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10th Maths Model Paper - 1 EM 2025-26 (AP - SCERT)

The document outlines the blueprint and model papers for the SSC public examinations for the academic year 2025-26, prepared by the Director of Government Examinations, A.P. It includes detailed instructions, question formats, and sections covering various mathematical topics, with a total of 33 questions divided into four sections. Each section specifies the marks allocation and types of questions, including multiple-choice, short answer, and long answer questions.

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0% found this document useful (0 votes)
239 views7 pages

10th Maths Model Paper - 1 EM 2025-26 (AP - SCERT)

The document outlines the blueprint and model papers for the SSC public examinations for the academic year 2025-26, prepared by the Director of Government Examinations, A.P. It includes detailed instructions, question formats, and sections covering various mathematical topics, with a total of 33 questions divided into four sections. Each section specifies the marks allocation and types of questions, including multiple-choice, short answer, and long answer questions.

Uploaded by

maneshmasakapali
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

BLUE PRINT & MODEL PAPERS OF SSC PUBLIC EXAMINATIONS FOR THE ACADEMIC YEAR 2025-26

BY THE DIRECTOR OF GOVERNMENT EXAMINATIONS (SSC BOARD), A.P.


15E & 16E
MATHS 4 ALL
15E & 16E
BLUE PRINT & MODEL PAPERS OF SSC PUBLIC EXAMINATIONS FOR THE ACADEMIC YEAR 2025-26
BY THE DIRECTOR OF GOVERNMENT EXAMINATIONS (SSC BOARD), A.P.
15E & 16E

SSC PUBLIC EXAMATIN


EXAMATINATIONS 2025 - 26
TINA
MATHEMA
MATHEMATICS
THEMATICS (MODEL PAPER - 1)
(ENGLISH VERSION)
Time : 3 Hours 15 Minutes MATHS 4 ALL Max. Marks : 100

Instructions :
1. In the duration of 3hours 15 minutes, 15 minutes of time is allotted to read the question
paper.
2. All answers shall be written in the answer booklet only.
3. Question paper consists of 4 Sections and 33 questions.
4. Internal choice is available in section - IV only.
5. Answers shall be written neatly and legibly.

SECTION - I 12 ´ 1 = 12 M
Note : i) Answer all the questions in one word or phrase.
ii) Each question carries 1 mark.
1. Two positive integers A and B are written as A = p3q2 and B = pq3 where p,q are prime numbers
then HCF (A,B) is
A) p3q2 B) pq2 C) p3q D) pq
2. The coefficient of x in p(x) = 7x – 6x + 5x + 8 is
3 2

A) 7 B) –6 C) 5 D) –5
3. Write a polynmial of degree 4, having constant term –6.
4. Create a linear equation which is parallel to the given line 2x + 3y + 8 = 0.
5. Assertion (A) : 4 is the common diffrence of A.P. 5, 9, 13 ..... 185.

Reason (R) : The common diffrence of an A.P. d = an – an–1

Now, choose the correct answer.

A) Both A and R are True and R is correct explanation of A.

B) Both A and R are True and R is not correct explanation of A.

C) A is true, R is false.

D) A is false, R is true.

6. In the adjacent figure if AD = 2cm, BD = 4cm A


2cm 5cm
D E
and AE = 5cm then EC = .... cm.
4cm
B C
A) 7 B) 10 C) 14 D) 20
15E & 16E

7. Which Trigonometric ratio is equal to Adjacent side of θ/hypotenuse

A) sin θ B) cos θ C) tan θ D) cot θ


8. In Heights and Distance problems, angles are always taken with respect to horizontal
line. (True / False)

9. Surface area Hemisphere having radius r is

A) πr2 B) 2 πr2 C) 3 πr2 D) 4 πr2

()
10. P(E) + P E = ________

A) 0 B) 1 C) –1 D) More than 1
11. Create a geometrical design involving two tangents drawn from an external point to
the circle.
12. Form a quadratic equation which has 1 as one of its roots

SECTION - II 8 ´ 2 = 16 M
Note : i) Answer all the questions.
ii) Each question carries 2 marks.
13. Create a quadratic polynomial whose sum and product of zeroes are 3 and –2
respectively.

14. Find the value of k, if both the roots of 2x2 + kx + 3 = 0 are equal.

15. State SAS criterian in similarities of triangles.

1
16. If tan (A +B) = 3 and tan (A–B)= ; 0 < A + B ≤ 90 ° and A > B Find A.
3

17. Define angle of elevation with a simple rough diagram.

18. A Quadrilatera ABCD is drawn to circumscribe a circle then write the relation between
its sides.

19. Find the volume of largest circular cone that can be cut out of a cube of edge 7cm.

20. Write the formulae to find the distance between

i) the two points (x1y1) and (x2y2)

ii) Origin and a point (x,y)


15E & 16E

SECTION - III 8 ´ 4 = 32 M
Note : i) Answer all the questions.
ii) Each question carries 4 marks.

21. One card is drawn from a well-shuffled deck of 52 cards. "Calculate the probability
that the drawn card will be an ace" ?

Now create 4 such type of questions.

22. Write the formula to find mode of a grouped data and explain the terms in it.

23. A solid is in the shape of a cone standing on a hemisphere with both their radii being
equal to 1 cm and the height of the cone is equal to its radius. Find the volume of the

solid in terms of π.
1
24. Find the discriminant of the equation 3x2 – 2x + = 0 and hence find the nature of its
3
roots. Find them if they are real.
25. State three identies that used in Trignometry.
26. Write the following formulae of A.P. a1,a2,a3 ...... and name the terms in each
A) nth term (an)
B) Sum of first n terms (Sn)
C) Common difference (d)
27. Prove that the parallelogram circumscribing circle is a rhombus.
28. By observing the graph Answer the following Questions.

X' –3 4 X

1) What is the shape of the graph.


2) How many zeros it has ?
3) What are the zeroes
Y'
4) Find the sum of Zeroes.
15E & 16E

SECTION - IV 5 ´ 8 = 40 M

Note : i) Answer all the questions.

ii) Each question carries 8 marks.

iii) There is an internal choice for each question.

29. a) Is 3 + 2 5 irrational ? justify your answer.

OR

b) Sides AB and AC and Median AD of a triangle ABC are respectively proportional to


the sides PQ and PR and Median PM of another triangle PQR.

Show that ∆ABC ~ ∆PQR.

30. a) Two students Claim to have found the points of trisection of the line segment joining
A (4,–1) and B(–2,–3) as follows.

⎛ 5⎞ ⎛ 7⎞
Students A : ⎜ 0 , ⎟ and ⎜ 0 , ⎟
⎝ 3⎠ ⎝ 3⎠

⎛ −5 ⎞ ⎛ −7 ⎞
Students B : ⎜ 2, ⎟ and ⎜0, ⎟
⎝ 3⎠ ⎝ 3⎠

Who is correct ? Justify.

OR
b) A horse is tied to a peg at one corner of a square shaped grass field of side 15 m by
means of a 5 m long rope. Find
i) the area of that part of the field in which the horse can graze.
ii) the increase in the gazing area if the rope was 10 m long instead of 5 m.
(use π = 3.14)
31. a) A game of chance consists of spinning an arrow which comes to rest pointing at one
of the numbers 1, 2, 3, 4, 5, 6, 7, 8 and these are equally likely out comes. Caliculate
the probabilities that it will point at 8 1
7 2
i) 8 ii) an odd number

6 3
iii) a number greater than 3 iv) a number less thant or equal to 8 5 4
OR
b) From a point on a bridge across a river, the angles of depression of the banks on
opposite sides of the rivers are 30° and 45° , respectively. If the bridge is at a height
of 3m from the banks, find the width of the river.
15E & 16E

32. a) A life insurance agent found the following data for distribution of ages of 100 policy
holders. Calculate the median age, if policies are given only to persons having age
18 years onwords but less than 60 years.

Age in Below Below Below Below Below Below Below Below Below
years 20 25 30 35 40 45 50 55 60

Number of 2 6 24 45 78 89 92 98 100
Policy holders

OR
b) In a school, stundts thought of planning trees in and around the school to reduce air
pollution. It was decided that the number of trees, that each section of each class will
plant, will be the same as the class, in which they are studying. e.g. a section of class I
will plant 1 trees, a section of class II will plant 2 trees and so on till class XII. There are
three sections of each class. How many trees will be planted by the students ?
33. a) Draw the graph of the following pair of linear equations and find the solution from
the graph.
x – y + 1 = 0 and 3x + 2y – 12 = 0
OR
b) 5 pencils and 7 pens together cost Rs.50 where as 7 pencils 5 pens together cost
Rs.46. Find the cost of one pencil and that of one pen.
Form the pair of linear equations for the above problem and find their solution
graphically.

Common questions

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Language barriers affect math education for non-native speakers by impeding comprehension of instructions, limiting participation in discussions, and restricting access to educational resources that rely heavily on language proficiency. This can lead to misunderstandings and gaps in learning math concepts, affecting overall academic performance.

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Teacher professional development is crucial for improving student outcomes in mathematics by equipping educators with the latest pedagogical strategies, deepening their content knowledge, and enhancing classroom management skills. Continuous professional development helps teachers adapt to new educational standards and technologies, leading to more effective instruction and better student performance.

The effectiveness of a math curriculum for diverse learners can be assessed using a combination of formative and summative assessments, student feedback, performance data analysis, peer reviews, and longitudinal studies that track student progress and adaptation over time. These methods help identify gaps and strengths in curriculum design and implementation.

Educators face challenges such as insufficient training to address diverse needs, lack of resources and support services, varying levels of acceptance and understanding among staff and students, and structural barriers within educational frameworks. These challenges complicate the effective implementation of inclusive education policies aimed at accommodating all learners.

Strategies to motivate students struggling with mathematics include personalized learning plans that cater to individual strengths and areas for improvement, introducing real-world connections to math concepts, offering positive reinforcement and constructive feedback, leveraging technology to make learning engaging, and fostering a growth mindset that encourages resilience and persistence.

Early exposure to math concepts lays the foundational cognitive skills needed for long-term academic success by establishing basic numeracy and problem-solving skills, fostering logical thinking, and promoting confidence in handling complex mathematical tasks. Early positive experiences can also influence attitudes towards math, leading to sustained interest and achievement.

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