AN ACTION RESEARCH PROJECT REPORT

ON
“AN APPROACH TO IMPROVE PROBLEM SOLVING ABILITY
IN REGARD TO VOLUMES (Chapter 13)
OF CLASS X OF JAPMARA BORI HIGH SCHOOL,”

AN ACTION RESEACH PROJECT SUBMITTED TO GAUHATI UNIVERSITY AS

PARTIAL FULFILLMENT OF B.Ed COURSE

SUBMITTED BY-
LAHARI KALITA
B.Ed 2ND YEAR
ROLL NO-UA-201-081-0064
REGN NO-031251
SESSION -2021-22
DEOMORNOI B.ED. COLLEGE,
DARRANG, DEOMORNOI
DECLARATION OF THE CANDIDATE ENDORSED BY THE
PRINCIPAL CONCERNED

I do hereby declare that the research entitled “AN APPROACH TO IMPROVE PROBLEM
SOLVING ABILITY IN REGARD TO VOLUMES (FROM SURFACE AREA AND VOLUMES
CHAPTER) OF CLASS X OF JAPMARA BORI HIGH SCHOOL.” Submitted to
the Controller of examination, Gauhati University as partial fulfillment of B.Ed. course
and the research has not previously form the basis for the awarded of any
degree/diploma orother title.

LAHARI KALITA
APPROVED BY THE PRINCIPAL
DEOMORNOI B.ED COLLEGE
 ACKNOWLEDGEMENT

Firstly, I would like to gratefully acknowledge the inspiring guidance and advice of , Senior
Lecturer of DIET, Kamrup, Mirza, who helped me a lot. It would have been quite difficult to
complete the action research without her assistance and therefore I shall be grateful to her.

Secondly, I would like to thank my guide, Miss Himalinee Bezbaruah, Senior Lecturer of DIET for
her contribution in stimulating suggestions and her constant encouragement. She also helped
me to coordinate my research and especially in writing this report.

Also I am thankful to Rita Devi ma’am (Senior Lecturer of DIET) and Madhumita
Sarma ma’am ( Lecturer of DIET) for their constant support and guidance throughout.

Thirdly, I would like to extend my gratitude to the respected principal madam, Bharati Kalita and
all the teaching and non teaching staff of DIET, Kamrup, Mirza.

Lastly, I am grateful to the Mr Ranjit Das, Principal of JAPMARA BORI HIGH SCHOOL for giving
me the opportunity to do the action research on their school.

Jahid Sheikh

B.Ed Trainee
 TO WHOM IT MAY CONCERN

This is to certify that LAHARI KALITA a student of B.ED second year, Deomornoi B.Ed. College,
Darrang, Deomornoi bearing Roll no UA-201-081-0064 has done her internship in
JAPMARABORI HIGH SCHOOL, for four months and has successfully completed her action
research project work entitled “AN APPROACH TO IMPROVE PROBLEM SOLVING ABILITY IN
REGARD TO VOLUMES (FROM SURFACE AREA AND VOLUMES CHAPTER) OF CLASS X OF
JAPMARABORI HIGH SCHOOL,” under my supervision and guidance.

The project work has been prepared for the partial fulfillment of B.Ed course under
GauhatiUniversity and I wish her success in near future.

Date: Signature of the Principal

Place: JAPMARABORI HIGH SCHOOL

LIST OF TABLES

Table no. Content of the Page no.

table
Table 1 ACTION PLAN

LIST OF FIGURES

Serial no. Subject Page no.

CONTENTS

Serial Chapter Page no

no
1. TITLE OF THE STUDY
METHODOLOGY/DESIGN OF THE
2. RESEARCH
ANALYSIS AND
3. INTERPRETATION OF DATA
4. SUMMERY AND CONCLUSION.
 CHAPTER-1

1. TITLE OF THE STUDY

“AN APPROACH TO IMPROVE PROBLEM SOLVING ABILITY IN REGARD TO VOLUMES
(FROM SURFACE AREA AND VOLUMES CHAPTER) OF CLASS X OF “JAPMARA BORI HIGH
SCHOOL”

1.1. INTRODUCTION

The term Action Research was coined by Kurt Lewis in 1944. Action Research is
either initiated to solve an immediate problem or a reflective process of progressive
problem solving. It involves active participation in research of researchers with an aim
of improving the outcome of students.

Action research is a process by which practitioner attempts to study student’s

problems scientifically in order to guide, correct and evaluate their decisions and
actions.

Action Research is a process of uncovering solution through progressive problem solving

activities. It involves investigation through activity rather than theoretical resources. It is
a disciplined process of inquiry conducted by and for those taking the action. Action
Research is defined as a systematic inquiry conducted by teachers, administrators,
counselors or others with a vested interest in the teaching and learning process or
environment for the purpose of gathering information about how their particular schools
operates, how they teach and how their students learn. Action Research is a form of
investigation designed for use by teachers to attempt to solve problems and improve
professional practices in their own classroom. It involves systematic observation and data
collection by researchers
The basic steps involved in action research are as under:

 Choosing the area of focus and conducting the research.

 Collecting data.
 Organizing data.
 Analyzing and interpreting the data.
 Taking action program.

I conducted my research in class X of JAPMARABORI HIGH SCHOOL, in Mathematics ,

particularly in volumes from the chapter surface area and volumes because I found out
that the students faced problem in solving story sums as they could not decode the
meaning, they were unaware of how to initiate solving the problem so I thought I would
shed light to this sphere and provide measures to overcome it. Thus my action research
will help them to analysis the problems practically and will bring motivation in this
particular direction.

1.2 BACKGROUND OF THE STUDY

Volume is defined as the amount of space taken up by an object. It is most often described
in terms of m3 . One way to find the volume of an object is to completely submerge the
object in water and measure the volume of water displaced by the object. The amount of
water displaced is equal to the volume of the object.

Volume can also be defined as the 3-dimensional space enclosed by a boundary.

Formulae are used for finding the volumes of different geometrical shapes. Volume is the
capacity that something can hold. Determining the volume of an object can be of practical
importance. Knowing the volume of an object can help us determine how much would
be needed to fill that object, like the amount of water needed to fill an aquarium.

The concept of volume is very important and understanding it to its depth would
encourage and boost up their confidence because relating mathematics with real life is
fun and they would then enjoy solving sum. Breaking the questions into fragments would
simplify and they could approach easily to solve the problems. Making them aware of key
words and how to identify them would serve great purpose in forming solid concept in
their minds.

Knowing the concept of volumes practically along with the formulae would help
the students in determining the capacity of container cost a lot of them comes in
geometrical shapes such as cuboids, cube, cylinder etc
OBJECTIVES OF ACTION RESEARCH
1. Improve the pupils’ Math Vocabulary and Translation.
2. Observing key words, numbers and how to relate them.
3. Simplifying the problem by decoding the meaning of story sums.
4. Adopting new methods, and making the class lively by showing mathematical
models of different shapes.
5. Improve the pupils' limited vocabulary and enhance reading comprehension ability
of the students in respect of mathematical problems.

6. Develop the pupils' techniques in solving word problems.

7. Develop the pupils’ Confidence and Prior Knowledge.

NEED OF STUDY

The need to study mathematical shapes is of utmost importance. Students need to

understand about various shapes and the best understanding they can attain is through
practically observing the shapes. The learning of Mathematics should be such that
student play and learn i.e. play way method should be adopted, there should be use of
proper TLM whenever required to clarify the concept among students.
Mathematics should not be like burden it should be such that, pragmatic
approach is adopted where learn by doing themselves. There is a great importance of
mathematical laboratory and every school should have it with fully equipped materials
so that it can serve better learning and understanding concepts of mathematical shapes.
In most of the schools the teachers do not approach in the way mentioned above , and
as a result the pupil lack confidence, concept and also can’t relate to real life situations.
Action research is and ongoing process of reflection and action to produce the
most effective learning environment. With this there is a probability that there is
improvement in learning outcome.
Here in my case I found that the students faced problems in solving word
problems, as they cannot understand the questions properly due to several reasons, so I
thought of shedding light in this particular part. I found that when there are only numerals
and the pupils has to put in the formula they could do it, but they gets stuck when word
problem comes so I thought of explaining the meaning of key words, how to split the
questions and then decoding its meaning.
The main problems from student’s end are as follows:

 They could not decide what the question was asking for.
 They were confused in case of closely related shapes in context to word problems for
e.g- sphere and hemisphere and which formula to apply
 They were confused between related terms.
 They found difficulty in understanding the meaning of large questions.
 Even if they could decode the questions, they were not able to approach the question
in right way and hence they lacked confidence.
 They had a tendency to skip word problems due to lack of understanding.
 They couldn’t relate the problems with real life.
 They had weak vocabulary so they had inferiority complex.
 They lacked concept of which formula to apply to a particular problem.

1.5. PROBABLE CAUSE

 Inability to relate problems with real life situations.

 Inability to imagine, due to lack of understanding key terms
 Hesitation from the students end to raise their doubts.
 Lack of practice.
 Lack of proper use of TLM in teaching learning process.
 Lack of proper guidance.
 Appropriate techniques, methods and strategies are not used in most of the
cases.
 Lack of clear communication between the students and the teacher.
 Limited vocabulary in mathematics.
 Lack of technique in solving word problems.
 CHAPTER-2
2. METHODOLOGY/ DESIGN OF THE RESEARCH

The methods describes the action that needs to be taken to investigate a research
problem and the rationale for the application of specific procedures that are used to
identify, select and analyze the information applied for understanding problems a group
of students face.

In general there are three methods which we can opt for conducting action research.
They are:

1. Experimental method.
2. Descriptive method.
3. Case study.

I have adopted experimental method to conduct my research work. It is a systematic and

scientific approach as it involves pointing out the problem, giving intervention, remedial
measures and improving the outcome. In this method the teacher can also make himself
better every time he conducts the research by self reflection. The experimental method
is considered to be the most scientific of all other methods, the ‘method of choice’. The
main demerit with all non experimental method is the lack of control over the situation.
The experimental method helps to overcome this fault.

Experiment method is the study of what are the causes of problems that are faced by
the pupil and what are its effects. It differs from non experimental methods in that it
involves the deliberate manipulation of one variable, while trying to keep all other
variables constant.

Hence I have selected this method as it serves the purpose best.

2.1. SAMPLE OF THE STUDY:
Sample is a small proportion or unit of a selected population for observation and analysis.
It is a collection that consists of a part or subset of the objects/individuals of population
which is selected for the purpose of representing the population.

I selected 11 students of class X of JAPMARA BORI HIGH SCHOOL from a total of 12

students as sample.

2.2. ACTION PLAN:

Table 1:

SERIAL
ACTIONS AND WORKS TO BE DONE TIME FOR THE ACTIVITIES
NO.

1 Identification of the problem 2 days

Preparation of Question Paper for Pre-

2 1 day
test

3 Pre-test 1 period

4 Interventions or Remedial measures 7 days

5 Post test 1 period

6 Data Collection and analysis 4 days

7 Preparation of Report 5 days

2.3. IMPLEMENTATION OF THE PLAN:

I taught Mathematics in class 7 and 10 in JAPMARABORI HIGH SCHOOL during my

internship so during this time frame I found that pupil are facing problem in a particular
area so I chose class 10 students which consists of 11 students as my subject of study
because they would benefit the most. Then I planned of how I would conduct the
research work, a bit of which is discussed below:

Pre Test:

Before proceeding to adopt any activity, some measures and techniques are needed to
be adopted which would be suitable for the teacher, student and the composition of the
class, which is referred to as pre test where the plan is to be applied in such a manner
that prime focus is on the learners and the researcher.

First of all I distributed the question paper to the students on 4th May 2022 to find
out whether the pupil has knowledge and understanding on the topic that I chose i.e. AN
APPROACH TO IMPROVE PROBLEM SOLVING ABILITY IN REGARD TO VOLUMES (FROM
SURFACE AREA AND VOLUMES CHAPTER) OF CLASS X. After the test was over I found
that only a handful of students could do the word problems. The sample of student I
selected performed below par
INTERVENTION/REMEDIAL MEASURES:

 I have shown them models of different shapes like cube, cuboid, cone, cylinder etc.
 I have used different teaching aids (TLM) during the teaching learning process.
 To incorporate the understanding I gave practical examples so that they can relate to
their immediate surroundings.
 Asked them to find out different shapes related to volumes in their classroom.
 I have explained them how the formulae can be derived by knowing the shapes, there
is no need to memories the formula if we understand the concept.
 I helped them in strategizing ways of solving word problems.
 Explained them how to point out key terms, and decoding their meaning so the
word problem can be understood better
 Two problem solving strategies were combined-missing information and extra
information
 How to identify and understand hidden information.
 Practice lengthy questions by fragmenting them.
 Explained them every detail how shapes are related like cylinder and cone, cone is one
third of cylinder if their height is the same.
 Made them imagine and relate the word problems with real life, like replacing the
character of the question with a student to make the class lively.
 Showed them activity of capacity to hold i.e. volume with the help of water and bottle.
 Remedial classes were also taken to build the concept firmly.
 Also gave feedbacks to the students about their strength and weakness so that they
can master their strength and improve their weakness to improve their learning in
mathematics.
POST TEST:

Post test was conduct after providing remedial measures. After the pre test I found that
the students faced problem whenever there was a word problem, so I took various
measures which would help the students understanding better about the word problems
related to volumes. I have implemented different approaches of teaching and also
applied remedial measures in the class and observed each student individually. As much
as I could, I tried to motivate the pupil and made them enjoy Mathematics by adopting
play way method and learning by doing approach.

After some days I conducted post test with the same Questions all the students
that I collected as sample who were below par improved enormously and they scored
exceptionally well. I belief that the steps I adopted helped them a lot in improving their
concept and understanding word problems. I was happy and amazed to find out that my
technique brought laurels in the field of performance of my students. I also understood
that if Mathematics is taught practically then fruitful performance will be on our door.
Also the students should be motivated to apply Mathematics in real life so that they find
interest insolving problems.
2.2. DATA COLLECTION:

From the current study data was collected personally by the researchers during
internship programme. For conducting the research I took permission from the Principal
of the school and explained him the purpose of this study. A exam environment was set
up, students were given question paper related to this topic, then after assessment of the
papers the direction and was decided. Later strategies were adopted and remedies were
given to improve learning outcome. And at last post test was conducted of the sample
selected of class X.

2.2. TOOLS USED:

There are a number of tools and techniques available for data collection in action
research. Action research is a more holistic approach to problem solving rather than a
single method of collecting and analyzing data.

There are various types of tools for action research. These are:

 Question paper.
 Questionnaire.
 Checklist.
 Interview.
 Rating scale.

In my research I have adopted question paper as the main tool for studying my sample
of students. A question paper is a basic and vital tool used in examination. Therefore
designing of question paper should be done keeping in mind various factors as it should
serve the purpose of what the researchers intends to obtain. So one must be careful while
setting a question paper and abide by the rules and regulations.
PRE TEST

*Question no 1(a, b, c, d) contains 1 mark each.

* Question no 2 to 6 is of 2 marks each.
* Question no 7 and 8 is of 3 marks each.

1. Find the volume of :

a. Cuboid whose length =12cm, breadth=6cm, height= 4cm.
b. Cylinder whose radius=4cm, height=8cm
c. Cone whose radius =2m, height =3m
d. Sphere whose radius =3m
2. Find the cost of digging a cubical pit 8m long, 6m broad and 3m deep at the rate
of ₹ 30 per m3
3. The circumference of the base of a cylindrical vessel is 132cm and its height is
25cm.How many liters of water can it hold?
4. A right triangle ABC with sides 5cm, 12cm and 13cm is revolved about the side
12cm. find the volume of solid so obtained.
5. The diameter of a metallic bowl is 4.2cm. What is the mass of the bowl, if the
density of metal is 8.9g per cm3 ?
6. A hemispherical bowl has a radius of 3.5cm. What would be the volume of water
it would contain?
7. A patient in a hospital is given soup daily in a cylindrical bowl of diameter 7cm. if
the bowl is filled with soup to a height of 4cm. how much soup the hospital has to
prepare daily to serve 250 patients?
8. The capacity of a closed cylindrical vessel of height 1m is 15.4litres. How many
square meters of metal sheet would be needed to make it?
 CHAPTER-3

3. ANALYSIS AND INTERPRETATION OF DATA:

Data analysis and interpretation is the process of assigning meaning to the collected
information and determining the conclusions, significance and implications of the
findings. It is an important and defining step in the process of research. In all research
studies, analysis follows data collection. It requires great care and attention as errors
in it may hamper the final result.

Table2: Data analysis and interpretation of Pre-test

Total Marks
Sl No Roll No Percentage
Marks obtained
1 3 20 8 40
2 2 20 3 15
3 1 20 5 25
4 4 20 4 20
5 5 20 5 25
6 6 20 3 15
7 7 20 6 30
8 8 20 2 10
9 10 20 3 15
10 11 20 6 30
11 12 20 2 10

Figure 1: Graphical representation of Table 2

45
Percentage of pre test

40

35

30

25

20 Series1

15

10

0
3 2 1 4 5 6 7 8 10 11 12
 TABLE3: DATA ANALYSIS AND INTERPRETATION OF POST-TEST
Total Marks
Sl No Roll No Percentage
Marks obtained
1 3 20 19 95
2 2 20 16 80
3 1 20 19 95
4 4 20 18 90
5 5 20 17 85
6 6 20 15 75
7 7 20 18 90
8 8 20 14 70
9 10 20 16 80
10 11 20 12 60
11 12 20 15 75

FIGURE 2: GRAPHICAL REPRESENTATION OF TABLE 3

100
Percentage of post test

90
80
70
60
50
Series1
40
30
20
10
0
3 2 1 4 5 6 7 8 10 11 12
 TABLE4: DATA ANALYSIS AND INTERPRETATION OF PRE-TEST AND POST-TEST

Pre Test Post Test

Sl Total Marks Percenta Marks Percenta
Roll No
No. Marks Obtained ge Obtained ge
1 3 20 8 40 19 95
2 2 20 3 15 16 80
3 1 20 5 25 19 95
4 4 20 4 20 18 90
5 5 20 5 25 17 85
6 6 20 3 15 15 75
7 7 20 6 30 18 90
8 8 20 2 10 14 70
9 10 20 3 15 16 80
10 11 20 6 30 12 60
11 12 20 2 10 15 75

FIGURE 3: GRAPHICAL REPRESENTATION OF TABLE 4

100
90
80
70
60
Percentage

50 Series1

40 Series2

30
20
10
0
3 2 1 4 5 6 7 8 10 11 12
PERFORMANCE OF THE STUDENTS IN PRE-
TEST
1. Students who scored above 80% in
Pre-Test are NIL.
2. Students who scored 70%-79% in Pre-
Test are NIL.
3. Students who scored 60%-69% in Pre-
Test are NIL.
4. Students who scored 50%-59% in Pre-
Test are NIL.
5. Students who scored 40%-49% in Pre-
Test are 9%
6. Students who scored 30%-39% in Pre-
Test are 18%
7. Students who scored 20%-29% in Pre-
Test are 27%
8. Students who scored 10%-19% in Pre-
Test are 46%
9. Students who scored below 10% in
Pre-Test are 0%
PERFORMANCE OF THE STUDENTS IN POST-
TEST
1. Students who scored above 80% in
Post-Test are 64%.
2. Students who scored from 70%-79%
in Post-Test are 27%.
3. Students who scored 60%-69% in
Post-Test are 9%.
4. Students who scored 50%-59% in
Post-Test are NIL
5. Students who scored 40%-49% in
Pre-Test are NIL.
6. Students who scored 30%-39% in
Post-Test are NIL.
7. Students who scored 20%-29% in
Post-Test are NIL.
8. Students who scored 10%-19% in
Post-Test are NIL.
9. Students who scored below 10% in
Pre-Test are NIL.
3.1 FINDINGS:

 Learning practically has helped them a lot in building concepts hence after action is
taken, all the students score more than 60% in the post test, i.e. maximum numbers
of students have learned about the concept .
 Students scored more in Post-test as compared to Pre-test.
 It has been observed that proper use of TLM can be helpful in motivating and
improving student’s achievement in learning.
 It has been observed that using innovative methods, strategies and techniques of
teaching by the teacher while teaching develops student’s attention as well as
interest in learning.
 Students started to look at the problem with a defined way. They are thinking of
different ways to solve.
 The students are focusing more on solving the problem instead of always asking for
help. They are talking to each other and picking each other’s brains instead of mine.
 They asked great questions, not only to me, but also to their peers. This allowed them
to direct their learning to concepts and ideas they need to possess.
 The students found solving the problems easy because finding the key words helps
them a lot.
 The students have found great interest and they tend to solve problems themselves.
 They are applying Mathematics in day to day life situations
 4) SUMMARY AND CONCLUSION:

4.1) SUMMARY:
My action research on class X of JAPMARA BORI HIGH SCHOOL entitled AN APPROACH
TO IMPROVE PROBLEM SOLVING ABILITY IN REGARD TO VOLUMES was a
successful one I found out that pupil were not eager to solve word problems before giving
intervention and remedial measure, their performance was also poor but after providing
them the remedies and concept they could solve easily and their performance has
improved enormously.

There is a great significance of understanding this chapter as it can be directly correlated

with the surroundings and pupil can enjoy dealing with mathematical problems.

In my study investigated the effects of decoding word problems on students’ abilities to

determine what problem solving strategy to use to solve a word problem. My desire was
to have significant evidence, which supported my hypothesis that decoding will enable
students to have more success in the math problem solving classroom. My belief is
decoding brings the elements of comprehension and translation together and along with
repetition and diverse teaching instruction, students will gain the experience and
confidence needed to be successful problem solvers.

I applied various strategies and methods to bring about improvement in them, showed
them the key words, models of shapes and also demonstrated activities in front of them
to clear about volumes in their mind. Overall it was a great experience conducting this
research and I myself as a trainee have learned a lot, and the improvement that the
students has achieved, and the thought of this fills my mind with joy
4.2) CONCLUSION AND SUGGESTION:

I have found through my research that confidence in oneself is an important aspect to

becoming a better problem solver. Confidence is gained through feeling success in solving
a problem correctly. Teaching problem solving forced me to make changes in my
instructional methods to better educate my students. It made me a better educator in
the process because I had to step out of my comfort zone and teach. In my findings, the
students felt more confident when working in groups because they began to trust one
another. As that trust increased, the students asked more questions to their peers than
to me.I also found that after more instruction and practice was given on problem solving
strategies, the students were able to work through the problem solving process-find the
key words, transfer them to mathematical representations, choose and justify an
appropriate problem solving strategy, and find a solution. At the end of the project, the
students were deciding on a strategy before the decoding process had even begun. The
students now enjoyed doing Mathematics as they could relate with real life and hence
their interest in solving mathematical questions increased greatly

SUGGESTIONS:-

1. There should be mathematical laboratory in the schools.

2. The students should be taught in a fruitful way, not merely coming to class and just
writing the answers on the board.

3. They should be shown models of shapes so that when they read the question that
image is reflected in their minds.

4. The formula derivation should be explained so that even if students forget the formula
they can derive the formula using the shapes.

5. The key words should be paid more emphasis and they should be taught of how to deal
with complex problems.
4.2 BIBLOGRAPHY:

1. Best b john(1996) instruction in mathematical geometrical shapes.

2. Goldman, S.R. (1989). Strategy instruction in Mathematics

3. Hegarty, M. (1995). Comprehension of arithmetic word problems: A comparison of

successful and unsuccessful problem solvers.

4. Knifong, J. D., & Holtan, B. D. (1977). A search for reading difficulties among erred word
problems. Journal for Research in Mathematics Education, 8, 227-230.

5. Roti, J., Trahey, C., & Zerafa, S. (2000). Student achievement in solving mathematical
word problems. Unpublished Master’s Thesis, Saint Xavier University and IRI/Skylight
Professional Development. ERIC Document ED 445 923. Retrieved on October 27, 2007.

7. Lee, J. (2007). Context in mathematics learning: Problems and possibilities. Teaching

Children Mathematics, 40-44.

8. William j. Hoode, Paul k.Hatt (Methods in Mathematics research)

4.3 ANNEXURE

Explaining the way to find out formulae of shapes (volumes) without the
need ofmemorization.

1. Cuboid: A cuboid is a 3D figure which has length, breadth (width) and height. So the
formula for volumes comes out to be

=LxBxH. The result has to be followed by cube i.e. m3

,cm3 etc.

2. Cube: A cube is a figure which has its entire sides

equal. eg- a ludo dice so the formula can be derived as
=L3 or A3 i.e. (side)3

3. Cylinder: A cylinder is a figure which has circles stacked

over one another like we make buildings using coins,
so it attains some height let it be=h, and we know area
of circle =πr2 , so combining them we get, πr2h.

4. Cone: A cone is a figure whose formula can be

derived using cylinder as shown in figure, if both has
the same height then volume of cone will come to be V=1/3 πr2h.

5. Sphere: A sphere is a solid enclosed figure. Its formula can be derived from area of
pyramid 1/3xBxH, here H=radius, and B= surface area of the sphere so combining them
we get 4 πr2 x r=4/3 πr3

6. Hemisphere: Hemisphere means half of the sphere, so its

formula can be easily derived from sphere by just multiplying
½ to it i.e., it will give us 2/3 πr3
4.4 ANNEXURE

MATH PROBLEM SOLVING CLUE WORDS

ADDITION SUBTRACTION MULTIPLICATION DIVISION

more than less than Times Quotient

added to subtracted from Product Separated by

plus Less Multiply Divided by

sum Difference Of Average

increase Decreased by Twice Per (ratio)

add Reduce Tripled Share

total(s) Reduced by Doubled Distribute

in all Lower Several

combined Take away In all

all together Diminished by

increased by Greater (than)

more Fewer (than)

net Compare

plus How much more

perimeter exceed

together
 PRE TEST

*Question no 1(a, b, c, d) contains 1 mark each.

* Question no 2 to 6 is of 2 marks each.

* Question no 7 and 8 is of 3 marks each.

1. Find the volume of :

a. Cuboid whose length =12cm, breadth=6cm, height= 4cm.
b. Cylinder whose radius=4cm, height=8cm
c. Cone whose radius =2m, height =3m
d. Sphere whose radius =3m

2. Find the cost of digging a cubical pit 8m long, 6m broad and 3m deep at the rate of
₹30 per m3

3. The circumference of the base of a cylindrical vessel is 132cm and its height is
25cm.how many litres of water can it hold?
4. A right triangle ABC with sides 5cm, 12cm and 13cm is revolved about the side
12cm. find the volume of solid so obtained.
5. The diameter of a metallic bowl is 4.2cm. What is the mass of the bowl, if the
density of metal is 8.9g per cm3 ?
6. A hemispherical bowl has a radius of 3.5cm. What would be the volume of water
it would contain?
7. A patient in a hospital is given soup daily in a cylindrical bowl of diameter 7cm. if
the bowl is filled with soup to a height of 4cm. how much soup the hospital has to
prepare daily to serve 250 patients?
8. The capacity of a closed cylindrical vessel of height 1m is 15.4litres. How many
square meters of metal sheet would be needed to make it?
 POST TEST

*Question no 1(a, b, c, d) contains 1 mark each.

* Question no 2 to 6 is of 2 marks each.

* Question no 7 and 8 is of 3 marks each.

1. Find the volume of :

a. Cuboid whose length =12cm, breadth=6cm, height= 4cm.

b. Cylinder whose radius=4cm, height=8cm

c. Cone whose radius =2m, height =3m

d. Sphere whose radius =3m

2. Find the cost of digging a cubical pit 8m long, 6m broad and 3m deep at the rate of ₹30
per m3

3. The circumference of the base of a cylindrical vessel is 132cm and its height is
25cm.how many litres of water can it hold?

4. A right triangle ABC with sides 5cm, 12cm and 13cm is revolved about the side 12cm.
find the volume of solid so obtained.

5. The diameter of a metallic bowl is 4.2cm. What is the mass of the bowl, if the density
of metal is 8.9g per cm3 ?

6. A hemispherical bowl has a radius of 3.5cm. What would be the volume of water it
would contain?

7. A patient in a hospital is given soup daily in a cylindrical bowl of diameter 7cm. if the
bowl is filled with soup to a height of 4cm. how much soup the hospital has to prepare
daily to serve 250 patients?

8. The capacity of a closed cylindrical vessel of height 1m is 15.4litres. How many square
meters of metal sheet would be needed to make it?