STRATEGY FOR

IMPROVEMENT OF
MATHEMATICS RESULT
Class X
BY

Academic Support
Group
RESULT ANALYSIS OF CLASS X HAS
SHOWN THE FOLLOWING TRENDS :-
 CBSE Results of class X & XII have gone up
continuously upto 2004
 Results have declined in 2004-2005 in almost all
the districts
 Subjects mainly responsible for this decline are
Mathematics
Social Science
English
 Result analysis reflects that a student who is able
to pass in Mathematics has fairly good chance to
get through in other subjects too.
FACTORS RESPONSIBLE FOR POOR RESULT
IN MATHEMATICS
Phobia of Mathematics among students
Poor Previous Knowledge
Poor Calculation Skills
Lack of practice in mathematics
Faulty Methods of Teaching
FACTORS RESPONSIBLE FOR POOR RESULT
IN MATHEMATICS
Poor Quality of Assignments
Improper Checking of Assignments
Insufficient follow up of correction
work
Lack of practice in attempting the
question paper
Non identification of easy scoreable
areas
 STEPS FOR IMPROVEMENT

Stress on Mental Mathematics in order to improve

calculation skills and reduce phobia
Introduction of short Bridge Courses
Encouraging practice in class and at home
Discouraging use of help books
Using appropriate method of teaching for various
areas of the subject
Assignments based on application from outside the
text book and with changed numerical values be given
 STEPS FOR IMPROVEMENT

Improving quality of checking of assignments and

tests eg. highlighting mistakes
Ensuring follow up of correction work by the
students
Increased number of tests based on Board pattern
Development of strategy of attempting the question
paper eg.attempting the easier questions first
 ACCOUNTABILITY OF TEACHERS

Result analysis will now be done

teacher-wise
Teacher-wise result analysis will be
monitored by HQ
Necessary action will be taken for
poor result
 STEPS TAKEN TO
IMPROVE BOARD RESULTS
 PRESENT SCENARIO

 Performance of students of govt.schools

of Delhi in CBSE not up to the mark
 Constant need of efforts to improve
Board results with focus on class X
 Result analysis shows that mathematics is
the weakest area
 What is being done…

Department of Education is
committed to improve upon the
Board results. Many efforts are in
motion
 Steps taken so far…
Zero period for weak students of
Class X and XII
Unit Tests on every Monday in all
schools for all subjects in rotation
Preparation and distribution of
Question Banks to students (Free of
cost)
 Steps taken so far…
Stress on proper correction and
application based assignments
 Results of unit tests to be
monitored and conveyed to parents
 Special seminars in subjects like
mathematics which is identified as
main cause of poor results
How to score more

in

Mathematics?
 PRESENT SITUATION
Poor result of Mathematics is the cause
of decline in Board result.
 Improvement in Mathematics result is
essential for improvement of class X
result.
 Responsibility for improvement lies on
the Mathematics teachers.
 NEED OF THE HOUR

To improve the result quantitatively i.e.

increase the number of students passing.
To pull up the students obtaining 20 marks
or so to the pass marks level.
To improve the result qualitatively i.e.
enable students to clear competitive exams.
WEIGHTAGE TO SUBJECT UNIT
Coordinate Geometry
8%
Algebra
Statistics
26%
12%

Mensuration
10%

Commercial
Mathematics
Trigonometry 12%
10%

Geometry
22%
 BLUE PRINT
Time: 3 Hours M.M 100

CONTENT AREA NUMBER OF QUESTIONS OF

3 Marks 4 Marks 6 Marks

I. Algebra 26 (8)
1. Linear Equations 7 (2) 1 1 -
2. Polynomials 3 (1) 1 - -
3. Rational Expression 3 (1) 1 - -
4. Quadratic Equation 7 (2) 1 1 -
5. Arithmetic Progression 6 (2) 2* - -
Sub Total 26 (8) 6 2 -
II. Commercial Mathematics 12(3)
1. Instalments 6(2) 2 - -
2. Income Tax 6 (1) - - 1
Sub Total 12 (3) 2 - 1

Continued …
 BLUE PRINT
CONTENT AREA NUMBER OF QUESTIONS OF
3 Marks 4 Marks 6 Marks

III. Geometry 22 (5)

1. Similar Triangles 9 (2) 1 - 1*
2. Circles 9 (2) 1* - 1
3. Constructions 4 (1) - 1 -
Sub Total 22 (5) 2 1 2
IV. Mensuration 10 (2) - 1 1*
V. Trigonometry 10 (2) - 1* 1
VI. Statistics 12(3) - 3 -
VII. Coordinate Geometry 8 (2) - 2 -
Sub Total 40 (9) - 7 2

GRAND TOTAL 100 (25) 10 10 5

Summary:
Number of Questions of 6 Marks: 5
* Indicates Internal Choice
4 Marks: 10
3 Marks: 10
Weightage to Difficulty Level of Questions

S.No Estimated Difficulty Percentage

Level of Questions of Marks
1 Easy 15%

2 Average 70%

3 Difficult 15%
 Scheme of Options
All questions are compulsory i.e. there is
no overall choice in the question paper.
 However, internal choices have been
provided in two questions of 3 marks each,
two questions of 4 marks each and two
questions of 6 marks each.
 These choices have been given from
within the same topic and in questions which
test higher mental abilities of students.
ALGEBRA
 ALGEBRA
Sub-Topic : Linear Equations in two Variables
Value Points :– 7 (3+4)
Ratin
Type of Common Mistakes
g/
Expected Marking Scheme committed by Points to be Emphasised
Mark
Questions students
s
1. Solve the i. Solving the equation i. In Elimination method, i. Should change the Easy
Simultaneous (any method) 2 while subtracting the sign of terms of
linear equations second equation from the second equation from 3
ii. Writing answer as x first equation the first while subtracting
=--- students
y =--- do not change the signs ii. Answer should be
1 of terms of the second written separately as x
equation. =------and y=--------
ii. They do not write
answer separately.
2. Graphical i. Preparing the tables for i. Students use separate i. Marking both the Easy
Method each equation ½+½ Graph sheet for each axis correctly
ii. Plotting the graph equation ii. Finding the co- ordinates 4
correctly for each ii. Do not write the of point of intersection of
equation 1+1 solution as answer the lines plotted
iii. Writing the solution as iii. Some times students iii. Finding the point of
answer as x=----, mark x axis as y axis & intersection of any
y=--- 1 vice versa & so plot the plotted line with x- axis
 ALGEBRA
Sub-Topic : G.C.D. & L.C.M. OF Polynomials
Value Points – 3 (1)
Type of
Common Mistakes Points to be Rating/
Expected Marking Scheme
committed by students Emphasised Marks
Questions
1. Find the i. Factorisation of i.. While splitting the middle i. Splitting of the Easy
G.C.D. and polynomials 1+ 1 term they do not write signs middle term for
L.C.M. ii Writing G.C.D. (+ or -) correctly factorisation 3
and/or L.C.M. 1

2. Finding the i. Factorisation of G.C.D 1 i. While using remainder i.Proper use of remainder Average
constants a and b ii. Finding value of ‘a’ 1 theorem they do not substitute theorem i.e. if f(a)= 0, then
if G.C.D. is given iii.Finding value of ‘b’ 1 the value of x in the equation (x - a) is ‘a’ factor of f(x)
correctly , e.g. for an equation
x2+x-12 if x-3 is a factor, then ii.Enough practice should
value of x should be be
substituted as (3)2 +(3) – 12 given on using remainder
instead of writing directly as theorem for finding a & b
9+3-12
3. Based on i. Writing the formula i. Do not write the formula i.Enough practice should be
formula correctly 1 correctly given to use the formula
G.C.D. X L.C.M ii. Simplifying & ii. Do not write the answer in correctly
= p(x) X q(x) getting correct simplified form ii. After factorisation the
answer 2 answer should be in lowest
form
 ALGEBRA
Sub-Topic : Rational Expressions
Value Points – 3 (1)

Type of
Common Mistakes Points to be Rating/
Expected Marking Scheme
committed by students Emphasised Marks
Questions
Reduce to i.Factorisation of They do not write the i. Answer should be Average
the Polynomials 2 answer in simplified form written in lowest
lowest form i.e. lowest term terms
ii. Writing the answer in ii. Practise should
simplified form 1 be given in
factorisation of
polynomials by
splitting the middle
term
 ALGEBRA
Sub-Topic : Quadratic Equations
Value Points – 7 (3+4)
Type of
Common Mistakes Points to be Rating/
Expected Marking Scheme
committed by students Emphasised Marks
Questions
1. Solve the i. Writing the values i. Do not write + or – i. Substituting the Average
equation of a, b, c 1 signs with the values of correct values of a,
ii. Writing the a, b and c b, c in D =b2- 4ac
formula and ii. Do not write the ii. Finding the
substituting the values value square root of the
of a, b, c correctly 1 of sq. root of number
iii.Simplifying and discriminant (D)
arriving at correct correctly
answer 1
1. Word i. Assuming variables i. Students are unable i.They must be given Difficult
Problem on ½ to even form the enough practice in
Quadratic ii. Forming the equations forming the equation
equation or Equation 1
linear iii. Arriving at
equation Quadratic equation 1
(internal iv. Factorisation 1
choice) v. Writing the answer ½
 ALGEBRA
Sub-Topic : Arithmetic Progression (AP)
Value Points – 6 (3+3)
Type of Expected Common Mistakes Points to be Rating/
Marking Scheme
Questions committed by students Emphasised Marks

1.Finding the nth i. Use of correct formula 1 i. They do not use the i. Learning and
term ii. Correct substitution of formula correctly application of
values 1 ii. Calculation the correct formula
iii. Finding the required mistakes ii. Short method Easy
term 1 iii. In writing the nth should be used to 3
term they forget to find the nth term if
subtract one from n sum to n terms is
e.g. for finding 20th given
term they write
a20=a+20d instead of
a20 =a+19d

Finding the Sum i. Writing ‘a’ and ‘d’ from Sometimes they use Stress should be Easy
of the given A.P. 1 last term ‘l’ as ‘n’ given on the
n terms i.e. Sn 3
ii. Writing the formula of Sn application of
1 correct formula
iii. Finding Sn as solution 1
COMMERCIAL
MATHS
 COMMERCIAL MATHEMATICS
Sub Topic: Instalments
Value Points:
Points 6 (3+3)

Types of Marking Common Points to be Rating/

expected Scheme Mistakes Emphasised Marks
questions committed by
students
1. Finding the Question i. Incorrect use i. Practice to be Easy
amount of will usually of Instalment given in calculations 6
formulae
instalment involve three ii. Instalment
2. Finding the steps 3 question will contain
rate of interest ii. Calculation 3 or 4 instalments
mistakes
3. Finding the iii. In questions
total amount involving compound
paid or sum interest maximum
borrowed number of
instalments would
be three
 COMMERCIAL MATHEMATICS
Sub Topic:
Topic Income Tax
Value Points:
Points 6 (1)
Types of Marking Common Mistakes Points to be Emphasised Rating /
expected Scheme committed by Marks
questions students

1. Find the i. Usually i. Calculation i. Student should be Easy

total income the question mistakes taught to subtract 6
tax to be paid will have correctly for e.g.
ii. Advance Tax is
major 6
multiplied by 12 * 190000
steps of
2.Find the tax Instead of 11 10000
calculations
to be paid in 80000 (wrong)
the last month 6 iii. Education
CESS is applied 190000
after subtracting 10000
the advance tax 180000 (right)
iv. Education ii. Education CESS to
CESS is be calculated on the
subtracted instead total tax due
of adding
Geometry
 GEOMETRY
Sub-Topic : Similar Triangles
Value Points – 9 (3+6)
Type of
Common Mistakes Points to be Rating/
Expected Marking Scheme
committed by students Emphasised Marks
Questions
1.Problem on i.Correct figure ½ i.They do not draw the i.Correct use of Difficult
Similar triangles ii. Proof 2 ½ figure correctly relevant similar
triangle theorem
ii.Proofs are not relevant
to the figure

2. Theorem with i.Figure, given, to i.Sometimes the students i.They should Theorem
rider prove, construction write the theorem without draw the figure part is
easy
½each drawing the figure, hence first.
get no marks ii. Explanation 4
ii. Proof 2 ii.Proof is not relevant to should be given
iii. Rider 2 the figure according to
iii. They do not show the the figure drawn
angles in the figure
mentioned in the proof
 GEOMETRY
Sub-Topic : Circle
Value Points – 9 (3+6)
Type of Expected Common Mistakes Points to be Rating/
Marking Scheme
Questions committed by students Emphasised Marks

1. Problem based i.Correct figure ½ i They do not draw Correct use of Difficult
on circle ii. Proof 2 ½ the figure correctly relevant theorem in
ii. Proofs are not circle
relevant to the
figure

2. Theorem with i. Figure, given, to i.Sometime they i. They should draw Theorem
rider prove, construction write the theorem the figure first.
part
½ each without drawing the ii. Explanation should
ii.Proof 2 figure given according to easy
iii. Rider 2 ii. Proof is not the figure 4
relevant to the figure iii. Both the theorem
would be out of 10
starred theorem, so
repeated practice
of writing the
theorem is required
with correct figure
 GEOMETRY
Sub-Topic : Constructions
Value Points – 4(1)
Common
Type of
Mistakes Rating/
Expected Marking Scheme Points to be Emphasised
committed by Marks
Questions
students
Construction i. Correct construction i.They do not i. They should use Easy
3 construct angles sharpened pencils
4
ii. Writing the steps of with the help of ii. Enough practice
construction 1 compass should be given for all
ii.They do not the constructions in
draw angle the class itself
correctly iii. Angle should be
iii. They do not constructed with the
draw neat figures help of compass only
iv. Use of protracter (D)
is not allowed
MENSURATION
 MENSURATION
Value Points: 10 (4+6)
Type of Marking Scheme Common Points to be Rating/
expected Mistakes Emphasised Marks
questions committed by
students
1.Conversion For 4 marks question i. Same units are i. All the Difficul
of solids i. Formula and not used formulae are to t
substitution of values 1 ii. Solve the be learnt by
ii. Solving the problem question without heart
3 drawing the figure ii Area unit to be
For 6 marks question iii. Units are not specified as
2. Mixed iii. Formula and specified with square of the
figure substitution of values 1 the answers unit and the
iv. Solving the problem iv. Students use volume be as
3.Frustrum wrong formula cube of the unit
5 v. Make
calculation
mistakes
TRIGONOMETRY
 TRIGONOMETRY
Value Points: 10 (4+6)
Type of expected Marking Common Points to be Rating
Scheme Mistakes Emphasised /Mark
questions
committed by the s
students
1. Proving of Solution i. Do not use of the Students should be Diffi
identities usually involves basic identities made to learn the - cult
basic identities
4 steps. Each correctly
thoroughly
step carries 1 e.g. sin2θ =1-cos2θ
mark ii. Make mistakes
in using correct
T- ratios during
simplification .
2.Complementary i. Correct i.. They write sin i. Comp. angles to be Easy
angles change of 550 = sin (900-550) applied directly. 4
complementary ii. Wrong values sin550 = cos (900-550)
(Internal choice in angles 2 are substituted ii. Values of T- ratios
Q1 & 2)
ii. Solution 1 for sin300, sin600 of 00, 300, 600, 450, 900
iii. Answer 1 etc. are to be memorised.
 TRIGONOMETRY
Type of Marking Common Mistakes Points to be Emphasised Rating/
expected Scheme committed by the marks
questions students

Height & i. Correct i. Angle nearer to 900 a. Students should be told Easy
Distance figure 1 is smaller than the that angle of depression is part is
angle farther than equal to angle of elevation figure
ii. Solving the 900 b. If in a question angle of 1 mark
depression is mentioned it
problem 4 ii. Angle of should be marked in the
depression is not figure
iii. Writing marked in the figure c. Angle nearer to 900 should
the answer 1 if it is mentioned in be greater than the angle
the question farther than 900
iii. Unit of distance is d. Questions would not
involve more than two right
not changed, if
angled triangles
required in the
e. Answer should be marked
question with proper unit as it
carries one mark
STATISTICS
90
80
70
60
50 East
40 West
30 North
20
10
0
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
 STATISTICS
Sub-Topic : Mean
Value Points – 4(1)
Type of
Common Mistakes Points to be Rating/
Expected Marking Scheme
committed by the students Emphasised Marks
Questions
1. Finding the i. Writing correct value of i.They do not write the i.They should learn Easy
mean for formulae the formulae
xi, fixi 1½ ii. Calculation mistakes in 4
discrete or ii.Lots of practice
continuous ii. Finding sum of fi , fixi 1 finding the values of fixi, should be given for
data iii.Correct formula ½ sum of fixi calculating fixi and
totalling
iv.Finding mean correctly
½

1.Finding the i.Forming equations in They add the value of ‘p’ i.They should be
missing missing frequencies 2 along with the data e.g. if properly guided and
frequencies sum of fixi is 250+10p, they given enough
ii. Solving the equations write it as 260p practice
and finding the missing ii. Any method of
frequencies 2 finding the mean can
be adopted
 STATISTICS
Sub-Topic : Pie Chart
Value Points – 4(1)
Type of Common Mistakes Rating
Marking
Expected committed by the Points to be Emphasised /
Scheme
Questions students Marks
Reading the Pie i.Finding the data They divide the central Central angle of the pie chart Easy
chart using the central angle with the data and should be divide by 360o and
angle 4 multiply with 360o multiplied by the data
4

Drawing the Pie i.Finding the i. They do not make correct i.They should be guided to
chart with the Central angles central angles specially make acute angles first
given data from the given when it is obtuse or more ii. Beautification is not required
data 2 than 180o iii. They should name the region
ii.Drawing the Pie ii. They spend more time in correctly in the chart
chart correctly 2 beautifying the pie chart
 STATISTICS
Sub-Topic : Probability
Value Points – 4(1)
Type of
Common Mistakes Points to be Rating /
Expected Marking Scheme
committed by students Emphasised Marks
Questions
Finding the i.Total outcomes 1 i.They do not write the They should be given Easy
probability ii. Favourable total outcomes of the enough practice to 4
outcomes 1 event write total
iii. Finding ii.They do not write the outcomes,
probability 2 formula favourable
iii. They do the outcomes, the
counting of outcomes formula and
in case of cards then the probability
wrongly e.g. in case of
cards numbered from
15 to 30, they count it
as 15 instead of 16
COORDINATE GEOMETRY
 CO-ORDINATE GEOMETRY
Value Points – 8 (4+4)
Type of Expected Rating /
Marking Scheme Common Mistakes Points to be Emphasised
Questions Marks
1.Finding a point i. Formula 1 i. They do not write i. More practice should Easy
on x-axis 2½ formula correctly be given for writing and
equidistant from
ii. Solution
ii. Make mistakes in applying the formula
4
iii. Writing answer ½
two points calculation correctly
2.Showing the iii. They do not find Sq. ii. The students should
points are collinear root correctly learn to calculate square
3. Proving a root correctly
quadrilateral to be
a Rectangle,
square,
parallelogram etc

Finding the value i.Taking ratio p : 1 and i. They use distance i. They should use section Average
of ‘k’ when three finding the ratio 3 formula instead of formula for doing this
2
points are collinear ii. Finding the value of section question.
using section ‘k’ 1 formula for doing this
formula question which
involves
lengthy calculations
 TOPICS TO BE EMPHASISED

1. Finding the mean (Statistics)

2. Finding the missing frequencies (Statistics)
3.  Reading & Plotting PIE - CHART (Statistics)
4. Use of Distance and Section Formula (Co-ordinate
Geometry)
5. All Starred Theorems (Geometry)
6. Graphical Solution of Linear Equations (Algebra)
7.   Instalments (Commercial Mathematics)
 TOPICS TO BE EMPHASISED

8.  Income Tax (Commercial Maths)

9. Factorisation – by splitting the middle term
10. Constructions (6)
11. Complementary Angles (Trigonometry)
 WOW!!
t t ing 65% in
Ge
is
Mathematics
SO EASY!!
 Acknowledgements:
1. Sh. B N Bajpai Chairperson ASG, DDE South
2. Mrs. Neelam Verma DDE (C), ADE (S), Member ASG
3. Dr. Mrs Suman Rekha E.O. Zone - 25, Member ASG
4. Mr. Devi Singh E.O. Zone - 14
5. Ms.Neelam Kapoor Lecturer, Mathematics
6. Mrs. Savita Vij TGT, Mathematics
7. Mrs. Kusum Dutta TGT, Mathematics
8. Mrs. Poonam Virmani Lecturer, Home Science
9. Mrs. Anju Mehta Lecturer, Home Science
10.Dr. Hemant Tahiliani TGT, Social Science