Documente Academic
Documente Profesional
Documente Cultură
NEW DELHI
OUR PATRONS
Dr. E PRABHAKAR
JOINT COMMISSIONER (Personnel)
SHRI.U N KHAWARE
ADDL.COMMISSIONER (Acad)
Dr. V VIJAYALAKSHMI
JOINT COMMISSIONER (Acad)
SHRI. M ARUMUGAM
JOINT COMMISSIONER (Finance)
COORDINATOR
INDEX
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Foreword
Preface
Guidelines to teachers
Teaching of Mathematics
Dr.E.T.Arasu, Dy. Commissioner & Director ZIET Mysore
New Trends in Assessments
Mrs.V Meenakshi,ASST.Commissioner KVS(RO),Ernakulam
Why Mathematics is perceived as a difficult subject?
Shri.E.Ananthan,Principal k. V. No.1 AFS Tambaram ficult
Qualities of a successful Mathematics teacher
Shri.E.Krishna Murthy, principal K.V.NFC Nagar, Secundarabad.
Teaching strategies in mathematics
Shri.Siby Sebastian ,Principal K. V. Bijapur
Teaching learning mathematics with joy
Sharada M, Teacher, DMS,RIE Mysore
Resources- chapter wise
Expected Learning Outcomes.
Concept mapping in VUE portal.
Three levels of graded exercises including non-routine questions.
Value Based Questions.
Error Analysis and Remediation.
Question Bank.
Power Point Presentations
Web Links
Sample papers
Tips & techniques to score better
Tips & techniques in teaching learning process
List of video clippings ,embedded files in the annexure folder
FOREWORD
There is an adage about Mathematics: Mathematics is the Queen of all Sciences. This adage
exemplifies the significance, scope and importance of mathematics in the realm of sciences. Being a
Queen, as a subject, Mathematics deserves to be adored and admired by all. But unfortunately, this
subject is perceived by the students as a most difficult subject. Not only in India, but across the globe,
learning of the subject creates trepidation.
The perception about this subject being difficult in India is rather surprising as ours is a land of great
mathematicians like Ramanujan, Bhaskara, Aryabatta et al. The origin and accomplishments of these
great men should be a source of inspiration to both students and teachers alike. Yet, as the truth being
otherwise, making concerted efforts to identify the reason for perceived fears, initiate suitable damage
control and undertake remedial measures assume paramount importance. Kendriya Vidyalaya Sangathan,
as a pace setting educational organization in the field of School Education which always strives to give
best education to its students, thought it fit to take a pioneering step to empower teachers through teacher
support materials. In-service education too strives to do the same. Yet, providing Teacher Resource
Material in a compact format with word, audio and video inputs is indeed a novel one.
In the name of teacher resources the internet is abound with a lot of materials: books, audio and video
presentations. Yet their validity and usability being debatable, a homemade product by in-house experts
could be a solution. Hence, in response to KVS (HQ)s letter dated 03.03.2015 on the subject
Developing Resource Material for Teaching of English and Maths, a six-day workshop was organized
at ZIET, Mysore from 20-25 April 2015. The task allotted to ZIET, Mysore by the KVS is to prepare the
resource materials for teachers of mathematics teaching classes IX to XII.
In the workshop, under the able coordinator ship of Mrs. V. Meenakshi, Assistant Commissioner, KVS,
Ernakulam Region, four material production teams were constituted for preparing materials for classes
IX, X, XI and XII separately. Mr. E.Ananathan, Principal, KV, No.1, Tambaram of Chennai Region
headed Class XII Material Production team; Mr.E.Krishnamurthy, Principal, KV,NFC Nagar, Gatakeshar
of Hyderabad region headed Class XI Material Production Team; Mr. Siby Sebastian, Principal, KV,
Bijapur of Bangalore Region headed Class X Material Production Team and Mr.Govindu Maddipatla,
Principal, KV, Ramavermapuram, Trissur of Ernakulam Region headed Class IX Material Production
Team. Each team was aided ably by a group of five teachers of Mathematics. After a thorough discussion
among KVS faculty members and Mrs.Sharada, TGT (Maths), an invited faculty from Demonstration
Multipurpose School, RIE, Mysore on the Reference Material Framework on the first day, the teams
broke up to complete their allotted work. Their tireless efforts which stretched beyond the prescribed
office hours on all the six days helped complete the task of preparing four Teacher Resource Booklets
one each for classes IX, X, XI and XII in a time-bound manner.
Even a cursory glance of the index shall reveal the opt areas of support that the Resource Booklet strives
to provide to the teachers of mathematics. The entire material production team deserves appreciation for
the commendable work they did in a short period of six days. It is the earnest hope of KVS that the
effective use of the Resource Materials will serve the purpose of real teacher empowerment which will
result in better classroom teaching, enhanced student learning and above all creating in the minds of the
students an abiding love for the subject of mathematics.
- Dr. E. Thirunavukkarasu
Deputy Commissioner & Course Director
PREFACE
"The result of planning should be effective, efficient, and economical...that is, suitable for the
intended purpose, capable of producing the desired results, and involving the least investment of
resources".
- Clark Crouch
KVS, Zonal Institute of Education and Training, Mysore organized a 6 Day Workshop on
Developing Resource Material for teaching of Mathematics for Class XII from 20th April to 25th
April 2015. The Sponsored Four Post Graduate Teachers in Mathematics from Chennai Region and one
Post Graduate Teacher from Bangalore Region were allotted two/ three topics from syllabus of Class XII
to prepare Resource Material for teachers under the heads:
1. Expected Learning Outcomes.
6.Question Bank
would
like
to
place
on
record
my
sincere
appreciation
to
the
Team
Coordinator
Guidelines to Teachers
The Resource Material has been designed to make learning Mathematics a delightful experience catering
to every kind of learner. As the learners are introduced to a fascinating variety of tools, and participate in
meaningful, fun filled activities their Mathematics competence will grow exponentially. Activities that
cater to different learning styles such as problem solving, reasoning and proof, analytical, logical etc. are
thoughtfully placed in the Resource Material.
1. Expected Learning Outcomes:
In this section, the expected learning outcomes are enlisted chapter-wise and these are expected to be
realized among the students on completion of particular chapter. The teachers have to design their
teaching programme which includes mathematical activities, variety of tools and other mathematical
tasks. Teachers may prepare their Power point presentations and use in their regular teaching in order to
realise the desired outcomes.
2. Concept mapping in VUE portal:
The concept mapping works under Visual Understanding Environment portal, which can be downloaded
freely from Google. A concept map is a type of graphic organizer used to help teachers/students
organize and represent knowledge of a subject. Concept Maps begin with a main idea (or concept) and
then branch out to show that the main idea can be broken down into specific topics. The main idea and
branches are usually enclosed in circles or boxes of any Geometrical figure, and relationship between
concepts indicated by a connecting line linking new concepts. Each concept is embedded into the box,
and those concepts in the form of power point presentation, word document, videos web links etc are
uploaded in the same folder.
How to use a concept Mapping?
The teacher can use as a Teaching Aid for explaining the holistic view of the topic. It can be used as
revision tool. Concept maps are a way to develop logical thinking and study skills by revealing
connections and helping students see how individual ideas form a larger whole. These were developed to
enhance meaningful learning in Mathematics. It enhances metacognition (learning to learn, and thinking
about knowledge). It helps in assessing learner understanding of learning objectives, concepts and the
relationship among those concepts.
Download VUE portal from google and click on
issue,teachers have listed,chapterwise, all possible common errors likely to be committed by the students
and suitable measures to overcome those errors.
5. Question Bank:
The questions were prepared chapter wise and kept in order for guiding the students suitably in their
process of learning.Two sets of sample papers were also included for better understanding of the pattern
of the Board Question Paper including weightage of marks.
6. Power point presentation and Video clips:
As educators, our aim is to get students get energized and engaged in the hands-on learning process and
video is clearly an instructional medium that is compelling and generates a much greater amount of
interest and enjoyment than the more traditional printed material. Using sight and sound, video is the
perfect medium for students who are auditory or visual learners. Video stimulates and engages students
creating interest and maintaining that interest for longer periods of time, and it provides an innovative and
effective means for educators to address and deliver the required curriculum content.
PowerPoint is regarded as the most useful, accessible way to create and present visual aids. It is easy to
create colourful, attractive designs using the standard templates and themes; easy to modify compared to
other visual aids, such as charts, and easy to drag and drop slides to re-order presentation. It is easy to
present and maintain eye contact with a large audience by simply advancing the slides with a keystroke,
eliminating the need for handouts to follow the message.
The Resource material contains Power Point Presentations of all lessons of Class X and Video clips/links
to Videos of concepts for clarity in understanding.
Please double click on it to view the Power Point Presentation.
7. Reference Web links:
What is EDMODO?Free, privacy, secure, social learning platform for teachers, students, parents, and
schools.
Provides teachers and students with a secure and easy way to post classroom materials, share
links and videos, and access homework and school notices.
Teachers and students can store and share all forms of digital content blogs, links, pictures,
video, documents, presentations, Assign and explain online, Attach and links, media, files,
Organize content in Edmodo permanent Library, Create polls and quizzes, Grade online with
rubric, Threaded discussions- prepare for online learning!
8. Sample papers:
In this section, blue print and sample papers are included for SA1 and SA2 which helps teachers to
give practice tests in the board pattern.
9.Annexure folder:
This folder is a collection of all soft copies which are embedded in the section Concept Mapping in
VUE portal. Power Point Presentations of the lessons are included for classroom teaching.
Further Video clippings of a few problems and concepts are included.
Feedback:
The Post Graduate Teachers and Trained Graduate Teachers are requested to use this material in
Classroom transaction and send feedback to Mrs.V.Meenakshi, Assistant Commissioner, Ernakulam
Region.
minakviswa@gmail.com
BEST WISHES!
9
TEACHING OF MATHEMATICS
Introduction:
India is the land of Aryabhatta, Ramanujam and the like great luminaries in the field of mathematics.
Yet, this is one subject that our students dread the most. It is a nightmarish experience learning this
subject, and even the very thought of the subject sends jitters is a common refrain of school-going
students. Not only in India, a developing country, but also in other countries, be those come under the
category of underdeveloped or developed, Mathematics is a subject of fear among our students. Both
parents and students feel that class room teaching of the subject alone is not adequate for learning it
effectively.
Introduction of the new topic: the teacher speaking in general terms for a few minutes about the
topic on hand if it happens to be the beginning of the topic.
Working out problems on the black board either by the teacher himself or by calling out a
student to do it:If the teacher does the problem on the board, one can see him doing it silently or lipreading the steps involved in it. If the student does the problem on the board, either continuous
interruption or silent observation of the teacher can be seen to be taking place in the class.
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Leaving a large number of problems for the students to solve: Often after having solved one or
two problems given under the exercise questions on the black board (at times those worked out problems
happen to be given as model problems in the text book), teaches tend to leave a large number of
remaining problems as home work to students.
to students. This results in aversion to the subject and ultimately mathematics phobia. The brain develops
a conditioned response to learning mathematics which I call, Mathematics Blindness Anything related to
number, order, sequence, logic and Mathematical operations becoming an anathema to the brain.
those basic operations following certain repetitive patterns oblivious of the Why aspect of those
patterns. When they reach the middle level (Classes VI to VIII) and later on the secondary level (Classes
IX to X), they understand that the patterns that they learn in the primary classes are not of much use and
that they need to know something more. The real problem to them is to know what is that something
more. It is the understanding of basic concepts which is more essential than knowing certain patterns of
doing certain problems in Mathematics. But unfortunately, most students come to middle classes without
learning anything about Mathematical concepts and how to use their conceptual understanding for solving
problems. Mathematics learning, hence, becomes a big riddle by then, and the slow but steady process of
developing disinterest in the subject sets in.
Knowledge Redundancy:
The information age we live in help us see information explosion taking place all around us. The newer
learning taking place with geometric progression keeps replacing the current and past information, and
hence knowledge is in constant state of flux. Processing information in order to add it to the existing
corpus of knowledge is the need of the hour. Teachers, whose main business is transacting knowledge in
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class room, cannot remain isolated from information processing. They need to keep updating themselves;
else they would become knowledge redundant.
Problem Solving
Analysis
Understanding/ Comprehension
Knowledge
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Information Processing:
Processing information may require special skills such as skimming and scanning. Yet information is
kept as the bottom as a lower order skill in view of the fact that the information processed as know ledge
is readily made available in text books to study. Information processing is defined as Claude E. Shannon
as the conversion of latent information into manifest information. Latent and manifest information are
defined through the terms equivocation (remaining uncertainty, what value the sender has actually
chosen), dissipation (uncertainty of the sender what the receiver has actually received) and transformation
(saved effort of questioning- equivocation minus dissipation).
Knowledge:
Knowledge too has innumerable components yet the bookish knowledge is emphasized in class room
teaching and hence its categorization as a lower order skill. Understanding of what is given in text is
meant in a limited manner of Knowing what it is rather than why and how. The Wikipedia, free
encyclopedia, defines knowledge as information of which a person, organization or other entities aware.
Knowledge is gained either by experience, learning and perception through association and reasoning.
The term knowledge also means the confident understanding of a subject, potential with the ability to use
it for specific purpose.
What is analysis
There are many definitions given to the term analysis. Some are given below:
An investigation of the component parts whole and their relations in making up the whole.A form of
literary criticism in which the structure of a piece of writing is analyzed.The use of closed- class words
instead of infections: eg:, the father of a bride instead of the brides father
In our article I use the term analysis to refer to understanding the components that go into making
something. For analogy, think of a TV set. The components are picture tube, condensers, resistances,
speakers etc. are put together to make a composite whole called TV. Similarly any concepts in
Mathematics consist of micro- concepts/ sub- concepts, the understanding, defining and elucidating of
each micro- concept fall under the domain of analysis. In class VII, for example, the concept of rational
number is defined as follows:
Any number that can be put in the form of p/q where p and q are integers and q not equal to zero is a
rational number. Analysis of this concept includes the understanding and elucidation of
i)
Why it is said that can be put in the form of?
ii)
What does any number mean?
iii)
What are integers?
iv)
Why q should not be equal to zero?
v)
Why and what for is this new set of numbers called rational numbers?
vi)
What is rational about these rational numbers?
A teacher attempting to teach the definition of rational numbers without throwing the light on the above
questions and many more questions related to them is doing disservice to students wanting to learn
Mathematics. Given a permissive and receptive atmosphere, students would come out with many
questions as given above, the answers of which would be an appetizer for developing their analytical
skills.
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Synthesis:
The word synthesis can be defined in many different ways. A few popular definitions are as follows:
The art of putting different representations together and of grasping what is manifold in them in
one act of knowledge.
Synthesis is what first gives rise to knowledge, ie. It is not analysis. It is an act of the imagination.
Synthesis suggests the ability to put together separate ideas to form new wholes of a fabric, or
establish new relationships.
Synthesis involves putting ideas and knowledge in a new and unique form. This is where
innovations truly takes place.
The process of bringing pieces of an analysis together to make a whole.
The process of building a new concept, solution, design for a purpose by putting parts together in
a logical way.
This is fifth level of Blooms taxonomy and deals with the task of putting together parts to form a
new whole. This might involve working with parts and putting them together in a creative new
way or using old ideas to come up with new ones.
Synthesis is to be done for the purpose of establishing the Gestalt view that the whole is more than the
sum total of its parts. A suitable analogy can be assembling the components of a TV set and making it
work.
Application:
A few definitions of the application are given as follows:
The act of bringing something to bear; using it for a particular purpose: he advocated the application of
statistics to the problem; a novel application of electronics to medical diagnosis
Logical Thinking:
Logical thinking is defined as that thinking which is coherent and rational. Reasoning and abstract
thought are synonymous with logical thinking. Logical thinking be in Mathematics or any other subject is
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required to establish the coherence of facts of matter and formation of logical patterns and sequences.
Mind has the special ability to think and assimilate, and retain subject matter when presented in sequential
manner. Mind grasps matter devoid of gaps quickly. Unanalyzed knowledge in its un-synthesized form
poses difficulty in retaining it in long time memory, as concepts and its components do not function
isolation. Hence, mind rejects fragmented information which lacks patterns.
Problem Solving:
The thought process involved in solving a problem is called problem - solving. Problem solving as a skill
is developed crossing various other skills on its way. The skills lying down below problem solving in
the cognitive ladder can be compared to the floors of a building. You cannot reach the sixth floor without
crossing the floors down below. Similarly when problem solving is attempted in classes with making
explicit efforts to pass through the levels of knowledge, understanding, analysis, synthesis, and
application, students fail miserably.
Often it is said that practice and drill in Mathematics would help learn the subject better. Hence again, by
repeatedly working out problems, one has to memorize the steps, but it does not guarantee success when
problems are differently worded or twisted. Following the cognitive order- moving from information to
problem solving steps in the classroom will help the students know the sequential mental processes
involved in solving problems in Mathematics. As they practice these steps regularly it will boost their
confidence in learning the subject. But classroom learning these days mostly concentrate on problem
solving as a direct hit strategy. Working out the problems first without following the cognitive order is
equivalent to putting the horse behind the cart, which will take the students nowhere. Even conscientious
teachers tend to spend10-20% of their class time on concept teaching and 80-90% on working out the
problems. This is totally incorrect. Concept learning and concept formation require knowledge
comprehension, analysis and synthesis. After going through these steps, as the next stage, application
should be dealt with. At the end comes problem solving. The process of going through and gaining
thorough grasp of knowledge, understanding, analysis, and synthesis warrants 80-90% of class room time,
and hence just 10-20% class time is enough for problem solving.
Teacher utilizing 5-10 minutes in the beginning of the class on asking questions on the
knowledge, comprehension, analysis and synthesis part of the chapter on hand.
After identifying the skill area in which students have problems, discussion to thrash out
those problems should be taken up. Often the problems of students stem from lack of
understanding of the basic concepts. It is essential therefore to keep doing concept recall
and concept clarification. Comprehending basic concepts is an essential condition for
moving on the further steps in the cognitive order, namely, analysis, synthesis etc.
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iii)
iv)
v)
vi)
vii)
viii)
ix)
Then the points under application of skills down below may be taken up for discussion. Once
the gray areas in application are cleared, the students may be instructed to do problem
solving.
If students falter in steps, the logical sequence of steps followed to solve any problem in the
given chapter falling under the concepts learnt may be discussed again.
Effective questioning to draw out the conceptual understanding of the subject matter learnt by
the students should be done at least every tenth minute in every period to ensure that they are
actually with the teacher.
Free-wheeling of ideas related to the subject by the students should be encouraged as it would
help throw new light on the subject matter under study.
Questions by the students, however silly they may seem, should be welcome in the class and
the teacher should listen to them with patience and convincing answers given.
After a full-fledged concept learning session following cognitive order learning, problem
solving should be taken up where the students should be encouraged to work out the
problems under the watchful eyes of the teacher.
Vertical and horizontal connectivity of concepts in mathematics should always form an
integral part of teaching learning, and students being thorough in the sequential conceptual
elements be taken care of.
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Conclusion:
The subject matter of Mathematics teachers is vast. An attempt has been made to give only the most
rudimentary aspects of it. What requires as a clear understanding on the part of the teachers is that the
subject, Mathematics, is neither difficult unconquerable. Yet, it is perceived to be so mostly owing to
ineffective teaching, which jumps from knowledge to problem solving, leaving a vast territory of skills in
between untouched. As said earlier, Mathematics being the queen of all science deserves an approach to
teaching which is based on the sound scientific principles of human learning. In any class room, if
students declare that they like Mathematics they enjoy learning it, and they have no difficulty in solving
the problems, that class is said to have been blessed with a teacher teaching Mathematics the way it is
deserves to be taught. That way surely is Cognitive-order-Learning approach with the thorough
understanding of the critical aspects of learning Mathematics referred to above.
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Assessment for learning is especially useful for teachers as they develop, modify and differentiate
teaching and learning activities. It is continuous and sustained throughout the learning process and
indicates to students their progress and growth.
In assessment for learning, teachers monitor the progress made by each student in relation to the program
of studies, outcomes and determine upcoming learning needs. Teachers ensure that learning outcomes are
clear, detailed and ensure that they assess according to these outcomes.
They use a range of methods to gather and to provide students with descriptive feedback to further student
learning. These methods may include checklists and written notes based on observations of students as
they learn. The descriptive feedback gathered is used to inform planning for learning and to assist the
teacher in differentiating instruction in order to meet the needs of all students.
The feedback may be shared in oral or written form with individual students or with the class as a whole.
As the information gathered guides the planning process, it leads to the improvement of future student
performance in relation to specific outcomes.
For some students, being asked to reflect on their learning by using skills and strategies related to
metacognition (to think about thinking) might seem new and uncomfortable. They may need help to come
to the realization that learning is a conscious process in which knowledge is constructed when the known,
or previously acquired, encounters the new or unknown. This process often results in the restructuring or
reintegration of what was previously learned.
Assessment of learning is cumulative in nature. It is used to confirm what students already know and
what they can do in relation to the program of studies outcomes. Student progress is reported by way of a
mark; e.g., a percentage or letter grade, a few times a year or a term. The report card is usually received
by students, their parents/guardians as well as by school administrators.
Assessment of learning takes place at specific times in the instructional sequence, such as at the end of a
series of lessons, at the end of a unit or at the end of the school year. Its purpose is to determine the
degree of success students have had in attaining the program outcomes. Assessment of learning involves
more than just quizzes and tests. It should allow students to move beyond recall to a demonstration of the
complexities of their understanding and their ability to use the language.
Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether
or not they have met curriculum outcomes or the goals of their individualized programs, or to certify
proficiency and make decisions about students future program or placements.
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Have I provided/will I provide support for students in accordance with the various points mentioned in
the reflective instrument; i.e., do I provide clear instructions, create a model, share a checklist, ensure that
there are reference materials?
Teacher reflections: The types of reflective questions that teachers can ask themselves when
Planning opportunities in support of assessment of learning include:
Am I using processes and assessment instruments that allow students to demonstrate fully their
competence and skill?
Do these assessments align with the manner in which students were taught the material?
Do these assessments allow students to demonstrate their knowledge and skills as per the program of
studies outcomes?
Assessment of Learning
Performance Tasks/Projects
Summative assessment
Quizzes/Pen-paper tests
Tests or Examinations.
PSA
Formative Assessmentis a process used by teachers and students as part of instruction that provides
feedback to adjust ongoing teaching and learning to improve students achievement of core content. As
assessment for learning, formative assessment practices provide students with clear learning targets,
examples and models of strong and weak work, regular descriptive feedback, and the ability to selfassess, track learning, and set goal. Formative assessments are most effective when they are done
frequently and the information is used to effect immediate adjustments in the day-to-day operations of the
course.
Assessment is not formative unless something is formed as a result of interpreting evidence elicited. It
informs teacher where the need/problem lies to focus on problem area. It helps teacher give specific
feedback, provide relevant support and plan the next step. It helps student identify the problem areas,
provides feedback and support. It helps to improve performance and provides opportunity to improve
22
performance. Peer learning can be encouraged at all stages with variety of tools. Formative Assessment
Strategies:
Tools for Formative Assessment
One minute answer
Conclusion:
Teachers should continuously use a variety of tools understanding different learning styles and abilities
and share the assessment criteria with the students. Allow peer and self-assessment. Share learning
outcomes and assessment expectations with students. Incorporate student self-assessment and keep a
record of their progress and Teachers keep records of student progress.
*********
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Shri. E.Ananthan
Principal, KV No.1 Tambaram, Chennai
Mathematics is for everyone and all can learn Mathematics- NCF 2005
The Little Oxford Dictionary define phobia as fear or aversion.Psychology textbooks describe it as an
abnormal fear. We hear of claustrophobia, acrophobia, nyctophobia, and anthropophobia.
The pioneers in the study of Mathematics anxiety, Richardson and Suinn (1972), defined Mathematics
anxiety in terms of the (debilitating) effect of mathematics anxiety on performance: "feelings of tension
and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in
a wide variety of ordinary life and academic situations".
Is there such a thing as math phobia? To know the answer one needs to only teach mathematics
particularly in the secondary and senior secondary classes. And the reality is that most school drop outs in
the Board exam are due to failure in Mathematics. Studies indicate that students' anxiety about
Mathematics increases between the sixth and twelfth grade.
With this reality check, this write-up aims to analyse the problem and by this parsing, redefine the
teaching learning of Mathematics firmly grounded on foundations of success- for the student for the
teacher, the society and the nation.
The suggestion that Mathematics anxiety threatens both performance and participation in Mathematics,
together with the indications that Mathematics anxiety may be a fairly widespread phenomenon (e.g.
Buxton, 1981), makes a discussion like this, concerning Mathematics anxiety in students, particularly the
Board going students, of extreme importance.
Mathematics is termed as the queen of all sciences, having logical thinking as its crown and problem
solving as its sceptre. Two essential elements which are necessary not just to master nuances of the
numeral world but more importantly to have success in life in qualitative ways- these two are also the
core life skills formulated by WHO for a healthy and successful life.
The question is, Does the teaching of Mathematics in our classrooms realise any of these objectives?
The huge population of children who balk at the very mention of the subject is an ever growing one as
generation gives way to another.
The NFG Position paper on the teaching of Mathematics under the section Problems in Teaching and
Learning of Mathematics states: four problems which we deem to be the core areas of concern:
Other problems are systemic in nature:
Compartmentalisation- Segregation of Primary, Secondary and Senior secondary
Curricular acceleration- The quantum and scope of the syllabus is much larger and wider with passing
days.
The NFG recommends four fold measures to ensure that all children learn Mathematics:
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Shifting the focus of mathematics education from achieving narrow goals to higher goals,- whole
range of processes here: formal problem solving, use of heuristics, estimation and approximation,
optimization, use of patterns, visualisation, representation, reasoning and proof, making connections,
mathematical communication. Giving importance to these processes constitutes the difference between
doing mathematics and swallowing mathematics, between mathematisation of thinking and memorising
formulas, between trivial mathematics and important mathematics, between working towards the narrow
aims and addressing the higher aims.
The recommended methods are:
1. 1. A sense of fear and failure regarding mathematics among a majority of children
(cumulative nature of mathematics, gender and social biases about math ,use of
language and more importantly symbolic language)
2. A curriculum that disappoints both a talented minority as well as the nonparticipating majority at the same time(emphasises procedure and knowledge of
formulas over understanding is bound to enhance anxiety)
3. Crude methods of assessment that encourage perception of mathematics as
mechanical computation, and( only one right answer, sacrificing the process for the
right solution, overemphasis on computation and absolute neglect for development of
mathematical concepts)
4. Lack of teacher preparation and support in the teaching of mathematics.( out dated
methodology, depending on commercial guides due to insufficiency in conceptual
clarity and understanding of the fundamentals of mathematics, inability to link formal
mathematics with experiential learning , particularly in the secondary and senior
secondary stages, incapacity to offer connections within mathematics or across subject
areas to applications in the sciences)
cross curricular and integrated approaches within mathematics and across other disciplines,
Simplifying mathematical communication multiplicity of approaches, procedures, solutions using the
common mans mathematics or folk algorithm- basing problems on authentic real/ daily life contexts
use of technology
1. Engaging every student with a sense of success, while at the same time offering conceptual
challenges to the emerging mathematician- striving to reduce social barriers and gender
stereotypes and focussing on active inclusion of all children in the teaching-learning of
mathematics. Children with math phobia usually seem to have little confidence in themselves.
They feel they are not good in math; they refrain from asking questions (little realizing that more
than half the class is puzzled over the same Problem!); they are afraid to answer any question
directed to them for fear of being labelled "dumb" or "stupid." Such fear or anxiety about math
often begins during the Primary years and continues through life.
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Recommendations:
Teacher need to model problem solving particularly in the context of word problems. To work
out diverse problems and build personal repertoire of problem solving skills and model them
with enthusiasm and confidence.
Move from simple step problem solving modes to increasingly complex and multi- step problem
solving.
Inculcate positive, persevering problem solving approaches- solve problems with them building
rapport thus building their self-esteem and confidence.
Use a problem solving bulletin board to bring problem solving as part of everyday learning
activity
In problem solving, arriving at the "correct answer" is not the most important step. More
important is choosing the correct strategy for solving the problem. Even though there is only one
correct answer, there will be more than a single correct strategy for solving a problem. When
students are reassured of this fact, they will then be more willing to tackle new problems.
2. Changing modes of assessmentto examine students Mathematisation abilities rather than
procedural knowledge3. Enriching teachers with a variety of Mathematical resources. - The development of
teacher knowledge is greatly enhanced by efforts within the wider educational community.
Teachers need the support of othersparticularly material, systems, and human and emotional
support. While teachers can learn a great deal by working together with a group of supportive
mathematics colleagues, professional development initiatives are often a necessary catalyst for
major change. Activities like collaborative and strategic approaches, Mathematics Lab and
experiments help in this aspect
Reflecting on and applying these thoughts to the KV context, what should the maths teachers
need to do to ensure that all students learn Mathematics in the true sense of the word i.e. love it,
think, learn and apply it.
Mathematics teachers need to move from emphasis on Computation to holistic Mathematical
concept learning which will mathematise their thoughts and perspectives.
They need to be constantly conscious of and strive to promote a sense of achievement and
comfort in learning of mathematics.
CONCLUSION
UNESCOs The International Academy of Education in its paper-Effective Educational Practices
Series on the topic Effective Pedagogy in mathematics by Glenda Anthony and Margaret Walshaw
postulates the following :
1. An Ethic of Care-Caring classroom communities that are focused on mathematical goals help
develop students mathematical identities and proficiencies.
2. Arranging For Learning- Effective teachers provide students with opportunities to work both
independently and collaboratively to make sense of ideas.
26
**********************
27
A good mathematics teacher should have sufficient knowledge and love of mathematics. He
needs to have a profound understanding of basic mathematics and to be able to perceive
connections between different concepts and fields.
A teacher should have a sufficient knowledge of mathematics teaching and learning. He needs to
understand children' thinking in order to be able to arrange meaningful learning situations. It is
important that the teacher be aware of children possible misconceptions. In addition, he needs to
be able to use different strategies to promote children conceptual understanding.
A good mathematics teacher also needs additional pedagogical knowledge: the ability to arrange
successful learning situations (for example, the ability to use group work in an effective way),
knowledge of the context of teaching and knowledge of the goals of education.
A good mathematics teacher's beliefs and conceptions should be as many-sided as possible and be
based on a constructivist view of teaching and learning Mathematics.
A Good Mathematics teacher should have the ability to do quick error analysis, and must be able
to concisely articulate what a student is doing wrong, so they can fix it. This is the trickiest part of
being a good Mathematics Teacher. He should have ability to assign the home work that targeted
what the student is learning in the classroom to minimize the mistakes committed and to have
proper practice on the concepts taught.
A successful Mathematics Teacher is seen as a leader in his classroom and in the school. His
students respect him, not only for his knowledge of Mathematics, but for his overall attitude and
actions. Students can tell that he respects them as well. He has control over the classroom, laying
out clear rules and expectations for students to follow.
28
A good mathematics teacher focuses less on the content being taught than the students being
taught. A good mathematics teacher cares about his students and recognizes when a student needs
some encouragement and addresses the problem to help the student refocus on the content.
A Good mathematics teacher never lives in the past. He knows how to unlearn outmoded
algorithms and outdated mathematical terms and re-learns new ones. He appreciates the change
with all enthusiasm and welcomes it.
He is approachable and explains, demonstrates new concepts/ problems in detail and creates fun.
He commands respect and love by his subject knowledge and transaction skills.
A good teacher sets high expectations for all his students. He expects that all students can and
will achieve in his classroom. He doesnt give up on underachievers.
A great teacher has clear, written-out objectives. Effective teacher has lesson plans that give
students a clear idea of what they will be learning, what the assignments are and what the
promoting policy is. Assignments have learning goals and give students ample opportunity to
practice new skills. The teacher is consistent in grading and returns work in a timely manner.
Successful teacher is prepared and organized. He is in his classrooms early and ready to teach. He
presents lessons in a clear and structured way. His classes are organized in such a way as to
minimize distractions.
Successful teacher engages students and get them to look at issues in a variety of ways. He uses
facts as a starting point, not an end point; he asks "why" questions, looks at all sides and
encourages students to predict what will happen next. He asks questions frequently to make sure
students are following along. He tries to engage the whole class, and he doesnt allow a few
students to dominate the class. He keeps students motivated with varied, lively approaches.
A good Mathematics teacher forms strong relationships with his students and show that he cares
about them. He is warm, accessible, enthusiastic and caring. Teacher with these qualities is
known to stay after school and make himself available to students and parents who need his
services. He is involved in school-wide committees and activities and demonstrates a
commitment to the school.
A good mathematics teacher communicates frequently with parents. He reaches parents through
conferences and frequent written reports home. He doesn't hesitate to pick up the telephone to call
a parent if he is concerned about a student.
There are five essential characteristics of effective mathematics lessons: the introduction,
development of the concept or skill, guided practice, summary, and independent practice. There
are many ways to implement these five characteristics, and specific instructional decisions will
vary depending on the needs of the students. The successful mathematics teacher should have
these characteristics in his regular teaching practice.
29
In addition, every good Mathematics teacher has the positive values like Accuracy, Alertness,
Courtesy, Empathy, Flexibility, Friendliness, Honesty, Initiative, Kindness, Loyalty, Patience,
Responsibility, Stability, Tactfulness and Tolerance.
The mathematics teacher is expected to have proficiency in the methodology cognitive order
learning which enables the students to acquire subject learning competencies, to develop
problem solving skills, to boost their confidence in the subject, to widen their interest in the areas
of Mathematics, to have and sustain self-directed and self-motivated activities in mathematics
learning, to achieve mastery level learning of the subject, to help apply the skills acquire d in
learning mathematics to other subjects, to utilize the cognitive domain to its fullest extent and to
remove examination phobia.
The Mathematics teacher should have ability to teach Mathematics in such a way to enhance
children' ability to think and reason, to visualize and handle abstractions, to formulate and solve
problems. Access to quality mathematics education is the right of every child.
*********
30
Recreational Mathematics
Recreational inspiration consists of puzzles, games or contradictions. In addition to being selected for
their specific motivational gain, these procedures must be brief and simple. An effective implementation
of this procedure will allow students to complete the "recreation" without much effort. Using games and
puzzles can make Mathematics classes very amusing, exciting and stimulating. Mathematical games
provide opportunities for students to be dynamically involved in learning. Games allow students to
experience success and satisfaction, thereby building their enthusiasm and self-confidence. But
Mathematical games are not simply about fun and confidence building. Games help students to:
understand Mathematical concepts, develop Mathematical skills, know mathematical facts, learn the
language and vocabulary of Mathematics and develop ability in mental Mathematics.
Investigating Mathematics
Many teachers show students how to do some problems and then ask them to practice. Teachers can set
students a challenge which hints them to discover and practice some new problems for themselves. The
job for the teacher is to find the right challenges for students. The challenges need to be matched to the
ability of the learners. The key point about investigations is that students are stimulated to make their own
decisions about; where to start, how to deal with the challenge, what Mathematics they need to use, how
they can communicate this Mathematics and how to describe what they have discovered. We can say that
investigations are open because they leave many choices open to the student.
31
Creativity in Mathematics
Creativity is a word that is perhaps more easily associated with art, design and writing than it is with
Mathematics, but this is wrong. Mathematics requires as much creativity in its teaching and learning as
any other subject in the curriculum. It is important to remember that creative teaching and learning not
only needs teachers to use creativity in planning inventive and thought provoking learning opportunities
but must also encourage creative thinking and response from learners. A lesson in which the teachers
delivery and resources are creatively delivered but which fails to elicit creative thinking and response
from students has not been fully successfully creative lesson
Problem solving is a key to Mathematics and this in itself presents an excellent way of encouraging
creativity in your lessons. It is a common belief that a degree of rote learning is necessary before learners
can engage in problem solving, but such an attitude may have the effect of pre-empting genuine creative
thinking.
Group work
Research evidences has consistently shown that, regardless of the subject being studied learners working
together in small groups tend to make greater progress in learning what is taught than when the same
content is taught in other more didactic ways. Learners working collaboratively also appear more satisfied
with their classes and have been shown to have greater recollection of learning. There are numerous ways
in which you can arrange learners into groups in your class room. Informal groups can be created by
asking learners to turn to a neighbour and spend 2-3 minutes discussing a question you have posed. Such
informal group can be arranged at any time in a class of any size to check on learners understanding, to
provide an opportunity to apply new knowledge, or to provide change of pace within the lesson. A more
formal arrangement can be made by the teacher establishing the groups. There are conflicting ideas for
this but my personal preference is always for mixed ability group.
Theatre in Mathematics
The individuals who had the delight of being in front of an audience or performing in any capacity before
an audience neednt be convinced about the magic of theatre. The world of theatre is one of the most
important ways children learn about actions and implications, about customs and dogmas, about others
and themselves. Students in every class room can claim the supremacy and potential of theatre today. We
dont have to wait for costly tools and amenities. An occasion to create their own dramas based on what
32
they learned in math and backing them in implementation improve the communication, leadership and
motivation skills which will have a long lasting effect in their memory.
The National Focus Group Position Papers on all segments linking to education are an extraordinary
repository of ideas, theory and procedure for teachers. The position paper devoted to Arts, music, dance
and theatre clearly mentions why and how it may be integrated in the classroom and invokes what is
called Sensitivity Pyramid through Drama. In cognizance with the NFG position papers theatre can
work extremely well as micro level experimental innovative and creative math pedagogy. Theatre is an
effective learning tool as it deals with action and imagination, understanding the concept being taught
with a view to applying this understanding to real life situations.
***************************
33
34
CHAPTER 1
1. RELATION
2. TYPES OF RELATIONS
a) Empty Relation
b) Universal Relation
c) Reflexive Relation
d) Symmetric Relation
e) Transitive Relation
3. EQUIVALENCE RELATION
A Relation which is Reflexive, Symmetric and Transitive.
4. FUNCTION
To recall - identity , constant, linear, polynomial, rational, Signum, modulus,
greatest integer functions.
5. TYPES OF FUNCTIONS
a) One One ( Injective mapping)
b) Onto ( Surjective mapping)
c) One One and Onto ( Bijective mapping).
6. COMPOSITION OF FUNCTIONS
To recall algebra of functions and to introduce composition of functions.
7. INVERSE OF A FUNCTION
Problems based on linear, quadratic and rational functions.
8. BINARY OPERATIONS
Operation Table.
9. PROPERTIES OF BINARY OPERATIONS
a) Commutative
b) Associative
c) Existence of Identity element
d) Existence of Inverse element
e) To check properties of binary operation using operation table
35
CONCEPT MAPPING
36
Level II
1. Check whether the relation R defined in the set { 1, 2, 3, 4, 5 , 6} as
R = {(a, b): b = a+ 1} is Reflexive, Symmetric and Transitive.
2. If f : RR be given by f(x) =
3 x , then find
1
3 3
f f (x )
ab
.
4
37
2x
is invertible. Find inverse of f.
5x 3
5. Show that the relation R defined in the set A of all triangles as R = {(T1, T2) : T1 is
similar to T2} is an equivalence relation.
6. Let A and B be sets. Show that f : A x BB x A such that f(a, b) =(b, a) is bijective
function.
7. Le A=N x N and * be the binary operation on A defined by (a, b) * (c, d) = (a + c, b + d)
.Show hat * is commutative and associative. Find the identity element for *on A, if any.
8. Let f : N
N be defined by f(x)={
function is bijective.
9. Consider f:R+ [
for every n
given by f(x) =
inverse
of f given by
real numbers.
(y) =
If x is a brilliant student and y is a slow learner and x helps y in his studies, what quality
does x posses?
5. Consider the functions f and g, f:{ 1,2,3 } { a,b,c and
g : { a,b,c
{ punctuality,honesty,sincerity }
Error
Students Prove it by taking
Correction
Stress on to prove it by
Equivalence
particular elements
Finding inverse of a
function
Relation
function is defined
Finding the identity
of a binary
operation defined
accordingly
on a set A= NxN
unable to proceed
39
QUESTION BANK
40
41
42
43
PPT-Relations and
Functions.pptx
https://youtu.be/TJrTlA1hMVw
https://youtu.be/3P9FFg4eKHw
https://youtu.be/FxLGJLXCdmU
44
CHAPTER 2
2 , 2
-1
cos
:
[-1, 1]
[0, ]
cosec-1
:
R (-1, 1)
2 , 2 - {0}
sec-1
:
R (-1, 1)
[0, ] { }
2
tan-1
:
R
,
2 2
-1
cot
:
R
(0, )
3. PROPERTIES OF INVERSE TRIG. FUNCTIONS
4. APPLICATION PROBLEMS
a) Evaluate the Inverse Trig. Functions
b) Evaluating the Problems by using Trig. Identities
i)
a2 + x2 Put x = a tan or x = a cot
ii)
a2 - x2 Put x = a sin or x = a cos
iii)
x2 a2 Put x = a sec or x = a cosec
c) To reduce into simplest form
d) To solve :- for the unknown variable x or
e) Problems involving cos -sin >0 if 0, &
4
sin -cos >0 if , &
4 2
45
CONCEPT MAPPING
46
Level I
1. Find the principal value of
( )
( )
( )
( )
5. If
6. Write in simplest form:
47
8. Show that
9. Prove that
Level III
1. If
8. If
9. If
10. If
11. Solve for x:
=
(
48
=
(
)) =
Concept
Finding principal value
Error
Correction
Wrong application of principal Insist the children to be
value
thorough with the principle
value of each trigonometric
function
Evaluation of a composition of Dont check whether the value Stress on to check it before
trigonometric function & its
lies in the principal value or
they write the solution
inverse
not
Solving problems using
Wrong application
Insist them to thorough with
properties
the properties
QUESTION BANK
1. Evaluate :
))
( )
))
)
=
)
+2
( )
49
PPT- INVERSE
TRIGONO.pptx
WEB LINKS
https://youtu.be/-FGFEfqs7BI
https://youtu.be/v0VB_xqHLYI
https://youtu.be/3d3HEDhJ_wQ
50
CHAPTER3
MATRICES
EXPECTED LEARNING OUTCOMES:
The teacher as a facilitator should make the students to know about the chapter before going into
the details of the concept. The teacher should keep in mind that all varieties of student are there
in a given classroom situation. The following points can be explained by the teacher in the class.
1. Definition
2. Order of a Matrix
3. Construction of a Matrix of given order &identifying entries(example :Find a11, a 22, a 23
etc)
i2j
4. (Construct a matrix of order 2 3Whoseentries are defined as aij
)
2
5. Types of matrices
i)column matrix, ii)row matrix, iii)square matrix, iv)diagonal matrix, v) scalar matrix
vi)identity matrix, vii)zero or null matrix
6. Equality of matrices-Finding the unknown values x,y if given two matrices are equal
7. Matrix operations
i)
addition
ii)subtraction,
iii)
scalar multiplication-(multiply all the entries of the matrix with the scalar k,
iv)
multiplication of matricesa)Matrix multiplication need not be commutative b)Matrix multiplication is
associative c)Product of two non zero matrices can be a zero matrix.
8. Transpose of a matrix &its properties:
i) A
/ /
T
T
T
ii) AB B A ,
A ,
iii)(kA)T=kAT ,
iv ) A B AT B T
9. Symmetric &skew symmetric matrices
10. i)AT=A (Symmetric) , ii)AT=-A( skew symmetric)
11. Writing a given square matrix as a sum of a symmetric & a skew symmetric matrices.T
12. A
1
1
A A/ A A/
2
2
AB 1 B 1 A 1
AA 1 A 1 A I
13. Invertible matrix( Let A and B be two square matrices, if AB=BA =I then B is called the
inverse of the matrix A and A is called an invertible matrix . Inverse of A is denoted by A-1)
52
CONCEPT MAPPING
53
LEVEL- 1
If a matrix has 5 elements, write all possible order it can have?
2.
If
3.
4.
If order of matrix A is 2x3 and order of matrix B is 3x4 , find the order of AB.
+* +
+ ,
5.
Write the value of x + y + z if [
]0 1
6
] a skew-symmetric
If A=*
8
If A, B and C are three non-zero square matrices of same order, find the
condition on A such that AB = AC B = C.
9
10
11
If AT=[
12
If (
13
If
14
15
*
)
+
) , then find x and y.
) , find A + A
If (
16
17
I (
18
If
)
(
54
S.No
LEVEL II
If A =(
4
] is skew symmetric, find a + b + c .
If the matrix[
5
If A =*
If 2 A + 3 B =*
If A =*
+ and B = *
+ , 2A + B + X = 0 , find X.
+ and 3 A + 2 B = *
+ and B = *
+ , find A and B.
+= *
+.
Show that A = [
10
If A =*
11
12
+X = *
13
Let A = [
14
If A = [
+ , then find A - B
] and B = *
15
If A =*
16
17
If A =*
+.
+, find k so that A2 = 8A + k
55
18
Express the following matrix as the sum of a symmetric and skew symmetric matrix and
Verify your result:
19
Using elementary operations, find the inverse of the following matrix, : [
20
If A = *
21
If A = *
LEVEL III
Find the inverse of the following matrix using elementary operations:
+ and B =*
+ prove that An = *
(
2
If A-1 = [
] and B = [
Find X, if X +*
Find x, if [
If A =*
+ =*
]*
] , find (AB)-1
+.
+ * + = 0.
matrices
6
].
7
If A = [
] and B = [
] , compute A2B2
8
If f(x) =[
9
If A = *
56
10
If AA= I where A = [
11
If A = *
12
If A = *
that
13
+ and A2 = [
An = *
Let A = *
+.
+, Show that ( a I + b A )n = an I + n an-1 b A, where I is the
For keeping Fit X people believes in morning walk, Y people believe in yoga and Z people join
Gym. Total no of people are 70.further 20% 30% and 40% people are suffering from any
disease who believe in morning walk, yoga and GYM respectively. Total no. of such people
is 21. If morning walk cost Rs.0 Yoga cost Rs.500/month and GYM cost Rs.400/ month and
total expenditure is Rs.23000.
(i) Formulate a matrix problem.
(ii) Calculate the no. of each type of people.
(iii)Why exercise is important for health?
2.
3.
An amount of Rs. 600 crores is spent by the government in three schemes. Scheme A is for
saving girl child from the cruel parents who dont want girl child and get the abortion before
her birth. Scheme B is for saving of newlywed girls from death due to dowry. Scheme C is
planning for good health for senior citizen. Now twice the amount spent on Scheme C
together with amount spent on Scheme A is Rs 700 crores. And three times the amount spent
on Scheme A together with amount spent on Scheme B and Scheme C is Rs 1200 crores.
Find the amount spent on each Scheme using matrices? What is the importance of saving girl
child from the cruel parents who dont want girl child and get the abortion before her birth?
There are three families. First family consists of 2 male members, 4 female members and 3
children. Second family consists of 3 male members, 3 female members and 2 children.
Third family consists of 2 male members, 2 female members and 5 children. Male member
earns Rs 500 per day and spends Rs 300 per day. Female member earns Rs 400 per day and
spends Rs 250 per day child member spends Rs 40 per day. Find the money each family
saves per day using matrices? What is the necessity of saving in the family?
57
Two schools A and B decided to award prizes to their students for three values honesty (x),
punctuality (y) and obedience (z). School A decided to award a total of Rs. 11000 for the
three values to 5, 4 and 3 students respectively while school B decided to award Rs. 10700
for the three values to 4, 3 and 5 students respectively. If all the three prizes together amount
to Rs. 2700, then
i)Represent the above situation by a matrix equation and form Linear equations
using matrix multiplication.
ii) Is it possible to solve the system of equations so obtained using matrices?
iii) Which value you prefer to be rewarded most and why?
MATRICES( SOLUTIONS )
58
Name of Unit
MATRICES
Concept
Order
Product of
Matrices
Transpose
of a Matrix
Adjoint of a
Matrix
Probable errors by
students
Generally Student
take row as
column and
column as row
The meaning of
the order of the
matrix the teacher
should specify.
Not multiplying
the first matrix
row elements with
the second matrix
corresponding
column elements
and add.
Converting both
column into rows
and rows into
columns
a) For finding cofactor not taking
proper sign
b)Not taking
transpose of a cofactor matrix
Remediation
Make them understand row means horizontal,
column means vertical more such problems
for practice should be given. The position of
the student in the classroom if it is neatly
arranged.
By giving tips like Run and Jump remember
while multiplying two matrices. More
practice on various order matrices for
multiplication.
The teacher can have some playway method
devised.
59
QUESTION BANK
CBSE-XII-HOTS-Matrix-Chapter-3.pdf
POWER POINT PRESENTATION
Matrices- Mr D
Sreenivasulu.pptx
Matrices- Mr. G
Mathilagan.ppt
determinants by Srinivas.pptx
WEB LINKS
1. Matrices and Determinants
https://youtu.be/mYVbYBZZdW0
2. Order of a matrix, number of elements in a matrix NCERT solution Maths
chapter 3
Matrices
https://youtu.be/KLZlJduSoXY?list=PLauXkHsTK5c_oL12O_7tUwc0GkIHZouJ
3. Matrix CBSE Class 12 Math Hindi Medium Ganit Video Lecture
https://youtu.be/fzVwSbKu0Uo
4. Class 12 Maths Matrices Properties of Adjoint of a Matrix Video Lecture
https://youtu.be/SK8sN-NErCE
60
CHAPTER 4
DETERMINANTS
LEARNING OBJECTIVES/ OUTCOMES
The teacher should explain the following points before explaining the concepts.
1. Explain the difference between a matrix and a determinant. Determinant is a number or a
function we associate with a matrix.
2. Determinant of a matrix of order 1 and order 2.
3. Determinant of a matrix of order 3. It can be done by expanding about any row or any
column.
4. Properties of determinants.
i)The value of the determinant remains unchanged if its rows and columns are
interchanged.
ii)If any two rows (or columns) of a determinant are interchanged, then sign of determinant
changes.
iii) If any two rows(or columns) of a determinant are identical then the value of the
determinant is zero.
iv )If each element of a row(or a column of a determinant is multiplied by constant k,
then its value gets multiplied by k.
v )If some or all elements of a row or column of a determinant are expressed
as sum of two(or more) terms, then the determinant can be expressed a s sum of two
(or more) determinants.
vi)If to each element of any row or column of a determinant, the equimultiples of
corresponding elements of other row(or column) are adds, the value of determinant
remains the same. Ie.RiRi+kRj orCiCi + kCj then value of determinant remains the
same.
5. Solving problems using properties of determinants ie. problems involving proving LHS =
RHS using properties.
6. Finding the area of a triangle using determinants.
7. Finding minors and co-factors of the matrix .
Aij= (-1)i+jMij
8. = a11A11+ a12A12 + a13A13. whereAij are cofactors of aij .
9. If elements of a row (or column) are multiplied with cofactors of any other row (or
column) then their sum is zero.
10. Finding the adjoint and inverse of a matrix.
11. A is singular matrix implies
= 0.
12.
. But if IAI =I kBI where k is a constant then
where n is the order of Matrix A.
13.
n-1
=kn
61
)T = (AT)-1
14.
15.
16.
17. If
(n-1)2
+ then adj A =*
62
CONCEPT MAPPING
= 4
|
|.
3
Using property prove that |
| = 0.
|= 0.
Find the area of the triangle with vertices (-2, -3), (3,2) and (-1, -8) .
63
|.
+.
10
|.
+.
11
If Aijis the co factor of the element aij if the determinant |
a32 .A32
S.No
LEVEL II
1
If A =[
= 27
2
Using properties evaluate |
|.
3
Prove that |
|= 4 abc.
4
Using properties show that |
5
| = (a-b)(b-c)(c-a).
6
Find the equation of the line joining the points (1,2) and (3,6) using determinants.
64
7
Verify A(adjA) = (adj A) A =
8
If A = *
If A = *
+ and B = *
I if A = [
].
10
11
12
Evaluate
13
Show that the points A (a, b+c), B (b,c+a), C(c,a+b) are collinear.
14
Find values of k if area of triangle is 4 sq.units and vertices are (-2,0),(0,4), (0,k).
15
16
17
Find k if
18
Prove that
is singular
= a3
65
19
Show that
20
= abc + bc + ca + ab =abc ( 1 + + +
=2
21
22
23
Using
|
24
of
determinants,
solve
the
following
for
25
properties
log x 10 1
If x, y, z are the 10th, 13th and 15th terms of a G.P. find the value of log y 13 1
log z 15 1
66
LEVEL III
1
If
.
2
(
If
3
4
2 1
1
= A
If A and B are non singular square matrices of the same order, then write the relationship
between adj AB, adj A and adj B.
10
11
12
67
13
Use the product [
][
x y +2z = 1,2y 3z = 1, 3x 2y + 4z = 2.
14
15
16
= 4, - + = 1, +
= 2: where x
There are 3 families A, B and C. The number of men, women and children in these families
are given below:
Men
Women
Children
Family A
Family B
Family C
Daily expense of men, women and children are Rs200, Rs150 and Rs 200 respectively.
Only men and women earn and children do not. Using matrix multiplication, calculate the
daily expense of each family. What impact does more children in the family create on the
society?
17
Two institutions decided to award their employees for the three values of Resourcefulness,
competence and determination in the form of prizes at the rate Rs x, Rs y and Rs z
respectively per person. The first institution decided to award 4, 3 and 2 respectively with
total prize money of Rs37000 and the second institution decided to award respectively 5, 3
and 4 with total prize money of Rs47000. If all the three prizes per person together amount
Rs 12000, then using matrix method find the values of x, y and z.
VALUEBASED QUESTIONS
Q.1.
Three shopkeepers A, B, C are using polythene, handmade bags (prepared by prisoners), and
newspapers envelope as carry bags. it is found that the shopkeepers A, B, C are using
(20,30,40) , (30,40,20,) , (40,20,30) polythene , handmade bags and newspapers envelopes
respectively. The shopkeepers A, B, C spent Rs.250, Rs.220 & Rs.200 on these carry bags
respectively .Find the cost of each carry bags using matrices. Keeping in mind the social &
environmental conditions, which shopkeeper is better? & why?
Q.2
In a Legislative assembly election, a political party hired a public relation firm to promote its
68
candidate in three ways; telephone, house calls and letters. The numbers of contacts of each
type in three cities A, B & C are (500, 1000, and 5000), (3000, 1000, 10000) and (2000, 1500,
4000), respectively. The party paid Rs. 3700, Rs.7200, and Rs.4300 in cities A, B & C
respectively. Find the costs per contact using matrix method. Keeping in mind the economic
condition of the country, which way of promotion is better in your view?
Q.3
A trust fund has Rs. 30,000 is to be invested in two different types of bonds. The first bond
pays 5% interest per annum which will be given to orphanage and second bond pays7%
interest per annum which will be given to an N.G.O. cancer aid society. Using matrix
multiplication, determine how to divide Rs 30,000 among two types of Bonds if the trust
fund obtains an annual total interest of Rs. 1800. What are the values reflected in the
question.
Q.4
Q.5
A school has to reward the students participating in co-curricular activities (Category I) and
with 100% attendance (Category II) brave students (Category III) in a function. The sum of
the numbers of all the three category students is 6. If we multiply the number of category III
by 2 and added to the number of category I to the result, we get 7. By adding second and
third category would to three times the first category we get 12.Form the matrix equation and
solve it.
DETERMINANTS ( SOLUTIONS )
Ans.1 [Polythene=Re.1] [Handmade bag = Rs.5] [Newspapers envelop=Rs.2]
Shopkeeper A is better for environmental conditions. As he is using least no of polythene.
Shopkeeper B is better for social conditions as he is using handmade bags (Prepared by
prisoners).
Ans.2 Cost per Contact:
Telephone = Rs0.40
House calls = Re1.00
=
Letters
Rs0.50
Telephone is better as it is cheap.
Ans.3 Rs.15000 each type of bond.
(i) Charity.
(ii) Helping orphans or poor
people. (iii)Awareness about
69
diseases.
Ans.4 X = 3, Y =1, Z = 2
Food taken at home is always the best way.
Ans.5 x+y+z=6, x+2z=7, 3x+y+z=12 where x,y,z represent the number of students in
categories I,II,III respectively.
X=3, y=1, z=2
70
Name of Unit
Concept
DETERMINANTS Applying
Rules
Probable errors by
students
1.Directly try to
expand
2.While changing
a row or column
multiplying by a
scalar or sign
In finding
Inverse
1.While applying
the elementary
operations up to
some steps row
operations
afterwards column
operations they
use.
2. From word
finding difficult to
convert into
equations
71
QUESTION BANK
CBSE-XII-HOTS-DETERMINANTS-Chapter-4.pdf
1. INTRODUCTION - DETERMINANTS
https://www.youtube.com/watch?v=R5jASuOagzU
2. DETERMINANT PART CONCEPTS
https://youtu.be/4C_m0NywM_o?list=PL39FDA035AFD825C6
3. Determinant row transformation
https://youtu.be/Ztb9vUEnB_o
TIPS AND TECHNIQUES
MATRICES AND DETERMINANTS
1. In finding inverse of a matrix by elementary row transformation remember the word RIA
(R-for row transformation, I- for unit matrix, A- for given matrix).
2. For finding the adjoint of a 3 x 3 square matrix
co-factors write second and third row elements in order starting from second element
gives
gives
gives
Web Links
Determinant part 1
https://youtu.be/R5jASuOagzU
Lecture on properties of Determinant
https://youtu.be/I5XbsLClLc4
Maths Elementary row operation
https://youtu.be/Ztb9vUEnB_o
Elementary row operation
https://youtu.be/DH2JSYx52nk
Properties of adjoint of a matrix
https://youtu.be/HxkMFNR7XHg
72
Chapter 5
Continuity and Differentiability
LEARNING OBJECTIVES/OUTCOMES
Understanding the concept of Continuity and differentiability and addressing the problems based on continuity
and derivative of composite functions, chain rule, derivatives of inverse trigonometric functions, derivative of
implicit functions.
Learning the concept of exponential and logarithmic functions.
Skills to solve derivatives of logarithmic and exponential function. Logarithmic differentiation, derivative of
functions expressed in parametric forms. Second order derivatives, Rolles and Lagranges Mean Vale
Theorems and their geometric interpretation.
CONCEPT MAPPING
73
74
is continuous at x=2
If y=(logx)2 find
If y= esinx find
Find
Find
8
9
10
if 2x+3y=sinx
(
if
First Phase
1
2
3
4
5
6
7
, Show that
Differentiate
Differentiate
Differentiate
Differentiate
.
(
= -
]with respect to x
with respect to x
with respect to x
( )) with respect to x
If
in terms of y alone.
Find all the points of discontinuity of the function f defined
by
8
If
x 1
x 2 if
f ( x) x 2 if 1 x 2
0 , if
Prove that
x2
Find
if y=
], 0 <
75
10
13
14
For
11
12
LEVEL III
15
If
16
If
17
If
18
If
iscontinuous at x=1.
, prove that
If
21
If
find
22
is continuous at x = 0
f(x)={
If
) , show that
IF x=
Differentiate
]with respect to x.
2 x 1 if x 0
Find the point of discontinuity .
2 x 1 if x 0
Whether the rider should pass that point or not? Justify your answers.
Error analysis and remediation
S.No.
Common Error
1.
Partially writing the Condition for continuity
2.
3.
In logarithmic differentiation,
if y = u+v form, log is taken in the beginning
Writing (logx)n as nlogx
4.
5.
6.
7.
8.
using
= ( )
while differentiating inverse trigonometric functions,
applying chain rule
Measures
Insist them to follow the definition
of continuity correctly
Insist them to differentiate the
equation directly w.r.t.x
More practice to be given in those
type of questions
Give the power rule
logxn = nlogx
Stress the conditions of continuity
and differentiability in the specified
interval
Insist to check the value of c lies in
the given open interval
Insist them to write the formula
correctly
More practice with inverse
trigonometric functions and chain
rule problems
77
QUESTION BANK
5.HOTS-CONTINUITY-AND-DIFFENTIABILITY.pdf
PROJECTS AND PRACTICALS,POWER POINT PRESENTATION,REFERENCE WEB
78
CHAPTER 6
APPLICATION OF DERIVATIVES
LEARNING OBJECTIVES/OUTCOMES
(I)Rate of change
Recalling : 1. Perimeter and area of plane figures.
2. C.S .A, T.S.A and Volume of solids.
3. Differentiation , chain rule.
Observing the Sign of rate of change Positive for increasing and negative for decreasing
Definition of cost and marginal cost /Revenue and marginal revenue
Addressing the Questions of the type:Rate of change of Perimeter/radius/length/side Rate of change Area
Rate of change of Volume Rate of change of Surface Area
(II) Increasing and decreasing functions
Learning the Definition of
(i) Increasing, strictly increasing ,Decreasingand strictly decreasing functions and their
graphs.
(ii) Conditions for a function to be increasing and decreasing in the given intervals
(iii) Monotonicity of functions
(iv) Finding intervals disjoint/ open intervals where the function changes its nature and
solving the problems based on it.
i) Finding f (x) in factor form.
ii) Solving f (x) = 0 and finding the roots.
iii) If there are n roots ,then divide the real number line R into (n+1 ) disjoint open
intervals .
iv) Finding the sign of f (x) in each of the above intervals .
v) f(x) is increasing or decreasing in the intervals when f (x) is positive or negative
respectively
Solving Problems on Polynomial functions, Trigonometric functions with simple ,
multiple and sub-multiple arguments.
(III) TANGENTS AND NORMAL:Geometrical approach to learn about the tangent and normal through differentiation
a)Recalling : 1 . Equation of a line Point Slope form
2 .Slope of a line when two points are given.
3. Slope of the line parallel to the axes and parallel to a given line.
4. Conditions for Parallel lines & Perpendicular lines.
b) Finding the equation of Tangent and Normal at a given point using differentiation .
dy
c) Slope of the tangent at p(x0,y0)=
at (x0,y0).
dx
1
d) Slope of the normal at p(x0,y0)=
at (x0,y0).
dy
dx
79
80
An edge of a variable cube is increasing at the rate of 3 cm/s. How fast is the
volume of the cube increasing when the edge is 10 cm long?
The total cost C(x)in Rupees associated with the production of x units of an item
is given by C(x)= 0.007x3-0.003x2+15x+4000. Find the marginal cost when 17
units are produced.
The total revenue in Rupees received from the sale of x units of a product is
given by R(x)= 13x2+26x+15 . Find the marginal revenue when x = 7.
81
A stone is dropped into a quiet lake and waves move in circles at a speed of 5
cm/s. At the instant when radius of the circular wave is 8cm., how fast is the
enclosed area increasing?
A ladder 5 m long is leaning against a wall. The bottom of the ladder is
pulled along the ground, away from the wall, at the rate of 2 cm/s. How fast is
its height on the wall decreasing when the foot of the ladder is 4m away from
the wall?.
The length x of a rectangle is decreasing at the rate of 5cm/ min. and the width
y is increasing at the rate of 4 cm / min.When x = 8 cm and y= 6 cm, Find the
rates of changes of a) the perimeter, and b) the area of the rectangle.
Two equal sides of an isosceles triangle with fixed base a are decreasing at the
rate of 9 cm/ sec. How fast is the area of the triangle decreasing when the two sides
are equal to a.
A water tank has the shape of a right circular cone with its axis vertical and vertex
rate of 5 cubic meters per minute. Find the rate at which the level of water is rising
at the instant when the depth of the water is 10 m .
LEVEL III
A water tank has the shape of an inverted right circular cone with its axis vertical
and vertex lowermost . Its semi vertical angle tan-1(0.5). Water is poured into it at
a constant rate of 5 cubic metre per hour. Find the rate at which the level of the
water is rising at the instant when the depth of water in the tank is 4m.
A car starts from a point P at time t=0 seconds and stops at point Q . The distance x
in metres, covered by it, in t seconds is given by x t 2 2 3t Find the time taken by
2
3
Sand is pouring from a pipe at the rate of 12cm3. The falling sand forms a cone
on the ground in such a way that the height of the cone is always one-sixth of the
radius of the base. How fast is the height of the sand cone increasing when the
height is 4cm?
X and y are the sides of two squares such that y = x x2. Find the rate of change
of the area of second square with respect to the area of first square.
A swimming pool is to be drained for cleaning. If L represents the number of
litres of water in the pool in t seconds after the pool has been plugged off to drain
and L = 200(10-t)2 . How fast is the water running out at the end of 5 seconds?
The volume of a cube increases at a constant rate. Prove that the increase in its
surface area varies inversely as the length of the side
83
4x
is increasing and for
3
Prove that the function f(x)=tan x 4x is strictly decreasing on ,
3 3
LEVEL II
Find the intervals in which the function f given by
f ( x) sin x cos x,0 x 2 is strictly increasing or strictly decreasing.
84
LEVEL III
4 sin
Prove that y
is increasing function of in 0,
( 2 cos )
2
3
4
2x
, x 1, is an increasing function of x
2 x
85
LEVEL II
1
2
x2 y2
5
6
Prove that the curves x= y2and xy=k cut at right angle if 8k2=1
At what points will the tangent to the curve
be parallel
to x- axis? Also, find the equations of tangents to the curve at those
points.(Mar2008)
Prove that x/a + y/b = 1 is touching the curve y = be-x/a where the curve cuts the Yaxis.
LEVEL III
1
2
3
4
Find the equations of the tangent and normal to the curve x 3 y 3 2 at (1,1)
Find the equation of the tangent to the curve y=(5x -3 ) -2 which is parallel to the
line 4x-2y +3 =0
Show that the curve x2 + y2 -2x = 0 and x2 + y2 -2y = 0 cut orthogonally at the
point (0,0)
Find the condition for the curves x2/a2 - y2/b2 =1 andxy = c2 tointersect
orthogonally.
Find the equations of the tangents to the curve
the point (4/3, 0).(Mar 2013)
86
at the point
Show that the normal at any point to the curve x= a cos +a sin
y= a sin -a cos is at a constant distance from the origin.
and
2
3
4
LEVEL II
1
2
3
If the radius of a sphere is measured as 9 cm with an error of 0.03 cm, then find
the approximate error in calculating its surface area.
Using differentials, find the approximate value of (17/81)1/4
87
LEVEL 1.
Find the maximum and minimum values, if any, of the following functions
given by i) f(x)=(2x-1)2 ii)f(x)=9x2+12x+2 (without using derivatives)
Find the maximum and minimum values, if any , of the following functions
given by h(x)=sin(2x)+5
ii) f(x)=I sin4x+3I (without using derivative)
i)
ii)
(By first derivative test)
Find the local maxima and local minima , if any in the following functions
1) f(x)=x3-6x2+9x+15
2) f ( x) x 1 x , x 0 by second derivative test
Find the maximum profit that a company can make, if the profit function is given
by p(x)=41-21x-18x2
Find the local maximum and the local minimum values, if any, for
f(x)=3x4+4x3-12x2+12
1
2
3
4
5
LEVEL 2.
At what points in the interval [0.2], does the function sin2x attain its maximum
value?
Show that the right circular cylinder of given surface and maximum volume is
such that it height is equal to the diameter of the base.
Show that of all the rectangles inscribed ina given fixed circle, the square has the
maximum area.
Of all the closed cylindrical cans (right circular) , of a given volume of 100 cubic
centimeters, find the dimensions of the can which has the minimum surface area?
A rectangular sheet of tin 45cm by 24cm is to be made into a box whithout top,
by cutting off square from each corner and folding up the flaps . What should be
the side of the square to be cut off so that the volume of the box is maximum?
Show that semi-vertical angle of the right circular cone of the maximum volume
and given surface is sin-1(1/3).
Second Phase self-assessment
An open box is to be constructed by removing equal squares from each corner of
88
1
3
A tank with rectangular base and rectangular sides, open at the top is to be
constructed so that its depth is 2m and volume is 8m3.If building of tank costs Rs.
70 per sq. metre for the base and Rs. 45 per sq. metre for sides , what is the cost
of least expensive tank?
LEVEL 3.
Manufacturer can sell x items at a price of rupees(5 (x/100)) each. The cost
price of x items is Rs((x/5)+500). Find the number of items he should sell to
earn maximum profit.
A window is in the form of a rectangle surmounted by semicircular opening .The
total perimeter of the window is 10 m . Find the dimensions of the window to
admit maximum light through the whole opening.
A point on the hypotenuse of the triangle is at distance a and b from the sides of
3
6
7
2 2
2
Show that the height of the cylinder of maximum volume that can be inscribed in
2R
a sphere of radius R is
.Also find the maximum volume.
3
Show that height of the cylinder of greatest volume which can be inscribed in a
right circular cone of height h and semi vertical angle is one third that of the
4
cone and the greatest volume of cylinder is
h 3 tan 2
27
Find the area of the greatest isosceles triangle that can be inscribed in a given
ellipse having its vertex coincident with one extremity of major axis.
An open box with a square base is to be made out of a given quantity of
cardboard of area c2 square units. Show that the maximum volume of the box is
c3/63 cubic units.
The cost of fuel for running a bus is proportional to the square of its speed in
km/hr. This has to be paid in addition to a fixed charge of Rs 108/hr. The cost
of fuel is Rs 48/hr, when the bus moves at the speed of 20 km/hr. What is the
89
11
Show that the right-circular cone of least curved surface and given volume has
an altitude equal to times the radius of the base. (Mar 2011)
12
If the sum of the lengths of the hypotenuse and a side of a right-angled triangle is
given, show that the area of the triangle is maximum when the angle between
them is .
Second Phase self-assessment
1
2
Prove that the radius of the base of right circular cylinder of greatest curved
surface area which can be inscribed in a given cone is half that of the cone.
An open tank with a square base and vertical sides is to be constructed from a
metal sheetso as to hold a given quantity of water. Show that the total surface
area is least when depth of the tank is half its width.
Find the point on the curve y
x
, where the tangent to the curve has the
1 x 2
greatest slope.
A given quantity of metal is to be cast into a half cylinder with a rectangular base
and semi circular ends. Show that in order that total surface area is minimum ,
the ratio of length of cylinder to the diameter of its semi-circular ends is :(+2)
A jet of an enemy is flying along the curve y= x2+2. A soldier is placed at the
point (3,2) . What is the nearest distance between the soldier and the jet?
APPROXIMATIONS
Common Errors
Measures to overcome the errors.
Splitting the number under radical sign as x More practice
and x
MAXIMA AND MINIMA
Common Errors
Expressing one variable in terms of another
& the constant
Differentiating the function by keeping the
radicals as it is
Checking the sign of second derivative
91
QUESTION BANK
CBSE-XII-HOTS-APPLICATION-OF-DERIVATIVES-Chapter-6.pdf
https://youtu.be/D18tbaC3DV0?list=PLl1oW2UaFB2-aeGG_dGOFPgLN6kE3diEn
https://youtu.be/wiB0ydO0l_c
https://youtu.be/IoNJrNrkn2E
92
Chapter -7
INTEGRALS
LEARNING OBJECTIVES/OUTCOMES
Learning Objectives for Indefinite Integrals, Definite Integrals
The goal here is developing the students geometric insight into the concepts of integration, and
applying these concepts to problem solving and real world application.
Apply arithmetic, algebraic, geometric, statistical and logical reasoning to solve problems.
Represent and evaluate basic mathematical and/or logical information numerically,
graphically, and symbolically.
Interpret mathematical and/or logical models such as formulas, graphs, tables and
schematics, and draw inference from them.
Students will become proficient in techniques of the concept of definite and indefinite integral and
their relations to area and rate of change. In particular, the students will Compute definite and
indefinite integrals
93
CONCEPT MAP
94
95
LEVEL : 1
1. sec xsec x tan x dx
2.
x3 x2 x 1
dx
x 1
1
e tan x
3
dx
1 x2
1
4
dx
sin x cos x
5.
sec2 (log x)
dx
x
6. sin 3 x dx
7. cos x cos 2 x cos 3 x dx
dx
8.
4x 2 9
dx
9. 2
x 2 x 10
19.
dx
10. 2
9 x 12 x 13
20.
11.
sin x
dx
1 cos x
0
2x 1
dx
x 1x 1
sin 4 x
dx
sin 4 x cos 4 x
21.
12. x sec2 x dx
2 x 3
x 3 x 18
2
dx
22. 5 x 4
x 5 1dx
14. 4 x dx
15. 1 4 x 2 dx
17. x x 2 dx
25.
0
2
dx
1 x
dx ,
cos x
dx
1 sin x 2 sin x
26.
27.
dx
dx
28.
29.
dx
(
x+
)dx
96
30.
x dx
31
32
33
34
35
36
37
38
39
40
41
42
43 If
44
45
97
Evaluate
1.
1
dx
e 1
x
sin 4 x
dx
sin x
sin x
3.
dx
sin x a
dx
4.
1 tan x
cos x
5.
dx
1 sin x
2.
6. tan 2 2 x 3 dx
7.
8.
1
x x6 1
dx
dx
7 6x x2
dx
9.
cos x a cos x b
x2
10. 2
dx
2 x 6 x 5
11.
x3
12.
dx
5 4x x2
6x 7
dx
x 5x 4
13.
x2
dx
x2 1 x2 4
x
14.
x
2
2
1x
3x
2
2
2
dx
4
15 x sin 1 x dx
2x
16. sin 1
dx
2
1 x
5x 2
17. 2
dx
x 4x 3
1
18. xe x dx
0
98
6x 3
dx
2
4
19. x
0
20.
1 dx
x2 x 1
dx
22
x 2 x 2 1
23.
3x 1
dx
x 1x 2x 3
x sin x
1 cos
24.
dx .
25.
dx
1 tan x
26.
dx as limit of sum
27.
dx
28.
dx
29.
dx
30
dx
3
32
33
35
34
99
36
37
38
39
40
41
42
43
44
45
100
LEVEL : 3
tan x
dx
sin x cos x
tan x
2.
dx
sec x cos x
3. cos5 x dx
4. sin 2 x cos3 dx
dx
5.
5x 2 2x
2x
6.
1 x 2 x 4
6x 7
7.
dx
x 5x 4
dx
8
dx
x 2 x 2 4
dx
9.
dx
1 x3
1 x 2
dx
10. cos 1
2
1 x
8.
11. sec3 dx
2 sin x x
12.
e dx
1 cos 2 x
13. x 1 1 x x 2 dx
14. x 5 x 2 x dx
15.
3 sin 2 cos
5 cos 2 4 sin
16.
4
x
3
30 x 2
dx
17.1 xe x sin dx
4
0
2
18.Evaluate x 3 x dx
1
x 1
dx
19. 4
x 1
2
101
20. tan x dx
x2 1
21. 4
dx
x x2 1
Level 3
4
23.Evaluate
x 1 x 2 x 3 dx
1
26
0
x
dx
a cos x b 2 sin2 x
2
3
2
28.
sin 2 x cos 2 x
9 cos4 2 x
dx
31.
32.
33.
- xI dx
34.
35.
dx
36.
37.
dx
38.
dx
102
39.
dx
40
41
42
43
44 Evaluate
45
1
2
Evaluate
Evaluate
according to you?
Find
for our country peace?
4
5
103
Topic
Indefinite Integrals
Definite Integrals
Students make mistakes in
computation while evaluating
the definite integral as limit of
sums
QUESTION BANK
Evaluate
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
105
21
22
24
25
26
27
{
28
29
30
Integration.pptx
ppt partial
fraction.pptx
Integration _3.ppt
Definite Integral
_1.pptx
\\\
Definite
Integral_2.pptx
1. https://youtu.be/lwdtYvm06hc
2. https://youtu.be/Znb5v2VfCxU
3. https://youtu.be/fTyRb5OiK6I
106
2) https://youtu.be/NkjV1SSJZt8
3) https://youtu.be/r-NeXxpIZX8
107
CHAPTER 8
Application of Integrals
LEARNING OBJECTIVES/OUTCOMES
1.
2.
3.
4.
5.
6.
1.Area under the curve y=f(x)and the x-axis and the ordinates at x=a and at x=b is
2.Area under the curve x=f(y)and the x-axis and the ordinates at y=c and at y= d is
3.The area bounded by the curve y=f(x) and x-axis and the ordinates x=a and x=b is given by A1
+A2=A
5.If f(x)
g(x) [a,c] and f(x)
the curves can be given by
g(x) in [c,b] where a < c<b , then area of the region bounded by
6.Area of a triangle when the coordinates of the vertices or equations of sides are given.
CONCEPT MAP
LEVEL 2
1. Find the area of the region bounded by the parabola y = x2 and y2 = x
2. Find the area of the region bounded by the parabola y= x2and y =
3 Find the area of the circle 4x2+4y2=9 which is interior to the parabola x2=4y
4. Using Integration find the area of the region bounded by the triangle whose vertices
are (1,0), (2,2) and (3,1)
5. Using integration find the area of the triangular region whose sides
have the equations y = 2x + 1, y = 3x + 1 and x = 4
6. Find the area bounded by the curve y = sin x between x = 0 and x =2
7. Find the area of the smaller region enclosed by the circle
8. Find the area of the parabola y2=4ax bounded by the latus rectum.
9. Find the area of the region bounded by the line y=3x+2, the x-axis and the ordinates x=-1 and
x=1
10. Find the area of the region included between 4y=3x2,and the line 3x-2y+12=0
.
111
x2 +1, y
x+1, 0
2}
12. Draw the rough sketch and find the area of the region bounded by two parabolas
4 y 2 =9x and 3 x 2 =16 y by using the method of integration.
13. FindFind the area enclosed by the curve
14 Find Find the smaller of the two areas enclosed between the ellipse
15. FindFind the smaller of two areas bounded by the curve
LEVEL 3
1. Sketch the region bounded by the curves y=
and y=
and
2. Make a rough sketch of the region given below and find its area using
integration { (x, y); 0 yx2, 0 y 2x+ 3, 0x 3 }
3. Find the ratio of the area into which the curve y2=6x divides the region bounded by
x2+y2 =4 and (x+2 )2+ y2= 4 using integration
4. Sketch the graph of
. Evaluate
dx
Evaluate f(x)dx
6.Find the area lying above x-axis and included between the circles x2+y2=8x and the
parabola y2=4x
7. Find the area of the region between the two curves ( x-1)2+y2=1 and x2+y2=1
8. Prove that the curves y2=4x and x2=4y divide the area of the square bounded by x=0, x = 4,
y=4and y=0 into three equal parts.
9. Find the area bounded by the curve y=x3, the x-axis and the ordinates x=-2 and x=1
10. Find the area of the region enclosed between two circles x2+y2=9 and
+y2 =9
11 Using integration , find the area of the region bounded by the triangle whose vertices are
and
and
and
and
112
and
Using the method of integration find the area bounded by the curve
. What is the value of truthfulness in our life?
Find the area lying above x-axis and included between the circle
and the parabola
.What is the importance of
non-violence in our life
Error Analysis and Remediation.
Topic
Application
Of Integrals
Common Errors
Incorrect figures
113
Incorrect shading
Thorough practice
QUESTION BANK
Compute the area of the figure which lies on the first quadrant inside the circle
and
and
and
and
as
axis.
varies from
to and
axis.
Using integration, find the area of the region bounded by the following curves, after
making a rough sketch
10
11
12
Find the are lying above - axis and included between the circle
.
and
the
and
and
and the
parabola
13
between
and
and
axis
114
1)
2)
3)
4)
5)
FUNDMENTAL
Integration(area).pp
THEOREM_PPT.ppt
t
https://youtu.be/umiUmq5e05o
https://youtu.be/3iMgAm6yMU4
https://youtu.be/kuC7cmXpwIs
https://youtu.be/bhyoybrLmZY
http://tutorial.math.lamar.edu/Classes/CalcI/AreaBetweenCurves.aspx
115
CHAPTER 9
DIFFERENTIAL EQUATIONS
LEARNING OBJECTIVES/OUTCOMES
1. The learner will learn the concept of differential equation
2. Identify an ordinary differential equation its order and degree
3. Verify whether a given function is a solution of a given ordinary differential equation
4. Find solutions of separable differential equations
5. Find solutions of homogenous differential equations
6. Solve first order linear differential equations
7. Model of radioactive, compound interest, and mixing problems using first order equations
8. Model of population dynamics using first order differential equations
9. Mathematical model that bring understanding about the universe and the world around us.
10. Additionally, over the course of the class XII , the child will develop an increased ability to
reason abstractly about mathematical concepts related to differential equations.
CONCEPT MAP
116
b.
c. (
d.
( )
-2
-y =-1.
2. Verify the given functions is the solution of the corresponding differential equation;
a. y =
:
b.
3. Form the differential equation representing the family of curves
a is arbitrary constant.
4. Form the differential equation representing y = ( a + bx).
5. Solve the differential equation:
.
6. Solve the differential equation
where
9. Solve:
10. Solve:
11. Solve:
( )
12. Solve:
13. Solve:
14. Solve:
Solve :
18
Solve :
19
Solve :
20
Solve :
117
21
Solve:
22
23
24
Find the differential equation of family straight lines passing through origin
Find the differential equation of all non- horizontal lines in a plane
25
i)(
( ) )
ii)
iii)
26
Verify
27
Find the product of the order and degree of the following differential equation:
.
28
LEVEL 2
29. Form the differential equation of the family of circles in the second quadrant and touching the
coordinate axes.
30. Find the particular solution of the differential equation:
, given that
34. Solve:
( )
35. Solve:
36. Solve: ,
( )
( )-
( )
( )-
37. Solve:
38. Show that the differential equation
.
.
.
118
42. Solve:
43
Solve :
44
Solve :
45
Solve :
46
47
48
49
50
Solve
:
is
( )
LEVEL 3
43. Find the order and degree of the following differential equation:
(
) .
( )
(b)
47. Solve:
48. Solve:
49. Solve:
50. Solve: (
51. Solve:
.
( ))
( )
.
119
52
Solve :
53
Solve :
54
Solve:
55
Solve:
56
57
58
59
60
61
when
( )
:
is homogenous. Find
when
is veloccity . Ravi rides a vechile beyond the limit in high way. What suggestion would you
120
Topic
Measures To Overcome
By Students
Errors
degree
arbitrary constants
Insists on P is a function of
Properties of log to be
factor like
writing the
final result as 2x
Constant of integration
QUESTION BANK
( )
121
( )
b)
c)
d)
e)
2
Verify
b)
c)
d)
e) (
f)
g)
h)
i)
j)
7.
122
Basic of differential
eqns.ppt
Differential_equation
s_2013.ppt
123
Chapter 10
Vectors
LEARNING OBJECTIVES/OUTCOMES
Definition of Vectors
Definition of Scalars
Position Vector of a point
Dcs and Drs
Types of vectors
Zero Vector
Unit Vector
Squaring of a vector
Angle between two vectors.(By scalar product)
Cross product of vectors
Cross product of unit vectors.
Unit vector perpendicular to two given vectors.
Angle between two vectors..(By vector product)
Area of parallelogram when adjacent sides are given.
Area of parallelogram when diagonals are given.
Area of a triangle
Area of a rectangle when position vectors of A,B,C,D are given.
Scalar Triple product of vectors.
Expressing the STP in rectangular coordinates.
Geometrical meaning of STP.
Vector Triple Product.
124
Dot product
| |
If
Cross product
| |
where is
perpendicular to both , .
If parallel
( )
If
Then
( )
If
Then
If coplanar [ ]
[
]
if any two
vectors are equal.
If
Then [
|
Geometrical meaning
projection of
| |
Geometrical meaning
Adjacent sides
Geometrical meaning
Volume of a parallelepiped with
as adjacent sides.
125
CONCEPT MAPPING
126
Find the area of the parallelogram whose adjacent sides are determined by the
vectors
+3 and =
+ .
6. If P
and
find the direction ratios of .
, find a unit vector in the direction
.
7. If
and
.
8. If
and
, find the angle between
,||
with the vectors of magnitude and respectively
9. What is the angle between
and
.
10. Write the position vector of the point dividing the line segment joining the points A and B
externally in the ratio 1:4, where
and
with position vectors
.
11. Given =
+ and = -4 , find such that =3.
12. Find a vector in the direction of
and
act along the adjacent sides of a parallelogram. Find
15. Vectors
5 Sq.units.
17. If the vertices A,B,C, of a triangle ABC are (1,2,3), (-1,0,0) , (0,1,2) respectively , then
find area of triangle ABC .
18. If a unit vector a makes an angle with , with and an acute angle with , then find
and hence the components of .
19. If vectors
are such that
and
,||
and
,
21. Find the scalar components of the vector with initial point A(2,1) and terminal point
B(-5,7).
22. Show that the points A(-2,3,5) , B(1,2,3) and C(7,0,-1) are collinear.
23.Find the unit vector in the direction of the resultant of
127
Level 2
1. If = 0 and . = 0 then what can be concluded about the vector ?
2. If = + + , = 2 - +3 and c= -2 + , find a unit vector parallel to the vector
2 +3 .
3. For given vector = 2 - +2 and = - + - , find the unit vector in the direction of the
vector + .
4. Let , , and be three vectors such that = 3 , | | = 4 and
= 5 and each one of
them being perpendicular to the sum of the other two , find | | .
5.Show that + | | is perpendicular to - | | , for any two non- zero vectors
and .
6. If a,b,c are lengths of the opposite sides respectively to the angles A,B,C of a triangle ABC,
Prove that
i)
ii)
.
7. Find the volume of the parallelepiped whose adjacent sides are represented by
Level 3
1. If = + , then is it true that = | | + ? Justify your answer.
2. Write down a unit vector in XY plane making an angle of 300 in the positive direction
of X- axis.
3.If and , find the unit vector in the direction of
4.Let
| |
5. Write the value of ( )
6.For two non-zero vectors
( ) .
write when | |
.
| | holds.
respectively are the vertices of a right triangle. Also find the remaining angles of the
triangle.
128
10.
11.
12
13.
14.
If are the PVs of the vertices of A,B and C of a ABC respectively . Find an
expression for the area of the ABC and hence deduce the condition that for the point
A,B and C to be collinear.
If vector and are two unit vectors and is the angle between then, show that
Sin = | |.
If vectors a + + . +b + and + +c are coplanar show that
+
+
=1.a,b.c 1.
If with reference to the right handed system of mutually perpendicular unit
vectors, ,and , =3 - , =2 + - , then express
in the form
= 1
+ 2 Where 1 is parallel to and 2 is perpendicular to .
Let = + - , =3 -2 +7 and =2 - +.Find a vector which is
perpendicular to both & and . =15.
VALUE BASED QUESTIONS
1. If , , , are position vectors of vertices A,B,C of triangleABC, show that the area of the
triangle is |
|
A student takes honesty, truthfulness and complacency as the three sides of the triangle.
Which side of the triangle do we prefer to take? Give your suggestion.
2. Let A and B be two points whose position vectors are 3 - 4 + and
- 7 + respectively. Find and .
If point A represents a person who isregular and systematic and B represents a lazy person,
which vector or would you choose for your success?
3. Three hoardings are displayed at the points A,B and C diplaying A(Do not litter), B(Keep
your place clean) and C(Go green). If these 3 points form a triangle ABC, find the area of
triangle ABC using method of vectors if points A,B and C are (0,2,1),(4,8,2) and (8,4,3)
respectively.
Give your views in two lines about GO GREEN
Error analysis and remediation
Concept
Finding a vector of given
magnitude in the direction of
another vector
Finding an unit vector
perpendicular to the plane
containing the vectors and
Error
Correction
Forget to find the unit vector
Stress on finding the
in the direction of given vector magnitude of the given vector
Use the formula as
|
|
129
QUESTION BANK
1
If the angle between two vectors and of equal magnitudes is 60 and . = 4, find their
magnitudes
130
POWER POINT
PPT-VECTORS.pptx
WEB LINKS
https://youtu.be/rd4Yhz35Ilshttps://youtu.be/4Y8UlSzPCCghttps://youtu.be/8SjHpsWP0hw
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https://youtu.be/rHAIzjTEZEYhttps://youtu.be/8_G4_Q47D6ohttps://youtu.be/IMmATmHZEw
Q
https://youtu.be/4wuCQGkbSrghttps://youtu.be/ehP5MRF4l04https://youtu.be/9fVsoDpEk64
https://youtu.be/_pCyb1Gytbwhttps://youtu.be/qFk4oGPuFVchttps://youtu.be/PtfRUECe8HQ
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U
https://youtu.be/2UjGNH_8KAwhttps://youtu.be/lYe_ajktCjwhttps://youtu.be/HMcf3jS8XzU
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https://youtu.be/Hb-6--L0fw4https://youtu.be/pHcUdaPZZ9Y
131
CHAPTER 11
THREE DIMENSIONAL GEOMETRY
LEARNING OBJECTIVES/OUTCOMES:
132
CONCEPT MAP:
133
LEVEL 1
Find the direction cosines of the line passing through the two points ( -2,4,-5) and
(1,2,3)
Find the direction cosines of X,Y,and Z-axes.
If
and
find the direction ratios of and hence the direction
cosines.
What is the cosine of the angle which the vector 2 i + j + k makes with y-axis.
5.
Find the Vector and Cartesian equations for the line passing through the points ( -1,0,2)
and( 3,4,6)
6.
7.
Find the vector and the Cartesian equations of the line through the point ( 5,-2,3) and
which is parallel to the vector 3i+2j-8k.
8.
9.
If the lines
10.
Find the equation of the perpendicular drawn from the point (2,4,-1) to the line
11.
Find the coordinates of the image of the point P (1 , 3 , 4) in the plane 2x-y+z+3=0.
12.
Prove that the image of the point (3, -2, 1) in the plane
plane
13.
Find the length of the perpendicular from the point (2, -1, 5) to the line
lies on the
.
14.
15.
16.
(
intersection.
= =
and the plane 10z+2y-11z = 3
) and
(
134
17.
18.
Find the shortest distance between the lines, whose equations are
and passing
.
19.
Find the Co-ordinates of the point where the line through the point (5,1,6) and ( 3,4,1)
crosses the YZ-plane.
LEVEL 2
1.
2.
Find the distance of the point (-2, 3, -4) from the line
measured
parallel to the plane 4x+12y-3z+1=0.
Find the vector equation of the line parallel to the line
and passing
through (3 , 0 , -4). Also find the distance between these two lines. Also obtain the
equation of the plane containing the line and the point (1, 2, 3).
3.
4.
Find the equation of the perpendicular drawn from the point (2,4,-1) to the line
5.
Find the equation of the perpendicular drawn from the point P(2, 4, -1) to the line
. Also, write down the coordinates of the foot of the
perpendicular from P to the line.
If the lines
and
are perpendicular, find the value
of k and hence find the equation of plane containing these lines.
6.
7.
Find the foot of the perpendicular from the point P(1, 2, 3)on the line
Also obtain the equation of the plane containing the line and the point (1, 2, 3).
8.
Find the coordinates of foot of perpendicular and the length of the perpendicular drawn
from the point P ( 5,4,2) to the line (
)
( ). Also find the
image of P in this line.
9.
Find the distance of the point (-2, 3, -4) from the line
parallel to the plane
10.
Find the foot of the perpendicular from the point P(1, 2, 3)on the line
measured
135
Also obtain the equation of the plane containing the line and the point (1, 2, 3).
11.
) and
14.
(
). Find the distance of the plane from origin and also from
the point (1,1,1).
Find the distance of the point (3, 4, 5) from the plane
measured parallel
to the line
Find the distance of the point (-1 ,-5, -10) from the point of intersection of the line
)
) and the plane (
(
(
)
.
Find the equation of the plane passing through the line of intersection of the planes
15.
(
)
(
)
and parallel to x axis.
Find the equation of the plane passing through the intersection of the planes,
12.
13.
16.
Find the distance between the point P(6, 5, 9) and the plane determined by thepoints
A(3, -1, 2), B(5, 2, 4), and C(-1, -1, 6).
17.
18.
Show that the four points ( 0,-1,-1) ( 4,5,1) ( 3,9,4) and (-4,4 ,4) are coplanar. Also find
the equation of the plane containing them
measured parallel
LEVEL 3
1.
Find the equation of the plane through the intersection of the planes 2x +y-3z = 4 and
3x+4y+8z-1=0 and making equal intercepts on coordinate axes . (Ans: 5x +5y+5z=3)
2.
3.
Find the vector equation of the plane through the line of intersection of the planes
4.
and perpendicular to
(Ans: 2x-6y-5z = 3.)
5.
6.
Find the equation of the plane passing through the line of intersection of the planes
)
Find the vector and Cartesian equations of the plane passing through the intersection of
) = -5 and the point (1,1,1)
the planes (
) = 6 and (
8.
)
Let P(3,2,6) be a point in the space and Q be a point on the line (
)
(
9.
Find the vector and Cartesian equations of the plane which bisects the line joining the
points ( 3,-2,1) and (1,4,-3) at right angles.
and
. What is the angle between the two planes?. Also suggest two
perpendicular drawn from A to the line joining the points B(0,-1,3) and C(2,-3,1). Do
you think that the conservation of monument is important why?.
3. Find the image of the point (1,2,3) in the plane x + 2y + 4z = 38. Represent the image of
137
Error
Using the given improper form of a
line to convert into other form
Remedy
Bring the given equation into proper form
(i)
= 7;
= 0 should be corrected
3
as 3 =
(ii)
=0
= 5 should be
5
corrected as 3 = 7 = 0
If the given question does not mention anything
about the skew lines and usage of distance
between the Skew Lines gives 0 as the answer
then the lines must be parallel lines. Then the
Distance between the Parallel Lines formula to
be used.
The denominators of the components of X , Y
and Z will give the Drs of the parallel vector
only when the coefficients of X,Y and Z must be
1( one only)
Emphasize to use the proper formula
138
QUESTION BANK :
11.HOTS-Three-Dimensional.pdf
1
2
3
4
5
6
7
8
Find the equation of the plane passing through the point (1,1,1,) and perpendicular to the
planes x+2y+3z-7=0 and 2x-3y+4z=0
Find the vector equation of a line joining the points with posiition vectors i 2 j 3k , and
parallel to the line joining the points with position vectors i j 4k , and 2i j 2k ,
Also find the cartesian equivalent of this equation.
Find the foot of the perpendicualr drawn from the point A (1,0,3) to the join of the points
B(4,7,1) and C(3,5,3)
Find the shortest distance between the lines
.
Find the image of the point (1,-2,1) in the line
3
1
2
Show that the four points (0,-1,-1), (4,5,1), (3,9,4) and (-4,4,4) are coplanar and find the
equation of the common plane.
The foot of the dperpendicular from the origin to the plane is (12,-4,3) . Find the equation
of the plane.
x 1 y 2 z 3
x 4 y 1
3d coordinate
geometry.ppt
3d coordinate
geometry-1.ppt
3d ppt -2.ppt
139
CHAPTER 12
LINEAR PROGRAMMING PROBLEM:
LEARNING OBJECTIVES/OUTCOMES:
140
CONCEPT MAP:
141
1.
LEVEL 1
Graphically solve the system of inequations x-y 2 , x+y 4 , x 0 , y0
2.
3.
4.
A small firm manufactures items A and B. The total number of items A and B that it
can manufacture in a day is at the most 24. Item A takes one hour to make while item
B takes only half an hour. The maximum time available per day is 16 hours. If the profit
on one unit of item A be Rs.300 and one unit of item B be Rs.160, how many of each
type of item be produced to maximize the profit? Solve the problem graphically.
5.
Kellogg is a new cereal formed of a mixture of bran and rice that contains at least 88gms
of protein and at least 36 milligrams of iron. Knowing that bran contains 80gms of
protein and 40 milligrams of iron per kilogram, and that rice contains 100gms of protein
and 30 milligrams of iron per kilogram, find the minimum cost of producing this new
cereal if bran costs Rs.5 per kilogram and rice costs Rs.4 per kilogram.
6.
A firm manufactures two types of products A and B and sells them at a profit of Rs.5
per unit of type A and Rs.3 per unit of type B. Each product is produced on two
machines M1 and M2, whereas one unit of type B requires one minute of processing time
on M1 and one minute on M2machines M1 and M2 are respectively available for at most
5 hours and 6 hours in a day. Find out how many units of each type of product should
the firm produce a day in order to maximize the profit. Solve the problem graphically.
7.
A factory owner wants to purchase two types of machines, A and B , for his factory.
The machine A requires an area of 1000 m2 and 12 skilled men for running it and its
daily output is 50 units, whereas the machine B requires 1200m2 and 8 skilled men and
its daily output is 40 units. If an area of 7600m2 and 72 skilled man be available to
operate the machine, how many machines of each type should be bought to maximize
the daily output.
8.
A housewife wishes to mix up two kinds of food X and Y in such a way that the mixture
contains at least 10 units of vitamin A and 12 units of vitamin B and 8 units of
vitamin C. The vitamin contents of 1 kg. of food X and 1 kg of food Y are as given in
the following table:
Food
Vitamin A
Vitamin B
Vitamin c
X
3
142
If one kg of food X costs Rs.6 and 1 kg of food Y costs Rs.10, find the lest cost of the
mixture which will produce the desired diet.
9.
A factory owner wants to purchase two types of machines, A and B , for his factory.
The machine A requires an area of 1000 m2 and 12 skilled men for running it and its
daily output is 50 units, whereas the machine B requires 1200m2 and 8 skilled men and
its daily output is 40 units. If an area of 7600m2 and 72 skilled man be available to
operate the machine, how many machines of each type should be bought to maximize
the daily output.
LEVEL - 2
A dietician wishes to mix two types of food in such a way that the vitamin content of the
mixture contain at least 8 unit of vitamin A and 10 unit of vitamin C. Food I contains
2unit/kg of vitamin A and 1unit/kg of vitamin C, while food II contains I unit/kg of
vitamin A and 2unit/kg of vitamin C. It cost Rs.5.00 per kg to purchase food I and
Rs.7.00 per kg to produce food II. Determine the minimum cost of the mixture.
Formulate the LPP and solve it. Why a person should take balanced food?
2.
A dietician wants to develop diet using two foods X and Y. Each packet (contains 30 g)
of food X contains 12 units of calcium, 4 units of iron, 6 units of cholesterol and 6
units of vitamin A. Each packet of the same quantity of food Y contains 3 units of
calcium, 20 units of iron, 4 units of cholesterol and 3 units of vitamin A. The diet
requires at least 240 units of calcium, at least 460 units of iron and at most 300 units of
cholesterol. Make as LPP to find how many packets of each food should be used to
minimize the amount of vitamin A in the diet, and solve it graphically.
3.
A farmer has a supply of chemical fertilizers of type A which contains 10% nitrogen
and 6% phosphoric acid and type B contains 5% of nitrogen and 10% of phosphoric
acid. After soil testing it is found that at least 7kg of nitrogen and same quantity of
phosphoric acid is required for a good crop. The fertilizers of type A and type B cost
Rs.5 and Rs.8 per kilograms respectively. Using L .P.P, find how many kgs of each type
of fertilizers should be bought to meet the requirement and cost be minimum solve the
problem graphically. What are the side effects of using excessive fertilizers?
Vikas has been given two lists of problems from his mathematics teacher with the
instructions to submit not more than 100 of them correctly solved for marks. The
problems in the first list are worth 10 marks each and those in the second list are worth 5
marks each. Vikas knows from past experience that he requires on an average of 4
minutes to solve a problem of 10 marks and 2 minutes to solve a problem of 5 marks.
He has other subjects to worry about; he cannot devote more than 4 hours to his
mathematics assignment. With reference to manage his time in best possible way how
many problems from each list shall he do to maximize his marks? What is the
importance of time management for students?
4.
5.
An NGO is helping the poor people of earthquake hit village by providing medicines. In
order to do this they set up a plant to prepare two medicines A and B. There is sufficient
raw material available to make 20000 bottles of medicine A and 40000 bottles of
143
6.
7.
1.
2.
3.
medicine B but there are 45000 bottles into which either of the medicine can be put.
Further it takes 3 hours to prepare enough material to fill 1000 bottles of medicine A
and takes 1 hour to prepare enough material to fill 1000 bottles of medicine B and there
are 66 hours available for the operation. If the bottle of medicine A is used for 8 patients
and bottle of medicine B is used for 7 patients. How the NGO should plan his
production to cover maximum patients? How can you help others in case of natural
disaster
A dietician wishes to mix two types of foods in such a way that the vitamin content of
the mixture contains at least 8 units of vitamin A and 10 units of vitamin C. Food I
contains 2 units/kg of vitamin A and 1 units/kg of vitamin C while Food II contains
1unit/kg of vitamin A and 2 units/kg of vitamin C. It costs `5 per kg to purchase Food I
and`7 per kg to purchase Food II. Determine the minimum cost of such a mixture.
Formulate the above as a LPP and solve it graphically.
Cottage industry manufactures pedestal lamps and wooden shades, each requiring the
use of grinding/cutting machine and a sprayer. It takes 2 hours on the grinding/cutting
machine and 3 hours on the sprayer to manufacture a pedestal lamp. It takes one hour on
the grinding/cutting machine and 2 hours on the sprayer to manufacture a shade. On any
day, the sprayer is available for at the most 20 hours and the grinding/cutting machine
for at the most 12 hours. The profit from the sale of a lamp is ` 5 and that from a shade
is ` 3. Assuming that the manufacturer can sell all the lamps and shades that he
produces, how should he schedule his daily production in order to maximize his profit?
Make an L.P.P. and solve it graphically.
LEVEL - 3
An oil company has two depots A and B with capacities of 7000 L and 4000 L
respectively. The company is to supply oil to three petrol pumps D, E and F
whose requirements are 4500 L, 3000 L and 3500 L respectively. The distances
between the depots and the petrol pumps is given in the following table
Distance in (Km)
From/To
A
B
D
7
3
E
6
4
F
3
2
Assuming that the transportation cost of 10 L of oil is Rs1per km, how should the
deliverybescheduled in order that the transportation cost is minimum? What is the
minimum cost?
A manufacturing company makes 2 Models A and of a product .Eachpiece of Model A
requires 9 labour hours for Fabricating and 1 labour hour for finishing.Each piece is of
Model B requires 12 labour hours for fabricating and 3 labour hours for finishing. For
fabricating and finishing the maximum labour hours available are 180 and 30
respectively. The company makes a profit of Rs 8000 on each piece of model A and Rs
12000 on each piece of Model B . How many pieces of Model A and Model B should be
manufactured per week to realize a maximum profit? What is the maximum profit per
week
An aeroplane can carry a maximum of 200 passengers. A profit of Rs 1000 is made on
each executive class ticket and a profit of Rs 600 is made on each economy class ticket.
The airline reserves at least 20 seats for executive class .However,at least 4 times as
many passengers prefer to travel by economy class than by the executive class.
Determine how many tickets of each type must be sold in order to maximize the profit
144
Every gram of wheat provides 0.1 gram of protein and 0.25 gram of carbohydrates .The
corresponding values for rice are 0.05 gm and 0.5 g respectively. Wheat costs Rs 4 per
Kg and rice Rs 6 per Kg. The minimum daily requirement of protein and carbohydrates
for an average child are50gm 200gm respectively. In what quantities should wheat rice
be mixed in the daily diet to provide minimum daily requirement of proteins and
Carbohydrates at minimum cost. Form an L P P and solve graphically
5.
If a class XII student aged 17 years, rides his motor cycle at 40km/hr, the petrol cost is
Rs. 2 per km. If he rides at a speed of 70km/hr, the petrol cost increases Rs.7per km. He
has Rs.100 to spend on petrol and wishes to cover the maximum distance within one
hour.
(a). Express this as an L .P.P and solve graphically.
(b )What is benefit of driving at an economical speed?
(c) Should a child below 18years be allowed to drive a motorcycle? Give reasons.
2.
3.
If a class XII student aged 17 years, rides his motor cycle at 40km/hr, the petrol cost is
Rs. 2 per km. If he rides at a speed of 70km/hr, the petrol cost increases Rs.7per km. He
has Rs.100 to spend on petrol and wishes to cover the maximum distance within one
hour.
(a).
Express this as an L .P.P and solve graphically.
(b )
What is benefit of driving at an economical speed?
(c)
Should a child below 18years be allowed to drive a motorcycle? Give reasons.
A manufacturing company makes two types of teaching aids A and B of mathematics
for class XII. Each type of A requires 9 labour hours for fabricating and 1 labour hour
for finishing. Each type of B requires 12 labour hours for fabricating and 3 labour
hours for finishing. For fabricating and finishing, the maximum labour hours available
are 180 and 30 respectively. The company makes a profit of Rs. 80/- on each piece of
type A andRs. 120/- on each type B. How many pieces of type A and B should be
manufactured per week to get a maximum profit? What is the maximum profit per
week?
Is teaching aid necessary for teaching learning process? If yes, justify your answer.
A village has 500 hectares of land to grow two types of plants, X and d Y. The
contributions of total amount of oxygen produced by plant X and plant Y are 60 % and
40 % per hectare respectively. To control weeds, a liquid herbicide has to be used for
X and Y at rates of 20 litres and 10 litres per hectare, respectively. Further no more
than 8000 litres of herbicides should be used in order to protect aquatic animals in a pond
which collects drainage from this land. How much land should be allocated to each crop
so as to maximize the total production of oxygen?
(i)
How do you think excess use of herbicides affects our environment?
(ii)
What are the general implications of this question towards planting trees around
us?
145
4.
In order to supplement daily diet, a person wishes to take some X and some Y tables.
The contents of iron, calcium and vitamins in X and Y ( in milligrams per tablet) are
given below.
Tablets
Iron
Calcium
Vitamins
X
6
3
2
Y
2
3
4
The person needs at least 18 milligrams of iron, 21 milligrams of calcium and 16
milligrams of vitamins. The price of each tablet of X and Y is Rs. 2/- and Rs.1/respectively. How many tablets of each should the person take in order to satisfy the
above requirement at the minimum cost?
Do you agree with the message that the nutrients are needful for good health?
ERROR ANALYSIS AND REMEDIATION:
S.No.
Error
1.
2.
3.
4.
5.
6.
Remedy
1. Assume/Fix the Decision Variables such
as x,y.
2. Comprehend /Understand the statements
3. For each input[( Calcium,vitamins.)
(machine A, machineB.)..] there
should be an inequality.
4. If at least or minimum comes in the
given statement then the unequal symbol
to make the constraint is
5. If atmost or maximum comes in the
given statement then the unequal symbol
to make the constraint is
Repeated drilling in different kinds of problems
146
7.
8.
QUESTION BANK:
Problems on LPP.docx
ppt on LPP.ppt
WEB LINKS:
https://youtu.be/g8UI0Ea0Rhw
https://youtu.be/2ACJ9ewUC6U
147
PROBABILITY
LEARNING OBJECTIVES/OUTCOMES
148
CONCEPT MAP:
149
6.
7.
8.
9.
10.
11.
12.
13.
LEVEL - 1
If P(A) = 0.3, P(B) = 0.2, find P(B/A) if A and B are mutually exclusive events
Find the probability of drawing two white balls in succession from a bag containing 3 red
and 5 white balls respectively, the ball first drawn is not replaced.
If P(A) = 6/11 , P(B) = 5/11 and P(A B)= 7 /11,
find (i) P (AB)
(ii) P (A|B)
(iii) P(B|A)
Two cards are drawn at random and without replacement from a pack of 52
playing cards. Find the probability that both the cards are black
A die is thrown 6 times. If getting an odd number is a success, what is the
probability of (i) 5 successes? (ii) at least 5 successes? (iii) at most 5 successes?
A die is thrown twice and the sum of the numbers appearing is observed to be 6. What is
the conditional probability that the number 4 has appeared at least once?
Bag I contains 3 red and 4 black balls while another Bag II contains 5 red
and 6 black balls. One ball is drawn at random from one of the bags and it is found tobe
red. Find the probability that it was drawn from Bag II.
A bag contains 5 white, 7 red and 3 black balls. If three balls are drawn one by one
without replacement, find what the probability that none is red is.
A bag contains 6 red and 5 blue balls and another bag contains 5 red and 8 blue balls. A
ball is drawn from the first bag and without noticing its colour is put in the second bag.
A ball is drawn from the second bag. Find the probability that the ball drawn is blue in
colour.
Two cards are drawn successively with replacement from a well-shuffled deck of 52
cards. Find the probability distribution of the number of spades
An experiment succeeds twice as often it fails. Find the probability that in the next six
trials, there will be at least 4 successes.
The probability that an event happens in one trial of an experiment is 0.4. Three
independent trials of an experiment are performed. Find the probability that the event
happens at least once.
The sum of the mean and variance of a binomial distribution for 5 trials be 1.8.
Find the probability distribution.
Level 2
1.
2.
3.
4.
A bag contains 5 white, 7 red and 3 black balls. If three balls are drawn one by one
without replacement, find the probability that none is red.
The probability of A hitting a target is 3/7 and that of B hitting is 1/3. They both fire at
the target. Find the probability that (i) at least one of them will hit the target, (ii) Only
one of them will hit the target.
An insurance company insured 2000 scooter and 3000 motorcycles. The probability of an
accident involving scooter is 0.01 and that of motorcycle is 0.02. An insured vehicle met
with an accident. Find the probability that the accidental vehicle was a motorcycle.
A purse contains 2 silver and 4 copper coins. A second purse contains 4 silver and 3
copper coins. If a coin is pulled at random from one of the two purses, what is the
150
5.
6.
A die is thrown 6 times. If gettingan odd number is a success. What is the probability
of
(i) 5 successes,
(ii) at least 5 successes?
III) at most 5 successes
7.
A family has 2 children. Find the probability that both are boys, if it is known that (i)
at least one of the children is a boy. (ii) the elder child is a boy.
In a factory which manufactures bolts, machines A, B and C manufacture respectively
25%, 35% and 40% of the bolts. Of their outputs, 5, 4 and 2 percent are respectively
defective bolts. A bolt is drawn at random from the product and is found to be defective.
What is the probability that it is manufactured by the machine B?
8.
9.
10.
4 defective apples are accidentally mixed with 16 good ones. Three apples are drawn at
random from the mixed lot. Find the probability distribution of the number of defective
apples
On a multiple choice examination with three possible answers(out of which only one is
correct) for each of the five questions, what is the probability that a candidate would get
four or more correct answers just by guessing ?
LEVEL- 3
1.
A letter is known to have come either from LONDON or CLIFTON. On the envelope
just has two consecutive letters ON are visible. What is the probability that the letter has
come from
(i) LONDON (ii) CLIFTON?
2.
A test detection of a particular disease is not fool proof. The test will correctly detect the
disease 90 % of the time, but will incorrectly detect the disease 1 % of the time. For a
large population of which an estimated 0.2 % has the disease, a person is selected at
random, given the test, and told that he has the disease. What are the chances that the
person actually have the disease
3.
Given three identical boxes I, II and III each containing two coins. In box I, both coins
are gold coins, in box II, both are silver coins and in box III, there is one gold and one
silver coin. A person chooses a box at random and takes out a coin. If the coin is of gold,
what is the probability that the other coin in the box is also of gold ?
4.
In a school there are 1000 students , out of which 430 are girls. It is known that out of
430 , 10% of the girls study in class XII. What is the probability that a student chosen
randomly studies in class XII, given that the chosen student is a girl?.
Colored balls are distributed in three bags as shown in the following table
151
Bag
5.
6.
7.
There is a group of 50 people who are patriotic out of which 20 believe in non- violence.
Two persons are selected at random out of them, write the probability distribution for
the selected persons who are non-violent. Also find the mean of the distribution.
8.
A man is known to speak the truth 3 times out of 5 times. He throws a die and reports
that it is a number greater than 4. Find the probability that it is actually a number greater
than 4.
9.
Two cards are drawn simultaneously (without replacement) from a well shuffled pack
of 52 cards. Find the probability distribution of the number of aces. Also find
mean of
the distribution.
10.
A man takes a step forward with probability 0.4 and backward with probability 0.6. Find
the probability that at the end of eleven steps he is one step away from the starting point.
11.
In a game, a man wins a rupee for a six and looses a rupee for any other number when a
fair die is thrown. The man decided to throw a die thrice but to quit as and when he gets a
six. Find the expected value of the amount he wins/looses.
VALUE BASED QUESTIONS:
1. In answering a question on a MCQ test with 4 choices per question, a student knows the
answer, guesses or copies the answer. Let be the probability that he knows the answer,
be the probability that he guesses and that he copies it. Assuming that a student, who
copies the answer, will be correct with the probability , what is the probability that the
student knows the answer, given that he answered it correctly?
Arjun does not know the answer to one of the questions in the test. Theevaluation process
has negative marking. Which value would Arjun violateif he resorts to unfair means? How
would an act like the above hamper hischaracter development in the coming years?
2)
An insurance company insured 2000 cyclists, 4000 scooter drivers and 6000 motorbike
drivers. The probability of an accident involving a cyclist, scooter driver and a motorbike
driver are 0.01, 0.03 and 0.15 respectively. One of the insured persons meets with an
152
3)
The probabilities of two students A and B coming to school in time are 3/7 and 5/7
respectively. Assuming that the events , A come in time and B come in time are
independent , find the probability of only one of them coming to the school in time.
Write at least one advantage of coming to the school in time.
4)
In a hockey match , both teams A and B scored same number of goals up to the end of
the game, so as to decide the winner , the referee asked both the captains to throw a die
alternately and decided that the team, whose captain gets a six first, will be declared
the winner. If the captain of team A was asked to start, find their respective probabilities
of winning the match and state whether the decision of the referee was fair or not.
5)
153
Remedy
Reverse conditional is the Bayes Theorem.
1. If the events are in proper sequence
then it the Conditional Prob.
2. If the events are in reverse sequence
then it is the Bayes Therorem
7.
8.
QUESTION BANK :
13.HOTS-PROBABILITY.pdf
PROJECTS AND PRACTICALS,POWER POINT PRESENTATION,REFERENCE WEB
LINKS,VIDEO CLIPINGS,VISUALS ETC.:
https://youtu.be/8_DdIEzmMTs
- Conditional
Probability ppt -1.ppt
https://youtu.be/yBn-eGrRHJU
154
SAMPLE PAPER
155
SAMPLE PAPER - 1
156
157
158
159
160
161
162
163
*************
164
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165
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166
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THE END
169
Annexure list
Topic
S.No
1
Determinant
2
3
4
VUE
5
1
Matrices
2
3
4
5
6
7
Power Point
Presentation
Determinant
Matrices
Name of the
documents
Consistency or
Inconsistency
Minor and Cofactor
Properties of adjoint
matrix
Area of a triangle
Properties of a
Determinant
Addition of two
Matrices using scalar
Entries of a matrix
Addition of two
Matrices
Equality of two
Matrices
Sum addition using
Transpose
Rule for Matrix
multiplication
Types of Matrices
Type
Word
document
Word
document
Word
document
Word
document
Word
document
PPT
Word
document
Word
document
Word
document
Word
document
Word
document
Word
document
ppt
ppt
170
Integrals
Indefinite Integrals
Definite Integrals
1) VUE Map
2) Definition
3) Fundamental Formula
4) Integration by Substitution
5) Trigonometric Identities
6) Special Integrals
7) Standard form
8) Partial Fraction
9) Integration by parts
10) PPT_ Basic Integration
11) PPT_ Integration
12) PPT_ Integration_2
13) PPT_ Integration_3
14) PPT _Partial Fraction
1) VUE Map
2) Definition
3) Fundamental Theorem
4) Limit of sums
5) Properties of Definite Integrals
6) PPT_ Definite Integrals _ 1
7) PPT_ Definite Integrals _2
Application of Integrals
Application of Integrals
1) VUE Mapping
2) Area
3) Area Under Simple Curve
4) Area Enclosed
5) Area of Triangle
6) Circle
7) Circle and line
8) Ellipse
9) Ellipse and line
10) Ellipse and Parabola
11) Modulus Function
12) PPT_ Fundamental Theorem
13) PPT_ Ares using Integration
14) PPT_ Integration Area
Differential Equations
Differential Equations
1)
2)
3)
4)
5)
VUE Mapping
Definition
Order and Degree
Solution of differential equation
Formation of differential equation
171
6) Variable Separable
7) Homogenous Differential Equations
8) Linear Differential Equations Type I
9) Linear Differential Equations
10) PPT_ Basic of Differential Equations
11) PPT_ Differential Equations
Topic
RELATIONS AND
FUNCTIONS
INVERSE
TRIGONOMETRIC
FUNCTIONS
S.No
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
8
VUE
VECTORS
9
1
2
3
4
5
6
7
8
9
10
11
12
Type
Word document
Word document
Word document
Word document
Word document
Word document
Word document
Word document
Word document
Word document
Word document
Word document
Word document
Word document
Word document
Word document
Word document
Word document
PPT
PPT
PPT
PPT
PPT
PPT
PPT
PPT
PPT
PPT
PPT
PPT
172
13
Software
VUE on 3 dgeometry
2
3
4
PPT
Geo-Gebra
VUE- on LPP
5
6
7
Geo-Gebra on
LPP
PPT
VUE (Probability)
PPT(Probability)
THE END
174