#class 10 maths chapter 3 solution

[studysmartcbse2024]

ch 3 maths class 10 ncert solutions

Class 10 Maths Chapter 3, Pair of Linear Equations in Two Variables," features the most important questions strictly aligned with CBSE board exam standards. All the questions are either directly from the NCERT textbook or have been asked in previous board exams. Emphasis is placed on concepts that are frequently tested, ensuring students focus on what is essential for the exams. This study material is perfect for quickly revising key topics and gaining a thorough understanding of the concepts that matter most for success in the CBSE board exams.

[class11maths]

00:00:22 Introduction to Lecture 2 of Sets

00:01:32 Basics Explanation of Subsets

00:09:42 NCERT Exercise 1.3 Question 1

00:18:00 Detailed explanation and difference between subset & belongs to (Set belongs to another set)

00:37:32 NCERT Exercise 1.3 Question 2

00:42:52 NCERT Exercise 1.3 Question 3

00:48:52 Total number of subsets in a set (NCERT Exercise 1.3 Question 4)

00:55:12 Power Sets

00:58:12 NCERT Exercise 1.3 Question 5

01:01:32 Represent Real Numbers through closed and open intervals

01:10:32 NCERT Exercise 1.3 Question 6

01:12:02 NCERT Exercise 1.3 Question 7

01:14:42 Universal Sets

01:18:02 NCERT Exercise 1.3 Question 8

01:19:32 NCERT Exercise 1.3 Question 9

Master NCERT Exercise 1.3 of Sets (Class 11 Maths Chapter 1) with this detailed lecture by expert Ashish Sir from MathYug. Learn subsets, power sets, universal sets, and interval notation for real numbers with step-by-step solutions to all questions.

Download notes and assignments from https://mathyug.com/class-11-maths

Explore CBSE + IIT JEE Syllabus (in Hindi): https://mathyug.com

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Class 5 math EV chapter 5 creative questions with ans

Class 5 math EV chapter 5 creative questions with ans

Question  01  Four bells rang at once in the beginning and then rang after every 5, 7, 12, 15 seconds.  (a) What is the LCM of the time of ringing of first two bells  (b) What is general price factor of time of ringing of 3rd and 4th bell?  (c) Which smallest number can be divided by the ringing times of the bells without remainder?  (d) After what minimum time the bells will ring together again?  Solution: (a) 5 = 1x5 and 7 =1 x 7 LCM of 5 and 7 is = 1 x 5 x 7 = 35 (b) 12=2x2x3 and 15=3 x 5 The common prime factor of 12 and 15 is 3 (c) The LCM of the ringing times is required smallest number     3) 5, 7, 12, 15        5)   5, 7, 4, 5                 1, 7, 4, 1 LCM of the numbers = 3 x 5 x 7 x 4 = 420 Required smallest number is 420 (d) The LCM of 5, 7, 12, 15 is the required minimum time The minimum time is 420 sec and = minute = 7 minute After 7 minutes the bell will ring together again Question  02  In a class the teacher told the students to write the smallest number of 4 digits and biggest number of 3 digits, whose digit of ones place will be 8. (a) Write the 2 numbers (b) What is the sum and differences of the two numbers? (c) Write the prime factors of the biggest number. (d) What is the LCM of the numbers? (e) What is the GCF of the numbers? Solution: (a) Smallest number of four digits whose digit in the ones place is 8 is = 1008 And, biggest number of three digits whose digit in the ones place is 8 is = 998 (b) Sum of the numbers = (1008 + 998) = 2006 Difference of the numbers = (1008 – 998) = 10 (c) Biggest number is 1008 1008 = 2 x 2 x 2 x 2 x 3 x 3 x 7 The prime factors of 1008 are 2,2,2,2,3,3,7 (d) 998 = 2x499 Prime factors of 998 are 2, 499 The common prime factors of 998 and 1008 is 2 GCF of 1008 and 998 is 2 (e)  LCM of 1008 and 998 is               =2 x 2 x 2 x 2 x 3 x 3 x 7 x 499               =16 x 9 x 7 x 499 = 502992               LCM of 1008 and 998 is 502992   Creative math questions and solutions for Class 5 EV Chapter 5 to make learning easier and more fun. Question  03 Three values are given, 24, 48, 72. (a)     Write down 2 multiples of 24, 48, 72 (b)     Write down the common multiples of 24 and 72 (c)      Find the L.C.M of 24, 72 (d)     Find the L.C.M of 24, 48, 72. Ans. (a) 2 multiples of 24 are = 48, 72 2 multiples of 48 are = 96, 144 2 multiples of 72 are = 144, 216 (b) Multiples of 24 are = 48, 72, 96, 120, 144, 168, 192, 216, 240, 264, 288 Multiples of 72 are = 144, 216, 288, 360, 432 Common multiples of 24 and 72 are = 144, 216, 288, ….. (c) 2)24, 72 2)12, 36 2)6, 18 3)3, 9                 1, 3 L.C.M of 24, 72 is = 2 x 2 x 2 x3 x 1 x 3 = 72 (d) 2)24, 48, 72 2)12, 24, 36  2)6, 12, 18    3)  3, 6, 9      1, 2, 3 L.C.M of 24, 48, 72 is = 2 x 2 x 2 x 3 x 2 x 3 x 1                                               = 144 Question  04 Mr. Amzad brought about 40 mangoes, 85 apples from the market. He distributed the fruits equally. The price of 4 mangoes is 40 taka. (a)     What is the price of mangoes? (b)     If per piece cost 5 taka how much price will the apples be? (c)      He distributed the fruits how many members? (d)     Each person gave how many fruit? Answer: (a) The price of 4 piece of mango is 40 taka The price of 1 piece of mango is (40÷4) = 10 taka The price of 40 pieces of mango is (40x10) = 400 taka (b) 1 piece apples cost 5 taka 85 pieces of apples cost (5x85) = 425 taka (c)  40 = 2 x 20       = 2 x 2 x 10       = 2 x 2 x 2 x 5 85 = 5 x17 GCF = 5 He distributed the fruits among 5 person. (d) Each person gave (40 ÷ 5) = 8 piece mango Each person gave (85 ÷ 5) 17 piece apple   Easy and fun questions with answers for Class 5 EV Chapter 5 to help students improve their math skills. Question  05 A number of saplings is such that when 3, 5, 6, 8, 10 or 15 are planted in each row, every time two saplings are left out. (a) What is the GCF of last 3 numbers? (b) What is the LCM of the given numbers? (c) what is the minimum number of saplings? (d) If we plant 18 saplings in 16 rows then how many more saplings do we need? Solution: (a) 8 = 1 x 2 x 2 x 2 10 = 1 x 2 x 5 15 = 1 x 3 x 5 GCD of 8, 10 and 15 is =1 (b) 2)  3, 5, 6, 8, 10, 15    3) 3, 5, 2, 4, 5, 15          1, 5, 1, 4, 1, 5 LCM = 2 x 3 x 5 x 4 = 120 (c) The minimum number of sampling is  = (120 + 2) =122 (d) Number of extra saplings ={(16 x 8) – 122}                            =(128 – 122)                            = 6 Question  06 Tushi set a few no. of bell in their drawing room. After ringing together they rand after every 6, 9, 12, 15 seconds respectively. (a) Find the GCF (b) Find the LCM (c) What is the summation of 4 multiples of 9? (d) When the bells will ring together again? Ans. (a) 6 = 2 x 3 9 = 3 x 3 12 = 2 x 2 x 3 15 = 3 x 5 GCF of 6, 9, 12, 15 is = 3 (b) 3) 6, 9, 12, 15 2)  2, 3, 4, 5    1, 3, 2, 5 LCM of 6, 9, 12, 15 = 3 x 2 x 3 x 2 x 5 x 1 = 180 (c) 4 multiples of 9 are = 9, 18, 27, 36. Sum of 4 multiples of 9 is = 9 + 18 + 27 + 36=90 (d) 3)6, 9, 12, 15    2)1, 3, 2, 5          1, 3, 2, 5 LCM = 3 x 2 x 3 x 2 x 5 x 1=180 The bells of the drawing room will ring again together after 10 seconds. Question  07 16, 24, 2 and 40 are four even numbers. (a) Write the factors of first 2 numbers (b) Write 2 multiples of last wo numbers. (c) Which smallest number when divided by the four number gives 6 as remainder? (d) Find the next number after 4 & 6 which can be divided by 32 without any remainder. Solution: (a) Factors of 16 are = 1, 2, 4, 8, 16 Factors of 24 are = 1, 2, 3, 4, 8, 12, 24 (b) 32 x 1 = 32   32 x 2= 64 The multiples of 32 are 32, 64 and 40 x 2 = 80 (c) The multiples of 40 are 40, 80.          2)   16, 24, 32, 40              2)   8, 12, 16, 20                  2)   4, 6, 8, 10                      2)   2, 3, 4, 5                             1, 3, 2, 5 LCM of 16, 24, 32, 40 is = 2x2x2x3x2x5 = 480 Required smallest number = (480 + 6) = 486 (d) Required number = (486 + 32) -6                  = 518 – 6 = 512 Question  08 210 mangoes and lychees are divided among some boys and girls. If the number of mangoes is 60 then. (a) What is the number of lychees? (b) Write the number of mangoes and lychees in prime factors. (c) Among how many maximum number of boys and girls the fruits can be divided equally so that no fruit is left? (d) How many fruits will each one get? (e) How many mangoes and how many lychees will each get? Solution: (a) Number of lychees = (210-60) = 150 (b) Number of mangoes and lychees are 60 and 150 60 = 2 x 2 x 3 x 5 150 = 2 x 3 x 5 x 5 (c) If we divide 60 mangoes and 150 lychees among boys and girls with no fruit being left, then GDS of 60 and 150 is the required maximum number of boys and girls. The common prime factors of 60 and 150 are = 2,3 and 5 Required maximum number of boys and girls is 30 (d) Number of fruits each one will get is = (210 ÷ 30) =7 (e) Number of mangoes each one will get is  = (60 ÷ 30)= 2 Number of lychees each one will get is = (150 ÷ 30) = 5   Master Class 5 Math EV Chapter 5 with creative questions and simple answers for better learning. Question  09 The length and breath of a rectangular house is 7.20 meters and 44 decimeters. The floor of the house has to be fitted with marbles so that no marble has to be broken.  (a) Express the length of the house in decimeter  (b) What is the area of the house in square decimeter?  (c) Express the length and breath of the house in prime factors.  (d) What is the maximum size of the marble stone needed?  (e) How many marble stones are needed for the floor? Solution: (a) Length of the house = (7.20 x 10) decimeter                       = 72 decimeters (b) Area of the rectangular house =(length x breath)                                      =(72 x 44) square decimeters                                      = 3168 square decimeters (c) Length of the house is 72 decimeters and breath is 44 decimeters. 72 = 8 x 9 = 2 x 2 x 2 x 3 x 3 44 = 2 x 22 = 2 x 2 x 11 (d) The length of the required marble will be equal to the GCF of 72 and 44. GCF of 72 and 44 = 2 x 2 = 4 The maximum length of the required marble stone is 4 decimeters. (e) Are of the square marble stones is =(4 x 4) square decimeters = 16 square decimeters Numbers of marble stones needed for the floor is (3168 ÷ 16) = 198 Question  10 The capacity of holding water for 2 drums are 228 liters and 348 liters. (a) Express the capacity of first drum in prime factors. (b) What are the common prime factors of the capacity of 1st and 2nnd drum? (c) What will be the maximum capacity of a pitcher with which we can fill the drums by pouring water integer numbers of times? (d) How many pitcher of water each drum can hold? (e)How many pitcher of water is totally needed to fill 2 drums? Solution: (a) Water holding capacity of the 1st  drum is 228 liter. 228= 2 x 2 x 3 x 19 (b) Water holding capacity of the 2nd drum is 348 liters.      348 = 2 x 2 x 3 x29 The common factors of 228 and 348 are 2, 2,3 (c) The GCF of the capacities of the two drums is the required maximum capacity of the pitcher. GCF of 228 and 348 is = 2 x 2 x 3 = 12 The maximum water holding capacity of the pitcher is 12 liters. (d) Amount of water needed to fill the first drum = (228 ÷ 12) pitchers = 19 pitchers Amount of water needed to fill the 2nd drum = (348 ÷ 12) pitchers = 29 pitchers (e) To fill the two drums total amount of water needed is = (29 + 19) pitchers = 48 pitchers More Questions: Q-11 Three bells having tolled together began to toll after every 9, 12 and 15 minutes. (a) What is done to find out after what minimum time will the bells toll together again? (b) After what time will the bells toll together again? (c) If the bells began tolling after every 6, 9 and 12 minutes, after what minimum times will the bells toll together     again? Q-12

100 mangoes and 180 leychees are divided among some children. (a) What is the largest number of children among whom mangoes and lychees are divided without any reminder? (b) How many mangoes will each of them get? (c) How many lychees will each of them get? Q-13 There are 126 mangoes, 231 lychees and 357 jackfruit sapling are distributed for planting a village. (a) What is the largest number of villagers among whom sapling can be divided equally? (b) How many mangoes, how many lychees and how many jackfruit will each of them get? Q-14 There are two bells. One bell rings after each 12 minutes and the other bell rings after 5 minutes. (a) What is the L.C.M of the numbers representing ringing time of the two bells? (b) If a bell ringing after every 7 minutes is included with the given two bells, then the 3 bells will ring altogether. after how long time they once ring together? (c) If the two bells ring together at 3 p.m, then when will they ring again altogether? Q-15 There are two drums of capacity to contain water of 228 litres and 348 litres. (a) What is the G.C.F. of 228 and 348? (b) How many pitchers of water of the highest capacity will be required to fill both the drums separately? (c) What is the least number exactly divisible by 228 and 348? Q-16 The length and the breadth of a hall room of rectangular size are 12 metre and 7 metre respectively. (a) What is the biggest square size tile that can be used to cover the hall room without breaking any of them. (b) If the length of the hallroom is increased by 3 metre and the breadth is decreased by 2 metre, what will be the change of area of the hallroom? Q-17 12, 18, 24 and 30 are four even numbers with 2 digits. (a) Find out the first 4 multiple of 12. (b) Find out the LCM of the given numbers. (c) What is the greatest common number among the given numbers?   Explore creative and easy math questions with answers for Class 5 EV Chapter 5 to help students learn effortlessly. Q-18 Four bells rang at the same time and then rang again at an interval of 5, 7, 12 and 15 seconds respectively. (a) What is a prime number? (b) Write the 1st 4 multiples of 15. (c) After what interval of time will the bell ring again together? (d) What is the G.C.F. of 5, 7, 12 and 15? Q-19 147 lichees were distributed among some boys and it was found that each boy got 11 lichees and 4 lichees were in excess. (a) Express the above information mathematically in the form of an open sentence? (b) Find out the number of boys among whom the lichees were distributed. (c) If of the liches are distributed among some boys and each boy gets 11 lichees leaving 5 as excess, express the above information in an open sentence. Q-20 A particular numbers is multiplied by and then the product is divided by 6 to get 21 as quotient. (a) Write the open sentence with the help of the information given above. (b) What is the value of the particular number according to the open sentence in (a)? (c) If 3 times x equals 3 more than 45, what is the value of x? Read the full article

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MP Board Class 12th Maths Book Solutions in English Medium

MP Board Class 12th Maths Chapter 1 Relations and Functions

Chapter 1 Relations and Functions Ex 1.1

Chapter 1 Relations and Functions Ex 1.2

Chapter 1 Relations and Functions Ex 1.3

Chapter 1 Relations and Functions Ex 1.4

Chapter 1 Relations and Functions Miscellaneous Exercise

MP Board Class 12th Maths Chapter 2 Inverse Trigonometric Functions

Chapter 2 Inverse Trigonometric Functions Ex 2.1

Chapter 2 Inverse Trigonometric Functions Ex 2.2

Chapter 2 Inverse Trigonometric Functions Miscellaneous Exercise

MP Board Class 12th Maths Chapter 3 Matrices

Chapter 3 Matrices Ex 3.1

Chapter 3 Matrices Ex 3.2

Chapter 3 Matrices Ex 3.3

Chapter 3 Matrices Ex 3.4

Chapter 3 Matrices Miscellaneous Exercise

MP Board Class 12th Maths Chapter 4 Determinants

Chapter 4 Determinants Ex 4.1

Chapter 4 Determinants Ex 4.2

Chapter 4 Determinants Ex 4.3

Chapter 4 Determinants Ex 4.4

Chapter 4 Determinants Ex 4.5

Chapter 4 Determinants Ex 4.6

Chapter 4 Determinants Miscellaneous Exercise

MP Board Class 12th Maths Chapter 5 Continuity and Differentiability

Chapter 5 Continuity and Differentiability Ex 5.1

Chapter 5 Continuity and Differentiability Ex 5.2

Chapter 5 Continuity and Differentiability Ex 5.3

Chapter 5 Continuity and Differentiability Ex 5.4

Chapter 5 Continuity and Differentiability Ex 5.5

Chapter 5 Continuity and Differentiability Ex 5.6

Chapter 5 Continuity and Differentiability Ex 5.7

Chapter 5 Continuity and Differentiability Ex 5.8

Chapter 5 Continuity and Differentiability Miscellaneous Exercise

MP Board Class 12th Maths Chapter 6 Application of Derivatives

Chapter 6 Application of Derivatives Ex 6.1

Chapter 6 Application of Derivatives Ex 6.2

Chapter 6 Application of Derivatives Ex 6.3

Chapter 6 Application of Derivatives Ex 6.4

Chapter 6 Application of Derivatives Ex 6.5

Chapter 6 Application of Derivatives Miscellaneous Exercise

MP Board Class 12th Maths Chapter 7 Integrals

Chapter 7 Integrals Ex 7.1

Chapter 7 Integrals Ex 7.2

Chapter 7 Integrals Ex 7.3

Chapter 7 Integrals Ex 7.4

Chapter 7 Integrals Ex 7.5

Chapter 7 Integrals Ex 7.6

Chapter 7 Integrals Ex 7.7

Chapter 7 Integrals Ex 7.8

Chapter 7 Integrals Ex 7.9

Chapter 7 Integrals Ex 7.10

Chapter 7 Integrals Ex 7.11

Chapter 7 Integrals Miscellaneous Exercise

MP Board Class 12th Maths Chapter 8 Application of Integrals

Chapter 8 Application of Integrals Ex 8.1

Chapter 8 Application of Integrals Ex 8.2

Chapter 8 Application of Integrals Miscellaneous Exercise

MP Board Class 12th Maths Chapter 9 Differential Equations

Chapter 9 Differential Equations Ex 9.1

Chapter 9 Differential Equations Ex 9.2

Chapter 9 Differential Equations Ex 9.3

Chapter 9 Differential Equations Ex 9.4

Chapter 9 Differential Equations Ex 9.5

Chapter 9 Differential Equations Ex 9.6

Chapter 9 Differential Equations Miscellaneous Exercise

MP Board Class 12th Maths Chapter 10 Vector Algebra

Chapter 10 Vector Algebra Ex 10.1

Chapter 10 Vector Algebra Ex 10.2

Chapter 10 Vector Algebra Ex 10.3

Chapter 10 Vector Algebra Ex 10.4

Chapter 10 Vector Algebra Miscellaneous Exercise

MP Board Class 12th Maths Chapter 11 Three Dimensional Geometry

Chapter 11 Three Dimensional Geometry Ex 11.1

Chapter 11 Three Dimensional Geometry Ex 11.2

Chapter 11 Three Dimensional Geometry Ex 11.3

Chapter 11 Three Dimensional Geometry Miscellaneous Exercise

MP Board Class 12th Maths Chapter 12 Linear Programming

Chapter 12 Linear Programming Ex 12.1

Chapter 12 Linear Programming Ex 12.2

Chapter 12 Linear Programming Miscellaneous Exercise

MP Board Class 12th Maths Chapter 13 Probability

Chapter 13 Probability Ex 13.1

Chapter 13 Probability Ex 13.2

Chapter 13 Probability Ex 13.3

Chapter 13 Probability Ex 13.4

Chapter 13 Probability Ex 13.5

Chapter 13 Probability Miscellaneous Exercise

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WBBSE Solutions For Class 10 Maths Trigonometry Chapter 3 Trigonometric Ratios Of Complementary

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WBBSE Notes For Class 6 Maths Arithmetic Chapter 10 Highest Common Factor And Least Common Multiple Or 3 Numbers

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NCERT Solutions for Class 10 Maths Chapter 3 Pair of Linear Equations in Two Variables

NCERT Solutions for Class 10 Maths Chapter 3. NCERT Solutions for Class 10 Math Chapter 3 Pair Of Linear Equations In Two Variables are provided here with simple step-by-step explanations.

[falgunshah]

How To Get Best Score In Class 10 Maths Paper

Mathematics is often regarded as one of the most scoring subjects. But, many students do not like the subject and get nightmares with the thought of it. However, it is essential to attain good marks in Maths to pass Class 10 with an appealing percentage. So what is the solution? Students can follow a few tips to get better marks in Maths. But before we detail the tips, let’s learn about the advantages of NCERT solutions in Class 10 Mathematics.

Advantages Of NCERT Solutions In Class 10 Mathematics

Over the years, NCERT solutions have been one of the top Class 10 Maths solutions and continue to be so. But, what is the reason? It helps candidates with well-researched study materials to improve their grades and help them grasp concepts better. The NCERT solutions for class 10 Maths mainly focus on questions and answers according to the NCERT pattern. These study materials provide answers to different problems and help the candidates get accurate answers.

Tips To Get Amazing Scores In Class 10 Mathematics Examination

So, let’s move forward and discuss some tips that you can adhere to get a 90+ in your final examination.

●       Start With Easy Problems

The logic behind this is simple. You should be able to answer the easy questions atleast quickly, if not the difficult ones. If you know the easy subject by hard, you can also save more time to solve the complex sums.  

●       Understand Your Weak Areas

While preparing from NCERT Solutions for Class 10 Maths Chapter 3 or any other chapter, understand which topics you need to brush upon. Once you know which are they, solve more sample papers and write answers for the complex chapters to grasp concepts quicker.

●       Find Solutions On Your Own

There are theories to every mathematical problem. Just by learning them, you won’t excel in the examination. Instead, try to apply those theories while you solve the questions. You can take the guidance from NCERT solutions for class 10 Maths if you feel stuck in the midway. Try to practice as much as possible to get better results.

●      Maintain A Separate Sheet For Theories, Formulae, And Methods

The theories, formulas, and methods are endless in NCERT Solutions for Class 10 Maths Chapter 3 examination. Yet, you need to memorise them all to solve problems quickly in the test. The best way to do that is by listing all these on a piece of paper. Then, you can promptly revise it whenever you forget the formulas. Besides, it is the best way for last moment revision.

●       Learn The Graphs And Figures

Graphs and figures are significant for mathematics examination. Thus, learn them well from the Class 10 Maths Solutions and implement them during the test. This way, you can get more marks than you expect.

●       Focus On Neatness

While giving the examination, do not compromise on the handwriting. Keep the answer clean, neat, and clean, and avoid striking off excessively. This creates a wrong impression on the head examiner. Keep the answer sheet tidy because you can get one or two marks for handwriting.

Conclusion

Thus, these are how you can get the best score in the Class 10 Maths paper. So, what are you waiting for? Read the Class 10 Maths Solutions thoroughly to achieve an A grade in this subject.  

[thoi2020]

u have advanced??????? wow. tips to qualify mains please??? help me with my modules.how do i solve them?????????

hnnng idk bestie here's some short tips n like if u want something more specific u can send another ask or dm me?

pay attention in class. sit in the front. listen out for what things the teacher puts an emphasis on. ask questions. yes, even the stupid ones. especially the stupid ones bc those are fundamentals u cannot miss bc a shaky foundation leads to a shaky building. also pay attention to ur teachers. theyve been doing this since before u even knew about jee they know what theyre doing. most of them want whats best for u, and if not specifically that, whats best for them n their institute which are usually similar things. im not saying blindly trust them without criticism but have some faith. dont dismiss them they prolly know better than u. if id followed my teachers instructions i prolly wouldnt have had to drop (but thats a discussion for another day lol).

revise notes on a regular basis. like. the day u studied it in class. then the next day. then a week later. then 2 weeks later. then a month later. google the curve of forgetting for more accurate time stamps. use flashcards for formulae n stuff that u have to memorise like inorganic chem.

analyse past papers. recognise the most important topics. but also there are some small chapters that are quite easy and some people skip them thinking there wont be any questions from them. ive given 4 papers of mains, and i can confirm that is utter bullshit. 1 question each from units and measurements, mathematical reasoning, stats, chemistry in everyday life, polymers, are guaranteed. u can easily secure at least those marks by spending just a little bit of time on them. esp for jee mains its relatively better to cover a wide range of topics with medium depth instead of just some but with deep understanding (the latter works well for advanced tho).

make a friend or two whos in the same boat as u, preparing for jee n try to keep each other accountable. tell each other everyday what ure going to study that day n then check back the next day. remind each other hlep each other out. also be friendly with the class toppers sometimes they can solve ur doubts better than teachers just bc something they explain clicks better. whenever i get confused about logarithms i think back to what my 9th grade classmate told me when i asked him to explain in 1 sentence n had him repeat it slowly to me multiple times. its burned in my memory and helped me so much. 

practice tests. set the proper 3 hour limit and solve them. be honest w urself ure doing this for u. no point scoring 256/300 to impress ur teacher if u cheated bc on the day of the exam ure going to be screwed. in the beginning try out different strategies, different ones work for different ppl. like for me, math is my favourite and i find it easier than the other 2 so i do it first and it gives me confidence. then i move on to physics and then chem. some people look over the entire paper n solve the easiest from every section first, then the medium ones, then the tough ones. experiment in ur practice tests n figure out whats best for u n ur test taking. after the test, analyse. see what u got wrong, why u got it wrong. clarify doubts. mark problem questions to revise and solve again later. no point in solving more n more questions if theres no retention or learning.

for solving books specifically under the cut bc this is getting too long lol:

stick to 1 or 2 books max per subject. make them ur holy books and swear by them. if ure doing coaching then the modules provided by them are a very good option bc theyre specifically for jee and will cover what u need. coaching teachers will have a lot of experience with them too so u'll have an easy time with doubts clarification. if u choose other books tho, still consult with ur teacher and ask them to tell u what's relevant and what isnt and dont waste ur time on whats not. it might make u look or feel smarter to be solving questions on stuff thats beyond the scope of the exam but u literally dont need it and the syllabus is already very vast so ure just going to waste time and brainspace. like sure if ure interested study it in ur own time but dont make it an Important Must Do thing.

ok now that u have ur book with everything relevant to jee, make sure u devour them. study the theory alongside ur class notes. solve a few questions of corresponding topics the day they are covered so u dont have so many questions lined up at the end of the chapter. like if i studied friction in newton's laws of motion today, i'll solve the questions relevant to friction today itself. or u know this week. like,, keep it current. then while solving, speak out loud and explain the problem to urself like ure teaching someone else (or better yet, find someone to teach them to. stuffed toys, younger siblings, ur classmate, grandparents, online friend, whichever works). mark all the questions that took u longer than 5 mins or u cant solve at all. dog ear the pages. try them again the next day. then again a few days later. take the ones u still cant solve to ur teacher. try n ask for just a hint once and try again. and then if u cant then ask for the solution. DO NOT go on the internet. ur brain doesnt have to work for it then n u think u got it but u dont got it. make ur brain work for the solution so it'll remember. 

now that uve given a good shot to every question and figured out where u stumble. analyse a bit. find a pattern if theres any: like a certain concept that is weak or something ure not understanding. read the theory for it if u have to n ask questions to clarify. then solve these problem questions again and again until u know every question well enough to be able to explain to someone. skip over the easy ones u dont gotta do them again n again, focus on the ones u stumbled on. theyre the weak spots. no use strengthening whats already strong enough.

and uh keep a notebook of the solutions of the questions u solve so that u dont have to go crazy searching for them in an emergency. like ur paper is tomorrow and u cant figure out this question that uve been trying for 1 hour then its a good time to review ur previous solution and refresh ur memory. often if uve practiced enough n its just exam stress etc thats making ur mind go blank then just a hint will be enough to remind u.

also this is more general but just. be consistent. small consistent efforts over multiple days instead of a big one in 1 day. u’ll retain better and ur brain does better with multiple small chunks spread out over an interval than a lot of stuff in a small one. and its ok to to have an off day dont kill urself over academics ur health is more important always. not getting into ur dream college might fuck u up but itll heal but ur health is more precarious and not getting enough sleep or food will def fuck u up and the consequences are a lot harder to deal with. dont think about the big picture or u’ll freak urself out just think about the next small step u can take. getting 99 percentile feels impossible but solving 10 questions for it does not. dont get disheartened by test results if ure working hard n smart u wont fail. even if u dont get into ur dream college u’ll have an excellent work ethic that’ll take u places u never thought of in ur wildest dreams. more than anything, be kind to urself and work n play hard.

[speedywonderlandtrash]

Class 8 math chapter 3 creative question with solution

Class 8 math chapter 3 creative question with solution

  Creative Questions and Answers Question no : 01   The length of a rectangular garden is 60  metres and breadth is 40 metres. There is a road of  width 2 metres inside around the garden.  a. Find the area of the garden in square centimetre.                                              b. Find out the area of the road.                          c. Find the perimeter of a rectangular region whose length is 6 times its breadth and area is equal to the rectangle given in the stem.        Solution: (a) Here given for a rectangular garden, length = 60 m = 6000 cm and breadth = 40 m = 4000 cm ∴ Area of the garden = 6000 × 4000 sq.cm                                      = 24000000 sq. cm (b) From (a) above the area of the rectangular garden,

ABCD, shown above is 24000000 sq. cm or 2400 sq. m including road. Again, the length of the garden excluding road = (60 - 4) m = 56 m  and the breadth of the garden excluding road = (40 - 4) m = 36 m  ∴  area of the garden excluding road = 56 x 36 sq. m = 2016 sq. m  ∴ area of the road = (2400 – 2016 ) sq. m = 384 sq m.  So, the required area of road is 384 sq. m.  (c) Let the breadth of the proposed rectangular region be 'x' m.  ∴ It’s length is 6x m  ∴its area is 6x  ×  x sq. m or 6x² sq. m  Now according to the given information,       6x² = 2400, the area of the rectangle mentioned in (b) above  or, x² =  400  or; x = 20 and 6x = 6 × 20 or, 120  That is, the length of the proposed rectangular region is 120 m and breadth is 20 m,  ∴ The perimeter of the rectangular region = 2(length + breadth) = 2(120 + 20) m                                                                     = 2(120 +20)m                                                                     = 2(140) m                                                                     = 280 m.  So, The required perimeter of the proposed square region is 280 m.  Question no : 02

 In figure, ABCD is a rectangular garden and there is a 1 metre wide road inside around the garden.  Solution: a. Determine the area of rectangular garden by triangle.                                       b. Determine the area of the road.                      c. There is a three metres wide road around the outside of a square land which perimeter is equal to the rectangular garden mentioned in the figure. How much money will be spent to planting grass at Tk. 7.00 per sq. metre?        (a) According to the given stem,  rectangle ABCD = 2 ×△ACD                               =  2 × × 40 x 30 sq. m                               = 1200 sq. m  So, the area of the garden is 1200 sq. m.  (b) From the stem, area of the garden with road  = 40 x 30 sq. cm                                                                                   = 1200 sq. cm  Again, the length of the garden without road  = ( 40 - 1 × 2) m = 38m  And the breadth of the garden without road  = (30 – 1 × 2) m = 28 m.  ∴area of the garden without road = 28 × 38 sq. m = 1064 sq. m  ∴area of the road = (1200–1064) sq. m = 136 sq. m,  (c) Here we have, perimeter of the rectangle = 2(40 + 30) m = 140 m  Now according to the stem,  perimeter of a square = 140 m  ∴ length of each side of the square =  = 35 m  So, the area of the square = 35 x 35 sq. m                                            = 1225 sq. m  Again, length of each side of the square with 3m wide road around outside the square           = (35 +3 + 3) m = 41 m.  ∴area of the square with road = 41 x 41 = 1681 sq. m  So, area of the road = (1681– 1225) = 456 sq. m.  Now we have,  cost of planting grass = Tk. 7 per sq. m  ∴  ”    ”      ”             ”     in 456 sq. m = 456 x 7                                                         = 3192 taka  So, 3192 taka be spent for planting grass.  Question no : 03 There are two crosswise roads of breadth 3 metres just in the middle of a field of length 50 metres and breadth 40 metres.  a. Draw the figure with short description.        b. Determine the sum of the area of the two roads.                                                c. How many bricks of construct the two roads with a bricks of length 25 centimetres and breadth 10 centimetres.                                 Solution: (a) A geometric figure based on the given information in the stem is drawn below : 

(b) According to the figure drawn in (a) above,  Area of the two roads = area of the rectangular region ABCD + area of the rectangular region PQRS  + area of the rectangular region KLMN.                                     = 50 × 3 sq. m + 08.5 × 3 sq. m + 18.5 × 3 sq. m                                     = 150 sq. m + 55.5 sq. m + 55.5 sq. m                                     = 261 sq. m  The sum of the area of the two roads is 261 sq. m.  (c) From (b) above, the total area of two roads = 261 sq. m  The area of a brick = 25 x 10 sq. cm                                = 250 sq. cm                               = 0.025 sq. m  ∴Number of bricks required for constructing the two roads =           = 10,440 So, 10,440 piece of bricks are required.  Question no : 04 The length of a rectangular plot is 90 meters and breadth is 70 meters. A pond was excavated in this plot with equal bank of width 4 metres around the plot. The depth of the pond is 2.5 meters.  a. Find the perimeter of the plot.                            b. Determine the area of the bank of the pond.      c. To dig the soil of the pond, it costs Tk 25 per cubic feet. How much money was spent to dig the soil of the pond?    Solution: (a) The length and the breadth of a rectangular plot are 90 m and 70 m respectively.  we know, perimeter of a rectangular region = 2(length + breadth) unit  ∴The perimeter of the rectangular plot = 2(90+70) m                                                               = 2 x 160m                                                               = 320 m  So, the required perimeter is 320 m.  (b)

Here given that,  length of the plot with pond and bank = 90 m  breadth ”   ”     ”      ”        ”       ”        ”      = 70 m  area of the plot with pond and bank = 90 x 70 sq m                                                            = 6300 sq m  Again, length of plot with pond only = (90 – 4×2)m = 82m breadth  ”   ”      ”        ”        ”     = (70 – 4×2)m = 62 m  ∴area of plot with pond only  = 82 x 62 sq. m                                                  = 5084 sq. m  So, area of the bank = area of the plot with pond and bank area of the plot with pond only                                  = 6300 sq. m  –   5084 sq. m.                                  = 1216 sq. m  (c) Here we have,  length of the pond = (90 –  4 x 2) m or, 82 m  breadth ”   ”      ”     = (70 –  4 x 2) m or, 62 m  depth      ”  ”      ”     = 2.5 m  ∴the volume of the pond = 82 × 62 × 2.5 cu m                                        = 12,710 cu. m                                        = 12,710 × 35.3 cu. ft                                        = 4,48,663 cu. ft  So, to excavate the pond, 4,48,663 cu. ft soilis to be dug.  Now, if it costs 25 taka per cubic feet to dig the soil  of the pond,  total cost which will incur in this account = 4,48,663 × 25 = 1,12,16,575 taka ∴1,12,16,575 taka was spent to dig the soil of the pond. (Ans.)  Question no : 05 The length of a rectangular garden is 60  metres and breadth is 40 metres. There is a 3  metres wide road outside around the garden. The road is metalled with bricks with 25 cm length and 12.5 cm breadth and price of each brick is Tk. 8.  a. Determine the perimeter of garden.               b. Determine the area of the road.                    c. How much money will be needed to metalise the road with brick?       Solution:                  (a) We know,  perimeter of a rectangle = 2(Length + breadth)  Here in the case of the given rectangular garden, length = 60 m, breadth = 40 m.  ∴Perimeter of the garden = 2(60 + 40) m = 200 m.  (b) Given that,  the length of the garden (without road) = 60 m  the breadth of the garden without road = 40 m 

∴ area of the garden 60 x 40 sq. m = 2400 sq, m  Again, length of the garden with the road of width of 3 m = (60 + 3 + 3) m or 66 m  breadth of the garden with road of with 3 m = (40 +3 + 3) m = 46 m  ∴ area of the garden with 3 m wide road  = 66 x 46 sq. m = 3036 sq. m  ∴ area of the road = (3036 – 2400)sq. m = 636 sq. m  So, the road is of area of 636 sq. m.  (c) From (b) above,  the area of the road = 636 sq. m = 6360000 sq. cm Again, the length of a brick =25 cm  and the breadth of the brick =12.5 cm  ∴area of a brick = 25 x 12.5 sq. cm = 312.5 sq. cm ∴the number of bricks required to cover 6360000 sq. cm road  =      = 20352 the price of a brick = 8 taka  ∴the price of 20352 bricks = 20352 × 8 taka                                             = 162816 taka So, to metalise the road with bricks 162816 taka will be needed. Question no : 06 The length of a rectangular field is 3 times its breadth. An amount of Tk. 1822.50 is spent to plant grass at Tk. 7.50 per sq. meters of that field.  a. If the breadth of field be x metre, find the area of the field.                                                          b. Find the length and breadth of the rectangular field.                                                                    c. How many rocks of each 25 cm with sq. size rocks will be needed to construct a square room of which perimeter is equal to the perimeter of the rectangular field? Solution:                                           (a) Let the breadth of the field = x metre  ∴Length of the field = 3x metre  So, area of the field = 3x × x sq. m                                  = 3x² sq. m  (b) Here breadth = x m  ∴ length = 3x m  ∴area of the rectangular field = 3x × x sq. m                                                 = 3x2 sq. m  Again, total cost   = 1822.50 taka Cost per sq. m      = 7.50 taka  ∴Total area           =  sq. m                              = 243 sq. m  ∴3x² = 243  ⇒ x² = 81   ⇒ x = 9.  That is, the breadth of the rectangular field is 9 m  The length of the field = 3 × 9 m = 27 m  (c) From (b),  The length of the field = 27 m and the breadth of the field = 9 m.  ∴ perimeter of the rectangular field = 2 (27 + 9)                                                           = 72 m.  ∴ perimeter of the square room = 72 m.  ∴ the length of 1 side of the square room=(72 4) m                                                                   = 18m  ∴ the area of the square room = 18 × 18 sq. m                                                 = 324 sq. m  Again, area of the rock each of 25 cm with sq size = 25 × 25 sq. cm              = 625 sq. cm              = 0.0625 sq. m  Now we have,  area of the square room = 324 sq. m and  area of each of square rock = 0.0625 sq. m  ∴Number of sq rock =   pieces                                  = 5184 pieces.  So, 5184 pieces of sq rock will be needed to construct the square room.  Question no : 07 The area of a rectangular field is 100 acres and its length is three times the breadth.  a. Find the area of the rectangular field in sq, metre.                                            b. Find the length of the rectangular field.              c. Find the area of a square field which perimeter is same to the rectangular field.    Solution:       (a) We know,  1 acre = 4046.86 sq. m  ∴100 acre = 4046.86 × 100 sq. m                  = 404686 sq. m  ∴the area of the rectangular field is 404686 sq. m.  (b) Let the breadth of the rectangular field = x m  ∴its length = 3xm  ∴its area = 3x × x sq. m.  Now according to the problem,  3x² = 404686  or,  x² = 134895.33  or, x = 367.28, the breadth of the field  ∴3x = 1101.84  That is, the length of the rectangular field is 1101.84 metre.  (c) From (b),  length of the rectangular field = 1101.84 m  breadth of the rectangular field = 367.28 m  ∴perimeter of the rectangular field = 2( 1101.84 + 367.28) m                                                          = 2938.24 m  Now according to the problem,  the perimeter of the square field = 2938.24 m  ∴ the length of each side of the square = 734.56 rn  ∴ area of the square field = 539578.37 sq. m  Therefore, the desired area of the square field is 539578.39 sq. m.  Question no : 08 The length of a rectangular tank is 5.5 metres and breadth is 4 metres. Breadth is 2 times of the height. It's four sides walls are mettelated with stones having size 1.5 x 1.5 m2.  a. Find out the area of the base of the tank.            b. What is the volume of water in litre if the tank is full of water and what is the weight of it in kilogram?                                                        c. How many stones are needed to mettelated to four sides walls of the tank?    Solution:                         (a) Here the length of the base of a rectangular tank = 5.5 m  the breadth of the base of the rectangular tank 4 m ∴ area of the base of the tank = 5.5 × 4 sq. m                                                 = 22.0 sq. m  So, the desirous area of the base of the tank is 22 sq. m.  (b) From (a),  area of the base of the tank = 22 sq m  height of the tank =    × breadth = 2 m  ∴ Volume of the tank  = 22 × 2 cu. m                                      = 44 cu. m                                      = 44 × 1000000 cu. cm                                      = 44000000 cu. cm  Now if the tank is-full of water, the volume of water = 44000000 cu cm                                                                                                = litre                                                                                             = 44000 litre                                                                  = 44000 kg, since the weight of 1litre of water = 1 kg  Therefore, the volume of water of the tank is 44000 litre and its weight is 44000 kg.  (c) Here the length, breadth of the base and height of the rectangular tank are 5.5 m, 4 m and 2 m  from (a) and (b).  ∴area of the 4 side /faces other than the base  and the top of the tank  = 2(5.5  ×  2 + 4  × 2 ) sq. m             = 2(11.0 + 8) sq. m                                       =2(19) sq. m                                      = 38 sq. m  Again, area of a stone = 1.5 x 1.5 sq. m                                          = 2.25 sq. m  So, total area of 4 sides / faces is 38 sq. m and area of a stone is 2.25 sq. m  ∴ number of stone =                                      = 16.89 or 17 (approx)  Therefore, stones needed to metal the four side wall of the tank is 17 pieces.  Question no : 09

In figure, ABCD is a rectangular field, length of which is twice of it's breadth. The total cost of  planting grass in the field is Tk. 12160 at the rate of Tk. 3.80 per sq. metre. a. Find the area of the field.                                    b. Find the length of the diagonal AC?                   c. How much money will be spent at Tk. 7.25 per meter to erect a fence around that field?   Solution:           (a) Here total cost of planting grass = 12160 taka.  Rate of cost of planting grass = 3.80 per sq. m.  ∴Area of the field =  sq. m                               = 3200 sq. m.  (b) Let the breadth of the rectangular field be x metre.  ∴The length of the rectangular field is 2x metre.  ∴ its area = 2x × x sq. m = 2x² sq. m  But from (a), area = 3200 sq, m.  So, 2x² =  3200  or,   x² =  1600  or,   x    =  40  That is, breadth of the rectangular fill is 40 m.  ∴The length of the rectangular field= 40×2m= 80 m  Now according to the given figure, △ABC is right triangle and is a half of the rectangle ABCD.  ∴ AC² = AB² + BC² Here AB = 40 m and BC = 80 m.  ∴  AC² = (40)²+ (80)²                    = 1600 + 6400             = 8000  ∴ AC = 89.44 that is, the length of AC = 89.44 m.  (c) From (b), we get,  the length of the field 80 m  and the breadth of the field = 40 m  ∴perimeter of the rectangular field = 2(80 + 40) m = 2(120) m = 240m  Now the cost for erecting fence around the field with perimeter of 240 m at the rate of 7.25 taka  per metre = 240 × 7.25 taka = 1740 taka.  ∴1740 taka will be spent for fencing the field.  Question no : 10 Mr Nayeem has a rectangular garden of which length is one and half times its breadth and its area is 2400 sq. metres. There is a  3 metres wide path around the outside of the garden. There is planting grass at Tk. 3.25 per sq. meter of the path.  a. In view of the above stem, draw a proportional figure of the rectangular garden with path.         b. Find the length and breadth of the garden.         c. How much money will be spent in total to the planting grass of the path?   Solution:                             (a) Based on the given information, a proportional figure of the rectangular garden is drawn below : 

A rectangular garden ABCD with 3 m path outside around.  (b) Let us suppose,  the breadth of the garden = x m  ∴according to the condition of the problem,  the length of the garden = 1.5x m or    x m.  ∴ area of the garden =   x  ×  x  sq. m But according to the problem,  area of the garden = 2400 sq. m  ∴  = 2400  ⇒ 3x² = 2 × 2400  ⇒  x² =  ⇒   x² = 1600  ⇒    x = 40 That is the breadth of the garden is 40 m.  ∴The length of the garden =  x m                                         =    =  60 m So, the length is 60 m and the breadth is 40 m of the garden.  (c) According to the geometric figure drawn in (a) based on the stem,.  area of the garden with 3 m path around outside = (60 +3 + 3) (40 +3 + 3) sq. m                                                                               = 66 x 46 sq. m                                                                               = 3036 sq. m  Again, area of the garden = 2400 sq. m (given)  ∴area of the path = (3036 - 2400) sq, m                              = 636 sq. m  Now amount of money which will be required for planting grass in the path of 636 sq m at the rate  of 3.25 taka per sq. m  = 636 x 3.25 taka = 2067 taka So, total amount will be spent for planting grass in the path is 2067 taka.  Question no : 11 The breadth of a rectangular field is half  of its length. An amount of Tk. 12100 is spent to plant grass in the field at the rate of Tk. 2 per sq. metre. Around inside the field there is a road of breadth 4 metres.  a. What is the area of the rectangular field. in square metre?                              b. The expenditure per square metre along the length is Tk. 15 and that of along the breadth is Tk. 10. How much money will be spent to erect a fence around that field?                                    c. How much money will be spent to plant grass in the road at Tk. 12.50 per square metre ?     Solution:         (a) Here total cost of planting grass = 12100 taka  the cost of planting grass per sq. m = 2 taka  ∴area of the rectangular field = sq. m                                                 = 6050 sq. m.  So, the required area of the field is 6050 sq. m.  (b) Let the length of the rectangular field = 2x m  ∴the breadth of the rectangular field = x m  ∴area of the rectangular field  = 2x × x sq. m = 2x2 sq. m.  But according to (a) above, area is 6050 sq. Read the full article

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MP Board Class 12th Maths Book Solutions in Hindi Medium

MP Board Class 12th Maths Chapter 1 संबंध एवं फलन

Chapter 1 संबंध एवं फलन Ex 1.1

Chapter 1 संबंध एवं फलन Ex 1.2

Chapter 1 संबंध एवं फलन Ex 1.3

Chapter 1 संबंध एवं फलन Ex 1.4

Chapter 1 संबंध एवं फलन विविध प्रश्नावली

MP Board Class 12th Maths Chapter 2 प्रतिलोम त्रिकोणमितीय फलन

Chapter 2 प्रतिलोम त्रिकोणमितीय फलन Ex 2.1

Chapter 2 प्रतिलोम त्रिकोणमितीय फलन Ex 2.2

Chapter 2 प्रतिलोम त्रिकोणमितीय फलन विविध प्रश्नावली

MP Board Class 12th Maths Chapter 3 आव्यूह

Chapter 3 आव्यूह Ex 3.1

Chapter 3 आव्यूह Ex 3.2

Chapter 3 आव्यूह Ex 3.3

Chapter 3 आव्यूह Ex 3.4

Chapter 3 आव्यूह विविध प्रश्नावली

MP Board Class 12th Maths Chapter 4 सारणिक

Chapter 4 सारणिक Ex 4.1

Chapter 4 सारणिक Ex 4.2

Chapter 4 सारणिक Ex 4.3

Chapter 4 सारणिक Ex 4.4

Chapter 4 सारणिक Ex 4.5

Chapter 4 सारणिक Ex 4.6

Chapter 4 सारणिक विविध प्रश्नावली

MP Board Class 12th Maths Chapter 5 सांतत्य तथा अवकलनीयता

Chapter 5 सांतत्य तथा अवकलनीयता Ex 5.1

Chapter 5 सांतत्य तथा अवकलनीयता Ex 5.2

Chapter 5 सांतत्य तथा अवकलनीयता Ex 5.3

Chapter 5 सांतत्य तथा अवकलनीयता Ex 5.4

Chapter 5 सांतत्य तथा अवकलनीयता Ex 5.5

Chapter 5 सांतत्य तथा अवकलनीयता Ex 5.6

Chapter 5 सांतत्य तथा अवकलनीयता Ex 5.7

Chapter 5 सांतत्य तथा अवकलनीयता Ex 5.8

Chapter 5 सांतत्य तथा अवकलनीयता विविध प्रश्नावली

MP Board Class 12th Maths Chapter 6 अवकलज के अनुप्रयोग

Chapter 6 अवकलज के अनुप्रयोग Ex 6.1

Chapter 6 अवकलज के अनुप्रयोग Ex 6.2

Chapter 6 अवकलज के अनुप्रयोग Ex 6.3

Chapter 6 अवकलज के अनुप्रयोग Ex 6.4

Chapter 6 अवकलज के अनुप्रयोग Ex 6.5

Chapter 6 अवकलज के अनुप्रयोग विविध प्रश्नावली

MP Board Class 12th Maths Chapter 7 समाकलन

Chapter 7 समाकलन Ex 7.1

Chapter 7 समाकलन Ex 7.2

Chapter 7 समाकलन Ex 7.3

Chapter 7 समाकलन Ex 7.4

Chapter 7 समाकलन Ex 7.5

Chapter 7 समाकलन Ex 7.6

Chapter 7 समाकलन Ex 7.7

Chapter 7 समाकलन Ex 7.8

Chapter 7 समाकलन Ex 7.9

Chapter 7 समाकलन Ex 7.10

Chapter 7 समाकलन Ex 7.11

Chapter 7 समाकलन विविध प्रश्नावली

MP Board Class 12th Maths Chapter 8 समाकलनों के अनुप्रयोग

Chapter 8 समाकलनों के अनुप्रयोग Ex 8.1

Chapter 8 समाकलनों के अनुप्रयोग Ex 8.2

Chapter 8 समाकलनों के अनुप्रयोग विविध प्रश्नावली

MP Board Class 12th Maths Chapter 9 अवकल समीकरण

Chapter 9 अवकल समीकरण Ex 9.1

Chapter 9 अवकल समीकरण Ex 9.2

Chapter 9 अवकल समीकरण Ex 9.3

Chapter 9 अवकल समीकरण Ex 9.4

Chapter 9 अवकल समीकरण Ex 9.5

Chapter 9 अवकल समीकरण Ex 9.6

Chapter 9 अवकल समीकरण विविध प्रश्नावली

MP Board Class 12th Maths Chapter 10 सदिश बीजगणित

Chapter 10 सदिश बीजगणित Ex 10.1

Chapter 10 सदिश बीजगणित Ex 10.2

Chapter 10 सदिश बीजगणित Ex 10.3

Chapter 10 सदिश बीजगणित Ex 10.4

Chapter 10 सदिश बीजगणित विविध प्रश्नावली

MP Board Class 12th Maths Chapter 11 त्रि-विमीय ज्यामिति

Chapter 11 त्रिविमीय ज्यामिति Ex 11.1

Chapter 11 त्रिविमीय ज्यामिति Ex 11.2

Chapter 11 त्रिविमीय ज्यामिति Ex 11.3

Chapter 11 त्रिविमीय ज्यामिति विविध प्रश्नावली

MP Board Class 12th Maths Chapter 12 रैखिक प्रोग्रामन

Chapter 12 रैखिक प्रोग्रामन Ex 12.1

Chapter 12 रैखिक प्रोग्रामन Ex 12.2

Chapter 12 रैखिक प्रोग्रामन विविध प्रश्नावली

MP Board Class 12th Maths Chapter 13 प्रायिकता

Chapter 13 प्रायिकता Ex 13.1

Chapter 13 प्रायिकता Ex 13.2

Chapter 13 प्रायिकता Ex 13.3

Chapter 13 प्रायिकता Ex 13.4

Chapter 13 प्रायिकता Ex 13.5

Chapter 13 प्रायिकता विविध प्रश्नावली

[divyaspuramworld]

WBBSE Solutions For Class 10 Maths Mensuration Chapter 3 Right Circular Cone

[ameerunsblog]

WBBSE notes for class 6 maths arithmetic chapter 3 logical approximation of number

[winryofresembool]

Things We Lost in the Fire, ch 14

aka Caleo uni au

Fic summary: Calypso starts studying at a new university, but to her annoyance her new flatmate is a loud mouthed mechanic who also likes to sneak his dog in whenever. But as she learns to know him better, she realizes they might have more in common than what she first thought. Eventually, even the darkest secrets come out…

Chapter summary: Leo's fear raises its head at the worst possible moment.

A/N: Finally some (slight) drama after I've drowned all of you in fluff in the previous chapters. Also, it was pretty exciting for me to finally get to explore Leo's studying life a bit more in this chapter.

I also want to take this opportunity to advertise a future fic of mine that I /hope/ to finish by the end of this week. The past week I've been working on a post ToN Caleo one-shot which is already over 4000 words long and at this point mainly needs some heavy editing to be posted. So stay tuned for that too if you like this ship!

Big big thanks to Cris for helping me a whole lot with this chapter! I really needed your science knowledge :’)

I hope you guys enjoy this chapter! And remember that comments are the only reward I get so they would be much, much appreciated!!

Characters in this ch: Calypso, Leo. Jason, Percy, Annabeth

Words: 3000+

Genre: romance & hurt/comfort

Warnings: none

previous chapter / next chapter / AO3

...

“Mister Valdez? Are you listening?”

Leo snapped out of his daze. He was at his engineering math class and for the past 15 minutes the professor had been explaining to the group a problem that had taken Leo about 2-3 minutes to solve. Usually he did something else while listening to his professors; finish more calculations (sometimes even ones they weren’t assigned to do), doodle blueprints and ideas for future inventions into his notebook, write down a new joke he had come up with, or text Jason that he was bored. Weirdly enough, doing all that other stuff helped him to focus on what was going on in the lecture.

However, this time his mind was elsewhere; it kept showing him images of a girl with shoulder length reddish brown hair, dark brown eyes that seemed a bit harsh at first but softened when she laughed at his joke, a couple of freckles on her light skin… He could also hear her laughter and smell the cinnamon scent that probably came from the shampoo she used in his head. The previous evening had gone so well but he had no idea what to make of it; even if he did like Calypso (which he wasn’t quite ready to admit yet), could anything ever happen? They were flatmates. Things would sure get complicated if they got together and then broke up and would barely stand each other’s company… Besides, who was to say she’d ever like him? Sure, sometimes she seemed amused by his jokes but what other reasons did he give for her to like him? Not much, he felt.

Leo started to get frustrated because he couldn’t get those thoughts out of his head and he might have started to growl to himself if the professor hadn’t called him at that exact moment.

“Yes?” Leo answered unsurely, not having heard what the professor had asked.

“Good. Then you can tell me what the solution to this problem is.” The professor pointed at the long and complicated looking problem on the whiteboard.

Leo sighed of relief on the inside. They were still talking about the same problem that he had solved over 10 minutes ago. He could do this.

“X is 3,65, Y is 5,51 and Z is 7,24,” he said, sounding almost bored.

“That is correct,” the professor said, badly hiding his surprise. He had thought this kid who seemed to be living in his dream world would be utterly confused by his question. He turned his attention back to the rest of the class and continued: “Of course, the easiest way to solve this equation is to divide X with… Yes, Mister Valdez?”

“Actually, I disagree,” Leo said, now completely awake. “Why would you divide it when you can…”

“Which one of us is the professor here, Mister Valdez?” the professor cut him off. “You may think you know how to do this but there are plenty of students here who aren’t quite as advanced and that’s why it’s better to show them one way to do it rather than to confuse them by....”

“Yeah, right, my bad,” Leo said sarcastically. “If these students are so simple minded, then why don’t you give them more practical problems to solve? You know, things we might actually need in the work life instead of… that,” he pointed at the whiteboard.

A couple of people were brave enough to nod and hum in agreement to Leo’s comments but there were also a few that started laughing.

“Alright, that’s it, Mister Valdez. Leave my class.”

Leo obeyed gladly (that class was such a waste of time anyway). He packed his things and headed out of the room, grinning widely as he left to let the professor know he hadn’t won that battle. It was almost lunch time so he decided to already go to the cafeteria to wait for Jason whose class wasn’t too far either.

About 15 minutes later Jason showed up, and to Leo's surprise he also had company. Percy Jackson did occasionally join them for a game night or a sparring session but Leo almost exclusively saw him outside the university. From what he knew Percy was currently focusing on his swimming career and wasn’t studying anything. Now he had however joined Jason for lunch and that made Leo wonder if there was some specific reason for that.

“Hey, man,” Jason greeted. “You’re early today. Are they having enchiladas or something?”

“Nah,” Leo shook his head. “I may have gotten kicked out of the class.”

“What did you do this time?” Jason rolled his eyes.

“Nothing, really!” Leo exclaimed. Jason kept looking at him suspiciously, though, so he had to add eventually: “Fine, I may have disagreed with the professor about some of his methods, but really, that’s all. Didn’t blow up the lab or anything like that.”

“One time when I was in the high school I told the teacher his pants were unzipped and I wasn’t allowed to participate in his classes for a whole week after that. Didn’t miss much, though, he sucked as a teacher,” Percy joined the conversation.

“That’s exactly what I thought about this guy!” Leo said and gave Percy a high five. “Anyway, what are you doing here? I thought you’d be in the pool at this hour.”

“Just checking the places,” Percy shrugged. Leo raised his eyebrow questioningly. “Fine, Annabeth thinks that at some point I should start thinking about my career after swimming so Jason said he could show me around today so I’d get an idea what it’s like here. Oh and, he promised me a free lunch.”

“Makes sense,” Leo said while already looking at the menu eagerly. “I’d come here for a free lunch too.”

“You pay for this one, though,” Percy pointed out.

“Back to the actual topic ,” Jason said, looking at Leo a bit worriedly. “You didn’t get into big trouble with that professor, did you?”

“I think he’ll go back to ignoring me again in the next class. “ Leo replied. “So no need to worry.”

“Good. It’s just that, after that last lab incident…” Jason started, referring to an incident that had happened in the previous semester, but Leo stopped him.

“I said no need to worry,” Leo said a bit louder. “I’ve got things sorted, OK? Just… let’s go to get that damn lunch now. Chili con carne, anyone?”

In reality, Leo knew that if he skipped one more lab class, the professors wouldn’t be that understanding. The saddest part about it was that he actually enjoyed the lab classes way more than the boring theory classes because there you got to try things out with your own hands, but… there was one big but. He couldn’t be there when…

“Leo?” he heard Jason’s voice somewhere nearby

“Yeah, what’s up?”

“You were just totally zoned out, I was talking to you like a full minute and I don’t think you heard anything I said,” Jason pointed out.

“Oh, sorry. Lots going on in my mind. So, what did you say?” Leo asked.

“I was asking about when we should meet up on Saturday? I have soccer practice in the morning and Piper has a meeting with her theater group at 1 pm but we’re free after that.”

“I have to ask Cal but I think I can organize my work so I’d be free any time after 4 pm.”

“Alright, sounds fine to me,” Jason said, but Leo could sense that he was still wondering what had been bothering him that much.

“So who’s this Cal person?” Percy asked when the boys made it to the buffet tables.

“My new flatmate,” Leo said simply, currently more interested in filling his plate than elaborating on his living situation.

“OK. I was just wondering because Annabeth mentioned that she’d been at your place, and apparently she’d helped to give this flatmate of yours a makeover.”

“Oh, yeah!” Leo said, remembering that meeting quite vividly. “From what I’ve heard they’ve been hanging out quite a lot lately. That’s good because… well, she’s new here.” Leo was going to say that she doesn’t seem to have a lot of people in her life, but decided that he didn’t want to reveal too much to someone who had never even met her.

“Where is she from then?”

“I think she moved here from New York,” Leo said. “And she’s around your age. Who knows, you might even know her.”

“New York is a pretty big place,” Percy pointed out. “I guess Cal is a nickname? What’s her full name?”

Leo was going to answer when he spotted the chemistry lab professor in the crowd and he quickly hid behind Jason.

“Don’t let him see me,” Leo said hastily. “He’s gonna…”

Leo didn’t have a chance to finish his sentence when he heard the said professor say loudly: “Mister Valdez!”

Leo peeked from behind his friend.

“Hola, professor,” he said awkwardly. “Didn’t see you there.”

“Yes you did, you were just trying to hide from me. I wanted to remind you that today is the test day which is 60% of the mark. And that means that…”

“If I skip that test, I will fail the class,” Leo added, looking down at his feet. He didn’t remain like that long, though. “I’ll be there, professor.” He put up a brave face and saluted him as the professor just ‘hmmph’ed and turned away from me.

“I thought you said you have everything in order.” Jason raised his eyebrow once the boys had paid for their lunches and started to look for a table. “That didn’t seem like it.”

“Take care of your own business, Sparky,” Leo grunted and pointed at one empty table not far from them. “Let’s go there.”

“I’m serious, Leo,” Jason continued once they got seated. “Something is bothering you. We are your friends and we do care. You can trust us on this.”

Leo let Jason’s words sink in. Friends. Care. Trust. Since his mother died, he had always been the oddball, the outsider until he got a family who actually cared about him, Jo, Emmie and Georgie, but he still got a bit overwhelmed every time he realized that he really mattered to someone.

“Thanks, man.” Leo said finally. “I’ll… keep that in my mind. Promise.”

“Good.” Jason smiled at him encouragingly. “You can talk to us whenever you feel like it.”

After that the discussion moved to other things. Percy was hopeful that he was fit enough for a new record in his next competition and he didn’t forget to praise her little sister as well. Jason mentioned having seen his father at the campus but he had barely acknowledged his presence. Leo threw a few sarcastic comments here and there to let the others know he was listening. However, he had lost his appetite after hearing about the test. He had barely tasted his lunch and was now moving the rice back and forth on his plate as it got cooler. If the others noticed that, they didn’t say anything, probably thinking that it was better to let Leo open up on his own accord.

The lunch time flew by too fast for Leo’s liking. After separating from his friends he started heading towards the lab where most of the other students were already getting prepared. Taking a deep breath, he stepped in, hoping for the best.

The lab class started with a brief written test that made sure the students were ready for the practice part. This time would be particularly important, though, because it was testing them about pretty much everything they had learned so far in that class, and would be graded accordingly.

The written test caused no problem to Leo. He’d be able to name the lab tools by heart even in his sleep and the calculations weren’t much harder to him. However, he was already dreading the actual practice part for a very specific reason…

In the practice Leo would have to mix a few compounds together to get a chemical reaction. That was the simple part. But unfortunately for him, these said compounds would have to be heated in order for them to react. And of course you’d need a flame to do that. Now that was the hard part for Leo. He hated the gas burners and it had become a habit for him to skip a lab class when he knew they would be used. Unfortunately for him, that was fairly often because apparently the university’s heating plates were used by some other group at the same time, and that was also why he was about to fail this class. But if he could handle using the burner just this once, maybe he’d be fine… He knew he couldn’t afford to fail it because if he did, it might be a sign that he wouldn’t be able to do the job he was so excited about, and that would be a huge slap in his face. Maybe even bigger than he was ready to admit.

He measured the compounds and was ready to heat them when he noticed that a fellow student nearby had accidentally mistaken two of the compounds with each other, ruining the mixture. That gave him an idea.

“Pssst. I can mix a new one for you if you heat this for me.”

“What?” The other student looked at him with confusion. “Why would I do that?”

“I just told you. I can fix that for you.”

“You just want to flex with your skills, that’s all,” the guy said, knowing Leo’s reputation as the genius who however refused to join lab classes. Probably because he felt he was too good for them. “May I remind you that this is a solo practice!” the professor yelled from the front of the class. “No talking allowed.”

“Yes, professor,” Leo said quietly, but rolled his eyes at him when he turned his back. He read the instructions one more time to make sure he hadn’t missed anything and when he was double convinced that he was in the part that he had dreaded, he breathed sharply and picked up his gas burner and some matches. He felt his heart starting to race and his hands starting to shake as he took one match from the box and tried to light it.

He tried once. Twice. Took a deep breath and tried once more. At this point his hands were shaking so furiously that the match fell from his hand. Realizing that he still couldn’t do it, he made a frustrated groan, dropped the match box on the table and started shakily collecting his things.

“Mister Valdez? Did you finish your task?” The professor raised his gaze from his desk and focused on him. A few others turned to Leo’s direction as well.

“No, sir.”

“And why not?”

“I. can’t.” Leo said with a voice so deep and raw that you rarely got to hear it from him. He left his unfinished product on the professor’s desk. Then he threw his bag over his shoulder and doors banging left the class.

He didn’t make it far when he felt his knees going weak and he had to sit down on the closest chair, burying his face in his hands.

…

“Thanks so much for showing me that place! It feels so good to see some nature even this close to the city,” Calypso exclaimed happily to Annabeth as they were walking towards the dorms. Calypso loved nature and she didn’t really feel at home in the concrete jungle, hoping that one day she could afford to buy a house from the countryside. She had once mentioned that to Annabeth who also enjoyed adventuring in the less crowded areas and had promised to take Calypso to one of her favorite parks nearby. They both had had free time from their classes that afternoon so they had decided to take the advantage of that and go to explore a bit.

The park had been pretty, having a small river running through it and little trails circling the trees. Calypso, who had grown near the sea missed seeing bodies of water so even the river had made her feel a little less homesick. The girls had been there for a few hours, taking pictures and having a small picnic while talking about anything and everything that had come to their minds.

Now, unfortunately, it was time to return back to real life and the assignments that were waiting for them at home.

“No problem,” Annabeth replied to Calypso’s comment. “Honestly, I think this break was much needed. I do love architecture and history and all that but sometimes my ADHD kicks in and I just need to get out of the house.”

“Yeah, it helps to focus again afterwards,” Calypso agreed. “Hey, do you have anything special to do this weekend? Leo, I, Piper and Jason are supposed to have a video game night on Saturday and I thought I’d ask if you want to join. You can ask your boyfriend too if you want, of course! I’m sure Leo wouldn’t mind.”

“What time would it be?” Annabeth asked.

“I haven’t asked Leo yet but he does work on Saturdays so probably not very early. Sometime in the evening. I can inform you when I know more,” Calypso promised.

“Okay, I’ll keep that in my mind. My boyfriend has a swimming practice twice a day so he may not be able to join us but I might!”

“Great!”

The girls had reached the area where Calypso lived so they turned to their own directions.

“I’ll contact you!” Calypso said before Annabeth was too far to hear. She waved at her in response.

Calypso was still smiling when she entered her flat, but the smile soon melted from her face when she saw Leo hunched on the couch, looking utterly lost. Calypso approached him cautiously, asking: “What happened?”

Leo patted on the seat next to him, gesturing to her to join him on the couch. She did, but when he didn’t say anything for a while, though, Calypso decided to be bold and wrap her arm around his shoulder. Leo looked at her with dark eyes, still appreciating the gesture.

“I may have to start making new career plans.”

[bloggulf220]

Mr. Mac's Challengesmr. Mac's 6th Grade

Mr. Mac's Challengesmr. Mac's 6th Grade Language Arts

Mr. Mac's Challengesmr. Mac's 6th Grader

These seem like obvious things but just trying to help people with the learning curve.

This feature is not available right now. Please try again later.

Anker Tests Reading / Language Arts Skills. More Reading Comprehension More Spelling (10 words each) More Homophones More Analogies. More 6th General Math. By Mr Mac. Now contains Australian/British English and US English spellings. A great visual prompt for students to implement the 'Super Six' comprehension strategies when reading or viewing texts. great poster display for classrooms - text and images.

Elementary Math Skills

Mrs. Victoria Rose

This class will address 3-6th grade mathematical skills in preparation for pre-algebra.

Pre-Algebra

Mr. Mac Ogilvie 1

STARS offers a Pre-Algebra course using the Saxon Math 8/7 book as a resource. This course provides an excellent summary of the basic skills required to move into Algebra. It can be considered to be a Middle School Math course that bridges elementary school to high school math. Public schools seem to be moving some students into Algebra as early as sixth grade depending largely on the skill level of the student. But the movement into Algebra at any grade level requires the exposure to a wide range of general math knowledge and the mastery of key skills essential to the ability to be successful in Algebra. This course provides that knowledge and the ability to master those critical skills. The course includes coverage of basic geometry and probability and statistics. The STARS instructor at this time has an extensive background in teaching both middle school math and Algebra both in public schools and here at STARS.

Need: Saxon 8/7 Homeschool Kit- http://www.rainbowresource.com/product/Saxon+Math+8-7+3ED+Homeschool+KIT/024434

Mr. Mac's Challengesmr. Mac's 6th Grade Language Arts

Algebra I

Mr. Mac Ogilvie

This course will use the Saxon book, Algebra 1, to provide a comprehensive teaching of the fundamental aspects of problem solving. It offers a substantial review of pre algebra fundamentals while also offering coverage of area, volume, and perimeter of geometric figures. Major topics include evaluation of algebraic equations, thorough coverage of exponents, polynomials, solving and graphing linear equations, complex fractions, solving systems of equations, radicals, word problems, solving and graphing quadratic equations, solving systems of equations, and solving equations by factoring.

Textbook: Saxon Algebra 1 Homeschool Kit http://www.rainbowresource.com/product/sku/000628

Algebra II

Mr. Mac Ogilvie

This course will use the Saxon book, Algebra 2, to provide a comprehensive teaching of the fundamental aspects of problem solving. It offers a substantial review of all topics in Algebra 1 and then moves on to cover these topics at an advanced level. Major topics include the solving and graphing of linear and quadratic equations, factoring, a variety of types of word problems, solving quadratic equations by completing the square, solving simultaneous equations with fractions and decimals, complex roots of quadratic equations, solving systems of nonlinear equations, graphing and solving a system of inequalities, exponential equations, and review of key geometry, probability and statistics topics.

Textbook: Saxon Algebra 2: Homeschool Kit Third Edition

Jacob’s Geometry

Ms. Enjoli Stith

3rd Edition. This is an excellent geometry course with clear explanations of geometric concepts, including plenty of practice with proofs (informal and paragraph). The second chapter (six lessons) is devoted to logic in preparation for constructing proofs. Topics build incrementally and each practice set assumes knowledge gained in previous lessons in order to construct proofs. The author has set his text up to include three sets of problems with each lesson so as to present the basic concepts in Set I exercises, applications in Set II exercises, and extension of concepts in Set III exercises. Finally, there are Algebra reviews located at the end of most chapters in the student textbook. An appendix contains all presented theorems and postulates. After a thorough study of Euclidean geometry, a single chapter of four lessons presents non-Euclidean geometries. SAT math problems have also been included in exercise sets. The teacher’s guide contains lesson plans, black line masters, and answers to all exercises. The test bank contains two tests for each chapter, a mid-term, a final, and solutions.

Textbook: Geometry: Seeing, Doing, Understanding, 3rd Edition

Advanced Math (Pre-Calculus and Trigonometry)

Ms. Enjoli Stith

Advanced Mathematics fully integrates topics for algebra, geometry, trigonometry, discrete mathematics, and mathematical analysis, to include trigonometric equations and inequalities, the unit circle and trigonometric identities, conic sections, logarithms and exponents, probability and statistics, complex numbers, functions and graphs, sequences and series, and matrices. Graphing calculator applications are developed to facilitate calculations and enhance in-depth understanding of concepts. Word problems are developed throughout the problem sets and become progressively more elaborate. With this practice, high-school level students will be able to solve challenging problems such as rate problems and work problems involving abstract quantities. Conceptually oriented problems that help prepare students for college entrance exams (such as the ACT and SAT) are included in the problem sets. Students complete 2-3 lessons per week.

Mr. Mac's Challengesmr. Mac's 6th Grader

Note: This is a two year class. Part 1 covers lessons 1-66, Part 2 covers lessons 67-125.

[vidfom-com]

Class 11 Maths Chapter 1 - English Medium

NCERT Solutions for Vidfom.com for  Class 11 Maths Chapter 1 - English Medium includes all the important topics with detailed explanation that aims to help students to understand the concepts better. Students who are preparing for their Class 11 exams must go through NCERT Solutions for Vidfom.com for  Class 11 Maths Chapter 1 - English Medium. Going through the solutions provided on this page will help you to know how to approach and [solve the problems.](https://www.vidfom.com)

Students can also find NCERT intext, exercises and back of chapter questions. Also working on Vidfom.com for  Class 11 Maths Chapter 1 - English Medium NCERT Solutions will be most helpful to the students to solve their Homeworks and Assignments on time. Students can also download NCERT Solutions for Vidfom.com for  Class 11 Maths Chapter 1 - English Medium PDF to access them even in offline mode.

NCERT Books for Class 11 Maths – English Medium

Chapter 1: [Sets](https://www.vidfom.com/2020/10/ncert-solutions-for-class-11-maths.html)

Chapter 2: [Relations and Functions](https://www.vidfom.com/2020/10/ncert-solutions-for-class-11-maths_3.html)

Chapter 3: [Trigonometric Functions](https://www.vidfom.com/2020/10/ncert-solutions-for-class-11-maths-chapter-4.html)

Chapter 4: [Principle of Mathematical Induction](https://www.vidfom.com/2020/10/ncert-solutions-for-class-11-maths-chapter-4_5.html)

Chapter 5: [Complex Numbers and Quadratic Equations](https://www.vidfom.com/2020/10/ncert-solutions-for-class-11-maths-chapter-5.html)

Chapter 6: [Linear Inequalities](https://www.vidfom.com/2020/10/Class-11-Maths-Chapter-6%20.html)

Chapter 7: [Permutations and Combinations](https://www.vidfom.com/2020/10/Class-11-Maths-Chapter-7-English-Medium.html)

Chapter 8: [Binomial Theorem](https://www.vidfom.com/2020/10/class-11-maths-chapter-8-binomial.html)

Chapter 9: [Sequences and Series](https://www.vidfom.com/2020/10/Class-11-Maths-Chapter-9-English-Medium.html)

Chapter 10: [Straight Lines](https://www.vidfom.com/2020/10/Class-11-Maths-Chapter-10-English-Medium.html)

Chapter 11: [Conic Sections](https://www.vidfom.com/2020/10/class-11-maths-chapter-11-conic.html)

Chapter 12: [Introduction to Three Dimensional Geometry](https://www.vidfom.com/2020/10/class-11-maths-chapter-12-introduction.html)

Chapter 13: [Limits and Derivatives](https://www.vidfom.com/2020/10/class-11-maths-chapter-13-limits-and.html)

Chapter 14: [Mathematical Reasoning](https://www.vidfom.com/2020/10/Class-11-Maths-Chapter-14-English-Medium.html)

Chapter 15: [Statistics](https://www.vidfom.com/2020/10/class-11-maths-chapter-15-statistics.html)

Chapter 16: [Probability](https://www.vidfom.com/2020/10/Class-11-Maths-Chapter-16-English-Medium.html)

Here we are providing the Chapter-wise NCERT Book for "Class 11 Maths Subject". Students can easily download and access the chapters of Class 11 Maths. Digital edition of "NCERT Books Class 11 Maths pdf" are always handy to use when you do not have access to a physical copy. Here you can get "Class 11 Maths" NCERT Books. The "NCERT for Class 11 Maths" Chapters wise relevant topic covered on this page.

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