Case Study 1: Marks in Examination A class teacher recorded marks of 10 students in a mathematics test:Marks (out of 20): 10, 12, 15, 17, 18, 20, 12, 15, 18, 10. Questions: Case Study 2: Daily Wages The daily wages (in ₹) of 20 workers were recorded: 100, 120, 140, 160, 180 (with frequencies 2, […]
Case Study 1: Water Tank A school installed a cylindrical water tank of radius 1.4 m and height 3.5 m. The tank was painted from outside and also used to store water. Questions: Case Study 2: Ice Cream Cone An ice cream cone has a height of 9 cm and base radius of 3 cm,
Case Study 1: Garden Triangular Plot A farmer owns a triangular garden plot with sides 13 m, 14 m, and 15 m. He wants to calculate its area to know how much grass seed to buy. He decides to apply Heron’s formula. Questions: Case Study 2: Playground Division A school divides a quadrilateral playground into
Case Study 1: Playground Circle A circular playground has a chord AB of length 12 m. The perpendicular from the center O to AB meets it at point M, where OM = 4 m. Questions: Case Study 2: Circular Fountain In a park, there is a circular fountain with diameter 14 m. A student walked
Case Study 1: Park Design (Parallelogram Property) A rectangular park has opposite sides parallel and equal. The gardener noticed that ∠A = 70°. Questions: Case Study 2: Kite Festival (Rhombus Property) During kite festival, a rhombus-shaped kite was made with diagonals intersecting at right angles. Questions: Case Study 3: Classroom Board (Rectangle) A classroom board
Case Study 1: School Playground Construction A school was constructing a triangular flower garden in its playground. The sides of the garden were measured as 7 m, 24 m, and 25 m. The principal asked students to check if this triangle was a right-angled triangle. One student applied the Pythagoras theorem and verified the condition
Case Study 1: Road Crossing (Vertically Opposite Angles) Two roads intersect each other at a point and form angles. At the intersection, ∠AOC = 70°. Questions: Case Study 2: Railway Tracks (Parallel Lines) A railway line is crossed by a transversal bridge. The corresponding angles formed are ∠1 = 65°. Questions: Case Study 3: Linear
Case Study 1: Euclid’s Postulates in Daily Life Ravi was observing the boundary walls of his school. He noticed that the opposite walls were perfectly parallel and would never meet even if extended infinitely. His teacher explained that this is an example of Euclid’s fifth postulate, which states that if two straight lines are parallel,
Case Study 1: Cost of Pens and Pencils A shopkeeper sells pens at ₹10 each and pencils at ₹5 each. If a customer buys pens worth ₹x and pencils worth ₹y, then the total cost can be expressed as 10x + 5y. To find the possible purchases for ₹50, the situation can be represented by
Case Study 1: Cartesian Plane Basics Ravi’s teacher drew two perpendicular lines intersecting at O. The horizontal line is called x-axis and the vertical line is y-axis. Together, they form the Cartesian plane. Questions: Case Study 2: Quadrants Points A(2,3), B(−4,5), C(−2,−6), D(3,−5) were plotted. Questions: Case Study 3: On Axes Teacher gave points P(0,5),
Case Study 1: Understanding Polynomials Ravi wrote some expressions: 2x+3, x²+2x+1, 5, 7x³+4x+2. Questions: Case Study 2: Zeros of a Polynomial Teacher wrote f(x)=x²−4. Questions: Case Study 3: Remainder Theorem For p(x)=x²+3x+2 divided by (x+1). Questions: Case Study 4: Factor Theorem For polynomial f(x)=x²−5x+6. Questions: Case Study 5: Identities in Factorisation A teacher wrote a²+2ab+b².
Case Study 1: Exponents and Divisibility Himanshu prepared a project on real numbers, where he explained exponential laws and divisibility rules. Questions: Case Study 2: Representation of Irrational Numbers Ravi used the Pythagoras theorem to represent √2 and √3 on a number line. Questions: Case Study 3: Decimal Expansions Students got decimals: 3.142857142857… and 0.1010010001…
