Artham

Resource Material
For Revised Syllabus Session 2024-25

EXEMPLAR
SOLUTIONS
MATHS
Chapter 1 :Relations and Functions
Class
:
12

Powered by
 Chapter 1:
Relations and Functions

Exercise 1.3
Short Answer (S.A.)
1. Let A = {a, b, c} and the relation R be defined on A as follows:
R = {(a, a), (b, c), (a, b)}.
Then, write minimum number of ordered pairs to be added in R to make R reflexive and
transitive.
Solution:

Given relation, R = {(a, a), (b, c), (a, b)}

To make R as reflexive we should add (b, b) and (c, c) to R. Also, to make R as transitive we should add
(a, c) to R.
Hence, the minimum number of ordered pairs to be added are (b, b), (c, c) and (a, c) i.e. 3.

2. Let D be the domain of the real valued function f defined by f(x) = √(25 – x2). Then, write D.
Solution:

Given, f(x) = √(25 – x2)

The function is defined if 25 – x2 ≥ 0
So, x2 ≤ 25
-5 ≤ x ≤ 5
Therefore, the domain of the given function is [-5, 5]

3. Let f, g: R → R be defined by f(x) = 2x + 1 and g (x) = x2 – 2, ∀ x ∈ R, respectively. Then, find g

o f.
Solution:

Given,
f(x) = 2x + 1 and g (x) = x2 – 2, ∀ x ∈ R
Thus, g o f = g (f (x))
= g (2x + 1)
= (2x + 1)2 – 2
= 4x2 + 4x + 1 – 2
= 4x2 + 4x - 1

4. Let f: R → R be the function defined by f (x) = 2x – 3, ∀ x ∈ R. write f –1.

Solution:

Given function,
f (x) = 2x - 3, ∀ x ∈ R
Let y = 2x – 3
x = (y + 3)/ 2
Thus,
f -1(x) = (x + 3)/ 2

5. If A = {a, b, c, d} and the function f = {(a, b), (b, d), (c, a), (d, c)}, write f –1.
Solution:

Given,
A = {a, b, c, d} and f = {(a, b), (b, d), (c, a), (d, c)}
So,
f -1 = {(b, a), (d, b), (a, c), (c, d)}

6. If f: R → R is defined by f (x) = x2 – 3x + 2, write f (f (x)).

Solution:

Given, f (x) = x2 – 3x + 2
Then,
f (f (x)) = f (x2 – 3x + 2)
= (x2 – 3x + 2)2 – 3(x2 – 3x + 2) + 2,
= x4 + 9x2 + 4 – 6x3 + 4x2 – 12x – 3x2 + 9x – 6 + 2
= x4 – 6x3 + 10x2 – 3x
Thus,
f (f (x)) = x4 – 6x3 + 10x2 – 3x

7. Is g = {(1, 1), (2, 3), (3, 5), (4, 7)} a function? If g is described by g (x) = αx + β, then what value
should be assigned to α and β.
Solution:

Given, g = {(1, 1), (2, 3), (3, 5), (4, 7)}

It’s seen that every element of domain has a unique image. So, g is function.
Now, also given that g (x) = αx + β
So, we have
g (1) = α(1) + β = 1
α + β = 1 …….. (i)
And, g (2) = α(2) + β = 3
2α + β = 3 …….. (ii)
Solving (i) and (ii), we have
α = 2 and β = -1
Therefore, g (x) = 2x - 1

8. Are the following set of ordered pairs functions? If so, examine whether the mapping is injective
or surjective.
(i) {(x, y): x is a person, y is the mother of x}.
(ii){(a, b): a is a person, b is an ancestor of a}.
Solution:

(i) Given, {(x, y): x is a person, y is the mother of x}

It’s clearly seen that each person ‘x’ has only one biological mother.
Hence, the above set of ordered pairs make a function.
Now more than one person may have same mother. Thus, the function is many-many one and surjective.
(ii) Given, {(a, b): a is a person, b is an ancestor of a}
It’s clearly seen that any person ‘a’ has more than one ancestors.
Thus, it does not represent a function.

9. If the mappings f and g are given by f = {(1, 2), (3, 5), (4, 1)} and g = {(2, 3), (5, 1), (1, 3)}, write
f o g.
Solution:

Given,
f = {(1, 2), (3, 5), (4, 1)} and g = {(2, 3), (5, 1), (1, 3)}
Now,
fog (2) = f(g(2)) = f(3) = 5
fog (5) = f(g(5)) = f(1) = 2
fog (1) = f(g(1)) = f(3) = 5
Thus,
fog = {(2, 5), (5, 2), (1, 5)}

10. Let C be the set of complex numbers. Prove that the mapping f: C → R given by f (z) = |z|, ∀ z
∈ C, is neither one-one nor onto.
Solution:

Given, f: C → R such that f (z) = |z|, ∀ z ∈ C

Now, let take z = 6 + 8i
Then,
f (6 + 8i) = |6 + 8i| = √(62 + 82) = √100 = 10
And, for z = 6 - 8i
f (6 - 8i) = |6 - 8i| = √(62 + 82) = √100 = 10
Hence, f (z) is many-one.
Also, |z| ≥ 0, ∀ z ∈ C
But the co-domain given is ‘R’
Therefore, f(z) is not onto.

11. Let the function f: R → R be defined by f (x) = cos x, ∀ x ∈ R. Show that f is neither one-one
nor onto.
Solution:

We have,
f: R → R, f(x) = cos x
Now,
f (x1) = f (x2)
cos x1 = cos x2
x1 = 2nπ ± x2, n ∈ Z
It’s seen that the above equation has infinite solutions for x1 and x2
Hence, f(x) is many one function.
Also the range of cos x is [-1, 1], which is subset of given co-domain R.
Therefore, the given function is not onto.

12. Let X = {1, 2, 3} and Y = {4, 5}. Find whether the following subsets of X × Y are functions from
X to Y or not.
(i) f = {(1, 4), (1, 5), (2, 4), (3, 5)} (ii) g = {(1, 4), (2, 4), (3, 4)}
(iii) h = {(1,4), (2, 5), (3, 5)} (iv) k = {(1,4), (2, 5)}.
Solution:

Given, X = {1, 2, 3} and Y = {4, 5}

So, X × Y = {(1, 4), (1, 5), (2, 4), (2, 5), (3, 4), (3, 5)}
(i) f = {(1, 4), (1, 5), (2, 4), (3, 5)}
f is not a function as f(1) = 4 and f(1) = 5
Hence, pre-image ‘1’ has not unique image.

(ii) g = {(1, 4), (2, 4), (3, 4)}

It’s seen clearly that g is a function in which each element of the domain has unique image.

(iii) h = {(1,4), (2, 5), (3, 5)}

It’s seen clearly that h is a function as each pre-image with a unique image.
And, function h is many-one as h(2) = h(3) = 5

(iv) k = {(1, 4),(2, 5)}

Function k is not a function as ‘3’ has not any image under the mapping.

13. If functions f: A → B and g: B → A satisfy g o f = IA, then show that f is one-one and g is onto.
Solution:

Given,
f: A → B and g: B → A satisfy g o f = I A
It’s clearly seen that function ‘g’ is inverse of ‘f’.
So, ‘f’ has to be one-one and onto.
Hence, ‘g’ is also one-one and onto.

14. Let f: R → R be the function defined by f(x) = 1/(2 – cos x) ∀ x ∈ R. Then, find the range of f.
Solution:

Given,
f(x) = 1/(2 – cos x) ∀ x ∈ R
Let y = 1/(2 – cos x)
2y – ycos x = 1
cos x = (2y - 1)/ y
cos x = 2 – 1/y
Now, we know that -1 ≤ cos x ≤ 1
So,
-1 ≤ 2 – 1/y ≤ 1
-3 ≤ – 1/y ≤ -1
1 ≤ – 1/y ≤ 3
1/3 ≤ y ≤ 1
Thus, the range of the given function is [1/3, 1].

15. Let n be a fixed positive integer. Define a relation R in Z as follows: ∀ a, b ∈ Z, aRb if and only
if a – b is divisible by n. Show that R is an equivalance relation.
Solution:

Given ∀ a, b ∈ Z, aRb if and only if a – b is divisible by n.

Now, for
aRa ⇒ (a - a) is divisible by n, which is true for any integer a as ‘0’ is divisible by n.
Thus, R is reflective.
Now, aRb
So, (a - b) is divisible by n.
⇒ - (b - a) is divisible by n.
⇒ (b – a) is divisible by n
⇒ bRa
Thus, R is symmetric.
Let aRb and bRc
Then, (a - b) is divisible by n and (b - c) is divisible by n.
So, (a - b) + (b - c) is divisible by n.
⇒ (a - c) is divisible by n.
⇒ aRc
Thus, R is transitive.
So, R is an equivalence relation.

Long Answer (L.A.)

16. If A = {1, 2, 3, 4 }, define relations on A which have properties of being:
(a) reflexive, transitive but not symmetric
(b) symmetric but neither reflexive nor transitive
(c) reflexive, symmetric and transitive.
Solution:

Given that, A = {1, 2, 3}.

(i) Let R1 = {(1, 1), (1, 2), (1, 3), (2, 3), (2, 2), (1, 3), (3, 3)}
R1 is reflexive as (1, 1), (2, 2) and (3, 3) lie is R1.
R1 is transitive as (1, 2) ∈ R1, (2, 3) ∈ R1 ⇒ (1, 3) ∈ R1
Now, (1, 2) ∈ R1 ⇒ (2, 1) ∉ R1.

(ii) Let R2 = {(1, 2), (2, 1)}

Now, (1, 2) ∈ R2, (2, 1) ∈ R2
So, it is symmetric,
And, clearly R2 is not reflexive as (1, 1) ∉ R2
Also, R2 is not transitive as (1, 2) ∈ R2, (2, 1) ∈ R2 but (1, 1) ∉ R2

(iii) Let R3 = {(1, 1), (1, 2), (1, 3), (2, 1), (2, 2), (2, 3), (3, 1), (3, 2), (3, 3)}
R3 is reflexive as (1, 1) (2, 2) and (3, 3) ∈ R1
R3 is symmetric as (1, 2), (1, 3), (2, 3) ∈ R1 ⇒ (2, 1), (3, 1), (3, 2) ∈ R1
Therefore, R3 is reflexive, symmetric and transitive.

17. Let R be relation defined on the set of natural number N as follows:

R = {(x, y): x ∈ N, y ∈ N, 2x + y = 41}. Find the domain and range of the relation R. Also verify
whether R is reflexive, symmetric and transitive.
Solution:

Given function: R = {(x, y): x ∈ N, y ∈ N, 2x + y = 41}.

So, the domain = {1, 2, 3, ….., 20} [Since, y ∈ N ]
Finding the range, we have
R = {(1, 39), (2, 37), (3, 35), …., (19, 3), (20, 1)}
Thus, Range of the function = {1, 3, 5, ….., 39}
R is not reflexive as (2, 2) ∉ R as 2 x 2 + 2 ≠ 41
Also, R is not symmetric as (1, 39) ∈ R but (39, 1) ∉ R
Further R is not transitive as (11, 19) ∉ R, (19, 3) ∉ R; but (11, 3) ∉ R.
Thus, R is neither reflexive nor symmetric and nor transitive.

18. Given A = {2, 3, 4}, B = {2, 5, 6, 7}. Construct an example of each of the following:
(a) an injective mapping from A to B
(b) a mapping from A to B which is not injective
(c) a mapping from B to A.
Solution:

Given, A = {2, 3, 4}, B = {2, 5, 6, 7}

(i) Let f: A → B denote a mapping
f = {(x, y): y = x + 3} or
f = {(2, 5), (3, 6), (4, 7)}, which is an injective mapping.
(ii) Let g: A → B denote a mapping such that g = {(2, 2), (3, 2), (4, 5)}, which is not an injective
mapping.
(iii) Let h: B → A denote a mapping such that h = {(2, 2), (5, 3), (6, 4), (7, 4)}, which is one of the
mapping from B to A.

19. Give an example of a map

(i) which is one-one but not onto
(ii) which is not one-one but onto
(iii) which is neither one-one nor onto.
Solution:

(i) Let f: N → N, be a mapping defined by f (x) = x2

For f (x1) = f (x2)
Then, x12 = x22
x1 = x2 (Since x1 + x2 = 0 is not possible)
Further ‘f’ is not onto, as for 1 ∈ N, there does not exist any x in N such that f (x) = 2x + 1.
(ii) Let f: R → [0, ∞), be a mapping defined by f(x) = |x|
Then, it’s clearly seen that f (x) is not one-one as f (2) = f (-2).
But |x| ≥ 0, so range is [0, ∞].
Therefore, f (x) is onto.

(iii) Let f: R → R, be a mapping defined by f (x) = x2

Then clearly f (x) is not one-one as f (1) = f (-1). Also range of f (x) is [0, ∞).
Therefore, f (x) is neither one-one nor onto.

20. Let A = R – {3}, B = R – {1}. Let f : A → B be defined by f (x) = x – 2/ x – 3 ∀ x ∈ A . Then show

that f is bijective.
Solution:

Given,
A = R – {3}, B = R – {1}
And,
f : A → B be defined by f (x) = x – 2/ x – 3 ∀ x ∈ A
Hence, f (x) = (x – 3 + 1)/ (x – 3) = 1 + 1/ (x – 3)
Let f(x1) = f (x2)

So, f (x) is an injective function.

Now let y = (x - 2)/ (x -3)
x – 2 = xy – 3y
x(1 - y) = 2 – 3y
x = (3y – 2)/ (y - 1)
y ∈ R – {1} = B
Thus, f (x) is onto or subjective.
Therefore, f(x) is a bijective function.

21. Let A = [–1, 1]. Then, discuss whether the following functions defined on A are one-one, onto
or bijective:
(i) f(x) = x/2 (ii) g(x) = |x|
(iii) h(x) = x|x| (iv) k(x) = x2
Solution:

Given, A = [–1, 1]
(i) f: [-1, 1] → [-1, 1], f (x) = x/2
Let f (x1) = f(x2)
x1/ 2 = x2
So, f (x) is one-one.
Also x ∈ [-1, 1]
x/2 = f (x) = [-1/2, 1/2]
Hence, the range is a subset of co-domain ‘A’
So, f (x) is not onto.
Therefore, f (x) is not bijective.

(ii) g (x) = |x|

Let g (x1) = g (x2)
|x1| = |x2|
x1 = ± x2
So, g (x) is not one-one
Also g (x) = |x| ≥ 0, for all real x
Hence, the range is [0, 1], which is subset of co-domain ‘A’
So, f (x) is not onto.
Therefore, f (x) is not bijective.

(iii) h (x) = x|x|

Let h (x1) = h (x2)
x1|x1| = x2|x2|
If x1, x2 > 0
x12 = x22
x12 – x22 = 0
(x1 – x2)(x1 + x2) = 0
x1 = x2 (as x1 + x2 ≠ 0)
Similarly for x1, x2 < 0, we have x1 = x2
It’s clearly seen that for x1 and x2 of opposite sign, x1 ≠ x2.
Hence, f (x) is one-one.
For x ∈ [0, 1], f (x) = x2 ∈ [0, 1]
For x < 0, f (x) = -x2 ∈ [-1, 0)
Hence, the range is [-1, 1].
So, h (x) is onto.
Therefore, h (x) is bijective.

(iv) k (x) = x2
Let k (x1) = k (x2)
x12 = x22
x1 = ± x2
Therefore, k (x) is not one-one.

22. Each of the following defines a relation on N:

(i) x is greater than y, x, y ∈ N
(ii) x + y = 10, x, y ∈ N
(iii) x y is square of an integer x, y ∈ N
(iv) x + 4y = 10 x, y ∈ N.
Determine which of the above relations are reflexive, symmetric and transitive.
Solution:

(i) Given, x is greater than y; x, y ∈ N

If (x, x) ∈ R, then x > x, which is not true for any x ∈ N.
Thus, R is not reflexive.
Let (x, y) ∈ R
⇒ xRy
⇒x>y
So, y > x is not true for any x, y ∈ N
Hence, R is not symmetric.
Let xRy and yRz
⇒ x > y and y > z
⇒x>z
⇒ xRz
Hence, R is transitive.

(ii) x + y = 10; x, y ∈ N
Thus,
R = {(x, y); x + y = 10, x, y ∈ N}
R = {(1, 9), (2, 8), (3, 7), (4, 6), (5, 5), (6, 4), (7, 3), (8, 2), (9, 1)}
It’s clear (1, 1) ∉ R
So, R is not reflexive.
(x, y) ∈ R ⇒ (y, x) ∈ R
Therefore, R is symmetric.
Now (1, 9) ∈ R, (9, 1) ∈ R, but (1, 1) ∉ R
Therefore, R is not transitive.

(iii) Given, xy is square of an integer x, y ∈ N

R = {(x, y) : xy is a square of an integer x, y ∈ N}
It’s clearly (x, x) ∈ R, ∀ x ∈ N
As x2 is square of an integer for any x ∈ N
Thus, R is reflexive.
If (x, y) ∈ R ⇒ (y, x) ∈ R
So, R is symmetric.
Now, if xy is square of an integer and yz is square of an integer.
Then, let xy = m2 and yz = n2 for some m, n ∈ Z
x = m2/y and z = x2/y
xz = m2 n2/ y2, which is square of an integer.
Thus, R is transitive.

(iv) x + 4y = 10; x, y ∈ N
R = {(x, y): x + 4y = 10; x, y ∈ N}
R = {(2, 2), (6, 1)}
It’s clearly seen (1, 1) ∉ R
Hence, R is not symmetric.
(x, y) ∈ R ⇒ x + 4y = 10
And (y, z) ∈ R ⇒ y + 4z = 10
⇒ x – 16z = -30
⇒ (x, z) ∉ R
Therefore, R is not transitive.

23. Let A = {1, 2, 3, ... 9} and R be the relation in A ×A defined by (a, b) R (c, d) if a + d = b + c for
(a, b), (c, d) in A ×A. Prove that R is an equivalence relation and also obtain the equivalent class
[(2, 5)].
Solution:

Given, A = {1, 2, 3, ... 9} and (a, b) R (c, d) if a + d = b + c for (a, b), (c, d) ∈ A ×A.
Let (a, b) R(a, b)
So, a + b = b + a, ∀ a, b ∈ A which is true for any a, b ∈ A.
Thus, R is reflexive.
Let (a, b) R(c, d)
Then,
a+d=b+c
c+b=d+a
(c, d) R(a, b)
Thus, R is symmetric.
Let (a, b) R(c, d) and (c, d) R(e, f)
a + d = b + c and c + f = d + e
a + d = b + c and d + e = c + f
(a + d) – (d + e = (b + c) – (c + f)
a–e=b–f
a+f=b+e
(a, b) R(e, f)
So, R is transitive.
The equivalence class [(2, 5)] = {(1, 4), (2, 5), (3, 6), (4, 7), (5, 8), (6, 9)}
Therefore, R is an equivalence relation.

24. Using the definition, prove that the function f : A→ B is invertible if and only if f is both one-
one and onto.
Solution:

Let f: A → B be many-one function.

Let f(a) = p and f(b) = p
So, for inverse function we will have f-1(p) = a and f-1(p) = b
Thus, in this case inverse function is not defined as we have two images ‘a and b’ for one pre-image
‘p’. But for f to be invertible it must be one-one.
Now, let f: A → B is not onto function.
Let B = {p, q, r} and range of f be {p, q}.
Here image ‘r’ has not any pre-image, which will have no image in set A.
And for f to be invertible it must be onto.
Thus, ‘f’ is invertible if and only if ‘f’ is both one-one and onto.
A function f = X → Y is invertible iff f is a bijective function.

25. Functions f , g : R → R are defined, respectively, by f (x) = x2 + 3x + 1, g (x) = 2x – 3, find

(i) f o g (ii) g o f (iii) f o f (iv) g o g
Solution:

Given, f(x) = x2 + 3x + 1, g (x) = 2x – 3

(i) fog = f(g(x))
= f(2x - 3)
= (2x - 3)2 + 3(2x - 3) + 1
= 4x2 + 9 – 12x + 6x – 9 + 1
= 4x2 – 6x + 1
(ii) gof = g(f(x))
= g(x2 + 3x + 1)
= 2(x2 + 3x + 1) – 3
= 2x2 + 6x – 1
(iii) fof = f(f(x))
= f(x2 + 3x + 1)
= (x2 + 3x + 1)2 + 3(x2 + 3x + 1) + 1
= x4 + 9x2 + 1 + 6x3 + 6x + 2x2 + 3x2 + 9x + 3 + 1
= x4 + 6x3 + 14x2 + 15x + 5
(iv) gog = g(g(x))
= g(2x - 3)
= 2(2x - 3) – 3
= 4x – 6 – 3
= 4x - 9

26. Let * be the binary operation defined on Q. Find which of the following binary operations are
commutative
(i) a * b = a – b ∀ a, b ∈Q (ii) a * b = a2 + b2 ∀ a, b ∈ Q
(iii) a * b = a + ab ∀ a, b ∈ Q (iv) a * b = (a – b)2 ∀ a, b ∈ Q
Solution:

Given that * is a binary operation defined on Q.

(i) a * b = a – b, ∀ a, b ∈Q and b * a = b - a
So, a * b ≠ b * a
Thus, * is not commutative.
(ii) a * b = a2 + b2
b * a = b2 + a2
Thus, * is commutative.
(iii) a * b = a + ab
b * a = b + ab
So clearly, a + ab ≠ b + ab
Thus, * is not commutative.
(iv) a * b = (a - b)2, ∀ a, b ∈Q
b * a = (b –a)2
Since, (a - b)2 = (b - a)2
Thus, * is commutative.

27. Let * be binary operation defined on R by a * b = 1 + ab, ∀ a, b ∈ R. Then the operation * is

(i) commutative but not associative
(ii) associative but not commutative
(iii) neither commutative nor associative
(iv) both commutative and associative
Solution:

(i) Given that * is a binary operation defined on R by a * b = 1 + ab, ∀ a, b ∈ R

So, we have a * b = ab + 1 = b * a
So, * is a commutative binary operation.
Now, a * (b * c) = a * (1 + bc) = 1 + a (1 + bc) = 1 + a + abc
Also,
(a * b) * c = (1 + ab) * c = 1 + (1 + ab) c = 1 + c + abc
Thus, a * (b * c) ≠ (a * b) * c
Hence, * is not associative.
Therefore, * is commutative but not associative.

Objective Type Questions

Choose the correct answer out of the given four options in each of the Exercises from 28 to 47
(M.C.Q.)
28. Let T be the set of all triangles in the Euclidean plane, and let a relation R on T be defined as
aRb if a is congruent to b ∀ a, b ∈ T. Then R is
(A) reflexive but not transitive (B) transitive but not symmetric
(C) equivalence (D) none of these
Solution:

(C) equivalence
Given aRb, if a is congruent to b, ∀ a, b ∈ T.
Then, we have aRa ⇒ a is congruent to a; which is always true.
So, R is reflexive.
Let aRb ⇒ a ~ b
b~a
bRa
So, R is symmetric.
Let aRb and bRc
a ~ b and b ~ c
a~c
aRc
So, R is transitive.
Therefore, R is equivalence relation.

29. Consider the non-empty set consisting of children in a family and a relation R defined as aRb
if a is brother of b. Then R is
(A) symmetric but not transitive (B) transitive but not symmetric
(C) neither symmetric nor transitive (D) both symmetric and transitive
Solution:

(B) transitive but not symmetric

aRb ⇒ a is brother of b.
This does not mean b is also a brother of a as b can be a sister of a.
Thus, R is not symmetric.
aRb ⇒ a is brother of b.
and bRc ⇒ b is brother of c.
So, a is brother of c.
Therefore, R is transitive.

30. The maximum number of equivalence relations on the set A = {1, 2, 3} are
(A) 1 (B) 2
(C) 3 (D) 5
Solution:

(D) 5
Given, set A = {1, 2, 3}
Now, the number of equivalence relations as follows
R1 = {(1, 1), (2, 2), (3, 3)}
R2 = {(1, 1), (2, 2), (3, 3), (1, 2), (2, 1)}
R3 = {(1, 1), (2, 2), (3, 3), (1, 3), (3, 1)}
R4 = {(1, 1), (2, 2), (3, 3), (2, 3), (3, 2)}
R5 = {(1, 2, 3) ⇔ A x A = A2}
Thus, maximum number of equivalence relation is ‘5’.

31. If a relation R on the set {1, 2, 3} be defined by R = {(1, 2)}, then R is

(A) reflexive (B) transitive
(C) symmetric (D) none of these
Solution:

(D) none of these

R on the set {1, 2, 3} be defined by R = {(1, 2)}
Hence, its clear that R is not reflexive, transitive and symmetric.
CLICK TO DOWNLOAD NCERT EXEMPLAR
SOLUTIONS
CLASS 12: MATHEMATICS (ALL CHAPTERS)
JOIN OUR
WHATSAPP
GROUPS
FOR FREE EDUCATIONAL
RESOURCES
JOIN SCHOOL OF EDUCATORS WHATSAPP GROUPS
FOR FREE EDUCATIONAL RESOURCES
We are thrilled to introduce the School of Educators WhatsApp Group, a
platform designed exclusively for educators to enhance your teaching & Learning
experience and learning outcomes. Here are some of the key benefits you can
expect from joining our group:

BENEFITS OF SOE WHATSAPP GROUPS

Abundance of Content: Members gain access to an extensive repository of

educational materials tailored to their class level. This includes various formats such
as PDFs, Word files, PowerPoint presentations, lesson plans, worksheets, practical
tips, viva questions, reference books, smart content, curriculum details, syllabus,
marking schemes, exam patterns, and blueprints. This rich assortment of resources
enhances teaching and learning experiences.

Immediate Doubt Resolution: The group facilitates quick clarification of doubts.

Members can seek assistance by sending messages, and experts promptly respond
to queries. This real-time interaction fosters a supportive learning environment
where educators and students can exchange knowledge and address concerns
effectively.

Access to Previous Years' Question Papers and Topper Answers: The group
provides access to previous years' question papers (PYQ) and exemplary answer
scripts of toppers. This resource is invaluable for exam preparation, allowing
individuals to familiarize themselves with the exam format, gain insights into scoring
techniques, and enhance their performance in assessments.
 Free and Unlimited Resources: Members enjoy the benefit of accessing an array of
educational resources without any cost restrictions. Whether its study materials,
teaching aids, or assessment tools, the group offers an abundance of resources
tailored to individual needs. This accessibility ensures that educators and students
have ample support in their academic endeavors without financial constraints.

Instant Access to Educational Content: SOE WhatsApp groups are a platform where
teachers can access a wide range of educational content instantly. This includes study
materials, notes, sample papers, reference materials, and relevant links shared by
group members and moderators.

Timely Updates and Reminders: SOE WhatsApp groups serve as a source of timely
updates and reminders about important dates, exam schedules, syllabus changes, and
academic events. Teachers can stay informed and well-prepared for upcoming
assessments and activities.

Interactive Learning Environment: Teachers can engage in discussions, ask questions,

and seek clarifications within the group, creating an interactive learning environment.
This fosters collaboration, peer learning, and knowledge sharing among group
members, enhancing understanding and retention of concepts.

Access to Expert Guidance: SOE WhatsApp groups are moderated by subject matter
experts, teachers, or experienced educators can benefit from their guidance,
expertise, and insights on various academic topics, exam strategies, and study
techniques.

Join the School of Educators WhatsApp Group today and unlock a world of resources,
support, and collaboration to take your teaching to new heights. To join, simply click
on the group links provided below or send a message to +91-95208-77777 expressing
your interest.

Together, let's empower ourselves & Our Students and

inspire the next generation of learners.

Best Regards,
Team
School of Educators
 Join School of Educators WhatsApp Groups

You will get Pre- Board Papers PDF, Word file, PPT, Lesson Plan, Worksheet, practical
tips and Viva questions, reference books, smart content, curriculum, syllabus,
marking scheme, toppers answer scripts, revised exam pattern, revised syllabus,
Blue Print etc. here . Join Your Subject / Class WhatsApp Group.

Kindergarten to Class XII (For Teachers Only)

Class 1 Class 2 Class 3

Class 4 Class 5 Class 6

Class 7 Class 8 Class 9

Class 10 Class 11 (Science) Class 11 (Humanities)

Class 11 (Commerce) Class 12 (Science) Class 12 (Humanities)

Class 12 (Commerce) Kindergarten

Subject Wise Secondary and Senior Secondary Groups
(IX & X For Teachers Only)
Secondary Groups (IX & X)

SST Mathematics Science

English Hindi-A IT Code-402

Hindi-B Artificial Intelligence

Senior Secondary Groups (XI & XII For Teachers Only)

Physics Chemistry English

Mathematics Biology Accountancy

Economics BST History

 Geography Sociology Hindi Elective

Hindi Core Home Science Sanskrit

Psychology Political Science Painting

Vocal Music Comp. Science IP

Physical Education APP. Mathematics Legal Studies

Entrepreneurship French IT

Artificial Intelligence

Other Important Groups (For Teachers & Principal’s)

Principal’s Group Teachers Jobs IIT/NEET

 Join School of Educators WhatsApp Groups

You will get Pre- Board Papers PDF, Word file, PPT, Lesson Plan, Worksheet, practical
tips and Viva questions, reference books, smart content, curriculum, syllabus,
marking scheme, toppers answer scripts, revised exam pattern, revised syllabus,
Blue Print etc. here . Join Your Subject / Class WhatsApp Group.

Kindergarten to Class XII (For Students Only)

Class 1 Class 2 Class 3

Class 4 Class 5 Class 6

Class 7 Class 8 Class 9

Class 10 Class 11 (Science) Class 11 (Humanities)

Class 11 (Commerce) Class 12 (Science) Class 12 (Humanities)

Class 12 (Commerce) Artificial Intelligence

(VI TO VIII)
Subject Wise Secondary and Senior Secondary Groups
(IX & X For Students Only)
Secondary Groups (IX & X)

SST Mathematics Science

English Hindi IT Code

Artificial Intelligence

Senior Secondary Groups (XI & XII For Students Only)

Physics Chemistry English

Mathematics Biology Accountancy

Economics BST History

 Geography Sociology Hindi Elective

Hindi Core Home Science Sanskrit

Psychology Political Science Painting

Music Comp. Science IP

Physical Education APP. Mathematics Legal Studies

Entrepreneurship French IT

AI IIT/NEET CUET
Groups Rules & Regulations:
To maximize the benefits of these WhatsApp groups, follow these guidelines:

1. Share your valuable resources with the group.

2. Help your fellow educators by answering their queries.
3. Watch and engage with shared videos in the group.
4. Distribute WhatsApp group resources among your students.
5. Encourage your colleagues to join these groups.

Additional notes:
1. Avoid posting messages between 9 PM and 7 AM.
2. After sharing resources with students, consider deleting outdated data if necessary.
3. It's a NO Nuisance groups, single nuisance and you will be removed.
No introductions.
No greetings or wish messages.
No personal chats or messages.
No spam. Or voice calls
Share and seek learning resources only.

Please only share and request learning resources. For assistance,

contact the helpline via WhatsApp: +91-95208-77777.
 Join Premium WhatsApp Groups
Ultimate Educational Resources!!

Join our premium groups and just Rs. 1000 and gain access to all our exclusive
materials for the entire academic year. Whether you're a student in Class IX, X, XI, or
XII, or a teacher for these grades, Artham Resources provides the ultimate tools to
enhance learning. Pay now to delve into a world of premium educational content!

Click here for more details

Class 9 Class 10 Class 11

Class 12

📣 Don't Miss Out! Elevate your academic journey with top-notch study materials and secure
your path to top scores! Revolutionize your study routine and reach your academic goals with
our comprehensive resources. Join now and set yourself up for success! 📚🌟

Best Wishes,

Team
School of Educators & Artham Resources
 SKILL MODULES BEING OFFERED IN
MIDDLE SCHOOL

Artificial Intelligence Beauty & Wellness Design Thinking & Financial Literacy
Innovation

Handicrafts Information Technology Marketing/Commercial Mass Media - Being Media

Application Literate

Data Science (Class VIII Augmented Reality /

Travel & Tourism Coding
only) Virtual Reality

Digital Citizenship Life Cycle of Medicine & Things you should know What to do when Doctor
Vaccine about keeping Medicines is not around
at home

Humanity & Covid-19 Blue Pottery Pottery Block Printing

 Food Food Preservation Baking Herbal Heritage

Khadi Mask Making Mass Media Making of a Graphic

Novel

Kashmiri Embroidery Satellites

Rockets
Embroidery

Application of Photography
Satellites
SKILL SUBJECTS AT SECONDARY LEVEL (CLASSES IX – X)

Retail Information Technology Automotive

Security

Introduction To Financial Introduction To Tourism Beauty & Wellness Agriculture

Markets

Food Production Front Office Operations Banking & Insurance Marketing & Sales

Health Care Apparel Multi Media Multi Skill Foundation

Course

Artificial Intelligence
Physical Activity Trainer Electronics & Hardware
Data Science
(NEW)

Foundation Skills For Sciences Design Thinking & Innovation (NEW)

(Pharmaceutical & Biotechnology)(NEW)
 SKILL SUBJECTS AT SR. SEC. LEVEL
(CLASSES XI – XII)

Retail InformationTechnology Web Application Automotive

Financial Markets Management Tourism Beauty & Wellness Agriculture

Food Production Front Office Operations Banking Marketing

Health Care Insurance Horticulture Typography & Comp.

Application

Geospatial Technology Electrical Technology Electronic Technology Multi-Media

 Taxation Cost Accounting Office Procedures & Shorthand (English)
Practices

Shorthand (Hindi) Air-Conditioning & Medical Diagnostics Textile Design

Refrigeration

Salesmanship Business Food Nutrition &

Design
Administration Dietetics

Mass Media Studies Library & Information Fashion Studies Applied Mathematics
Science

Yoga Early Childhood Care & Artificial Intelligence Data Science

Education

Physical Activity Land Transportation Electronics & Design Thinking &

Trainer(new) Associate (NEW) Hardware (NEW) Innovation (NEW)
 n o u r
Joi G r o up
g r a m
Tele s a m p le
o r e
for m
a p e r s
p

Join o
u
Teleg r
ra
for m m Chann
ore b el
Notes o oks &

Pdf Purchase
Print Purchase Scan QR Code to join
Telegram Groups &
Channels for more free
Amazon Print Purchase resources.