MATHEMATICS

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EXEMPLAR PROBLEMS

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Class XI
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 FOREWORD
The National Curriculum Framework (NCF) – 2005 initiated a new phase of development
of syllabi and textbooks for all stages of school education. Conscious effort has been

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made to discourage rote learning and to diffuse sharp boundaries between different
subject areas. This is well in tune with the NPE – 1986 and Learning Without Burden-

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1993 that recommend child centred system of education. The textbooks for Classes
IX and XI were released in 2006 and for Classes X and XII in 2007. Overall the books

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have been well received by students and teachers.

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NCF–2005 notes that treating the prescribed textbooks as the sole basis of
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examination is one of the key reasons why other resources and sites of learning are

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ignored. It further reiterates that the methods used for teaching and evaluation will
also determine how effective these textbooks proves for making children’s life at school
a happy experience, rather than source of stress or boredom. It calls for reform in
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examination system currently prevailing in the country.

The position papers of the National Focus Groups on Teaching of Science,
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Teaching of Mathematics and Examination Reform envisage that the mathematics

question papers, set in annual examinations conducted by the various Boards do not
really assess genuine understanding of the subjects. The quality of questions papers is
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often not up to the mark. They usually seek mere information based on rote memorisation,
and fail to test higher-order skills like reasoning and analysis, let along lateral thinking,
creativity, and judgment. Good unconventional questions, challenging problems and
experiment-based problems rarely find a place in question papers. In order to address
to the issue, and also to provide additional learning material, the Department of Education
in Science and Mathematics (DESM) has made an attempt to develop resource book
of exemplar problems in different subjects at secondary and higher-secondary stages.
Each resource book contains different types of questions of varying difficulty level.
Some questions would require the students to apply simultaneously understanding of
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more than one chapters/units. These problems are not meant to serve merely as question
bank for examinations but are primarily meant to improve the quality of teaching/
learning process in schools. It is expected that these problems would encourage teachers
to design quality questions on their own. Students and teachers should always keep in
mind that examination and assessment should test comprehension, information recall,
analytical thinking and problem-solving ability, creativity and speculative ability.
A team of experts and teachers with an understanding of the subject and a
proper role of examination worked hard to accomplish this task. The material was
discussed, edited and finally included in this source book.
NCERT will welcome suggestions from students, teachers and parents which

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would help us to further improve the quality of material in subsequent editions.

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pu T Yash Pal

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New Delhi Chairperson
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21 May 2008 National Steering Committee

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Research and Training
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 PREFACE
The Department of Education in Science and Mathematics (DESM), National
Council of Educational Research and Training (NCERT), initiated the

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development of ‘Exemplar Problems’ in science and mathematics for secondary
and higher secondary stages after completing the preparation of textbooks based

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on National Curriculum Framework–2005.
The main objective of the book on ‘Exemplar Problems in Mathematics’ is to
provide the teachers and students a large number of quality problems with varying

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cognitive levels to facilitate teaching learning of concepts in mathematics that are

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presented through the textbook for Class XI. It is envisaged that the problems included
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in this volume would help the teachers to design tasks to assess effectiveness of their
teaching and to know about the achievement of their students besides facilitating

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preparation of balanced question papers for unit and terminal tests. The feedback
based on the analysis of students’ responses may help the teachers in further improving
the quality of classroom instructions. In addition, the problems given in this book are
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also expected to help the teachers to perceive the basic characteristics of good quality
questions and motivate them to frame similar questions on their own. Students can
benefit themselves by attempting the exercises given in the book for self assessment
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and also in mastering the basic techniques of problem solving. Some of the questions
given in the book are expected to challenge the understanding of the concepts of
mathematics of the students and their ability to applying them in novel situations.
The problems included in this book were prepared through a series of workshops
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organised by the DESM for their development and refinement involving practicing
teachers, subject experts from universities and institutes of higher learning, and the
members of the mathematics group of the DESM whose names appear separately.
We gratefully acknowledge their efforts and thank them for their valuable contribution
in our endeavour to provide good quality instructional material for the school system.
I express my gratitude to Professor Krishna Kumar, Director and Professor
G.R.avindra, Joint Director, NCERT for their valuable motivation and guidiance from
time to time. Special thanks are also due to Dr. V.P. Singh, Reader in Mathematics,
DESM for coordinating the programme, taking pains in editing and refinement of problems
and for making the manuscript pressworthy.
We look forward to feedback from students, teachers and parents for further
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improvement of the contents of this book.

Hukum Singh
Professor and Head
DESM, NCERT,
New Delhi.
 D EVELOPMENT TEAM
EXEMPLAR PROBLEMS – MATHEMATICS

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MEMBERS
D.R. Sharma, P.G.T., J.N.V. Mungeshpur Delhi.

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Hukum Singh, Professor and Head, DESM, NCERT, New Delhi.

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J.C. Nijhawan, Principal (Retd.), Directorate of Education, Delhi.
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P.K. Jain, Professor and Head, (Retd.) Department of Mathematics, Delhi University,
Delhi.

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Ram Avtar, Professor (Retd.), DESM, NCERT, New Delhi.
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R.P. Maurya, Reader, DESM, NCERT, New Delhi.

Rahul Sofat, Lecturer, Air Force Golden Jubilee Institute Subroto Park, New Delhi.
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S.K. Kaushik, Reader, Department of Mathematics, Kirori Mal College, University of

Delhi, Delhi.
Sangeeta Arora, P.G.T. Apeejay School, Saket, New Delhi.
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Sanjay Mudgil, Lecturer, DESM, NCERT, New Delhi.

MEMBER - COORDINATOR

V.P. Singh, Reader, DESM, NCERT, New Delhi.

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 ACKNOWLEDGEMENTS
The Council gratefully acknowledges the valuable contributions of the following
participants of the Exemplar Problems Workshop:

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S.B.Tripathy, Lecturer, Rajkiya Pratibha Vikas Vidyalaya, Surajmal Vihar,

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Delhi; Satyawan, Lecturer, R.S. Bal Vidyalaya Dallupura, Delhi; Bhaskar Kumar,
P.G.T., Jawahar Navodaya Vidyalaya Lepakshi, Anantapur, Andhra Pradesh; Sunil
Bajaj Head of Mathematics Section, S.C.E.R.T., Haryana Gurgaon,

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Dinesh Sharma, P.G.T., NDMC, Navyug School, Lodhi Road, New Delhi;

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Mahesh Chandra Srivastva, P.G.T. Army School Cantt. Faizabad; Reeta Oze,
P.G.T., Army Public School, Dhaula Kuan, New Delhi; Sanjeev, Lecturer, Fatima
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College Gonda, U.P., Dr. A.K. Wazalwar, Reader and Dr. P.K. Chaurasia,

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Lecturer, DESM, NCERT, New Delhi.
Special thanks are due to Professor Hukum Singh, Head, DESM, NCERT
for his support during the development of this book.
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The Council also acknowledges the efforts of Deepak Kapoor, Incharge,

Computer Station; Rakesh Kumar, Inder Kumar and Sajjad Haider Ansari,
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DTP Operators; Abhimanu Mohanty, Proof Reader.

The contribution of APC Office, Administration of DESM, Publication
Department and Secretariat of NCERT is also duly acknowledged.
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 CONTENTS

FOREWORD iii

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PREFACE v

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CHAPTER 1 Sets 1

CHAPTER 2 Relations and Functions 19

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CHAPTER 3 Trigonometric Functions 34

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CHAPTER 4 Principle of Mathematical Induction 61

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CHAPTER 5 Complex Numbers and Quadratic Equations 73

CHAPTER 6 Linear Inequalities 98

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CHAPTER 7 Permutations and Combinations 114

CHAPTER 8 Binomial Theorem 129

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CHAPTER 9 Sequence and Series 147

CHAPTER 10 Straight Lines 165

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CHAPTER 11 Conic Sections 186

CHAPTER 12 Introduction to Three Dimensional Geometry 208

CHAPTER 13 Limits and Derivatives 225

CHAPTER 14 Mathematical Reasoning 246

CHAPTER 15 Statistics 270

CHAPTER 16 Probability 284

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Answers 303

Design of the Question Paper 321

 CONSTITUTION OF INDIA
Part III (Articles 12 – 35)
(Subject to certain conditions, some exceptions
and reasonable restrictions)
guarantees these

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Fundamental Rights

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Right to Equality
• before law and equal protection of laws;

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• irrespective of religion, race, caste, sex or place of birth;

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• of opportunity in public employment;
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• by abolition of untouchability and titles.

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Right to Freedom
• of expression, assembly, association, movement, residence and profession;
• of certain protections in respect of conviction for offences;
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• of protection of life and personal liberty;

• of free and compulsory education for children between the age of six and fourteen years;
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• of protection against arrest and detention in certain cases.

Right against Exploitation
• for prohibition of traffic in human beings and forced labour;
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• for prohibition of employment of children in hazardous jobs.

Right to Freedom of Religion

• freedom of conscience and free profession, practice and propagation of religion;
• freedom to manage religious affairs;
• freedom as to payment of taxes for promotion of any particular religion;
• freedom as to attendance at religious instruction or religious worship in educational
institutions wholly maintained by the State.
Cultural and Educational Rights
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• for protection of interests of minorities to conserve their language, script and culture;
• for minorities to establish and administer educational institutions of their choice.
Right to Constitutional Remedies
• by issuance of directions or orders or writs by the Supreme Court and High
Courts for enforcement of these Fundamental Rights.