a work sheet.
Number of minutes Number of students
20 – 24 1
24 – 28 2
28 – 32 4
32 – 36 k
36 – 40 10
40 – 44 8
44 – 48 3

Which of the following statements is true?

Option 1: The mean time taken by the students is more than the sum of time taken by all the students to
solve the worksheet.
Option 2: The time taken by the maximum number of students is less than the mean time taken by the
students to solve the worksheet.
Option 3: The time taken by the maximum number of students is more than the mean time taken by the
students to solve the worksheet.
48
 Option 4: The time taken by the maximum number of students is more than the sum of time taken by all
the students to solve the worksheet.

Correct Answer: Option 2

LOB: Apply formula for the median of a given grouped data in order to calculate missing values of Frequency

1. A grouped data is shown below

Class Interval Frequency Cumulative frequency
0 – 10 4 4
10 – 20 𝑎 4+𝑎
20 – 30 4 8+𝑎
30 – 40 𝑏 8+𝑎+𝑏
40 – 50 5 13 + 𝑎 + 𝑏
If the median of the grouped data is 22.50 and the total frequency is 20, then what is the value of 𝑎?
Option 1: 1
Option 2: 2
Option 3: 4
Option 4: 5
Correct Answer: Option 4

2. The table below shows the time spent by 100 students on exercising every day.
Time (in minutes) Number of students
0 – 10 𝑥
10 – 20 24
20 – 30 32
a30 – 40 21
40 – 50 𝑦
50 – 60 5
If the median time spent by the students on exercising is 26.25 minutes which statement correctly compares
the frequencies of the class intervals 0-10 and 40-50?
Option 1: There are twice as many students who exercise 0- 10 minutes each day as the number of
students who exercise 40-50 minutes each day.
Option 2: There are twice as many students who exercise 40- 50 minutes each day as the number
of students who exercise 0-10 minutes each day.
Option 3: There are thrice as many students who exercise 0- 10 minutes each day as the number
of students who exercise 40-50 minutes each day.
Option 4: There are thrice as many students who exercise 40- 50 minutes each day as the number
of students who exercise 0-10 minutes each day.
Correct Answer: Option 2

LOB: Differentiate between mean, median and mode with examples in order to understand most effective
measure of central tendency in various cases

1. A grouped data is shown below:

Class Interval Frequency
0 – 15 2
15 – 30 26
30 – 45 32
45 – 60 42
60 – 75 28
75 – 90 30
Which of the following is the most effective measure of central tendency?
Option 1: Mean because the data has extreme data points.
Option 2: Median because the data has extreme data points.
Option 3: Mean because the data has no extreme data points.
Option 4: Median because the data has no extreme data points.
49
 Correct Answer: Option 2

2. The table below shows the age of people attending a musical concert.
Age (in years) Number of people
0 – 10 2
10 – 20 19
20 – 30 32
30 – 40 23
40 – 50 19
If five more people of age 21 yrs., 32 yrs., 35 yrs., 44 yrs., and 11 yrs. attend the concert, which statement
describes the central tendency of the new data?
Option 1: The central tendency of the data increases by 0.1 as the mean increases by 0.1.
Option 2: The central tendency of the data increases by 0.1 as the median increases by 0.1.
Option 3: The central tendency of the data increases by 0.2 as the mean increases by 0.2.
Option 4: The central tendency of the data increases by 0.2 as the median increases by 0.2.
Correct Answer: Option 4

LOB: Derive the co-ordinates to plot on the graph in order to represent the two ogives

1. The table below shows the heights of plants in Pranay’s backyard.

Height (in cm) Number of Plants
0 – 50 10
50 – 100 25
100 – 150 30
150 – 200 28
200 – 250 12
250 – 300 14
Which of the following are the coordinates of less than ogive curve?
Option 1: (0, 10), (50, 35), (100, 65), (150, 93), (200, 105), (250, 119)
Option 2: (10, 0), (35, 50), (65, 100), (93, 150), (105, 200), (119, 250)
Option 3: (10, 50), (35, 100), (65, 150), (93, 200), (105, 250), (119, 300)
Option 4: (50, 10), (100, 35), (150, 65), (200, 93), (250, 105), (300, 119)
Correct Answer: Option 4

2. The table below shows the age group of 50 women members of a club.
Age (in years) Number of Women
20 – 25 2
25 – 30 𝑦
30 – 35 16
35 – 40 𝑧
40 – 45 7
45 – 50 4

Given that 𝑦 − 𝑧 = 1, Aruna and Anjali wrote the coordinates of less than ogive curve and more than ogive
curve respectively as shown below.
Aruna:(20, 2), (25, 13), (30, 29), (35, 39), (40, 46), (45, 50)
Anjali:(20, 50), (25, 48), (30, 38), (35, 22), (40, 11), (45, 4)
Who is/are correct?
Option 1: Only Aruna
Option 2: Only Anjali
Option 3: Both of them
Option 4: Neither of them
Correct Answer: Option 4

LOB: Graph both ogives for the data obtained in order to determine the median of the given grouped data for

1. A grouped data is shown below.

50
 Class Interval Frequency
0 – 20 12
20 – 40 14
40 – 60 20
60 – 80 25
80 – 100 18
100 – 120 21
120 – 140 10
Which graph shows the median of the data?

Option 1:

Option 2:

Option 3:

Option 4:
Correct Answer: Option 3

2. The table below shows the number of hours a group of 80 students sleep every day.
Number of hours Number of Students
4–6 4
6–8 𝑎
51
 8 – 10 36
10 – 12 𝑏
12 – 14 8
Given that 𝑏 − 𝑎 = 8, which of the following represents the median number of hours the group of students
sleep?

Option 1:

Option 2:

Option 3:

Option 4:
Correct Answer: Option 1

52
 15. PROBABILITY
QR Code:

Learning outcome and Learning Objectives:

Content area /
Learning Objectives Learning Outcome
Concepts
Differentiate between Empirical probability and theoretical
probability in order to find the two for a variety of cases
Calculate the probability of given events in an experiment in
order to comment whether they are complementary Calculates in order to
Probability — A
events/Sure event/impossible event determine the probability of a
Theoretical Approach
Represent using organized lists, tables, or tree diagrams in given event
order to List the sample space for compound events
Calculate the probability of various events in order to rank
them from most to least probable

55
 Test items
LOB: Differentiate between Empirical probability and theoretical probability in order to find the two for a variety
of cases

1. Tanvi has a box containing four cards labelled A, B, C and D. She randomly picks a card from the box,
records the label on the card and put it back in the box. She repeats this experiment 80 times and
records her observation in the table shown below.
Card A 11
Card B 16
Card C 25
Card D 28
Which of the following shows the empirical probability and theoretical probability of picking Card C the
next time?
% )
Option 1: Empirical probability = )'; Theoritical probability = 2
% )
Option 2: Empirical probability = ; Theoritical probability =
)' "
% )
Option 3: Empirical probability = )); Theoritical probability = 2
% )
Option 4: Empirical probability = ; Theoritical probability =
)) "
Correct Answer: Option 1

2. Mandy has a bag containing 1 red, 1 green, 1 yellow, 1 black and 1 blue ball. She randomly picks the ball
from the bag notes it colour and keeps it back in the bag. She repeats this 40 times. The table shows the
number of times each colour ball she gets. The number of times the black ball is picked is missing in the
table.
Red ball Green ball Yellow ball Black ball Blue ball
10 6 5 ? 10
She then repeats the experiment 10 more times and gets red ball twice, green ball once, yellow ball thrice,
black ball once and blue ball thrice.
Which of these is a valid conclusion as the number of trials of the experiment increases?
Option 1: The empirical probability of picking yellow ball gets closer to its theoretical probability.
Option 2: The empirical probability of picking red ball does not get closer to its theoretical
probability.
Option 3: The empirical probability of picking yellow ball gets further away from its theoretical
probability.
Option 4: The empirical probability of picking red ball becomes equal to its theoretical probability.
Correct Answer: Option 1

LOB: Calculate the probability of given events in an experiment in order to comment whether they are
complementary events/Sure event/impossible event

1. If a card is drawn from a deck of cards, what is the probability of a card drawn to be a red or a black
card and what can we say about that event?
Option 1: 1 and it is a sure event.
Option 2: 0 and it is a sure event.
Option 3: 1 and it is an impossible event.
Option 4: 0 and it is an impossible event.
Correct Answer: Option 1

2. A spinner is shown below.

56
 Some of the events are listed below, when the spinner is spinned.
Event A: The spinner lands on a multiple of 11.
Event B: The spinner lands on a number less than 11.
Event C: The spinner lands on a number more than 10.
Which of the following statement is true about the three events?
Option 1: Probability of Event A is 1, so A is a sure event while the probabilities of Events B and C
are 0, so they are impossible events.
Option 2: Probability of Event A is 1, so A is an impossible event while the probabilities of Events B
and C are 0, so they are sure events.
Option 3: Probability of Event B is 1, so B is a sure event while the probabilities of Events A and C
are 0, so they are impossible events.
Option 4: Probability of Event B is 1, so B is an impossible event while the probabilities of Events A
and C are 0, so they are sure events.
Correct Answer: Option 3

LOB: Represent using organized lists, tables, or tree diagrams in order to List the sample space for compound
events

1. hen four coins are tossed simultaneously, which of the following represents the sample space?
Option 1:
HHHH HHHT HHTH HTHH
THHH HHTT TTHH HTTT
THTT TTHT TTTH TTTT
Option 2:
HHHH HHHT HHTH HTHH
THHH THHT HTTH HTTT
THTT TTHT TTTH TTTT
Option 3:
HHHH HHHT HHTH HTHH
THHH HHTT HTHT HTTH
THHT THTH TTHH HTTT
THTT TTHT TTTH TTTT
Option 4:
HHHH HHHT HHTH HTHH
THHH HHTT HTHT HTTH
HTTH HTHT TTHH HTTT
THTT TTHT TTTH TTTT
Correct Answer: Option 3

2. To win a price in a game, you need to first choose one of the 4 doors, 1, 2, 3, 4 and then need to
choose one of the three boxes A, B, C and then need to choose between two colours red and green.
How many of the possible outcomes of this game include selecting Box A and red colour?
Option 1: 4
Option 2: 8
Option 3: 12
Option 4: 24
Correct Answer: Option 1

LOB: Calculate the probability of various events in order to rank them from most to least probable

1. A box has 10 equal size cards. Of the 10 cards, 4 are blue, 3 are green, 2 are yellow and 1 is red. If a card is
randomly drawn from the box, which is the colour that the card is most likely to have?
Option 1: Red
Option 2: Blue

57
 Option 3: Green
Option 4: Yellow
Correct Answer: Option 2

2. Of 50 students in a class, 16 prefer cricket, 8 prefer football, 7 prefer basketball and rest of the students
prefer either tennis or hockey. There are twice as many students who prefer tennis as the number of
students who prefer hockey. A student is randomly selected from the class. Which statement is correct?
Option 1: The probability of selecting a student who prefer tennis is more than that of selecting a
student who prefer cricket.
Option 2: The probability of selecting a student who prefer hockey is more than that of selecting a
student who prefer cricket.
Option 3: The probability of selecting a student who prefer hockey is more than that of selecting a
student who prefer tennis.
Option 4: The probability of selecting a student who prefer basketball is more than that of selecting
a student who prefer cricket.
Correct Answer: Option 1

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