mission

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 MATHMISSION FOR XI (2023-24)
For CBSE Exams  Maths (041)
By O.P. Gupta (Indira Award Winner)
 Detailed Theory with Examples
 Subjective type Questions (Chapter-wise : 2, 3 & 5 Markers)
 H.O.T.S. Questions
 COMPETENCY FOCUSED QUESTIONS
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 Case Study Questions (Chapter-wise)
 Passage Based Questions (Chapter-wise)
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 A BRIEF SYNOPSIS
Of CONTENTS IN

MATHMISSION FOR XI
For CBSE 2023-24 Exams  Class 11 Maths (041)

By O.P. Gupta
Indira Award Winner

 Detailed Theory with Examples

 Subjective type Questions (2, 3 & 5 Markers)
 H.O.T.S. Questions
 COMPETENCY FOCUSED QUESTIONS
 Multiple Choices Questions (Chapter-wise)
 Assertion-Reason (A-R) Questions (Chapter-wise)
 Case Study Questions (Chapter-wise)
 Passage Based Questions (Chapter-wise)
 ANSWERS of all Questions

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Sr. No. TOPICS PAGES
01. Syllabus
02. Study Tips (I - II)
03. Formulae Cluster (01 - 03)
04. Sets Theory (04 - 23)
05. Relations & Functions (24 - 45)
06. Trigonometric Functions (46 - 72)
07. Complex Numbers (73 - 84)
08. Linear Inequations (85 - 91)
09. Permutations & Combinations (92 - 102)
10. Binomial Theorem (103 - 111)
11. Sequences & Series (112 - 128)
12. Straight Lines (129 - 142)
13. Conic Sections (143 - 158)
14. Introduction to 3 Dimensional Geometry (159 - 164)
15. Limits & Derivatives (165 - 186)
16. Statistics (187 - 196)
17. Probability (197 - 209)
18. COMPETENCY FOCUSED QUESTIONS (210 - 262)
 Multiple Choice Questions
 Assertion Reason type Questions
 Case Study & Passage based Questions
19. Answers for all the Exercises (263 - 283)
Mathematics, rightly viewed, possesses not only truth but supreme beauty!

In this chapter, we shall learn

 Definition of angle, positive & negative angles
 Different measures of angle
 Definition of degree, radian and relation in degree and radian
 Definition of trigonometric functions
 Signs of trigonometric functions
 Values of trigonometric functions at standard angles
 Domain & range of trigonometric functions
 Graphs of trigonometric functions
 Identities of trigonometric functions and their proofs
 Principal and general solutions of trigonometric equations*

INTRODUCTION
Since the ancient days, trigonometry was first started in India. Its elements can be found in Rigveda.
Many Indian mathematicians like Aryabhatta, Bhaskara I and II and Brahmagupta had got important
results. All this knowledge first went from India to Middle East and from there to Europe.
Note that the word ‘trigonometry’ is derived from the Greek words ‘trigon’ and ‘metron’ and it means
‘measuring the sides of a triangle’. The subject was originally developed to solve geometric problems
involving triangles. It was studied by sea captains for navigation, surveyor to map out the new lands,
by engineers and others.
Currently, trigonometry is used in many areas such as the science of seismology, designing electric
circuits, describing the state of an atom, predicting the heights of tides in the ocean, analyzing a
musical tone and in many other areas.
In earlier classes, we have studied the trigonometric ratios of acute angles as the ratio of the sides of a
right angled triangle. We have also studied the trigonometric identities and application of trigonometric
ratios in solving the problems related to heights and distances.
In this Chapter, we will generalize the concept of trigonometric ratios to trigonometric functions and
study their properties.
IMPORTANT TERMS & DEFINITIONS
01. Angle in geometry
Angle is a measure of rotation of a given ray about its initial point.
That is, an angle is a figure formed by two rays having common vertex called as origin. The rays are
called sides of the angle. The measure of the angle is the amount of rotation from the direction of one
ray of the angle to the other.
The initial and final positions of the revolving ray are respectively called the initial side and terminal
side and the revolving line is called the generating line or the radius vector.

46 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 theopgupta.com MATHMISSION FOR XI

In the figure shown above, the ray OA is the initial side

and ray OB is the terminal side. And they form angle
AOB at the vertex O.
This angle is denoted by AOB .
With each angle a number is associated and this number
is called measure of the angle. There are several units
for measuring this angle and we shall study about them.
 In geometry an angle always lies between 0o and 360o and negative angle has no meaning.
02. Angle in trigonometry
The idea of angle is more general in trigonometry. It may be positive or negative and of any magnitude.
We know that angles in geometry are confined only till 360o which corresponds to one complete
revolution by a wheel say. So it is quite obvious that the angle covered in two complete revolutions is
of 720o measure and in a quarter of revolution it is of 90o and so on.
03. Units of measurement of angles
In geometry angles are measured in terms of right angle. In order to measure the smaller angles we
need to introduce smaller units of angle. These are Sexagesimal or British System (Degree Measure),
Centesimal or French System (Grade Measure) and Radian or Circular System. Here we’ll confine
ourselves only to Degree measure and Radian measure. Though you can expect a discussion about the
Grade measure too in the class!
Degree Measure : In the degree system of measurement a right angle is divided into 90
equal parts which are called as degrees. Each part is equal to one degree. Each degree is then
divided in 60 equal parts called minutes and each minute is further divided into 60 equal parts
called seconds.
A degree, a minute and a second are denoted by the symbols 1o , 1 and 1 respectively.
Thus, 1 Right angle  90 o , 1o  60 and 1  60 .
Radian Measure : The angle subtended at the centre of circle by an arc whose length is
equal to its radius is called a radian and is denoted by 1C .

As shown in the adjacent figure, the centre of circle is O

and its radius is of l units.
So if the length of arc AB = l units then, by the definition
of radian given above, we have, AOB  1 Radian .

 Radian is a constant angle : Consider the figure of circle shown above.

Let ABC be a semi-circle whose centre is at O and radius l. Let length of arc AB be equal to l.
Then by definition, AOB  1c .
Now produce AO and let it meet the circle at C. Then AC is a diameter of circle and arc ABC is equal
to half the circumference of the circle and AOC  2 Right angles  180o .
By our geometrical knowledge, we know that the angles subtended at the centre of a circle are
proportional to the length of arc which subtends them.
AOB arc AB
i.e.,  … (i)
AOC arc ABC
MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 47
 Trigonometric Functions By O.P. GUPTA (Indira Award Winner)

1c l
 o
 [As arc ABC is a semicircle
180 πl
180o
 1c  … (ii)
π
2 Right angles
 1c 
π
c
 1  Constant .

Understanding the π
The  is not a whole number, nor it can be expressed in the form of a fraction, and hence not in
the form of a decimal fraction, terminating or recurring. The number  has a value which can’t
be exactly expressed as the ratio of two whole numbers.
The value of  , correct to 8 places of decimals, is   3.14159265...
22
In fact, the fraction  3.14285... gives the value of  correct to the 2 places of decimals.
7

 Consequently we deduce that, π c  180o i.e., π Radians  180o .

l
 Also by (i) it can be easily deduced that θ  , if length of any arbitrary arc AC  l which subtends
r
an angle of θ radians at the centre O of the circle of radius r.
l
So, θ (in radian measure)  .
r
✅ Relations in Different Measures of Angle


(i) Angle in Radian Measure =  Angle in Degree Measure ×
180
180 22
(ii) Angle in Degree Measure =  Angle in Radian Measure × , where   .
 7
 Following table can be consulted for a few frequently used standard angles:

Angles in Degree 0o 30o 45o 60o 90o 180o 270o 360o

c c c c c
π π π π c  3π  c
Angles in Radian 0c
        π    2π 
6 4  3 2  2 
c
✅ In actual practice, we omit the exponent ‘c’ and instead of writing π , we simply write π .
c
π π
Likewise, instead of writing   , we simply write . We do same for other angles.
6 6

 1 Radian  57o 1745 or 206265 seconds

π
 1o   0.01745 radians  approximately  .
180

48 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 theopgupta.com MATHMISSION FOR XI

04. Sign of angles and Quadrants

An angle formed by anticlockwise rotation of the radius vector is taken as positive whereas the angle
formed by clockwise rotation of the radius vector is taken as negative.
For the clarification, have a look at the figures given below :
Terminal Side Vertex Initial Side
Negative Angle
(Clockwise direction)
Positive Angle
(Anti-Clockwise direction) Terminal Side
Vertex Initial Side

Consider XOX  and YOY be two mutually perpendicular lines in a plane and OX be the initial half
line. The whole plane is divided into four different regions namely XOY, YOX , XOY and XOY  .
These regions are called quadrants and are respectively called 1st, 2nd, 3rd and 4th quadrants. The angle
is said to be in any of these quadrants according as the terminal side lies in whichever quadrants. If the
terminal side coincides with one of the axes then the angle is said to be a quadrant angle.
(Figure is given below).
π
90o
2
II Quadrant Y I Quadrant
sin θ 
  ve All T-Ratios : + ve
cosec θ 
Others :  ve
π 180o 0 0o
X O 2π 360o X
tan θ  cosθ 
  ve   ve
cot θ  sec θ 
Others :  ve Others :  ve
III Quadrant Y IV Quadrant
3π
270o
2
If there is any angle  which is not a quadrant angle and radius vector rotates in the anticlockwise
direction in such a way that number of revolution doesn’t exceed one, we have:
(i) 0o    90o If  lies in I quadrant
(ii) 90o    180o If  lies in II quadrant
(iii) 180o    270o If  lies in III quadrant
(iv) 270o    360o If  lies in IV quadrant

Also when terminal side coincides with OY :   90o Type of angles

when terminal side coincides with OX :   180o  Acute angle : 0o    90o
when terminal side coincides with OY :   270o  Obtuse angle : 90o    180o
when terminal side coincides with OX :   360o .  Reflex angle : 180o    360o

MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 49

 Trigonometric Functions By O.P. GUPTA (Indira Award Winner)

 Following table will be sufficient to give you an idea about the discussion we just have had:
Angles  π π 3π 3π
θ θ πθ πθ θ θ 2π  θ 2π  θ
T-Ratios  2 2 2 2 OR  θ

sin cos θ cos θ sin θ  sin θ  cos θ  cos θ  sin θ sin θ

cos sin θ  sin θ  cos θ  cos θ  sin θ sin θ cos θ cos θ
tan cot θ  cot θ  tan θ tan θ cot θ  cot θ  tan θ tan θ
cot tan θ  tan θ  cot θ cot θ tan θ  tan θ  cot θ cot θ
sec cosecθ  cosecθ  secθ  secθ  cosecθ cosecθ secθ secθ
cosec secθ secθ cosecθ  cosecθ  secθ  secθ  cosecθ cosecθ

05. Recapitulation of previous class

Following is a list of those relations which you have studied in your last class.
Please note that their proof has not been mentioned here. Though you can anytime discuss it with your
teacher again in case you have forgotten!
(a) Trigonometric ratios and sides of a right angled triangle:
p b
(i) sin θ  (ii) cos θ 
h h
h p
(iii) cosec θ  (iv) tan θ 
p b
h b
(v) secθ  (vi) cot θ 
b p
(b) Trigonometric Identities:
(i) sin 2 θ  cos2 θ  1

Also cos    1  sin 2  , sin    1  cos 2  .

(ii) 1  tan 2 θ  sec 2 θ

Also sec    1  tan 2  , tan    sec 2   1 .

(iii) 1  cot 2 θ  cosec 2θ

Also cosec   1  cot 2  , cot    cosec2   1 .

(c) Relation between trigonometric ratios:

sin θ 1
(i) tan θ  (ii) tan θ 
cos θ cot θ
cos θ
(iii) tan θ.cot θ  1 (iv) cot θ 
sin θ
1 1
(v) cosecθ  (vi) sec θ  .
sin θ cos θ

50 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 theopgupta.com MATHMISSION FOR XI

 Following table includes trigonometric ratio of standard angles:

Degree / Radian    0o 30o 45o 60o 90o

π π π π
T-Ratios    0
6 4 3 2
1 1 3
sin 0 1
2 2 2
cos 3 1 1 0
1
2 2 2
1
tan 0 1 3 
3
2
cosec  2 2 1
3
2
sec 1 2 2 
3
1
cot  3 1 0
3

 Following table demonstrates the Domain and Range of trigonometric functions:

T-Functions    Domain Range

sin x R [1, 1]

cos x R [1, 1]

   R
tan x x  R : x  (2n  1) , n  Z
 2 

cot x {x  R : x  n π, n  Z} R

cosec x {x  R : x  n π, n  Z} R  ( 1, 1)

   R  ( 1, 1)
sec x x  R : x  (2n  1) , n  Z
 2 

Graphs of Trigonometric Functions should be discussed in the class.

At the end of this chapter, graphs have been given for all T-functions.

06. Some useful trigonometric identities and formulae

 Trigonometric identities
(a) sin 2 θ  cos 2 θ  1
(b) 1  tan 2 θ  sec 2 θ
(c) 1  cot 2 θ  cosec 2θ

MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 51

 Trigonometric Functions By O.P. GUPTA (Indira Award Winner)

 Addition / subtraction formulae & some related results

(a) sin(A  B)  sin A cos B  cos A sin B
(b) cos(A  B)  cos A cos B  sin A sin B
(c) cos(A  B) cos(A  B)  cos2 A  sin 2 B  cos 2 B  sin 2 A
(d) sin(A  B) sin(A  B)  sin 2 A  sin 2 B  cos2 B  cos 2 A
tan A  tan B
(e) tan(A  B) 
1  tan A tan B
cot B cot A  1
(f) cot (A  B) 
cot B  cot A
 Transformation of sums / differences into products & vice-versa
CD CD CD CD
(a) sin C  sin D  2sin cos (b) sin C  sin D  2 cos sin
2 2 2 2
(c) cos C  cos D  2cos
CD CD (d) cosC  cos D  2sin
CD CD
cos sin
2 2 2 2
(e) 2sin A cos B  sin (A  B)  sin (A  B) (f) 2 cosAsin B  sin (A  B)  sin (A  B)
(g) 2cos A cos B  cos (A  B)  cos (A  B) (h) 2sin Asin B  cos (A  B)  cos (A  B)
 Multiple angle formulae involving 2A & 3A

(a) sin 2A  2sin A cos A (b) sin A  2sin A cos A

2 2
A A
(c) cos 2A  cos2 A  sin 2 A (d) cos A  cos2  sin 2
2 2
(e) cos 2A  2cos2 A  1 2
(f) 2cos A  1  cos 2A
(g) cos 2A  1  2sin 2 A (h) 2sin 2 A  1  cos 2A
2 tan A 1  tan 2 A
(i) sin 2A  (j) cos 2A 
1  tan 2 A 1  tan 2 A
2 tan A
(k) tan 2A  (l) sin 3A  3sin A  4sin 3 A
1  tan 2 A
3 3tan A  tan 3 A
(m) cos3A  4 cos A  3cos A (n) tan 3A 
1  3 tan 2 A

WORKED OUT ILLUSTRATIVE EXAMPLES

Ex01. Find the radian measure corresponding to (a) 240o (b) 37 o30 .

Sol. We know that, Angle in Radian Measure   Angle in Degree Measure ×
180
c c
    4  4
(a) Radian Measure of 240o =  240×  =  or simply, .
 180   3  3
o o
o  1  75 
(b) As 37 30    37     
 2  2 
 c c
 75    75     5  5
So, the Radian Measure of               or simply,  .
 2    2  180   24  24

52 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 theopgupta.com MATHMISSION FOR XI
c
 7 
Ex02. Find the degree measure corresponding to (a) 2 (b)   .
 12 
180
Sol. We know that, Angle in Degree Measure   Angle in Radian Measure ×

o o
 180   180 
   114 3244  .
o
(a) Degree Measure of 2   2     2 
    22 / 7 
c o
 7π   7π 180  o
(b) Degree Measure of     ×   105 .
 12   12 π 
Ex03. The minute hand of a watch is known to be 1.4 cm long.
22
How far does its tip move in 45 minutes? Use π  .
7
Sol. In 60 minutes, the minute hand moves through 2π radians.
c c
 2π   3π 
So, in 45 minutes, it moves through   45     .
 60   2 
l 3π
Now by using  (in radians)  , we have l  1.4  cm
r 2
3 22
  1.4    6.6 cm.
2 7
Hence, the distance moved by the tip of the minute hand in 45 minutes is 6.6 cm.
Ex04. A wheel makes 360 revolutions in one minute. Through how many radians does it turn in one
second?
Sol. No. of revolutions done in one minute (60 seconds)  360
360
No. of revolutions done in one second  6
60
Now, angle made in one revolution  2π radians
Therefore, the angle made in 6 revolutions  12π radians.
4 3
Ex05. If sin    ,     then find the value of tan  , cos and sec  .
5 2
Sol. It is clearly evident that  lies in third quadrant in which only tan  and cot  are positive and
all the remaining trigonometric functions are negative.
4
Now, sin   
5
 cos    1  sin 2 
2
 4
 cos    1    
 5
3
 cos    (As  lies in 3rd quadrant)
5
1
So, sec  
cos
5
 sec    .
3
sin 
And, tan  
cos 

MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 53

 Trigonometric Functions By O.P. GUPTA (Indira Award Winner)

4/5
 tan  
3/5
4
 tan   .
3
Ex06. Evaluate: (a) cosec  1410o  (b) cos  870o  .
Sol. (a) cosec  1410o   cosec  1410o  4  360o 
  cosec  1410o  1440o   cosec30o  2 .
(b) cos  870o   cos  870o  3  360o   cos  870o  1080o   cos 210o .
3
  cos 180o  30o    cos 30o   .
2
5
Ex07. Evaluate: (a) tan (b) sin18o .
12
 1 
tan  tan 1
5    4 6  3
Sol. (a) tan  tan    
12  4 6  1  tan  tan  1  1. 1
4 6 3
5 3 1
 tan 
12 3 1
5 3 1
 tan  .
12 3 1
(b) Let   18o
 5  90o
 2  90o  3
 sin 2  sin  90o  3 
 2 sin  cos   cos 3
 2sin  cos   4 cos3   3cos 
 cos  2sin   4 cos2   3  0  cos   cos18o  0
 2sin   4 1  sin 2    3  0
 4sin 2   2sin   1  0
2  4  16 1  5
 sin   
8 4
5 1
 sin18o  .  sin18o  0
4
1
Ex08. Prove that: sin15o  cos15o   .
2
Sol. LHS : sin15o  cos15o
  sin15o  cos (90o  75o )
  sin15o  sin 75o
15o  75o 15o  75o
  2 cos sin
2 2
o o
  2cos 45 sin (30 )
54 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)
 theopgupta.com MATHMISSION FOR XI

1
  2  { sin 30o }
2
1 1
  2  
2 2
1
   RHS.
2
Ex09. Prove that: tan 75o  cot 75o  4 .
Sol. LHS : tan 75o  cot 75o
sin 75o cos 75o
  
cos 75o sin 75o
sin 2 75o  cos2 75o
 
sin 75o cos 75o
1
  o o
2 (Using sin 2 x  cos 2 x  1
2sin 75 cos 75
2 2 2 2
  o
 o o
 o

sin150 sin(180  30 ) sin 30 1
2
  4  RHS.
1  sin θ  cos θ θ
Ex10. Show that  cot .
1  sin θ  cos θ 2
1  sin θ  cos θ
Sol. LHS :
1  sin θ  cos θ
(1  cos θ)  sin
 
(1  cos θ)  sin θ
θ θ θ
2 cos2  2sin cos
  2 2 2
θ θ θ
2sin 2  2sin cos
2 2 2
θ θ θ
2 cos  cos  sin 
2 2 2
 
θ θ θ
2sin  sin  cos 
2 2 2
θ
cos
  2
θ
sin
2

  cot  RHS.
2
cos x  sin x cos x  sin x
Ex11. Show that   2sec 2x .
cos x  sin x cos x  sin x
cos x  sin x cos x  sin x
Sol. LHS : 
cos x  sin x cos x  sin x
(cos x  sin x) 2  (cos x  sin x)2
 
(cos x  sin x)(cos x  sin x)

MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 55

 Trigonometric Functions By O.P. GUPTA (Indira Award Winner)

(cos 2 x  2cos x sin x  sin 2 x)  (cos2 x  2 cos x sin x  sin 2 x)

 
(cos2 x  sin 2 x)
2
 
cos 2x
  2sec 2x  RHS.
x 3x 9x 5x 5x
Ex12. Prove that cos x cos  cos cos  sin sin .
4 2 4 2 4
x 3x 9x
Sol. LHS : cos x cos  cos cos
4 2 4
1 x 3x 9x 
   2cos x cos  2 cos cos 
2 4 2 4
1   x  x     3x 9x   3x 9x  
   cos  x    cos  x     cos     cos    
2   4  4    2 4   2 4  
1  5x 3x   15x  3x  
   cos  cos   cos  cos     { cos(  x)  cos x
2  4 4  4  4  
1  5x 3x   15x 3x 
   cos  cos   cos  cos 
2  4 4  4 4 
1 5x 15x 
   cos  cos
2 4 4 
1 1  5x 15x  1  5x 15x  
   2sin    sin   
2 2 4 4  2 4 4  
1 5x  5x  
   2sin sin     { sin( x)   sin x
2 2  4 
1 5x 5x 
  2sin sin 
2 2 4
5x 5x
  sin sin  RHS.
2 4
x 9x 5x
Ex13. Prove that: sin 2x sin  sin 3x sin   sin 5x sin .
2 2 2
x 9x
Sol. LHS : sin 2x sin  sin 3x sin
2 2
1 x 9x 
   2sin 2x sin  2sin 3x sin 
2 2 2
1   x  x    9x   9x  
   cos  2x    cos  2x     cos  3x    cos  3x   
2   2  2    2   2  
1  3x 5x    3x  15x 
   cos  cos   cos    cos 
2  2 2   2  2 
1  3x 5x   3x 15x 
   cos  cos   cos  cos 
2  2 2  2 2 
1  15x 5x 
   cos  cos 
2 2 2

56 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 theopgupta.com MATHMISSION FOR XI

1 1  15x 5x  1  15x 5x  
   2sin    sin   
2 2 2 2  2 2 2 
5x
   sin 5x sin  RHS.
2

 This is only a Demo sample file of MATHMISSION FOR XI (2023-24).

The contents shown here are just glimpses of what we have provided in
the Printed book.

3
Ex17. Prove that sin 20o sin 40o sin 80o  .
8
Sol. LHS : sin 20o sin 40o sin 80o
1
   (2 sin 20o sin 40o ) sin 80o
2
1
    cos(20o  40o )  cos(20o  40o )  sin 80o
2
1
    cos(20o )  cos 60o  sin 80o
2
1
   sin 80o cos 20o  sin 80o cos 60o 
2
1  1
    2sin 80o cos 20o  2sin 80o  
4  2
1
   sin(80o  20o )  sin(80o  20o )  sin 80o 
4
1
   sin100o  sin 60o   sin 80o 
4
1   3  
    sin(180o  80o )  o
  sin 80 
4   2  
1  3 
   sin 80o   sin 80o 
4  2 
3
   RHS.
8
1 x x x
Ex18. If cos x   and x lies in III quadrant, find the values of sin , cos and tan .
3 2 2 2
3  x 3 x
Sol. Since x lies in III quadrant, we have   x  which implies,   i.e., lies in the
2 2 2 4 2
II quadrant.
x x x
 sin  0 , cos  0 and tan  0 .
2 2 2
x
Now as we know, 2 sin 2  1  cos x 
2
x 1 4
 2 sin 2  1  
2 3 3
MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 57
 Trigonometric Functions By O.P. GUPTA (Indira Award Winner)

x 2
 sin 2
2 3
x 2
 sin  
2 3
x 2  x
 sin
2

3  2  II Quadrant
x 6
 sin  .
2 3
x
Also 2 cos 2  1  cos x 
2
x 1 2
 2 cos2  1  
2 3 3
x 1
 cos 2 
2 3
x 1 x 3
 cos   i.e., cos   .
2 3 2 3
x
x sin 2
Therefore, by using tan  we get,
2 cos x
2
6
x x
 tan  3 i.e., tan   2 .
2 3 2

3
cos(  ) 1
Ex19. If cot  cot   2 , show that  .
cos(  ) 3
Sol. As cot  cot   2
cos  cos  2
 
sin  sin  1
cos  cos   sin  sin  2  1
  (Using Componendo & Dividendo
cos  cos   sin  sin  2  1
cos(  ) 3
 
cos(  ) 1
cos(  ) 1
  .
cos(  ) 3

Ex20. Find the value of cot .
24

cos
 24
Sol. Let y  cot 
24 sin 
24

58 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 theopgupta.com MATHMISSION FOR XI

 
2 cos cos
y 24 24
 
2sin cos
24 24

2 cos2
y 24

sin
12

1  cos
y 12

sin
12
 
1  cos   
 y 4 6
 
sin   
4 6
   
1  cos cos  sin sin
y 4 6 4 6
   
sin cos  cos sin
4 6 4 6
3 1
1 
y 2 2 2 2
3 1

2 2 2 2
2 2  3 1
y 2 2
3 1
2 2
2 2  3 1
y
3 1
2 2  3 1 3 1
y 
3 1 3 1
2 6 2 2 2 34
y
2
 y  2  32 6
y  2  3  4  6 .

Exercise 3.1
Basic Introductive Questions
Q01. Find the radian measures corresponding to the following degree measures:
(a) 250o (b) 47 o30 (c) 25o
(d) 45o2010 (e) 81o .
Q02. Find the degree measures corresponding to the following radian measures:

MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 59

 Trigonometric Functions By O.P. GUPTA (Indira Award Winner)

c
 11 
(a)   (b) 4 (c) 6
 16 
7
(d) (e) (1.2)c .
6
Q03. Find degree measure of the angle subtended at the centre of a circle of radius 100 cm by an arc
of length 22 cm.
Q04. In a circle of diameter 40 cm, the length of a chord is 20 cm. Find the length of minor arc of the
chord.
Q05. If the arcs of same lengths in two circles subtend angles 65o and 110o at the centre, then find
the ratio of their radii.
Q06. The minute hand of a watch is 1.5 cm long. How far does its tip move in 40 minutes?
Q07. The angles of a triangle are in A.P. and the ratio of the number of degrees in the least to the
number of radians in the greatest is 60 : π . Find the angles in degrees and radians.
2
Q08. The difference between the two acute angles of a right-angled triangle is π . Find the angles in
5
degrees and in the radians.
c

Q09. In a right-angled triangle, the difference between the two acute angles is   . Find the angles
 15 
in degrees.
Q10. A train is moving on a circular curve of radius 1500 m at the rate of 66 km/hr. Through what
angle has it turned in 10 seconds?
Q11. Find the length which at a distance of 5280 m will subtend an angle of 1 at the eye.
Q12. Find each interior angle of a regular decagon in radian.
Q13. Find the angle between hour hand and minute hand of a clock at 7:20.
Q14. Find the angle between hour hand and minute hand of a clock at quarter to five.
Q15. If the angles of a triangle are in the ratio 3:4:5, then find the smallest angle in the radian and the
greatest in the degree.
Q16. A horse is tied to a post by a rope. If the horse moves along a circular path, always keeping the
rope tight and describes 88 m. When it traces 72o at the centre, find the length of the rope.
2 6
Q17. If sin x   and x lies in III quadrant, find the values of other five trigonometric functions.
5
5
Q18. If cot x   , x lies in second quadrant, find the values of other five trigonometric functions.
12
Q19. Evaluate the followings:
25  16   33   19 
(a) sin (b) tan    (c) cosec    (d) sec    .
3  3   4   3 
o o
Q20. Find the value of (a) cosec( 1110 ) (b) sin 765 .
 This is only a Demo sample file of MATHMISSION FOR XI (2023-24).
The contents shown here are just glimpses of what we have provided in
the Printed book.

Exercise 3.2
Concept Building Questions - I
Q01. Find the value of followings:
(a) sin15o (b) cos 75o (c) tan15o
(d) tan 75o (e) sin105o (f) tan105o .
60 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)
 theopgupta.com MATHMISSION FOR XI

Q02. Find the value of the followings:

13π π
(a) tan (b) tan
12 8
π 7π
(c) sin (d) sin .
12 8
Q03. Express 2 cos 4x sin 2x as an algebraic sum of sines and/or cosines.
Q04. Express sin12θ + sin4θ as the product of sines and cosines.
3 12
Q05. If sin x  , cos y   where x and y both lie in the second quadrant, then find the values of
5 13
sin(x  y) , cos(x  y) and tan(x  y) .
15 12
Q06. If sin   , cos   where  and  both lie in the first quadrant, then determine the values
17 13
of sin(  ), cos(  ) and tan(  ) .
1 5  3   
Q07. If cot   , sec    where    ,  and    ,   then, find the value of tan(  ) .
2 3  2  2 
13 
Q08. If sec x   ,  x   , find the value of sin 2x and tan 2x .
12 2
4 x x x
Q09. If tan x   , where x lie in II Quadrant, find the value of sin , cos and tan .
3 2 2 2
x x x
Q10. Find sin , cos and tan in each of the followings:
2 2 2
1 1 3 3
(a) cos x   , x II quadrant (b) sin x   ,   x  (c) tan x   , 90o  x  180o .
3 4 2 4
 This is only a Demo sample file of MATHMISSION FOR XI (2023-24).
The contents shown here are just glimpses of what we have provided in
the Printed book.

Exercise 3.3
Concept Building Questions - II
Q01. Prove the followings:
Level - I
1 1
(a) sin105o  cos105o  (b) cos15o  sin15o 
2 2
(c) cos18  sin18  2 sin 27 o
o o
(d) cos 9  sin 9  2 sin 54o
o o

 3   3  1
(e) cos   x   cos   x    2 sin x (f) sin 2 5o  sin 2 10o  sin 2 15o  ...  sin 2 90o  9
 4   4  2
o o
cos11  sin11 1  sin θ  cos θ θ
(g) o o
 tan 56o (h)  tan  
cos11  sin11 1  sin θ  cosθ 2
sec8x  1 tan 8x tan 5θ  tan 3θ
(i)  (j)  4 cos 2θ cos 4θ
sec 4x  1 tan 2x tan 5θ  tan 3θ
cos x  x sin  B  C  sin  C  A  sin  A  B 
(k)  tan    (l)   0
1  sin x 4 2 cos B cos C cos C cos A cos A cos B
  
(m) 2  2  2 cos 4θ  2sin θ , 0    (n) 2  2  2  2cos8x  2cos x, x   0, 
4  8
MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 61
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   3  5   7  1
(o)  1  cos  1  cos  1  cos  1  cos  
 8  8  8  8  8
Level - II
(a) tan 40o  2 tan10o  tan 50o (b) tan 70o  tan 20o  2 tan 50o
 x  x 1
(c) sin 2     sin 2     sin x (d) sin 2 6x  sin 2 4x  sin 2x sin10x
8 2 8 2 2
x 3x
(e) sin 2x  2sin 4x  sin 6x  4cos 2 x sin 4x (f) sin 3x  sin 2x  sin x  4 sin x cos cos
2 2
(g) sin x  sin 3x  sin 5x  sin 7x  4 cos x cos 2x sin 4x
        
(h) cos   cos   cos   cos         4cos   cos   cos  
 2   2   2 
       
(i) cos     cos      sin     sin      sin     
4  4  4  4 
(j) sin  n  1 x sin  n  2  x  cos  n  1 x cos  n  2  x  cos x
 3    3  
(k) cos   x  cos  2  x  cot   x   cot  2  x    1
 2    2  
cos  90  x  sec  270  x  sin 180  x 
(l)  cos x
cosec   x  cos  270  x  tan 180  x 
cos    x  cos   x  cos x  sin x cos x  sin x
(m)  cot 2 x (n)   2 tan 2x
  cos x  sin x cos x  sin x
sin    x  cos   x 
2 
cos 4x sin 3x  cos 2x sin x cos 4x  cos 3x  cos 2x
(o)  tan 2x (p)  cot 3x
sin 4x sin x  cos 6x cos x sin 4x  sin 3x  sin 2x
sin 7x  sin 3x  sin 9x  sin 5x sin 5x  2 sin 3x  sin x
(q)  tan 6x (r)  tan x
cos 7x  cos 3x  cos 9x  cos 5x cos 5x  cos x
sin x  sin 3x
(s)  2 sin x (t) cot 4x  sin 5x  sin 3x   cot x  sin 5x  sin 3x 
sin 2 x  cos 2 x
(u) cos 4x  1  8sin 2 x cos 2 x (v) cos6x  32cos6 x  48cos 4 x  18cos2 x  1
 
2 tan   x  2
4 tan x(1  tan x) 4    1  tan x 
(w) tan 4x  (x)  
1  6 tan 2 x  tan 4 x    1  tan x 
tan   x 
4 
sin x  sin y xy sin  x  y  tan x  tan y
(y)  tan   (z) 
cos x  cos y  2  sin  x  y  tan x  tan y
 9 3 5 x 9x 5x
(aa) 2 cos cos  cos  cos 0 (ab) cos 2x cos  cos 3x cos  sin 5x sin
13 13 13 13 2 2 2
  3      
(ac) 3 sin 4      sin 4 (3  )   2 sin 6      sin 6 (5  )   1
  2    2  
Level - III
1 3
(a) cos 20o cos 40o cos 60o cos80o  (b) sin10o sin 50o sin 60o sin 70o 
16 16

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1 3
(c) sin10o sin 30o sin 50o sin 70o  (d) cos10o cos30o cos 50o cos70o 
16 16
sin16A 3
(e) cos A cos 2A cos 4A cos8A  (f) sin 20o sin 40o sin 60o sin 80o 
16 sin A 16
1
(g) cos 20o cos 40o cos80o  (h) tan 20o tan 40o tan 60o tan 80o  3
8
Level - IV
3
(a) cos3 x  cos3 120o  x   cos 3  240o  x   cos 3x
4
 2   4  3
(b) sin 3 x  sin 3   x   sin 3   x    sin 3x
 3   3  4
    3 3
(c) cos2 x  cos 2  x    cos 2  x    OR cos2 x  cos 2 (x  60o )  cos2 (x  60o ) 
 3  3 2 2
 2   2  3
(d) cos2 x  cos 2  x    cos 2  x   
 3   3  2
 2  2 2  3     3
(e) sin 2 x  sin 2  x    sin  x    (f) sin 2 x  sin 2  x    sin 2  x   
 3   3  2  3  3 2
1 1
(g) sin A sin(60o  A) sin(60o  A)  sin 3A (h) cos A cos(60o  A) cos(60o  A)  cos 3A
4 4
o o o o
(i) tan α tan(60  α) tan(60  α)  tan 3α (j) sin A  sin(A +120 )  sin(A  240 )  0
2 cos 2  1
(k) cos x  cos(120o  x)  cos(120o  x)  0 (l) tan(60o  α) tan(60o  α) 
2 cos 2  1
Level - V
(a) sin 5A  5sin A  20sin 3 A  16sin 5 A
(b) cos5x  16 cos5 x  20cos3 x  5cos x
(c) tan 3x tan 2x tan x  tan 3x  tan 2x  tan x
(d) tan 5x tan 3x tan 2x  tan 5x  tan 3x  tan 2x
(e) cot x cot 2x  cot 2x cot 3x  cot 3x cot x  1
2 2 xy
(f)  cos x  cos y    sin x  sin y   4 cos 2  
 2 
2 2 xy
(g)  cos x  cos y    sin x  sin y   4sin 2  
 2 
2 2 xy
(h)  cos x  cos y    sin x  sin y   4 cos2
2
Q02. (a) If A  B  45o , show that 1  tan A 1  tan B   2 .
(b) If A  B  135o , show that 1  tan A 1  tan B   2 .
1 1 xy 3
Q03. If cos x  cos y  and sin x  sin y  then, prove that tan   .
3 4  2  4
1 1 π
Q04. If x and y are acute angles such that sin x  and sin y  , prove that x  y  .
5 10 4
1 7
Q05. If sin x cos y  and 3tan x  4 tan y , then prove that sin(x  y)  .
4 16

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Q06. If cos(A  B) sin(C  D)  cos(A  B) sin(C  D)  0 , then evaluate the following :

tan A tan B tan C  tan D .
3
Q07. If cos(A  B)  cos(B  C)  cos(C  A)   then, prove the following :
2
cos A  cos B  cos C  0  sin A  sin B  sin C .
θ ab  a cos + b
Q08. If tan  tan then, show that cos θ  .
2 ab 2 a + b cos 
Q09. Prove that tan 36o  tan 9o  tan 36o tan 9o  1 .
Q10. Prove that sin(218o  x) cos(38o  y)  cos(218o  x) sin(38o  y)  sin(x  y) .
AB BC CA
Q11. Prove that sin A  sin B  sin C  sin(A  B  C)  4 sin sin sin .
2 2 2
Q12. Prove that sin10o  sin 20o  sin 40o  sin 50o  sin 70o  sin 80o .
Q13. If sin  sin   cos  cos   1  0 , prove that 1  cot  tan   0 .
Q14. If bsin   a sin(2  ) , then prove that (b  a) cot(  )  (b  a) cot  .
sin(x  y) a  b tan x a
Q15. If  , then prove that  .
sin(x  y) a  b tan y b
Q16. What is the value of cot 70o  4cos 70o ?
Q17. (a) If  and  are distinct roots of a cos   b sin   c , find the value of sin(  ) .
(b) If  and  are two different values of  lying between 0 and 2 which satisfy the
24
equation 6 cos   8sin   9 , prove that sin(  )  .
25
 This is only a Demo sample file of MATHMISSION FOR XI (2023-24).
The contents shown here are just glimpses of what we have provided in
the Printed book.

 Trigonometric Equations & their Solutions*

01. Trigonometric equations, General solutions and Principal solutions
An equation involving one or more trigonometric ratios of unknown angle is called a trigonometric
equation.
It is important to note that a trigonometric identity is satisfied for every value of the unknown angle
where as trigonometric equation is satisfied for some values (finite or infinite) of unknown angle.
Since trigonometric functions are periodic functions, therefore, solutions of trigonometric equations can
be generalized with the help of periodicity of trigonometric functions. The solution consisting of all
possible solutions of a trigonometric equation is called its general solution.
✅ General solution of trigonometric equation of following types

(a) sin x  0 gives x  n , where n  Z (d) sin x  sin y gives x  n  (1)n y, where n  Z
 (e) cos x  cos y gives x  2n  y, where n  Z
(b) cos x  0 gives x  (2n  1) , where n  Z
2
(c) tan x  0 gives x  n , where n  Z (f) tan x  tan y gives x  n   y, where n  Z .

Look out for the proof of these relations to be discussed in the class!

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Principal solution : The solution of a trigonometric equation in x for which 0  x  2π that is,
x  [0, 2π) are called the principal solutions.
* We are aware that this topic is deleted. However due to its importance in XII, we have given it here.

✅ Did you know?


(i) sin   (1)n if   (2n  1) , nZ (ii) cos   (1)n if   n  , n  Z
2

(iii) sin   0 if   n  , n  Z (iv) cos  0 if   (2n  1) , n  Z .
2

WORKED OUT ILLUSTRATIVE EXAMPLES

1
Ex01. Find the principal and general solutions of tan x  .
3
1
Sol. Principal solution: The given equation is tan x  .
3
 1   1
We know that, tan  and tan     
6 3  6 3
 1 7 1
i.e., tan  and tan  .
6 3 6 3
 7
Hence, the principal solutions are x  and x  .
6 6
1
General solution: Given tan x  .
3
1 
The least value of x in 0, 2  for which tan x  is .
3 6

 tan x  tan
6

 x  n  , where n  Z
6
1 
Hence, the general solution of tan x  is x  n  , where n  Z .
3 6
3
Ex02. Solve : cot 2 x  3 0.
sin x
3
Sol. As cot 2 x  3 0
sin x
 cosec2 x  1  3cosec x  3  0
 cosec2 x  3cosec x  2  0
 (cosec x  2)(cosec x  1)  0
Either cosec x  2  0 or, cosec x  1  0
 cosec x  2 or, cosec x  1
1
 sin x   or, sin x  1
2
   
 sin x  sin    or, sin x  sin   
 6  2
MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 65
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   
 x  n  (1)n    or, x  n  (1)n     n  Z
 6  2
 
 x  n  (1) n 1 , n  (1) n 1 , where n  Z .
6 2
   
Ex03. Solve : tan      tan      4 .
4  4 
   
Sol. We’ve tan      tan      4
4  4 
 
tan  tan  tan  tan 
 4  4 4
 
1  tan tan  1  tan tan 
4 4
2 2
(1  tan )  (1  tan )
 4
12  tan 2 
 2  2 tan 2   4  4 tan 2   6 tan 2   2
1
 tan   
3
1  
When tan    tan    n  , n  Z
3 6 6
1   
Also, when tan     tan       n  , n  Z .
3  6 6

Hence, the required solution is   n  , n  Z .
6

Exercise 3.4
Concept Building Questions - III
Q01. Find the principal and general solution of the following equations:
3
(a) sin x   (b) cosec x  2 (c) tan x  3 .
2
Q02. Find the general solution for each of the following:
(a) cos x  sin x  1 (b) sec x  tan x  3
o
(c) tan x  2  cot (90  x) (d) cos 3x  cos x  cos 2x  0
(e) sin x  sin 3x  sin 5x  0 (f) sec 2 2x  1  tan 2x
(g) sin 2x  cos x  0 (h) 2cos2 x  3sin x  0
 
(i) tan 2x   cot  x   (j) 3 cos x  sin x  1
 3
(k) 3tan x  cot x  5cosec x (l) tan x  tan 2x  tan 3x  0
1
(m) cos θ cos 2θ cos 3θ  (n) tan θ tan 4θ tan 7θ  tan θ  tan 4θ + tan 7θ
4
Q03. Solve: 2sin 2 x  3 cos x  1  0 .
Q04. Solve the equation: tan 5θ  cot 2θ .
Q05. Solve the followings :
(a) 4 sin x cos x + 2 sin x + 2 cos x + 1 = 0 (b) tan3x – 3 tan x = 0

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(c) 3 tan3x – tan x = 0 (d) tan x = sin x

(e) tan  + tan 2  + 3 tan  tan2  = 3 (f) cos 3A + 8 cos3A = 0.
(g) ( 3  1) cos   ( 3  1) sin   2 (h) 2sin x  3 cos x  1  sin x

 Application based and Miscellaneous type problems

 Maximum and Minimum values of a sin   b cos  :
Let y  a sin   b cos 
b
Put a  r cos , b  r sin  s.t. r 2  a 2  b 2 and tan  
a
Now y  a sin   b cos   r  sin  cos   cos  sin    r sin(  )
As 1  sin(  )  1
 r  r sin(  )  r
 r  y  r for all ,   R
 Minimum and maximum value of y  a sin   b cos  are respectively  a 2  b 2 and a 2  b2 .
Moreover the Range of y is y    a 2  b 2 , a 2  b 2  .
 

✅ Keep on tips :

10  2 5 5 1
 cos18o   sin18o 
4 4
10  2 5 5 1
 sin 36o   cos 36o 
4 4

Exercise 3.5
Application based Questions
 
Q01. If (1  tan A)(1  tan 4A)  2, A   0,  . Find A.
 16 
Q02. (a) If A  sin 2   cos 4  , then what is the range of A?
3
(b) If y  cos 2 x  sin 4 x, x  R , then prove that  y  1 .
4
1
Q03. Find the domain and range of f (x)  .
5  2sin 3x
Q04. Draw the graph of f (x)  3cos 2x . Also write its domain and range.
x x π π
Q05. What is the sign of cos sin when (a) 0  x  (b)  x  π .
2 2 2 2
Q06. What is the maximum and minimum value of 3  7 cos 5x ?
Q07. Evaluate : cos10o  cos110o  cos130o .
sin(x  y)  2sin x  sin(x  y)
Q08. Simplify : .
cos(x  y)  2 cos x  cos(x  y)
Q09. Find the value of 3 cosec20o  sec 20o .

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Q10. (a) If tan x  cot x  2 , then prove that tan n x  cot n x  2  n  N .

(b) Find all possible values of , where  (0, ) such that tan 2   cot 2   2 .

Exercise 3.6
Miscellaneous type Questions
Q01. If sin   3sin(  2), then find the value of tan(  )  2 tan  .
2 4
Q02. If x  y cos  z cos , find the value of xy  yz  zx .
3 3
2
Q03. If tan(A  B)  1, sec(A  B)  , then find the smallest value of B, B > 0.
3
Q04. Prove that tan x  2 tan 2x  4 tan 4x  8 cot 8x  cot x .
Q05. If tan 8o  m and tan 9o  n , find the value of tan 2o .

Q06. If 0    and, sin   cos   tan   cot   sec   cosec   7 , then show that sin 2 is a
2
root of the equation x 2  44x  36  0 .
p 1
Q07. If sin(x  y)  and cos(x  y)  , then show that tan x is a root of the equation
2
1 p 1  q2
(p  q)z 2  2(1  pq)z  (p  q)  0 .
*Q08. Solve : cos x cos 2x  1  0 .
   
Q09. If sin   sin  and cos   cos , find the value of sin  .
 2 
*Q10. Solve : sec  cos 5  1  0 .
 2 4 8
Q11. Write the value of cos cos cos cos .
5 5 5 5
Q12. Draw sin x, sin 2x, and sin 3x on the same graph and with same scale.
 3 5 7
Q13. Evaluate : cos4  cos 4  cos4  cos4 .
8 8 8 8
 x    x   2 
Q14. If cos x  cos  cos  then show that tan   tan    tan .
 2   2  2
  1
Q15. If tan( cos )  cot( sin ) then, show that cos      .
 4 2 2
2 2
Q16. Solve : 81sin x  81cos x  30, 0  x   .
Q17. If tan x  tan y  a and cot x  cot y  b, then find the value of cot(x  y) .
Q18. Find the number of solutions for the equation tan x  sec x  2cos x, x  [0, 2] .
Q19. What is the value of cos2 48o  sin 2 12o ?
Q20. The number of sides of two regular polygons are 5 : 4 and the difference between their angles is
9o . Find the number of sides of the polygons.
Q21. Perimeter of a certain sector of a circle is equal to half that of the circle of which it is a sector.
Find the circular measure of the angle of the sector.
Q22. Find the angle between the minute and hour hands of a clock at 3 : 40.
2 (a  b)2
Q23. (a) Show that sin   is possible only when a  b .
4ab

68 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 theopgupta.com MATHMISSION FOR XI

1
(b) Find the values of cos  for which 2 cos   a  is possible, where a  R
a
(c) Prove that sec 2 A  cosec2 A  4 .
(d) Is the equation 2sin 2   cos   4  0 possible?
o o
1 1
(e) Find the value of 2cos 67 cos 22 .
2 2
(f) If m tan   n then prove that m cos 2  n sin 2  m .
  2 2
(g) Find the value of x   0,  , if 2cos x  2sin x  2 2 .
 2
2 2
(h) If 2cos x  cos 2x  2 , find cos x, where x lies in I quadrant.
Q24. Reduce 3 sin x  cos x as a single term consisting (i) sine only (ii) cosine only.
Q25. Find a pair of values of R and x from R sin x  1 and R cos x  3 .
*Q26. Find the angle x, if 3 tan(x  15o )  tan(x  15o ) .

 Graphs of Trigonometric Functions

Here we’re presenting the Graphs of standard trigonometric functions, for your reference.
✅ Graph of y  sin x

✅ Graph of y  cos x

 This is only a Demo sample file of MATHMISSION FOR XI (2023-24).

The contents shown here are just glimpses of what we have provided in
the Printed book.

Curve sketching is very important in understanding the behavior of functions. Therefore, it is

advised to learn and practice the plotting of graphs. Though NCERT has explained the curves
of T-functions but, in exercises there are no questions in NCERT. We have given some questions
on curve sketching in the Mathmission for XI.
MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 69
 Trigonometric Functions By O.P. GUPTA (Indira Award Winner)

MATH WARRIORS TEST-03 

Time Allowed : 60 Minutes Max. Marks : 35

13
Q01. Evaluate tan .
12
Q02. Prove that sin 51o  cos81o  cos 21o .
Q03. Determine the value of cot 75o  tan 75o . [1 3
Q04. Find the angle between the minute and hour hands of a clock at 3 : 40.
1 13
Q05. Prove that A  B  60o , if cos A  , cos B  .
7 14
Q06. (a) What is the maximum and minimum values of 24sin x  7 cos x .
cos 36o  sin 36o
(b) Prove that tan189o  .
cos 36o  sin 36o
sin(A  B) sin(B  C) sin(C  A)
Q07. Prove that    0.
cos A cos B cos Bcos C cos C cos A
Q08. Prove that tan13A  tan 9A  tan 4A  tan13A tan 9A tan 4A . [4  5
3 3 x x x
Q09. If tan x  ,   x  , find the values of cosec , sec and cot .
4 2 2 2 2
o o o o
Q10. Find the value of cos10 cos 50 cos 60 cos 70 . [6  2

 ANSWERS
Q01. 2 3
Q03. 4
Q04. 130o
1  tan 36o
Q06. (a) 25, –25 (b) Obtain o
 tan 9o  tan189o
1  tan 36
10 1
Q09. ,  10 and 
3 3
3
Q10. .
16

 This is only a Demo sample file of MATHMISSION FOR XI (2023-24).

The contents shown here are just glimpses of what we have provided in
the Printed book.

70 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 By O.P. GUPTA
Indira Award Winner
M.+919650350480
 Chapter 01
Sets Theory
01. {x : x is a two digit number so that the sum of its digits is one} in the tabular form, is given by
(a) {10} , {01} both (b) {100} (c) {10} (d) {01}
02. If U is a universal set and A is a non-empty set then, which of the following is not true?
(a) A  U  A (b) A  U  U (c) A  U  A (d) A  A  
03. If A  {1, 2,3} and n represents any member of A, then the roster form of a set, containing
element n  6 is given by
(a) {6, 7,8} (b) {7,8, 9} (c) {5, 6, 7} (d) {8,9,10}
04. If A and B are two given sets, then A  (A  B) 
(a) A (b) B (c)  (d) A  B
05. If n(A B)  18, n(A B)  5, n(B A)  3 , then n(A B) is
(a) 18 (b) 10 (c) 15 (d) 12
06. If X  {8n  7 n  1: n  N} and y  {49 n  49 : n  N}, then
(a) X  Y (b) Y  X (c) X  Y (d) X  Y  
07. Which of the following is not correct?
(a) {x :1  x  4, x  R}  (1, 4] (b) A  A  
(c) {x : x  4  4} is not empty set (d) A  B   , when A and B are disjoint sets

 Chapter 02
Relations & Functions
1
01. Domain of f (x)  is
x 2  5x  6
(a)  (Real nos.) (b)   [1, 6] (c)   {1} (d)   {  1, 6}
02. Consider the graph shown.

Which function is represented by this graph?

(a) Greatest integer function
(b) Modulus function
(c) Signum function
(d) Logarithmic function

03. If x  3 , then x 

210 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 theopgupta.com MATHMISSION FOR XI

(a) ( 3,3) (b) [3,3] (c) (, 3)  (3,  ) (d) ( , 3]  [3,  )
04. If A  1, 2, 3, 4 and, B  5, 6, 7 , then no. of functions defined from A to B is
(a) 64 (b) 81 (c) 4096 (d) 144
1
05. If 2f (x)  3f    x 2 , (x  0), then f (2) 
x
7 5 7
(a) (b) (c) 1 (d) 
4 2 4
 
06. Let [.] be a greatest integer function. For   x  , the range of the function f (x)  cos[x] is
2 2
(a) {1, 1, 0} (b) {cos1, cos 2, 1} (c) {cos1,  cos1, 1} (d) [1, 1]
3
1 x  3x  x
07. If f (x)  log   and g(x)  , then f{g(x)} 
 1 x  1  3x 2
(a) f (3x) (b) {f(x)}3 (c) 3f (x) (d) (f(x))

 Chapter 03
Trigonometric Functions
01. The greatest value of sin x cos x is
1
(a) 1 (b) 2 (c) 2 (d)
2
1  tan 2 15
02. The value of is
1  tan 2 15
3
(a) 1 (b) 3 (c) (d) 2
2
03. The value of sin 50  sin 70  sin10 is equal to
1
(a) 1 (b) 0 (c) (d) 2
2
04. If P  2sin 2 x  cos2 x , then P lies in the interval
(a) [1, 3] (b) [1, 2] (c) [1, 2] (d) None of these
 
05. If  x  , then write the value of 1  sin 2x is
4 2
(a) cos x  sin x (b) cos x  sin x (c) sin x  cos x (d) (sin x  cos x) 2
2 tan x
06. If tan 2x  then, m 
m  tan 2 x
(a) 2 (b) –1 (c) 1 (d) –2
07. Maximum value of f (x)  3sin x  4 cos x  6 is
(a) 11 (b) 1 (c) 5 (d) 5
08. Which of the following is correct?

(a) sin1o  sin1 (b) sin1o  sin1 (c) sin1o  sin1 (d) sin1o  sin1
18o

MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 211

 Competency Focused Questions By O.P. GUPTA (Indira Award Winner)

a
09. If tan   , then b cos 2  a sin 2 is equal to
b
a
(a) a (b) b (c) (d) None of these
b
1
10. If for real values of x, cos   x  , then
x
(a)  is an acute angle (b) No value of  is possible
(c)  is an obtuse angle (d)  is right angle

 Chapter 04
Complex Numbers
1
01. If z  , then Re(z) 
1  cos   isin 
1  1 
(a) 0 (b) (c) cot (d) cot
2 2 2 2
7z
02. If f (z)  , where z  1  2i, then f (z) is
1  z2
z
(a) (b) z (c) 2 z (d) None of these
2
03. The equation z  1  i  z  1  i represents a
(a) straight line (b) circle (c) parabola (d) hyperbola
04. The value of (z  3)(z  3) is equivalent to
2
(a) z  3 (b) z  3 (c) z 2  3 (d) None of these
x
1 i 
05. If n  N and    1 , then
 1 i 
(a) x  2n  1 (b) x  4n (c) x  2n (d) x  4n  1

 Chapter 05
Linear Inequations
a b
01. Fill in the blanks: If a  b and c  0, then   _______   .
c c
(a)  (b)  (c)  (d) 
x 3
02. If  0 then x belongs to
x2
(a) ( , 2)  [3, ) (b) ( , 2]  [3, ) (c) ( , 2)  (3, ) (d) (2, 3)
03. Solution set for inequality x  1  5 is
(a) [6, 4] (b) [4, 0] (c) [4, 6] (d) [0, 6]
1
04. Solution set for inequality  0 is
x2
(a) (2, ) (b)  (c) (0, 2) (d) ( , 2)

212 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 theopgupta.com MATHMISSION FOR XI

05. If x  1  5, x  2 , then
(a) x  [4, 2]  [2, 6] (b) x  [4, 2]  [2, 6]
(c) x   (d) x  [4, 2]

 Chapter 06
Permutations & Combinations
01. What is the number of ways of arrangement of letters of word BANANA so that no two N’s are
together?
(a) 40 (b) 60 (c) 80 (d) 100
15
02. What is the value of n, if Pn 1 : 16 Pn 2  3: 4?
(a) 10 (b) 12 (c) 14 (d) 15
03. If 7 points out of 12 are in the same straight line, then what is the number of triangles formed?
(a) 84 (b) 175 (c) 185 (d) 201
n
04. Cr  n Cr 1  n 1C x , then x 
(a) r (b) r  1 (c) n (d) r  1
05. The total number of 9 digit numbers which have all different digits is
(a) 10! (b) 9! (c) 9 × 9! (d) 10×10!

 Chapter 07
Binomial Theorem
01. What is the coefficient of x n in (x 2  2 x) n 1 ?
(a) (n  1)  2(n 2) (b) (n  1)  2(n 1) (c) (n  1)  2n (d) n  2(n 1)
11
3  m
02. The coefficient of x in the expansion of  x   is
 x
(a) 924 m 7 (b) 792 m 5 (c) 792 m 6 (d) 330 m7
03. The total number of terms in expansion of (x  a)100  (x  a)100 after simplification is
(a) 202 (b) 51 (c) 50 (d) 101
2 3 9
04. If the coefficients of x and x in the expansion of (3  ax) are the same, then the value of a is
9 7 7 9
(a)  (b)  (c) (d)
7 9 9 7
05. Given the integers r  1, n  2, and coefficients of (3r) th and (r  2) nd terms in the binomial
expansion of (1  x)2n are equal, then
(a) n  2r  1 (b) n  3r (c) n  2r (d) n  r  1

 Chapter 08
Sequences & Series
01. If x, 2y, 3z are in A.P., where the distinct numbers x, y, z are in G.P., then the common ratio of
the G.P. is
1 1
(a) 3 (b) (c) 2 (d)
3 2

MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 213

 Competency Focused Questions By O.P. GUPTA (Indira Award Winner)

02. The minimum value of 4x  41 x , x  R is

(a) 2 (b) 4 (c) 1 (d) 0
03. The lengths of three unequal edges of a rectangular solid block are in G.P. the volume of the
block is 216 cm3 and the total surface area is 252 cm 2 . The length of the longest edge is
(a) 12 cm (b) 6 cm (c) 18 cm (d) 3 cm
04. In a GP, where ‘a’ and ‘r’ denote the first term and common ratio respectively, which of the
following is true?
a (1  r n ) a (r n  1)
(a) Sn  , if r  1 (b) Sn  , if r  1
1 r r 1
a (1  r n ) a (r n  1)
(c) Sn  , if r  1 (d) Sn  , if r  1
r 1 r 1
05. Let A be the arithmetic mean between two numbers and S be the sum of n arithmetic means
between the same numbers, then
(a) S  nA (b) A  nS (c) A  S (d) None of these
06. If roots of ax 2  2bx  c  0 are equal then prove that a, b, c are in
(a) A.P. only (b) G.P. only
(c) A.P. and G.P. both (d) neither A.P. nor G.P.
07. If a is A.M. of b and c; and c, G1 , G 2 , b are in G.P., such that G13  G 32  k(abc) . Then k 
(a) 1 (b) 2 (c) 3 (d) 4

 Chapter 09
Straight Lines
01. The angle between the straight lines x  y 3  5 and 3x  y  7 is
(a) 90 (b) 60 (c) 75 (d) 30
x y
02. If p is the length of the perpendicular drawn from the origin to the line   1, then which
a b
one of the following is correct?
1 1 1 1 1 1 1 1 1 1 1 1
(a) 2  2  2 (b) 2  2  2 (c)   (d)  
p a b p a b p a b p a b
03. If the lines 3x  4y  1  0, 5x  y  3  0 and 2x  y  1  0 are concurrent, then  is equal to
(a) 8 (b) 8 (c) 4 (d) 4
x y
04. If the line   1 passes through the points (2, – 3) and (4, – 5) , then (a, b) is
a b
(a) (1, 1) (b) (–1, 1) (c) (1, – 1) (d) (–1, – 1)
05. Slopes of two perpendicular lines are (k  1) and (k  4), then
(a) k2  5k  3  0 (b) k2  5k  4  0 (c) k2  3k  4  0 (d) k2  5k  5  0

 Chapter 10
Conic Sections
01. Value of p, for which x 2  y 2  2px  4y  12  0 represents a circle of radius 5 units is
(a) 3 (b) 3 (c) both (a) and (b) (d) Neither (a) nor (b)
214 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)
 theopgupta.com MATHMISSION FOR XI

02. The eccentricity of the ellipse 9x 2  25y 2  225 is e, then the value of ‘5e’ is
(a) 3 (b) 4 (c) 2 (d) 1
2 2
03. The centre of the circle x  y  6x  4y  12  0 is (a, b) , then (2a  3b) is
(a) 0 (b) 2 (c) 3 (d) 5
04. Consider the following table.
COLUMN 1 COLUMN 2
(Conic) (Eccentricity)
A CIRCLE P e 1
B PARABOLA Q e1
C ELLIPSE R e0
D HYPERBOLA S e 1
Which one of the following is true?
(a) A  P, B  Q, C  R , D  S (b) A  S, B  Q, C  R , D  P
(c) A  Q, B  S, C  R , D  P (d) A  R , B  S, C  P, D  Q
05. At what point on the parabola x 2  9y is the abscissa three times that of ordinate?
(a) (1, 1) (b) (3, 1) (c) (3, 1) (d) (3,  3)

 Chapter 11
Introduction to Three Dimensional Geometry
01. A point on zx-plane which is equidistant from the points (1,  1, 0), (2, 1, 2), (3, 2,  1) is
1 31  1 31   31 1  31 1
(a)  , 0,  (b)  , 0,  (c)  , 0,  (d)  , 0, 
5 10   10 5  10 5  5 10 
02. A point on y-axis which is at a distance of 10 from the point (1, 2, 3) is
(a) (2, 0, 2) (b) (0, 2, 2) (c) (2, 2, 2) (d) (0, 2, 0)
03. If the distance between the points (a , 0, 1) and (0, 1, 2) is 27, then the value of ‘a’ is
(a) 5 (b) 5 (c) 5 (d) None of these
04. The image of (5, 4, –3) in the xy-plane is
(a) (5, 4,3) (b) (5, 4, 3) (c) (5, 4,3) (d) (5, 4,3)
05. Which of the following option is incorrect?
(a) Point (0,9, 4) lies in first octant (b) Coordinate of origin is (0, 0, 0)
(c) Point (5,0,0) lies on x-axis (d) Distance between (0, 0, 0) and (1, 2, 3) is 14

 Chapter 12
Limits & Derivatives
(1  x)16  1
01. lim 
x  0 (1  x) 4  1

(a) 0 (b) 4 (c) 8 (d) 16

(a) 0 (b) 4 (c) 10 (d) does not exist

02. lim( x  x  x  x ) is
x 0

MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 215

 Competency Focused Questions By O.P. GUPTA (Indira Award Winner)

1 3 2
(a) (b) (c) (d) 0
2 2 3
x 1 dy
03. If y  then is given by
x 1 dx
1 2 2
(a) 2(x  1)2 (b) (c) (d) 
1  y2 (x  1) 2 (x  1)2
04. If f (x)  13x 2  26x  39 then, f (0) 
(a) 39 (b) 26 (c) 26 (d) 0
ax  sin x
05. lim 
x  0 tan x  bx 2

a a 1
(a) a  1 (b) a (c) (d)
b b 1
x
06. lim 
x 3 [x]
(a) 1 (b) 0 (c) does not exist (d) 1
 sin x 
07. lim   is
x  x 

2

2
(a) 1 (b) 0 (c) (d) 


 Chapter 13
Statistics
01. The variance of 10 observations is 16 and their mean is 12. If each observation is multiplied by
4, what is the new mean?
(a) 12 (b) 16 (c) 24 (d) 48
02. The variance of 10 observations is 16 and their mean is 12. If each observation is multiplied by
4, what is the new standard deviation?
(a) 4 (b) 8 (c) 16 (d) 32
5n
03. If mean of first n natural numbers is , then value of n is
9
(a) 5 (b) 4 (c) 9 (d) 10
04. The following information relates to a sample of size 60.
 x 2  18000,  x  960
The variance is
(a) 6.63 (b) 16 (c) 22 (d) 44
05. Runs scored by a batsman in his last ten matches are given by : 53, 46, 48, 50, 53, 53, 58, 60,
57, 52. What will be the range of this data?
(a) 106 (b) 14 (c) 35 d) 60

 Chapter 14
Probability
01. Without repetition of the digits, four digit numbers are formed with the numbers 0, 2, 3, 5.
216 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)
 theopgupta.com MATHMISSION FOR XI

The probability of such a number divisible by 5 is

1 4 5 1
(a) (b) (c) (d)
5 5 9 30
02. Three digit numbers are formed using the digits 0, 2, 4, 6, 8. A number is chosen at random out
of these numbers. What is the probability that this number has the same digits?
1 1 4 1
(a) (b) (c) (d)
12 16 65 25
03. The probability that at least one of the events A and B occurs is 0.6. If A and B occur simultaneously
with probability 0.2, then the value of P(A)  P(B) is
(a) 1.6 (b) 0.4 (c) 0.8 (d) 1.2
3 1 1
04. If E and F are events such that P(E)  , P(F)  and P(E and F)  , then P(E or F) 
8 2 8
5 1 7 3
(a) (b) (c) (d)
8 8 8 4
05. Consider the experiment : “A coin is tossed. If the coin shows head, we draw a ball from a bag
containing 2 red and 3 black balls. If the coin shows tail, then the coin is tossed again.”
Then the no. of sample points in the sample space of this experiment is
(a) 4 (b) 5 (c) 6 (d) 7

#WE-ARE-ON-MISSION
MATHMISSION FOR XI (2023-24)
For CBSE Exams  Maths (041)
By O.P. Gupta (Indira Award Winner)
 Detailed Theory with Examples
 Subjective type Questions (Chapter-wise : 2, 3 & 5 Markers)
 H.O.T.S. Questions
 COMPETENCY FOCUSED QUESTIONS
 Multiple Choices Questions (Chapter-wise)
 Assertion-Reason (A-R) Questions (Chapter-wise)
 Case Study Questions (Chapter -wise)
 Passage Based Questions (Chapter -wise)
 ANSWERS of all Questions

 This FREE PDF is being shared to HELP teachers and students of class XI.
We’ve added over 390 Multiple Choice Questions (MCQs) in our MATHMISSION FOR XI
Book by O.P. GUPTA.
 SOLUTIONS FOR MATHMISSION (Printed book) is also available! This book contains
step-by-step Detailed solutions for all the questions of Exercises of Mathmission.
You can buy our books on Flipkart / Amazon or, message us on WhatsApp @ +919650350480.

For Bulk order related queries at Discounted Price, ,

Please contact by WhatsApp @ +91 9650350480 (only message) )
MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 217
 By O.P. GUPTA
Indira Award Winner
M.+919650350480
In the following questions, a statement of Assertion (A) is followed by a statement of Reason (R).
Choose the correct answer out of the following choices.
(a) Both A and R are true and R is the correct explanation of A.
(b) Both A and R are true and R is not the correct explanation of A.
(c) A is true but R is false.
(d) A is false but R is true.
01. Assertion (A) : If X  {1, 2,3}, Y  {4, 5, 6} , then X  Y  {1, 2, 3, 4,5, 6} .
Reason (R) : P  Q  x : x  P and x  Q .
02. Assertion (A) : A mapping shown in the following figure is not a function.

Reason (R) : A relation f from a set of A to a

set B is said to be a function if every element of
set A has one and only one image in B.

1
03. Assertion (A) : sin (390o )   .
2
2 tan x
Reason (R) : tan 2x  .
1  tan 2 x
04. Assertion (A) : For z  3  i 2 , z  11 .
Reason (R) : z  x 2  y 2 , if z  x  iy .
05. Assertion (A) : For 2(2x  3)  10  6(x  2) , x  [4, ) .
2  3x  34 22 
Reason (R) : For 5   9 , x   , .
4  3 3 
06. Assertion (A) : 10 C3  120 .
n!
Reason (R) : n C r  .
(n  r)!
5
x 1 10 x
07. Assertion (A) : Third term in    , x  0 is given by .
3 x 27
Reason (R) : In the binomial (a  b) n , Tr 1  n Cr b r a n r .
1
08. Assertion (A) : 2,8,32,... forms a geometric progression with common ratio of .
4
Reason (R) : In a geometric progression a1 , a 2 , a 3 ,..., a n 1 , a n , we always have
a 2 a3 a
  ...  n  r, where r is the common ratio of geometric progression.
a1 a 2 a n 1

236 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 theopgupta.com MATHMISSION FOR XI

09. Assertion (A) : Slope of line y  x  3  0 is 1.

Reason (R) : For the line y  m x  c , slope is given by m.
10. Assertion (A) : The centre of circle x 2  y 2  2x  4y  0 is located at (1, –2).
x 2 y2
Reason (R) : For the ellipse   1 , the eccentricity is always greater than 1.
a 2 b2
11. Assertion (A) : Distance of the point (1, –1, 1) from origin is 3 units.
Reason (R) : If A(x1 , y1 , z1 ) and B(x 2 , y 2 , z 2 ) , then AB  (x 2  x1 )2  (y 2  y1 ) 2  (z 2  z1 )2 .
d
12. Assertion (A) :  x 5  2x 4  5  5x 4  8x 3 .
dx
Reason (R) : Differentiation of x n with respect to x is n x n 1 .
13. Assertion (A) : The variance of 5, 5, 5, 5 is zero.
1 n
Reason (R) : Variance (2 )   (x i  x)2 .
n i1
14. In the throw of a die, events A  {x : x is an even number} and B  {x : x is an odd number}.
Assertion (A) : Event A  {2, 4, 6} and event B  {1,3,5} .
Reason (R) : Two events A and B are mutually exclusive events if A  B   .
3 1 1
15. Let P(E)  , P(F)  and P(E  F)  .
7 2 14
Assertion (A) : The events E and F are mutually exclusive events.
Reason (R) : P(E  F)  0 , with respect to the data mentioned above.

#WE-ARE-ON-MISSION
MATHMISSION FOR XI (2023-24)
For CBSE Exams  Maths (041)
By O.P. Gupta (Indira Award Winner)
 Detailed Theory with Examples
 Subjective type Questions (Chapter-wise : 2, 3 & 5 Markers)
 H.O.T.S. Questions
 COMPETENCY FOCUSED QUESTIONS
 Multiple Choices Questions (Chapter-wise)
 Assertion-Reason (A-R) Questions (Chapter-wise)
 Case Study Questions (Chapter -wise)
 Passage Based Questions (Chapter -wise)
 ANSWERS of all Questions

 This FREE PDF is being shared to HELP teachers and students of class XI.
We’ve added over 390 Multiple Choice Questions (MCQs) in our MATHMISSION FOR XI
Book by O.P. GUPTA.
 SOLUTIONS FOR MATHMISSION (Printed book) is also available! This book contains
step-by-step Detailed solutions for all the questions of Exercises of Mathmission.
You can buy our books on Flipkart / Amazon or, message us on WhatsApp @ +919650350480.

For Bulk order related queries at Discounted Price, ,

Please contact by WhatsApp @ +91 9650350480 (only message) )

MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 237

 By O.P. GUPTA
Indira Award Winner
M.+919650350480

 Chapter 01
Sets Theory
Q01. In a city school during the admission to class XI, 18 students took English, 23 students took
Hindi and 24 students took Sanskrit.
Of these, 13 took both Hindi and Sanskrit, 12 took both English and Hindi and 11 took both
English and Sanskrit.
Due to the request made by some students, the school authorities decided that 6 students will
be offered all the three languages.

Based on the above information answer the following questions.

(i) Find the total number of students who took admission in class XI.
(ii) How many students took Sanskrit but not Hindi?
(iii) How many students took exactly one of the three subjects?
(iv) How many students took exactly two of the three subjects?
(v) How many students took Hindi but not Sanskrit?
Q02. If every element of a set A is also an element of a set B, then set A is called a subset of B and
we write A  B . Thus, A  B  {x  A  x  B} .
Moreover if n(A)  m , then set A will have a total of 2m subsets.
Based on the above information, answer the following questions.
(i) How many subsets are possible for set A  {2,  1, 0} ?
(ii) Let E  { } . Is E a subset of A  {2,  1, 0} ? Justify your answer.
(iii) Write all those subsets of A  {2,  1, 0} , which have exactly two elements.
(iv) Write all those subsets of A  {2,  1, 0} , which have exactly one elements.
(v) Write all the subsets of A  {2,  1, 0} .

 Chapter 02
Relations & Functions
Q01. Given a relation in x and y , we say ‘ y is a function of x ’ if for every element x in the domain,
there corresponds exactly one element y in the range.
Based on the above information, attempt the following questions.
(i) Determine whether the following is a function or not. Justify your answer.

240 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 theopgupta.com MATHMISSION FOR XI

(ii) Determine whether the following is a function or not. Justify your answer.

(iii) Determine the domain and range of the function y  f (x) , whose graph is shown below.

(iv) Examine the graph shown in (iii). Mention the integral value(s) of x at which f (x)  3 .
(v) Check if f  {(a, z), (b, y), (b, x), (c, w), (d, v)} is a function or not. Justify your answer.
Q02. A relation R defined from A to B, is a subset of A  B .
Based on the above information, attempt the following questions.
(i) If A  {1, 2,3}, B  {4,5} then, write a relation R defined from A to B, having maximum
number of elements.
(ii) For the data given in (i), what will be the total number of relations?
(iii) Check if S : A  B , where S  {(1, 4), (2, 5), (3, 4), (4, 5)} is a relation or not. Give reason.
(iv) For a relation R  : B  A defined as R   {(x, y) : x  B, y  A; x is divisible by y} ,
write the roster form.
(v) For the relation R  defined in (iv), draw an arrow diagram.

MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 241

 Competency Focused Questions By O.P. GUPTA (Indira Award Winner)

 Chapter 03
Trigonometric Functions
5
Q01. Given that sin x   , x lies in third quadrant.
13
Based on the above information, answer the following questions.
(i) Find the value of sin 2x .
(ii) Find the value of cos2x .
x
(iii) Find the value of sin .
2
x
(iv) Determine the value of cos .
2
x
(v) Determine the value of tan .
2
Q02. After retirement, Mr Ravi Dutt Sharma purchased a farm house in the shape of quadrilateral
ABCD with A  90, B  72, C  108 and D  90 . Mr Sharma also purchased a horse
and a cow. One day, he tied the horse with a rope at vertex B and observed that it describes an
arc of length 88 m when it moves along a circular path keeping the rope tight.
Based on the above information, answer the following questions.
(i) What is radian measure of B?
(ii) What is the length of rope?
(iii) What will be the length of arc described by horse if he doubles the rope length?
(iv) What will be the length of arc described by cow, if it is tied at vertex C with the rope of
same length as horse?
(v) What is the ratio of area that horse can cover to that of cow with same length of rope?

 Chapter 04
Complex Numbers
Q01. While solving a typical equation a student Ayesha finds that one of the roots of the equation is a
1  2i
complex number z  . Help her to find the answer of following questions.
1  3i
(i) Find the standard form of z .
(ii) If z  2x  (4  y)i , then obtain values of x and y.
(iii) Write the conjugate of z .
(iv) What is the modulus of z ?
(v) Mention the quadrant in which z lies?

 Chapter 05
Linear Inequations
Q01. A company produced cassettes; one cassette costs the company `30 and also an additional fixed
cost of `26000 per week. The company sold each cassette at `43.
Let x be the number of cassettes produced and sold by the company in a week.
From the above information, answer the following questions.
(i) Find the cost function of the company.
(ii) Find the revenue function of the company.
(iii) Find the profit function of the company.
(iv) How many cassettes must be produced by the company in a week to realize some profit?
(v) If company incurred an additional cost of `3 on each cassette per week, then how many
cassettes must be produced by the company in a week so that there is no profit no loss?

242 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 theopgupta.com MATHMISSION FOR XI

 Chapter 06
Permutations & Combinations
Q01. A school administration decides to send some of its students of class XI to an educational tour.
From a class of 25 students, 10 are to be chosen for the tour.
There are three friends - Rajesh, Shreya and Deepa - who decide that either all of them will join
or none of them will join.

Based on the above information, answer the following questions.

(i) In how many ways can the students be chosen for this educational tour, if these three
friends will join?
(ii) In how many ways can the students be chosen for this educational tour, if these three
friends will not join?
(iii) In how many ways can the students be chosen for this educational tour?
(iv) Mr O.P. GUPTA, the Mathematics teacher of school puts some questions for these three
students - with a condition that if any one of them answers correctly then, they may join
this tour.
He asks them to find the number of words formed using all the letters of ‘Rajesh’. Deepa
answers it correctly. What could be her answer?
(v) Further the teacher asked all of them to find the number of words formed using all letters
of ‘Deepa’. What could be the correct answer?

Q06. Anish appears in an examination.

While reading the instructions, Anish observed that the
question paper consists of 12 questions divided into two
parts - Part I and Part II, containing 5 and 7 questions,
respectively.
Based on the given information, answer the following
questions
(i) If Anish is required to attempt 8 questions in all, selecting at least 3 from each part, then
in how many ways can he select the questions?
(ii) If Anish is required to attempt 8 questions in all, selecting at most 3 from part I, then in
how many ways can he select the questions?

 Chapter 09
Straight Lines
Q01. Rajshri is standing at the junction (point A in the diagram shown below) of two straight paths
represented by the equations 2x  3y  4  0 and 3x  4y  5  0 .

MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 243

 Competency Focused Questions By O.P. GUPTA (Indira Award Winner)

Based on the given information, answer the following questions.

(i) Slope of the line 2x  3y  4  0 is
2 2
(a) 2 (b) 3 (c)  (d)
3 3
(ii) What is the x-intercept made by the line 3x  4y  5  0 ?
5 5 3
(a) 3 (b) (c) (d)
4 3 4
(iii) Coordinates of point A is
1 22   1 22   1 22   1 22 
(a)  ,   (b)   ,  (c)  ,  (d)   ,  
 17 17   17 17   17 17   17 17 
(iv) Rajshri wants to reach the path whose equation is 6x  7y  8  0 in the least time.
Then from the point A she must walk along a line which is
(a) perpendicular to the line 6x  7y  8  0
(b) parallel to the line 6x  7y  8  0
(c) not necessarily perpendicular to the line 6x  7y  8  0
(d) not necessarily parallel to the line 6x  7y  8  0
(v) The equation of the line along which she walks to reach the line 6x  7y  8  0 in least
time, is
(a) 102x  119y  125 (b) 119x  102y  125
(c) 109x  112y  125 (d) 119x  102y  215
Q02. A piece of land owned by a farmer is triangular in shape. See the figure given below.

The sides of the field are represented by AB : x  y  0, BC : x  k  0, CA : x  y  0 .

244 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)
 theopgupta.com MATHMISSION FOR XI

Based on the given information, answer the following questions.

(i) Vertex A is
(a) (k, k) (b) (0, 0) (c) (k, –k) (d) (–k, –k)
(ii) Coordinates of vertex B is
(a) (k, k) (b) (k, 0) (c) (k, –k) (d) (–k, –k)
(iii) Coordinates of vertex C is
(a) (k, k) (b) (0, 0) (c) (k, –k) (d) (–k, –k)
(iv) Area of the triangular field (ABC) is
1 1
(a) k Sq. units (b) k 2 Sq. units (c) k 2 Sq. units (d) k Sq. units
2 2
(v) For the triangle ABC, which of the sides are perpendicular to each other?
(a) AB and BC (b) BC and CA
(c) AB and AC (d) None of the sides are perpendicular

 Chapter 10
Conic Sections
Q01. A beam is supported at its ends by supports which are 12 m apart. Since the load is concentrated
at its centre, there is a deflection of 3 cm at the centre and the deflected beam is in the shape of
a parabola.
Based on the above information, answer the following questions.
(i) How far from the centre is deflection of 1 cm?
(ii) What will be the equation of parabola?
(iii) At a distance of 2 m from the centre, what will be the deflection of the beam?
(iv) What is the length of latus rectum of the parabola?
(v) What is the difference of deflection of beam at a distance of 1 m and 2 m from the
centre?

 Chapter 12
Limits & Derivatives
Q01. Mr Pardeep has a rectangular plot, which is used for growing vegetables.
Perimeter of plot is 50 m. Length and width of plot are x m and y m respectively.
Based on the above information, answer the following questions.
(i) Relation between x and y is
(a) x  y  50 (b) x  y  100 (c) x  y  25 (d) x  y
(ii) Area function, A(x) 
(a) x2  5 (b) 25x  x 2 (c) x 2  25x (d) 25  x
(iii) Derivative of A(x) w.r.t. x, A(x) 
(a) 2x (b) 2x (c) 25  2x (d) 2x  25
(iv) Value of x for which A(x)  0 is
(a) 25 (b) 12.5 (c) 5 (d) 0
(v) Value of A(x) at x  12.5 is
(a) 156.25 (b) 250 (c) 0 (d) 144.25

 Chapter 14
Probability
Q01. Two candidates Anil and Ashima appeared in a written test for a job position in a company.

MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 245

 Competency Focused Questions By O.P. GUPTA (Indira Award Winner)

The probability that Anil will qualify the test is 0.05 and that
Ashima will qualify the test is 0.10.
The probability that both will qualify the test is 0.02.
Based on the given information, answer the following questions.
(i) Find the probability that both Anil and Ashima will not
qualify the test.
(ii) Determine the probability that only one of the candidates
will qualify the test.

Q02. On a week-end curfew due to Covid-19 pandemic, Soniya and Isha could not go nearest mall to
have fun. They decided to involve themselves in various indoor activities which included
playing with cards as well, apart from some other activities.
The pack of playing cards has a total of 52 cards.
Based on the given information, answer the following
questions.
(i) If Soniya draws four cards from the pack of 52
playing cards, then what is the probability of
getting three diamonds and one spade?
(ii) Isha took two cards from the pack. What is the
probability of getting both cards of king?

#WE-ARE-ON-MISSION
MATHMISSION FOR XI (2023-24)
For CBSE Exams  Maths (041)
By O.P. Gupta (Indira Award Winner)
 Detailed Theory with Examples
 Subjective type Questions (Chapter-wise : 2, 3 & 5 Markers)
 H.O.T.S. Questions
 COMPETENCY FOCUSED QUESTIONS
 Multiple Choices Questions (Chapter-wise)
 Assertion-Reason (A-R) Questions (Chapter-wise)
 Case Study Questions (Chapter -wise)
 Passage Based Questions (Chapter -wise)
 ANSWERS of all Questions

 This FREE PDF is being shared to HELP teachers and students of class XI.
We’ve added over 50 Case Study & Passage Based Questions (Subjective & Objective
types) in our MATHMISSION FOR XI Book by O.P. GUPTA.
 SOLUTIONS FOR MATHMISSION (Printed book) is also available! This book contains
step-by-step Detailed solutions for all the questions of Exercises of Mathmission.
You can buy our books on Flipkart / Amazon or, message us on WhatsApp @ +919650350480.

For Bulk order related queries at Discounted Price, ,

Please contact by WhatsApp @ +91 9650350480 (only message) )

246 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 CHAPTER 01
Exercise 1.1
Q01. (a) Not a set (b) Not a set (c) A set (d) Not a set (e) Not a set
Q02. (a) {0,1, 2,3, 4,5, 6, 7} (b) {2,1} (c) {C, O, M, B, I, N, A, T, S}
(d) {3,5, 7,9,11} (e) {1, 2, 3, 4, 5, 6, 7} (f) {1, 2, 3,..., 9}
(g) {18, 27, 36, 45, 54, 63, 72, 81, 90} (h) {a, e,i, o}
 1 1 1 1
(i) 1, , , ,  (j) {2, 3, 5}
 3 5 7 9
Q03. (a) x : x is an integer and  4  x  5
(b) x : x  n 2  1, where n is a natural number and 1  n  6
 n 
(c) x : x  , where n is a natural number and 1  n  6 
 n 1 
3 
(d) {x : x = n + n, n Z  Z , n  5 } (e) x : x is a root of x 2  4  0
(f) x : x  7m, where m  N, 1  m  12 or x : x  7n, n  N and 7  x  90
(g) x : x is a prime number and 50  x  100
 1 
(h) x : x  N, x is equal to 1 or multiple of 5 (i)  x : x  2 , n  N 
 n 
(j) x : x 2  4, x  Z (k) x : x  9, x  N
2

(l) x : x  3n , n  N, n  5
Q04. i  c, ii  a, iii  b, iv  d Q05.  , ,  , 
1 1 1 
Q06. (a) {1, 8, 27, 125} (b) {3, 2, 1, 0, 1, 2, 3} (c) {a, e, i, o} (d)  , , 
2 4 6 
Q07. (a) { } or  (b) {x : x  T} or {x : x is real and irrational number}
Q08. {4,5, 6, 7} Q09. {2m  1 : m  0, m  Z}
Exercise 1.2
Q01. (a) Singleton set (b) Not a singleton set Q02. No pair is equal
Q03. (a) A  B (b) A = B
Q04. (a) {x : x  R, 5  x  9} (b) [3, 7] (c) {x : x  R, a  x  a}
(d) 23  8 (e) ,{5},{6},{5, 6}
Q05. (a) x : x  R,  3  x  0 (b) x : x  R, 6  x  12
 5 
(c) x : x  R,   x  5 (d) x : x  R, 1  x  3
 2 
Q06. (a) , a , b , a, b (b) , 1 , 2 , 3 , 1, 2 , 1,3 , 2,3 , 1, 2,3

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(c)  (d) ,{1},{0},{1}{1, 0},{0,1},{1, 1},{1, 0,1}

Q07.  , {M}, {O}, {R}, {M, O}, {O, R}, {R, M}, {M, O, R}
Q08.  , {I}, {S}, {W}, {I, S}, {S, W}, {W, I}, {I, S, W}; 7
Q09. (a)  (b)  (c)  (d)  (e)  (f)  (g)  (h)  (i)  (j)  (k) 
Q10. (a) Infinite set (b) Finite set (c) Infinite set (d) Infinite set
Q11. (a) Empty set (b) Non empty set (c) Null set (d) Null set
Q12. As A  B so, B is a superset of A Q13. m  8, n  4 Q14. {10}
Exercise 1.3
Q01. (a) {7,9,11} (b) {7,9,11} Q02. (a) {2} (b) {5, 7, 9, 11}
Q03. Set of rational numbers Q04. Only (c) is disjoint
Q05. A  1, 4,5, 6 , B  1, 2, 6 , A  B  1, 6 , A  B  2, 3, 4,5 Q08. {2,3, 4,5, 6, 7}, {4,5}
Q09. A  {c, d, e} Q10. X  Y  {D, E, H, I, L, O}, Y  X  {O}
Q11. (a) (, )  [0,3] or, (, 0)  (3, ) (b) [0, 6] (c) [2, 3] (d) [0, 2)
Q12. A  the set of all boys of XI class Q13. 21N
Q14. (a) {x : x  N and x  3} (b) {x : x  N and x is not a perfect square}
Exercise 1.4
Q08. Let A = {0, 1}, B = {1, 2}, and C = {2, 0}. Accordingly, A ∩ B = {1}, B ∩ C = {2}, and A ∩ C
= {0}. So A ∩ B, B ∩ C, and A ∩ C are non-empty. However it is clear that, A ∩ B ∩ C   .
Exercise 1.5
Q01. 29% Q02. 170
Q03. (a) 20 people can speak both Hindi and English (b) 480 people can speak Hindi only.
Q04.
Q05. 90, 20, 140, 60 Q06. 43
A B Q07. 62, 39, 1 Q08. 225
;x=7
14+x x 3x Q09. (a) 40 (b) 50 Q10. 4, 13
Q11. 60, 35, 13; 22 Q12. 9, 6

Q13. 300 Q14. 5, 4, 2, 1, 6, 11, 23, 2 Q15. 20%, 45%, 4%

Q16. 33%, 14%, 40%, 6%, 52%, 2%, 60% Q17. 215, 50
Q18. 20, 325 Q19. 24 Q20. (a) 35 (b) 11 (c) 11 Q21. 250
Q22. 23 Q23. {2,3, 5}

CHAPTER 02
Exercise 2.1
Q01. (a) m  3, n  1 (b) x  2, y  1 (c) a  2, b  3
Q02. x = 3, y = 2 Q03. 15, 4 Q04. 6, 6, 9
Q07. {(a,1), (a, 2), (a,5), (b, 2)(b,5), (b,1} Q08. A  x, y, z , B  1, 2
Q09. A  {1, 0,1} , remaining elements of A  A are (1, 1), (1, 1), (0,  1), (0, 0), (1, 1), (1, 0), (1, 1)
Q10. A  A  A  {(1, 1, 1), (1, 1, 1), (1, 1, 1), (1, 1, 1), (1, 1, 1), (1, 1, 1), (1, 1, 1), (1, 1, 1)}
Q11. R  R  {(x, y):x, y  R} represents the coordinates of all the points in two dimensional space.
Also R  R  R  {(x, y, z): x, y, z  R} represents the coordinates of all the points in three
dimensional space.
Q12. {(1,4),(2,4),(3,4)}; {(1, 4), (2, 4), (3, 4)};
{(1,3),(1,4),(1,5),(1,6), (2, 3), (2, 4), (2, 5), (2, 6), (3, 3), (3, 4), (3, 5), (3, 6)} and
{(1,3),(1,4),(1,5),(1,6), (2, 3), (2, 4), (2, 5), (2, 6), (3, 3), (3, 4), (3, 5), (3, 6)}
Q13. A  B  {(1, 3), (1, 4), (2,3), (2, 4)}; A  B will have 24  16 subsets; these subsets are given as ,
264 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)
 theopgupta.com MATHMISSION FOR XI

{(1,3)},{(1, 4)},{(2, 3)},{(2, 4)}, {(1,3), (1, 4)}, {(1,3), (2,3)}, {(1,3), (2, 4)}, {(1, 4), (2,3)},
{(1, 4), (2, 4)}, {(2, 3), (2, 4)}, {(1,3), (1, 4), (2, 3)}, {(1,3), (1, 4), (2, 4)}, {(1, 4), (2,3), (2, 4)},
{(1,3), (2,3), (2, 4)} and {(1,3), (1, 4), (2,3), (2, 4)} Q14. (1, 5), (2, 3), (3, 5)
Q15. {(1, 4, 6), (1, 4,8), (1,5, 6), (1,5,8), (2, 4, 6), (2, 4,8), (2,5, 6), (2,5,8)}
Exercise 2.2
Q01. 2mn Q02. 26  64, 29  512
Q03. R  1,3 ,  2, 6  ,  3, 9  ,  4,12  ; Domain of R  1, 2,3, 4 ; co-domain of R  1, 2,....,14 ;
and the Range of R  3, 6, 9,12
Q04. (a) R  1,1 , 1, 2  , 1, 3 , 1, 4  , 1, 6  ,  2, 2  ,  2, 4  ,  2, 6  ,  3,3 ,  3, 6  ,  4, 4  ,  6, 6 
(b) Domain of R  1, 2, 3, 4, 6 (c) Range of R  1, 2,3, 4, 6
Q05. R  1, 4  , 1, 6  ,  2, 9  ,  3, 4  ,  3, 6  ,  5, 4  ,  5, 6  ; Dom.  R   1, 2,3,5 ;
Codomain of R  4, 6,9 and the Range of R  4, 6,9
Q06.  x, y  : x is the square of y, x  P, y  Q, y  1 ;  9,3 ,  9, 3 ,  4, 2  ,  4, 2  ,  25, 5 ,  25, 5 ;
Domain  4,9, 25 and the Range  2, 2, 3,3, 5, 5
Q08. (a) Not true (b) Not true (c) Not true
Q09. R  (2, 2), (2, 4), (2, 6), (2,8), (4, 4), (4,8) ; Dom.(R)  2, 4 , Range(R)  2, 4, 6,8
Q10. R  (1,1), (2,8), (3, 27), (4, 64) ; Domain = {1, 2, 3, 4} and Range = {1, 8, 27, 64}
Q11. R  (3, 4),(2,3), (1, 2), (0,1), (1, 0), (2,1), (3, 2) ; Domain of R = {–3, –2, –1, 0, 1, 2, 3} and
Range of R = {0, 1, 2, 3, 4} Q12.  R  A  B so, R is a relation from A to B
Q13. (a) See in the SOLUTIONS book (b) {1,2,3,4} (c) {1,4,9,16} (d) {1,4,9,16,25}
Q14. Domain of R = Z, Range of R = Z Q15. (a) {1, 2, 3, 4} (b) {1, 2, 4}
Q16. Domain of R = {1, 3,5, 7,...,39} ; range of R  {1, 2, 3, 4,..., 20}
Exercise 2.3
x2 1
Q01. 2.1 Q03. x 2  2x  1; x 2  2x  1; 2x 3  x 2 ; ,x  
2x  1 2
Q04. (a) 0 (b) –4 (c) –1 (d) 0 Q06. a  2, b  1
4
Q07. f (x)  2x  1 Q08. a  , b  10 Q09. Range of f = {3, 5, 11, 13}
3
Q10. Since the first components of ordered pairs belonging to g are 2, 4, 6, 8, 10, 12, 14 which are
different and have distinct images i.e., different second components of ordered pairs hence, g is
a function.
Q11. (a) R – {2, 6} (b) R – {1, 4} (c) R – {2, 3}
Q12. (a) R is not a function because element 4 has two distinct images.
(b) R is not a function because element 2 does not have unique image.
(c) R is a function because every element has a unique image.
Q13. (a) This arrow diagram represents a function because every element has a unique image.
(b) This arrow diagram does not represent a function as element 2 has two distinct images.
Q14. (i) R,  2,   (ii) 1,   , 0,   (iii)  3,3 ,  0,3
(iv) R, Z (v) R,  ,0 (vi) R, non-negative real numbers
Q15. Any positive real number such that 0  y  1 where y  f (x) i.e.,  0, 1
Q16. (a) {4, 6, 9, 10} (b) R (c) R  { 3, 3} (d) [–2, 2]

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 ANSWERS OF MATHMISSION By O.P. GUPTA (Indira Award Winner)

 7  17   7  17 
(e)  1  3, 1  3  (f)  ,  ,  
 2   2 
(g) (–1, 1) (h) (,1)  (2, ) i.e., ,1  2,  (i) (, )
(j) {x : x  Z, x  0} (k) [–3, 3] (l) R (m) R–{–1, 1}
(n) R–{1} (o) (, ) (p) [0, 1] (q) R–{0}
(r)  3,   (s)  2, 0    0,1 (t) R (u) Z
(v)  0,   (w) R–Z (x) (, 0) (y) 
(z)  0,  
 1 1
Q17. (a) 1, 2,3 (b) 1, 0, 3,8 (c) 5, 7, 9,11,... (d) y    , 
 2 2
(e)  0,1 i.e., 0  y  1 (f) (, 0)  [1, ) i.e., y  0 or y  1
1 
(g) R  2 (h)  ,1 (i)  0,3 (j) (, 0]
3 
1 
(k)  0,   (l)  , 0    ,   (m) [0, 2] (n) {1, 3}
3 
(o)  0,   (p) {–1} (q) {–1, 1} (r) (, 1]
(s) {1, 2, 3} (t) x! : x  Z, x  0
Q18. (a) Dom. : R, Range : [  3,) (b) Dom.: R, Range:(,1] (c) Dom.: R  4, Range:{1}
Q19. We know that a relation f from a set A to a set B is said to be a function if every element of set
A has unique images in set B. Since 2, 6, –2, –6 ∈ Z, (2 × 6, 2 + 6), (–2 × –6, –2 + (–6)) ∈ f i.e.,
(12, 8), (12, –8) ∈ f. It can be seen that the same first element i.e., 12 corresponds to two
different images i.e., 8 and –8. Thus, relation f is not a function. Q20. R
Q21. (a)  A  B  {(1, 1), (1, 5), (1, 9), (1, 11), (1, 15), (1, 16), (2, 1), (2, 5), (2, 9), (2, 11), (2, 15),
(2, 16), (3, 1), (3, 5), (3, 9), (3, 11), (3, 15), (3, 16), (4, 1), (4, 5), (4, 9), (4, 11), (4, 15), (4, 16)}.
And f  1,5  ,  2,9  ,  3,1 ,  4,5  ,  2,11 . As f  A  B , so it is a relation from A to B.
(b) As no element of A should have more than one image in B. Here the element 2 corresponds
to two different images i.e., 9 and 11. So, f is not a function from A to B.
Q24. Domain : R, Range : {2} Q25. (a) (, 2)  [4, ) (b) [1, 2]
 1
Q26. (, 1)  (1, 4] Q28. 0, 1 Q29. 2, 
 2
2x,  3  x  2

Q30. f (x)  4,  2  x  2 Q34. [2, 4)

2x, 2  x  3
Exercise 2.4
log e (log x)
Q01. ln (ln x) Q02. True only when x  R  Q03. e Q04.
log e 5
1 1
Q05. x5 Q06. Q07. 1 Q08. 2 Q09.
7 2
Q10. xR 0 Q11. xR 0 Q12. x  (3, ) Q13. x  (,1)  {0}
 1
Q14. x   0,  .
 3

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 theopgupta.com MATHMISSION FOR XI

CHAPTER 03
Exercise 3.1
25π 19π 5π 16321π 9π
Q01. (a) (b)  (c) (d) or 0.79158 (Approx.) (e)
18 72 36 64800 20
o o
Q02. (a) 39 2230 (b) 229 527 (Approx.) (c) 343o 3811(Approx.) (d) 210o
(e) 68o 43 37 Q03. 12o 36
20π
Q04. cm or 20.952 cm (Approx.) Q05. 22 : 13 Q06. 6.28 cm
3
Q07. 30o ,60o ,90o Q08. 81o , 9o Q09. 51o ,39o Q10. 7o
4π
Q11. 1.536 m Q12. Q13. 100o Q14. 127 o 30
5

Q15. , 75o Q16. 70 m
4
1 5 1
Q17. cos x   , sec x  5, cosec x   , tan x  2 6, cot x 
5 2 6 2 6
12 5 12 13 13
Q18. sin x  , cos x   , tan x   , cosec x  , sec x  
13 13 5 12 5
3 1
Q19. ,  3,  2, 2 Q20. 2, Q21. 1 Q22. –1 Q23. 14o195
2 2
Exercise 3.2
3 1 3 1 3 1 1 3 3 1 2 2
Q01. , , 2  3,2  3, , Q02. 2  3, 2  1, ,
2 2 2 2 2 2 1 3 2 2 2
56 33 16
Q03. sin 6x  sin 2x Q04. 2 sin 8θ cos 4θ Q05.  , ,
65 65 63
220 171 220 2 120 120 2 1
Q06. , , Q07. Q08.  , Q09. , ,2
221 221 21 11 169 119 5 5
6 3 8  2 15 8  2 15 3 1
Q10. (a) , , 2 (b) , , [4  15] (c) , ,3
3 3 4 4 10 10
1
Q11. Q12. 45o
3
Exercise 3.3
2ab
Q06. 0 Q16. 3 Q17. (a)
a  b2
2

Exercise 3.4
4  5 4 7 11 7
Q01. (a) , ; n  (1)n ,nZ (b) , ; n  (1)n ,nZ
3 3 3 6 6 6
 4 
(c) , ; n  , n  Z
3 3 3
   3
Q02. (a) 2n  , 2m   ; m, n  Z (b) 2n  , 2m  ; m, n  Z (c) n  ,nZ
2 6 6 4
  n 
(d) (2n  1) , 2m  ; m, n  Z (e) , m  ; m, n  Z
4 3 3 3

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 ANSWERS OF MATHMISSION By O.P. GUPTA (Indira Award Winner)

n m 3 7 
(f) ,  ; m, n  Z (g) n  (1)n , (2m  1) ; m, n  Z
2 2 8 6 2
7  5 
(h) n  (1) n ,nZ (i) n  , n  Z
6 6
  
(j) 2n  , 2m  ; m, n  Z (k) 2n  , n  Z
6 2 3
nπ  1  π π
(l) x  , n π  tan 1   , where n  Z (m) θ  (2n  1) , n π  where n  Z .
3  2 8 3
nπ mπ
(n) θ   or θ  , where m  Z
12 12
5 1 
Q03. 2n  , n  Z Q04.  n   , n  Z
6 7 2
7π 2π π π
Q05. (a) nπ + (  1)n , 2nπ  , n  Z (b) nπ  , nπ, n  Z (c) nπ  , nπ, n  Z
6 3 3 6
π
(d) 2nπ, nπ, n  Z (e) (3n +1) , n  Z
9
π 2π π 5 
(f) 2nπ  , 2nπ  ,(2n + 1) , n  Z (g) 2n  , 2n  , n  Z
3 3 2 12 4
 
(h) 2n  , 2n  , n  Z
2 6
Exercise 3.5
 3  1 1
Q01. Q02. A   ,1 Q03. x  R,  , 
20 4  7 3
Q04. Domain  x  R, Range  [3,3] Q05. (a) Positive (b) Negative
Q06. 10, –4 Q07. 0 Q08. tan x
π 3π
Q09. 4 Q10. (b) ,
4 4
Exercise 3.6
7 2  (n  m)(1  nm)
Q01. 0 Q02. 0 Q03. Q05.
24 (1  m 2 )(1  n 2 )  4nm
 
Q08. x  2n  , n  Z Q09. 0 Q10.   (2n  1) , (2n  1)  n  Z
6 4
1 3  2   5
Q11.  Q13. Q16. x , , ,
16 2 3 3 6 6
1 1 5 1
Q17.  Q18. Number of solutions are 3 Q19.
a b 8
Q20. 10, 8 Q21.   2 radians Q22. 130o
1  1 5
Q23. (b) 1 (d) Not possible (e) (g) x  (h) cos x 
2 4 2
    
Q24. (i) 2sin  x   (ii) 2cos  x   Q25. R  2, x 
 6  3 6
n 
Q26. x  (1) n  n  Z
2 4

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CHAPTER 04
Exercise 4.1
Q01. 3  4i Q02. 13  0i Q03. 1  4i Q04. 4  0i
2 14 7 24
Q05.   i Q06. 1  0i Q07. 0i Q08.  i
25 25 25 25
1 9 8 1
Q09. 0  0i Q10.  i Q11. 0 i Q12. 0 i
4 4 25 256
7 2 307 599 5 14
Q13. 0 i Q14. 2  2i Q15.  i Q16. x  ,y
2 442 442 13 13
14 1 16 13
Q17. x  , y  Q18. x ,y  Q19. x  3, y  1
15 5 5 5
3 2 3 2 9 7 9 7
Q20.  i Q21.  i Q22. 0i Q23.  i; Re  , Im 
13 13 5 5 10 10 10 10
Q24. 9  6i
Exercise 4.2
1  1 1
Q01. , ,  i
2 4 2 2
5 1 1
Q02. , 2  tan 1 2,  i ; [Also, the Principal value of arg z  (2  tan 1 2)  2   tan 1 2]
6 6 3
5 1 5 3 1 7  
Q03. 2,  ,  3  i Q04. , , i Q05. 2,  or   , 2  2i
6 2 6 4 4 4  4
3 3 11  
Q06. 6, ,  3  3i Q07. 10, ,  5  5i Q08. 2,  or   , 3  i
4 4 6  6
     2    2  
Q09. 2  cos  i sin  Q10. 2  cos    i sin  
 4 4   3   3 
 5 5    3π   3π  
Q11. 2  cos  i sin  Q12. 2  cos     i sin    
 6 6    4   4 
        
Q13. 2  cos     i sin     Q14. 1(cos   i sin ) Q15. 1  cos  i sin 
  4  4   2 2
   1    2 2 
Q16. 2  cos  i sin  Q17.  cos  i sin  Q18. 8  cos  i sin 
 3 3 2 2 2  3 3 
 3 3   5 5 
Q19. 2  cos  i sin  Q20. 2  cos  i sin 
 4 4   12 12 
63 16 
Q21.  i Q22. Q23. 2 3  2i
25 25 2
 3 3  2π
Q24. 6  cos  i sin  Q25. 2,  Q26. 2  2i
 4 4  3
  1   1 
Q27. 5  cos  tan 1       i sin  tan 1      
  2   2 
 π π
Q28. (a) 1 cos  i sin  (b) 2(cos 0  i sin 0) Q29. 0 Q30. (i) 1 (ii) 1
 4 4

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 ANSWERS OF MATHMISSION By O.P. GUPTA (Indira Award Winner)

Exercise 4.3
4 
Q01. (a) θ  nπ, n  Z (b)   m  (1)m , n  (1) n ; m, n  Z
3 3
  z1z 2   z1z 2 
Q02. θ  (2n  1) , n  Z Q03. Re    4, Im  2 Q11. 4
2  z1   z1 
Q12. 2 Q13. 2 Q15. z1  3 Q16. 6
3
Q17. (a) cos nθ + i sin nθ (b) sin θ  i cos θ Q19. 1 Q24. i
4
5
Q25. 0 i0 Q27. a  ib Q28.  Q29. 1: 3 Q30. x  y 1  0
12
Q33. Infinite number of solutions
CHAPTER 05
Exercise 5.1
Q01. {1, 2,3, 4,5, 6} ; {...  3, 2, 1, 0,1, 2,3, 4,5, 6} Q02. (, 2),{2, 1, 0,1}
Q03. x  3 Q04. x  4 Q05. x  120 Q06. x4 Q07. x3
34 22
Q08. x  50 Q09. 2  x  4 Q10.  x Q11. (, 3]  [7, )
3 3
2  4 
Q12. x Q13. (, 2] Q14. x 1 Q15.  ,
7  103 
Q16. x 3 Q17. No solution Q18. 2x6 Q19. (5, )
 13 
Q20.  7, 2  Q21. x  (3, 0)

Exercise 5.2
Q01. Between 52 and 77 Q02. (11,13), (13,15), (15,17) Q03. 9 cm
Q04. Greater than or equal to 8 but, less than or equal to 22
Q05. More than 120 litres but less than 300 litres
Q06. More than 320 litres but less than 1280 litres
Q07. More than 562.5 litres but less than 900 litres
Q08. Between 9.8 km and 13.8 km Q09. 86 oF and 95 oF
Q10. 5x  y  100, x  y  60, x  0, y  0 where x : no. of tables and y : no. of stools
Q11. More than 2000 toys
Exercise 5.3
Q01. x2 Q02. (2,6) Q03. (, 2)  (5, ) Q04. (, 5)  (5, )
Q05. (, 3)  (2, ) Q06. (,3)
 7
Q07. (a) (,1]  (3, ) (b)  1,  (c) (, 1]  [7, ) (d) (, 2)  [1,1]  (2, )
 4
7 3  1 7 
(e)  ,  (f)  ,     ,   (g) (, 0]  [4, )
6 2  2 2 
 2
(h) x   ,     4,   (i) x  (1, 1)  (2, 3) Q08. x  (,1)
 3
CHAPTER 06
Exercise 6.1
Q01. 5040 Q02. 108, 60 Q03. 336 Q04. 12 Q05. 320 Q06. 30240

270 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)

 theopgupta.com MATHMISSION FOR XI

Q07. 16 Q08. 100 Q09. 60 Q10. 180 Q11. 375 Q12. 64

9!
Q13. 6 Q14. 10 Q15. 3 Q16.
4!3!2!
9!
Q17. 3! (8! 6! 4!) Q18. 40320 Q19. 360, 720, 480,120 Q20.
4!2!
12! 11! 8! 5! 12! 8! 5! 10!
Q21. , , . ,  . , Q22. 6!3!, 8! 6!3!
3!4!2! 3!2!4! 3!2! 4! 3!4!2! 3!2! 4! 3!2!4!
9!
Q23. 1814400, 2419200, 25401600 Q24. Q25. 33810
3!2!
10! 9! 9!
Q26. 151200 Q27.  1, Q28. 144 Q29.
3!2! 3!2! 2!
7! 6!
Q30. 100 Q31. 89 th Q32. 120 Q33.  Q34. 27216
3!2! 3!2!
Q35. 180 Q36. 120 Q37. 1440 Q38. (a) 36000 (b) 14400
5!
Q39. 2880 Q40. 1693440 Q41. 56 Q42. PAANVR Q43. , NAAIG
2!
Q44. 907200 Q45. 5040 Q46. 48, 144
Exercise 6.2
Q02. 3 Q03. 6 Q04. 2000 Q05. 3960 Q06. 210 Q07. 45
Q08. 120 Q09. m C3 Q10. m
C2  m Q11. 10 Q12. 10, 6
Q13. 504, 588, 1632 Q14. 270725 (a) 2860 (b) 134 (c) 495 (d) 105625 (e) 29900
Q15. 420 Q16. 22 C7  22C10 Q17. 50400 Q18. 3600 Q19. 2880
Q20. 265 Q21. 66 Q22. (a) 91 (b) 435 Q23. 26
27 7
Q24. C 2  13C 2  11C 2  2 Q25. 12
C 4  8C 4  4 C 4 Q26. (a) 19 (b) n 
2
6! 5!
Q27. 150 Q28. 1152 Q29. 24 Q30. , Q31. 72
3!2! 3!2!
Exercise 6.3
Q01. HCF : 24, LCM : 720 Q02. x  225 Q03. n  3 Q04. 40320
Q05. 720 Q06. 288 Q07. 720 Q08. 1000 Q09. 277200
Q10. 60 Q11. 330 Q12. 6 Q13. 455 Q14. 5040
Q15. 450 Q16. 90 Q17. 2404080 Q18. (a) 90 (b) 185
Q19. 485 Q20. 2454 Q21. 817190 Q22. 28800 Q23. 120
Q25. 365 Q26. 12
Q27. 3905 (if digits are repeated) and 325 (if digits are not repeated); 3124 (if digits are repeated) and
260 (if digits are not repeated).
CHAPTER 07
Exercise 7.1
64 96 60 15x 2 3x 4 x 6 405 243
Q01. (a)    20    (b) x10  15x 7  90x 4  270x   5
x 6 x 4 x2 4 8 64 x2 x
3 3 4 2 2 4
Q02. 9509900499 Q03. 8(a b  ab ), 40 6 Q04. 2x(x  10x y  5y ), 58 2
Q05. (1.01)1000000 Q06. a  1 Q07. (a) 672 (b) –1365
12
5 35x 14 5 4 14 4 5 105 13 35 15
Q08. 5th term i.e., Q09. (a) (b) x y and x y (c)  x and x
12 8 27 9 8 48
Q10. 18564 Q11. 14 Q12. x  2, a  3, n  5 Q13. 4

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 ANSWERS OF MATHMISSION By O.P. GUPTA (Indira Award Winner)

Q14. 7, 3 Q15. –438 Q16. 171 Q17. –6

n r 1 n  r 1 8 6 4 2
Q18. C n r 1 x a Q19. 2a  12a  10a  4a  2
4 5
 x3   2  12
Q20. (1) . C5    2   252x 2
5 9
Q21. 10 Q22. C3 (3)3 x 3
 2  x 
18
C9
Q23. Q24. 55 Q25. 11, 7 Q26. a  3, b  5, n  6
29
16 8 32 16 x 2 x3 x 4
Q27. (a)  2  3  4  4x     5
x x x x 2 2 16
6 5 2 4 3 3
(b) 27x  54ax  117a x  116a x  117a 4 x 2  54a 5 x  27a 6
(c) 1  4x  10x 2  16x 3  19x 4  16x 5  10x 6  4x 7  x 8 Q28. 21
n  r 1
Q29. (a) (b) Use n Cr  n C r 1  n 1 C r  2n 1C7 Q30. 256 Q31. 10
r
Exercise 7.2
Q20. 0 Q24. 7 or 14.
Exercise 7.3
10
Q01. C5 y5/2 x 5/3 Q02. 31
C 6  21C6 Q03. 210

CHAPTER 08
Exercise 8.1
Q01. 8, 11, 14, 17 Q02. 1 Q03. 0 Q05. 14
Exercise 8.2
5 2 2 5 5 2 2 3
Q03. r or ; Terms are ,1, or ,1, Q04. r  or ; Nos. are 9, 6, 4 or 4, 6,9
2 5 5 2 2 5 3 2
1
Q05. 469 Q06. r  2 or ; Numbers are 8,16, 32 or 32,16,8
2
1
Q07. 8, –4, 2 and 8 Q08. r  2 or ; Numbers are 3, 6,12 or 12, 6, 3
2
1
Q09. r  3 or ; Numbers are 4,12,36 or 36,12, 4 Q13. r R Q16. 3
3
Exercise 8.3
Q01. 212  31 Q02. 4
8 10 n 5 10n  1 
Q07. (a) (10n 1  10  9n) (b) (10  1)  n (c)  n  
81 9 9 9  10n 
Q08. 120, 480, (30)(2)n Q09. ` 500(1.1)10 Q10. n7
Exercise 8.4
1
Q01. 4, 16 or 16, 4 Q02. x 2  16x  25  0 Q03. λ
2
Exercise 8.5
3 3 5 43 2
Q01. (a) (b) (c) 3 (d) 5.263 (e) (f)  1 (g) 0.75 (h) (i) 1  x
2 4 12 2
2 1 1 1 1 5
Q02. 16 Q03. Q04. 1, , ,... Q05. 4,1, , ,... Q06. 10,5, ,...
3 2 4 4 16 2
1 10 20 38 76 419
Q07. Q09. 5   ... Q10. 19, , ,... Q12.
2 3 9 3 9 990
272 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)
 theopgupta.com MATHMISSION FOR XI

14 712 317 31
Q13. (a) (b) (c) Q14. Q16. 7
90 999 90 45
Exercise 8.6
Q01. Rs.16680 Q02. Rs.39100 Q03. Rs.43690
Q04. Rs.17000, Rs.20000 Q05. Rs.5120 Q06. 25 days
Q07. 2, 5, 8 or 26, 5, –16 Q11. 753 Q12. 3, 1, 5, 25
CHAPTER 09
Exercise 9.1
121
Q01. Sq. units Q02.  3
2
1 1 1
Q03. (a) 1 and 2, or and 1; or  1 and  2, or  and  1 (b) 3 or 
2 2 3
Q04. (0, a),(0, a) and ( 3a, 0) or (0, a), (0, a) and ( 3a, 0) Q06. –1
Exercise 9.2
Q01. (2  3)x  y  4  0 Q02. 3x  y  4 3  0 Q03. 2 2x  y  2 ( 2  1)  0
Q04. 12x  5y  25 Q05. (2  3) x  y  4  2 3  0 Q06. xy2
Q07. 2x  y  10  0 Q08. 3x  8y  0; 3x  2y  0 Q09. 3x  4y  3a, x  a
Q10. 12x  5y  26  0 Q11. 2x  3y  6,  3x  2y  6 Q12. 13x  13y  6
Q13. x  y  4  0, x  y  4  0 Q15. 3x  y  5  0
Q16. 3x  4y  18  0 Q17. 2x  4y  11 Q18. x  2y  5  0
Q20. 3x  y  7, x  3y  9 Q21. (2  3)x  y  2 3  1  0, (2  3)x  y  2 3  1  0
2
Q22. 52x  89y  519  0 Q23. units Q24. y 1  x
3
Q25. 3x  y  2  0 Q26. 2x  9y  85  0
x y
Q27. (a) Slope-intercept form : y  x  4 ; Intercept form :  1
4 4
1 8 x y
(b) Slope-intercept form : y  x ; Intercept form :  1
3 3 8 8
3
Q28. ( 3  2)x  (2 3  1)y  8 3  1 or ( 3  2)x  (2 3  1)y  8 3  1
5
Q29. x Q30. 3x  y  20 Q31. x  3y  3  0
22
 13 
Q32. 29x  2y  31 Q33.  , 0  Q34. x  1, y  1
5 
Exercise 9.3
 8   1 37 
Q01.  , 0  , (0,8), 4 units,30o ,120o Q03. k 2 Sq. units Q04.   10 , 10 
 3   
6 7
Q05. (16, 2) Q06. (1, 4) Q07.  , 
5 5
Q11. Line is parallel to X-axis Q12. 30o or 150o Q13. (–2, 0), (8, 0)
 8   32  520 π
Q14.  0,   ,  0,  Q15. units Q16. (a) k  2 (b) p = 5 Q17.
 3  3  17 6

MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11) 273

 ANSWERS OF MATHMISSION By O.P. GUPTA (Indira Award Winner)

sin(  ) 1 5 2
Q18. Q19.
(  ) 7
2 sin
2
Exercise 9.4
23
Q01. 3x  y  11  0, 3y  x  3  0 Q02. 3 2 units Q03. 5 units
18
Q04. 107x  3y  92 Q06. 18x  12y  11  0 Q07. 119x  102y  125
5
Q08. K  (F  32)  273 , When K = 0 then F = – 459.4 Q09. 3x  4y  8  0
9
0.192
Q10. L (C  20)  124.942 Q11. 1340 litres
90
Q13. 5y  3x  4, 7y   x  16, 5y  3x  22, 7y   x  10 Q14. (1, 6)

CHAPTER 10
Exercise 10.1
1  1
Q01. x 2  y 2  2ax  2by  2b 2  0 Q02.  ,0  , r  Q03. x 2  y 2  7x  5y  14  0
4  4
2 2 2 2
Q04. x  y  6x  2y  90  0 Q05. x  y  x  2y  21  0
Q06. 4x 2  4y2  12x  16y  21  0 Q07. x 2  y 2  4x  21  0, x 2  y 2  12x  11  0
Q08. x 2  y 2  3x  2y  21  0 Q09. x 2  y 2  2x  4y  0
Q10. x 2  y 2  2x  3y  0 Q11. x 2  y 2  4x  6y  12  0; (2,3); 5 units
Q12. x 2  y 2  4x  6y  12  0 Q13. x 2  y 2  4x  6y  87  0
Q14. Inside the circle; since the distance of the point to the centre of the circle is less than the radius
of the circle. Q18. x 2  y 2  16x  4y  32  0
381 21 3
Q19. x 2  y 2  6x  8y  0 Q20. Sq.units Q21. x 2  y 2  4x  3y  0
169 4
Exercise 10.2
 9 9
Q01. (a)  3, 0  ; x-axis, x  3; 12 (b) (2, 0); x-axis; x  2; 8 (c)  0,   ; y-axis; y  ; 9
 4 4
Q02. (a) y 2  24x (b) y 2  8x (c) 2x 2  25y Q03. 3x 2  4y
Q04. y 2  12x Q05. 2y 2  9x Q06. x 2  4xy  4y 2  22x  26y  16  0
Exercise 10.3
7 9 5 8
Q01. (a) ( 7, 0); (4, 0); 8; 6; ; (b) (0,  5); (0, 3); 6; 4; ;
4 2 3 3
x2 y2 x 2 y2 x2 y2 x 2 y2
Q02. (a)   1 (b)   1 (c)   1 (d)  1
169 144 9 4 169 144 10 40
x2 y2 x 2 y2 4x 2 4y2 x 2 y2
Q03.  1 Q04.   1 Q05.  1 Q06.  1
144 128 52 13 81 45 64 100
Exercise 10.4
5 64  17  17 1
Q01. (a) (10,0); (6,0); ; (b)  0,  ; (0, 1); ;
3 3  4  4 8

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17 1
Q02. Transverse axis = 8; Conjugate axis  2; (0,  17); (0, 4); ;
4 2
x 2 y2
Q03. (a)   1 (b) 3y 2  x 2  108 (c) y 2  x 2  5 Q04. 9x 2  16y 2  144
4 5
y x2
2
Q05.  1 Q06. 7x 2  9y 2  343 Q07. 45x 2  36y 2  80
25 11
16 2 16 2
Q08. x 2  y 2  32 Q09. x  y 1
225 625
Exercise 10.5
Q01. 4 cm from the vertex Q02. Focus is at the mid-point (5, 0) of the given diameter
5694
Q03. 20 3 cm Q04. 5m Q05. 8a 3 units Q06. 9.11 m (or m)
625
x 2 y2 x 2 y2
Q07. 18 Sq.units Q09.  1 Q10. 2 6 m Q11.  1
81 9 25 9
Q12. 1.56 m (Approx.) Q13. 60 cm Q14. (10, 0)

CHAPTER 11
Exercise 11.1
Q01. OXYZ, OXYZ, OXYZ Q02. 0 Q03. XZ-plane Q04. 549 units
Q06. x  0, y  0 Q07. 12 units
Exercise 11.2
Q01. Yes, the triangle formed is an isosceles triangle
Q02. No, the triangle formed is not a right angled triangle Q07. 3
Exercise 11.3
Q01. (0, 2,0) and (0, 6,0) Q02. x  2z  0 Q03. 10x  6y  18z  29  0

Q04. 9x 2  25y 2  25z 2  225  0 Q05. 2x 2  2y 2  2z 2  4x  14y  4z  109  k 2

 15 
Q06. (0, 5, 0) Q07.  0,0,  Q08. (3, 2, 0)
 11 
 31 3  a b c
Q09.  0, ,   Q10. 1: 2 internally Q11.  , , 
 16 16  2 2 2
Q12. 5:3 Q13. 3:7 Q14. 3:13
CHAPTER 12
Exercise 12.1
Q02. ek
Exercise 12.2
Category I
1 2
Q01. (a) 5 (b) 4π (c) 1 (d) –4 (e)  (f)
4 3 3
1 8 1 4
(g)  (h) (i) 2 (j) (k) 
3 5 3 3
Category II
1 5 1
(a) 2 (b) (c) (a  2)2/3 (d)  (e) 2 a
2 6a 10

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(f) 2 (g) 2
Category III
m2 1 1 1 1
(a) 2 (b) (c) (d) (e) (f) –4
n 2 8 15 4 2
sin a 5 1
(g)  (h) (i) 2 cosec2 cos 2 (j) 2 a sin a (k)
4a 3/ 2 2 4 2
1 1
(l) 3 (m) 3 (n) (o) sec x(1  x tan x) (p)
3 4
3 1
(q) 4 (r) 1 (s) 2 (t) (u) 1 (v)
2 2
1 3
(w) 2 cos3 (x) –12 (y) (z) (aa) a 2 cos a  2a sin a
2 2
Category IV
2 1 1
(a) (b) 2 (c) (d) 2 (e) (f) 2 2
2 π 2
1 1 3 1
(g) 2 (h) (i)  (j) (k) (l) –2
36 8 3 16
2 1 1
(m) 2 (n) (o) (p) (q) 2 3 (r) 4
2 4 16
(s) –3 (t) 0
Category V
2 2 2 3
(a) (b) log 3 (c) (d) 4 log5 (e) (f) (log a) 2
3 π log 3 2
2 1
(g) 1 (h) (i) e 1 (j) (k) 1 (l) 2
5 2
log 2 2 3
(m) (n) log 2 (o) 2e2 (p) 2 log 2 (q)
π π 2
Category VI
1 5 1 1 1 1
(a) (b) (c) (d) 1 (e) (f) (g)
2 2 6 2 3 3
Category VII
1
(a) e 4 (b) (c) e6 (d) 1 (e) e 2 (f) e 1
e
1
(g) e 8 (h)
e
Exercise 12.3
8
Q01. n5 Q02. k Q03. m  1 Q06. a  0, b  4
3
Q07. 6 Q08. 2 Q09. m and n can be any integer .
Exercise 12.4
13 16 1 1 1  1
Q01. (a)  2
(b)  (c) 1  (d) 1  (e) 1  
(x  5) (7x  3) 2 x2 x2 2 x  x
7 1
35  15 3 2
(f)  (7x) (g)  (3x) 4
2
(h)  (i) 2x  1 (j) 
2 4 x4 (x  1)2

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1 x 1 1
(k) cos   (l)  2 cos   (m) sec2 x (n) sin 2x (o) 2x sin x 2
2 2 x x
2
cos x sec x cos x cosec2 x
(p) (q) (r) (s) 
2 sin x 2 tan x 2 x 2 x
(t) 3sec3x tan 3x (u) cos (x  1) (v) cos x  sin x
cos x sin x
(w) x sec 2 x  tan x (x) x cos x  sin x (y)  2
x x
(z) cosec x(1  x cot x) (aa) cos 2x (ab) cosec x cot x
   
(ac) 2cosec  2x   cot  2x   (ad)  sec(3  x) tan (3  x)
 4  4
(ae) 2sin(2x  3) (af) 3sec(3x  2) tan(3x  2) (ag) 2x cos x  x 2 sin x
2
(ah) 2x sin (1  x ) (ai)  cos (1  x) (aj) 2 tan x sec 2 x
2 1 n x3
Q02. (a) 4ax(ax  b) (b) 1  2 (c) b (n  1)(a  bx) (d)
x 1  x 4 1  1  x4
15 3 1 1
(e) 5sin x  3sin 2x  14x sec x 2 tan x 2  4  x (f) sec 2 x  2 cosec 2  
2x 2 x x
2
ar  2bpx  apx  bq  a b 
(g) (h) n(ax  b)n (a  bx)n  
 ax  b a  bx 
2 2
(px  qx  r)
2 3x 2  2x 2(1  x 2 ) n x n 1 x n  a n
(i)   (j) (k) 
(x  1) 2 (3x  1)2 (x 2  x  1)2 x  a (x  a) 2
(l) 2x sec 2 (x 2  a 2 ) (m) (x  sec x)(1  sec2 x)  (x  tan x)(1  sec x tan x)
2
(n) x 4 (5cos x  3sin x)  4x 3 (5sin x  3cos x) (o) 
(sin x  cos x) 2
2
x x 21  (35x  9) sin x  (9x  35) cos x 1  sec x 
(p) tan sec 2 (q) 2
(r)  x 
2 2 (3x  7 cos x) 1  tan x  1  tan x 
(s) x(2  nx cot x) cosec n x (t) cosec x(2cosec2 2x  cot x cot 2x)
1 2cos x
(u) (v)  2
(w) cot x  x cosec2 x
1  cos x (1  sin x)
2 3 2
(x) 2x cos x  2x sin x  2x (y) tan x (1  cos x)  sec2 x (x  sin x)
π  x2 x 2
(z)  sec 2   x  (aa) (ab)  cos a .cosec 2
x (ac) sec 2 x o  x tan x o
4  (x sin x  cos x)2 360
Exercise 12.5
Q01. –1 Q03. 1
CHAPTER 13
Exercise 13.1
Q01. 8.4 Q02. 6.32 Q03. 10.24 Q04. 4.56 Q05. 8.7
Q06. 5.1 Q07. 11.33
Exercise 13.2
Q01. 66.2, 8.136
1 n(n +1) (n +1)
Q02. Mean, x  1  2  3  ...  n   
n 2n 2

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2 2
1 n 1 2  n  1  n 1
Variance,  2   i if x 2
 (x) 2
 (1  2 2
 32
 ...  n 2
)    
N i 1 n  2  12
Q03. S.D. = 43.4  6.59 Q04. 2276.1 Q05. Mean = 43.5, S.D. = 5.55.
Exercise 13.3
Q02. 24, 12 Q03. 20 Q04. 4, 9 Q05. 4, 8 Q06. 6, 8
Q07. 3, 6 Q09. 6 Q10. 39.9, 5 Q11. (i) 10.1, 2.02 (ii) 10.2, 1.98
Q12. 20, 3.036 Q13. 6.5, 2.5 Q14. 40.045, 14.995
CHAPTER 14
Exercise 14.1
Q01. (i) {QH, QR, HQ, HR, RH, RQ} where Q denote a 1 rupee coin, H denotes a 2 rupee coin and R
denotes a 5 rupee coin.
(ii) {0, 1, 2, …}
Q02. {HB1, HB2, HB3, HW1, HW2, HW3, HW4, T1, T2, T3, T4, T5, T6}
Q03. {H, TH, TTH, TTTH, …} Q04. (i) {BB, BG, GB, GG} (ii) {0, 1, 2}
Q05. {RW, WR, WW} Q06. {HH, HT, T1, T2, T3, T4, T5, T6}
Q07. {DDD, DDN, DND, NDD, DNN, NDN, NND, NNN}
Q08. {T, H1, H3, H5, H21, H22, H23, H24, H25, H26, H41, H42, H43, H44, H45, H46, H61, H62,
H63, H64, H65, H66}
Q09. {(1,2), (1,3), (1,4), (2,1), (2,3), (2,4), (3,1), (3,2), (3,4), (4,1), (4,2), (4,3)}
Q10. {1HH,1HT,1TH,1TT,2H,2T,3HH,3HT,3TH,3TT,4H,4T,5HH,5HT,5TH,5TT,6H,6T}
Q11. {TR1, TR2, TB1, TB2, TB3, H1, H2, H3, H4, H5, H6}
Q12. {6, (1,6), (2,6), (3,6), (4,6), (5,6), (1,1,6), (1,2,6), ..., (1,5,6), (2,1,6). (2,2,6), ..., (2,5,6), ...,
(5,1,6), (5,2,6), ... }
Q13. (a) Car (Ferry, Train, Helicopter, Air Craft), Bus (Ferry, Train, Helicopter, Air Craft), Train
(Ferry, Train, Helicopter, Air Craft) (b) 12 ways.
Exercise 14.2
Q01. C and D Q02. No
Q03. (i) {1, 2, 3, 4, 5, 6} (ii)  (iii) {3, 6} (iv) {1, 2, 3} (v) {6}
(vi) {3, 4, 5, 6}, A∪B = {1, 2, 3, 4, 5, 6}, A∩B =  , B∪C = {3, 6}, E∩F = {6}, D∩E =  ,
A – C = {1, 2,4,5}, D – E = {1,2,3}, F′ = {1, 2}, E∩F′ =  .
Q04. (i) A and B; A and C; B and C; C and D (ii) A and C (iii) B and D
Q05. A = {(2,1), (2,2), (2,3), (2,4), (2,5), (2,6), (4,1), (4,2), (4,3), (4,4), (4,5), (4,6), (6,1), (6,2), (6,3),
(6,4), (6,5), (6,6)},
B = {(1,1), (1,2), (1,3), (1,4), (1,5), (1,6), (3,1), (3,2), (3,3), (3,4), (3,5), (3,6), (5,1), (5,2), (5,3),
(5,4), (5,5), (5,6)}
C = {(1,1), (1,2), (1,3), (1,4), (2,1), (2,2), (2,3), (3,1), (3,2), (4,1)}
(i) A′ = {(1,1), (1,2), (1,3), (1,4), (1,5), (1,6), (3,1), (3,2), (3,3), (3,4), (3,5), (3,6), (5,1), (5,2),
(5,3), (5,4), (5,5), (5,6)} = B
(ii) B′ = {(2,1), (2,2), (2,3), (2,4), (2,5), (2,6), (4,1), (4,2), (4,3), (4,4), (4,5), (4,6), (6,1), (6,2),
(6,3), (6,4), (6,5), (6,6)} = A
(iii) A∪B = {(1,1), (1,2), (1,3), (1,4), (1,5), (1,6), (3,1), (3,2), (3,3), (3,4), (3,5), (3,6), (5,1),
(5,2), (5,3), (5,4), (5,5), (5,6), (2,1), (2,2), (2,3), (2,5), (2,6), (4,1), (4,2), (4,3), (4,4), (4,5), (4,6),
(6,1), (6,2), (6,3), (6,4), (6,5), (6,6)} = S
(iv) A ∩ B = 
(v) A – C = {(2,4), (2,5), (2,6), (4,2), (4,3), (4,4), (4,5), (4,6), (6,1), (6,2), (6,3), (6,4), (6,5),
(6,6)}
(vi) B ∪ C = {(1,1), (1,2), (1,3), (1,4), (1,5), (1,6), (2,1), (2,2), (2,3), (3,1), (3,2), (3,3), (3,4),
(3,5), (3,6), (4,1), (5,1), (5,2), (5,3), (5,4), (5,5), (5,6)}
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(vii) B ∩ C = {(1,1), (1,2), (1,3), (1,4), (3,1), (3,2)}

(viii) A∩B′∩C′ = {(2,4),(2,5),(2,6),(4,2),(4,3),(4,4),(4,5),(4,6),(6,1),(6,2),(6,3),(6,4),(6,5),(6,6)}
Q06. (i) (E  F  G)  (E  F  G)  (E  F  G)  (E  F  G )
(ii) (E  F  G )  (E  F  G)  (E  F  G) (iii) (E  F  G )
(iv) (E  F  G)  (E  F  G)  (E  F  G )
Q07. Impossible event Q08. Mutually exclusive events Q09. 0 Q10. 1
Exercise 14.3
4 2 3 6 7
Q01. (i) (ii) (iii) (iv) (v) Q02. (a) 0.87 (b) 0.98 (c) 0.11
9 9 9 9 9
1 2 1 1 12 1 3 1
Q03. (a) (b) (c) Q04. (i) (ii) (iii) (iv) (v)
6 3 6 4 13 2 4 2
1 1 3
Q05. (i) (ii) Q06.
12 12 5
1
Q07. `4.00 gain, `1.50 gain, `1.00 loss, `3.50 loss, `6.00 loss. Therefore P(Winning `4.00)  ,
16
1 3 1 1
P(Winning `1.50)  , P(Losing `1.00)  , P(Losing `3.50)  , P(Losing `6.00)  .
4 8 4 16
6 7 1
Q08. (i) (ii) Q09. Q10. 0.6 or 60% Q11. 0.55
13 13 38760
19 11 4
Q12. 0.65 Q13. (i) (ii) (iii)
30 30 30
12 4 2 12
Q14. (i) (ii) (iii) (iv)
24 24 24 24
Can we expect you to find the probability in case of (v)?
4
C 4  48 C3 1 4
C3  48 C4 9 9 1 46
Q15. (i) 52
 (ii) 52
 (iii)   .
C7 7735 C7 1547 1547 7735 7735
1 6 1 1 5
Q17. (a) (b) Q18. (i) (ii) (iii)
60 60 2 2 6
9990 9990
999 C C 17 16 2
Q19. (a) (b) 10000 2 (c) 10000 10 Q20. (a) (b) Q21.
1000 C2 C10 33 33 3
99 3 1 260
Q22. (i) (ii) Q23. Q24.
249 8 5040 447
6 18 15 11 1 1 1 28
Q25. (i) (ii) (iii) (iv) Q26. , , Q27.
36 36 36 36 3 15 30 36
233 13 4 15
Q28. Q30. Q31. 3% Q32. (i) (ii)
500 30 56 56
23 6 3 1
Q33. Q34. , , .
28 10 10 10

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MULTIPLE CHOICE QUESTIONS

 Chapter 01
01. (c) 02. (c) 03. (a) 04. (a) 05. (c) 06. (d) 07. (c)
08. (a) 09. (b) 10. (c) 11. (b) 12. (b) 13. (d) 14. (c)
15. (b) 16. (a) 17. (c) 18. (d) 19. (c) 20. (b) 21. (a)
22. (c) 23. (d) 24. (c) 25. (d) 26. (a) 27. (b) 28. (c)
29. (b) 30. (d) 31. (b)
 Chapter 02
01. (b) 02. (d) 03. (b) 04. (d) 05. (c) 06. (a) 07. (b)
08. (c) 09. (a) 10. (d) 11. (a) 12. (d) 13. (c) 14. (a)
15. (c) 16. (c) 17. (b) 18. (a) 19. (d) 20. (d) 21. (c)
22. (d) 23. (d) 24. (c) 25. (d) 26. (d) 27. (c) 28. (d)
29. (b) 30. (c) 31. (c) 32. (d) 33. (d) 34. (b) 35. (c)
 Chapter 03
01. (d) 02. (a) 03. (c) 04. (c) 05. (b) 06. (c) 07. (c)
08. (a) 09. (c) 10. (c) 11. (c) 12. (a) 13. (d) 14. (c)
15. (c) 16. (c) 17. (a) 18. (d) 19. (d) 20. (c) 21. (c)
22. (a) 23. (b) 24. (b) 25. (c) 26. (d) 27. (d) 28. (c)
29. (b) 30. (a) 31. (b) 32. (d) 33. (d) 34. (d) 35. (c)
36. (b) 37. (c) 38 (b) 39. (b) 40. (b) 41. (c) 42. (d)
43. (c) 44. (a)
 Chapter 04
01. (c) 02. (a) 03. (b) 04. (a) 05. (c) 06. (a) 07. (c)
08. (a) 09. (a) 10. (d) 11. (c) 12. (b) 13. (b) 14. (b)
15. (c) 16. (a) 17. (b) 18. (a) 19. (d) 20. (b) 21. (a)
22. (a) 23. (b) 24. (c) 25. (d) 26. (d) 27. (b) 28. (c)
29. (b) 30. (a) 31. (c)
 Chapter 05
01. (b) 02. (b) 03. (c) 04. (c) 05. (b) 06. (c) 07. (c)
08. (d) 09. (c) 10. (d) 11. (d) 12. (c) 13. (c) 14. (c)
15. (a) 16. (d) 17. (c) 18. (b) 19. (c) 20. (b) 21. (a)
 Chapter 06
01. (a) 02. (c) 03. (c) 04. (b) 05. (d) 06. (b) 07. (c)
08. (a) 09. (a) 10. (b) 11. (d) 12. (c) 13. (d) 14. (a)
15. (b) 16. (c) 17. (c) 18. (d) 19. (c) 20. (d) 21. (a)
22. (c) 23. (b) 24. (b) 25. (c)
 Chapter 07
01. (b) 02. (b) 03. (a) 04. (d) 05. (c) 06. (c) 07. (b)
08. (b) 09. (d) 10. (c) 11. (c) 12. (c) 13. (b) 14. (b)
15. (c) 16. (b) 17. (d) 18. (b) 19. (a) 20. (d) 21. (c)
22. (b) 23. (a)
 Chapter 08
01. (c) 02. (c) 03. (b) 04. (b) 05. (a) 06. (c) 07. (b)
08. (d) 09. (c) 10. (a) 11. (c) 12. (c) 13. (a) 14. (b)
15. (a) 16. (b) 17. (c) 18. (d) 19. (a) 20. (a) 21. (d)
22. (c) 23. (b)
 Chapter 09
01. (a) 02. (a) 03. (c) 04. (b) 05. (b) 06. (d) 07. (d)

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08. (c) 09. (a) 10. (b) 11. (a) 12. (a) 13. (d) 14. (a)
15. (a) 16. (b) 17. (b) 18. (c) 19. (d) 20. (a) 21. (b)
22. (b) 23. (a) 24. (c) 25. (a) 26. (b) 27. (d) 28. (d)
 Chapter 10
01. (c) 02. (c) 03. (b) 04. (a) 05. (d) 06. (b) 07. (d)
08. (b) 09. (b) 10. (a) 11. (b) 12. (c) 13. (a) 14. (c)
15. (d) 16. (c) 17. (a) 18. (c) 19. (b) 20. (d) 21. (b)
22. (a)
 Chapter 11
01. (c) 02. (d) 03. (a) 04. (c) 05. (a) 06. (b) 07. (a)
08. (b) 09. (d) 10. (d) 11. (d) 12. (c) 13. (d) 14. (b)
15. (d) 16. (a) 17. (c) 18. (a) 19. (a) 20. (c)
 Chapter 12
01. (c) 02. (d) 03. (c) 04. (b) 05. (c) 06. (c) 07. (b)
08. (d) 09. (c) 10. (c) 11. (b) 12. (a) 13. (b) 14. (c)
15. (b) 16. (a) 17. (d) 18. (c) 19. (d) 20. (c) 21. (b)
22. (a) 23. (a) 24. (b) 25. (a) 26. (c) 27. (d) 28. (a)
29. (a) 30. (c) 31. (b)
 Chapter 13
01. (d) 02. (c) 03. (d) 04. (c) 05. (b) 06. (c) 07. (b)
08. (d) 09. (b) 10. (b) 11. (b) 12. (a) 13. (b) 14. (a)
15. (c) 16. (c) 17. (c) 18. (a) 19. (b) 20. (d) 21. (b)
22. (c)
 Chapter 14
01. (c) 02. (d) 03. (b) 04. (c) 05. (a) 06. (d) 07. (d)
08. (c) 09. (d) 10. (d) 11. (d) 12. (b) 13. (c) 14. (c)
15. (b) 16. (c) 17. (d) 18. (d) 19. (c) 20. (d)

ASSERTION REASON BASED QUESTIONS

01. (a) 02. (b) 03. (d) 04. (d) 05. (a) 06. (a) 07. (c)
08. (a) 09. (a) 10. (a) 11. (d) 12. (b) 13. (c) 14. (b)
15. (a) 16. (a) 17. (a) 18. (a) 19. (d) 20. (b) 21. (d)
22. (b) 23. (a) 24. (c) 25. (b) 26. (c) 27. (d) 28. (a)
29. (b) 30. (a) 31. (d) 32. (d) 33. (a) 34. (c) 35. (a)
36. (b) 37. (c) 38. (d) 39. (c) 40. (a)

CASE STUDY & PASSAGE BASED QUESTIONS

 Chapter 01
Q01. (i) 35 (ii) 11 (iii) 11 (iv) 18 (v) 10
Q02. (i) 3300 (ii) 600 (iii) 5200 (iv) 200 (v) 6000
Q03. (i) 275 (ii) 325 (iii) 50 (iv) 125 (v) 375
Q04. (i) c (ii) b (iii) d (iv) b (v) a
Q05. (i) b (ii) a (iii) c (iv) d (v) a
Q06. (i) 450 (ii) 20 (iii) 190 (iv) 95 (v) 50
Q07. (i) d (ii) b (iii) a (iv) d (v) a
Q08. (i) a (ii) d (iii) c (iv) a (v) a
Q09. (i) d (ii) c (iii) a (iv) d (v) a
Q10. (i) b (ii) a (iii) d (iv) c (v) b
Q11. (i) 8 (ii) Yes (iii) {2,  1},{1, 0},{2, 0} (iv) {2},{1},{0}

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 ANSWERS OF MATHMISSION By O.P. GUPTA (Indira Award Winner)

(v) { }, {2}, {1}, {0}, {2,  1}, {1, 0}, {2, 0}, {2,  1, 0}
 Chapter 02
Q01. (i) It is not a function as for element 4 in the domain, there is no image in the codomain.
(ii) It is not a function as for element 2 in the domain, there are two images 1 and 2 in the
codomain.
(iii) Domain : [ 2, 8) ; Range : [1, 3]  {4} .
(iv) Integral values of x for which f (x)  3 are x  {1, 0, 1, 2} .
(v) Since (b, x), (b, y)  f . Therefore, f is not a function as b has two images x and y.
Recall that, for f to be a function it should have unique image in the codomain.
Q02. (i) R  AB .
(ii) 26 .
(iii) Note that (4,5)  S but 4  A . So, S is not a relation from A to B.
(iv) R   {(4,1), (4, 2), (5,1)} .
(v) Arrow diagram for R  is given below.

Q03. (i) a (ii) b (iii) c (iv) c (v) a

Q04. (i) a (ii) c (iii) a (iv) a (v) d
Q05. (i) b (ii) c (iii) b (iv) c (v) d
Q06. (i) c (ii) c (iii) b (iv) a (v) b
Q07. (i) b (ii) a (iii) c (iv) a (v) d
 Chapter 03
120 119 5 1
Q01. (i) (ii) (iii) (iv)  (v) 5
169 169 26 26
n 2m n m2  n 2 2m n 2  m2  n 2
Q02. (i)  (ii)  2 (iii) 2 (iv) 2 (v)
m m  n2 m  n2 n  m2 2
2
Q03. (i) (ii) 70 m (iii) 176 m (iv) 132 m (v) 2 : 3
5
3 1 10 3  10 3 1 3 1
Q04. (i) (ii) (iii) (iv) 10 2( 3  1) (v)
3 1 3 1 2 2 2 2
Q05. (i) b (ii) a (iii) c (iv) d (v) a
Q06. (i) b (ii) c (iii) a (iv) b (v) a
Q07. (i) a (ii) b (iii) a (iv) d (v) c
 Chapter 04
1 i 1 7 1  2i 1
Q01. (i)   (ii) x   , y  (iii) (iv) (v) II Quadrant
2 2 4 2 1  3i 2
Q02. (i) d (ii) a (iii) b (iv) a (v) d
 Chapter 05
Q01. (i) d (ii) a (iii) c (iv) b (v) c
Q02. (i) 26000  30x (ii) 43x (iii) 26000  13x (iv) more than 2000 (v) 2600
Q03. (i) c (ii) d (iii) c (iv) a (v) c
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Q04. (i) a (ii) c (iii) b (iv) d (v) a

 Chapter 06
Q01. (i) 22 C 7 (ii) 22
C10 (iii) 22
C7  22C10 (iv) 720 (v) 60
6 9 6
Q02. (i) 9 (ii) 6 10 6
(iii) P6 (iv) 10 (v) 6 105
Q03. (i) 360 (ii) 120 (iii) 240 (iv) 20 (v) 120
Q04. (i) b (ii) c (iii) d (iv) a (v) c
Q05. (i) b (ii) c (iii) c (iv) d (v) a
Q06. (i) 420 (ii) 285.
 Chapter 07
Q01. (i) a (ii) b (iii) c (iv) d (v) d
 Chapter 08
Q01. (i) Geometric progression (ii) 30 (iii) (30)(2)n (iv) (30)(2)4 (v) (30)(2)6
 Chapter 09
Q01. (i) a (ii) b (iii) c (iv) a (v) d
Q02. (i) d (ii) c (iii) b (iv) a (v) b
Q03. (i) b (ii) c (iii) a (iv) b (v) c
Q04. (i) c (ii) b (iii) b (iv) c (v) b
Q05. (i) a (ii) c (iii) b (iv) a (v) d
 Chapter 10
x2 8 1
Q01. (i) 2 6 m (ii) y  (iii) (iv) 1200 (v)
1200 300 400
Q02. (i) c (ii) b (iii) c (iv) b (v) d
 Chapter 11
Q01. (i) a (ii) b (iii) c (iv) d (v) a
Q02. (i) c (ii) d (iii) a (iv) b (v) a
 Chapter 12
Q01. (i) c (ii) b (iii) c (iv) b (v) c
Q02. (i) d (ii) b (iii) a (iv) b (v) c
 Chapter 13
Q01. (i) 12181.82 (ii) 12000 (iii) 6th (iv) 1090.91 (v) 5000
Q02. (i) b (ii) a (iii) c (iv) d (v) b
 Chapter 14
Q01. (i) 0.87 (ii) 0.11
13
C3  13C1 4
C
Q02. (i) 52
(ii) 52 2
C4 C2
Q03. (i) c (ii) b (iii) d (iv) c (v) b
19 11 2 1
Q04. (i) (ii) 22 (iii) (iv) (v) .
30 30 15 10

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 Chapter 01
Exercise 1.1
Q01. (a) There are no fixed criteria mentioned in this statement for calling a boy fat. That is, it is not
well defined statement, so it is not a set.
(b) There are no fixed criteria mentioned in this statement for calling a girl beautiful. That is, it
is not well defined, so it is not a set.
(c) The collection of Maths teachers in your school is defined. So, it is a set.
(d) It is not well defined, so it is not a set, (as level of difficulty depends upon the individual).
(e) It is not well defined, so it is not a set, (as there is no fixed def. of smartness for boys).
Q02. (a) If x is non-negative integer then, x  0,1, 2,... .
Also, x 2  50 so, maximum value of x can be 7.
Therefore, the tabular form is 0,1, 2,3, 4, 5, 6, 7 .
(b) Since x 2  x  2  0 implies (x  2)(x  1)  0
 x  2,1  Z
Therefore, the roster form is 2,1 .
(c) Letters in the word COMBINATIONS are C, O, M, B, I, N, A, T, S.
Therefore, the roster form is C, O, M, B, I, N, A, T, S .
(d) Since x is an odd integer and 3  x  13 so, value of x can be 3, 5, 7, 9 and 11.
Therefore, the roster form is 3,5,7,9,11  .
30
(e) 4x  9  39 means x  ; also x  N . Then value of x can be 1, 2, 3, …, 7.
4
Therefore, the roster form is 1,2,3, 4,5,6,7 .
(f) As x  Z so x can be 1, 2, 3, …
Moreover x  3  7 implies, x  3, 2, 1, 0,1, 2,3,...,9 .
Clearly, value of x for the required set can be 1, 2, 3, …, 9.
Therefore, the roster form is 1,2,...,9 .
(g) Two digit numbers start from 10 and end at 99.
The first such no., the sum of whose digits is nine is 18, then 27 and so on till 90.
The required tabular form is {18, 27, 36, 45, 54, 63, 72, 81, 90}.
(h) The vowels in English alphabet are a, e,i, o, u . The vowels which precede r are a, e,i, o .
Therefore, the tabular form is {a, e,i, o} .
1 1 1 1 1
(i) Note that, here n  1, 2,3, 4,5 x  , , , , .
1 3 5 7 9
 1 1 1 1
Therefore, the roster form is 1, , , ,  .
 3 5 7 9
(j) {x : x is a prime number which is divisor of 60}  {2, 3, 5} ( 60  22  3  5
Q03. Note that, while writing the set-builder form for a given tabular form of a set, we may get
different answers. But in all the possible answers, the mentioned rule / property in the set-builder
from must result into exactly the same elements given in the roster form.
(a) x : x is an integer and  4  x  5
(b) x : x  n 2  1, where n is a natural number and 1  n  6
284 MATHEMATICIA By O.P. GUPTA : A New Approach in Mathematics (Class 11)
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 n 
(c) x : x  , where n is a natural number and 1  n  6 
 n 1 
3 
(d) {x : x  n  n , n Z  Z , n  5 }
(e) x : x is a root of x 2  4  0
(f) x : x  7m, where m  N, 1  m  12 or x : x  7n, n  N and 7  x  90
(g) x : x is a prime number and 50  x  100
(h) x : x  N, x is equal to 1 or multiple of 5
 1 
(i)  x : x  2 , n  N  (j) x : x 2  4, x  Z
 n 
(k) x : x  9, x  N
2
(l) x : x  3n , n  N, n  5
Q04. i  c, ii  a, iii  b, iv  d .
Q05. If an element x is present in set A then we write x  A ; if the element x is not present in A then
we write x  A .
(a)  (b)  (c)  (d) 
Q06. (a) The natural nos. less than 6 except 4 means the natural nos. that we will take are : 1, 2, 3, 5.
Now we have to consider the cubes of 1, 2, 3 and 5 to write the set Y.
Hence, Y  1, 8, 27, 125 .
(b) As x is an integer and x 2  9 so, x can take the values x  0, 1, 2, 3 .
Hence, the required set is 3, 2, 1, 0, 1, 2, 3 .
(c) The vowels which precede q are a, e,i, o . Hence the required set is {a, e,i, o} .
(d) As n  Z and n  4 so, n  1, 2,3 .
1 1 1 1 1 1
Then the value of p will be  ,  ,  .
2 1 2 2  2 4 2  3 6
1 1 1 
Hence, the set will be given by  , ,  .
2 4 6 
Q07. (a) There is no even integer whose cube is odd. Therefore, we will have a null set i.e.,   or  .
(b) Recall that, a rational number can be written as the quotient of two integers. But an irrational
number can not be written as the quotient of two integers.
Therefore, the required set is x : x  T or x : x is real and irrational number .
Q08. Given that X  {1, 2,3, 4,5, 6, 7} , let A  {n  X but 2n  X}
Note that, if we put n  1, 2 or 3  X, then 2n  2, 4 or 6  X .
Whereas if we put n  4,5, 6 or 7  X , then 2n  8,10,12 or 14  X .
Clearly, A  {4,5,6, 7} .
Q09. The elements of the required set are not even integers (as cube of an even integer is always an
even integer).
That is, the elements of the required set must be all positive odd integers.
Hence the set builder form of the required set is {2m  1 : m  0, m  Z} .

Exercise 1.2
Q01. (a) Since {x : x is an integeral root of x 2  2x  1  0}  {1} has only one element. Therefore, it is
a singleton set.

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 MATHMISSION FOR XI (Solutions) By O.P. GUPTA (Indira Award Winner)

(b) Let A  0, {} . The cardinal number of set A is 2. So it is not singleton set.
Q02. We have A  {0}, B  {x : x  15 and x  5}  { }   , C  {x : x  5  0}  {5} and
D  {x : x 2  25}  {5, 5} .
So it is clear that no pair of the sets are equal (as for equal sets A and B say, every element of set
A must be present in B and every element of set B must be in A).
Q03. (a) Given A = {x : x  Z and x2  4}, B = {x : x R and x2 – 3x + 2 = 0}
So, A = {–2, –1, 0, 1, 2}, B = {1, 2}.
A  B [ n(A)  n(B)
(b) Given A = {x : x is a letter in the word FOLLOW}, B = {y : y is a letter in the word WOLF}.
So, A = {F, O, L, W} and B = {W, O, L, F}
 n(A)  n(B), for all x  A, x  B and for all y  B, y  A
A  B .
Q04. (a) {x : x  R, 5  x  9}
(b) [3, 7]
(c) {x : x  R, a  x  a}
(d)  n(A)  3  No. of subsets of A  23  8 .
(e) ,{5},{6},{5, 6}
Q05. (a) x : x  R,  3  x  0 (b) x : x  R, 6  x  12
 5 
(c) x : x  R,   x  5 (d) x : x  R, 1  x  3 .
 2 
Q06. (a) Let A  a, b .
Since n(A) = 2 so, total number of subsets of A = 22 = 4.
 subsets of A  ,{a},{b},{a, b} .
(b) Let A = {1, 2, 3}.
Since n(A) = 3 so, total no, of subsets of A = 23 = 8.
 subsets of A  ,{1},{2},{3}{1, 2},{2,3},{3,1},{1, 2,3} .
(c) Let A   .
Since n(A) = 0 so, total number of subsets of A = 20 = 1.
 subsets of A  
(d) Let A = {–1, 0, 1}.
Since n(A) = 3 so, total no. of subsets of A = 23 = 8.
 subsets of A  ,{1},{0},{1}{1, 0},{0,1},{1, 1},{1, 0,1} .
Q07. We have X = {M, O, R}
 Subsets of X are  , {M}, {O}, {R}, {M, O}, {O, R}, {R, M}, {M, O, R}.
Q08. Here A = {I, S, W} say.
Clearly total number of elements in set A is 3. So, no. of proper subsets  23  1  7 .
Also the subsets are  , {I}, {S}, {W}, {I, S}, {S, W}, {W, I}, {I, S, W}.
Q09. (a)  (b)  (c)  (d)  (e)  (f)  (g)  (h)  (i)  (j)  (k) 
Can you think, if more different symbols can be used in some of the cases?
Q10. (a) It is an infinite set because circle is a collection of infinite points whose distances from the
centre is constant.
(b) It is a finite set as m : m  N and m is an even prime number  2 .
(c) Here the set will be {101, 102, 103, …}, which is an infinite set.
(d) There are infinite lines which will be parallel to x-axis. Hence the given set is infinite set.

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Q11. (a) Set A is empty set as there is no natural number lying between 3 and 4.
(b) Set B is non empty set as B  {1} .
(c) The equation x 2  1  0 has no real roots, since x 2  1  x  R . So, this set is a null set.
(d) There is only one even prime number which is 2.
If 2 is not considered, then the set of even primes is empty and hence it is a null set.
Q12. Since A  B so, B is a superset of A.
Q13. According to the question, 2m  2n  240
 2m  2n  240
 2m  2 n  256  16
 2m  2n  28  2 4
On comparing, we get m  8, n  4 .
 x 5 4x  40 
Q14. Since T   x | 5  
 x 7 13  x 
x 5 4x  40 x  5  5(x  7) 4x  40
 5  i.e., 
x7 13  x x 7 13  x
x  5  5x  35 4x  40
 
x7 13  x
4x  40 4x  40
 
x 7 13  x
 (4x  40)(13  x)  (4x  40)(x  7)
 (4x  40)(x  7)  (4x  40)(13  x)  0
 (4x  40)(x  7  13  x)  0
 4(x  10)6  0
 24(x  10)  0
 x  10
 T  {10}
Hence, T is not an empty set.

Exercise 1.3
Q01. Given A  3,5, 7, 9,11 , B  7,9,11,13 and, C  11,13,15
(a) We have B  C  {7,9,11,13,15}
 A  (B  C)  {3, 5, 7,9,11}  {7, 9,11,13,15}  {7,9,11}
(b) We have A  B  {7,9,11}
 (A  B)  (B  C)  {7,9,11}  {7, 9,11,13,15}  {7, 9,11} .
Q02. We have A  2, 4, 6,8,10 and B  4,5,6, 7,8,9,10,11
(a) A – B  2
(b) B  A  {5, 7,9,11} .
Q03. R – T = Q i.e., Set of rational numbers.
Q04. (a) We have 1, 2,3, 4 and x : x is a natural number and 4  x  6
That is, 1, 2,3, 4 and 4, 5, 6 . It clearly means, 1, 2,3, 4  4, 5, 6  4   .
Since the element 4 is common to both the sets so, these sets are not disjoint.
(b) We have a, e,i, o, u and c, d, e,f  . That is, a, e,i, o, u  c, d, e,f   e   .
Since the element e is common to both the sets so, these sets are not disjoint.

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(c) We have x : x is an even integer and x : x is an odd integer .

That is 0, 2, 4, 6,... and 1, 3, 5,... .
It is clear that 0, 2, 4, 6,...  1, 3, 5,...   . So, this pair of sets is disjoint.
Q05. We have U  1, 2,3, 4,5,6 , A  2,3 and B  3, 4,5 .
 A  U  A  {1, 4, 5, 6}, B  {1, 2, 6} , A  B  {1, 6} , A  B  {2,3, 4,5} , (A  B)  {1, 6}
So it is clear that A  B  (A  B) .
Q06. We have U  1, 2, 3, 4,5, 6, 7,8, 9 , A  2, 4,6,8 and B  2, 3,5,7 .
(a)  A  {1, 3,5, 7,9}, B  {1, 4, 6,8,9}, A  B  {2, 3, 4,5, 6, 7,8} and A  B  {1,9}
Also (A  B)  {1,9} .
So it is clear that (A  B)  A  B .
(b) We have A  B  {2}, (A  B)  {1,3, 4,5, 6, 7,8, 9}, A  B  {1,3, 4,5, 6, 7,8,9}
So it is clear that (A  B)  A  B.
Q07. (a)  A  B ' and (b) A '  B' (c)  A  B ' and (d) A '  B'

U
B
A or A B

Q08. Here A1  {2,3, 4,5}, A 2  {3, 4, 5, 6}, A 3  {4,5, 6, 7} .

3
Now A
n 1
n  A1  A 2  A 3  {2,3, 4,5,6, 7} .
3
Also, A
n 1
n  A1  A 2  A 3  {4,5} .

Q09. Since A  {a, b}  {a, b, c,d, e} so, set A must have elements c, d and e.
Also A is to be the smallest set so, A  {c, d, e} .
Q10. Here X  {D, E, H, I, L} and Y  {D, O, L}.
So, X  Y  {D, E, H, I, L, O}, Y  X  {O} .
Q11. Here A  [0,3] and B  [2, 6]
(a) A  R  A i.e., (, )  [0,3] or, (, 0)  (3, )
(b) A  B  [0,3]  [2, 6]  [0, 6]
(c) A  B  [0, 3]  [2, 6]  [2, 3]
(d) A  B  [0,3]  [2, 6]  [0, 2) .
Q12. A  the set of all boys of XI class .
Q13. 3 N  {3x : x  N}  {3, 6,9,12,15,18, 21,...} and 7 N  {7x : x  N}  {7,14, 21, 28,35, 42, 49,...}
 3 N  7 N  {x : x is a positive integer and multiple of 3 and 7 both}
 {21, 42, 63,...}
 {21x : x  N}
 21N .
Q14. Here universal set, U = N = Set of all natural numbers.
(a) Let A = {x : x  N and x + 5 = 8} = {x : x  N and x = 3} = {3}
 A = {x : x  N and x  3}.
(b) Let A = {x : x  N and x is a perfect square}
 A = {x : x  N and x is not a perfect square}.
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Q15. (a) (A  B  C) (b) A  (B  C)

(c) A  (B  C) (d) (A  B  C)

Exercise 1.4
Q01. Consider the Venn diagram. It is clear that
(a) n  A  B  n  A  B  n  A  B  n  B  A 
 n  A  B   n  A  B  n  B  A   n  A  B  n  A  B 
[Adding and subtracting n  A  B 
 [n  A  B   n  A  B  ]  [ n  B  A   n  A  B  ]  n  A  B 
 n  A   n  B  n  A  B .
(b) n  A  B  C   n[ A  B  C]  n  A  B  n  C   n[ A  B  C]
 {n  A   n  B  n  A  B}  n  C   n[ A  C    B  C  ]
 {n  A   n  B  n  C   n  A  B}  {n  A  C   n  B  C   n  A  C  B  C }
 {n  A   n  B  n  C   n  A  B}  {n  A  C   n  B  C   n  A  C  B  C }
 n  A   n  B  n  C   n  A  B   n  B  C   n  C  A   n  A  B  C } .
Q02. Let x be any arbitrary element of A  B . Then x  (A  B) .
That implies, x  A and x  B i.e., x  A and x  B .
 x  (A  B)
 A  B  (A  B) …(i)
Similarly, let y be any arbitrary element of A  B . Then y  (A  B) .
That implies, y  A and y  B .
 y  A and y  B
 y  (A  B)
 (A  B)  (A  B) …(ii)
By (i) and (ii), we get : A  B  A  B .
Q03. Let a ∈ A. Then a ∈ A ∪ B.
Since A ∪ B = A ∩ B, a ∈ A ∩ B.
So, a ∈ B.
Therefore, A ⊂ B…(i)
Similarly, if b ∈ B, then b ∈ A ∪ B.
Since A ∪ B = A ∩ B, b ∈ A ∩ B.
So, b ∈ A.
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Therefore, B ⊂ A…(ii)
Thus, A = B. [By (i) and (ii)
Q04. Let A = {0, 1}, B = {0, 2, 3}, and C = {0, 4, 5}.
Accordingly, A ∩ B = {0} and A ∩ C = {0}
Here, A ∩ B = A ∩ C = {0}. However, B ≠ C [ 2 ∈ B but 2 ∉ C.
Q05. Let a  A. Then a  B (as A  B
This implies, a  C (as B  C
Therefore, a  A as well as a  C so, A  C .
Q06. Assume that U denotes the universal set.
(a) A  (A  B)  (A  U )  (A  B) [As A  U = A
 A  (U  B) [By distributive law
 AU [As U  B = U
 A  (A  B)  A .
(b) B  (A  B)  (B  U )  (A  B) [As B  U = B
 B  (U  A) [By distributive law, A  B  B  A
 B U [As U  B = U
 B   A  B  B .
(c) A  (A  B)  (A   )  (A  B) [As A    A
 A  (  B) [By distributive law
 A [As   B  
 A  (A  B)  A .
(d) B  (A  B)  (B   )  (A  B) [ B    B
 B  (  A) [By distributive law, A  B  B  A
 B [As   B  
 B  (A  B)  B .
Q07. (a) Method 1 :
To show: A = (A ∩ B) ∪ (A – B)
Let x ∈ A. We have to show that x ∈ (A ∩ B) ∪ (A – B)
Case I x ∈ A ∩ B
Then, x ∈ (A ∩ B) ⊂ (A ∪ B) ∪ (A – B)
Case II x ∉ A ∩ B  x ∉ A or x ∉ B.
∴ x∉B [As x ∉ A.
So x ∉ A – B ⊂ (A ∪ B) ∪ (A – B).
∴ A ⊂ (A ∩ B) ∪ (A – B) …(i)
It is clear that A ∩ B ⊂ A and (A – B) ⊂ A
∴ (A ∩ B) ∪ (A – B) ⊂ A …(ii)
From (i) and (ii), we obtain A = (A ∩ B) ∪ (A – B)
Method 2 :
RHS : (A ∩ B) ∪ (A – B) = (A ∩ B) ∪ (A ∩ B ) = A ∩ (B∪ B ) = A ∩ U = A = LHS.
(b) Method 1 :
To show: A ∪ (B – A) ⊂ A ∪ B
Let x ∈ A ∪ (B – A)
⇒ x ∈ A or x ∈ (B – A)
⇒ x ∈ A or (x ∈ B and x ∉ A)
⇒ (x ∈ A or x ∈ B) and (x ∈ A or x ∉ A)
⇒ x ∈ (A ∪ B).
So, A ∪ (B – A) ⊂ (A ∪ B) …(i)
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Next, we show that (A ∪ B) ⊂ A ∪ (B – A).

Let y ∈ A ∪ B
⇒ y ∈ A or y ∈ B
⇒ (y ∈ A or y ∈ B) and (y ∈ A or y ∉ A)
⇒ y ∈ A or (y ∈ B and y ∉ A)
⇒ y ∈ A ∪ (B – A).
So, A ∪ B ⊂ A ∪ (B – A) …(ii)
Hence, from (i) and (ii), we obtain A ∪ (B – A) = A ∪ B.
Method 2 :
RHS : A∪ (B – A) = A∪ (B∩ A ) = (A∪B) ∩ (A∪ A ) = (A∪B) ∩ U = (A ∪ B) = LHS.
Q08. Let A = {0, 1}, B = {1, 2}, and C = {2, 0}.
Accordingly, A ∩ B = {1}, B ∩ C = {2}, and A ∩ C = {0}.
So, A ∩ B, B ∩ C, and A ∩ C are non-empty.
However it is clear that, A ∩ B ∩ C =  .
Q09. First, we have to show that (i) ⇔ (ii).
Let A ⊂ B.
To show: A – B =  .
If possible, suppose A – B ≠  .
This means that there exists x ∈ A, x ≠ B, which is not possible as A ⊂ B.
∴ A – B =  . So A ⊂ B ⇒ A – B =  .
Let A – B =  .
To show: A ⊂ B. Let x ∈ A.
Clearly, x ∈ B because if x ∉ B, then A – B ≠  .
So A – B = 
⇒ A ⊂ B.
Hence (i) ⇔ (ii).
Let A ⊂ B.
To show: A  B = B .
Clearly, B  A  B .
Let x  (A  B) ⇒ x  A or x  B
Case I: x ∈ A  x  B [ A  B
∴ (A  B)  B .
Case II: x ∈ B ⇒ Then, A  B = B .
Conversely, let A  B = B .
Let x ∈ A  x  A  B [ A  A  B
 xB [ A  B = B
∴ A ⊂ B.
Hence, (i) ⇔ (iii).
Now, we have to show that (i) ⇔ (iv).
Let A ⊂ B. Clearly A  B  A .
Let x ∈ A. We have to show that x  A  B .
As A ⊂ B, x ∈ B ⇒ x  A  B .
∴ A  AB.
Hence, A = A ∩ B.
Conversely, suppose A ∩ B = A.
Let x ∈ A ⇒ x  A  B ⇒ x ∈ A and x ∈ B ⇒ x ∈ B ∴ A ⊂ B.
Hence, (i) ⇔ (iv).
Q10. (a) Consider LHS : (A  B)  B  (A  B)  B  (A  B)  (B  B) [By Distributive law

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  (A  B)  (U)  A  B  RHS .
(b) Consider LHS : (A  B)  A  (A  B)  A  (A  A)  (B  A)
    (B  A)
  B  A
  B  A  RHS .
Q11. (a) LHS : (A  B)  (A  C)  (A  B)  (A  C)
  A  (B  C)  A  (B  C)  A  (B  C)  RHS
(b) RHS: (A  B)  (A  C)  (A  B)  (A  C)
  (A  B)  (A  C)  [(A  B)  A]  [(A  B)  C]
    [A  (B  C)]  A  (B  C)  A  (B  C)  LHS .
(c) LHS  A  (B  C)  A  (B  C)  A  (B  C)  A  (B  C)
  (A  B)  (A  C)
  (A  B)  (A  C)  RHS .
(d) RHS : A  (B  C)  A  (B  C)  A  (B  C)
  (A  B)  (A  C)
  (A  B)  (A  C)  LHS .

Exercise 1.5
Q01. Let A and B denote the set of Indians who like grapes and pineapple respectively.
Given n(A)  84%, n(B)  45%, n(A  B)  100%, n(A  B)  ?
 n(A  B)  n(A)  n(B)  n(A  B)
 n(A  B)  84%  45%  100%  29%
So, 29% of the Indians like both grapes and pineapple.
Q02. Here n (A) = 720, n (B) = 450, n(A  B)  1000, n(A  B)  ? , where A and B denote the set of
consumers who like product A and B respectively.
 n(A  B)  n(A)  n(B)  n(A  B)
 n(A  B)  720  450  1000
That is, n(A  B)  170
Therefore at least 170 consumers must have liked both the products.
Q03. Let H and E denote the set of people who can speak Hindi and English respectively.
Given n(H)  500, n(E)  320, n(H  E)  800, n(H  E)  ?
 n(H  E)  n(H)  n(E)  n(H  E)
 n(H  E)  500  320  800  20
(a) So, 20 people can speak both Hindi and English.
(b) n(H  E)  n(H)  n(H  E)  500  20  480 .
Therefore, 480 people can speak Hindi only.
Q04.
 n(A  B)  n(A)  n(B)  n(A  B)
A B  n(A)  n(B  A)  n(A  B)  n(A  B)  n(A)  x
14 + x x 3x  3x  14  x  x  x
 3x  x  14
x  7
Venn-Diagram
Q05. Let C1 and C 2 respectively denote the set of people who had been exposed to the chemical C1
and C 2 .
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Consider the adjacent venn diagram.

Given n(U)  200, n(C1 )  a  b  120, U
n(C 2 )  b  c  50, n(C1  C 2 )  b  30 A B
Solving these eqs., we get : a  90, b  30, c  20 a b c

(a) The number of people who were exposed to chemical C1 but not chemical C2
 n(C1  C 2 )  a  90
(b) Number of people who were exposed to chemical C2 but not chemical C1
 n(C 2  C1 )  c  20
(c) Number of people who were exposed to chemical C1 or chemical C2
 n(C1  C2 )  a  b  c  90  30  20  140
(d) Number of people who were exposed to none of the chemicals
 n(U)  n(C1  C 2 )  200  140  60 .
Q06. Let B, H and F denote the set of Basketball team, Hockey team and Football team respectively.
Given n(B)  21, n(H)  26, n(F)  29, n(H  B)  14,
n(H  F)  15, n(F  B)  12, n(H  B  F)  8.
Also, n(H  B  F)  ?
 n(H  B  F)  n(H)  n(B)  n(F)  n(H  B)  n(B  F)  n(H  F)  n(H  B  F)
 n(H  B  F)  26  21  29  14  12  15  8
 n(H  B  F)  43
Hence 43 members are there in all.
Q07. Let N, C, M denote the set of teachers who like reading newspapers, learning computers and
watching movies on TV respectively.
Consider the Venn diagram shown.
 n(U)  100, n(N only)  a  15,
n(C only)  c  12,
n(M only)  g  8,
n(N  M)  d  e  40,
n(C  M)  f  e  20,
n(C  N)  b  e  10,
n(M)  d  e  f  g  65
Solving these equations simultaneously, we get : b = 7, d = 37, e = 3, f = 17.
(i) Numbers of teachers who like reading newspapers = a + b + d +e = 62
(ii) Numbers of teachers who like learning computers = b + c + e + f = 39
(iii) Numbers of teachers who did not like to do any of the things mentioned above
 n(U)  n(N  C  M)  100  (a  b  c  d  e  f  g)  1 .
Q08. Let A and B denote the set of students who were listed as smokers and chewers of Gum
respectively.
 n(A)  100, n(B)  150, n(A  B)  75
 n(A  B)  n(A)  n(B)  n(A  B)  100  150  75  175
Therefore, n(A  B)  n[(A  B)]  n(U)  n(A  B)  400  175  225 .
Hence 225 students are neither smokers nor gum chewers.
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Q09. Let B and M denote the set of students in a Biology class and in Mathematics class respectively.
Also given that n (B) = 20, n (M) = 30 and, n (B  M) = 10,
So n(B  M) = 20 + 30 – 10 = 40.
(a) Therefore 40 students are either in Mathematics or in Biology class when the classes meet at
different hours.
(b) Since B  M    n(B  M)  0
So, n(B  M)  20  30  0  50 .
Therefore 50 students are either in Mathematics or in Biology class when the classes meet at the
same hour.
Q10. Let M and B denote the set of people who have taken Mathematics and Biology respectively.
 n(M)  12, n(M  B)  8, n(M  B)  25, n(M  B)  ?, n(B  M)  ?
So, n(M  B)  n(M)  n(M  B)  12  8  4
and, n(B  M)  n(M  B)  n(M)  25  12  13 .
Note that you can make Venn diagram for the purpose of understanding.
Q11. Let M, P and C denote the sets of the students enrolled in Mathematics, Physics and Chemistry
respectively. Consider the Venn diagram.
 n(U)  175, n(M)  a  b  c  d  100,
n(P)  b  c  e  f  70, M a b e P
n(C)  d  c  g  f  46,
n(M  P)  b  c  30, d c f
n(M  C)  d  c  28,
n(P  C)  f  c  23, C g
U
n(P  C  M)  c  18
Solving these equations simultaneously, we get :
a  60, b  12, c  18, d  10, e  35, f  5, g  13
So, no. of students enrolled in Mathematics alone  a  60,
No. of students enrolled in Physics alone  e  35,
No. of students enrolled in Chemistry alone  g  13,
And, no. of students who have not been offered any of these subjects
 n(U)  n(M  P  C)
 175  (a  b  c  d  e  f  g)
 22.
Q12. Given n(A)  3, n(B)  6 .
Since n(A  B) will be maximum when n(A  B)  0 .
 n(A  B)  n(A)  n(B)  n(A  B)  3  6  0  9 .
Also n(A  B) will be minimum when n(A  B) is maximum i.e., when n(A  B)  3
 n(A  B)  n(A)  n(B)  n(A  B)  3  6  3  6
Q13. Given n(U) = 700, n(A) = 200, n(B) = 300 and n(A  B) = 100.
 n(A  B)  n(A)  n(B)  n(A  B)  200  300  100  400
So, n(A  B)  n[(A  B)]  n(U)  n(A  B)  700  400  300 .
Q14. Let M, P and C denote the sets of the students enrolled in Mathematics, Physics and Chemistry
respectively.
Consider the Venn diagram.
 n(U)  25, n(M)  a  b  c  d  15,
n(P)  b  c  e  f  12,
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n(C)  d  c  g  f  11,
n(M  P)  b  c  9,
n(M  C)  d  c  5, M a b e P
n(P  C)  f  c  4,
n(P  C  M)  c  3 d c f

Solving these equations simultaneously, we get : C g

a  4, b  6, c  3, d  2, e  2, f  1, g  5 U

So, no. of students that had

(a) only Chemistry  g  5,
(b) only Mathematics  a  4,
(c) only Physics  e  2,
(d) Physics and Chemistry but not Mathematics  f  1,
(e) Mathematics and Physics but not Chemistry  b  6,
(f) only one of the subjects  a  e  g  4  2  5  11,
(g) at least one of the three subjects  a  b  c  d  e  f  g  23,
(h) none of the subjects n(U)  n(M  P  C)  25  (a  b  c  d  e  f  g)  2 .
Q15. Let A, B and C denote the sets of the people watching program A, program B and program C
respectively. Consider the Venn diagram.
 n(U)  100%, n(A)  a  b  c  d  60%,
n(B)  b  c  e  f  50%, A a b e B
n(C)  d  c  g  f  47%,
d c f
n(A  B)  b  c  28%,
n(A  C)  d  c  23%, C g
n(B  C)  f  c  18%, U
n(B  C  A)  c  8%

Solving these equations simultaneously, we get :

a  17%, b  20%, c  8%, d  15%, e  12%, f  10%, g  14% .
(a) The percentage of people who watch program A and B but not C  b  20%
(b) The percentage of people who watch exactly two programs  b  d  f  45%
(c) The percentage of people who do not watch any program
 n(U)  n(M  P  C)  100%  (a  b  c  d  e  f  g)  4% .
Q16. Let A, B and C denote the set of families who read newspapers A, B and C respectively.
We have n(A) = 40%, n(B) = 20%, n(C) = 10%,
n(A  B)  5%, n(B  C)  3%,
n(C  A)  4%, n(A  B  C)  2% .
Consider the Venn diagram shown.
We have a  b  c  d  40%,
b  c  e  f  20%,
c  d  f  g  10%,
b  c  5%,
c  f  3%,
c  d  4% ,
c  2%
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On solving all these equations simultaneously, we get :

a  33%, b  3%, c  2%, d  2%, e  14%, f  1%, g  5% .
(a) No. of families reading newspaper A only = a = 33% i.e., 10000  33%  3300
(b) No. of families reading newspaper B only = e = 14% i.e., 10000  14%  1400
(c) No. of families reading none of newspapers A, B and C
 n(U)  n(A  B  C)  100%  (a  b  c  d  e  f  g)  100%  60%  40%
i.e., 10000  40%  4000
(d) No. of families reading exactly two newspapers  b  d  f  6% i.e., 10000  6%  600
(e) No. of families reading exactly one newspapers  a  e  g  52% i.e., 10000  52%  5200
(f) No. of families reading newspapers A and C but not B  d  2% i.e., 10000  2%  200
(g) No. of families reading at least one of the newspapers A, B and C
 n(A  B  C)  (a  b  c  d  e  f  g)  60% i.e., 10000  60%  6000 .
Q17. Let A, B and C denote the set of people who take brand X, Y and Z tea respectively.
Consider the Venn diagram.
We have a  b  c  d  105,
b  c  e  f  130,
c  d  f  g  145,
b  c  70,
c  f  75,
c  d  60,
c  40

On solving all these equations simultaneously, we get :

a  15, b  30, c  40, d  20, e  25, f  35, g  50 .
No. of people who take the tea of any kind  a  b  c  d  e  f  g  215
No. of people who take the tea of brand Z only  g  50 .
Q18. Let A, B and C denote the set of people who watch football, hockey and basketball respectively.
Consider the Venn diagram.
We have a  b  c  d  285, …(a)
b  c  e  f  195, …(b)
c  d  f  g  115, …(c)
d  c  45, …(d)
b  c  70, …(e)
c  f  50 …(f)
By (c) and (d), we get : f + g = 70 …(g)

Since 50 people don’t watch any of the three games so, 50  n(U)  n(A  B  C)
 n(A  B  C)  500  50  450
Also, (a  b  c  d)  e  f  g  450
 285  e  f  g  450
 e  f  g  165
 e  165  70  95 [By (g)
By (b) and (e), we get : e + f = 125
 f  125  95  30 so, g  70  f  40 as well.
By (f), c = 50 – 30 = 20
By (e), b = 70 – 20 = 50

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By (a) and (d), a + 50 + (45) = 285

 a  190
Therefore, number of people who watch all the three games  c  20
And, no. of people who watch exactly one of the three games  a  e  g  190  95  40  325 .
Q19. Let total no. of judges be x.
Also let set A : no. of judges who voted for Anamika, B : no. of judges who voted for Bhawna.
x 2x
Clearly, n(U)  x, n(A)  , n(B)  , n(A  B)  10, n(U)  n(A  B)  6
2 3
 n(U)   n(A)  n(B)  n(A  B)   6
 x 2x 
 x   10  6
2 3 
 x  24 .
So there were 24 judges present.
Q20. Let A, B and C denote the set of students who took English, Hindi and Sanskrit respectively.
Consider the Venn diagram.
We have a  b  c  d  18, …(a)
b  c  e  f  23, …(b)
c  d  f  g  24, …(c)
c  f  13, …(d)
b  c  12, …(e)
c  d  11, …(f)
c6 …(g)

On solving these equations simultaneously, we get :

a  1, b  6, c  6, d  5, e  4, f  7, g  6
(a) the total number of students  a  b  c  d  e  f  g  35
(b) number of students who took Sanskrit but not Hindi  d  g  11
(c) number of students who took exactly one of the three subjects  a  e  g  11 .
Q21. n[(C  T)]  n(U)  n(C  T)
  450  [n(C)  n(T)  n(C  T)]
  450  200  250 .
Q22.  n(A  B)  n(U)  n(A  B)  n(A  B)  n(A  B)  n(A  B)
 n(A  B)  n(A  B)  n(A  B)  n(A  B)
  21  9  7  23.
Q23. Here A  {1,3,5,15}, B  {2,3,5, 7}, C  {2, 4, 6,8}
 (A  C)  B  {1,3,5,15}  {2, 4, 6,8}  {2, 3,5, 7}
  {1, 2, 3, 4,5, 6,8,15}  {2, 3, 5, 7}  {2,3,5} .

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