ISC

ANALYSIS OF PUPIL
PERFORMANCE

October 2025

MATHEMATICS

Research Development and Curriculum Division

Council for the Indian School Certificate Examinations
New Delhi
OCTOBER 2025
____________________________________________________________________________________________

© Copyright, Council for the Indian School Certificate Examinations

All rights reserved. The copyright to this publication and any part thereof solely vests in the Council for the Indian
School Certificate Examinations. This publication and no part thereof may be reproduced, transmitted, distributed or
stored in any manner whatsoever, without the prior written approval of the Council for the Indian School Certificate
Examinations.
Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate

Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.

Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.
 FOREWORD
The Council for the Indian School Certificate Examinations (CISCE) has endeavoured to sincerely
take forward the vision of NEP 2020 in enhancing pedagogy and assessments through systemic
reforms. In alignment with this vision, the CISCE also remains committed to ensuring that learning
is meaningful, and that assessment practices are utilised as tools for growth, reflection, and
continuous improvement rather than as an exercise in mere evaluation.

The ISC and ICSE examinations have long served as the cornerstone of the CISCE’s academic
framework, especially in shaping the educational journeys and futures of countless CISCE students.
In this context, the Analysis of Pupils’ Performance documents have played a significant role in
strengthening the CISCE’s assessment culture. These reports have, over the years, supported students
in understanding subject-wise expectations and in preparing effectively for the Board examinations.

Our heartfelt appreciation is extended to the Research Development and Curriculum Division
(RDCD) of the CISCE for their dedicated efforts in preparing this detailed document for the benefit
of students. We also express our gratitude to the examiners for their meticulous evaluation and
insightful feedback on candidates’ performance, as well as for recommending pedagogical strategies
to help teachers address common areas of difficulty.

We are confident that students, teachers, and parents will make the best use of this document by
engaging with its various sections in depth and by implementing the learnings to ensure enhanced
and successful performance in the forthcoming examinations.

October 2025 Dr. Joseph Emmanuel

Chief Executive & Secretary
CISCE
 PREFACE
The Analysis of Pupil Performance document is a standing legacy of the Council for Indian School
Certificate Examinations (CISCE) that aims at capturing performance trends of CISCE candidates in
the annually conducted ICSE and ISC examinations. Over the years, these user-friendly and
accessible reports have helped CISCE schools analyse patterns in candidates’ responses to board
examination papers, while also providing valuable pedagogical insights and suggestions for teachers.
Each year, CISCE undertakes this exercise of a detailed analysis of the performance of candidates
for selected subjects at both the ICSE and ISC examinations. Each subject document includes the
questions from the board examination along with the marking scheme for each question, enabling
teachers and students to better understand the scope of the question and the appropriate approach to
answering it. It also presents an infographic presentation of statistical analysis and contextualised
commentaries on candidate performance with detailed insights and remedies on the errors. Towards
the end of the document, a comprehensive summary highlights the topics revealing gaps in conceptual
understanding, areas that candidates found confusing, and tailored suggestions to help students
approach examinations more effectively.
The uniqueness of this document lies in its micro-analysis of items in board examination papers
where suggested pedagogical strategies are tied to each common errors identified from candidates’
answers, a strategy that CISCE believes is rudimentary in driving improvements rather than merely
sharing a broad stroke macro analysis of candidate performance. While these reports are grounded in
real candidate data, they also lend themselves to seamlessly to classroom action.
The Analysis of Pupil Performance document for ICSE for the Examination Year 2025 covers the
following subjects - English Language, Literature in English, Hindi, History and Civics, Geography,
Mathematics, Physics, Chemistry, Biology, Commercial Studies, Economics, Computer
Applications, Economic Applications, Commercial Applications, Environmental Science and Home
Science.
The subjects covered in the ISC Analysis of Pupil Performance document for the Year 2025 are -
Accounts, English Language, Literature in English, Hindi, Economics, Commerce, Business Studies,
Mathematics, Physics, Chemistry, Biology, Elective English, History, Political Science, Geography,
Psychology, Sociology, Computer Science, Environmental Science, Home Science and Legal
Studies.
I extend my heartfelt gratitude to all the ICSE and ISC examiners who have shared their valuable
comments on each question. I also acknowledge the efforts of the RDCD team of Dr. Manika Sharma,
Ms. Parul Kohli, Ms. Lyimee Saikia, Ms. Mansi Guleria, Ms. Gunjan Khurana, Ms. Madhusree
Chatterjee and Ms. Aakriti Agrawal for their commitment to ensuring the compilation of the
comments and data into its current form.
We hope that the document is successful in its intended mission of better assisting our teachers in
identifying areas that require focused intervention and allowing them to better support CISCE
students. At the same time, we also hope that it guides our students in developing a roadmap of
effective study methods for their examinations.

October 2025 Dr. Bhawna Taragi

Deputy Head
RDCD, CISCE
QUANTITATIVE ANALYSIS

Mathematics
Number of
Candidates Appeared Maximum Marks 100
49630
Highest Marks Lowest Marks

Boys Girls Average Marks

29813 19817 100

66

Overall Performance (Mean Marks)

11

65.8
Performance by Gender

Gender Mean SE t-value

65.5 66.3
Girls 66.3 0.13
Region-wise Performance 4.7*
(Mean Marks) Boys 65.5 0.11
63.1 71.7 *Significant at 0.05 level

Top 5 Perfoming States/UTs

63.6 62.4 70.7 73
(Mean Marks)
Eastern Western
Dubai (U.A.E) 83.6
66 69.8

Maharashtra 72.2
65.2 67.3 69.2 70.5
Northern Southern Chandigarh 72
78.7
Haryana 71.8

78.2 79.4 Himachal Pradesh 71.6

Foreign

1
 Performance State-wise and Foreign (Mean Marks)
BOYS GIRLS OVERALL

ANDAMAN AND NICOBAR ISLANDS 49.7

49.7
66.3
ANDHRA PRADESH 61.9
64.6
58.5
ARUNACHAL PRADESH 46.0
54.3
67.3
ASSAM 76.8
71.0
58.7
BIHAR 59.3
59.0
74.2
CHANDIGARH 69.7
72.0
64.0
CHHATTISGARH 64.2
64.1
84.5
DUBAI (U.A.E.) 82.3
83.6
67.1
GOA 74.9
70.8
70.7
GUJARAT 71.5
71.0
71.1
HARYANA 73.1
71.8
72.5
HIMACHAL PRADESH 69.7
71.6
62.7
JAMMU AND KASHMIR 61.8
62.5
60.0
JHARKHAND 58.8
59.5
70.4
KARNATAKA 71.7
71.1
69.1
KERALA 69.2
69.1
63.2
MADHYA PRADESH 64.5
63.7
71.2
MAHARASHTRA 73.3
72.2
39.2
MANIPUR 38.7
39.0

MEGHALAYA 55.9
55.9
68.9
NEW DELHI 74.7
71.4
57.0
ODISHA 58.1
57.5
62.5
PUDUCHERRY 78.2
67.4
62.9
PUNJAB 66.3
64.6
62.6
RAJASTHAN 75.9
70.2
53.1
SHARJAH 58.3
54.6
56.9
SIKKIM 56.0
56.5
64.3
SINGAPORE 76.2
71.0
70.5
TAMIL NADU 72.9
71.5
63.6
TELANGANA 67.7
65.5
48.0
TRIPURA 48.6
48.1
64.9
UTTAR PRADESH 66.6
65.5
66.8
UTTARAKHAND 70.0
68.1
65.0
WEST BENGAL 63.5
64.4

0 20 40 60 80 100

2
QUALITATIVE ANALYSIS
SECTION A – 65 MARKS
Question 1
In subparts (i) to (xi) choose the correct options and in subparts (xii) to (xv), answer the
questions as instructed.

(i) 0 𝑎𝑎 [1]
If 𝐴𝐴 = � �, then 𝐴𝐴16 is:
0 0
(a) Unit matrix

(b) Null matrix

(c) Diagonal matrix

(d) Skew matrix

(ii) Which of the following is a homogenous differential equation? [1]

(a) (4𝑥𝑥 2 + 6𝑦𝑦 + 5)𝑑𝑑𝑑𝑑 − (3𝑦𝑦 2 + 2𝑥𝑥 + 4)𝑑𝑑𝑑𝑑 = 0

(b) (𝑥𝑥𝑥𝑥)𝑑𝑑𝑑𝑑 − (𝑥𝑥 3 + 𝑦𝑦 3 )𝑑𝑑𝑑𝑑 = 0

(c) (𝑥𝑥 3 + 2𝑦𝑦 2 )𝑑𝑑𝑑𝑑 + 2𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥 = 0

(d) 𝑦𝑦 2 𝑑𝑑𝑑𝑑 + (𝑥𝑥 2 − 𝑥𝑥𝑥𝑥 − 𝑦𝑦 2 )𝑑𝑑𝑑𝑑 = 0

(iii) Consider the graph of the function f(x) shown below: [1]
Y

1
0 1 2 X
2

1
Statement 1: The function f(x) is increasing in �2 , 2�.
1
Statement 2: The function f(x) is strictly increasing in �2 , 1�.

Which of the following is correct with respect to the above statements?

(a) Statement 1 is true and Statement 2 is false.

(b) Statement 2 is true and Statement 1 is false.

(c) Both the statements are true.

(d) Both the statements are false.

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2025 ISC- Mathematics

1
(iv) 𝑥𝑥 4 − 1 [1]
� 𝑑𝑑𝑑𝑑 is equal to:
0 𝑥𝑥 2 + 1
(a) 2
3
(b) 1
3
(c) −2
3
(d) 0
(v) Assertion: Consider the two events A and B such that n(A) = n(B) and [1]
𝐴𝐴 𝐵𝐵
P�𝐵𝐵�= P�𝐴𝐴�.
Reason: The events A and B are mutually exclusive.
(a) Both Assertion and Reason are true and Reason is the correct explanation
for Assertion.
(b) Both Assertion and Reason are true but Reason is not the correct
explanation for Assertion.
(c) Assertion is true and Reason is false.
(d) Assertion is false and Reason is true.
(vi) The existence of unique solution of the system of equations 𝑥𝑥 + 𝑦𝑦 = 𝜆𝜆 and [1]
5𝑥𝑥 + 𝑘𝑘𝑘𝑘 = 2 depends on:

(a) 𝜆𝜆 only
(b) 𝜆𝜆
=1
𝑘𝑘
(c) both 𝑘𝑘 and 𝜆𝜆
(d) 𝑘𝑘 only
(vii) A cylindrical popcorn tub of radius 10 cm is being filled with popcorns at the rate [1]
of 314 cm3 per minute. The level of the popcorns in the tub is increasing at the
rate of:

(a) 1 cm/minute
(b) 0·1 cm/minute
(c) 1·1 cm/minute
(d) 0·5 cm/minute
 x+2 x<0 [1]
(viii) If f ( x) = − x 2 − 2 0 ≤ x <1
 x x ≥1


then the number of point(s) of discontinuity of f (x) , is / are:

(a) 1

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2025 ISC- Mathematics

(b) 3
(c) 2
(d) 0
(ix) Assertion: If Set A has m elements, Set B has n elements and n < m, then the [1]
number of one-one function(s) from A → B is zero.
Reason: A function 𝑓𝑓: A → B is defined only if all elements in Set A have an image
in Set B.
(a) Both Assertion and Reason are true and Reason is the correct explanation
for Assertion.

(b) Both Assertion and Reason are true but Reason is not the correct
explanation for Assertion.

(c) Assertion is true and Reason is false.

(d) Assertion is false and Reason is true.

(x) Let X be a discrete random variable. The probability distribution of X is given [1]
below:
X 30 10 −10
P(X) 1 3 1
5 10 2
Then E(X) will be:
(a) 1

(b) 4

(c) 2
(d) 30

(xi) Statement 1: If ‘A’ is an invertible matrix, then (𝐴𝐴2 )−1 = (𝐴𝐴−1 )2 [1]
Statement 2: If ‘A’ is an invertible matrix, then |𝐴𝐴−1 | = |𝐴𝐴|−1
(a) Statement 1 is true and Statement 2 is false.

(b) Statement 2 is true and Statement 1 is false.

(c) Both the statements are true.

(d) Both the statements are false.

(xii) Write the smallest equivalence relation from the set A to A, where A = {1, 2, 3}. [1]
0 1 −2
(xiii) For what value of 𝑥𝑥, is A = �−1 0 3 � a skew symmetric matrix? [1]
𝑥𝑥 −3 0
(xiv) Three critics review a book. Odds in favour of the book are 5:2, 4:3 and 3:4 [1]
respectively for the three critics. Find the probability that all critics are in favour
of the book.

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 2025 ISC- Mathematics

(xv) Evaluate: ∫
5
𝑑𝑑𝑑𝑑 [1]
√2𝑥𝑥+7

MARKING SCHEME
(i) (b) or Null matrix

(ii) (d) or 𝑦𝑦 2 𝑑𝑑𝑑𝑑 + (𝑥𝑥 2 − 𝑥𝑥𝑥𝑥 − 𝑦𝑦 2 )𝑑𝑑𝑑𝑑 = 0

(iii) (c) or Both the statements are true.

−2
(iv) (c) or 3

(c) or Assertion is true and Reason is false./

(v) (a) or Both Assertion and Reason are true and Reason is the correct explanation for
Assertion.
(vi) (d) or 𝑘𝑘 only

(vii) (a) or 1 cm/minute

(viii) (c) or 2

(ix) (c) or Assertion is true and Reason is false.

(x) (b) or 4

(xi) (c) or Both the statements are true.

(xii) 𝑅𝑅 = {(1,1), (2,2), (3,3)}

(xiii) x=2

60 5 4 3
(xiv) or 0.175 or 0.18 or 0.17 or ×7×7
343 7

(xv) 5√2𝑥𝑥 + 7 + C

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 2025 ISC- Mathematics

Comments of Examiners
(i) The candidates made mistakes in basic Suggestions for teachers
multiplication of Matrices. Some of them
merely guessed the answers. − Encourage students to analyse the
(ii) The concept of Homogeneous Differential structure and properties of the matrix
equations was not clear. before attempting mechanical
calculations.
(iii) The concept of increasing and decreasing
− Help students identify the type of
functions with the correct brackets was the
differential equation by encouraging them
most common error seen. to check the order and degree of the
(iv) The candidates couldn’t factorise the differential equation.
algebraic expression. Some candidates have − Provide opportunities for mathematical
made mistakes while computing integration. communication in the classroom. Ask
(v) Some candidates randomly marked the them to distinguish between increasing
incorrect option. and decreasing and strictly increasing and
(vi) The candidates did not have an decreasing by analysing various graphs
understanding about the nature of the and comparing function values at
determinant for the existence and the different points. Lay stress on the use of
uniqueness of the solution. different types of brackets [ ] and ( ).
(vii) Many candidates forgot to take the − Build conceptual understanding of
P(A/B) and P(B/A) as it is the base for
derivative with reference to time.
Total Probability and Bayes’ Theorem.
(viii) Many students used incorrect functions in
− Emphasise the concept of consistency and
applying the concept of Left-Hand Limit and inconsistency of a system of linear
Right-Hand Limit. equations.
(ix) Some candidates showed a lack of − Explain the concept of
understanding about the mapping of continuous/discontinuous functions with
functions with non-equal elements in both the help of illustrations and various
sets. examples. Graphical representation can
(x) Most of the candidates had just taken the help in understanding this concept.
average of 𝑃𝑃(𝑋𝑋). − Revise the fundamental definition of
(xi) Many candidates had difficulty applying the function along with its various types. The
Matrix Properties. mapping of functions with non-equal
(xii) Many candidates were unable to find 𝑨𝑨 × 𝑨𝑨. elements in both sets should be carried out
for smaller sets and shown by means of
(xiii) Many candidates were confused between permutations and combinations.
Symmetric and Skew- Symmetric matrices. − Stress on the important results with their
Some candidates have even found inverse. notations based on probability
(xiv) Candidates lack understanding of the distribution. Correlate with the idea of
concept of Odds in favour and Odds. The Mean from Discrete Statistics.
candidates have failed to retrieve the − Discuss the properties of the inverse of a
Probability from the given data. square matrix in terms of the determinant
(xv) Most of the candidates responded to this of the corresponding square matrix.
question correctly. Some candidates made a − Explain the properties of a symmetric and
fundamental mistake of not multiplying the skew-symmetric matrix with the help of
𝟏𝟏 𝟏𝟏 varied examples.
result by 𝟐𝟐
, after applying ∫ 𝒙𝒙−𝟐𝟐 𝒅𝒅𝒅𝒅 − Make sure students understand the
correctly. difference between odds in favour and
odds against. Use real-life examples, like
betting odds or probability in games, to
demonstrate how odds are calculated and
how they relate to probabilities.
− Provide varied problems for solving
different types of questions based on
indefinite integration.

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 2025 ISC- Mathematics

Question 2 [2]

Find the point on the curve 𝑦𝑦 = 2𝑥𝑥 2 − 6𝑥𝑥 − 4 at which the tangent is parallel to the 𝑥𝑥-axis.

MARKING SCHEME
𝑑𝑑𝑑𝑑
= 4𝑥𝑥 − 6
𝑑𝑑𝑑𝑑
3
Since it is parallel to the x-axis, 4𝑥𝑥 − 6 = 0 ⇒ 𝑥𝑥 = 2

3 −17 3 −17
Point = �2 , 2
� 𝑜𝑜𝑜𝑜 𝑥𝑥 = 2 and 𝑦𝑦 =
2

Alternative Method: 𝑦𝑦 = 2𝑥𝑥 2 − 6𝑥𝑥 − 4

3 2 1 17 3 −17
⇒ �𝑥𝑥 − 2 � = 2
�𝑦𝑦 + 2
� ⇒ 𝑥𝑥 = 2 , 𝑦𝑦 =
2

3 −17
or �2 , 2
� is the turning point which is parallel to x-axis.

Comments of Examiners Suggestions for teachers

Many candidates were not able to find the
Explain thoroughly the geometrical
derivative correctly. Some of them did not equate dy
significance of . Give ample practice on
the derivative to zero. A few candidates found the dx
questions based on the geometrical
points incorrectly due to basic computational dy
significance and application of dx.
errors.

Question 3 [2]
5𝜋𝜋
Find the value of tan−1 𝑥𝑥 − cot −1 𝑥𝑥, if (𝑡𝑡𝑡𝑡𝑡𝑡−1 𝑥𝑥)2 − (𝑐𝑐𝑐𝑐𝑐𝑐 −1 𝑥𝑥)2 = 8

MARKING SCHEME
5𝜋𝜋
(tan−1 𝑥𝑥 + cot −1 𝑥𝑥) (tan−1 𝑥𝑥 − cot −1 𝑥𝑥) = 𝜋𝜋
8
𝜋𝜋 5𝜋𝜋
(tan−1 𝑥𝑥 +cot −1 𝑥𝑥) = 2
−1 −1
2
(tan 𝑥𝑥 − cot 𝑥𝑥) = 8
−1 −1 5
(tan 𝑥𝑥 − cot 𝑥𝑥) = 4

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 2025 ISC- Mathematics

Comments of Examiners
Most of the candidates attempted this question Suggestions for teachers
correctly. A few candidates failed to apply the Make students understand properties of
basic property of inverse trigonometric functions. Inverse trigonometric functions and their
applications. Build mathematical intuition in
students for simplifying the functions.

Question 4 [2]

(i) If 𝑥𝑥 𝑦𝑦 = 𝑒𝑒 𝑥𝑥−𝑦𝑦 , prove that

𝑑𝑑𝑑𝑑 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙
= (1+𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙)2
𝑑𝑑𝑑𝑑

OR

(ii) 1
If 𝑓𝑓(𝑥𝑥) = log(1 + 𝑥𝑥) + 1+𝑥𝑥 , show that 𝑓𝑓(𝑥𝑥) attains its minimum value at 𝑥𝑥 = 0.

MARKING SCHEME
(i) 𝑥𝑥 𝑦𝑦 = 𝑒𝑒 𝑥𝑥−𝑦𝑦

𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙ℎ𝑚𝑚𝑚𝑚 𝑡𝑡𝑡𝑡 𝑏𝑏𝑏𝑏𝑏𝑏ℎ 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠

𝑦𝑦 log 𝑥𝑥 = (𝑥𝑥 − 𝑦𝑦) log 𝑒𝑒 or 𝑒𝑒 𝑦𝑦 log 𝑥𝑥 = 𝑒𝑒 𝑥𝑥−𝑦𝑦 [log e = 1]

𝑦𝑦 log 𝑥𝑥 = 𝑥𝑥 − 𝑦𝑦

𝑦𝑦 log 𝑥𝑥 + 𝑦𝑦 = 𝑥𝑥

𝑦𝑦(log 𝑥𝑥 + 1) = 𝑥𝑥
𝑥𝑥
𝑦𝑦 = log 𝑥𝑥+1

differentiating both sides w.r.t 𝑥𝑥

1
𝑑𝑑𝑑𝑑 (log 𝑥𝑥+1).1−𝑥𝑥� +0�
𝑥𝑥
=
𝑑𝑑𝑑𝑑 (log 𝑥𝑥+1)2

log 𝑥𝑥+1−1
= (log 𝑥𝑥+1)2

log 𝑥𝑥
= (log 𝑥𝑥+1)2

OR

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 2025 ISC- Mathematics

(ii) 1
𝑓𝑓(𝑥𝑥) = log(1 + 𝑥𝑥) +
1 + 𝑥𝑥
1 1
𝑓𝑓 ′ (𝑥𝑥) = (1+𝑥𝑥) − (1+𝑥𝑥)2
1+𝑥𝑥−1 𝑥𝑥
𝑓𝑓 ′ (𝑥𝑥) = (1+𝑥𝑥)2 = (1+𝑥𝑥)2 = 0 ⇒ 𝑥𝑥 = 0

(1+𝑥𝑥)2 −2𝑥𝑥(1+𝑥𝑥)
𝑓𝑓 ′′ (𝑥𝑥) = (1+𝑥𝑥)4
> 0 at 𝑥𝑥 = 0 or by using first derivative test

𝑓𝑓(𝑥𝑥) 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 𝑎𝑎𝑎𝑎 𝑥𝑥 = 0

Comments of Examiners
(i) Many candidates made errors in the Suggestions for teachers
application of the properties of logarithms. − Emphasize the concept of logarithmic
Some candidates took the Implicit Derivative implicit functions and derivatives by
incorrectly. A few candidates did incorrect providing varied problems.
substitutions. − Focus students’ attention on significance of
OR first derivative test and second derivative
(ii) Some candidates failed to prove that 𝑓𝑓(𝑥𝑥) test in decision making for
maximizing/minimizing.
attains its minimum value at 𝑥𝑥 = 0.

Question 5 [2]

Three shopkeepers Gaurav, Rizwan and Jacob use carry bags made of polythene, handmade paper
and newspaper. The number of polythene bags, handmade bags and newspaper bags used by
Gaurav, Rizwan and Jacob are (20, 30, 40), (30, 40, 20) and (40, 20, 30) respectively. One
polythene bag costs ₹1, one handmade bag is for ₹5 and one newspaper bag costs ₹2. Gaurav,
Rizwan and Jacob spend ₹ A, ₹ B and ₹ C respectively on these carry bags.
Using the concepts of matrices and determinants, answer the following questions:
(i) Represent the above information in Matrix form.
(ii) Find the values of ₹ A, ₹ B and ₹ C.

MARKING SCHEME
(i) 20 30 40 𝑥𝑥 𝐴𝐴
�30 40 20� �𝑦𝑦� = �𝐵𝐵 �
40 20 30 𝑧𝑧 𝐶𝐶
Or
Accept the values of x, y, and z

(ii) If x = 1, y = 5 and z = 2 then A = ₹ 250, B = ₹ 270, C = ₹ 200

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 2025 ISC- Mathematics

Comments of Examiners
Many candidates were unable to represent the
Suggestions for teachers
information given in the question in the matrix − Use practical examples to show how
form. Many candidates failed to recognise that it matrices can solve real-world problems,
was a simple application problem of matrix helping students connect abstract concepts
multiplication. to practical scenarios.
− Guide students to not only perform matrix
operations but also to interpret the results
meaningfully, such as how the costs add up
for each shopkeeper in this case.

Question 6 [2]

2𝑥𝑥+1 3𝑥𝑥
(i) Differentiate sin−1 � � with respect to 𝑥𝑥.
1 + (36)𝑥𝑥

OR
(ii) Show that tan−1 𝑥𝑥 + tan−1 𝑦𝑦 = C is the general solution of the differential equation
(1 + 𝑥𝑥 2 )𝑑𝑑𝑑𝑑 + (1 + 𝑦𝑦 2 )𝑑𝑑𝑑𝑑 = 0

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 2025 ISC- Mathematics

MARKING SCHEME
(i) 2𝑥𝑥+1 3𝑥𝑥 Alternative Method 1:
y = sin−1 �1 + (36)𝑥𝑥 �
2𝑥𝑥 2 3𝑥𝑥 𝑑𝑑𝑑𝑑 1 𝑑𝑑 2𝑥𝑥+1 .3𝑥𝑥
= sin−1 �1 + (62)𝑥𝑥 � 𝑑𝑑𝑑𝑑
= . 𝑑𝑑𝑑𝑑 �1+(36)𝑥𝑥 �
𝑥𝑥+1 . 3𝑥𝑥 2
�1−�2 �
2 (6𝑥𝑥 ) 1+(36)𝑥𝑥
= sin−1 � �
1 + (6𝑥𝑥 )2
Or 1 [1+(36)𝑥𝑥 ].2.6𝑥𝑥 .log 6 −2𝑥𝑥+1 .3𝑥𝑥 .(36𝑥𝑥 .log 36)
= . [1+(36)𝑥𝑥 ]2
y = 2 tan−1 6𝑥𝑥 �1−�2
𝑥𝑥+1 . 3𝑥𝑥 2
�
1+(36)𝑥𝑥
𝑑𝑑𝑑𝑑 1 2·6𝑥𝑥 log 6
𝑑𝑑𝑑𝑑
= 2 1 + (6𝑥𝑥 )2 6𝑥𝑥 log 6 = 1 + (36)𝑥𝑥
Alternative Method 2:
2𝑥𝑥+1 3𝑥𝑥
Sin y = �1 + (36)𝑥𝑥 �
𝑑𝑑𝑑𝑑 (1+36𝑥𝑥 )2·6𝑥𝑥 log 6−2𝑥𝑥+1 3𝑥𝑥 ·36𝑥𝑥 ·𝑙𝑙𝑙𝑙𝑙𝑙36)
Cos y. 𝑑𝑑𝑑𝑑 = (1+36𝑥𝑥 )2

OR

(ii) (1 + 𝑥𝑥 2 )𝑑𝑑𝑑𝑑 = − (1 + 𝑦𝑦 2 )𝑑𝑑𝑑𝑑

𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑
∫ 1 + 𝑦𝑦 2 = − ∫ 1 + 𝑥𝑥 2

tan−1 𝑦𝑦 = − tan−1 𝑥𝑥 = C
Or
tan−1 𝑥𝑥 + tan−1 𝑦𝑦 = C
Alternative Method:
tan−1 𝑥𝑥 + tan−1 𝑦𝑦 = C
Differentiating both sides
1 1 𝑑𝑑𝑑𝑑
2
+ 2
× =0
1 + 𝑥𝑥 1 + 𝑦𝑦 𝑑𝑑𝑑𝑑
(1 + 𝑥𝑥 2 )𝑑𝑑𝑑𝑑 + (1 + 𝑦𝑦 2 )𝑑𝑑𝑑𝑑 = 0

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 2025 ISC- Mathematics

Comments of Examiners
(i) Many candidates failed to do this question Suggestions for teachers
correctly. They failed to apply the properties − Build a good understanding and practice of
of inverse trigonometric functions during the differentiation of inverse trigonometric
simplification before differentiating. Some functions.
candidates who started differentiation without − Encourage simplifying the inverse
simplifying failed to apply chain rule trigonometric function using properties
correctly. before starting the differentiation process.
− Emphasize the importance of writing
OR integration constant +C while solving
(ii) Most of the candidates attempted and solved indefinite integrals and differential
equations.
it correctly. However, few candidates solved
the differential equation but failed to write the
integration constant (+ C).

Question 7 [4]

1 1 1
If 𝑥𝑥 + 𝑦𝑦 + 𝑧𝑧 = 0 then show that � 𝑥𝑥 𝑦𝑦 𝑧𝑧 � = 0 , using properties of determinant.
𝑥𝑥 3 𝑦𝑦 3 𝑧𝑧 3

MARKING SCHEME
1 1 1 0 0 1
� 𝑥𝑥 𝑦𝑦 𝑧𝑧 � = � 𝑥𝑥 − 𝑦𝑦 𝑦𝑦 − 𝑧𝑧 𝑧𝑧 � [𝑐𝑐1 ⟶ 𝑐𝑐1 − 𝑐𝑐2 ] , [𝑐𝑐2 ⟶ 𝑐𝑐2 − 𝑐𝑐3 ]
𝑥𝑥 3 𝑦𝑦 3 𝑧𝑧 3 𝑥𝑥 3 − 𝑦𝑦 3 𝑦𝑦 3 − 𝑧𝑧 3 𝑧𝑧 3
= (𝑥𝑥 − 𝑦𝑦)(𝑦𝑦 3 − 𝑧𝑧 3 ) − (𝑦𝑦 − 𝑧𝑧)(𝑥𝑥 3 − 𝑦𝑦 3 )
= (𝑥𝑥 − 𝑦𝑦)(𝑦𝑦 − 𝑧𝑧)[(𝑦𝑦 2 + 𝑦𝑦𝑦𝑦 + 𝑧𝑧 2 ) − (𝑥𝑥 2 + 𝑥𝑥𝑥𝑥 + 𝑦𝑦 2 )]
= (𝑥𝑥 − 𝑦𝑦)(𝑦𝑦 − 𝑧𝑧)[𝑦𝑦(𝑧𝑧 − 𝑥𝑥) + (𝑧𝑧 2 − 𝑥𝑥 2 )]
= (𝑥𝑥 − 𝑦𝑦)(𝑦𝑦 − 𝑧𝑧)(𝑧𝑧 − 𝑥𝑥)(𝑥𝑥 + 𝑦𝑦 + 𝑧𝑧)
=0 (𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑥𝑥 + 𝑦𝑦 + 𝑧𝑧 = 0)

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Comments of Examiners
Suggestions for teachers
Many candidates made mistakes in Row and
Column operations in the determinant. Some − Ensure students understand the
candidates carried out multiplication at several fundamental properties of determinants
places. Many candidates made errors in the (e.g., linearity, row/column swapping,
expansion of the determinant. scaling, and adding/subtracting
rows/columns with suitable examples.
− Give adequate practice of applying relevant
properties using basic row/column
operations.

Question 8 [4]

𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐
(i) Evaluate: ∫ 3𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 − 5 𝑑𝑑𝑑𝑑
OR
(ii) Evaluate: ∫(𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙)2 𝑑𝑑𝑑𝑑

MARKING SCHEME
𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐
(i) I = ∫ 3𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 − 5 𝑑𝑑𝑑𝑑
1 3𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 − 5 + 5
= 3∫ 3𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 − 5
𝑑𝑑𝑑𝑑
1 5 𝑑𝑑𝑑𝑑
= 3 ∫ 1 𝑑𝑑𝑑𝑑 + 3 ∫ 3𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 − 5
1 5 𝑑𝑑𝑑𝑑
= 3 ∫ 1 𝑑𝑑𝑑𝑑 + 3 ∫ 3�1−𝑡𝑡𝑡𝑡𝑡𝑡2 𝑥𝑥�
2
𝑥𝑥 − 5
�1+𝑡𝑡𝑡𝑡𝑡𝑡2 �
2
𝑥𝑥
1 5 1+ 𝑡𝑡𝑡𝑡𝑡𝑡2
= 3 ∫ 1 𝑑𝑑𝑑𝑑 + ∫ 2
𝑥𝑥dx
3 − 2−8𝑡𝑡𝑡𝑡𝑡𝑡2
2
𝑥𝑥
1 5 𝑠𝑠𝑠𝑠𝑠𝑠 2
= 3 ∫ 1 𝑑𝑑𝑑𝑑 + ∫ 2
𝑥𝑥 dx
3×2 − 1−4𝑡𝑡𝑡𝑡𝑡𝑡2
2
1 5 𝑑𝑑𝑑𝑑
= 3 𝑥𝑥 + 6 × 2 ∫ − 1−4𝑡𝑡 2
dx
1 5 𝑑𝑑𝑑𝑑
= 3 𝑥𝑥 − 3 ∫ 1+(2𝑡𝑡)2
dx
1 5
I = 3 𝑥𝑥 − 3×2 tan−1 2𝑡𝑡+ C
OR
𝑥𝑥 5 𝑥𝑥
I = 3 − 6 tan−1(2 𝑡𝑡𝑡𝑡𝑡𝑡 2 )+ C
OR
(ii) ∫(log 𝑥𝑥)2 dx = ∫(log 𝑥𝑥)2 . 1 dx
1
= (log 𝑥𝑥)2 x− ∫ 2 log 𝑥𝑥 × 𝑥𝑥
(x) dx

= x(log 𝑥𝑥)2 − 2 ∫ log 𝑥𝑥. dx

= x(log 𝑥𝑥)2 − 2 [𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥 − ∫ 𝑑𝑑𝑑𝑑]

= x(log 𝑥𝑥)2 − 2𝑥𝑥 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙 + 2𝑥𝑥 + 𝐶𝐶

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 2025 ISC- Mathematics

Comments of Examiners
(i) Some candidates used Rationalisation or Suggestions for teachers
Substitution (which was not required) to solve
the problem. Many candidates failed to reduce − Provide various problems for students to
to the standard form of the special integral practice different types of problems,
𝑑𝑑𝑑𝑑 employing various methods of
∫ 𝑎𝑎 ± cos 𝑥𝑥. Some candidates, even after simplification that lead to standard forms
converting it into the standard form, applied of integrals.
incorrect integration methods. − Give ample practice of all standard forms
OR of special integrals.
(ii) Many candidates attempted this part correctly. − Provide practice of solving questions
However, some candidates failed to write the based on the concept of integration by
parts and learn to express a given function
standard form of integration by parts. They
as a product of two functions.
made incorrect selections of the first and
− Help students identify the first and
second functions while applying integration by second functions and the importance of
parts, and thus failed to solve the question the same while applying integration by
correctly. parts.
− Emphasise the concept behind the
selection of the 1st and 2nd functions
while applying by parts.

Question 9
(i)
1 𝑑𝑑2 𝑦𝑦 𝑑𝑑𝑑𝑑
If 𝑥𝑥 = tan �𝑎𝑎 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙� then show that (1 + 𝑥𝑥 2 ) 𝑑𝑑𝑥𝑥 2 + (2𝑥𝑥 − 𝑎𝑎) 𝑑𝑑𝑑𝑑 = 0 [4]

OR
(ii) The graph of f(x) = − 𝑥𝑥 3 + 27𝑥𝑥 − 2 is given below:

(a) Find the slope of the above graph. [1]

(b) Find the co-ordinates of turning points, A and B. [2]
(c) Evaluate 𝑓𝑓 ′′ (−2), 𝑓𝑓(0) and 𝑓𝑓 ′ (3)and arrange them in ascending order. [1]

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MARKING SCHEME
(i) 1
x = tan�𝑎𝑎 log 𝑦𝑦�
1
= tan−1 𝑥𝑥 = 𝑎𝑎 log 𝑦𝑦
= a tan−1 𝑥𝑥 = log 𝑦𝑦
𝑎𝑎 1 𝑑𝑑𝑑𝑑
= 1 + 𝑥𝑥 2 = 𝑦𝑦 𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑
= (1 + 𝑥𝑥 2 ) 𝑑𝑑𝑑𝑑 = ay
𝑑𝑑2 𝑦𝑦 𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑
= (1 + 𝑥𝑥 2 ) 𝑑𝑑𝑥𝑥 2 + 𝑑𝑑𝑑𝑑 . 2x = a𝑑𝑑𝑑𝑑
𝑑𝑑2 𝑦𝑦 𝑑𝑑𝑑𝑑
= (1 + 𝑥𝑥 2 ) 𝑑𝑑𝑥𝑥 2 + (2𝑥𝑥 − 𝑎𝑎) 𝑑𝑑𝑑𝑑 = 0
Alternate solution:
𝑑𝑑𝑑𝑑 1 1 𝑑𝑑𝑑𝑑 𝑎𝑎𝑎𝑎 𝑎𝑎𝑎𝑎
= 𝑆𝑆𝑆𝑆𝑆𝑆 2 � log 𝑦𝑦� . ⇒ = =
𝑑𝑑𝑑𝑑 𝑎𝑎 𝑎𝑎𝑎𝑎 𝑑𝑑𝑑𝑑 1 + tan2 �1 log 𝑦𝑦� 1 + 𝑥𝑥 2
𝑎𝑎
𝑑𝑑𝑑𝑑
= (1 + 𝑥𝑥 2 ) 𝑑𝑑𝑑𝑑 = ay
𝑑𝑑2 𝑦𝑦 𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑
= (1 + 𝑥𝑥 2 ) 𝑑𝑑𝑥𝑥 2 + 𝑑𝑑𝑑𝑑 . 2x = a𝑑𝑑𝑑𝑑
𝑑𝑑2 𝑦𝑦 𝑑𝑑𝑑𝑑
= (1 + 𝑥𝑥 2 ) 𝑑𝑑𝑥𝑥 2 + (2𝑥𝑥 − 𝑎𝑎) 𝑑𝑑𝑑𝑑 = 0

OR
(ii) y = −𝑥𝑥 3 + 27x – 2
(a) 𝑑𝑑𝑑𝑑
= −3𝑥𝑥 2 + 27
𝑑𝑑𝑑𝑑

(b) 𝑑𝑑𝑑𝑑
=0
𝑑𝑑𝑑𝑑

x=±3
∴ (a,b) = (−3, −56)
(c,d) = (3, 52)
𝑑𝑑2 𝑦𝑦
= −6x
𝑑𝑑𝑥𝑥 2

(c) f''(-2) = 12
f(0) = −2
f'(3) = 0
f(0) <f'(3) <f''(-2)

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Comments of Examiners
(i) Most of the candidates calculated first order Suggestions for teachers
𝑑𝑑𝑑𝑑
differentiation i.e. 𝑑𝑑𝑑𝑑 , correctly. Many − Provide thorough practice with higher-
order derivatives and their real-world
candidates made errors in applying
applications, like in acceleration or
differentiation second time using the chain curvature problems.
rule. Some candidates couldn’t simplify to − Guide students to break down complex
prove the required result. Many candidates problems into manageable steps.
lacked understanding of the Inverse − Encourage rearranging the expression
trigonometric functions and implicit after the first derivative before
derivatives. differentiating a second time. This
OR simplifies the process and reduces errors
(i) Most of the candidates took the derivative in successive differentiations.
incorrectly. Many candidates did not equate − Incorporate graphical solutions to explain
𝑑𝑑𝑑𝑑
the derivative obtained to zero for turning the concept of slope and its geometric
𝑑𝑑𝑑𝑑
points. A few candidates haven’t arranged meaning. Help students connect the sign
𝑓𝑓 ′′ (−2), 𝑓𝑓(0) and 𝑓𝑓 ′ (3) in ascending order, of the slope with the behaviour of the
even after finding all three correctly. curve.
− Ensure students understand the
significance of turning points, maxima,
minima, and inflection points. Emphasize
𝑑𝑑𝑑𝑑
how the behaviour of at these points
𝑑𝑑𝑑𝑑
determines the nature of the curve.

Question 10
Pia, Sia and Dia displayed their paintings in an art exhibition. The three artists displayed 15,
5 and 10 of their paintings respectively. A person bought three paintings from the exhibition.
(i) Find the probability that he bought one painting from each of them. [2]
(ii) Find the probability that he bought all the three paintings from the same person. [2]

MARKING SCHEME
(i) P (one from each) =
15 𝐶𝐶1 × 5 𝐶𝐶1 ×10 𝐶𝐶1
30𝐶𝐶3
75
= 406 or 0·18

(ii) P (all three from one person) =

15 𝐶𝐶3 + 5 𝐶𝐶3 +10 𝐶𝐶3
30𝐶𝐶3
585 117
= 4060 = 812
= 0·144

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 2025 ISC- Mathematics

Comments of Examiners
(i) Many candidates failed to understand the Suggestions for teachers
question. Many of them used independent − Teach students to check if events are
events instead of Combinations to find the independent or dependent before
probability. applying basic probability rules. If
(ii) Some of the students multiplied the multiple items are selected from groups,
probabilities instead of adding them up. combinations should be used to calculate
the total number of possible outcomes.
− Clearly explain that when calculating the
probability of multiple mutually
exclusive events (such as buying all
paintings from one artist), the total
probability is found by adding the
probabilities of each event.
− Provide a variety of problems involving
use of addition law, product law, as well
as different types of phrases such as
‘exactly one,’ ‘all three’, etc.

Question 11 [6]

3𝜋𝜋
(i) Prove: 4 𝑥𝑥𝑥𝑥𝑥𝑥
� = �√2 − 1�𝜋𝜋
𝜋𝜋 1 + 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠
4

OR

(ii) Evaluate: 𝑥𝑥 2
� 𝑑𝑑𝑥𝑥
(𝑥𝑥 − 1)2 (𝑥𝑥 2 + 1)

MARKING SCHEME
(i)
3𝜋𝜋
4 𝑥𝑥𝑥𝑥𝑥𝑥 Alternative Marking scheme:1
𝐼𝐼 = � = �√2 − 1�𝜋𝜋 3𝜋𝜋 3𝜋𝜋
𝜋𝜋 1 + sin 𝑥𝑥 4 𝑥𝑥𝑥𝑥𝑥𝑥 4 𝑥𝑥𝑥𝑥𝑥𝑥
4
𝐼𝐼 = � =� 𝜋𝜋
3𝜋𝜋 𝜋𝜋 3𝜋𝜋
𝜋𝜋 1 + sin 𝑥𝑥 𝜋𝜋 1 + cos( 2 − 𝑥𝑥)
� + −𝑥𝑥� 4 4
4 4
𝐼𝐼 = ∫𝜋𝜋4 𝜋𝜋 3𝜋𝜋 𝑑𝑑𝑑𝑑
4 1+sin� + −𝑥𝑥� 3𝜋𝜋
4 4 𝑥𝑥𝑥𝑥𝑥𝑥
=∫
𝜋𝜋
4
𝜋𝜋 𝑥𝑥
3𝜋𝜋
4 2 cos2 � − �
𝜋𝜋−𝑥𝑥 4 2
𝐼𝐼 = ∫ 𝜋𝜋
4
1+sin 𝑥𝑥
𝑑𝑑𝑑𝑑 3𝜋𝜋
4
1 4 𝜋𝜋 𝑥𝑥
3𝜋𝜋 3𝜋𝜋 = � 𝑥𝑥 sec 2 � − � 𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑 𝑥𝑥𝑥𝑥𝑥𝑥 2 𝜋𝜋 4 2
𝐼𝐼 = 𝜋𝜋 ∫ 𝜋𝜋
4
1+sin 𝑥𝑥
−∫ 𝜋𝜋
4
1+sin 𝑥𝑥
4
4 4 3𝜋𝜋
3𝜋𝜋 1 𝜋𝜋 𝑥𝑥 4
𝑑𝑑𝑑𝑑 = �−2𝑥𝑥 tan � − ��𝜋𝜋
2𝐼𝐼 = 𝜋𝜋 ∫ 𝜋𝜋
4
1+sin 𝑥𝑥
2 4 2
4
4 3𝜋𝜋
1 4 𝜋𝜋 𝑥𝑥
− � −2 tan � − � 𝑑𝑑𝑑𝑑
2 𝜋𝜋 4 2
4

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3𝜋𝜋 3𝜋𝜋
(1−sin 𝑥𝑥) 1 𝜋𝜋 𝑥𝑥
⇒ 2𝐼𝐼 = 𝜋𝜋 ∫ 𝜋𝜋
4
𝑑𝑑𝑑𝑑 = �−2𝑥𝑥 tan � − ��𝜋𝜋
4
(1+sin 𝑥𝑥)(1−sin 𝑥𝑥)
4 2 4 2
4
3𝜋𝜋 3𝜋𝜋
4 (1−sin 𝑥𝑥)
𝜋𝜋 𝑥𝑥 4
⇒ 2𝐼𝐼 = 𝜋𝜋 ∫ 𝜋𝜋 𝑑𝑑𝑑𝑑 + 2 �log cos � − ��𝜋𝜋
cos2 𝑥𝑥 4 2
4
4
3𝜋𝜋
𝜋𝜋 4 Substitute limits and simplified result
⇒ 2𝐼𝐼 = � (sec 2 𝑥𝑥 − sec 𝑥𝑥 tan 𝑥𝑥) 𝑑𝑑𝑑𝑑
2 𝜋𝜋
4 = 𝜋𝜋�√2 − 1�
𝜋𝜋 3𝜋𝜋
Alternative Marking scheme:2
⇒ 2𝐼𝐼 = [tan 𝑥𝑥 − sec 𝑥𝑥]𝜋𝜋4
2 4 3𝜋𝜋
4 𝑥𝑥(1 − sin 𝑥𝑥)𝑑𝑑𝑑𝑑
𝜋𝜋 3𝜋𝜋 𝐼𝐼 = �
⇒ 𝐼𝐼 = �tan 𝜋𝜋 cos2 𝑥𝑥
2 4 4
3𝜋𝜋 3𝜋𝜋 3𝜋𝜋
− sec 4 4
4 2
= � 𝑥𝑥 sec 𝑥𝑥 𝑑𝑑𝑑𝑑 − � 𝑥𝑥 tan 𝑥𝑥 sec 𝑥𝑥 𝑑𝑑𝑑𝑑
𝜋𝜋 𝜋𝜋 𝜋𝜋 𝜋𝜋

− (tan − sec )� 4 4
4 4 Applying integration by parts
3𝜋𝜋 3𝜋𝜋

𝜋𝜋 = �[𝑥𝑥 tan 𝑥𝑥]𝜋𝜋4 − [log sec 𝑥𝑥]𝜋𝜋4 �

⇒ 𝐼𝐼 = �−1 − �−√2� − 1 + √2� 4 4
2 3𝜋𝜋

𝜋𝜋 − �[𝑥𝑥 sec 𝑥𝑥] 4

𝜋𝜋
⇒ 𝐼𝐼 = �2√2 − 2� 4
2 3𝜋𝜋
𝜋𝜋 𝑥𝑥 4
⇒ 𝐼𝐼 = 𝜋𝜋�√2 − 1� − �log tan � − ��𝜋𝜋 �
4 2
4

Substitute limits and simplified result

= 𝜋𝜋�√2 − 1�

OR

(ii) 𝑥𝑥 2
𝐼𝐼 = ∫ 𝑑𝑑𝑥𝑥
(𝑥𝑥 − 1)2 (𝑥𝑥 2 + 1)

𝑥𝑥 2 𝐴𝐴 𝐵𝐵 𝐶𝐶𝐶𝐶 + 𝐷𝐷
= + + 2
(𝑥𝑥 − 1) (𝑥𝑥 + 1) 𝑥𝑥 − 1 (𝑥𝑥 − 1)
2 2 2 𝑥𝑥 + 1

1 1 1
Solving, 𝐴𝐴 = 2 , 𝐵𝐵 = 2 , 𝐶𝐶 = − 2 , 𝐷𝐷 = 0

1 𝑑𝑑𝑑𝑑 1 𝑑𝑑𝑑𝑑 1 𝑥𝑥𝑥𝑥𝑥𝑥

I= ∫ + 2 ∫ (𝑥𝑥−1)2 − 2 ∫ 𝑥𝑥 2 +1
2 𝑥𝑥−1

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1 1 1 2𝑥𝑥𝑥𝑥𝑥𝑥
= log|𝑥𝑥 − 1| − − � 2
2 2(𝑥𝑥 − 1) 4 𝑥𝑥 + 1

1 1 1
= log|𝑥𝑥 − 1| − − log�𝑥𝑥2 + 1�
2 2(𝑥𝑥 − 1) 4

Comments of Examiners
(i) Some candidates used the incorrect Suggestions for teachers
property, while some incorrectly shifted π. − Ensure students understand how to
Many candidates evaluated the integral identify and apply the appropriate
incorrectly. A few candidates failed to property.
recognize that the question is based on the − Provide ample practice in solving
properties of definite integration. questions on application of various
properties.
OR − Effective practice in solving problems
(ii) Many candidates failed to evaluate the through different methods to reduce the
integral correctly by splitting it into partial given algebraic expression into partial
fractions is required.
fractions. Some candidates failed to
evaluate basic integrals.

Question 12 [6]

(i) Solve the differential equation:

𝑑𝑑𝑦𝑦
(𝑥𝑥 + 5𝑦𝑦 2 ) = 𝑦𝑦 when 𝑥𝑥 = 2 and 𝑦𝑦 = 1
𝑑𝑑𝑥𝑥

OR
(ii) Find the particular solution of the differential equation:
(𝑥𝑥 2 − 2𝑦𝑦 2 )𝑑𝑑𝑑𝑑 + 2𝑥𝑥𝑥𝑥𝑥𝑥𝑥𝑥 = 0, when 𝑥𝑥 = 1 and𝑦𝑦 = 1

MARKING SCHEME
(i) 𝑑𝑑𝑑𝑑 Alternative Method:
(x + 5y 2 ) = 𝑦𝑦
𝑑𝑑𝑑𝑑
𝑥𝑥 𝑑𝑑𝑑𝑑 + 5 𝑦𝑦 2 𝑑𝑑𝑑𝑑 = 𝑦𝑦 𝑑𝑑𝑑𝑑
dx 1
− y x = 5y
dy 5𝑦𝑦 2 𝑑𝑑𝑑𝑑 = 𝑦𝑦 𝑑𝑑𝑑𝑑 − 𝑥𝑥 𝑑𝑑𝑑𝑑
1
P = − y , Q = 5y
𝑦𝑦 𝑑𝑑𝑑𝑑 − 𝑥𝑥 𝑑𝑑𝑑𝑑
5𝑑𝑑𝑑𝑑 =
𝑦𝑦 2
1 𝑥𝑥
IF = e
−∫ dy
y
1
= e− log y = y 5𝑑𝑑𝑑𝑑 = 𝑑𝑑 � �
𝑦𝑦
1 1 𝑥𝑥
x = ∫ 5y ⋅ dy + C = 5∫ dy + C 5𝑦𝑦 = + 𝐶𝐶
y y 𝑦𝑦
1
x = 5y + C
y

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𝐶𝐶 = −3
When x = 2, y = 1 we get C = -3 𝑥𝑥
∴
1
x = 5y − 3 = 5𝑦𝑦 − 3
y 𝑦𝑦

OR
(ii) 𝑑𝑑𝑑𝑑 2𝑦𝑦 2 − 𝑥𝑥 2
=
𝑑𝑑𝑑𝑑 2𝑥𝑥𝑥𝑥

𝑦𝑦 = 𝑣𝑣𝑣𝑣
𝑑𝑑𝑑𝑑 𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑
= 𝑣𝑣 + 𝑥𝑥 . 𝑑𝑑𝑑𝑑
𝑑𝑑𝑑𝑑 −1
𝑥𝑥 𝑑𝑑𝑑𝑑 = 2𝑣𝑣
−𝑑𝑑𝑑𝑑
� 2𝑣𝑣𝑣𝑣𝑣𝑣 = �
𝑥𝑥
𝑦𝑦 2
𝑣𝑣 2 = − log 𝑥𝑥 + C ⇒ = − log 𝑥𝑥 + 𝐶𝐶
𝑥𝑥 2
C = +1, when x = 1, y =1
Required solution is,
𝑦𝑦 2 = −𝑥𝑥 2 log|𝑥𝑥| + 𝑥𝑥 2

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Comments of Examiners
(i) Some candidates tried to solve it by the
method of solving a homogeneous Differential Suggestions for teachers
Equation. Some candidates failed to simplify
− Encourage students to first focus on
the integrating factor, hence failed to integrate identifying the type of differential
right-hand side of the differential equation. equations before solving it.
Many candidates failed to recognise that the − Illustrate all types of differential
given differential equation is of the type equations with their applications and give
adequate practice in solving linear
𝑑𝑑𝑑𝑑 differential equation of various types.
𝑑𝑑𝑑𝑑
+ 𝑃𝑃𝑃𝑃 = 𝑄𝑄 , where P and Q are constant or
− Emphasise on simplifying the integrating
function of 𝑦𝑦. A few candidates did not obtain factor of type elog(f(x)) .
the particular solution. − Explain the significance of Constant C in
OR the solution of the differential equation.
(ii) Very few candidates attempted this part − Explain how to apply the initial
correctly. Most of the candidates were unable conditions to obtain the particular
to identify the homogeneous differential solution from the general solution.
equation. Some of the candidates converted − Provide a variety of questions to students
into standard expression but made errors in of both types of homogeneous differential
basic integration. Many candidates did not dy y dx
equations, i.e. = f � �and = f � �.
x
dx x dy y
obtain the particular solution.

Question 13
Observe the two graphs, Graph 1 and Graph 2 given below and answer the questions that follow.

Y Y

X
(0,0) X (0,0)

Graph 1 Graph 2

(i) Which one of the graphs represents 𝑦𝑦 = sin-1𝑥𝑥 ? [1]

(ii) Write the domain and range of 𝑦𝑦 = sin-1𝑥𝑥. [1]
(iii) Prove that sin-1 1 + sin-1 2 = 𝜋𝜋 [2]
√5 √52

(iv) Find the value of tan−1 �2𝑠𝑠𝑠𝑠𝑠𝑠 �2 cos−1 √23�� [2]

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MARKING SCHEME
Y
(i) Graph 2

X
(0, 0)

(ii) 𝜋𝜋 𝜋𝜋
R : �− 2 , 2 � and D: [-1, 1]
𝜋𝜋 𝜋𝜋
sin-1𝑥𝑥 = �− 2 , 2 � = [-1,1]

(iii) sin-1
1
+ sin-1
2
√5 √5

1 4 2 1
= sin-1� × �1 − 5 + �1 − �
5
√5 √5

1 4 2 1
= sin-1� × �1 − 5 + �1 − �
5
√5 √5

1 4
= sin-1�5 + 5�
𝜋𝜋
= sin-11 = 2

Alternate Method:
1 2
sin-1 + sin-1
√5 √5

2 2
= cos-1 + sin-1
√5 √5
𝜋𝜋
=2

(iv) tan−1 �2 sin �3 ��

𝜋𝜋

√3 𝜋𝜋
tan−1 �2 × � =3
2

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Comments of Examiners
In the sub part (i), many candidates failed to write Suggestions for teachers
the domain and range of the inverse sine function. − Use visual aids and graphs to understand
Most of the candidates attempted parts (iii) and how inverse trigonometric functions are
(iv) of the question correctly, while a few made related to their corresponding
errors in solving part (iv). trigonometric functions within specific
domain and range.
− Strengthen the concept of domain and
range of all inverse trigonometric
functions.
− Provide practice in solving a variety of
problems in application of various
properties and results of inverse
trigonometric functions.

Question 14 [6]

An international conference takes place in a metropolitan city. International leaders,

scientists and industrialists participate in it.
The organisers of the conference appoint three agencies namely X, Y and Z for the security
of the participants. The track record of the success of X, Y and Z in providing security
services is 99%, 98·5% and 98% respectively. The organisers assign the responsibility of
ensuring the security of 1000 people to agency X, 2000 people to agency Y and 3000 people
to agency Z.

At the end of the conference, one participant goes missing from the conference room.
What is the probability that the missing participant was placed under the responsibility of
the security agency X?

MARKING SCHEME
E1 = Security given by X
E2 = Security given by Y
E3 = Security given by Z
A = Person missing from the room
1 𝐴𝐴
P (lack in security of X) = 100 = P�𝐸𝐸1�
1.5 𝐴𝐴
P (lack in security of Y) = 100 = P�𝐸𝐸2�
2 𝐴𝐴
P (lack in security of Z) = 100 = P�𝐸𝐸3�
1000 1
P(E1) = 6000 = 6
1
P(E2) = 3
1
P(E3) = 2

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1 1
𝐸𝐸1 ×
P� 𝐴𝐴 � = 1 1
6 100
1 15 1 2
� × �+� × �+ � × �
6 100 3 1000 2 100
1
= 10 or 0·1

Comments of Examiners
Many candidates were unable to recognise that
they had to find the conditional probability of the Suggestions for teachers
track record of failure under the responsibility of − Explain Bayes' theorem (with proper
the security agency 𝑋𝑋, hence calculated illustrations and tree diagrams) using real-
probabilities incorrectly. life problems where students must find the
probability of an event, given that another
event has occurred. For example, using a
simple card-drawing problem to show
how knowing one event changes the
likelihood of the other.
− Guide students on how to break down the
problem into smaller independent events
and use the law of total probability to
combine the individual probabilities.

SECTION B – 15 MARKS
Question 15
In subparts (i) and (ii) choose the correct options and in subparts (iii) and (iv), answer the
questions as instructed.
2 2
(i) Assertion:�𝑎𝑎⃗ + 𝑏𝑏�⃗� + �𝑏𝑏�⃗ − 𝑎𝑎⃗� = 2(𝑎𝑎2 + 𝑏𝑏 2 ) [1]

Reason: Dot product of any two vectors is commutative.

(a) Both Assertion and Reason are true and Reason is the correct explanation for
Assertion.

(b) Both Assertion and Reason are true but Reason is not the correct explanation
for Assertion.

(c) Assertion is true and Reason is false.

(d) Assertion is false and Reason is true.

(ii) The angle between the two planes 𝑥𝑥 + 𝑦𝑦 + 2𝑧𝑧 = 9 and 2𝑥𝑥 − 𝑦𝑦 + 𝑧𝑧 = 15 is: [1]

(a) 𝜋𝜋
2

(b) 𝜋𝜋
3

(c) 𝜋𝜋

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(d) 3𝜋𝜋
4

(iii) Show that points P(−2, 3, 5), Q(1, 2, 3) and R(7, 0, −1) are collinear. [1]

(iv) Two honeybees are flying parallel to each other in the garden to collect the nectar.
The path traced by the bees is given in the form of a straight line. The equation of
the path traced by one honeybee is 𝑟𝑟⃗ = (𝚤𝚤̂ + 2𝚥𝚥̂ + 3𝑘𝑘�) + 𝜆𝜆�2𝚤𝚤̂ + 3𝚥𝚥̂ + 4𝑘𝑘��.

(a) Write the above-mentioned equation in cartesian form. [1]

(b) Find the equation of the path traced by the other honeybee passing through the [1]
point (2, 4, 5).

MARKING SCHEME
(i) (a) or Both Assertion and Reason are true and Reason is the correct explanation for
Assertion.
or
(b) Both Assertion and Reason are true but Reason is not the correct explanation for
Assertion
𝜋𝜋
(ii) (b) or 3

(iii) Direction ratios of PQ: −3, 1, 2

Direction ratios of QR: −6, 2, 4

Since direction ratios of PQ & QR are proportional the point P, Q & R are collinear.

(iv)(a) 𝑥𝑥−1
=
𝑦𝑦−2
=
𝑧𝑧−3
2 3 4

(b) 𝑟𝑟⃗ = (2i + 4j + 5k) + 𝜇𝜇(2i + 3j + 4k) or

𝑥𝑥−2
=
𝑦𝑦−4
=
𝑧𝑧−5
2 3 4

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Comments of Examiners
(i) Most of the candidates attempted this part Suggestions for teachers
correctly.
(ii) Most of the candidates attempted this part − Emphasise on understanding that the
correctly. angle between two planes implies the
angle between the normal to the two
(iii) Candidates used position vectors instead of
planes.
vector 𝑃𝑃𝑃𝑃, 𝑄𝑄𝑄𝑄 and 𝑃𝑃𝑃𝑃 to test the − Explain that for points to be collinear, the
collinearity. vectors connecting them must be linearly
(iv) Most of the candidates attempted this part dependent. Focus on the condition that if
correctly. one vector is a scalar multiple of another,
then the points are collinear.
− Make students understand that for
collinearity, they should compute the
vectors PQ, QR and PR, which represent
the displacement between two points.

Question 16 [2]

(i) Find the equation of the plane passing through the points (2, 2, −1), (3, 4, 2) and
(7, 0, 6).

OR
(ii) Find the equation of the plane passing through the points (2, 3, 1), (4, −5, 3) and
parallel to 𝑥𝑥-axis.

MARKING SCHEME
(i) The equation of the plane is,
𝑥𝑥 − 2 𝑦𝑦 − 2 𝑧𝑧 + 1
� 1 2 3 �=0
5 −2 7
5x + 2y – 3z = 17

OR

(ii) The equation of the plane is,

𝑥𝑥 − 2 𝑦𝑦 − 3 𝑧𝑧 − 1
� 2 −8 2 �=0
1 0 0
2y + 8z – 14 = 0
OR
y + 4z – 7 = 0

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Comments of Examiners
(i) Some candidates solved homogeneous
equations in terms of 𝑎𝑎, 𝑏𝑏 and 𝑐𝑐, by the Suggestions for teachers
method of cross multiplication inaccurately.
− Initiate discussion in class about all
OR possible conditions that may arise in the
(ii) Some candidates failed to interpret that: a questions when finding the equation of a
plane is parallel to the x-axis implies that the plane.
normal to the plane is perpendicular to − Focus on interpreting geometric
conditions (like parallel or perpendicular)
𝑡𝑡ℎ𝑒𝑒 𝑥𝑥 − 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎. and connecting them to the form of the
equation. For example, understanding
how a plane parallel to the x-axis implies
that the normal vector has no x-
component.

Question 17
𝑂𝑂𝑂𝑂 = 2𝚤𝚤̂ – 2𝚥𝚥̂ +𝑘𝑘�, 𝑂𝑂𝑂𝑂
Consider the position vectors of A, B and C as������⃗ �����⃗ = 𝚤𝚤̂+ 2𝚥𝚥̂ – 2𝑘𝑘� and
�����⃗ = 2𝚤𝚤̂ – 𝚥𝚥̂ + 4𝑘𝑘�
𝑂𝑂𝑂𝑂
(i) Calculate �����⃗ �����⃗ .
𝐴𝐴𝐴𝐴 and 𝐵𝐵𝐵𝐵 [1]
(ii) Find the projection of �����⃗ �����⃗ .
𝐴𝐴𝐴𝐴 on 𝐵𝐵𝐵𝐵 [1]
(iii) Find the area of the triangle ABC whose sides are 𝐴𝐴𝐴𝐴
�����⃗ and 𝐵𝐵𝐵𝐵
�����⃗ . [2]

MARKING SCHEME
(i) �����⃗ = −𝚤𝚤̂ + 4𝚥𝚥̂ – 3𝑘𝑘�
𝐴𝐴𝐴𝐴
�����⃗ = 𝚤𝚤̂ − 3𝚥𝚥̂ + 6𝑘𝑘�
𝐵𝐵𝐵𝐵
−31
(ii) ������⃗𝑜𝑜𝑜𝑜 𝐵𝐵𝐵𝐵
Projection of 𝐴𝐴𝐴𝐴 �����⃗ = = - 4.57
√46

(iii) 𝑖𝑖 𝑗𝑗 𝑘𝑘
1
Area = 2 �−1 4 −3�
1 −3 6
√235
= square units = 7.67 square units.
2

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Comments of Examiners
(i) Few candidates calculated �����⃗
𝐴𝐴𝐴𝐴 using �����⃗
𝐴𝐴𝐴𝐴 =
Suggestions for teachers
�����⃗ �����⃗.
𝑂𝑂𝑂𝑂 − 𝑂𝑂𝑂𝑂 Some candidates made − Clarify that �����⃗
𝐴𝐴𝐴𝐴 = �����⃗ �����⃗ and using
𝑂𝑂𝑂𝑂 − 𝑂𝑂𝑂𝑂
�����⃗
𝐵𝐵𝐵𝐵 = �����⃗ �����⃗, emphasizing that the
𝑂𝑂𝑂𝑂 − 𝑂𝑂𝑂𝑂
calculation errors while finding �����⃗
𝐴𝐴𝐴𝐴 and ������⃗
𝐵𝐵𝐵𝐵. order of subtraction matters in vectors as
(ii) Many candidates found the absolute value they represent magnitude and direction.
of the scalar projection of one vector on − Differentiate between scalar and vector
another. projection, and specify when to use the
absolute value (e.g., for length) vs when
(iii) Most candidates answer this part correctly. direction matters. Use visual aids to show
A few candidates made a calculation error. projections geometrically.
− Give adequate practice of problems based
on the geometrical significance of the dot
product and the cross product.
− Emphasise that the projection of a vector
onto another can be negative. This occurs
when the angle between the two vectors is
greater than 90°, as the projection will
then point in the opposite direction of the
reference vector.

Question 18
(i) The equation 𝑦𝑦 = 4 − 𝑥𝑥 2 represents a parabola.
(a) Make a rough sketch of the graph of the given function. [1]
(b) Determine the area enclosed between the curve, the 𝑥𝑥-axis, the lines 𝑥𝑥= 0 and 𝑥𝑥 [2]
= 2.
(c) Hence, find the area bounded by the parabola and the 𝑥𝑥-axis. [1]
OR
(ii) A farmer has a field bounded by three lines 𝑥𝑥 + 2𝑦𝑦 = 2, 𝑦𝑦 − 𝑥𝑥 = 1, 2𝑥𝑥 + 𝑦𝑦 = [4]
7. Using integration, find the area of the region bounded by these lines.

MARKING SCHEME
(i) (a)

2 2
(b) Required area =∫0 𝑦𝑦𝑦𝑦𝑦𝑦 = ∫0 (4 − 𝑥𝑥 2 )𝑑𝑑𝑑𝑑

2
𝑥𝑥 3 16
= �4𝑥𝑥 − � = 𝑠𝑠𝑠𝑠 𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢
3 0 3

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(c) The parabola is symmetrical about the y- axis

16 32
Required area = 2 × 3
= 3
𝑠𝑠𝑠𝑠 𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢𝑢

OR
(ii)

Required Area
4
2
𝑥𝑥 𝑥𝑥
� [(𝑥𝑥 + 1) − �1 − �]𝑑𝑑𝑑𝑑 + �(7 − 2𝑥𝑥) − (1 − ) 𝑑𝑑𝑑𝑑
0 2 2
2
3 2 4 3𝑥𝑥
= 2 ∫0 𝑥𝑥 𝑑𝑑𝑑𝑑 + ∫2 �6 − 2
� 𝑑𝑑𝑑𝑑
2 4
3 𝑥𝑥 2 3𝑥𝑥 2
= 2 � 2 � + �6𝑥𝑥 − �
0 2 2
3
= 2
(2 - 0) + [(24 – 12) – (12 – 3)]
= 6 square units.

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Comments of Examiners
(i) Most of the candidates solved this question Suggestions for teachers
correctly. However, some candidates did not − Provide varied examples for drawing
understand how to use the information given curves or lines given, analysing and
in the question to find the limits or the region interpreting them, identifying integral
bounded by the curve and 𝑡𝑡ℎ𝑒𝑒 𝑥𝑥-axis. Many limits, and shading regions.
candidates did not draw a sketch of the graph − Use visuals and algebra to determine the
of the curve, hence failed to find the area limits of integration using intersections
bounded by the curve and the 𝑥𝑥-axis. with the x-axis or between curves/lines.
OR − Relate integration to area formulas they
(ii) Some candidates failed to find the limits or already know (e.g., triangles,
region bounded by the two curves/straight trapeziums), so they understand that
lines. Others failed to express the resultant integration is a general tool for finding
area and not just a mechanical process.
region as the sum of two regions. Some
− For piecewise line-bound regions, train
candidates made errors while writing each students to split the area into simpler
part of the resultant region in terms of the subregions and express each as the
difference of two functions. difference between upper and lower
functions.

SECTION C - 15 MARKS
Question 19
In subparts (i) and (ii) choose the correct options and in subpart (iii), answer the questions
as instructed.
(i) The total revenue received from the sale of ‘𝑥𝑥’ units of a product is [1]
R(x) = 36x + 3𝑥𝑥 2 + 5. Then, the actual revenue for selling the 10th item will be:
(a) 27
(b) 90
(c) 93
(d) 33
(ii) Read the following statements and choose the correct option. [1]
(I) The correlation coefficient and the regression coefficients are of the same sign.
(II) The correlation coefficient is the arithmetic mean between the regression
coefficients.
(III) The product of two regression coefficients is always equal to 1.
(IV) Both the regression coefficients cannot be numerically greater than unity.
(a) Only (IV) is correct.
(b) Only (I) and (II) are correct.
(c) Only (I) and (IV) are correct.

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(d) Only (III) and (IV) are correct.

(iii) Consider the following data:

𝑥𝑥 1 2 3 6
𝑦𝑦 6 5 4 1
𝑥𝑥 − 𝑥𝑥̅
𝑦𝑦 − 𝑦𝑦�

(a) Calculate 𝑥𝑥̅ and 𝑦𝑦� [1]

(b) Complete the table. [1]
(c) Calculate 𝑏𝑏𝑥𝑥𝑥𝑥 [1]

MARKING SCHEME
(i) (c) or 93

(ii) (c) or Only (I) and (IV) are correct.

(iii)(a) 𝑥𝑥̅ = 3, 𝑦𝑦� = 4

(b)
x – 𝑥𝑥̅ −2 −1 0 3
y – 𝑦𝑦� 2 1 0 −3

(c) 𝑏𝑏𝑥𝑥𝑥𝑥 =
−14
= −1
14

Comments of Examiners
(i) Some candidates failed to compute the exact Suggestions for teachers
revenue by selling the 10th item.
(ii) Some candidates failed to identify regression − Encourage math talk in classrooms where
equations. students get an opportunity to understand
(iii)(a) Most of the candidates attempt this question and communicate key terms to enhance
correctly. their understanding.
(b) Most of the candidates attempt this question − Emphasise that the actual revenue for
correctly. selling the nth item and revenue when x =
(c) Most of the candidates attempted this question n are not the same.
correctly. Some candidates lacked − Reinforce key properties of correlation
understanding of the formula of 𝑏𝑏𝑥𝑥𝑥𝑥 in terms and regression through visual aids. Focus
of 𝑑𝑑𝑥𝑥 and 𝑑𝑑𝑦𝑦 . on regression coefficients and properties
of regression coefficients.

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Question 20 [2]

(i) Find the regression line of best fit from the following data.
Σ𝑥𝑥 = 24, Σ𝑦𝑦 = 44, Σ𝑥𝑥𝑥𝑥 = 306, Σ𝑥𝑥 2 = 164, Σ𝑦𝑦 2 = 576, n = 4
OR
(ii) Two lines of regression are given as 4𝑥𝑥 + 3𝑦𝑦 + 7 = 0 and 3𝑥𝑥 + 4𝑦𝑦 + 8 = 0.
Identify the line of regression of 𝑥𝑥 on 𝑦𝑦.

MARKING SCHEME
𝑛𝑛Σ𝑥𝑥𝑥𝑥− Σ𝑥𝑥Σ𝑦𝑦
(i) 𝑏𝑏𝑦𝑦𝑦𝑦 = 𝑛𝑛Σ𝑥𝑥 2 − (Σ𝑥𝑥 2)

(4)(306)− (24)(44)
= (4)(164)− 242

21
𝑏𝑏𝑦𝑦𝑦𝑦 = 10
21
𝑏𝑏𝑦𝑦𝑦𝑦 = 10
, 𝑥𝑥̅ = 6
21
𝑏𝑏𝑥𝑥𝑥𝑥 = 46
, 𝑦𝑦� = 11
21 8
y on 𝑥𝑥, y = 10 𝑥𝑥 − 5

Or
21 45
x on 𝑦𝑦, x = 46 𝑥𝑥 + 46

OR
−3𝑦𝑦 7
(ii) 𝑥𝑥 = −4
4

−3𝑥𝑥
𝑦𝑦 = 4
− 2

3 3 9 3
r = −�4 × 4 ⇒ 𝑟𝑟 2 = 16
𝑜𝑜𝑜𝑜 |𝑟𝑟| = 4

∴ 4x + 3y + 7 = 0 is the line of regression x on y

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Comments of Examiners
(i) Many candidates interchanged the formulae Suggestions for teachers
for 𝑏𝑏𝑦𝑦𝑦𝑦 and 𝑏𝑏𝑥𝑥𝑥𝑥 .
− Make connections between the regression
OR
coefficient and the slope in the regression
(ii) Most of the candidates failed to justify their equation with the dependent and
selection of the line of regression of 𝑥𝑥 on 𝑦𝑦 independent variables.
mathematically. − Provide an in-depth understanding of the
concepts and properties of regression
coefficients and correlation coefficients.
− Use scatter plots or visual tools to show
how lines of best fit reflect the direction
and relationships between variables. This
will supplement the interpretation of the
results.

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Question 21
(i) A utensil manufacturer produces ‘𝑥𝑥’ dinner sets per week and sells each set at ₹ p,
600−𝑝𝑝
where 𝑥𝑥 = . The cost of production of ‘𝑥𝑥’ sets is ₹ 𝑥𝑥 2 + 78𝑥𝑥 + 2000
8

(a) Write the revenue function. [1]

(b) Write the profit function. [1]
(c) Calculate the number of dinner sets to be produced and sold per week to ensure
[2]
maximum profit.
OR
(ii) The Average Cost of producing ‘𝑥𝑥’ units of commodity is given by:
𝑥𝑥 2 𝑥𝑥 5000
AC = – – 30 +
200 50 𝑥𝑥
(a) Find the Cost function. [1]
(b) Find the Marginal Cost function. [1]
(c) Find the Marginal Average Cost function. [1]

(d) Verify that 𝑑𝑑𝑑𝑑(AC) =

𝑑𝑑 𝑀𝑀𝑀𝑀−𝐴𝐴𝐴𝐴 [1]
𝑥𝑥

MARKING SCHEME
(i) (a) R(x) = 600x – 8𝑥𝑥 2
Profit function P(x) = (600𝑥𝑥 − 8𝑥𝑥 2 ) − (𝑥𝑥 2 + 78𝑥𝑥 + 2000)
(b)
= −9𝑥𝑥 2 + 522x – 2000
(c) 𝑑𝑑𝑑𝑑
= −18 𝑥𝑥 + 522= 0
𝑑𝑑𝑑𝑑
522
∴ 𝑥𝑥 = 18
= 29
𝑑𝑑2 𝑃𝑃
𝑑𝑑𝑥𝑥 2
= −18 < 0
29 items to be sold.
OR
(ii) (a) C(x) = 200 −
𝑥𝑥 3 𝑥𝑥 2
− 30𝑥𝑥 + 5000
50

(b) MC(x) = 200 −

3𝑥𝑥 2 𝑥𝑥
− 30
25

(c) MAC(x) = 100 −

𝑥𝑥 1
−
5000
50 𝑥𝑥 2

(d) MC(x) – AC(x) = 200 −

2𝑥𝑥 2 𝑥𝑥
−
5000
50 𝑥𝑥
MC(𝑥𝑥)− AC(𝑥𝑥) 𝑥𝑥 1 5000
𝑥𝑥
= 100 − 50 − 𝑥𝑥 2
MC(x)− AC(x)
Hence, = MAC(x)
𝑥𝑥

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Comments of Examiners
(i) (a) Some candidates expressed 𝑅𝑅(𝑥𝑥) in terms Suggestions for teachers
of p, so they could not solve. − Focus on identifying the independent
(b) Some candidates calculated 𝑃𝑃(𝑥𝑥) as variable and writing the expressions (like
𝐶𝐶(𝑥𝑥) − 𝑅𝑅(𝑥𝑥) incorrectly. Revenue) in terms of the independent
(c) Some candidates did not calculate the variable.
second derivative. − Use real-life examples to help translate
OR verbal statements into algebraic
(ii) (a) Most of the candidates attempted this part expressions.
correctly. − Discuss the relevant terms like 𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 (C),
(b) Most of the candidates attempted this part marginal cost (MC), average cost (AC),
correctly. marginal average cost (MAC) and derive
(c) Most of the candidates attempted this part them using appropriate examples.
correctly. − Provide understanding of using the
(d) Some candidates failed to find Marginal second derivative test to confirm maxima
and minima, connecting it to the shape of
Average Cost (𝑀𝑀𝑀𝑀𝑀𝑀) , hence failed to
𝑑𝑑 𝑀𝑀𝑀𝑀−𝐴𝐴𝐴𝐴 the graph.
verify that 𝑑𝑑𝑑𝑑 (𝐴𝐴𝐴𝐴) = 𝑥𝑥 .

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Question 22 [4]

Two different types of books have to be stacked in the shelf of a library. The first type of
book weighs 1 kg and has a thickness of 6 cm. The second type of book weighs 1·5 kg and
has a thickness of 4 cm. The shelf is 96 cm long and can support a maximum weight of
21 kg.

How should both the types of books be placed in the shelf to include the maximum number
of books? Formulate a Linear Programming Problem and solve it graphically.

MARKING SCHEME
Max Z = x + y
Subject to the constraints
6x + 4y ≤ 96
x + 1·5y ≤ 21
x≥0, y≥0

Corner Points Z=x+y

(0,0) 0

(0,14) 14

(12,6) 18

(16,0) 16
x = 12
y=6
Maximum Profit = 18

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Comments of Examiners
Most of the candidates failed to write the objective Suggestions for teachers
function correctly. Some candidates were unable
to represent the feasible region on the graph − Help students clearly define decision
correctly due to a lack of clarity on the concept of variables and the objective function by
solving linear inequalities graphically. linking them with the information given
in the question. Provide a variety of
situational problems to help students
build this understanding.
− Encourage verbal explanations alongside
algebraic work to deepen conceptual
understanding.
− Provide opportunities for line sketching
and solving linear inequalities graphically
using visual and physical tools.
− Emphasize on correct interpretation and
shading of the required region.

Note: For questions having more than one correct answer/solution, alternate correct
answers/solutions, apart from those given in the marking scheme, have also been accepted.

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GENERAL COMMENTS
• Questions based on fundamental properties of matrix and
Topics found determinants.
• Application of derivatives
difficult by • Integral Calculus (Indefinite Integration, Definite
candidates. Integration, Differential equation)
• Probability - Bay’s theorem in particular
• Application of integration
• Linear programming problem

• Difference between the symmetric and skew-symmetric

matrix.
Concepts in which
• Identifying type of definite integration based on properties.
candidates got • Identifying type of indefinite integration.
confused • Increasing and strictly increasing.
• Identifying the type of differential equation.
• Regression co-efficient and regression equation of line.

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2025 ISC- Mathematics

• Selective study should be avoided. Students need to study the

entire syllabus thoroughly and revise from time to time.
• Revise the concepts of Class XI, for example, results and
formulae of trigonometry, calculus, probability and
permutation combination and integrate them with the Class XII
syllabus.
• Give more time to understand the concept of a topic and
comprehend it, and then to solve problems based on it.
• Prepare a comprehensive list of core concepts and results from
each topic.
• Practice drawing/sketching the graphs of curves, interpreting,
and analysing.
• Use visual tools/graphs to better understand topics like
function, continuity, differentiability, application of derivative,
etc.
Suggestions for • Practice varied questions of type Assertion / Reason, Statement
I / Statement II, etc from all themes.
candidates • Give some extra time to understand analytical ability /
competency-based type questions.
• Utilise the first 15 minutes reading time to read the questions
carefully, and underline the terms used in the questions,
underline the key words in the language-based questions.
(Probability, Application of derivatives, L.P.P, etc.).
• Revise all results and formulae involved and make a
chapter/topic-wise list of them.
• Time management is important while attempting the paper.
Practice mock papers/ various schools PREBOARDS papers
within a stipulated time, and then get them evaluated by the
teacher.
• Mathematics needs lots of practice; hence a dedicated
approach and long-term preparation are necessary to perform
well in this subject.

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