Higher Secondary School

Certificate (HSC)

Examination Syllabus
&
Model Paper
(For the Year 2024)

Business Statistics – XII

Prepared by:

Mr. Wynberg Leal

Manager Academics - Commerce
 S. No. Table of Contents Page
No.
1 Preface 3

2 Aims and objectives of the subject of specific syllabus 4

3 Detailed Syllabus - Topics, Student Learning Outcomes (SLOs), Cognitive 5

Distribution

4 Table of Specification 9

5 Scheme of Assessment 11

6 Definition of Cognitive Levels 12

7 Blooms Taxonomy with examples 15

8 HSC Scheme of Studies 17

9 Model Paper 2024 19

You can Approach us:

Address: Ziauddin University Examination Board
D / 20 Block 1 Clifton Karachi
Phone: 92 21 35148594
E-mail: info@[Link]
Website: [Link]

Page 2 of 22
Preface

Ziauddin University Examination Board (ZUEB) was established by the Sindh ACT XLI 2018, with the aim of
improving the quality of education. The Board administers examinations for the Secondary School Certificate (SSC)
and Higher Secondary School Certificate (HSSC) based on the latest Reviewed National Curriculum by Directorate
Curriculum Assessment and Research (DCAR) Sindh. ZUEB has a mandate by Ordinance to offer such examination
services to English /Urdu and Sindhi medium candidates for SSC and HSSC from private schools in Sindh. This
examination syllabus exemplifies ZUEB’s commitment to provincial educational goals.

The Examination Board has prepared with the help of subject professors, subject wise syllabus. It is important to
make the difference between syllabus and curriculum. The syllabus of a subject is considered as a guide for the
subject teacher as well as the students. It helps the students understand the subject in detail. It also helps students to
anticipate what is expected from them while preparing for the exams.

This examination syllabus brings together all those cognitive outcomes of the Provincial Curriculum statement
which can be reliably and validly assessed. While the focus is on the cognitive domain, particular emphasis is given
to the application of knowledge and understanding.

The examination syllabus is uploaded on the ZUEB website. This is done to help affiliated schools in planning their
teaching. It is the syllabus, not the prescribed textbook which is the basis of the ZUEB examinations. In addition,
the ZUEB examination syllabus is used to develop learning support materials for students and teachers. The
examination board stand committed to all students who have embarked upon the SSC, and HSSC courses in
facilitating their learning outcomes. Our examination syllabus document ensures all possible support.

On the Ziauddin University Examination Board website, a tab e –resource is made available which provides
resource material in all subjects both in text form in line with the curriculum and also videos on topics to give
students access to learn at their own pace and own time. These 15 to 20 minutes videos are prepared around subject
concept / topics. These videos are available to the students for revisiting a lesson taught by their teacher or watch it
prior to the lesson and as a reinforcement strategy. The work on videos is in progress and new titles will be uploaded.

Please look out for the videos on the given website.

Humbly Yours;

Shahbaz Nasim
Academic Head

Page 3 of 22
Aims of the syllabus of Business Statistics:
The Aims of teaching Business Statistics at Higher Secondary School Level are to:
• Introduce students to the expertise of collecting, analyzing, interpreting and presenting data.

• develop the skills necessary to make informed decisions based on data and improve business processes.

• provide them with the statistical knowledge and tools necessary to understand consumer behavior better and
forecast future trends and patterns.

• To create a sense of appreciation for the role of statistics in business.

Page 4 of 22
 ZIAUDDIN UNIVERSITY EXAMINATION BOARD
STUDENT LEARNING OUTCOMES (SLO) CATEGORIZATION
XII- BUSINESS STATISTICS
Detailed Syllabus
Topics Sub-Topics Student Learning Outcomes Cognitive
Levels
K U A
Introduction Definition, Define Statistics. *
Characteristics, Describe characteristics of statistics. *
functions of statistics. Define Descriptive and Inferential *
statistics.
Basic concepts & Define Population, sample, parameter, *
important terms. statistics, variables, qualitative and
quantitative variables, discrete and
Types of Data. continuous variables, primary and
secondary data.
Data Collection. Describe methods of collection of *
primary data.
Describe methods of collection of *
secondary data.
List functions of statistics *
List limitations of statistics *
Explain the application of statistics in *
different fields.
Presentation of Frequency Distribution. Define presentation of data, frequency *
Data distribution, Grouped data, and Array.
Simple Frequency Describe the three methods for *
Distribution. organizing data in logical form.
Construct simple Frequency *
Group Frequency Distribution.
Distribution. Construct Grouped Frequency *
Distribution.
Describe the basic steps or *
construction of a grouped frequency
distribution.
Explain the advantages of a frequency *
distribution
Describe Relative frequency *
distribution.
Find Relative frequency distribution. *
Describe Cumulative frequency *
distribution.
Find “less than” and “more than” *
Cumulative frequency distribution.
Describe Qualitative frequency *
distribution.
Find Qualitative frequency *
distribution.
Graphs and Graphs Explain why graphs and diagrams are *
Diagrams used.
Page 5 of 22
 Diagrams Draw Histogram for frequency *
distribution
Draw Frequency Polygon for *
frequency distribution.
Draw Frequency curve for frequency *
distribution.
Draw Ogives for frequency *
distribution.
Draw Simple Bar Diagram to *
represent data
Draw Multiple Bar Diagram to *
represent data.
Draw Sub-divided/Component Bar *
Diagram to represent data.
Draw Pie Diagram to represent data. *
Averages Mean Define Average and when it is used. *
Define arithmetic mean and write its *
Median formula.
Calculate Arithmetic Mean. *
Mode Describe the properties of Arithmetic *
Mean.
Empirical Relationship Calculate Arithmetic Mean using its *
b/w Mean, Median, properties.
Mode Calculate Combined Mean. *
Calculate Weighted Mean *
Calculate Mean from frequency *
distribution/ Grouped data.
Define Median and write its formula. *
Calculate Median of Un-grouped data *
Calculate Median of Grouped data. *
Draw Median by Graph for data. *
Define Mode. *
Calculate Mode from un-grouped *
data.
Calculate Mode from grouped data. *
Draw Mode by Graph for data. *
Describe the empirical relation b/w *
Mean, Median and Mode.
Solve problems using the empirical *
relationship b/w the averages.

Index Numbers Index Numbers. Define Index Numbers. *

Explain the types and classification of *
Types of Index Index Numbers.
Numbers. Explain the methods of construction *
of price index numbers.
Laspeyre, Paasche, Calculate Price Index numbers using *
Fisher’s Formulas fixed base method.
Calculate Price Index numbers using *
chain base method.
Describe base shifting. *
Page 6 of 22
 Calculate index numbers by shifting *
the base.
Explain construction of composite *
price index numbers using simple
aggregative method and simple
average method.
Calculate the Price Index using *
Simple aggregative method (Fixed
Base)
Calculate the price index using simple *
average of Relatives Method (fixed
base)
Calculate using Simple average of *
Relatives Method (chain base)
Describe weighted index numbers and *
its types.
Define Laspeyre’s Formula, and write *
down the formula.
Calculate Laspeyre’s Price Index. *
Define Paasche’s Formula, and write *
down the formula.
Calculate Paasche’s Price Index. *
Define Fisher’s Formula, and write *
down the formula.
Calculate Price Index using Fisher’s *
ideal formula.
Probability Theory Permutations Explain factorial notation. *
Solve problems on factorial notation. *
Combinations Explain Permutations *
Solve problems on Permutations of *
Probability “n” different objects taken “r” at a
time.
Solve problems on Permutations of *
“n” objects when they are not all
different.
Explain combination, and write its *
formula.
Solve problem on combination of “n” *
different objects taken “r” at a time.
Define Experiment, Outcome, Sample *
Space, and Event.
Define Probability. *
Explain Probability theory. *
Explain basic properties of *
probability.
Calculate probability of simple *
events.
Calculate probability of *
complementary events.
Describe mutually exclusive events. *

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Solve problems on probability of *
mutually exclusive events.
Describe not mutually exclusive *
events.
Solve problems on probability of non- *
mutually exclusive events.
Describe independent events. *
Solve problems on probability of *
independent events.
Describe dependent events. *
Solve problems on probability of *
dependent events.

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 Table of Specification (TOS)

Table 1: Number of Student Learning outcomes (SLOs) and their cognitive distribution

Topic No. Topic Student Learning Outcomes Total

K U A
1 Introduction 5 4 0 9
2 Presentation of Data 1 6 5 12
3 Graphs and Diagrams 0 1 8 9
4 Averages 4 2 12 18
5 Index Numbers 4 5 9 18
6 Probability Theory 2 9 10 21
Total 16 27 44 87
Percentage (%) 18% 31% 51% 100%

Note:
1. Table 1 identifies the Student Learning outcomes and their cognitive distribution (Knowledge,
Understanding, Application).
2. The table shows that the share of knowledge is 18% with 16 SLOs, Understanding is 31% with 27 SLOs,
and Application is 51% with 44 SLOs.
3. Please note that Table 1 does not translate to marks distribution in the exam paper and weightage of each
topic is calculated separately in Table 3

Table 2: No. of SLOs and their % Share per Topic

Topic No Topic Total SLOs % Share of SLOs

1 Introduction 9 10%
2 Presentation of Data 12 14%
3 Graphs and Diagrams 9 10%
4 Averages 18 21%
5 Index Numbers 18 21%
6 Probability Theory 21 24%
Total 87 100%

Note:
1. Table 2: shows the % share of SLOs per Topic.
2. The Topics of Probability Theory has the highest % share of SLOs at 24%, followed by Index numbers and
Averages at 21% each.
3. Please note that Table 2 does not translate to marks distribution in the exam paper and weightage of each
topic is calculated separately in Table 3

Page 9 of 22
 Table 3: Exam Paper Specification, Topic Difficulty, Types of Questions,
No. of Questions per Topic, and Marks Allocation per Section

Section A Section B Section C

Topics Difficulty MCQs CRQ/SAQs ERQ/DAQs

Level @ @ @
1 mark each 4 marks each 10 marks each
Introduction Easy 2 1
Presentation of Data Easy 1 1 1
Graphs and Diagrams Easy 1 1
Averages Moderate 2 1

Index Numbers Moderate 2 2 1

Probability Theory Moderate 2 2 1

Difficult
Total questions to be given 10 8 3

Total questions to be attempted 10 5 2

Maximum marks obtainable 10 20 20

Note:
1. Table 3 displays Paper specification, Topic difficulty level, the 3 types of Questions used, the number of
questions per topic to be used, marks allocation per section.
2. The Exam Paper consists of 3 Sections:
a. Section A = Multiple Choice Questions (MCQs)
b. Section B = Short Answer Questions / Constructive Response Questions (CRQs)
c. Section C = Detailed Answer Questions / Extended Response Questions (ERQs); require more detailed
answers necessitating a broader understanding of concepts, and complex calculations compared to CRQ

Page 10 of 22
 ZIAUDDIN UNIVERSITY EXAMINATION BOARD
GRADE XII – BUSINESS STATISTICS
SCHEME OF ASSESSMENT

Maximum Marks: 50
Section ‘A’: Multiple Choice Questions (20%) 10 Marks (1x10=10)
Multiple Choice Question will cover the complete Syllabus
• Each MCQ carries 1 mark
• Given MCQs will be = 10 MCQs
• All MCQs to be answered

Section ‘B’: Short Answer Questions (40%) 20 Marks (4x5=20)

• Short Answer Question must be given from the prescribed Syllabus all content is to be followed.
• Seven (7) Short Answer Questions may be given. Each Question having (4 Marks). In this Section Student
shall attempt (5 Questions).

Section “C” (Detailed Answer Questions) (40%) 20 Marks (2x10=20)

• Three (3) Detailed Answer Questions may be given in this section and (2 Questions) are to be answered
and each Question having (10 Marks).

Page 11 of 22
 DEFINITIONS OF COGNITIVE LEVELS
Remember
Understand
Remembering is the act of retrieving The next level in the taxonomic structure is
knowledge and can be used to produce things Understanding, which is defined as the construction
like definition or lists. The student must be able of meaning and relationships. Her the student must
to recall or recognize information and understand the main idea of material heard, viewed,
concepts. The teacher must present or read and interpret or summarize the ideas in their
information about a subject to the student, ask own words. The teacher must ask questions that the
questions that require the student to recall that student can answer in their own words by
information and provide written or verbal identifying the main idea.
assessment that can be answered by
remembering the information learnt. Question Stems
Question Stems
• Can you clarify…?
• Can you name all the …? • Can you illustrate …?
• Describe what happens when …? • Condense this paragraph.
• How is (are) …? • Contrast …
• How would you define …? • Does everyone think in the way that … does?
• How would you identify …? • Elaborate on …
• How would you outline …? • Explain why …
• How would you recognize…? • Give an example
• List the … in order. • How can you describe
• What do you remember about …? • How would you clarify the meaning
• What does it mean? • How would you compare …?
• What happened after? • How would you differentiate between
• What is (are) …? …?
• What is the best one? • How would you describe…?
• What would you choose …? • How would you generalize…?
• When did …? • How would you identify …?
• Where is (are) …? • Is it valid that …?
• Which one …? • Is this the same as …?
• Who spoke to …? • Outline …
• Who was …? • Select the best definition
• Why did …? • State in your own words
• This represents …
• What are they saying?
• What can you infer from …?
• What can you say about …?
• What could have happened next?
• What did you observe?
• What does this mean?
• What expectations are there?
• What information can you infer from
• What is the main idea of …?
• What restrictions would you ad
• What seems likely?
Page 12 of 22
 • What seems to be …?
• What would happen if …?
• What would happen if …?
• Which are the facts?
• Which statements support …?
•
•
Apply Analyze
The third level in Bloom’s taxonomy, Analyzing is the cognitive level where students can
Applying marks a fundamental shift from the take the knowledge they have remembered,
pre-Bloom earning era because it involves understood and applied, then delve into that
remembering what has been learnt, having a knowledge to make associations, discernments or
good understanding of the knowledge, and comparisons. Students should break down a concept
applying it to real-world exercises, challenges or idea into parts and show relationship between these
or situation. Students must apply an abstract parts. Teachers must give student time to examine
idea in a concrete case to solve a problem or concepts and their requisite elements.
relate it to prior experience. The teacher must Students are required to explain why they chose a
solution.
provide opportunities for students to use
theories and problem-solving techniques in
Question Stems
new situations and review and check their
work. Assessment questions should be • Can you distinguish between …?
provided that allow students to define and • Can you explain what must have happened when
solve problems. …?
• Determine the point of view, bias, values, or
Question Stems intent underlying the presented material
• Discuss the pros and cons of …
• Can you group by characteristics such as…? • How can you classify … according to …?
• Choose the best statements that apply • How can you compare the different parts?
• Clarify why … • How can you sort the different parts…?
• Do you know of another instance where…? • How is … connected to …?
• Draw a story map • How is … similar to …?
• Explain why a character acted in the way that • How would you categorize…?
he did • How would you explain?
• From the information given, can you develop • If … happened, what might the ending have
a set of instructions about …? been?
• How could you develop …? • State the point of view of …
• How would you change …? • What are some of the problems of …?
• How would you demonstrate…? • What assumptions …?
• How would you develop … to present • What can you infer about…?
• How would you explain …? • What can you point out about?
• What conclusions …?
• What do you see as other possible outcomes?
• What does the author assume?
• What explanation do you have for …?
• What ideas justify the conclusion?
• What ideas validate…?
• What is the analysis of …?
• What is the function of …?
Page 13 of 22
• What is the problem with …?
• What motive is there?
• What persuasive technique is used?
• What statement is relevant?
• What was the turning point?
• What were some of the motives behind…?
• What’s fact? Opinion?
• What’s the main idea?
• What’s the relationship between?
• Which events could not have happened?
• Why did … changes occur?
• Why do you think?

Page 14 of 22
 BLOOMS TAXANOMY WITH EXAMPLES

If you are a teacher looking for ways to engage your students in learning, this LIST of questions might be interesting
for your classroom practice. Bloom’s Taxonomy question stems can help elicit higher-order thinking skills and
promote critical thinking among learners at different taxonomy levels. These question stems can also encourage
students to think about their knowledge through reflection before answering questions.

ACTION WORDS FOR COGNITIVE LEVELS

Knowledge Understand Apply Analyze Evaluate Create
define explain solve Analyze reframe design
identify describe apply Appraise criticize compose
describe interpret illustrate judge evaluate create
label paraphrase modify support order plan
list summarize use compare compare combine
name classify calculate decide classify formulate
state compare change discriminate contrast invent
match differentiate choose recommend distinguish hypothesize
recognize discuss demonstrate summarize infer substitute
select distinguish discover assess separate write
examine extend experiment choose explain select compile
locate predict relate convince categorize construct
memorize associate show defend connect develop
quote contrast sketch estimate differentiate generalize
recall convert complete grade divide integrate
reproduce demonstrate construct measure order modify
tabulate estimate dramatize predict prioritize organize
tell Copy express interpret rank survey prepare
discover identify manipulate score calculate produce
duplicate indicate paint select conclude rearrange
enumerate infer prepare test deduce rewrite
listen relate act conclude devise adapt
observe restate collect consider diagram anticipate
omit select compute critique dissect arrange
read translate explain list debate estimate assemble
recite record ask operate distinguish evaluate choose
repeat retell cite practice editorialize experiment collaborate
visualize discover simulate justify focus facilitate
generalize transfer write persuade illustrate imagine
group rate organize intervene
illustrate weigh outline make
judge plan manage
observe question originate
order test propose
report simulate solve
support test
validate

Page 15 of 22
represent
research
review
rewrite
show

Page 16 of 22
 HSC PART II EXAMINATION
MARKS BREAKUP GRID FOR EXAMINATION 2024

GROUP: PRE-MEDICAL-II

SUBJECT THEORY PRACTICAL TOTAL

ENGLISH 100 - 100
URDU NORMAL / SINDHI 100 - 100
NORMAL
PAKISTAN STUDIES 50 - 50
PHYSICS 85 15 100
CHEMISTRY 85 15 100
BOTANY 45 7 52
ZOOLOGY 40 8 48
TOTAL 505 45 550

GROUP: PRE-ENGINEERING-II

SUBJECT THEORY PRACTICAL TOTAL

ENGLISH 100 - 100
URDU NORMAL / SINDHI 100 - 100
NORMAL
PAKISTAN STUDIES 50 - 50
PHYSICS 85 15 100
CHEMISTRY 85 15 100
MATHEMATICS 100 -- 100
TOTAL 520 30 550

GROUP: COMPUTER SCIENCE/ GENERAL SCIENCE

SUBJECT THEORY PRACTICAL TOTAL

ENGLISH 100 - 100
URDU NORMAL / SINDHI 100 - 100
NORMAL
PAKISTAN STUDIES 50 - 50
PHYSICS 85 15 100
COMPUTER SCIENCE 75 25 100
MATHEMATICS 100 -- 100
TOTAL 510 40 550

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 GROUP: COMMERCE-II (Private/Regular)

SUBJECT THEORY PRACTICAL TOTAL

ENGLISH 100 - 100
URDU NORMAL / SINDHI 100 - 100
NORMAL
PAKISTAN STUDIES 50 - 50
BANKING 75 - 75
COMMERCIAL 75 - 75
GEOGRAPHY
ACCOUNTING 100 -- 100
STATISTICS 50 50
TOTAL 550 --- 550

GROUP: HUMANITIES-II (Private/Regular)

(Any Three Elective)

SUBJECT THEORY PRACTICAL TOTAL

ENGLISH 100 - 100
URDU NORMAL / SINDHI 100 - 100
NORMAL
PAKISTAN STUDIES 50 - 50
COMPUTER STUDIES 75 25 100
CIVICS 100 100
MATHEMATICS 100 - 100
SOCIOLOGY 100 -- 100
ECONOMICS 100 100
EDUCATION 100 100
TOTAL 550 --- 550
 Time : 2 hours
Total Marks: 50
Class XII HIGHER SECONDARY SCHOOL CERTIFICATE EXAMINATION 2024
Time Allowed: 15 minutes SUBJECT: BUSINESS STATISTICS
Q1: SECTION “A” Marks 10
Note: Attempt all question from this section. Each question carries one mark

1. The data collected form a magazine is called __________data

a. Primary b. Tertiary c. Secondary d. none of these

2. A ___________ describes a characteristic of a population.

a. Sample b. variable c. parameter d. none of these

3. If width of each class interval is 10 and the No. of classes is 6, then Range would be:
a. 16 b. 60 c. 66 d. 600

4. The sum of all relative frequencies should be equal to:

a. 1 b. 100 c. 10 d. 0.1

5. To draw a pie diagram for the following table, the angle of the sector of Category D will be_______
Category A B C D E
Frequency 5 8 3 10 4

a. 120 o b.180o c. 360o d.100o

6. If a mean of data of 50 observations is 400, then ∑ 𝑥 is equal to

a. 1000 b. 10,000 c. 30,000 d. 20,000

7. The price relatives obtained by chain base method are called ____________
a. Value relatives b. quantity relatives c. supply relatives d. link relatives

8. If Laspeyre’s Price Index i.e., P01=140.65, and ∑ 𝑃𝑜𝑄𝑜 = 95, then ∑ 𝑃1𝑄𝑜 = ____________
a. 133.61 b. 100 c. 270.16 d. 166.66

9. In how many ways can 5 women be seated at a salon in a row having 4 seats?
a. 60 b. 120 c. 20 c. 100

10. A coin is tossed two times what is the probability of getting two tails?
1 1 2 1
a. 2 b. 10 c. 4 d. 4

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 Total Time : 2 hours
Total Marks: 50
Class XII HIGHER SECONDARY SCHOOL CERTIFICATE EXAMINATION 2024
Time 1 hour 45 minutes SUBJECT: BUSINESS STATISTICS SECTION “B” AND SECTION “C” Total Marks 40
SECTION “B” SHORT ANSWER QUESTIONS Marks 20

Q2. Answer any five questions. All Questions carry equal marks:

i. Explain the methods of collection of Primary Data.

ii. Following is a set of test scores in Business Statistics. Construct a frequency distribution for this data.

40 28 26 48 39
42 37 40 41 34
25 41 43 31 27
30 39 27 32 33
32 35 26 46 47

iii. Draw a Frequency Curve for the following frequency distribution

C.I 3-5 6-8 9-11 12-14 15-17 Total
f 1 8 12 6 3 30

iv. The daily wages of 25 Electricians are as follows:

Daily wages in Rs. (x) 500 550 600 700 800 1000
No. of Electricians (f) 5 8 2 4 2 4

a. Find average earnings from the following data.

b. Also find the mean of y if y = 4x -150

v. From the table give below, use the data to calculate the index number of prices of all the years with reference to 2020
as the base year, using Fixed Base Method

Items 2020 2021 2022 2023

Rice 51 52 53 55
Wheat 62 65 68 70
Maize 36 40 45 60
Sugar 42 55 58 60

vi. A pair of dice is rolled once. What is the probability of getting:

a. A total of 10
b. A total of 4

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vii. From the data given below, calculate the index number of prices for all three years with reference to 2018 as the base
year, using simple aggregative method.

Price
Year Tea Coffee Cold Drink
2018 50 90 65
2019 55 95 70
2020 56 100 72
2021 58 100 75

viii. Eight players of Pakistan’s Football team can play in any of the six forward line positions. In how may ways can these
be filled.

SECTION “C” DETAILED ANSWER QUESTIONS Marks 20

Note: Attempt any two questions from the following. All questions carry equal marks

Q3. Find the probability:

(i) Two cards are drawn in succession from a deck of 52 playing cards without replacement. What is the probability
that both cards are Hearts?

(ii) A dice is thrown two times. Find the probability of getting 6 on the first throw and an even number on the second
throw.

Q4. The prices and quantities of four commodities for the year 2021 and 2022 are as under:

Commodity Price Quantity

2021 2022 2021 2022

Washing Powder 130 160 70 80

Soap 60 70 80 90

Washing liquid 170 200 90 100

Shampoo 150 220 100 110

Compute the Index numbers of the year 2022 by using the following:
i. Laspeyre’s Index Number
ii. Paasche’s Index Number
iii. Fisher’s Index Number.

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Q5. Consider the following data

22 24 27 16 23 28 21 16 27 22
18 17 26 16 24 18 18 24 16 21
28 21 16 27 22 15 22 24 17 15
26 16 24 18 21 27 16 26 17 26

a. Develop a frequency distribution using classes of 15-17, 18-20, 21-23, 24-26, 27-29
b. Develop a Relative Frequency Distribution
c. Develop a Percentage Frequency Distribution
d. Find Class Boundaries and Mid value
e. Develop Cumulative Frequency Distribution for ‘Less than’ and ‘More than’

END OF PAPER

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