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Mathematics Sample Paper for Grade 10

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

Mathematics Sample Paper for Grade 10

Uploaded by

blossom
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

SAMPLE PAPER - 10

Class : X Board: CBSE Max. Marks : 80


Subjects : Mathematics Time : 3 Hrs.

General Instructions :
1. This Question Paper has 5 Sections A, B, C, D, and E.
2. Section A has 20 Multiple Choice Questions (MCQs) carrying 1 mark each.
3. Section B has 5 short Answer - I (SA - I) type questions carrying 2 marks each.
4. Section C has 6 Short Answer - II(SA - II) type questions carrying 3 marks each.
5. Section D has 4 Long Answer (LA) type questions carrying 5 marks each.
6. Section E has 3 Case Based integrated units of assesment (4 marks each) with sub parts of
the value of 1, 1 and 2 marks each respectively.
7. All Questions are compulsory. However, an internal choice in 2 Qs of 2 marks, 2 Qs of 3
marks and 2 Questions of 5 marks has been provided. An internal choice has been provided
in the 2 marks questions of Section E.
8. Draw neat figures wherever required. Take π =22/7 where required if not stated.

SECTION - A
(Question 1 to 20 carries 1 mark each)
1. The class interval of a given observation is 15 to 20, then the class mark for this interval will be
a) 11.5 b) 17.5 c) 12 d) 14 [ ]
2. A bag contains 5 red, 8 green and 7 white balls. One ball is drawn at random from the bag. The
probability of getting neither a green ball nor a red ball is [ ]
5 3 7 1
a) b) c) d)
20 20 20 20
3. The value of sin 30° cos60° + sin60°cos30° is : [ ]
a) 0 b) 1 c) 2 d) 4
4. The outer and inner diameters of a circular ring are 34 cm and 32 cm respectively. The area of the
ring is [ ]
a) 27πcm 2 b) 30 πcm 2 c) 33πcm 2 d) 31πcm 2

5. If 2 sin 2θ = 3, then find the value of θ. [ ]


a) 30° b) 60° c) 90° d) 45°
6. The degree of the polynomial, x5 – x4 + 2 is [ ]
a) 2 b) 5 c) 1 d) 0

1 π
7. If sin A = , cos B = 1, 0 < A, B = , then the value of cot(A + B) is [ ]
2 2
3 1
a) b) c) 0 d) 3
2 2
8. If r = 3 is root of quadratic equation kr2 – kr – 3 = 0, then the value of k is [ ]
3 1 5
a) b) c) 2 d)
2 2 2
9. The degree of the polynomial (x + 1) (x2 – x + x4 – 1) is [ ]
a) 5 b) 4 c) 3 d) 2
10. Write the exponent of 3 in the prime factorization of 1944. [ ]
a) 3 b) 1 c) 5 d) 4
11. When placed along a wall, a ladder forms a 60° angle with the ground. If the ladder’s foot is 10
metres from the wall, the length of ladder is [ ]
a) 4 m b) 8 m c) 8 3m d) 20 m’
12. The value of k for which the pair of linear equations kx – 3y = k – 2, 12x + 5ky = k has no
solution. [ ]
a) 2 b) 5 c) 4 d) none of these
13. How many multiples of 4 lie between 10 and 205? [ ]
a) 49 b) 80 c) 45 d) 46
14. The zeroes of the polynomial x2 – 3x – m (m + 3) is [ ]
a) –2, (m + 1) b) (m + 3), 4 c) (m + 1), 2 d) –m, (m + 3)

15. In the figure ∠ADC = 90°, BC = 38 cm, CD = 28 cm and BP = 25 m. [ ]

C
Q
R B
P
D S A
The radius of the circle is
a) 20 cm b) 15 cm c) 16 cm d) 18 cm

AD AE
16. In the figure ∠D = ∠E and = , that ΔBAC is a/an [ ]
DE EC
A
a) scalene
b) equilateral
D E
c) isosceles
d) right-angled B C
17. If a line segment AB of length 6 cm is divided internally by a point C in the ratio 3 : 2, then the
length of AC is [ ]
a) 4 cm b) 2.5 cm c) 2.6 cm d) 3.6 cm
18. If 6 times the 6th term of an AP is equal to 9 times the 9th term, then find its 15th term. [ ]
a) 10 b) 31 c) 22 d) 0
DIRECTION : In the question number 19 and 20, a statement of Assertion (A) is followed by a
statement of Reason (R), choose the correction option.
19. Assertion (A) : If product of two numbers is 5780 and their HCF is 17, then their LCM is 340.
Reason (R) : HCF is always a factor of LCM [ ]
a) Both Assertion (A) and Reason (R) are true and Reason (R) is the correct explanation of Assertion (A).
b) Both Assertion (A) and Reason (R) are true but Reason (R) is not the correct explanation of Assertion (A).
c) Assertion (A) is true but Reason (R) is false.
d) Assertion (A) is false but Reason (R) is true.
20. Assertion (A) : If the coordinates of the mid-points of the sides AB and AC of ΔABC are
D(3, 5) and E(–3, –3) respectively then BC = 20 units [ ]
Reason (R) : The line joining the mid points of two sides of a triangle is parallel to the third
side and equal to half of it.
a) Both Assertion (A) and Reason (R) are true and Reason (R) is the correct explanation of Assertion (A).
b) Both Assertion (A) and Reason (R) are true but Reason (R) is not the correct explanation of Assertion (A).
c) Assertion (A) is true but Reason (R) is false.
d) Assertion (A) is false but Reason (R) is true.

SECTION - B
(Questions 21 to 25 carries 2 marks each)
21. The x - coordinate of a point P is twice its y - coordinate. If P is equidistant from Q(2, –5) and
R(–3, 6), find the coordinates of P.
(OR)
Prove that the points (2, –2), (–2, 1) and (5, 2) are the vertices of a right - angled triangle.
22. If the HCF (210, 55) is expressible in the form 210 × 5 - 55y, then find y.
(OR)
Prove that the number 4n, n being a natural number, can never end with the digit 0.
23. α, β are the zeroes of the quadratic polynomial p(x) = x2 – (k + 6)x + 2(2k – 1). Find the value of
1
k, if α + β = αβ .
3

5cos2 60° + 4 sec 2 30° − tan 2 45°


24. Evaluate
sin 2 30° + cos2 30°
25. A heap of rice is in the form of a cone of base diameter 24 m and height 3.5 m. How much canvas
cloth is required to just cover the heap?

SECTION - C
(Questions 26 to 31 carries 3 marks each)

26. Prove that 2 3 − 4 is an irrational number, using the fact that 3 is an irrational number.

1 2 6
27. Solve for x : + = , x ≠ 0,1, 2
x − 2 x −1 x
28. Let A(4, 2), B(6, 5) and C(1, 4) be the vertices of ΔABC. The median AD from A meets BC in D.
Find the coordinates of the point P on AD such that, AP : PD = 2 : 1.
(OR)
Prove that the parallelogram circumscribing a circle is a rhombus.

12 2 sin θ cos θ
29. If tan θ = , evaluate .
13 cos2 θ − sin 2 θ
30. There are 4 green marbles, 8 white marbles, and 5 red marbles in a box. Randomly, one marble is
taken out of the box. What is the probability that the marble will be one of the following.
a) a Red b) a White c) Not green
31. A sphere of diameter 6 cm is dropped in a right circular cylindrical vessel partly filled with water.
The diameter of the cylindrical vessel is 12 cm. If the sphere is completely submerged in water, by
how much will the level of water rise in the cylindrical vessel?
(OR)

m2 − 1
If sec θ + tan θ = m, prove that 2 = sin θ.
m +1

SECTION - D
(Quesetions 32 to 35 carries 5 marks each)
32. If a line is drawn parallel to one side of a triangle to inetersect the other two sides in distinct points,
prove that the other two sides are divided in the same ratio.
33. From the top of a building 60 m high, the angle of depression of the top and bottom of a vertical
lamp - post are observed to be 30°and 60° respectively. Find the height of the lamp - post, and the
distance between the top of building and the top of lamp - post.
(OR)

1 + sec A − tan A 1 − sin A


Prove that =
1 + sec A + tan A cos A

1
34. Two taps running can fill a tank in 3 hours. If one tap takes 3 hours more than the other to fill
13
the tank, then how much time will each tap take to fill the tank?
35. A Solid iron pole consists of a cylinder of height 220 cm and base diameter 24 cm, which is
surmounted by another cylinder of height 60 cm and radius 8 cm. Find the mass of the pole, given
that 1 cm3 of iron has a approximately 8 g mass. (Use π = 3.14)
(OR)
A class teacher has the following absentee record of 40 students of a class for the whole term. Find
the mean number of days a student was absent.
Number of days 0-6 6 - 12 12 - 18 18 - 24 24 - 30 30 - 36 36 - 42
Number of students 10 11 7 4 4 3 1
SECTION - E
(Quesetions 36 to 38 carries 4 marks each)
Case Study - 1
36. Read the following questions.
Two friends are travelling in a bus. They were feeling bored, so they started playing a game with
a pair of dice that one of them had. Each of them started rolling the pair of dice one by one, starting
one condition before rolling. If the person gets the numbers according to the condition stated by
him, he wins and get a score.

Based on the above information, answer the following questions.


a) First friend say, ‘a doublet’. What is the probability of him winning ?
b) Second friend says, ‘sum less than 9’. What is the probability of his winning?
(OR)
First one say, ‘6 will come up either time’. What is the probability of his winning?
c) Second one says, “sum is an even number’. What is the probability of his losing?

Case Study - 2
37. Read the following questions.
Varun has been selected by his school to design logo for Sports Day T - Shirts for students and
staff. The logo design is as given in the figure and he is working on the fonts and different colours
according to the theme. In given figure, a circle with centre O is inscribed in a ΔABC , such that it
touches the sides AB, BC and CA at points D, E and F respectively. The lengths of sides AB, BC
and CA are 12 cm, 8 cm and 10 cm respectively.

F E

A D B
i) What is the length of AD?
ii) Find the length of BE?
iii) If radius of the circle is 4 cm, then find the area of ΔOAB?
(OR)
Find the area of ΔABC?

Case Study - 3
38. Shown below is a town plan on a coordinate grid, where 1 unit = 1 km. Consider the coordinates
of each building to be the point of intersection of the respective grid lines.

Based on the above information answer the following questions.


i) What is the distance between the School and House 1 along the path shown?
ii) Find the distance between Police Station and the House 3 along the path?
iii) What is the ratio in which House 1 divides the path joining house 3 and the police station?
(OR)
What is the ratio in which House 1 divides the path joining house 4 and the Pond?
KEY
SECTION - A
1) b 2) c 3) b 4) c 5) a 6) b 7) d 8) b

9) a 10) c 11) d 12) d 13) a 14) d 15) b 16) c

17) d 18) d 19) b 20) a

SECTION - B

67
21) (16, 8) 22) 19 23) 20 24) 25) 471.42 m2
12

SECTION - C

4 ⎛ 11 11⎞ 313 5 8 13
27) 3, 28) ⎜⎝ , ⎟⎠ 29) 30) a) b) c) 31) 1 cm
3 3 3 25 17 17 17

SECTION - D

33) Height = 40 m, Distance = 20 3 m 34) 1st tap = 5 hr; 2nd tap = 8 hrs

35) 892.2624 kg. (OR) 14.1

SECTION - E

1 13 1 1
36) i) ii) (OR) iii)
6 18 36 2

37) i) 7 cm ii) 5 cm iii) 24 cm2 (OR) 15 7 cm 2

38) i) 13 units ii) 3 2 units iii) 1 : 2 (OR) 1:2

Common questions

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Geometry problems in the question paper include scenarios such as measuring the area required for a canvas cloth to cover a cone-shaped heap of rice and calculating water displacement when a sphere is submerged in a cylindrical vessel. These problems involve real-world applications of geometric principles such as calculating surface areas and understanding volume displacement, promoting practical comprehension alongside theoretical knowledge .

Context-based learning in mathematics uses real-life problems to teach mathematical theories, which enhances problem-solving skills by fostering the application of mathematics to everyday situations. It encourages critical thinking and deeper comprehension, as students must not only perform calculations but also interpret and analyze the context to arrive at solutions. This methodology builds transferable skills that are crucial for success in both academic and real-world settings .

Incorporating both theoretical and practical problems into assessments bridges the gap between abstract concepts and real-world application. This approach ensures that students not only grasp the underlying theory but also learn to apply these concepts in practical scenarios, thereby improving problem-solving skills, adaptability, and a deeper understanding of the subject matter. Additionally, it prepares students for diverse challenges by developing versatile analytical skills .

Polynomial degree determination is tested through questions that require identifying the highest degree of a polynomial expression. Understanding the degree of a polynomial is foundational because it dictates the function's properties, behavior, and graph. It helps students comprehend how polynomial expressions can be manipulated, setting a basis for more advanced algebraic concepts .

Deriving specific values for unknowns in quadratic equations demonstrates algebraic competence as it involves understanding the equation's structure, applying the quadratic formula, or factoring efficiently to find roots. This process teaches students to identify patterns and apply appropriate methods to solve complex problems, thereby reinforcing algebraic knowledge and procedural fluency .

The examination includes Euclidean geometry principles through problems involving circles inscribed in triangles and the properties of line segments, such as a line dividing a triangle in the same ratio. These problems emphasize understanding spatial relationships and properties derived from Euclid's axioms, which are critical for developing rigorous logical and deductive reasoning skills in students .

Case-based questions encourage students to apply mathematical concepts to real-world scenarios, enhancing critical thinking and problem-solving skills. They often involve multi-step reasoning and analysis, requiring students to synthesize information from different areas of mathematics to arrive at a solution, thereby promoting a deeper understanding of the subject .

The assessment integrates probability through exercises involving the rolling of dice and drawing marbles, which require calculating the likelihood of specific outcomes, such as obtaining a doublet, a sum less than 9, or a particular color marble. These scenarios help students apply probability theory to tangible activities, enhancing their ability to calculate and interpret probability in familiar contexts .

Multi-step trigonometric calculations, such as evaluating expressions involving sin, cos, and tan functions, demand a comprehensive understanding of trigonometric identities and their relationships. By requiring students to manipulate these identities within multi-step problems, the assessment enhances mathematical fluency and the ability to synthesize various concepts, thus building mathematical proficiency .

The Question Paper is structured into five sections, each catering to different types of questions such as Multiple Choice, Short Answers, Long Answers, and Case-Based questions. The inclusion of internal choices in some 2-mark, 3-mark, and 5-mark questions allows students to focus on areas of their strength or preference, hence providing flexibility and accommodating diverse student competencies .

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