CHAPTER

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1

1. Natural numbers: The numbers which are used for counting are called Natural numbers and
represented with letter N
2. Natural numbers N={1,2,3,4,5,……}
3. Whole numbers: If ‘0’ is added to Natural numbers then they are called Whole numbers. And is
denoted by ‘W’
4. Whole numbers W={0,1,2,3,4,5,……}
5. Integers: Combination of positive and negative numbers including 0 are called Integers and
represented by ‘Z’ or ‘I’.
6. Integers Z={… … − 4, −3, −2, −1,0,1,2,3,4, … … … }
7. Z comes from the German word “zahlen”, which means “to count”
8. Rational numbers:
𝑝
A number which can be written in the form 𝑞 , where p and q are integers and q ≠ 0 is called a
2 6 9
rational number. Example: − , , are all rational numbers. Since the numbers 0, –2, 4 can
3 7 −5
𝑝
be written in the form 𝑞, they are also rational numbers.

Exp 1 : Are the following statements true or false? Give reasons for your answers.
(i) Every whole number is a natural number.
Sol: False, because zero is a whole number but not a natural number.
(ii) Every integer is a rational number.
𝑚
Sol: True, because every integer m can be expressed in the form , and so it is a rational number
1

(iii) Every rational number is an integer.

3
Sol: False, because 5 is a rational number but not an integer.

Exp 2 : Find five rational numbers between 1 and 2.

1
Sol 1: If 𝑎 and 𝑏 are two rational numbers then a rational number between 𝑎 and 𝑏 = 2 (𝑎 + 𝑏)

1 9 5 3 7 15 2
8 4 2 4 8
[Link] Two rational numbers Between Rational number
1 1 and 2 1 1 3
(1 + 2) = (3) =
2 2 2

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 2 3 1 3 1 2+3 1 5 5
1 and (1 + )= ( )= × =
2 2 2 2 2 2 2 4
3 3 1 3 1 3+4 1 7 7
and 2 ( + 2) = ( )= × =
2 2 2 2 2 2 2 4
4 5 5 1
1 4+5 1 9 9
1 and )= ( (1 + )= × =
4 4 22 4 2 4 8
5 7 1 7
1 7+8 1 15 15
and 2 2) = ( ( + )= × =
4 22 4 4 2 4 8
9 5 3 7 15
So, the five rational numbers between 1 and 2 are , , , ,
8 4 2 4 8
Sol 2:
1×6 2 × 6 6 12
1 < 2⇒ < ⇒ <
1×6 1×6 6 6
6 7 8 9 10 11 12
⇒ < < < < < <
6 6 6 6 6 6 6
7 8 9 10 11 7 4 3 5 11
So, the five rational numbers are , , , , ⇒ , , , ,
6 6 6 6 6 6 3 2 3 6
There are infinitely many rational numbers between any two given rational numbers

𝒑
1. Is zero a rational number? Can you write it in the form 𝒒, where p and q are integers and q ≠ 0?
0
Sol: yes, zero is a rational number. 0 = 1

2. Find six rational numbers between 3 and 4.

3×7 4×7 21 28
𝐒𝐨𝐥: 3 < 4 ⇒ < ⇒ <
1×7 1×7 7 7

21 22 23 24 25 26 27 28
< < < < < < <
7 7 7 7 7 7 7 7
22 23 24 25 26 27
So, the six rational numbers are , , , , ,
7 7 7 7 7 7
𝟑 𝟒
3. Find five rational numbers between and .
𝟓 𝟓
3 4
𝐒𝐨𝐥: <
5 5
3×6 4×6
⇒ <
5×6 5×6
18 24
⇒ <
30 30
18 19 20 21 22 23 24
⇒ < < < < < <
30 30 30 30 30 30 30
3 4 19 20 21 22 23
So, the five rational numbers between and are , , , ,
5 5 30 30 30 30 30
4. State whether the following statements are true or false. Give reasons for your answers.

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(i) Every natural number is a whole number.
Sol: True.
(ii) Every integer is a whole number.
Sol: False, -5 is an integer but not a whole number
(iii) Every rational number is a whole number.
4
Sol: False, because is a rational number but not a whole number.
5

Irrational Numbers
The Pythagoreans in Greece were the first to discover the numbers which were not rationals.
These numbers are called irrational numbers
𝑝
A number cannot be written in the form 𝑞
, where p and q are integers and q ≠ 0 is called

irrational.
Examples: √𝟐, √𝟓, 𝝅, 𝟎. 𝟏𝟎𝟏𝟎𝟎𝟏𝟎𝟎𝟎 … 𝒆𝒕𝒄

Real numbers (R) : Collection of both rational (Q) and irrational numbers (𝑄1 )
Every real number is represented by a unique point on the number line. Also, every point on
the number line represents a unique real number.
Exp 3 : Locate √𝟐 on the number line.
Sol: [Link] number line. Point O at 0 and Point A at 1.
2. Construct AB= 1 unit perpendicular to number line at A
3. Join OB
4. From Pythagoras theorem OB=√12 + 12 = √1 + 1 = √2
4. Draw an arc with centre O and radius OB, intersects number line at P.
5. The point P corresponds to √2 on the number line.

Exp 4 : Locate √𝟑 on the number line.

Sol: 1. Draw number line. Point O at 0 and Point A at 1.
2. Construct AB= 1 unit perpendicular to number line at A
3. Join OB
4. From Pythagoras theorem OB=√12 + 12 = √1 + 1 = √2

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 5. Construct BD of unit length perpendicular to OB.
6. Join OD.
2
7. From Pythagoras theorem OD=√(√2) + 12 = √2 + 1 = √3
8. Draw an arc with centre O and radius OD, intersects number line at Q.
9. The point Q corresponds to √3 on the number line.

EXERCISE 1.2
1. State whether the following statements are true or false. Justify your answers.
(i) Every irrational number is a real number.
Sol: yes
(ii) Every point on the number line is of the form √𝒎 , where m is a natural number.
Sol: False , all negative numbers on the number line but it not express as of the form √𝑚 , where m
is a natural number
(iii) Every real number is an irrational number.
Sol: False, real numbers are Collection of both rational (Q) and irrational numbers (𝑄1 )
2. Are the square roots of all positive integers irrational? If not, give an example of the square root
of a number that is a rational number.
Sol: False, because 4 is a positive integer and √4 = ±2 are rational numbers.
3. Show how √𝟓 can be represented on the number line.
Sol: [Link] number line. Point O at 0 and Point A at 2.
2. Construct AB= 1 unit perpendicular to number line at A
3. Join OB
4. From Pythagoras theorem OB=√22 + 12 = √4 + 1 = √5
4. Draw an arc with centre O and radius OB, intersects number line at P.
5. The point P corresponds to √5 on the number line..

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 Real Numbers and their Decimal Expansions
𝟏𝟎 𝟕 𝟏
Exp 5 : Find the decimal expansions of , 𝒂𝒏𝒅
𝟑 𝟖 𝟕

10 7
= 3.333. . = 3. 3̅ ; = 0.785
3 8
1
= 0.142857142 … = 0. ̅̅̅̅̅̅̅̅̅̅
142857
7
Terminating decimal: A decimal number that contains a finite number of digits next to the decimal
point is called a Terminating decimal
Non terminating recurring decimal: A Non terminating recurring decimal is a decimal in which some
digits after the decimal point repeat without terminating.
𝒑
Example 6 : Show that 3.142678 is a rational number. In other words, express 3.142678 in the form 𝒒,

where p and q are integers and q ≠ 0.

3142678
𝐒𝐨𝐥: 3.142678 = , and hence it is a rational numbers
1000000
̅ can be expressed in the form 𝒑 , where p and q are integers
Example 7 : Show that 𝟎. 𝟑𝟑𝟑𝟑. . . = 𝟎. 𝟑
𝒒
𝐿𝑒𝑡 𝑥 = 0. 3̅ = 0.333 … … . . → (1)
and q ≠ 0
𝐒𝐨𝐥: 𝐿𝑒𝑡 𝑥 = 0. 3̅ 10𝑥 = 3.333 … . → (2)
𝑥From (2)-(1) ….
= 0.33333
10𝑥 = 3.333 …. 10𝑥 = 3.333 … … . . → (2)
10𝑥 = 3 + 0.3333 …. 𝑥 = 0.333 … … . . → (1)
10𝑥 = 3 + 𝑥 9𝑥 = 3
10𝑥 − 𝑥 = 3 3 1 1
𝑥= = ⇒ 0. 3̅ =
9 3 3

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 9𝑥 = 3
3 1 1
𝑥= = ⇒ 0. 3̅ =
9 3 3

𝒑
̅̅̅̅ can be expressed in the form , where p and q are
Example 8 : Show that 𝟏. 𝟐𝟕𝟐𝟕𝟐𝟕. . . = 𝟏. 𝟐𝟕
𝒒

integers and q ≠ 0.
𝑆𝑜𝑙: 𝐿𝑒𝑡 𝑥 = 1. ̅̅
27̅̅ ̅̅̅̅ = 1.272727 … . → (1)
𝐿𝑒𝑡 𝑥 = 1. 27
𝑥 = 1.272727 …. 100𝑥 = 127.272727 … . → (2)
100𝑥 = 127.272727 …. From (2)-(1)
100𝑥 = 126 + 1.272727 … 100𝑥 = 127.272727 … . → (2)
100𝑥 = 126 + 𝑥 𝑥 = 1.272727 … . → (1)
100𝑥 − 𝑥 = 126 99𝑥 = 126
99𝑥 = 126 126 14 14
𝑥= = ̅̅̅̅ =
⇒ 1. 27
126 14 99 11 11
𝑥= =
99 11
14
̅̅̅̅ =
1. 27
11
̅̅̅̅ . can be expressed in the form p q , where p and q are
Example 9 : Show that 𝟎. 𝟐𝟑𝟓𝟑𝟓𝟑𝟓. . . = 𝟎. 𝟐𝟑𝟓
integers and q ≠ 0.
̅̅̅̅
𝑆𝑜𝑙: 𝐿𝑒𝑡 𝑥 = 0.235 ̅̅̅̅ = 0.2353535 … → (1)
𝐿𝑒𝑡 𝑥 = 0.235
𝑥 = 0.2353535 … 100𝑥 = 235.3535 … . . → (2)
100𝑥 = 23.53535 … .. From (2)-(1)
100𝑥 = 23.3 + 0.23535 … 100𝑥 = 23.53535 … . . → (2)
1000𝑥 = 23.3 + 𝑥 𝑥 = 0.2353535 … . → (1)
100𝑥 − 𝑥 = 23.3
99𝑥 = 23.3
99𝑥 = 23.3
23.3 233 233
23.3 233 𝑥= = ̅̅̅̅ =
⇒ 0.235
𝑥= = 99 990 990
99 990
233
̅̅̅̅ =
0.235
990

Irrational: A number whose decimal expansion is non-terminating non-recurring is irrational.

Examples: √2, √5, 𝜋, 0.101001000 … 𝑒𝑡𝑐

𝟏 𝟐
Exp10 : Find an irrational number between 𝟕 𝒂𝒏𝒅 .
𝟕
1
𝐒𝐨𝐥: = 0.142857 … ….
7

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 2
= 0.285714 ….
7
Irrational number is non-terminating non-recurring decimal
1 2
An irrational number between 𝑎𝑛𝑑 𝑖𝑠 0.1520002000020000 … ..
7 7
EXERCISE 1.3
1. Write the following in decimal form and say what kind of decimal expansion each has
𝟑𝟔 4.125
(𝐢) = 0.36 0.090909 … 0.2307692..
𝟏𝟎𝟎 8 33.000
11 1.000000 32 13 3.00000000
Terminating decimal
99 10 26
𝟏 100 8 40
(𝐢𝐢) = 0.090909. . = 0. 09 ̅̅̅̅
𝟏𝟏 99 20 39
Non terminating recurring decimal 100 16 10
99 40 00
𝟏 33 100
(𝐢𝐢𝐢) 𝟒 = = 4.125 1 40
𝟖 8 91
0
Terminating decimal. 90
78
𝟑
(𝐢𝐯) = 0.23076923 … = 0. 230769 ̅̅̅̅̅̅̅̅̅̅ 0.1818 … 120
𝟏𝟑
0.8225 117
Non terminating recurring decimal 11 2.00000..
4 3.29000 30
11
𝟐 90 32 26
(𝐯) = 0.1818. . = 0. ̅̅
18̅̅
09 4
𝟏𝟏 88
8
Non terminating recurring decimal 20
11 10
𝟑𝟐𝟗 8
(𝐯𝐢) = 0.8225 90
𝟒𝟎𝟎 20
88
Terminating decimal 0 20
𝟏
0
2. ̅̅̅̅̅̅̅̅̅̅̅ . . Can you predict what the decimal expansions of 𝟐 , 𝟑 , 𝟒 , 𝟓 , 𝟔
You know that 𝟕 = 𝟎. 𝟏𝟒𝟐𝟖𝟓𝟕 𝟕 𝟕 𝟕 𝟕 𝟕

are, without actually doing the long division? If so, how?

0.1428571..
Sol: When divided 1 by 7 remainders are 3,2,6,4,5.
7 1.00000000
1 7
= 0. ̅̅̅̅̅̅̅̅̅̅
142857 30
7
28
2 𝑖𝑠 𝑎 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 𝑎𝑓𝑡𝑒𝑟 𝑡ℎ𝑒 𝑠𝑒𝑐𝑜𝑛𝑑 𝑠𝑡𝑒𝑝. 𝑆𝑜, 𝑤𝑒 𝑤𝑟𝑖𝑡𝑒 𝑡ℎ𝑒 𝑞𝑢𝑎𝑡𝑖𝑒𝑛𝑡
20
𝑎𝑓𝑡𝑒𝑟 𝑡ℎ𝑒 𝑠𝑒𝑐𝑜𝑛𝑑 𝑑𝑒𝑐𝑖𝑚𝑎𝑙 𝑝𝑙𝑎𝑐𝑒 14
2 60
= 0. ̅̅̅̅̅̅̅̅̅̅
285714 56
7
40
3
̅̅̅̅̅̅̅̅̅̅
= 0. 428571 35
7 50
4 35
= 0. ̅̅̅̅̅̅̅̅̅̅
571428 50
7
49
5
̅̅̅̅̅̅̅̅̅̅
= 0. 714285 10
7 7
3
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 𝑝
3. Express the following in the form 𝑞 , where p and q are integers and q ≠ 0

(𝑖) 0. 6̅
𝑠𝑜𝑙: 𝐿𝑒𝑡 𝑥 = 0. 6̅ 𝐿𝑒𝑡 𝑥 = 0. 6̅ = 0.66666 … . . → (1)
𝑥 = 0.66666 … ..
10𝑥 = 6.6666 … . → (2)
10𝑥 = 6.6666 ….
From (2)-(1)
10𝑥 = 6 + 0.6666 ….
10𝑥 = 6.6666 … . → (2)
10𝑥 = 6 + 𝑥
𝑥 = 0.66666 … . . → (1)
10𝑥 − 𝑥 = 6
9𝑥 = 6 9𝑥 = 6

6 2 2 6 2 2
𝑥 = = ⇒ 0. 6̅ = 𝑥= = ⇒ 0. 6̅ =
9 3 3 9 3 3
(𝑖𝑖) 0.47̅
𝑠𝑜𝑙: 𝐿𝑒𝑡 𝑥 = 0.47̅ 𝐿𝑒𝑡 𝑥 = 0.47̅ = 0.477777 … . → (1)
𝑥 = 0.477777 …. 10𝑥 = 4.777777 … → (2)
10𝑥 = 4.777777 …. From (2)-(1)
10𝑥 = 4.3 + 0.4777777 … 10𝑥 = 4.777777 … → (2)
10𝑥 = 4.3 + 𝑥 𝑥 = 0.477777 … . . → (1)
10𝑥 − 𝑥 = 4.3
9𝑥 = 4.3
9𝑥 = 4.3
4.3 43 43
4.3 43 𝑥= = ⇒ 0.47̅ =
𝑥= = 9 90 90
9 90
43
0.47̅ =
90
(𝑖𝑖𝑖) 0. ̅̅̅̅̅
001
𝑆𝑜𝑙: 𝐿𝑒𝑡 𝑥 = 0. ̅̅̅̅̅
001 1000𝑥 − 𝑥 = 1
𝑥 = 0.001001001 …. 999𝑥 = 1
1000𝑥 = 1.001001001 … 1
𝑥=
1000𝑥 = 1 + 0.001001001 … 999
1
1000𝑥 = 1 + 𝑥 0. ̅̅̅̅̅
001 =
999
4. Express 0.99999 .... in the form p q . Are you surprised by your answer? With your teacher and
classmates discuss why the answer makes sense.
𝑠𝑜𝑙: 𝐿𝑒𝑡 𝑥 = 0.999999 …. 10𝑥 − 𝑥 = 9
10𝑥 = 9.9999 … 9𝑥 = 9
10𝑥 = 9 + 0.999 … 9
𝑥= =1
10𝑥 = 9 + 𝑥 9
0.9999 … = 1

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5. What can the maximum number of digits be in the repeating block of digits in the decimal
𝟏
expansion of ? Perform the division to check your answer.
𝟏𝟕

0.0588235294117647..
17 1.00000000
85
150
136
40
34
60
51
90
85
50
34
160
153
70
68
20
17
130
119
110
102
80
68
120
119
1 𝒑
6. Look at several examples of rational numbers in the form 𝒒 (q ≠ 0), where p and q are integers

with no common factors other than 1 and having terminating decimal representations
(expansions). Can you guess what property q must satisfy?
1 1 32 5 27 3 7
𝑆𝑜𝑙: = 0.5 = 0.1 = 6.4 = 0.625 = 1.08 = 0.06 = 0.35
2 10 5 8 25 50 20
𝑇ℎ𝑒 𝑞 (𝑑𝑒𝑛𝑜𝑚𝑖𝑛𝑎𝑡𝑜𝑟)𝑖𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑓𝑜𝑟𝑚 𝑜𝑓 𝟐𝒂 × 𝟓𝒃 𝑤ℎ𝑒𝑟𝑒 𝑎, 𝑏 𝑎𝑟𝑒 𝑤ℎ𝑜𝑙𝑒 𝑛𝑢𝑚𝑏𝑒𝑟𝑠.
7. Write three numbers whose decimal expansions are non-terminating non-recurring
Sol: (i) 0.51250535420062101254…..
(ii) 1.20200200020000….
(iii) 0.2012011201112310….

𝟓 𝟗
8. Find three different irrational numbers between the rational numbers 𝟕 𝒂𝒏𝒅 𝟏𝟏

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 5
𝐒𝐨𝐥: = 0.714285 … … ..
7
9
= 0.8181 … ..
11
5 9
Three irrational numbers between the rational numbers 𝑎𝑛𝑑 𝑎𝑟𝑒
7 11
(i) 0.722020020002000 …
(ii) 0.73030030003000 ….
(iii) 0.7515115111511125 ….
9. Classify the following numbers as rational or irrational :
(i) √23 → Irrational number
(ii) √225 = 15 → Rational number
3796
(iii) 0.3796 = → Rational number
10000
(iv) 7.478478 … = 7. ̅̅̅̅̅
478 → Rational number
(v)1.101001000100001. . . → Irrational numbe
Operations on Real Numbers
𝟕
Example 11 : Check whether 𝟕√𝟓 , , √𝟐 + 𝟐𝟏, 𝝅 − 𝟐 are irrational numbers or not
√𝟓

𝑆𝑜𝑙: √5 = 2.2360679 …
7 7 × √5 7√5 15.656753. .
= = = = 3.1304 …
√5 √5 × √5 5 5
√2 + 21 = 1.414213. . +21 = 22.414213 …
𝜋 − 2 = 3.1415 … − 2 = 1.1415 ….
All these are non-terminating, non-recurring decimals. Thus they are irrational numbers.

𝒒
If q is rational and s is irrational then 𝒒 + 𝒔, 𝒒 − 𝒔, 𝒒𝒔 𝒂𝒏𝒅 𝒔 (𝒔 ≠ 𝟎) are irrational numbers.

𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟏𝟐 ∶ 𝐀𝐝𝐝 𝟐√𝟐 + 𝟓√𝟑 𝒂𝒏𝒅 √𝟐 − 𝟑√𝟑

𝐒𝐨𝐥: (2√2 + 5√3) + (√2 − 3√3) = 2√2 + √2 + 5√3 − 3√3 = 3√2 + 2√3

𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟏𝟑 ∶ 𝐌𝐮𝐥𝐭𝐢𝐩𝐥𝐲 𝟔√𝟓 𝐛𝐲 𝟐√𝟓.

𝐒𝐨𝐥: 6√5 × 2√5 = 6 × 2 × √5 × √5 = 12 × 5 = 60 (√𝑎 × √𝑎 = 𝑎)

𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟏𝟒 ∶ 𝐃𝐢𝐯𝐢𝐝𝐞 𝟖√𝟏𝟓 𝐛𝐲 𝟐√𝟑

8√15 4 × 2 × √3 × √5
Sol: = = 4√5
2√3 2 × √3

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Note: (i) The sum or difference of a rational number and an irrational number is irrational. (ii) The
product or quotient of a non-zero rational number with an irrational number is irrational. (iii) If we
add, subtract, multiply or divide two irrationals, the result may be rational or irrational.
List some properties relating to square roots
Let 𝑎 and 𝑏 be positive real numbers. Then
2
(𝑖) √𝑎𝑏 = √𝑎 × √𝑏 ; √𝑎 × √𝑎 = √𝑎2 = (√𝑎) = 𝑎

𝑎 √𝑎
(𝑖𝑖) √ = ∶ 𝑖𝑓 𝑏 ≠ 0
𝑏 √𝑏

(𝑖𝑖𝑖) (√𝑎 + √𝑏)(√𝑎 − √𝑏) = 𝑎 − 𝑏

(𝑖𝑣) (𝑎 + √𝑏)(𝑎 − √𝑏) = 𝑎2 − 𝑏

(𝑣) (√𝑎 + √𝑏)(√𝑐 + √𝑑) = √𝑎 × √𝑐 + √𝑎 × √𝑑 + √𝑏 × √𝑐 + √𝑏 × √𝑑

= √𝑎𝑐 + √𝑎𝑑 + √𝑏𝑐 + √𝑏𝑑

2
(𝑣𝑖) (√𝑎 + √𝑏) = 𝑎 + 2√𝑎𝑏 + 𝑏

2
(𝑣𝑖𝑖) (√𝑎 − √𝑏) = 𝑎 − 2√𝑎𝑏 + 𝑏

Example 15 : Simplify the following expressions:

(𝒊) (𝟓 + √𝟕)(𝟐 + √𝟓)

𝑠𝑜𝑙: (5 + √7)(2 + √5) = 5 × 2 + 5 × √5 + √7 × 2 + √7 × √5

= 10 + 5√5 + 2√7 + √35

(𝒊𝒊) (𝟓 + √𝟓)(𝟓 − √𝟓)
𝑆𝑜𝑙: (𝑥 + 𝑦)(𝑥 − 𝑦) = 𝑥 2 − 𝑦 2
2
(5 + √5)(5 − √5) = 52 − (√5) = 25 − 5 = 20
𝟐
(𝒊𝒊𝒊) (√𝟑 + √𝟕)
𝑆𝑜𝑙: (𝑥 + 𝑦)2 = 𝑥 2 + 2𝑥𝑦 + 𝑦 2
2 2 2
(√3 + √7) = (√3) + 2 × √3 × √7 + (√7)

= 3 + 2√21 + 7 = 10 + 2√21
(𝒊𝒗) (√𝟏𝟏 − √𝟕)(√𝟏𝟏 + √𝟕)
𝑆𝑜𝑙: (𝑥 − 𝑦)(𝑥 + 𝑦) = 𝑥 2 − 𝑦 2
2 2
(√11 − √7)(√11 + √7) = (√11) − (√7) = 11 − 7 = 4

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 𝟏
𝑬𝒙𝒂𝒎𝒑𝒍𝒆 𝟏𝟔: 𝑹𝒂𝒕𝒊𝒐𝒏𝒂𝒍𝒊𝒔𝒆 𝒕𝒉𝒆 𝒅𝒆𝒏𝒐𝒎𝒊𝒏𝒂𝒕𝒐𝒓 𝒐𝒇
√𝟐
Sol: Rationalise factor o𝑓 √2 = √2
1 1 × √2 √2
= =
√2 √2 × √2 2
𝟏
𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟏𝟕: 𝐑𝐚𝐭𝐢𝐨𝐧𝐚𝐥𝐢𝐬𝐞 𝐭𝐡𝐞 𝐝𝐞𝐧𝐨𝐦𝐢𝐧𝐚𝐭𝐨𝐫 𝐨𝐟
𝟐 + √𝟑
Sol: Rationalise factor of 2 + √3 = 2 − √3
1 1 2 − √3 2 − √3 2 − √3 2 − √3
= × = 2 = = = 2 − √3
2 + √3 2 + √3 2 − √3 22 − (√3) 4−3 1

𝟓
𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟏𝟖 ∶ 𝐑𝐚𝐭𝐢𝐨𝐧𝐚𝐥𝐢𝐬𝐞 𝐭𝐡𝐞 𝐝𝐞𝐧𝐨𝐦𝐢𝐧𝐚𝐭𝐨𝐫 𝐨𝐟
√𝟑 − √𝟓
Sol: Rationalise factor of √3 − √5 = √3 + √5
5 5 √3 + √5 5(√3 + √5)
= × = 2 2
√3 − √5 √3 − √5 √3 + √5 (√3) − (√5)
5(√3 + √5) 5(√3 + √5) −5(√3 + √5)
= = =
3−5 −2 2
𝟏
𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟏𝟗 ∶ 𝐑𝐚𝐭𝐢𝐨𝐧𝐚𝐥𝐢𝐬𝐞 𝐭𝐡𝐞 𝐝𝐞𝐧𝐨𝐦𝐢𝐧𝐚𝐭𝐨𝐫 𝐨𝐟
𝟕 + 𝟑√𝟐
Sol: Rationalise factor of 7 + 3√2 = 7 − 3√2
1 1 7 − 3√2 7 − 3√2 7 − 3√2 7 − 3√2 7 − 3√2
= × = 2 = = =
7 + 3√2 7 + 3√2 7 − 3√2 (7)2 − (3√2) 49 − 9 × 2 49 − 18 31

1. Classify the following numbers as rational or irrational:

(𝒊) 𝟐 − √𝟓 → Irrational number
(𝒊𝒊) (𝟑 + √𝟐𝟑) − √𝟐𝟑 = 3 + √23 − √23 = 3 → Rational number
𝟐√𝟕 2
(𝒊𝒊𝒊) = 7 → Rational number
𝟕√𝟕

𝟏 1 × √2 √2
(𝒊𝒗) = = → 𝐼𝑟𝑟𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟
√𝟐 √2 × √2 2
(𝑣) 2𝜋 → 𝐼𝑟𝑟𝑎𝑡𝑖𝑜𝑛𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟
2. Simplify each of the following expressions:
(𝑖) (3 + √3)(2 + √2)

𝑆𝑜𝑙: (3 + √3)(2 + √2) = 3 × 2 + 3 × √2 + √3 × 2 + √3 × √2

= 6 + 3√2 + 2√3 + √6

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(𝒊𝒊) (𝟑 + √𝟑)(𝟑 − √𝟑)
𝑆𝑜𝑙: (𝑎 + 𝑏)(𝑎 − 𝑏) = 𝑎2 − 𝑏 2
2
(3 + √3)(3 − √3) = 32 − (√3) = 9 − 3 = 6
𝟐
(𝒊𝒊𝒊) (√𝟓 + √𝟐)
𝑆𝑜𝑙: (𝑎 + 𝑏)2 = 𝑎2 + 2𝑎𝑏 + 𝑏 2
2 2 2
(√5 + √2) = = (√5) + 2 × √5 × √2 + (√2) = 5 + 2√10 + 2 = 7 + 2√10

(𝒊𝒗) (√𝟓 − √𝟐)(√𝟓 + √𝟐)

𝑆𝑜𝑙: (𝑥 − 𝑦)(𝑥 + 𝑦) = 𝑥 2 − 𝑦 2
2 2
(√5 − √2)(√5 + √2) = (√5) − (√2) = 5 − 2 = 3
3. Recall, π is defined as the ratio of the circumference (say c) of a circle to its diameter (say d). That
𝒄
is, π = 𝒅 ⋅ This seems to contradict the fact that π is irrational. How will you resolve this

contradiction?
22
𝑆𝑜𝑙: 𝑤𝑒 𝑢𝑠𝑒 𝜋 = 𝑜𝑟 3.14 𝑡ℎ𝑒𝑠𝑒 𝑎𝑟𝑒 𝑎𝑝𝑝𝑟𝑜𝑥𝑖𝑚𝑎𝑡𝑒 𝑣𝑎𝑙𝑢𝑒𝑠 .
7
The actual value of 𝜋 is 3.141592653589….which is non-terminating non-recurring. Hence
𝜋 is an irrational number.
4. Represent √9.3 on the number line.
Sol:

5. Rationalise the denominators of the following:

1
(𝑖)
√7
Sol: Rationalise factor of √7 = √7
1 1 × √7 √7
= =
√7 √7 × √7 7
𝟏
(𝒊𝒊)
√𝟕 − √𝟔

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𝐒𝐨𝐥: Rationalise factor of √7 − √6 = √7 + √6
1 1 √7 + √6 √7 + √6 √7 + √6 √7 + √6
= × = 2 2 = = = √7 + √6
√7 − √6 √7 − √6 √7 + √6 (√7) − (√6) 7−6 1

𝟏
(𝒊𝒊𝒊)
√𝟓 + √𝟐
𝐒𝐨𝐥: Rationalise factor of √5 + √2 = √5 − √2
1 1 √5 − √2 √5 − √2 √5 − √2 √5 − √2
= × = 2 2 = =
√5 + √2 √5 + √2 √5 − √2 (√5) − (√2) 5−2 3

𝟏
(𝒊𝒗)
√𝟕 − 𝟐
𝐒𝐨𝐥: Rationalise factor of √7 − 2 = √7 + 2
1 1 √7 + 2 √7 + 2 √7 + 2 √7 + 2
= × = 2 = =
√7 − 2 √7 − 2 √7 + 2 (√7) − (2)2 7−2 5

Laws of Exponents for Real Numbers

(i) 𝑎𝑚 × 𝑎𝑛 = 𝑎𝑚+𝑛 1
(𝑣𝑖) = 𝑎−𝑚
𝑎𝑚 𝑎𝑚
(𝑖𝑖) = 𝑎𝑚−𝑛 1
𝑎𝑛 (𝑣𝑖𝑖) −𝑚 = 𝑎𝑚
(𝑖𝑖𝑖) (𝑎𝑚 )𝑛 = 𝑎𝑚𝑛 𝑎
(𝑣𝑖𝑖𝑖) 𝑎0 = 1
(𝑖𝑣) 𝑎𝑚 × 𝑏 𝑚 = (𝑎𝑏)𝑚
𝑎 −𝑚 𝑏 𝑚
𝑎𝑚 𝑎 𝑚 (𝑖𝑥) ( ) =( )
(𝑣) = ( ) 𝑏 𝑎
𝑏𝑚 𝑏
Example 20 : Simplify

𝟐 𝟏
(𝒊) 𝟐𝟑 . 𝟐𝟑

2 1 2 1 2+1 3
𝑆𝑜𝑙: 23 . 23 = 23+3 = 2 3 = 23 = 21 = 2

𝟏 𝟒
(𝒊𝒊) (𝟑𝟓 )

1 4 1 4
𝑆𝑜𝑙: (35 ) = 35×4 = 35

𝟏
𝟕𝟓
(𝒊𝒊𝒊) 𝟏
𝟕𝟑
1
75 1 1 3−5 −2
𝑆𝑜𝑙: 1 = 75−3 = 7 15 = 7 15
73

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 𝟏 𝟏
(𝒊𝒗) 𝟏𝟑𝟓 . 𝟏𝟕𝟓
1 1 1 1
𝑆𝑜𝑙: 135 . 175 = (13 × 17)5 = 2215

1. Find
1 1 1
(𝑖) 642 = (82 )2 = 82×2 = 8
1 1 1
(𝑖𝑖) 325 = (25 )5 = 25×5 = 2
1 1 1
(𝑖𝑖𝑖) 1253 = (53 )3 = 53×3 = 5
2. Find
3 3 3
(𝑖) 92 = (32 )2 = 32×2 = 33 = 27
2 2 2
(𝑖𝑖) 325 = (25 )5 = 25×5 = 22 = 4
3 3 3
(𝑖𝑖𝑖) 164 = (24 )4 = 24×4 = 23 = 8
−1 −1 −1 1
(𝑖𝑣) 125 3 = (53 ) 3 = 53× 3 = 5−1 =
5
3. Simplify
2 1 2 1 10+3 13
(𝑖) 23 . 25 = 23+5 = 2 15 = 215
1 7 17 1
(𝑖𝑖) ( 3 ) = 3 7 = 21 =
3 (3 ) 3
1
112 1 1 2−1 1
(𝑖𝑖𝑖) 1 = 112−4 = 11 4 = 114
114
1 1 1 1
(𝑖𝑣) 72 . 82 = (7 × 8)2 = 562

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 CHAPTER

1. An algebraic expression in which the variables involved have only non-negative integral (whole
numbers) powers is called a polynomial.

2. If a polynomial contains only one variable then it is called polynomial in one variable.
Ex: 2𝑥 + 3; 5𝑥 2 − 6𝑥 + 2; 5𝑦 + 6; −6𝑦 2 + 7𝑦 − 5
3. In the polynomial 𝑥 2 + 2𝑥, the expressions 𝑥 2 𝑎𝑛𝑑 2𝑥 are called the terms of the polynomial.
4. Each term of a polynomial has a coefficient. In – 𝒙𝟑 + 𝟒𝒙𝟐 + 𝟕𝒙 – 𝟐
The coefficient of 𝑥 3 = −1 The coefficient of 𝑥 = 7
The coefficient of 𝑥 2 = 4 constant term = −2
5. 2, –5, 7, etc. are examples of constant polynomials.
6. The constant polynomial 0 is called the zero polynomial.
7. If the variable in a polynomial is x, we may denote the polynomial by p(x), or q(x), or r(x), etc
8. The highest power of the variable in a polynomial as the degree of the polynomial.
Example: i) 3x 2 + 7x + 5 → degree=2
ii) 7x 3 + 5x 2 + 2x  6 → degree=3
Types of polynomials according to degree
1. Constant polynomial: A polynomial of degree 0 is called constant polynomial.
Ex: 5,-7,120,…
2. Linear polynomial: A polynomial of degree 1 is called a linear polynomial.
Example: 3𝑥 + 5,7𝑥 − 8, −9𝑥, …
The general form a linear polynomial in variable 𝑥 𝑖𝑠 𝑎𝑥 + 𝑏 (𝑎, 𝑏 ∈ 𝑅, 𝑎 ≠ 0).
3. Quadratic polynomial : A polynomial of degree 2 is called a quadratic polynomial.
Example: 𝑥 2 − 5𝑥 + 6,2𝑥 2 − 5,7𝑥 2 , … ..
The general form a quadratic polynomial in variable 𝑥 𝑖𝑠 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 (𝑎, 𝑏, 𝑐 ∈ 𝑅, 𝑎 ≠ 0).
4. Cubic polynomial : A polynomial of degree 3 is called a cubic polynomial.
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 Example: 5𝑥 3 − 4𝑥 2 + 𝑥 − 1, 2𝑥 3 − 3𝑥 + 5, −3𝑥 3 − 10,…….
The general form a cubic polynomial in variable 𝑥 𝑖𝑠 𝑎𝑥 3 + 𝑏𝑥 2 + 𝑐𝑥 + 𝑑 (𝑎, 𝑏, 𝑐, 𝑑 ∈ 𝑅, 𝑎 ≠ 0).
9. The general form of nth degree polynomial in one variable 𝒙:
𝑝(𝑥) = 𝑎𝑛 𝑥 𝑛 + 𝑎𝑛−1 𝑥 𝑛−1 + 𝑎𝑛−2 𝑥 𝑛−2 +∙∙∙∙∙∙∙∙∙∙∙∙∙∙ +𝑎1 𝑥 + 𝑎0 is a polynomial of nth degree ,
where 𝑎0 , 𝑎1 , 𝑎2 , … … … , 𝑎𝑛−1 , 𝑎𝑛 are real coefficients and 𝑎0 ≠ 0.

1. Which of the following expressions are polynomials in one variable and which are not? State
reasons for your answer.
(𝒊) 𝟒𝒙𝟐 − 𝟑𝒙 + 𝟕 → polynomial in one variable x
(𝒊𝒊) 𝒚𝟐 + √𝟐 → polynomial in one variable 𝑦
(𝒊𝒊𝒊) 𝟑√𝒕 + 𝒕√𝟐 → not a polynomial
𝟐
(𝒊𝒗)𝒚 + → not a polynomial
𝒚
(𝒗)𝒙𝟏𝟎 + 𝒚𝟑 + 𝒕𝟓𝟎 → polynomial in three variables 𝑥, 𝑦and 𝑡
2. Write the coefficient of x 2 in each of the following
(𝒊)𝟐 + 𝒙𝟐 + 𝒙 → coefficient of 𝑥 2 = 1
(𝒊𝒊)𝟐 − 𝒙𝟐 + 𝒙𝟑 → coefficient of 𝑥 2 = −1
𝝅 𝜋
(𝒊𝒊𝒊) 𝒙𝟐 + 𝒙 → coefficient of 𝑥 2 =
𝟐 2
(𝒊𝒗)√𝟐𝒙 − 𝟏 → coefficient of 𝑥 2 = 0
3. Give one example each of a binomial of degree 35, and of a monomial of degree 100.
𝐒𝐨𝐥: A binomial of degree 35 ∶ 𝑥 35 + 𝑥 2
A monomial of degree 100: 3𝑥100
4. Write the degree of each of the following polynomials:
Polynomial Degree
(𝑖) 5𝑥 3 + 4𝑥 2 7𝑥 3
(𝑖𝑖) 4 − 𝑦 2 2
(𝑖𝑖𝑖)5𝑡 − √7 1
(𝑖𝑣)3 0
5. Classify the following as linear, quadratic and cubic polynomials:
𝑺𝒐𝒍: Linear polynomials: (𝑖𝑣)1 + 𝑥 (𝑣)3𝑡
Quadratic polynomials: (𝑖)𝑥 2 + 𝑥 (𝑖𝑖𝑖) 𝑦 + 𝑦 2 + 4 (𝑣𝑖) 𝑟 2
Cubic polynomials: (𝑖𝑖) 𝑥 − 𝑥 3 (𝑣𝑖𝑖) 7𝑥 3
Example 2 : Find the value of each of the following polynomials at the indicated value of variables

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(𝒊) 𝒑(𝒙) = 𝟓𝒙𝟐 − 𝟑𝒙 + 𝟕 𝒂𝒕 𝒙 = 𝟏
𝑺𝒐𝒍: 𝑝(1) = 5(1)2 − 3(1) + 7 = 5 − 3 + 7 = 12 − 3 = 9
(𝐢𝐢) 𝒒(𝒚) = 𝟑𝒚𝟐 − 𝟒𝒚 + √𝟏𝟏 𝒂𝒕 𝒚 = 𝟐
𝑺𝒐𝒍: 𝑞(2) = 3(2)2 − 4(2) + √11 = 12 − 8 + √11 = 4 + √11
(𝒊𝒊𝒊) 𝒑(𝒕) = 𝟒𝒕𝟒 + 𝟓𝒕𝟑 − 𝒕𝟐 𝒂𝒕 𝒕 = 𝒂
𝑺𝒐𝒍: 𝑝(𝑎) = 4𝑎4 + 5𝑎3 − 𝑎2

1. A real number ‘𝑐’ is a zero of a polynomial 𝑝(𝑥) if 𝑝(𝑐) = 0. In this case, ‘𝑐’ is also called a root of the
polynomial equation 𝑝(𝑥) = 0.
2. Every linear polynomial in one variable has a unique zero, a non-zero constant polynomial has no
zero.
3. Every real number is a zero of the zero polynomial.
Linear Polynomial Zero of the polynomial
𝑥+𝑎 −𝑎
𝑥−𝑎 𝑎
𝑎𝑥 + 𝑏 −𝑏
𝑎
𝑎𝑥 − 𝑏 𝑏
𝑎

Example 3 : Check whether –2 and 2 are zeroes of the polynomial x + 2.

Solu : Let 𝑝(𝑥) = 𝑥 + 2
Then 𝑝(2) = 2 + 2 = 4, 𝑝(– 2) = – 2 + 2 = 0
Therefore, –2 is a zero of the polynomial x + 2, but 2 is not.
Example 4 : Find a zero of the polynomial p(x) = 2x + 1.
𝐒𝐨𝐥: Let 𝑝(𝑥) = 0
2𝑥 + 1 = 0
2𝑥 = −1
−1
𝑥=
2
−1
𝑆𝑜, 𝑖𝑠 a zero of the polynomial 2x + 1
2
Example 5 : Verify whether 2 and 0 are zeroes of the polynomial 𝒙𝟐 – 𝟐𝒙
𝐒𝐨𝐥: 𝐿𝑒𝑡 𝑝(𝑥) = 𝑥 2 – 2𝑥
𝑝(2) = (2)2 – 2(2) = 4 − 4 = 0

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 𝑝(0) = (0)2 – 2(0) = 0 − 0 = 0
Hence, 2 and 0 are both zeroes of the polynomial 𝑥 2 – 2𝑥.

1. Find the value of the polynomial 𝟓𝒙 – 𝟒𝒙𝟐 + 𝟑 at (i) x = 0 (ii) x = –1 (iii) x = 2

𝑺𝒐𝒍: 𝐿𝑒𝑡 𝑝(𝑥) = 5𝑥 – 4𝑥 2 + 3
(i) 𝑝(0) = 5(0) – 4(0)2 + 3 = 0 − 0 + 3 = 3
(ii) 𝑝(−1) = 5(−1) – 4(−1)2 + 3 = −5 − 4 + 3 = −9 + 3 = −6
(iii) 𝑝(2) = 5(2) – 4(2)2 + 3 = 10 − 16 + 3 = 13 − 16 = −3
2. Find p(0), p(1) and p(2) for each of the following polynomials:
(𝒊) 𝒑(𝒚) = 𝒚𝟐 − 𝒚 + 𝟏
𝐒𝐨𝐥: 𝑝(0) = (0)2 − 0 + 1 = 0 − 0 + 1 = 1
𝑝(1) = (1)2 − 1 + 1 = 1 − 1 + 1 = 1
𝑝(2) = (2)2 − 2 + 1 = 4 − 2 + 1 = 5 − 2 = 3
(𝒊𝒊) 𝒑(𝒕) = 𝟐 + 𝒕 + 𝟐𝒕𝟐 − 𝒕𝟑
𝐒𝐨𝐥: 𝑝(0) = 2 + 0 + 2 × (0)2 − (0)3 = 2 + 0 + 0 − 0 = 2
𝑝(1) = 2 + 1 + 2 × 12 − 13 = 2 + 1 + 2 − 1 = 4
𝑝(2) = 2 + 2 + 2 × 22 − 23 = 4 + 8 − 8 = 4
(𝒊𝒊𝒊) 𝒑(𝒙) = 𝒙𝟑
Sol: 𝑝(0) = 03 = 0
𝑝(1) = 13 = 1
𝑝(2) = 23 = 8
(𝒊𝒗) 𝒑(𝒙) = (𝒙 – 𝟏) (𝒙 + 𝟏)
Sol: 𝑝(0) = (0  1) (0 + 1) = (−1) × 1 = −1
𝑝(1) = (1  1)(1 + 1) = 0 × 2 = 0
𝑝(2) = (2  1) (2 + 1) = 1 × 3 = 3
3. Verify whether the following are zeroes of the polynomial, indicated against them
𝟏
(𝒊) 𝒑(𝒙) = 𝟑𝒙 + 𝟏; 𝒙 = −
𝟑
1 1
𝑆𝑜𝑙: 𝑝 (− ) = 3 × (− ) + 1 = −1 + 1 = 0
3 3
1
𝑝 (− ) = 0
3
1
𝑆𝑜 , (− ) 𝑖𝑠 𝑎 𝑧𝑒𝑟𝑜 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑙𝑦𝑛𝑜𝑚𝑖𝑎𝑙 3𝑥 + 1
3
𝟒
(𝒊𝒊) 𝒑(𝒙) = 𝟓𝒙 𝝅; 𝒙 =
𝟓

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 4 4
Sol: 𝑝( ) = 5 × ( ) 𝜋 = 4 − 𝜋
5 5
4
𝑝( ) ≠ 0
5
4
So 5
is not a zero of the polynomial 5𝑥 𝜋.

(𝐢𝐢𝐢) 𝒑(𝒙) = 𝒙𝟐 𝟏; 𝒙 = 𝟏, −𝟏

Sol: 𝑝(1) = 12 1 = 1 − 1 = 0
𝑝(−1) = (−1)2 1 = 1 − 1 = 0
𝑝(1) = 0 𝑎𝑛𝑑 𝑝(−1) = 0
So, 1, −1 𝑎𝑟𝑒 𝑡ℎ𝑒 𝑧𝑒𝑟𝑜𝑒𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑙𝑦𝑛𝑜𝑚𝑖𝑎𝑙 𝑥 2 1.
(𝐢𝐯) 𝒑(𝒙) = (𝒙 + 𝟏) (𝒙 – 𝟐), 𝒙 = – 𝟏, 𝟐
sol: 𝑝(−1) = (−1 + 1)(−1 – 2) = 0 × (−3) = 0
𝑝(2) = (2 + 1)(2 – 2) = 3 × 0 = 0
𝑆𝑜, −1,2 𝑎𝑟𝑒 𝑡ℎ𝑒 𝑧𝑒𝑟𝑜𝑒𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑙𝑦𝑛𝑜𝑚𝑖𝑎𝑙 (𝑥 + 1) (𝑥 – 2)
(𝒗) 𝒑(𝒙) = 𝒙𝟐 ; 𝒙 = 𝟎
𝑆𝑜𝑙: 𝑝(0) = 02 = 0
So, 0 is a zero of the polynomial 𝑥 2
𝒎
(𝒗𝒊) 𝒑(𝒙) = 𝒍𝒙 + 𝒎, 𝒙 = −
𝒍
Sol: 𝑝(𝑥) = 𝑙𝑥 + 𝑚
𝑚 𝑚
𝑝 (− ) = 𝑙 (− ) + 𝑚 = −𝑚 + 𝑚 = 0
𝑙 𝑙
𝟏 𝟐
(𝐯𝐢𝐢) 𝒑(𝒙) = 𝟑𝒙𝟐 – 𝟏, 𝒙 = − ,
√𝟑 √𝟑
1 1 2 1
Sol: 𝑝 (− ) = 3 (− ) – 1 = 3 × − 1 = 1 − 1 = 0
√3 √3 3
2 2 2 4
𝑝( ) = 3( ) – 1 = 3 × − 1 = 4 − 1 = 3
√3 √3 3
1 2
− is the zero of the polynomial 3𝑥 2 – 1, but is not.
√3 √3
𝟏
(𝐯𝐢𝐢𝐢) 𝐩(𝒙) = 𝟐𝒙 + 𝟏, 𝒙 =
𝟐
1 1
Sol: p ( ) = 2 ( ) + 1 2 + 1 = 3
2 2
1
is not a zero of the polynomial 2x + 1
2
4. Find the zero of the polynomial in each of the following cases
(𝒊) 𝒑(𝒙) = 𝒙 + 𝟓

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Sol: 𝐿𝑒𝑡 𝑝(𝑥) = 0
𝑥+5=0
𝑥 = −5
∴ −5 is the zero of the polynomial 𝑥 + 5
(𝒊𝒊) 𝒑(𝒙) = 𝒙 − 𝟓
Sol: 𝐿𝑒𝑡 𝑝(𝑥) = 0
𝑥−5=0
𝑥=5
∴ 5 𝑖𝑠 𝑡ℎ𝑒 𝑧𝑒𝑟𝑜 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑙𝑦𝑛𝑜𝑚𝑖𝑎𝑙 𝑥 − 5
(𝒊𝒊𝒊) 𝒑(𝒙) = 𝟐𝒙 + 𝟓
Sol: 𝐿𝑒𝑡 𝑝(𝑥) = 0
2𝑥 + 5 = 0
−5
2𝑥 = −5 ⇒ 𝑥 =
2
−5
∴ 𝑖𝑠 𝑡ℎ𝑒 𝑧𝑒𝑟𝑜 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑙𝑦𝑛𝑜𝑚𝑖𝑎𝑙 2𝑥 + 5
2
(𝒗𝒊) 𝒑(𝒙) = 𝟑𝒙 − 𝟐
Sol: 𝐿𝑒𝑡 𝑝(𝑥) = 0
3𝑥 − 2 = 0
2
3𝑥 = 2 ⇒ 𝑥 =
3
2
∴ 𝑖𝑠 𝑡ℎ𝑒 𝑧𝑒𝑟𝑜 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑙𝑦𝑛𝑜𝑚𝑖𝑎𝑙 3𝑥 − 2
3
(𝒗) 𝒑(𝒙) = 𝟑𝒙
𝑆𝑜𝑙: 𝐿𝑒𝑡 𝑝(𝑥) = 0
3𝑥 = 0
𝑥=0
∴ 0 𝑖𝑠 𝑡ℎ𝑒 𝑧𝑒𝑟𝑜 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑙𝑦𝑛𝑜𝑚𝑖𝑎𝑙 3𝑥
(𝒗𝒊) 𝒑(𝒙) = 𝒂𝒙 , 𝒂 ≠ 𝟎
Sol: 𝐿𝑒𝑡 𝑝(𝑥) = 0
𝑎𝑥 = 0
𝑥=0
∴ 0 𝑖𝑠 𝑡ℎ𝑒 𝑧𝑒𝑟𝑜 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑙𝑦𝑛𝑜𝑚𝑖𝑎𝑙 𝑎𝑥
(𝒗𝒊𝒊) 𝒑(𝒙) = 𝒄𝒙 + 𝒅, 𝒄 ≠ 𝟎, 𝒄, 𝒅 𝒂𝒓𝒆 𝒓𝒆𝒂𝒍 𝒏𝒖𝒎𝒃𝒆𝒓𝒔.
𝑆𝑜𝑙: 𝐿𝑒𝑡 𝑝(𝑥) = 0
𝑐𝑥 + 𝑑 = 0

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 −𝑑
𝑐𝑥 = −𝑑 ⇒ 𝑥 =
𝑐
−𝑑
∴ 𝑖𝑠 𝑡ℎ𝑒 𝑧𝑒𝑟𝑜 𝑜𝑓 𝑡ℎ𝑒 𝑝𝑜𝑙𝑦𝑛𝑜𝑚𝑖𝑎𝑙 𝑐𝑥 + 𝑑
𝑐
Remainder Theorem: Let 𝑝(𝑥) be any polynomial of degree greater than or equal to one and let ‘𝑎’
be any real number. If 𝑝(𝑥) is divided by the linear polynomial (𝑥  𝑎), then the remainder is 𝑝(𝑎).
Factor Theorem : 𝑝(𝑥) is a polynomial of degree n ≥ 1 and ‘𝑎’ is any real number
(i) 𝐼𝑓 𝑝(𝑎) = 0 𝑡ℎ𝑒𝑛 (𝑥  𝑎 )𝑖𝑠 𝑎 𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑓 𝑝(𝑥) . and
(ii) 𝐼𝑓 (𝑥  𝑎) 𝑖𝑠 𝑎 𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑓 𝑝𝑜𝑙𝑦𝑛𝑜𝑚𝑖𝑎𝑙 𝑝(𝑥) 𝑡ℎ𝑒𝑛 𝑝(𝑎) = 0.
𝑬𝒙𝒂𝒎𝒑𝒍𝒆 𝟔 ∶ 𝑬𝒙𝒂𝒎𝒊𝒏𝒆 𝒘𝒉𝒆𝒕𝒉𝒆𝒓 𝒙 + 𝟐 𝒊𝒔 𝒂 𝒇𝒂𝒄𝒕𝒐𝒓 𝒐𝒇 𝒙𝟑 + 𝟑𝒙𝟐 + 𝟓𝒙 + 𝟔 𝒂𝒏𝒅 𝒐𝒇 𝟐𝒙 + 𝟒.
𝐒𝐨𝐥: Let 𝑝(𝑥) = 𝑥 3 + 3𝑥 2 + 5𝑥 + 6
𝑝(−2) = (−2)3 + 3(−2)2 + 5(−2) + 6
= −8 + 12 − 10 + 6 = 18 − 18 = 0
∴ 𝑥 + 2 𝑖𝑠 𝑎 𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑓 𝑥 3 + 3𝑥 2 + 5𝑥 + 6
𝑠𝑖𝑛𝑐𝑒 2𝑥 + 4 = 2(𝑥 + 2) 𝑏𝑢𝑡 2 𝑖𝑠 𝑛𝑜𝑡 𝑎 𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑓 𝑝(𝑥)
𝑆𝑜, 2𝑥 + 4 𝑖𝑠 𝑛𝑜𝑡 𝑎 𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑓 𝑝(𝑥)
𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟕 ∶ 𝐅𝐢𝐧𝐝 𝐭𝐡𝐞 𝐯𝐚𝐥𝐮𝐞 𝐨𝐟 𝒌, 𝒊𝒇 𝒙 – 𝟏 𝐢𝐬 𝐚 𝐟𝐚𝐜𝐭𝐨𝐫 𝐨𝐟 𝟒𝒙𝟑 + 𝟑𝒙𝟐 – 𝟒𝒙 + 𝒌
𝐒𝐨𝐥: 𝐿𝑒𝑡 𝑝(𝑥) = 4𝑥 3 + 3𝑥 2 – 4𝑥 + 𝑘
𝐼𝑓 𝑥 – 1 𝑖𝑠 𝑎 𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑓 𝑝(𝑥)𝑡ℎ𝑒𝑛 𝑝(1) = 0
4(1)3 + 3(1)2 – 4(1) + 𝑘 = 0
4+3−4+𝑘 = 0
3+𝑘 =0
𝑘 = −3
𝑭𝒂𝒄𝒕𝒐𝒓𝒊𝒔𝒂𝒕𝒊𝒐𝒏 𝒐𝒇 𝒕𝒉𝒆 𝒑𝒐𝒍𝒚𝒏𝒐𝒎𝒊𝒂𝒍 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 𝒃𝒚 𝒔𝒑𝒍𝒊𝒕𝒕𝒊𝒏𝒈 𝒕𝒉𝒆 𝒎𝒊𝒅𝒅𝒍𝒆 𝒕𝒆𝒓𝒎.
Let its factors be (𝑝𝑥 + 𝑞) and (𝑟𝑥 + 𝑠).
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = (px + q)(rx + s)
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 𝑝𝑟𝑥 2 + (𝑝𝑠 + 𝑞𝑟)𝑥 + 𝑞𝑠
𝑝𝑠 × 𝑞𝑟 = 𝑎 × 𝑐 𝑎𝑛𝑑 𝑝𝑠 + 𝑞𝑟 = 𝑏
Example 8 : Factorise 𝟔𝒙𝟐 + 𝟏𝟕𝒙 + 𝟓 by splitting the middle term, and by using the Factor Theorem
Sol: 6𝑥 2 + 17𝑥 + 5 = 6𝑥 2 + 2𝑥 + 15𝑥 + 5
= 2𝑥(3𝑥 + 1) + 5(3𝑥 + 1)
= (3𝑥 + 1)(2𝑥 + 5)
Example 9 : Factorise 𝒚𝟐 – 𝟓𝒚 + 𝟔 by using the Factor Theorem.
𝑆𝑜𝑙: 𝑝(𝑦) = 𝑦 2 – 5𝑦 + 6
𝑝(1) = (1)2 – 5(1) + 6 = 1 − 5 + 6 = 7 − 5 = 2

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 𝑝(2) = (2)2 – 5(2) + 6 = 4 − 10 + 6 = 10 − 10 = 0
(𝑦 − 2 ) 𝑖𝑠 𝑎 𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑓 𝑝(𝑦)
𝑝(3) = (3)2 – 5(3) + 6 = 9 − 15 + 6 = 15 − 15 = 0
(𝑦 − 3 ) 𝑖𝑠 𝑎 𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑓 𝑝(𝑦)
∴ 𝑦 2 – 5𝑦 + 6 = (𝑦 − 2 )(𝑦 − 3 )
𝑬𝒙𝒂𝒎𝒑𝒍𝒆 𝟏𝟎 ∶ 𝑭𝒂𝒄𝒕𝒐𝒓𝒊𝒔𝒆 𝒙𝟑 – 𝟐𝟑𝒙𝟐 + 𝟏𝟒𝟐𝒙 – 𝟏𝟐𝟎.
𝑆𝑜𝑙: 𝑝(𝑥) = 𝑥 3 – 23𝑥 2 + 142𝑥 – 120
𝑝(1) = (1)3 – 23(1)2 + 142(1) – 120 = 1 − 23 + 142 − 120 = 143 − 143 = 0
∴ (𝑥 − 1) 𝑖𝑠 𝑎 𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑓 𝑝(𝑥)
𝑥 3 – 23𝑥 2 + 142𝑥 – 120 = 𝑥 3 – 𝑥 2 − 22𝑥 2 + 22𝑥 + 120𝑥 – 120
= 𝑥 2 (𝑥 − 1) − 22𝑥(𝑥 − 1) + 120(𝑥 − 1)
= (𝑥 − 1)(𝑥 2 − 22𝑥 + 120)
(𝑥 2 − 22𝑥 + 120) = (𝑥 2 − 12𝑥 − 10𝑥 + 120)
= 𝑥(𝑥 − 12) − 10(𝑥 − 12)
= (𝑥 − 12)(𝑥 − 10)
𝑥 3 – 23𝑥 2 + 142𝑥 – 120 = (𝑥 − 1)(𝑥 − 12)(𝑥 − 10)

1. Determine which of the following polynomials has (x + 1) a factor

(𝒊) 𝐱𝟑 + 𝐱𝟐 + 𝐱 + 𝟏
𝑆𝑜𝑙: 𝑝(𝑥) = x 3 + x 2 + x + 1
𝑝(−1) = (−1)3 + (−1)2 + (−1) + 1
= −1 + 1 − 1 + 1 = 2 − 2 = 0
(x + 1)is a factor 𝑜𝑓 x 3 + x 2 + x + 1
(𝒊𝒊) 𝐱 𝟒 + 𝐱 𝟑 + 𝐱 𝟐 + 𝐱 + 𝟏
𝑆𝑜𝑙: 𝑝(𝑥) = x 4 + x 3 + x 2 + x + 1
𝑝(−1) = (−1)4 + (−1)3 + (−1)2 + (−1) + 1
=1−1+1−1+1=3−2=1
(x + 1)is not a factor 𝑜𝑓 x 4 + x 3 + x 2 + x + 1
(𝒊𝒊𝒊) 𝒙𝟒 + 𝟑𝒙𝟑 + 𝟑𝒙𝟐 + 𝒙 + 𝟏
𝑆𝑜𝑙: 𝑝(𝑥) = 𝑥 4 + 3𝑥 3 + 3𝑥 2 + 𝑥 + 1
𝑝(−1) = (−1)4 + 3 × (−1)3 + 3 × (−1)2 + (−1) + 1
=1−3+3−1+1= 1
(x + 1)is not a factor 𝑜𝑓 𝑥 4 + 3𝑥 3 + 3𝑥 2 + 𝑥 + 1
(𝒊𝒗) 𝐱 𝟑 − 𝐱 𝟐 − (𝟐 + √𝟐) 𝐱 + √𝟐

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 𝑆𝑜𝑙: 𝑝(𝑥) = x 3 − x 2 − (2 + √2) x + √2

𝑝(−1) = (−1)3 − (−1)2 − (2 + √2) × (−1) + √2

= −1 − 1 + 2 − √2 + √2 = 0
(x + 1)is a factor 𝑜𝑓 x 3 − x 2 − (2 + √2) x + √2
2. Use the Factor Theorem to determine whether g(x) is a factor of p(x) in each of the following cases:
(𝒊) 𝒑(𝒙) = 𝟐𝒙𝟑 + 𝒙𝟐  𝟐𝒙  𝟏, 𝒈(𝒙) = 𝒙 + 𝟏

Sol: 𝑝(𝑥) = 2𝑥 3 + 𝑥 2  2𝑥  1

𝑝(−1) = 2(−1)3 + (−1)2  2(−1)  1

= −2 + 1 + 2 − 1 = 0

∴ 𝑔(𝑥) 𝑖𝑠 𝑎 𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑓 𝑝(𝑥)

(𝑖𝑖) 𝑝(𝑥) = 𝑥 3 + 3𝑥 2 + 3𝑥 + 1, 𝑔(𝑥) = 𝑥 + 2

Sol:𝑝(𝑥) = 𝑥 3 + 3𝑥 2 + 3𝑥 + 1

𝑝(−2) = (−2)3 + 3(−2)2 + 3(−2) + 1

= −8 + 12 − 6 + 1

= 14 − 14 = 0

∴ 𝑔(𝑥) 𝑖𝑠 𝑎 𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑓 𝑝(𝑥)

(𝑖𝑖𝑖)𝑝(𝑥) = 𝑥 3  4𝑥 2 + 𝑥 + 6, 𝑔(𝑥) = 𝑥  3

Sol: 𝑝(𝑥) = 𝑥 3  4𝑥 2 + 𝑥 + 6

𝑝(3) = 33  4 × 3 2 + 2 + 6

= 27 − 36 + 8

= 36 − 36 = 0

∴ 𝑔(𝑥) 𝑖𝑠 𝑎 𝑓𝑎𝑐𝑡𝑜𝑟 𝑜𝑓𝑝(𝑥)

3. Find the value of k, if x – 1 is a factor of p(x) in each of the following cases:

(𝒊) 𝒑(𝒙) = 𝒙𝟐 + 𝒙 + 𝒌
If 𝑥 – 1 is a factor of p(x)then p(1) = 0
12 + 1 + 𝑘 = 0

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 2+𝑘 =0
𝑘 = −2
(𝒊𝒊) 𝒑(𝒙) = 𝟐𝒙𝟐 + 𝒌𝒙 + 𝟐
If 𝑥 – 1 is a factor of p(x)then p(1) = 0
2 × 12 + 𝑘 × 1 + 2 = 0
2+𝑘+2=0
𝑘+4=0
𝑘 = −4
(𝒊𝒊𝒊) 𝒑(𝒙) = 𝒌𝒙𝟐 – √𝟐 𝒙 + 𝟏
If 𝑥 – 1 is a factor of p(𝑥)then p(1) = 0
𝑘 × (1)2 – √2 × 1 + 1 = 0
𝑘 − √2 + 1 = 0
𝑘 = √2 − 1
(𝑖𝑣)𝑝(𝑥) = 𝑘𝑥 2 – 3𝑥 + 𝑘
If 𝑥 – 1 is a factor of p(x)then p(1) = 0
𝑘(1)2 – 3(1) + 𝑘 = 0
𝑘−3+𝑘 =0
2𝑘 − 3 = 0
3
𝑘=
2
4. Factorise : 12 × 1
(𝒊) 𝟏𝟐𝒙𝟐 – 𝟕𝒙 + 𝟏 = 12

𝑆𝑜𝑙: 12𝑥 2 – 7𝑥 + 1 = 12𝑥 2 – 3𝑥 − 4𝑥 + 1 ×

−3 −4
= 3𝑥(4𝑥 − 1) − 1(4𝑥 − 1) +
= (4𝑥 − 1)(3𝑥 − 1) −7
𝟐
(𝒊𝒊) 𝟐𝒙 + 𝟕𝒙 + 𝟑 2×3
=6
𝑆𝑜𝑙: 2𝑥 2 + 7𝑥 + 3 = 2𝑥 2 + 6𝑥 + 𝑥 + 3
×
= 2𝑥(𝑥 + 3) + 1(𝑥 + 3)
6 1
= (𝑥 + 3)(2𝑥 + 1) +

(𝒊𝒊𝒊) 𝟔𝒙𝟐 + 𝟓𝒙 – 𝟔 6 × (−6) 7

= −36
𝑆𝑜𝑙: 6𝑥 2 + 5𝑥 – 6 = 6𝑥 2 + 9𝑥 − 4𝑥 – 6
×
= 3𝑥(2𝑥 + 3) − 2(2𝑥 + 3)
9 −4
= (2𝑥 + 3)(3𝑥 − 2) +
3 × (−4)
(𝒊𝒗)𝟑𝒙𝟐 – 𝒙 – 𝟒 5 = −12
𝑆𝑜𝑙: 3𝑥 2 – 𝑥 – 4 = 3𝑥 2 – 4𝑥 + 3𝑥 – 4 ×
−4 3
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−1
 = 𝑥(3𝑥 − 4) + 1(3𝑥 − 4)
= (3𝑥 − 4)(𝑥 + 1)
5. Factorise :
(𝒊) 𝒙𝟑 – 𝟐𝒙𝟐 – 𝒙 + 𝟐
𝑆𝑜𝑙: 𝐿𝑒𝑡 𝑝(𝑥) = 𝑥 3 – 2𝑥 2 – 𝑥 + 2
𝑝(𝑥) = 𝑥 3 – 2𝑥 2 – 𝑥 + 2
𝑝(1) = 13  2 × 12  1 + 2
=1−2−1+2= 0
So (𝑥 − 1) is a factor of 𝑝(𝑥)
𝑥 3  2𝑥 2  𝑥 + 2
= 𝑥 3  𝑥 2 − 𝑥 2 + 𝑥  2𝑥 + 2 𝑥2 − 𝑥 − 2
−1 × 2 = −2
= 𝑥 2 (𝑥 − 1) − 𝑥(𝑥 − 1) − 2(𝑥 − 1) = 𝑥 2 − 2𝑥 + 𝑥 − 2
−1 + 2 = 1
= (𝑥 − 1)(𝑥 2 − 𝑥 − 2)
= 𝑥(𝑥 − 2) + 1(𝑥 − 2)
= (𝑥 − 1)(𝑥 + 1)(𝑥 − 2)
= (𝑥 − 2)(𝑥 + 1)
(𝒊𝒊)𝒙𝟑 – 𝟑𝒙𝟐 – 𝟗𝒙 – 𝟓
Sol: 𝑝(𝑥) = 𝑥 3  3𝑥 2  9𝑥  5
𝑝(−1) = (−1)3  3 × (−1)2  9 × (−1)  5
= −1 − 3 + 9 − 5
=9−9=0
So (𝑥 + 1) is a factor of 𝑝(𝑥)
𝑥 3  3𝑥 2  9𝑥  5
𝑥 2 − 4𝑥 − 5 −5 × 1 = −5
= 𝑥 + 𝑥  4𝑥 − 4𝑥  5𝑥  5
3 2 2

= 𝑥 2 − 5𝑥 + 𝑥 − 5 −5 + 1 = −4
= 𝑥 2 (𝑥 + 1) − 4𝑥(𝑥 + 1) − 5(𝑥 + 1)
= (𝑥 + 1)(𝑥 2 − 4𝑥 − 5) = 𝑥(𝑥 − 5) + 1(𝑥 − 5)

= (𝑥 + 1)(𝑥 + 1)(𝑥 − 5) = (𝑥 − 5)(𝑥 + 1)

= (𝑥 + 1)2 (𝑥 − 5)
(𝑖𝑖𝑖)𝑥 3 + 13𝑥 2 + 32𝑥 + 20
Sol: 𝑝(𝑥) = 𝑥 3 + 13𝑥 2 + 32𝑥 + 20
𝑝(−1) = (−1)3 + 13 × (−1)2 + 32 × (−1) + 20
= −1 + 13 − 32 + 20
= 33 − 33 = 0
So (𝑥 + 1) is a factor of 𝑝(𝑥)
𝑥 3 + 13𝑥 2 + 32𝑥 + 20
= 𝑥 3 + 𝑥 2 + 12𝑥 2 + 12𝑥 + 20𝑥 + 20

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 = 𝑥 2 (𝑥 + 1) + 12𝑥(𝑥 + 1) + 20(𝑥 + 1)
𝑥 2 + 12𝑥 + 20
= (𝑥 + 1)(𝑥 2 + 12𝑥 + 20)
2 × 10 = 20
= (𝑥 + 1)(𝑥 + 2)(𝑥 + 10) = 𝑥 2 + 2𝑥 + 10𝑥 + 20
2 + 10 = 12
(𝒊𝒗)𝟐𝒚𝟑 + 𝒚𝟐 – 𝟐𝒚 – 𝟏 = 𝑥(𝑥 + 2) + 10(𝑥 + 2)
Sol: 𝑝(𝑦) = 𝑦 3 + 𝑦 2  𝑦  1 = (𝑥 + 2)(𝑥 + 10)
𝑝(−1) = (−1)3 + (−1)2  (−1)  1
= −1 + 1 + 1 − 1
=2−2=0
So (𝑦 + 1) is a factor of 𝑝(𝑦)
𝑦3 + 𝑦2  𝑦  1 = 𝑦3 + 𝑦2  𝑦  1
= 𝑦 2 (𝑦 + 1) − 1(𝑦 + 1)
= (𝑦 + 1)(𝑦 2 − 1)
= (𝑦 + 1)(𝑦 + 1)(𝑦 − 1)

(i) (𝑥 + 𝑦) 2 ≡ 𝑥 2 + 2𝑥𝑦 + 𝑦 2
(ii) (𝑥 − 𝑦) 2 ≡ 𝑥 2 − 2𝑥𝑦 + 𝑦 2
(iii) (𝑥 + 𝑦)(𝑥  𝑦) ≡ 𝑥 2  𝑦 2
(iv) (𝑥 + 𝑎)(𝑥 + 𝑏) ≡ 𝑥 2 + (𝑎 + 𝑏)𝑥 + 𝑎𝑏.
Example 11 : Find the following products using appropriate identities:
(𝒊)(𝒙 + 𝟑)(𝒙 + 𝟑)
𝑆𝑜𝑙: (𝑥 + 𝑦) 2 = 𝑥 2 + 2𝑥𝑦 + 𝑦 2
(𝑥 + 3)(𝑥 + 3) = (𝑥 + 3)2 = 𝑥 2 + 2 × 𝑥 × 3 + 32
= 𝑥 2 + 6𝑥 + 9
(𝒊𝒊)(𝒙 – 𝟑)(𝒙 + 𝟓)
𝑆𝑜𝑙: (𝑥 + 𝑎)(𝑥 + 𝑏) = 𝑥 2 + (𝑎 + 𝑏)𝑥 + 𝑎𝑏
(𝑥 – 3)(𝑥 + 5) = 𝑥 2 + (−3 + 5)𝑥 + (−3) × 5
= 𝑥 2 + 2𝑥 – 15
Example 12 : Evaluate 105 × 106 without multiplying directly
𝑆𝑜𝑙: (𝑥 + 𝑎)(𝑥 + 𝑏) ≡ 𝑥 2 + (𝑎 + 𝑏)𝑥 + 𝑎𝑏
105 × 106 = (100 + 5)(100 + 6)
= (100)2 + (5 + 6) × 100 + 5 × 6
= 10000 + 1100 + 30 = 11130
Example 13 : Factorise:
(𝒊)𝟒𝟗𝒂𝟐 + 𝟕𝟎𝒂𝒃 + 𝟐𝟓𝒃𝟐

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𝑆𝑜𝑙: 𝑥 2 + 2𝑥𝑦 + 𝑦 2 = (𝑥 + 𝑦)2
49𝑎2 + 70𝑎𝑏 + 25𝑏 2 = (7𝑎)2 + 2 × 7𝑎 × 5𝑏 + (5𝑏)2
= (7𝑎 + 5𝑏)2 = (7𝑎 + 5𝑏)(7𝑎 + 5𝑏)
𝟐𝟓 𝟐 𝒚𝟐
(𝒊𝒊) 𝒙 −
𝟒 𝟗
𝑆𝑜𝑙: 𝑥 2  𝑦 2 = (𝑥 + 𝑦)(𝑥  𝑦)
25 2 𝑦 2 5 2 𝑦 2 5 𝑦 5 𝑦
𝑥 − = ( 𝑥) − ( ) = ( 𝑥 + ) ( 𝑥 − )
4 9 2 3 2 3 2 3
𝐈𝐝𝐞𝐧𝐭𝐢𝐭𝐲 𝐕 ∶ (𝒙 + 𝒚 + 𝒛)𝟐 = 𝒙𝟐 + 𝒚𝟐 + 𝒛𝟐 + 𝟐𝒙𝒚 + 𝟐𝒚𝒛 + 𝟐𝒛𝒙
𝑆𝑜𝑙: (𝑥 + 𝑦 + 𝑧)2 = [(𝑥 + 𝑦) + 𝑧]2 = (𝑥 + 𝑦)2 + 2(𝑥 + 𝑦)𝑧 + 𝑧 2
= 𝑥 2 + 2𝑥𝑦 + 𝑦 2 + 2𝑥𝑧 + 2𝑦𝑧 + 𝑧 2
= 𝑥 2 + 𝑦 2 + 𝑧 2 + 2𝑥𝑦 + 2𝑦𝑧 + 2𝑧𝑥
Example 14 : Write (𝟑𝒂 + 𝟒𝒃 + 𝟓𝒄)𝟐 in expanded form
Sol: (𝑥 + 𝑦 + 𝑧)2 = 𝑥 2 + 𝑦 2 + 𝑧 2 + 2𝑥𝑦 + 2𝑦𝑧 + 2𝑧𝑥
(3𝑎 + 4𝑏 + 5𝑐)2 = (3𝑎)2 + (4𝑏)2 + (5𝑐)2 + 2(3𝑎)(4𝑏) + 2(4𝑏)(5𝑐) + 2(3𝑎)(5𝑐)
= 9𝑎2 + 16𝑏 2 + 25𝑐 2 + 24𝑎𝑏 + 40𝑏𝑐 + 30𝑎𝑐
𝑬𝒙𝒂𝒎𝒑𝒍𝒆 𝟏𝟔 ∶ 𝑭𝒂𝒄𝒕𝒐𝒓𝒊𝒔𝒆 𝟒𝒙𝟐 + 𝒚𝟐 + 𝒛𝟐 − 𝟒𝒙𝒚 − 𝟐𝒚𝒛 + 𝟒𝒙𝒛
Sol: 𝑥 2 + 𝑦 2 + 𝑧 2 + 2𝑥𝑦 + 2𝑦𝑧 + 2𝑧𝑥 = (𝑥 + 𝑦 + 𝑧)2
4𝑥 2 + 𝑦 2 + 𝑧 2 − 4𝑥𝑦 − 2𝑦𝑧 + 4𝑥𝑧
= (2𝑥)2 + (−𝑦)2 + (𝑧)2 + 2(2𝑥)(−𝑦) + 2(−𝑦)(𝑧) + 2(2𝑥)(𝑧)
= (2𝑥 − 𝑦 + 𝑧)2 = (2𝑥 − 𝑦 + 𝑧)(2𝑥 − 𝑦 + 𝑧)
𝐈𝐝𝐞𝐧𝐭𝐢𝐭𝐲 𝐕𝐈 ∶ (𝒙 + 𝒚) 𝟑 = 𝒙𝟑 + 𝟑𝒙𝟐 𝒚 + 𝟑𝒙𝒚𝟐 + 𝒚𝟑 = 𝒙𝟑 + 𝒚𝟑 + 𝟑𝒙𝒚 (𝒙 + 𝒚)
𝑆𝑜𝑙: (𝑥 + 𝑦)3 = (𝑥 + 𝑦)(𝑥 + 𝑦)2 = (𝑥 + 𝑦)(𝑥 2 + 2𝑥𝑦 + 𝑦 2 )
= 𝑥 3 + 2𝑥 2 𝑦 + 𝑥𝑦 2 + 𝑥 2 𝑦 + 2𝑥𝑦 2 + 𝑦 3 = 𝑥 3 + 𝑦 3 + 3𝑥 2 𝑦 + 3𝑥𝑦 2 = 𝑥 3 + 𝑦 3 + 3𝑥𝑦 (𝑥 + 𝑦)
𝐈𝐝𝐞𝐧𝐭𝐢𝐭𝐲 𝐕𝐈𝐈 ∶ (𝒙 − 𝒚) 𝟑 = 𝒙𝟑 − 𝟑𝒙𝟐 𝒚 + 𝟑𝒙𝒚𝟐 − 𝒚𝟑 = 𝒙𝟑 − 𝒚𝟑 − 𝟑𝒙𝒚 (𝒙 − 𝒚)
𝑆𝑜𝑙: (𝑥 − 𝑦)3 = (𝑥 − 𝑦)(𝑥 − 𝑦)2 = (𝑥 − 𝑦)(𝑥 2 − 2𝑥𝑦 + 𝑦 2 )
= 𝑥 3 − 2𝑥 2 𝑦 + 𝑥𝑦 2 − 𝑥 2 𝑦 + 2𝑥𝑦 2 − 𝑦 3 = 𝑥 3 − 𝑦 3 − 3𝑥 2 𝑦 + 3𝑥𝑦 2 = 𝑥 3 − 𝑦 3 − 3𝑥𝑦 (𝑥 − 𝑦)
Example 17 : Write the following cubes in the expanded form:
(𝒊)(𝟑𝒂 + 𝟒𝒃)𝟑
𝑆𝑜𝑙: (𝑥 + 𝑦)3 = 𝑥 3 + 𝑦 3 + 3𝑥𝑦 (𝑥 + 𝑦)
(3𝑎 + 4𝑏)3 = (3𝑎)3 + (4𝑏)3 + 3(3𝑎)(4𝑏)(3𝑎 + 4𝑏)
= 27𝑎3 + 64𝑏 4 + 36𝑎𝑏(3𝑎 + 4𝑏) = 27𝑎3 + 64𝑏 4 + 108𝑎2 𝑏 + 144𝑎𝑏 2
(𝒊𝒊) (𝟓𝒑 – 𝟑𝒒)𝟑
𝑆𝑜𝑙: (𝑥 − 𝑦) 3 = 𝑥 3 − 𝑦 3 − 3𝑥𝑦 (𝑥 − 𝑦)
(5𝑝 – 3𝑞)3 = (5𝑝)3 − (3𝑞)3 − 3(5𝑝)(3𝑞)(5𝑝 − 3𝑞)

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 = 125𝑝3 − 27𝑞 3 − 45𝑝𝑞(5𝑝 − 3𝑞)
= 125𝑝3 − 27𝑞 3 − 225𝑝2 𝑞 + 135𝑝𝑞 2
Example 18 : Evaluate each of the following using suitable identities:
(𝒊) (𝟏𝟎𝟒)𝟑
𝑆𝑜𝑙: (𝑥 + 𝑦)3 = 𝑥 3 + 𝑦 3 + 3𝑥𝑦 (𝑥 + 𝑦)
(104)3 = (100 + 4)3 = (100)3 + (4)3 + 3(100)(4)(100 + 4)
= 1000000 + 64 + 1200 × 104
= 1000000 + 64 + 124800 = 1124864
(𝒊𝒊)(𝟗𝟗𝟗)𝟑
𝑆𝑜𝑙: (𝑥 − 𝑦) 3 = 𝑥 3 − 𝑦 3 − 3𝑥𝑦 (𝑥 − 𝑦)
(999)3 = (1000 − 1)3 = (100)3 − (1)3 − 3(100)(1)(1000 − 1)
= 1000000 − 1 − 300 × 999
= 1000000 − 1 − 2997000 = 997002999
𝐄𝐱𝐚𝐦𝐩𝐥𝐞 𝟏𝟗 ∶ 𝑭𝒂𝒄𝒕𝒐𝒓𝒊𝒔𝒆 𝟖𝒙𝟑 + 𝟐𝟕𝒚𝟑 + 𝟑𝟔𝒙𝟐 𝒚 + 𝟓𝟒𝒙𝒚𝟐
𝑆𝑜𝑙: 𝑥 3 + 𝑦 3 + 3𝑥 2 𝑦 + 3𝑥𝑦 2 = (𝑥 + 𝑦)3
8𝑥 3 + 27𝑦 3 + 36𝑥 2 𝑦 + 54𝑥𝑦 2 = (2𝑥)3 + (3𝑦)3 + 3(2𝑥)2 (3𝑦) + 3(2𝑥)(3𝑦)2 = (2𝑥 + 3𝑦)3
𝐈𝐝𝐞𝐧𝐭𝐢𝐭𝐲 𝐕𝐈𝐈𝐈 ∶ 𝒙𝟑 + 𝒚𝟑 + 𝒛𝟑  𝟑𝒙𝒚𝒛 = (𝒙 + 𝒚 + 𝒛)(𝒙𝟐 + 𝒚𝟐 + 𝒛𝟐  𝒙𝒚  𝒚𝒛  𝒙𝒛)
𝑬𝒙𝒂𝒎𝒑𝒍𝒆 𝟐𝟎 ∶ 𝑭𝒂𝒄𝒕𝒐𝒓𝒊𝒔𝒆 ∶ 𝟖𝒙𝟑 + 𝒚𝟑 + 𝟐𝟕𝒛 𝟑 – 𝟏𝟖𝒙𝒚𝒛
𝑆𝑜𝑙: 𝑥 3 + 𝑦 3 + 𝑧 3  3𝑥𝑦𝑧 = (𝑥 + 𝑦 + 𝑧)(𝑥 2 + 𝑦 2 + 𝑧 2  𝑥𝑦  𝑦𝑧  𝑥𝑧)
8𝑥 3 + 𝑦 3 + 27𝑧 3 – 18𝑥𝑦𝑧 = (2𝑥)3 + (𝑦)3 + (3𝑧)3 − 3(2𝑥)(𝑦)(3𝑧)
= (2𝑥 + 𝑦 + 3𝑧)[(2𝑥)2 + (𝑦)2 + (3𝑧)2 − (2𝑥)(𝑦) − (𝑦)(3𝑧) − (2𝑥)(3𝑧)]
= (2𝑥 + 𝑦 + 3𝑧)(4𝑥 2 + 𝑦 2 + 9𝑧 2 − 2𝑥𝑦 − 3𝑦𝑧 − 6𝑥𝑧)

1. Use suitable identities to find the following products

(𝒊)(𝒙 + 𝟒)(𝒙 + 𝟏𝟎)
𝑆𝑜𝑙: (𝑥 + 𝑎)(𝑥 + 𝑏) ≡ 𝑥 2 + (𝑎 + 𝑏)𝑥 + 𝑎𝑏 ; 𝑎 = 4, 𝑏 = 10
(𝑥 + 4)(𝑥 + 10) = 𝑥 2 + (4 + 10)𝑥 + 4 × 10 = 𝑥 2 + 14𝑥 + 40
(𝒊𝒊)(𝒙 + 𝟖)(𝒙 − 𝟏𝟎)
𝑆𝑜𝑙: (𝑥 + 𝑎)(𝑥 + 𝑏) ≡ 𝑥 2 + (𝑎 + 𝑏)𝑥 + 𝑎𝑏; 𝑎 = 8, 𝑏 = −10
(𝑥 + 8)(𝑥 − 10) = 𝑥 2 + (8 − 10)𝑥 + 8 × (−10) = 𝑥 2 − 2𝑥 − 80
(𝒊𝒊𝒊)(𝟑𝐱 + 𝟒)(𝟑𝐱 – 𝟓)
𝑆𝑜𝑙: (𝑥 + 𝑎)(𝑥 + 𝑏) ≡ 𝑥 2 + (𝑎 + 𝑏)𝑥 + 𝑎𝑏; 𝑥 = 3𝑥, 𝑎 = 4, 𝑏 = −5
(3x + 4)(3x – 5) = (3𝑥)2 + (4 − 5)(3𝑥) + 4 × (−5)
= 9𝑥 2 − 3𝑥 − 20

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 𝟑 𝟑
(𝒊𝒗) (𝒚𝟐 + ) (𝒚𝟐 − )
𝟐 𝟐
3
𝑆𝑜𝑙: (𝑎 + 𝑏)(𝑎 − 𝑏) = 𝑎 2  𝑏 2 ; a = 𝑦 2 , b =
2
3 3 3 2 9
(𝑦 2 + ) (𝑦 2 − ) = (𝑦 2 )2 − ( ) = 𝑦 4 −
2 2 2 4
(𝒗)(𝟑 – 𝟐𝒙)(𝟑 + 𝟐𝒙)
𝑆𝑜𝑙: (𝑎 + 𝑏)(𝑎 − 𝑏) = 𝑎 2  𝑏 2 ; 𝑎 = 3, 𝑏 = 2𝑥
(3 – 2𝑥)(3 + 2𝑥) = (3)2 − (2𝑥)2 = 9 − 4𝑥 2
2. Evaluate the following products without multiplying directly
(𝒊)𝟏𝟎𝟑 × 𝟏𝟎𝟕
𝑆𝑜𝑙: (𝑥 + 𝑎)(𝑥 + 𝑏) ≡ 𝑥 2 + (𝑎 + 𝑏)𝑥 + 𝑎𝑏; 𝑥 = 100, 𝑎 = 3, 𝑏 = 7
103 × 107 = (100 + 3)(100 + 7) = (100)2 + (3 + 7)(100) + 3 × 7
= 10000 + 1000 + 21 = 11021
(𝒊𝒊) 𝟗𝟓 × 𝟗𝟔
𝑆𝑜𝑙: (𝑥 + 𝑎)(𝑥 + 𝑏) ≡ 𝑥 2 + (𝑎 + 𝑏)𝑥 + 𝑎𝑏; 𝑥 = 90, 𝑎 = 5, 𝑏 = 6
95 × 96 = (90 + 5)(90 + 6) = (90)2 + (5 + 6)(90) + 5 × 6
= 8100 + 990 + 30 = 9120
(𝒊𝒊𝒊)𝟏𝟎𝟒 × 𝟗𝟔
𝑆𝑜𝑙: (𝑎 + 𝑏)(𝑎 − 𝑏) = 𝑎 2  𝑏 2 ; 𝑎 = 100, 𝑏 = 4
104 × 96 = (100 + 4)(100 − 4) = (100)2 − (4)2 = 10000 − 16 = 9984
3. Factorise the following using appropriate identities
(𝒊) 𝟗𝒙𝟐 + 𝟔𝒙𝒚 + 𝒚𝟐
𝑆𝑜𝑙: 𝑎2 + 2𝑎𝑏 + 𝑏 2 = (𝑎 + 𝑏)2 ; 𝑎 = 3𝑥, 𝑏 = 𝑦
9𝑥 2 + 6𝑥𝑦 + 𝑦 2 = (3𝑥)2 + 2(3𝑥)(𝑦) + (𝑦)2 = (3𝑥 + 𝑦)2
(𝒊𝒊) 𝟒𝒚𝟐 − 𝟒𝒚 + 𝟏
𝑆𝑜𝑙: 𝑎2 − 2𝑎𝑏 + 𝑏 2 = (𝑎 − 𝑏)2 ; 𝑎 = 2𝑦, 𝑏 = 1
4𝑦 2 − 4𝑦 + 1 = (2𝑦)2 + 2(2𝑦)(1) + (1)2 = (2𝑦 + 1)2
𝒚𝟐
(𝒊𝒊𝒊) 𝒙𝟐 −
𝟏𝟎𝟎
𝑦
𝑆𝑜𝑙: 𝑎 2  𝑏 2 = (𝑎 + 𝑏)(𝑎 − 𝑏); 𝑎 = 𝑥, 𝑏 = 10

𝑦2 𝑦 2 𝑦 𝑦
𝑥2 − = 𝑥 2 − ( ) = (𝑥 + ) (𝑥 − )
100 10 10 10
4. Expand each of the following, using suitable identities:
(𝒊)(𝒙 + 𝟐𝒚 + 𝟒𝒛)𝟐
𝑆𝑜𝑙: (𝑎 + 𝑏 + 𝑐)2 = 𝑎2 + 𝑏 2 + 𝑐 2 + 2𝑎𝑏 + 2𝑏𝑐 + 2𝑎𝑐

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 (𝑥 + 2𝑦 + 4𝑧)2 = (𝑥)2 + (2𝑦)2 + (4𝑧)2 + 2(𝑥)(2𝑦) + 2(2𝑦)(4𝑧) + 2(𝑥)(4𝑧)
= 𝑥 2 + 4𝑦 2 + 16𝑧 2 + 4𝑥𝑦 + 16𝑦𝑧 + 8𝑥𝑧
(𝒊𝒊)(𝟐𝒙 − 𝒚 + 𝒛)𝟐
𝑆𝑜𝑙: (𝑎 + 𝑏 + 𝑐)2 = 𝑎2 + 𝑏 2 + 𝑐 2 + 2𝑎𝑏 + 2𝑏𝑐 + 2𝑎𝑐
(𝟐𝒙 − 𝒚 + 𝒛)2 = (2𝑥)2 + (−𝑦)2 + (𝑧)2 + 2(2𝑥)(−𝑦) + 2(−𝑦)(𝑧) + 2(2𝑥)(𝑧)
= 4𝑥 2 + 𝑦 2 + 𝑧 2 − 4𝑥𝑦 − 2𝑦𝑧 + 4𝑥𝑧
(𝒊𝒊𝒊)(−𝟐𝒙 + 𝟑𝒚 + 𝟐𝒛)𝟐
𝑆𝑜𝑙: (𝑎 + 𝑏 + 𝑐)2 = 𝑎2 + 𝑏 2 + 𝑐 2 + 2𝑎𝑏 + 2𝑏𝑐 + 2𝑎𝑐
(−2𝑥 + 3𝑦 + 2𝑧)2 = (−2𝑥)2 + (3𝑦)2 + (2𝑧)2 + 2(−2𝑥)(3𝑦) + 2(3𝑦)(2𝑧) + 2(−2𝑥)(2𝑧)
= 4𝑥 2 + 9𝑦 2 + 4𝑧 2 − 12𝑥𝑦 + 12𝑦𝑧 − 8𝑥𝑧
(𝒊𝒗)(𝟑𝒂 − 𝟕𝒃 − 𝒄)𝟐
𝑆𝑜𝑙: (𝑥 + 𝑦 + 𝑧)2 = 𝑥 2 + 𝑦 2 + 𝑧 2 + 2𝑥𝑦 + 2𝑦𝑧 + 2𝑥𝑧
(3𝑎 − 7𝑏 − 𝑐)2 = (3𝑎)2 + (−7𝑏)2 + (−𝑐)2 + 2(3𝑎)(−7𝑏) + 2(−7𝑏)(−𝑐) + 2(3𝑎)(−𝑐)
= 9𝑎2 + 49𝑏 2 + 𝑐 2 − 42𝑎𝑏 + 14𝑏𝑐 − 6𝑎𝑐
(𝒗)(−𝟐𝒙 + 𝟓𝒚 − 𝟑𝒛)𝟐
𝑆𝑜𝑙: (𝑎 + 𝑏 + 𝑐)2 = 𝑎2 + 𝑏 2 + 𝑐 2 + 2𝑎𝑏 + 2𝑏𝑐 + 2𝑎𝑐
(−2𝑥 + 5𝑦 − 3𝑧)2 = (−2𝑥)2 + (5𝑦)2 + (−3𝑧)2 + 2(−2𝑥)(5𝑦) + 2(5𝑦)(−3𝑧) + 2(−2𝑥)(−3𝑧)
= 4𝑥 2 + 25𝑦 2 + 9𝑧 2 − 20𝑥𝑦 − 30𝑦𝑧 + 12𝑥𝑧
𝟐
𝟏 𝟏
(𝒗𝒊) [ 𝒂 − 𝒃 + 𝟏]
𝟒 𝟐
𝑆𝑜𝑙: (𝑥 + 𝑦 + 𝑧)2 = 𝑥 2 + 𝑦 2 + 𝑧 2 + 2𝑥𝑦 + 2𝑦𝑧 + 2𝑥𝑧
2
1 1 1 2 1 2 1 1 1 1
( 𝑎 − 𝑏 + 1) = ( 𝑎) + (− 𝑏) + (1)2 + 2 ( 𝑎) (− 𝑏) + 2 (− 𝑏) (1) + 2 ( 𝑎) (1)
4 2 4 2 4 2 2 4
1 2 1 2 1 1 𝑎2 𝑏 2 𝑎𝑏 𝑎
= 𝑎 + 𝑏 + 1 − 𝑎𝑏 − 𝑏 + 𝑎 = + +1− −𝑏+
16 4 4 2 16 4 4 2
5. Factorise:
(𝒊)𝟒𝒙𝟐 + 𝟗𝒚𝟐 + 𝟏𝟔𝒛𝟐 + 𝟏𝟐𝒙𝒚 − 𝟐𝟒𝒚𝒛 − 𝟏𝟔𝒙𝒛
𝑆𝑜𝑙: 𝑎2 + 𝑏 2 + 𝑐 2 + 2𝑎𝑏 + 2𝑏𝑐 + 2𝑎𝑐 = (𝑎 + 𝑏 + 𝑐)2
4𝑥 2 + 9𝑦 2 + 16𝑧 2 + 12𝑥𝑦 − 24𝑦𝑧 − 16𝑥𝑧
= (2𝑥)2 + (3𝑦)2 + (−4𝑧)2 + 2(2𝑥)(3𝑦) + 2(3𝑦)(−4𝑧) + 2(2𝑥)(−4𝑧)
= (2𝑥 + 3𝑦 − 4𝑧)2
(𝒊𝒊)𝟐𝒙𝟐 + 𝒚𝟐 + 𝟖𝒛𝟐 − 𝟐√𝟐𝒙𝒚 + 𝟒√𝟐𝒚𝒛 − 𝟖𝒙𝒛
𝑆𝑜𝑙: 𝑎2 + 𝑏 2 + 𝑐 2 + 2𝑎𝑏 + 2𝑏𝑐 + 2𝑎𝑐 = (𝑎 + 𝑏 + 𝑐)2
2𝑥 2 + 𝑦 2 + 8𝑧 2 − 2√2𝑥𝑦 + 4√2𝑦𝑧 − 8𝑥𝑧
2 2
= (−√2𝑥) + (𝑦)2 + (2√2𝑧) + 2(−√2𝑥)(𝑦) + 2(𝑦)(2√2𝑧) + 2(−√2𝑥)(2√2𝑧)

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 2
= (−√2𝑥 + 𝑦2√2𝑧)
6. Write the following cubes in expanded form
(𝒊)(𝟐𝒙 + 𝟏)𝟑
𝑆𝑜𝑙: (𝑎 + 𝑏)3 = 𝑎3 + 𝑏 3 + 3𝑎𝑏 (𝑎 + 𝑏)
(2𝑥 + 1)3 = (2𝑥)3 + (1)3 + 3(2𝑥)(1)(2𝑥 + 1)
= 8𝑥 3 + 1 + 6𝑥(2𝑥 + 1)
= 8𝑥 3 + 1 + 12𝑥 2 + 6𝑥
= 8𝑥 3 + 12𝑥 2 + 6𝑥 + 1
(𝑖𝑖)(2𝑎 − 3𝑏)3
𝑆𝑜𝑙: (𝑥 + 𝑦)3 = 𝑥 3 + 𝑦 3 + 3𝑥𝑦 (𝑥 + 𝑦)
(2𝑎 − 3𝑏)3 = (2𝑎)3 − (3𝑏)3 − 3(2𝑎)(3𝑏)(2𝑎 − 3𝑏)
= 8𝑎3 − 27𝑏 3 − 18𝑎𝑏(2𝑎 − 3𝑏)
= 8𝑎3 − 27𝑏 3 − 36𝑎2 𝑏 + 54𝑎𝑏 2
𝟑
𝟑
(𝒊𝒊𝒊) [ 𝒙 + 𝟏]
𝟐
𝑆𝑜𝑙: (𝑎 + 𝑏)3 = 𝑎3 + 𝑏 3 + 3𝑎𝑏 (𝑎 + 𝑏)
3
3 3 3 3 3
[ 𝑥 + 1] = ( 𝑥) + (1)3 + 3 ( 𝑥) (1) ( 𝑥 + 1)
2 2 2 2
27 3 9 3
= 𝑥 + 1 + 𝑥 ( 𝑥 + 1)
8 2 2
9 9 9
= 𝑥2 + 1 + 𝑥2 + 𝑥
4 4 2
𝟐 𝟑
(𝒊𝒗) [𝒙 − 𝒚]
𝟑
𝑆𝑜𝑙: (𝑎 − 𝑏)3 = 𝑎3 − 𝑏 3 − 3𝑎𝑏 (𝑎 − 𝑏)
2 3 3
2 3 2 2
[𝑥 − 𝑦] = (𝑥) − ( 𝑦) − 3(𝑥) ( 𝑦) (𝑥 − 𝑦)
3 3 3 3
8 2
= 𝑥 3 − 𝑦 3 − 2𝑥𝑦 (𝑥 − 𝑦)
27 3
8 4
= 𝑥 3 − 𝑦 3 − 2𝑥 2 𝑦 + 𝑥𝑦 2
27 3
7. Evaluate the following using suitable identities:
(𝑖)(99)3
𝑆𝑜𝑙: (𝑥 − 𝑦)3 ≡ 𝑥 3 − 𝑦 3 − 3𝑥𝑦 (𝑥 − 𝑦)
(99)3 = (100 − 1)3

= 1003 − 13 − 3(100)(1)[100 − 1]

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 = 1000000 − 1 − 300(99)

= 1000000 − 1 − 29700

= 9,70,299

(𝒊𝒊)(𝟏𝟎𝟐)𝟑
𝑆𝑜𝑙: (𝑥 + 𝑦)3 ≡ 𝑥 3 + 𝑦 3 + 3𝑥𝑦 (𝑥 + 𝑦)
(102)3 = (100 + 2)3

= (100)3 + (2)3 + 3(100)(2)[100 + 2]

= 1000000 + 8 + 600(102)

= 1000000 + 8 + 61200

= 10,61,208

(𝒊𝒊𝒊)(𝟗𝟗𝟖)𝟑
𝑆𝑜𝑙: (𝑥 − 𝑦)3 ≡ 𝑥 3 − 𝑦 3 − 3𝑥𝑦 (𝑥 − 𝑦)
(998)3 = (1000 − 2)3

= (1000)3 − (2)3 − 3(1000)(2)[1000 − 2]

= 1000000000 − 8 − 6000(998)

= 1000000000 − 8 − 5988000

= 99,40,11,992

8. Factorise each of the following:

(𝒊) 𝟖𝒂𝟑 + 𝒃𝟑 + 𝟏𝟐𝒂𝟐 𝒃 + 𝟔𝒂𝒃𝟐
𝑆𝑜𝑙: ∶ 𝑥 3 + 3𝑥 2 𝑦 + 3𝑥𝑦 2 + 𝑦 3 = (𝑥 + 𝑦)3
8𝑎3 + 𝑏 3 + 12𝑎2 𝑏 + 6𝑎𝑏 2

= (2𝑎)3 + (𝑏)3 + 3(2𝑎)2 𝑏 + 3(2𝑎)(𝑏)2

= (2𝑎 + 𝑏)3
(𝒊𝒊)𝟖𝒂𝟑 − 𝒃𝟑 − 𝟏𝟐𝒂𝟐 𝒃 + 𝟔𝒂𝒃𝟐

𝑆𝑜𝑙: 𝑥 3 − 𝑦 3 − 3𝑥 2 𝑦 + 3𝑥𝑦 2 ≡ (𝑥 − 𝑦) 3

8𝑎3 − 𝑏 3 − 12𝑎2 𝑏 + 6𝑎𝑏 2

= (2𝑎)3 − (𝑏)3 − 3(2𝑎)2 𝑏 + 3(2𝑎)(𝑏)2

= (2𝑎 − 𝑏)3

(𝑖𝑖𝑖) 27 − 125𝑎3 − 135𝑎 + 225𝑎2

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𝑆𝑜𝑙: 𝑥 3 − 𝑦 3 − 3𝑥 2 𝑦 + 3𝑥𝑦 2 = (𝑥 − 𝑦)3
27 − 125𝑎3 − 135𝑎 + 225𝑎2
= (3)3 − (5𝑎)3 − 3 × 32 × 5𝑎 + 3 × 3 × (5𝑎)2
= (3 − 5𝑎)3

(𝑣𝑖) 64𝑎3 − 27𝑏 3 − 144𝑎2 𝑏 + 108𝑎𝑏 2

𝑆𝑜𝑙: 𝑥 3 − 𝑦 3 − 3𝑥 2 𝑦 + 3𝑥𝑦 2 = (𝑥 − 𝑦)3
64𝑎3 − 27𝑏 3 − 144𝑎2 𝑏 + 108𝑎𝑏 2
= (4𝑎)3 − (3𝑏)3 − 3(4𝑎)2 (3𝑏) + 3(4𝑎)(3𝑏)2
= (4𝑎 − 3𝑏)3
1 9 1
(𝑣)27𝑝3 − − 𝑝2 + 𝑝
216 2 4
𝑆𝑜𝑙: 𝑥 3 − 𝑦 3 − 3𝑥 2 𝑦 + 3𝑥𝑦 2 = (𝑥 − 𝑦)3
1 9 1 1 3 1 1 2 1 3
27𝑝3 − − 𝑝2 + 𝑝 = (3𝑝)3 − ( ) − 3(3𝑝)2 ( ) + 3(3𝑝) ( ) = (3𝑝 − )
216 2 4 6 6 6 6
9. Verify (𝒊) 𝒙𝟑 + 𝒚𝟑 = (𝒙 + 𝒚) (𝒙𝟐  𝒙𝒚 + 𝒚𝟐 ) (𝒊𝒊) 𝒙𝟑 − 𝒚𝟑 = (𝒙 − 𝒚) (𝒙𝟐 + 𝒙𝒚 + 𝒚𝟐 )
Sol: (𝑖) R. H. S = (𝑥 + 𝑦)(𝑥 2  𝑥𝑦 + 𝑦 2 ) = 𝑥(𝑥 2  𝑥𝑦 + 𝑦 2 ) + 𝑦(𝑥 2  𝑥𝑦 + 𝑦 2 )
= 𝑥 3 − 𝑥 2 𝑦 + 𝑥𝑦 2 + 𝑥 2 𝑦 − 𝑥𝑦 2 + 𝑦 3 = 𝑥 3 + 𝑦 3 = L. H. S
(𝑖) R. H. S = (𝑥 − 𝑦)(𝑥 2 + 𝑥𝑦 + 𝑦 2 ) = 𝑥(𝑥 2 + 𝑥𝑦 + 𝑦 2 ) − 𝑦(𝑥 2 + 𝑥𝑦 + 𝑦 2 )
= 𝑥 3 + 𝑥 2 𝑦 + 𝑥𝑦 2 − 𝑥 2 𝑦 − 𝑥𝑦 2 − 𝑦 3 = 𝑥 3 − 𝑦 3 = L. H. S
10. (i)Factorise 𝟐𝟕𝒚𝟑 + 𝟏𝟐𝟓𝒛𝟑
Sol: (𝑖) 𝑎3 + 𝑏 3 = (𝑎 + 𝑏)(𝑎2  𝑎𝑏 + 𝑏 2 )
27𝑦 3 + 125𝑧 3 = (3𝑦)3 + (5𝑧)3 = (3𝑦 + 5𝑧)[(3𝑦)2 − (3𝑦)(5𝑧) + (5𝑧)2 ]
= (3𝑦 + 5𝑧)(9𝑦 2 − 15𝑦𝑧 + 25𝑧 2 )
(𝒊𝒊) 𝑭𝒂𝒄𝒕𝒐𝒓𝒊𝒔𝒆 ∶ 𝟔𝟒𝐦𝟑 – 𝟑𝟒𝟑𝐧𝟑
𝑆𝑜𝑙: 𝑥 3 − 𝑦 3 = (𝑥 − 𝑦) (𝑥 2 + 𝑥𝑦 + 𝑦 2 )
64m3 – 343n3 = (4𝑚)3 − (7𝑛)3 = (4𝑚 − 7𝑛)[(4𝑚)2 + (4𝑚)(7𝑛) + (7𝑛)2 ]
= (4𝑚 − 7𝑛)(16𝑚2 + 28𝑚𝑛 + 49𝑛2 )
11. Factorise : 𝟐𝟕𝒙𝟑𝟑 + 𝒚𝟑 + 𝒛𝟑 – 𝟗𝒙𝒚𝒛

Sol: 𝑥 3 + 𝑦 3 + 𝑧 3  3𝑥𝑦𝑧 ≡ (𝑥 + 𝑦 + 𝑧) (𝑥 2 + 𝑦 2 + 𝑧 2  𝑥𝑦  𝑦𝑧  𝑥𝑧)

27𝑥 3 + 𝑦 3 + 𝑧 3  9𝑥𝑦𝑧 = (3𝑥)3 + 𝑦 3 + 𝑧 3 − 3(3𝑥)(𝑦)(𝑧)

= (3𝑥 + 𝑦 + 𝑧)[(3𝑥)2 + 𝑦 2 + 𝑧 2 − (3𝑥)(𝑦) − (𝑦)(𝑧) − (𝑧)(3𝑥)]

= (3𝑥 + 𝑦 + 𝑧)(9𝑥 2 + 𝑦 2 + 𝑧 2 − 3𝑥𝑦 − 𝑦𝑧 − 3𝑥𝑧)

𝟏
12. Verify that 𝒙𝟑 + 𝒚𝟑 + 𝒛𝟑 − 𝟑𝒙𝒚𝒛 = 𝟐 (𝒙 + 𝒚 + 𝒛)[(𝒙 − 𝒚)𝟐 + (𝒚 − 𝒛)𝟐 + (𝒛 − 𝒙)𝟐 ]

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Sol: 𝑥 3 + 𝑦 3 + 𝑧 3  3𝑥𝑦𝑧

= (𝑥 + 𝑦 + 𝑧) (𝑥 2 + 𝑦 2 + 𝑧 2  𝑥𝑦  𝑦𝑧  𝑥𝑧)

1
= (𝑥 + 𝑦 + 𝑧) (2𝑥 2 + 2𝑦 2 + 2𝑧 2  2𝑥𝑦  2𝑦𝑧  2𝑥𝑧)
2
1
= (𝑥 + 𝑦 + 𝑧) [(𝑥 2  2𝑥𝑦 + 𝑦 2 ) + (𝑦 2  2𝑦𝑧 + 𝑧 2 ) + (𝑧 2  2𝑥𝑧 + 𝑥 2 )]
2
1
= (𝑥 + 𝑦 + 𝑧) [(𝑥 − 𝑦)2 + (𝑦 − 𝑧)2 + (𝑧 − 𝑥)2 ]
2
13. If 𝒙 + 𝒚 + 𝒛 = 𝟎, show that 𝒙𝟑 + 𝒚𝟑 + 𝒛𝟑 = 𝟑𝒙𝒚𝒛.
Sol: We know that

𝑥 3 + 𝑦 3 + 𝑧 3  3𝑥𝑦𝑧 = (𝑥 + 𝑦 + 𝑧) (𝑥 2 + 𝑦 2 + 𝑧 2  𝑥𝑦  𝑦𝑧  𝑥𝑧)

If 𝑥 + 𝑦 + 𝑧 = 0 then

𝑥 3 + 𝑦 3 + 𝑧 3  3𝑥𝑦𝑧 = (0) (𝑥 2 + 𝑦 2 + 𝑧 2  𝑥𝑦  𝑦𝑧  𝑥𝑧)

𝑥 3 + 𝑦 3 + 𝑧 3  3𝑥𝑦𝑧 = 0

𝑥 3 + 𝑦 3 + 𝑧 3 = 3𝑥𝑦𝑧

14. Without actually calculating the cubes, find the value of each of the following:
(𝑖) (𝟏𝟐)𝟑 + (𝟕)𝟑 + (𝟓)𝟑

Sol: Let 𝑥 = −12, 𝑦 = 7, 𝑧 = 5

𝑥 + 𝑦 + 𝑧 = −12 + 7 + 5 = 0

We know that if 𝑥 + 𝑦 + 𝑧 = 0 then 𝑥 3 + 𝑦 3 + 𝑧 3 = 3𝑥𝑦𝑧

⇒ (12)3 + (7)3 + (5)3 = 3(−12)(7)(5)

⇒ (12)3 + (7)3 + (5)3 = −1260

(𝒊𝒊) (𝟐𝟖)𝟑 + (−𝟏𝟓)𝟑 + (−𝟏𝟑)𝟑

𝑆𝑜𝑙: 𝐿𝑒𝑡 𝑥 = 28, 𝑦 = −15, 𝑧 = −13

𝑥 + 𝑦 + 𝑧 = 28 − 15 − 13 = 0

We know that if 𝑥 + 𝑦 + 𝑧 = 0 then 𝑥 3 + 𝑦 3 + 𝑧 3 = 3𝑥𝑦𝑧

⇒ (28)3 + (−15)3 + (−13)3 = 3(28)(−15)(−13)

⇒ (28)3 + (−15)3 + (−13)3 = 16380

15. Give possible expressions for the length and breadth of each of the following rectangles, in which
their areas are given:

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(i)Area: 25𝑎2 − 35𝑎 + 12
Sol: 25𝑎2  35𝑎 + 12 = 25𝑎2  15𝑎 − 20𝑎 + 12

= 5𝑎(5𝑎 − 3) − 4(5𝑎 − 3)

= (5𝑎 − 3)(5𝑎 − 4)

Length=5𝑎 − 3 and Breadth= 5𝑎 − 4

(𝒊𝒊)𝐀𝐫𝐞𝐚: 𝟑𝟓𝒚𝟐 + 𝟏𝟑𝒚 − 𝟏𝟐

Sol: 35𝑦 2 + 13𝑦 − 12 = 35𝑦 2 + 28𝑦 − 15𝑦 − 12

= 7𝑦(5𝑦 + 4) − 3(5𝑦 + 4)

= (5𝑦 + 4)(7𝑦 − 3)

Length=5𝑦 + 4 and Breadth= 7𝑦 − 3

16. What are the possible expressions for the dimensions of the cuboids whose volumes are given
below?
(𝒊)𝐕𝐨𝐥𝐮𝐦𝐞 ∶ 𝟑𝒙𝟐 − 𝟏𝟐𝒙

Sol: 3𝑥 2  12𝑥 = 3𝑥(𝑥 − 4)

𝑙𝑒𝑛𝑔𝑡ℎ = 3, 𝑏𝑟𝑒𝑎𝑑𝑡ℎ = 𝑥, ℎ𝑒𝑖𝑔ℎ𝑡 = 𝑥 − 4

(𝒊𝒊) 𝟏𝟐𝒌𝒚𝟐 + 𝟖𝒌𝒚 − 𝟐𝟎𝒌

Sol: 12𝑘𝑦 2 + 8𝑘𝑦  20𝑘 =

= 4𝑘(3𝑦 2 + 2𝑦  5)

= 4𝑘(3𝑦 2 − 3𝑦 + 5𝑦  5)

= 4𝑘[3𝑦(𝑦 − 1) + 5(𝑦 − 1)]

= 4𝑘(3𝑦 + 5)(𝑦 − 1) = 𝑙 × 𝑏 × ℎ

𝑙𝑒𝑛𝑔𝑡ℎ = 4𝑘, 𝑏𝑟𝑒𝑎𝑑𝑡ℎ = (3𝑦 + 5), ℎ𝑒𝑖𝑔ℎ𝑡 = (𝑦 − 1)

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 CHAPTER

1. COORDINATE GEOMETRY was initially developed by the French philosopher and

mathematician René Déscartes.
2. In honour of Déscartes, the system used for describing the position of a point in a plane is also
known as the Cartesian system
3. The horizontal line X′X is called the x - axis and the
vertical line YY′ is called the y – axis.
4. The point of intersection of the axes is called the origin,
and is denoted by O
5. The positive numbers lie on the directions OX and OY
are called the positive directions of the x - axis and the
y - axis
6. The negative numbers lie on the directions OX′ and OY′
are called the negative directions of the x - axis and the y -
axis
7. The coordinate axes divide the plane into four parts
called quadrants.
8. The distance of a point from the y - axis is called its x-
coordinate, or abscissa, and the distance of the point
from the x-axis is called its y-coordinate, or ordinate
9. If the abscissa of a point is x and the ordinate is y, then
(x, y) are called the coordinates of the point.
10. The coordinates of a point on the x-axis are of the form
(x, 0) and that of the point on the y-axis are (0, y)
11. The coordinates of the origin are (0, 0).
12. The coordinates of a point are of the form (+ , +) in the first quadrant, (–, +) in the second
quadrant, (–, –) in the third quadrant and (+, –) in the fourth quadrant, where + denotes a
positive real number and – denotes a negative real number.
13. If x ≠ y, then (x, y) ≠ (y, x), and (x, y) = (y, x), if x = y.
14.

Example 1 : See Fig. 3.11 and complete the following statements:

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(i) The abscissa and the ordinate of the point B are 4 and 3 respectively. Hence, the coordinates of
B are (4,3).

(ii) The x-coordinate and the y-coordinate of the point M are -3 and 4 respectively. Hence, the
coordinates of M are (-3,4).

(iii) The x-coordinate and the y-coordinate of the point L are -5 and -4 respectively. Hence, the
coordinates of L are (-5,-4).

(iv) The x-coordinate and the y-coordinate of the point S are 3 and -4 respectively. Hence, the
coordinates of S are (3,-4).

Example 2 : Write the coordinates of the points marked on the axes .

2
Sol: A = (4,0) ; B = (0,3); C = (−5,0); D = (0, −4); E = ( , 0)
3

1. Write the answer of each of the following questions:

(i) What is the name of horizontal and the vertical lines drawn to determine the position of any
point in the Cartesian plane?
Sol: The horizontal line is called the 𝑥-axis and vertical line is called the 𝑦-axis.
(ii) What is the name of each part of the plane formed by these two lines?
Sol: Quadrant
(iii) Write the name of the point where these two lines intersect.
Sol: Origin(O)
2. See Fig.3.14, and write the following:
(i) The coordinates of B.
Sol: B = (−5,2)
(ii) The coordinates of C.
Sol: C = (5, −5)
(iii) The point identified by the coordinates (–3, –5).
Sol: (– 3, – 5) = E
(iv) The point identified by the coordinates (2, – 4).
Sol: (2, – 4) = G
(v) The abscissa of the point D. (vii) The coordinates of the point L.
Sol: 6 Sol: L = (0,5)
(vi) The ordinate of the point H. (viii) The coordinates of the point M
Sol: − 3 Sol: M = (−3,0)

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 CHAPTER
4

1. If a linear equation has two variables then it is called a linear equation in two variables.
2. The general form of linear equation in two variables x, y is 𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0. Where 𝑎, 𝑏, 𝑐 are
real numbers, and 𝑎, 𝑏 are not both zero.
3. The process of finding solution(s) is called solving an equation .
4. A linear equation in two variables has infinitely many solutions. Every solution of the linear
equation can be represented by a unique point on the graph of the equation.

5. The graphs of x = a and y = a are lines parallel to the y-axis and x-axis, respectively
Example 1 : Write each of the following equations in the form ax + by + c = 0 and indicate the values
of a, b and c in each case:
(𝐢) 𝟐𝒙 + 𝟑𝒚 = 𝟒. 𝟑𝟕
Sol: 2𝑥 + 3𝑦 = 4.37 ⇒ 2𝑥 + 3𝑦 − 4.37 = 0
𝑎 = 2, 𝑏 = 3, 𝑐 = −4.37
(𝒊𝒊) 𝒙 − 𝟒 = √𝟑𝒚
𝑆𝑜𝑙: 𝑥 − 4 = √3𝑦 ⇒ 𝑥 − √3𝑦 − 4 = 0
𝑎 = 1, 𝑏 = −√3, 𝑐 = −4
(𝒊𝒊𝒊) 𝟒 = 𝟓𝒙 – 𝟑𝒚
𝑆𝑜𝑙: 5𝑥 – 3𝑦 − 4 = 0
𝑎 = 5, 𝑏 = −3, 𝑐 = −4
(𝒊𝒗) 𝟐𝒙 = 𝒚
𝑆𝑜𝑙: 2𝑥 − 𝑦 = 0
𝑎 = 2, 𝑏 = −1, 𝑐 = 0
Example 2 : Write each of the following as an equation in two variables:
(i) 𝑥 = –5
𝑆𝑜𝑙: 1. 𝑥 + 0. 𝑦 + 5 = 0
(ii) y=2
𝑆𝑜𝑙: 0. 𝑥 + 1. 𝑦 − 2 = 0
(iii) 2𝑥 = 3
𝑆𝑜𝑙: 2. 𝑥 + 0. 𝑦 − 3 = 0
(iv) 5𝑦 = 2
𝑆𝑜𝑙: 0. 𝑥 + 5. 𝑦 − 2 = 0

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 1. The cost of a notebook is twice the cost of a pen. Write a linear equation in two variables to
represent this statement.
Sol: Let the cost of a notebook = ₹ x and cost of a pen = ₹ y
The cost of a notebook = 2× the cost of a pen
𝑥 = 2𝑦
𝑥 − 2𝑦 = 0
2. Express the following linear equations in the form ax + by + c = 0 and indicate the values of a, b
and c in each case
(𝒊) ̅
𝟐𝒙 + 𝟑𝒚 = 𝟗. 𝟑𝟓 (𝒗) 𝟐𝒙 = – 𝟓𝒚
𝑆𝑜𝑙: 2𝑥 + 3𝑦 − 9.35̅ = 0 𝑆𝑜𝑙: 2𝑥 + 5𝑦 + 0 = 0
𝑎 = 2 , 𝑏 = 3 , 𝑐 = −9.35̅ 𝑎 = 2 ,𝑏 = 5 ,𝑐 = 0
(𝒊𝒊) 𝒙 – 𝟓 𝒚 – 𝟏𝟎 = 𝟎 (𝒗𝒊) 𝟑𝒙 + 𝟐 = 𝟎
𝑆𝑜𝑙: 1. 𝑥 – 5 . 𝑦 – 10 = 0 𝑆𝑜𝑙: 3𝑥 + 0. 𝑦 + 2 = 0
𝑎 = 1 , 𝑏 = −5 , 𝑐 = −10 𝑎 = 3 ,𝑏 = 0 ,𝑐 = 2
(𝒊𝒊𝒊) – 𝟐𝒙 + 𝟑𝒚 = 𝟔 (𝒗𝒊𝒊) 𝒚 – 𝟐 = 𝟎
𝑆𝑜𝑙: – 2. 𝑥 + 3. 𝑦 − 6 = 0 𝑆𝑜𝑙: 0. 𝑥 + 1. 𝑦 – 2 = 0
𝑎 = −2 , 𝑏 = 3 , 𝑐 = 6 𝑎 = 0, 𝑏 = 1 , 𝑐 = −2
(𝒊𝒗) 𝒙 = 𝟑𝒚 (𝒗𝒊𝒊𝒊) 𝟓 = 𝟐𝒙
𝑆𝑜𝑙: 𝑥 − 3𝑦 = 0 𝑆𝑜𝑙: 2𝑥 + 0. 𝑦 − 5 = 0
𝑎 = 1 , 𝑏 = −3 , 𝑐 = 0 𝑎 = 2 , 𝑏 = 0 , 𝑐 = −5
Solution of a Linear Equation
(i) Any pair of values of ‘x’ and ‘y’ which satisfy the linear equation in two variables
𝑎𝑥 + 𝑏𝑦 + 𝑐 = 0 is called its solution.
(ii) A linear equation in two variables has infinitely many solutions.
Example 3 : Find four different solutions of the equation x + 2y = 6.
Sol: Given equation 𝑥 + 2y = 6.
(𝑖) 𝐿𝑒𝑡 𝑥 = 0 ⇒ 0 + 2𝑦 = 6
⇒ 2𝑦 = 6
6
⇒𝑦= =3
2
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (0,3)
(𝑖𝑖) 𝐿𝑒𝑡 𝑥 = 2 ⇒ 2 + 2𝑦 = 6
⇒ 2𝑦 = 6 − 2
⇒ 2𝑦 = 4

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 4
⇒𝑦= =2
2
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (2,2)
(𝑖𝑖𝑖) 𝐿𝑒𝑡 𝑥 = 4 ⇒ 4 + 2𝑦 = 6
⇒ 2𝑦 = 6 − 4
⇒ 2𝑦 = 2
2
⇒𝑦= =1
2
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (4,1)
(𝑣𝑖) 𝐿𝑒𝑡 𝑥 = 6 ⇒ 6 + 2𝑦 = 6
⇒ 2𝑦 = 6 − 6
⇒ 2𝑦 = 0
0
⇒𝑦= =0
2
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (6,0)
Example 4 : Find two solutions for each of the following equations:
(𝒊) 𝟒𝒙 + 𝟑𝒚 = 𝟏𝟐
𝑆𝑜𝑙: 𝐿𝑒𝑡 𝑥 = 𝑜 ⇒ 4 × 0 + 3𝑦 = 12
⇒ 3𝑦 = 12
12
⇒ 𝑦 = =4
3
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (0,4)
𝐿𝑒𝑡 𝑦 = 0 ⇒ 4𝑥 + 3 × 0 = 12
⇒ 4𝑥 = 12
12
⇒ 𝑥 = =3
4
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (3,0)
(𝒊𝒊) 𝟐𝒙 + 𝟓𝒚 = 𝟎
𝑆𝑜𝑙: 𝐿𝑒𝑡 𝑥 = 𝑜 ⇒ 2 × 0 + 5𝑦 = 0
⇒ 5𝑦 = 0
⇒𝑦 = 0
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (0,0)
𝐿𝑒𝑡 𝑥 = 1 ⇒ 2 × 1 + 5𝑦 = 0
⇒ 2 + 5𝑦 = 0
⇒ 5𝑦 = −2
−2
⇒𝑦 =
5

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 −2
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (1, )
5
(𝒊𝒊𝒊) 𝟑𝒚 + 𝟒 = 𝟎
𝑆𝑜𝑙: 3𝑦 + 4 = 0
⇒ 3𝑦 = −4
−4
⇒𝑦 =
3
−4 −4
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛𝑠: (0, ) , (1, )
3 3

1. Which one of the following options is true, and why? y = 3x + 5 has

(i) a unique solution, (ii) only two solutions, (iii) infinitely many solutions
Sol: (iii) infinitely many solutions is true
2. Write four solutions for each of the following equations:
(𝒊)𝟐𝒙 + 𝒚 = 𝟕
(𝑎) 𝐿𝑒𝑡 𝑥 = 0 ⇒ 2 × 0 + 𝑦 = 7
⇒𝑦=7
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (0,7)
(𝑏) 𝐿𝑒𝑡 𝑥 = 2 ⇒ 2 × 2 + 𝑦 = 7
⇒4+𝑦 =7
⇒𝑦 =7−4
⇒𝑦=3
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (2,3)
(𝑐) 𝐿𝑒𝑡 𝑥 = 4 ⇒ 2 × 4 + 𝑦 = 7
⇒8+𝑦 =7
⇒𝑦 =7−8
⇒ 𝑦 = −1
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (4, −1)
(𝑑) 𝐿𝑒𝑡 𝑦 = 0 ⇒ 2𝑥 + 0 = 7
⇒ 2𝑥 = 7
7
⇒𝑥=
2
7
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: ( , 0)
2
(𝒊𝒊)𝝅𝒙 + 𝒚 = 𝟗
(𝑎) 𝐿𝑒𝑡 𝑥 = 0 ⇒ 𝜋 × 0 + 𝑦 = 9

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 ⇒0+𝑦 =9
⇒𝑦=9
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (0,9)
(𝑏) 𝐿𝑒𝑡 𝑥 = 1 ⇒ 𝜋 × 1 + 𝑦 = 9
⇒ 𝜋 + 𝑦 = 69
⇒𝑦 =9−𝜋
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (1,9 − 𝜋)
(𝑐) 𝐿𝑒𝑡 𝑥 = −1 ⇒ 𝜋 × (−1) + 𝑦 = 9
⇒ −𝜋 + 𝑦 = 69
⇒𝑦 =9+𝜋
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (−1,9 + 𝜋)
(𝑑) 𝐿𝑒𝑡 𝑦 = 0 ⇒ 𝜋𝑥 + 0 = 9
⇒ 𝜋𝑥 = 9
9
⇒𝑥=
𝜋
9
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: ( , 0)
𝜋
(𝒊𝒊𝒊)𝒙 = 𝟒𝒚
(𝑎) 𝐿𝑒𝑡 𝑥 = 0 ⇒ 0 − 4𝑦 = 0
⇒ −4𝑦 = 0
⇒𝑦=0
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (0,0)
(𝑏) 𝐿𝑒𝑡 𝑥 = 4 ⇒ 4 = 4𝑦
4
⇒𝑦= =1
4
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (4,1)
(𝑐) 𝐿𝑒𝑡 𝑥 = 2 ⇒ 2 = 4𝑦
2
⇒𝑦=
4
1
⇒𝑦=
2
1
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (2, )
2
(𝑑) 𝐿𝑒𝑡 𝑦 = −1 ⇒ 𝑥 = 4 × (−1)
⇒ 𝑥 = −4
𝑆𝑜𝑙𝑢𝑡𝑖𝑜𝑛: (−4, −1)
3. Check which of the following are solutions of the equation x – 2y = 4 and which are not:

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 (𝒊)(𝟎, 𝟐)(𝒊𝒊)(𝟐, 𝟎)(𝒊𝒊𝒊)(𝟒, 𝟎)(𝒊𝒗)( √𝟐 , 𝟒√𝟐)(𝒗)(𝟏, 𝟏)
Sol: (𝑖)(0, 2)
LHS = x – 2y = 0 − 2 × 2 = 0 − 4 = −4 ≠ RHS
∴ (0, 2) is not a solution to the equation.
(𝑖𝑖) (2, 0)
LHS = x – 2y = 2 − 2 × 0 = 2 − 0 = 2 ≠ RHS
∴ (2, 0) is not a solution to the equation.
(𝑖𝑖𝑖) (4, 0)
LHS = x – 2y = 4 − 2 × 0 = 4 − 0 = 4 = RHS
∴ (4, 0) is a solution to the equation
(𝑖𝑣) ( √2 , 4√2)

LHS = x – 2y = √2 − 2 × 4√2 = √2 + 8√2 = 9√2 ≠ RHS

∴ ( √2 , 4√2) is not a solution to the equation.
(𝑣) (1, 1)
LHS = x – 2y = 1 − 2 × 1 = 1 − 2 = −1 ≠ RHS
∴ (1,1) is not a solution to the equation.
4. Find the value of k, if x = 2, y = 1 is a solution of the equation 2x + 3y = k.
𝑆𝑜𝑙: Given equation: 2x + 3y = k
if x = 2, y = 1 is a solution of the given equation then
2×2 + 3×1 = k
4+3=𝑘
𝑘=7

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 CHAPTER IX-MATHEMATICS-NCERT(2023-24)

5
1. The word ‘geometry’ comes from the Greek words ‘geo’, meaning the ‘earth’, and ‘metrein’,
meaning ‘to measure’
2. In the Indian subcontinent, the excavations at Harappa and Mohenjo-Daro, etc. show that the
Indus Valley Civilisation (about 3000 BCE) made extensive use of geometry
3. In ancient India, the Sulbasutras (800 BCE to 500 BCE) were the manuals of geometrical
constructions
4. The sriyantra (given in the Atharvaveda) consists of nine interwoven isosceles triangles.
5. Euclid, a teacher of mathematics at Alexandria in Egypt, collected all the known work and
arranged it in his famous treatise MATHEMATICS called ‘Elements’.
6. Euclid divided the ‘Elements’ into thirteen chapters, each called a book
7. Euclid listing 23 definitions in Book 1 of the ‘Elements’
8. Though Euclid defined a point, a line, and a plane, these definitions are not accepted by
mathematicians. Therefore, these terms are now taken as undefined
9. A point is that which has no part.
10. A line is breadthless length.
11. The ends of a line are points.
12. A straight line is a line which lies evenly with the points on itself.
13. A surface is that which has length and breadth only.
14. The edges of a surface are lines.
15. A plane surface is a surface which lies evenly with the straight lines on itself.
16. A system of axioms is called consistent.
17. The statements that were proved are called propositions or theorems.
18. Euclid deduced 465 propositions.
19. Axioms or postulates are the assumptions which are obvious universal truths. They are not
proved
20. Theorems are statements which are proved, using definitions, axioms, previously proved
statements and deductive reasoning.
21. Euclid’s axioms
(1) Things which are equal to the same thing are equal to one another.
(2) If equals are added to equals, the wholes are equal.
(3) If equals are subtracted from equals, the remainders are equal.
(4) Things which coincide with one another are equal to one another.
(5) The whole is greater than the part.
(6) Things which are double of the same things are equal to one another.
(7) Things which are halves of the same things are equal to one another.
22. Euclid’s five postulates
(i) A straight line may be drawn from any one point to any other point
(ii) A terminated line can be produced indefinitely.
(iii) A circle can be drawn with any centre and any radius.
(iv) All right angles are equal to one another.

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 (v) If a straight line falling on two straight lines makes the interior angles on the same side of it
taken together less than two right angles, then the two straight lines, if produced
indefinitely, meet on that side on which the sum of angles is less than two right angles.

Example 1 : If A, B and C are three points on a line, and B lies between A and C (see Fig. 5.7), then
prove that AB + BC = AC.

Sol: AC coincides with AB + BC

From Euclid’s Axiom (4) : things which coincide with one

another are equal to one another

∴AB + BC = AC

Example 2 : Prove that an equilateral triangle can be constructed on any given line segment.

Sol: 1. Using Euclid’s Postulate 3, you can draw a circle with point A as the centre and AB as the
radius.

2. Draw another circle with point B as the centre and BA

as the radius.

3. The two circles meet at a point, say C. Now, draw the

line segments AC and BC to form ABC.

Proof: AB = AC(radii of the same circle)(1)

AB = BC (Radii of the same circle)(2)

Euclid’s axiom that things which are equal to the same thing are equal to one another,

From (1) and (2) : AB = BC = AC

So,  ABC is an equilateral triangle.

Theorem 5.1 : Two distinct lines cannot have more than one point in common.

Sol: let us suppose that the two lines 𝑙 and 𝑚 intersect in two distinct points, say P and Q .

Two lines passing through two distinct points P and Q

But this assumption clashes with the axiom that only one line can pass through two distinct
points.

Our assumption is wrong

So, we conclude that two distinct lines cannot have more than one point in common.

1. Which of the following statements are true and which are false? Give reasons for your answers.
(i) Only one line can pass through a single point.
Sol: False. We can draw infinite number of lines passing through a single point.

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(ii) There are an infinite number of lines which pass through two distinct points.
Sol: False. We can draw only one line pass through two distinct points .
(iii) A terminated line can be produced indefinitely on both the sides.
Sol: True. According to Postulate 2 ,A terminated line can be produced indefinitely.
(iv) If two circles are equal, then their radii are equal.
Sol: True.
(v) In Fig. 5.9, if AB = PQ and PQ = XY, then AB = XY.

Sol: True. Things which are equal to the same thing are equal to one another.
2. Give a definition for each of the following terms. Are there other terms that need to be defined
first? What are they, and how might you define them?
(i) parallel lines (ii) perpendicular lines (iii) line segment (iv) radius of a circle (v) square

Sol: First we define (a) Point (b) Ray (c) Line

(a) Point: A small dot has no dimensions.

(b) Line: A line is breadthless length.

(c) Ray: A part of a line it has one end point.

(i) Parallel lines: If two lines have no common points, they are called parallel lines.

(ii) Perpendicular lines: If the angle between two lines is equal to 90º, then these lines are
perpendicular to each other.

(iii) Line segment: A terminated line is called a line segment. It has two endpoints.

(iv)Radius of a circle: The distance from the centre to any point on the circle is called the radius
of the circle.

(v) Square: A square is a regular quadrilateral which means that it has four equal sides and four
right angles
3. Consider two ‘postulates’ given below: Are these postulates consistent? Do they follow from
Euclid’s postulates? Explain
(i) Given any two distinct points A and B, there exists a third point C which is in between A and B.
(ii)There exist at least three points that are not on the same line. Do these postulates contain any
undefined terms?.

Sol: They are consistent, because they deal with two different situations –

(i) says that given two points A and B, there is a point C lying on the line in between them;

(ii) says that given A and B, you can take C not lying on the line through A and B. These
‘postulates’ do not follow from Euclid’s postulates.
𝟏
4. If a point C lies between two points A and B such that AC = BC, then prove that AC = 𝟐AB. Explain
by drawing the figure.
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vSol: AC = BC (Given)

AC + AC = BC + AC(Equals are added to equals)

2AC = AB (BC + AC coincides with AB)

1
AC = 2AB

5. In Question 4, point C is called a mid-point of line segment AB. Prove that every line segment has
one and only one mid-point.

Sol: point C is mid-point of line segment AB

AC=BC

AC+AC=BC+AC(Equals are added to equals)

2AC=AB
1
AC = 2AB(1)

Let's assume that D is another mid-point of AB

AD=BD(1)

AD+AD=BD+AD(Equals are added to equals)

2AD=AB
1
AD = AB(2)
2

From (1) and (2)

AC=AD (Things which are equal to the same thing are equal to one another)

C coincide with D

Thus, a line segment has only one midpoint.

6. In Fig. 5.10, if AC = BD, then prove that AB = CD.

Sol: If AC=BD then

AB+BC=BC+CD ( B,C are lies between AC and BD)

AB+BC-BC=BC+CD-BC ( Subtracting both sides BC)

AB=CD

7. Why is Axiom 5, in the list of Euclid’s axioms, considered a ‘universal truth’? (Note that the
question is not about the fifth postulate.)

Sol: Since this is true for anything in any part of the world, this is a universal truth.

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 CHAPTER

1. A part (or portion) of a line with two end points is called a line-segment
2. The line segment AB is denoted by ̅̅̅̅
𝐴𝐵 𝐴 𝐵
3. A part of a line with one end point is called a ray. 𝐴 𝐵
4. The ray AB is denoted by ⃗⃗⃗⃗⃗
𝐴𝐵 .
𝐴 𝐵
⃡⃗⃗⃗⃗
5. The line AB is denoted by 𝐴𝐵
6. Sometimes small letters l, m, n, etc. will be used to denote lines.
7. If three or more points lie on the same line, they are called collinear points; otherwise they are
called non-collinear points.
8. An angle is formed when two rays originate from the same end point. The rays making an angle
are called the arms of the angle and the end point is called the vertex of the angle
9. The angle between 00 𝑎𝑛𝑑 900 is called acute angle.
10. The angle 900 is called right angle
11. The angle between 900 𝑎𝑛𝑑 1800 is called obtuse angle.
12. The angle 1800 is called straight angle.
13. The angle between 1800 𝑎𝑛𝑑 3600 is called reflex angle.
Name Acute Right Obtuse angle Straight angle Reflex angle Complete
angle angle angle
𝟗𝟎𝟎 < 𝒛 < 𝟏𝟖𝟎𝟎 𝒔 = 𝟏𝟖𝟎𝟎 𝟏𝟖𝟎𝟎 < 𝒕 𝒖 = 𝟑𝟔𝟎𝟎
Measure 𝟎𝟎 < 𝒙 < 𝟗𝟎𝟎 𝒚 = 𝟗𝟎𝟎
< 𝟑𝟔𝟎𝟎

Illustration

14. Complementary angles: Two angles whose sum is 90° are called complementary angles.
15. Supplementary angles: Two angles whose sum is 180° are called
supplementary angles.
16. Adjacent angles: Two angles are adjacent, if
they have a common vertex, a common arm and
their non-common arms are on different sides
of the common arm.

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17. Linear pair of angles: the sum of two adjacent angles is 180°, then they are called a linear pair of
angles.
⃡⃗⃗⃗⃗ 𝑎𝑛𝑑 𝐶𝐷
18. vertically opposite angles : If 𝐴𝐵 ⃡⃗⃗⃗⃗ intersect at O then
∠𝐴𝑂𝐶 is vertically opposite to ∠𝐵𝑂𝐷 𝑎𝑛𝑑
∠𝐴𝑂𝐷 is vertically opposite to ∠𝐵𝑂𝐶
19. Intersecting Lines and Non-intersecting Lines:

20. Axiom 6.1 : If a ray stands on a line, then the sum of two adjacent angles so formed is 180°
21. Axiom 6.2 : If the sum of two adjacent angles is 180°, then the non-common arms of the angles
form a line.
Theorem 6.1 : If two lines intersect each other, then the vertically opposite angles are equal
Proof: let AB and CD be two lines intersecting at O.
Two pairs of vertically opposite angles are
(i) ∠ AOC and ∠ BOD (ii) ∠ AOD and ∠ BOC.
Now, ray OA stands on line CD
∠ AOC + ∠ AOD = 180°( Linear pair axiom)→ (1)
Now, ray OD stands on line AB
∠ AOD + ∠ BOD = 180° (Linear pair axiom) )→ (2)
From (1) and (2): ∠ AOC + ∠ AOD=∠ AOD + ∠ BOD
∠ AOC=∠ BOD
Similarly, we can prove ∠AOD = ∠BOC.
Example 1 : In Fig. 6.9, lines PQ and RS intersect each other at point O. If ∠ POR : ∠ ROQ = 5 : 7, find all
the angles
Sol: Given ∠ POR: ∠ ROQ = 5 : 7
𝐿𝑒𝑡 ∠POR = 5𝑥 𝑎𝑛𝑑 ∠ROQ = 7𝑥
∠ POR + ∠ ROQ = 180°(Linear pair of angles)
5x+7x=180°
12x=180°
1800
𝑥= = 150
12
∠ 𝑃𝑂𝑅 = 5𝑥 = 5 × 150 = 750

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 ∠ 𝑅𝑂𝑄 = 7𝑥 = 7 × 150 = 1050
Now ∠ POS = ∠ROQ = 105° (Vertically opposite angles)
∠ SOQ = ∠POR = 75° (Vertically opposite angles)
Example 2 : In Fig. 6.10, ray OS stands on a line POQ. Ray OR and ray OT are angle bisectors of ∠ POS
and ∠ SOQ, respectively. If ∠ POS = x, find ∠ ROT
Sol: Given ∠ POS = x
∠ POS + ∠ SOQ = 180° (Linear pair of angles)
x + ∠ SOQ = 180°
∠ SOQ = 180° – x
Ray OR and ray OT are angle bisectors of ∠ POS and ∠ SOQ
1 1
∠ROS = × ∠POS and ∠ SOT = × ∠SOQ
2 2
1 1
∠ROS = × 𝑥 and ∠ SOT = × (180° – 𝑥)
2 2
𝑥 𝑥
∠ROS = and ∠ SOT = 900 −
2 2
𝑥 𝑥
∠𝑅𝑂𝑇 = ∠𝑅𝑂𝑆 + ∠𝑆𝑂𝑇 = + 900 − = 900
2 2
Example 3 : In Fig. 6.11, OP, OQ, OR and OS are four rays. Prove that ∠ POQ + ∠ QOR + ∠ SOR + ∠ POS
= 360°
Sol: Let us produce ray OQ backwards to a point T
TOQ is a line. So, ∠ TOP + ∠ POQ = 180° (Linear pair axiom)→ (1)
Similarly ∠ TOS + ∠ SOQ = 180° (Linear pair axiom)→ (2)
But ∠ SOQ = ∠ SOR + ∠ QOR
So, (2) becomes ∠TOS + ∠SOR + ∠QOR = 180° → (3)
(1)+(3) we get
∠TOP + ∠POQ+∠TOS + ∠SOR + ∠QOR=180°+180° =360°→ (4)
But ∠ TOP + ∠ TOS = ∠ POS
Therefore, (4) becomes ∠ POQ + ∠ QOR + ∠ SOR + ∠ POS = 360°

1. In Fig. 6.13, lines AB and CD intersect at O. If ∠ AOC + ∠ BOE = 70° and ∠ BOD = 40°, find ∠ BOE
and reflex ∠ COE.
Sol: ∠𝐴𝑂𝐶 = ∠𝐵𝑂𝐷 ( Vertically opposite angles) 𝑧
0
𝑥 = 40 𝑦
𝑥
∠ AOC + ∠ BOE = 70°
𝑥 + 𝑦 = 700

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 400 + 𝑦 = 700
𝑦 = 700 − 400
𝑦 = 300
𝑥 + 𝑦 + 𝑧 = 1800 (Linear angles)
700 + 𝑧 = 1800
𝑧 = 1800 − 700
𝑧 = 1100 ⇒ ∠𝐶𝑂𝐸 = 1100
Reflex ∠ COE = 3600 − ∠COE = 3600 − 1100 = 2500

2. In Fig. 6.14, lines XY and MN intersect at O. If ∠ POY = 90° and a : b = 2 : 3, find c.

Sol: a : b = 2 : 3
𝐿𝑒𝑡 𝑎 = 2𝑥 𝑎𝑛𝑑 𝑏 = 3𝑥

0 0
900
0
𝑎 + 𝑏 = 90 ⇒ 2𝑥 + 3𝑥 = 90 ⇒ 5𝑥 = 90 ⇒ 𝑥 = = 180
5
𝑎 = 2𝑥 = 2 × 180 = 360 𝑎𝑛𝑑 𝑏 = 3𝑥 = 3 × 180 = 540
𝑏 + 𝑐 = 1800 (𝐿𝑖𝑛𝑒𝑎𝑟 𝑝𝑎𝑖𝑟)
540 + 𝑐 = 1800
𝑐 = 1800 − 540
𝑐 = 1260
3. In Fig. 6.15, ∠ PQR = ∠ PRQ, then prove that ∠ PQS = ∠ PRT.
Sol: ∠ PQR = ∠ PRQ = 𝑥
∠ PQS + ∠ PQR = 1800 ( 𝐿𝑖𝑛𝑒𝑎𝑟 𝑝𝑎𝑖𝑟)
∠ PQS + 𝑥 = 1800 → (1)
∠ 𝑃𝑅𝑇 + ∠ PRQ = 1800 ( 𝐿𝑖𝑛𝑒𝑎𝑟 𝑝𝑎𝑖𝑟)
∠𝑃𝑅𝑇 + 𝑥 = 1800 → (2)
From (1) and (2)
∠ PQS + x = ∠𝑃𝑅𝑇 + x
∠ PQS = ∠ PRT

4. In Fig. 6.16, if x + y = w + z, then prove that AOB is a line

Sol: (𝑥 + 𝑦) + (𝑧 + 𝑤) = 3600 (𝐶𝑜𝑚𝑝𝑙𝑒𝑡𝑒 𝑎𝑛𝑔𝑙𝑒)
𝑖𝑓 𝑥 + 𝑦 = 𝑤 + 𝑧 𝑡ℎ𝑒𝑛
(𝑥 + 𝑦) + (𝑥 + 𝑦) = 3600
2(𝑥 + 𝑦) = 3600

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 3600
(𝑥 + 𝑦) = = 1800
2
AOB is a line
5. In Fig. 6.17, POQ is a line. Ray OR is perpendicular to line PQ. OS is another ray lying between rays
𝟏
OP and OR. Prove that ∠ ROS = 𝟐(∠ QOS – ∠ POS).

Sol: ∠ ROQ + ∠ ROP = 1800 (𝐿𝑖𝑛𝑒𝑎𝑟 𝑝𝑎𝑖𝑟)

But ∠ ROQ = 900
So, ∠ ROP = 900
𝑥 + 𝑦 = 900
2(𝑥 + 𝑦) = 2 × 900
2𝑥 + 2𝑦 = 1800 → (1)
𝑦 + 𝑧 = 1800 → (2)(𝐿𝑖𝑛𝑒𝑎𝑟 𝑝𝑎𝑖𝑟)
2𝑥 + 2𝑦 = 𝑦 + 𝑧
2𝑥 = 𝑦 + 𝑧 − 2𝑦
1
2𝑥 = 𝑧 − 𝑦 ⇒ 𝑥 = (𝑧 − 𝑦)
2
1
∠ ROS = (∠ QOS – ∠ POS)
2

6. It is given that ∠ XYZ = 64° and XY is produced to point P. Draw a figure from the given
information. If ray YQ bisects ∠ ZYP, find ∠ XYQ and reflex ∠ QYP.
Sol: ∠ XYZ + ∠ ZYP = 1800 (linear pair)
640 + ∠ZYP = 1800
∠ ZYP = 1800 − 640
∠ ZYP = 1160
If ray YQ bisects ∠ ZYP then
1 1
∠ ZYQ = ∠ QYP = × ∠ ZYP = × 1160 = 580
2 2
∠ XYQ = ∠ XYZ + ∠ ZYQ = 640 + 580 = 1220
Reflex ∠ QYP = 3600 − ∠ QYP = 3600 − 580 = 3020
Lines Parallel to the Same Line
Lines which are parallel to the same line are parallel to each other.

𝐼𝑓 𝑙 ∥ 𝑚 𝑎𝑛𝑑 𝑙 ∥ 𝑛 𝑡ℎ𝑒𝑛 𝑚 ∥ 𝑛
If f two parallel lines 𝑙 𝑎𝑛𝑑 𝑚 are cut by a transversal then
(i) Each pair of corresponding angles are equal in measure.
∠1 = ∠5; ∠2 = ∠6; ∠3 = ∠7; ∠4 = ∠8
(ii) Each pair of alternate interior angles are equal.

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 ∠3 = ∠6; ∠4 = ∠5
(iii) Each pair of interior angles on the same side of the transversal are supplementary.
∠3 + ∠5 = 1800 ; ∠4 + ∠6 = 1800
(iv) Each pair of exterior angles on the same side of the transversal are supplementary
∠1 + ∠7 = 1800 ; ∠2 + ∠8 = 1800
Example 4 : In Fig. 6.19, if PQ || RS, ∠ MXQ = 135° and ∠ MYR = 40°, find ∠ XMY
Sol: Draw a line AB parallel to line PQ
𝑃𝑄 ∥ 𝐴𝐵 𝑎𝑛𝑑 𝑋𝑀 𝑖𝑠 𝑡𝑟𝑎𝑛𝑠𝑣𝑒𝑟𝑠𝑎𝑙
𝑥 + 1350 = 1800 (𝐶𝑜 − 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠 𝑎𝑟𝑒 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑟𝑦)
𝒙
𝑥 = 1800 − 1350
𝑥 = 450 𝒚
𝐴𝐵 ∥ 𝑅𝑆 𝑎𝑛𝑑 𝑀𝑌 𝑖𝑠 𝑡𝑟𝑎𝑛𝑠𝑣𝑒𝑟𝑠𝑎𝑙
𝑦 = 400 (𝐴𝑙𝑡𝑒𝑟𝑛𝑎𝑡𝑒 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠)
∠ XMY = x + y = 450 + 400 = 850
Example 5 : If a transversal intersects two lines such that the bisectors of a pair of corresponding
angles are parallel, then prove that the two lines are parallel.
Sol: A transversal AD intersects PQ and RS at points B and C respectively.
⃗⃗⃗⃗⃗ is the bisector of ∠ ABQ and ⃗⃗⃗⃗⃗
𝐵𝐸 𝐶𝐺 is the bisector of ∠ BCS; and
⃗⃗⃗⃗⃗ ∥ ⃗⃗⃗⃗⃗
𝐵𝐸 𝐶𝐺 .
1 1
∠ ABE = ∠ABQ and ∠ BCG = ∠ BCS
2 2
But BE || CG and AD is the transversal.
Therefore, ∠ ABE = ∠ BCG (Corresponding angles axiom)
1 1
∠ABQ = ∠ BCS
2 2
∠ABQ = ∠ BCS
Corresponding angles are equal. From Converse of corresponding angles axiom
PQ || RS
Example 6 : In Fig. 6.22, AB || CD and CD || EF. Also EA ⊥ AB. If ∠ BEF = 55°, find the values of x, y and
z.
Sol: CD || EF and DE is transversal
y + 55° = 180° (Co-interior angles are supplementary)
y = 180º – 55º = 125º
AB || CD and BD is transversal
x = y (corresponding angles)

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 𝑥 = 125º
AB || EF and AE is transversal.
∠ EAB + ∠ FEA = 180°( Co-interior angles are supplementary)
90° + 𝑧 + 55° = 180°
𝑧 + 145° = 180°
𝑧 = 180° − 145°
𝑧 = 35°

1. In Fig. 6.23, if AB || CD, CD || EF and y : z = 3 : 7, find x.

𝑆𝑜𝑙: 𝑦 ∶ 𝑧 = 3 ∶ 7
Let 𝑦 = 3𝑎 and 𝑧 = 7𝑎
𝐵𝑢𝑡 𝑥 = 𝑧 (Alternate interior angles)
𝑥 = 7𝑎
𝑥 + 𝑦 = 1800 (co − interior angles are supplementary)
7𝑎 + 3𝑎 = 1800
10𝑎 = 1800
1800
𝑎= = 180
10
𝑥 = 𝑧 = 7𝑎 = 7 × 180 = 1260
𝑦 = 3𝑎 = 3 × 180 = 540

2. In Fig. 6.24, if AB || CD, EF ⊥ CD and ∠ GED = 126°, find ∠ AGE, ∠ GEF and ∠ FGE.
Sol: Given EF ⊥ CD
∠𝐹𝐸𝐷 = ∠𝐹𝐸𝐶 = 900
AB || CD and GE transversal
∠𝐴𝐺𝐸 = ∠𝐺𝐸𝐷 (𝐴𝑙𝑡𝑒𝑟𝑛𝑎𝑡𝑒 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠)
But ∠ GED = 126°
∠𝐴𝐺𝐸 = 126°
∠ 𝐺𝐸𝐹 = ∠ GED − ∠𝐹𝐸𝐷 = 126° − 90° = 36°
∠𝐹𝐺𝐸 + ∠𝐴𝐺𝐸 = 1800 (𝐿𝑖𝑛𝑒𝑎𝑟 𝑝𝑎𝑖𝑟)
∠𝐹𝐺𝐸 + 126° = 1800
∠𝐹𝐺𝐸 = 1800 − 126° = 54°
3. In Fig. 6.25, if PQ || ST, ∠ PQR = 110° and ∠ RST = 130°, find ∠ QRS.
Sol: PQ || ST and QR is transversal
𝑥 + 1100 = 1800 (𝐶𝑜 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠 𝑎𝑟𝑒 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑟𝑦)

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 𝑥 = 1800 − 1100 = 700
𝑠𝑖𝑚𝑖𝑙𝑎𝑟𝑙𝑦 𝑦 + 1300 = 1800
𝑦 + 1300 = 1800
𝑦 = 1800 − 1300 = 500
𝑥 + 𝑦 + 𝑧 = 1800 ( 𝐿𝑖𝑛𝑒𝑎𝑟 𝑎𝑛𝑔𝑙𝑒𝑠)
700 + 500 + 𝑧 = 1800
1200 + 𝑧 = 1800
𝑧 = 1800 − 1200 = 600
∠𝑄𝑅𝑆 = 600
4. In Fig. 6.26, if AB || CD, ∠ APQ = 50° and ∠ PRD = 127°, find x and y.
Sol: AB || CD and PQ is transversal
𝑥 = 500 (Alternate interior angles)
AB || CD and PR is transversal
𝑦 + 500 = 1270 (Alternate interior angles)
𝑦 = 1270 − 500 = 770
5. In Fig. 6.27, PQ and RS are two mirrors placed parallel to each other. An incident ray AB strikes
the mirror PQ at B, the reflected ray moves along the path BC and strikes the mirror RS at C and
again reflects back along CD. Prove that AB || CD
Sol: Draw BL and CM perpendicular to PQ
𝐵𝐿 ∥ 𝐶𝑀 𝑎𝑛𝑑 𝐵𝐶 is transversal 𝐌
∠𝐿𝐵𝐶 = ∠𝑀𝐶𝐵 → (1)( Alternate interior angles)
But Angle of incidence = Angle of reflection
∠ABL = ∠LBC 𝑎𝑛𝑑 ∠MCB = ∠MCD → (2)
From (1) and (2)
𝐋
∠ABL = ∠MCD → (3)
(1) + (3) ⇒ ∠LBC + ∠ABL = ∠MCB + ∠MCD
∠ABC = ∠BCD
Pair of alternate interior angles are equal
∴ 𝐴𝐵 ∥ 𝐶𝐷

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 APPENDIX 1 PROOFS IN MATHEMATICS (notes)

1. In mathematics, a statement is only acceptable if it is either always true or always false.

2. The first known proof is believed to have been given by the Greek philosopher and
mathematician Thales.
3. A ‘statement’ is a sentence which is not an order or an exclamatory sentence. And, of course, a
statement is not a question.
4. A mathematical statement cannot be ambiguous.
5. In mathematics, a statement is only acceptable or valid, if it is either true or false.
6. The example given to show a statement is false is called a counter-example.

Example 1 : State whether the following statements are always true, always false or ambiguous. Justify
your answers.

(i) There are 8 days in a week.

Sol: This statement is always false, since there are 7 days in a week,

(ii) It is raining here.

Sol: This statement is ambiguous, since it is not clear where ‘here’ is.

(iii) The sun sets in the west.

Sol: This statement is always true. The sun sets in the west no matter where we live.

(iv) Gauri is a kind girl.

Sol: This statement is ambiguous, since it is subjective–Gauri may be kind to some and not to others.

(v) The product of two odd integers is even.

Sol: This statement is always false. The product of two odd integers is always odd.

(vi) The product of two even natural numbers is even.

Sol: This statement is always true. However, to justify that it is true we need to do some work.

Example 2 : State whether the following statements are true or false:

(i) The sum of the interior angles of a triangle is 180°.

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Sol: This statement is true.

(ii) Every odd number greater than 1 is prime.

Sol: This statement is false.

For example, 9 is an odd number greater than 1 is not a prime number.

(𝐢𝐢𝐢) 𝐅𝐨𝐫 𝐚𝐧𝐲 𝐫𝐞𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝒙, 𝟒𝒙 + 𝒙 = 𝟓𝒙.

Sol: This statement is true.

(𝐢𝐯) 𝐅𝐨𝐫 𝐞𝐯𝐞𝐫𝐲 𝐫𝐞𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝒙, 𝟐𝒙 > 𝒙.

Sol: This statement is false.

For example, 2 × (–1) = –2, and – 2 is not greater than –1

(𝐯) 𝐅𝐨𝐫 𝐞𝐯𝐞𝐫𝐲 𝐫𝐞𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝒙, 𝒙𝟐 ≥ 𝒙.

Sol: This statement is false.

1 2 1 1 1
For example ( ) = , and ≯
2 4 4 2

(vi) If a quadrilateral has all its sides equal, then it is a square.

Sol: This statement is false, since a rhombus has equal sides but need not be a square.

Example 3 : Restate the following statements with appropriate conditions, so that they become true
statements.

(𝐢) 𝐅𝐨𝐫 𝐞𝐯𝐞𝐫𝐲 𝐫𝐞𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝒙, 𝟐𝒙 > 𝒙.

Sol: 𝐼𝑓 𝑥 > 0, 𝑡ℎ𝑒𝑛 2𝑥 > 𝑥

(𝐢𝐢) 𝐅𝐨𝐫 𝐞𝐯𝐞𝐫𝐲 𝐫𝐞𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝒙, 𝒙𝟐 ≥ 𝒙.

Sol: 𝐼𝑓 𝑥 ≤ 0 𝑜𝑟 𝑥 ≥ 1, 𝑡ℎ𝑒𝑛 𝑥 2 ≥ 𝑥.

(iii) If you divide a number by itself, you will always get 1.

Sol: If you divide a number except zero by itself, you will always get 1.

(iv) The angle subtended by a chord of a circle at a point on the circle is 90°.

Sol: The angle subtended by a diameter of a circle at a point on the circle is 90°

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(v) If a quadrilateral has all its sides equal, then it is a square.

Sol: If a quadrilateral has all its sides and interior angles equal, then it is a square.

1. State whether the following statements are always true, always false or ambiguous. Justify your
answers.
(i) There are 13 months in a year.
Sol: False. There are 12 months in a year.
(ii) Diwali falls on a Friday.
Sol: Ambiguous. In a given year, Diwali may or may not fall on a Friday.
(iii) The temperature in Magadi is 260 C.
Sol: Ambiguous. At some time in the year, the temperature in Magadi, may be 26° C.
(iv) The earth has one moon.
Sol: Always true
(v) Dogs can fly.
Sol: False. Dogs cannot fly.
(vi) February has only 28 days.
Sol: Ambiguous. In a leap year, February has 29 days.
2. State whether the following statements are true or false. Give reasons for your answers.
(i) The sum of the interior angles of a quadrilateral is 350°.
Sol: False. The sum of the interior angles of a quadrilateral is 360°.
(𝐢𝐢) 𝐅𝐨𝐫 𝐚𝐧𝐲 𝐫𝐞𝐚𝐥 𝐧𝐮𝐦𝐛𝐞𝐫 𝒙, 𝒙𝟐 ≥ 𝟎.
Sol: True
(iii) A rhombus is a parallelogram.
Sol: True
(iv) The sum of two even numbers is even.
Sol: True.
(v) The sum of two odd numbers is odd.
Sol: False, for example, 3 + 5 = 8, which is not an odd number
3. Restate the following statements with appropriate conditions, so that they become true statements.
(i) All prime numbers are odd.
Sol: All prime numbers greater than 2 are odd.
(ii) Two times a real number is always even.
Sol: Two times a natural number is always even.

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(𝐢𝐢𝐢) 𝐅𝐨𝐫 𝐚𝐧𝐲 𝒙, 𝟑𝒙 + 𝟏 > 𝟒.
Sol: For any x > 1, 3x + 1 > 4.
(iv) For any x, x 3 ≥ 0.
Sol: For any 𝑥 ≥ 0, 𝑥 3 ≥ 0.
(v) In every triangle, a median is also an angle bisector.
Sol: In an equilateral triangle, a median is also an angle bisector.
Deductive Reasoning
The main logical tool used in establishing the truth of an unambiguous statement is deductive
reasoning.

1. Use deductive reasoning to answer the following:

(i) Humans are mammals. All mammals are vertebrates. Based on these two statements, what can
you conclude about humans?
Sol: Humans are vertebrates.
(ii) Anthony is a barber. Dinesh had his hair cut. Can you conclude that Antony cut Dinesh’s hair?
Sol: No, Dinesh could have got his hair cut by anybody else.
(iii) Martians have red tongues. Gulag is a Martian. Based on these two statements, what can you
conclude about Gulag?
Sol: Gulag has a red tongue.
(iv) If it rains for more than four hours on a particular day, the gutters will have to be cleaned the next
day. It has rained for 6 hours today. What can we conclude about the condition of the gutters
tomorrow?
Sol: We conclude that the gutters will have to be cleaned tomorrow.
(v) What is the fallacy in the cow’s reasoning in the cartoon below?
Sol: All animals having tails need not be dogs. For example, animals such as
buffaloes, monkeys, cats, etc. have tails but are not dogs.
2. Once again you are given four cards. Each card has a number printed on one
side and a letter on the other side. Which are the only two cards you need to turn over to check
whether the following rule holds?
“If a card has a consonant on one side, then it has an odd number on the other side.”

Sol: You need to turn over B and 8. If B has an even number on the other side, then the rule has been
broken. Similarly, if 8 has a consonant on the other side, then the rule has been broken.

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A1.4 Theorems, Conjectures and Axioms

A mathematical statement whose truth has been established (proved) is called a theorem.

Theorem A1.1 : The sum of the interior angles of a triangle is 180º.

Theorem A1.2 : The product of two even natural numbers is even.

Theorem A1.3 : The product of any three consecutive even natural numbers is divisible by 16.

A conjecture is a statement which we believe is true, based on our mathematical understanding and
experience, that is, our mathematical intuition.

Example 4 : Take any three consecutive even numbers and add them, say, 2 + 4 + 6 = 12, 4 + 6 + 8 =
18, 6 + 8 + 10 = 24, 8 +10 + 12 = 30, 20 + 22 + 24 = 66. Is there any pattern you can guess in these
sums? What can you conjecture about them?

Sol: One conjecture could be :

(i) The sum of three consecutive even numbers is even.

Another could be :

(ii) The sum of three consecutive even numbers is divisible by 6.

Example 5 : Consider the following pattern of numbers called the Pascal’s Triangle:

What can you conjecture about the sum of the numbers in Lines 7 and 8? What about the sum of the
numbers in Line 21? Do you see a pattern? Make a guess about a formula for the sum of the numbers in
line n.
Sol : Sum of the numbers in Line 7 = 2 × 32 = 64 = 26
Sum of the numbers in Line 8 = 2 × 64 = 128 = 27

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 Sum of the numbers in Line 21 = 220 Sum of the numbers in Line n = 2n –1
Example 6 : Consider the so-called triangular numbers Tn :

The dots here are arranged in such a way that they form a triangle. Here T1 = 1, T2 = 3, T3 = 6,
T4 = 10, and so on. Can you guess what T5 is? What about T6 ? What about Tn ? Make a conjecture
about Tn.
5×6
Sol: T5 = 1 + 2 + 3 + 4 + 5 = 15 =
2
6×7
T6 = 1 + 2 + 3 + 4 + 5 + 6 = 21 =
2
𝑛 × (𝑛 + 1)
Tn =
2
Conjecture: The statement has not been proved to be true or false.
Goldbach conjecture: “Every even integer greater than 4 can be expressed as the sum of two odd
primes.”
Theorem: A theorem is a mathematical statement whose truth has been logically established.

1. Take any three consecutive even numbers and find their product; for example, 2 × 4 × 6 = 48, 4 ×
6 × 8 = 192, and so on. Make three conjectures about these products.

Sol: Three possible conjectures are:

(i) The product of any three consecutive even numbers is even.

(ii) The product of any three consecutive even numbers is divisible by 4.

(iii) The product of any three consecutive even numbers is divisible by 6.

2. Go back to Pascal’s triangle.

𝐋𝐢𝐧𝐞 𝟏 ∶ 𝟏 = 𝟏𝟏𝟎
𝐋𝐢𝐧𝐞 𝟐 ∶ 𝟏 𝟏 = 𝟏𝟏𝟏
𝐋𝐢𝐧𝐞 𝟑 ∶ 𝟏 𝟐 𝟏 = 𝟏𝟏𝟐
Make a conjecture about Line 4 and Line 5. Does your conjecture hold? Does your conjecture hold
for Line 6 too?
Sol: Line 4: 1 3 3 1 = 113 ;
Line 5: 1 4 6 4 1 = 114 ;

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 The conjecture holds for Line 4 and Line 5;
No, the conjecture does not holds for Line 6 because 115 ≠ 15101051. (115 = 161051)
3. Let us look at the triangular numbers (see Fig.A1.2) again. Add two consecutive triangular
numbers. For example, T1 + T2 = 4, T2 + T3 = 9, T3 + T4 = 16.
What about T4 + T5 ? Make a conjecture about Tn–1 +Tn .

Sol: T4 + T5 = 25 = 52

Tn−1 + Tn = n2

4. Look at the following pattern:

𝟏𝟐 = 𝟏
𝟏𝟏𝟐 = 𝟏𝟐𝟏
𝟏𝟏𝟏𝟐 = 𝟏𝟐𝟑𝟐𝟏
𝟏𝟏𝟏𝟏𝟐 = 𝟏𝟐𝟑𝟒𝟑𝟐𝟏
𝟏𝟏𝟏𝟏𝟏𝟐 = 𝟏𝟐𝟑𝟒𝟓𝟒𝟑𝟐𝟏
Make a conjecture about each of the following:
𝟏𝟏𝟏𝟏𝟏𝟏𝟐 =
𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟐 =
𝐂𝐡𝐞𝐜𝐤 𝐢𝐟 𝐲𝐨𝐮𝐫 𝐜𝐨𝐧𝐣𝐞𝐜𝐭𝐮𝐫𝐞 𝐢𝐬 𝐭𝐫𝐮𝐞.
Sol: Conjecture: " (1111 … . 𝑛 − times)2 = 123 … . (𝑛 − 1)𝑛(𝑛 − 1) … .321
1111112 = 12345654321
11111112 = 1234567654321
The conjecture is true.
5. List five axioms (postulates) used in this book.

Sol: Euclid’s axioms

(1) Things which are equal to the same thing are equal to one another.
(2) If equals are added to equals, the wholes are equal.
(3) If equals are subtracted from equals, the remainders are equal.
(4) Things which coincide with one another are equal to one another.
(5) The whole is greater than the part.
(6) Things which are double of the same things are equal to one another.
(7) Things which are halves of the same things are equal to one another.
Euclid’s five postulates
(i) A straight line may be drawn from any one point to any other point

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 (ii) A terminated line can be produced indefinitely.
(iii) A circle can be drawn with any centre and any radius.
(iv) All right angles are equal to one another.
(v) If a straight line falling on two straight lines makes the interior angles on the same side of it
taken together less than two right angles, then the two straight lines, if produced indefinitely,
meet on that side on which the sum of angles is less than two right angles.

A1.5 :What is a Mathematical Proof?

A process which can establish the truth of a mathematical statement based purely on logical
arguments is called a mathematical proof.

To show that a mathematical statement is false, it is enough to find a single counter-example.

Ex: 7 + 5 = 12 is a counter-example to the statement that the sum of two odd numbers is odd.

The list of basic ingredients in a proof:

(i) To prove a theorem, we should have a rough idea as to how to proceed.

(ii) The information already given to us in a theorem (i.e., the hypothesis) has to be clearly
understood and used.

(iii) A proof is made up of a successive sequence of mathematical statements.

Each statement in a proof is logically deduced from a previous statement in the proof, or from a
theorem proved earlier, or an axiom, or our hypothesis.

(iv) The conclusion of a sequence of mathematically true statements laid out in a logically correct
order should be what we wanted to prove, that is, what the theorem claims.

Theorem A1.1 : The sum of the interior angles of a triangle is 180°.

Proof : Consider a triangle ABC.

RTP: ∠ ABC + ∠ BCA + ∠ CAB = 180°

Construction: Draw a line DE parallel to BC passing through A.

Proof: DE is parallel to BC and AB is a transversal.

∠ DAB = ∠ ABC (alternate interior angles are equal)(1)

Similarly, ∠ CAE = ∠ACB(2)

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 ∠ BAC= ∠ BAC (3)

From (1)+(2)+(3)

∠ ABC + ∠ BAC+ ∠ ACB = ∠ DAB +∠ BAC + ∠ CAE (From Euclid’s axiom)

But ∠ DAB +∠ BAC + ∠ CAE = 180° , since they form a straight angle.

Hence, ∠ ABC + ∠ BAC+ ∠ ACB = 180°.

Hence proved.

Theorem A1.2 : The product of two even natural numbers is even.

Proof : Let 𝑥 and 𝑦 be any two even natural numbers.

We want to prove that 𝑥𝑦 is even.

𝑥 = 2𝑚 and 𝑦 = 2𝑛, for some natural numbers m and 𝑛.

𝑥𝑦 = 2𝑚 × 2𝑛 = 4𝑚𝑛 = 2 × 2𝑚𝑛 = even number

𝑥𝑦 𝑖𝑠 𝑒𝑣𝑒𝑛.

Theorem A1.3 : The product of any three consecutive even natural numbers is divisible by 16.

Proof: Let the three consecutive even numbers are 2n, 2n + 2 and 2n + 4, for some natural number n.

2𝑛(2𝑛 + 2)(2𝑛 + 4) = 2𝑛 × 2(𝑛 + 1) × 2(𝑛 + 2)

= 2 × 2 × 2𝑛(𝑛 + 1)(𝑛 + 2)

= 8𝑛(𝑛 + 1)(𝑛 + 2).

Case1: If 𝑛 is even then we can write 𝑛 = 2𝑚, for some natural number 𝑚

8𝑛(𝑛 + 1)(𝑛 + 2) = 8 × 2𝑚 × (2𝑚 + 1)(2𝑚 + 2)

= 16𝑚(2𝑚 + 1)(2𝑚 + 2) 𝑖𝑠 𝑑𝑖𝑣𝑖𝑠𝑖𝑏𝑙𝑒 𝑏𝑦 16

Case1: If 𝑛 is odd then we can write 𝑛 = 2𝑚 + 1, for some natural number 𝑚

8𝑛(𝑛 + 1)(𝑛 + 2) = 8 × (2𝑚 + 1) × (2𝑚 + 1 + 1)(2𝑚 + 1 + 2)

= 8 × (2𝑚 + 1) × (2𝑚 + 2)(2𝑚 + 3)

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 = 8 × (2𝑚 + 1) × 2 × (𝑚 + 1)(2𝑚 + 3)

= 16(2𝑚 + 1)(𝑚 + 1)(2𝑚 + 3) is divisible by 16

So, in both cases we have shown that the product of any three consecutive even numbers is
divisible by 16.

1. Find counter-examples to disprove the following statements:

(i) If the corresponding angles in two triangles are equal, then the triangles are congruent.
Sol:

The corresponding angles in two triangles are equal but of different sides.
(ii) A quadrilateral with all sides equal is a square.
Sol: A rhombus has equal sides but may not be a square.
(iii) A quadrilateral with all angles equal is a square.
Sol: A rectangle has equal angles but may not be a square.

(𝐢𝐯) 𝐅𝐨𝐫 𝐢𝐧𝐭𝐞𝐠𝐞𝐫𝐬 𝒂 𝐚𝐧𝐝 𝒃, √𝒂𝟐 + 𝒃𝟐 = 𝒂 + 𝒃

𝑆𝑜𝑙: For a = 3 and b = 4
√𝑎2 + 𝑏 2 = √32 + 42 = √9 + 16 = √25 = 5; 𝑎 + 𝑏 = 3 + 4 = 7
Counter example is a = 3 and b = 4
(v) 2n2 + 11 is a prime for all whole numbers n.
Sol: Let 𝑛 = 11
2𝑛2 + 11 = 2(11)2 + 11 = 2 × 121 + 11 = 242 + 11
= 253 (= 11 × 23 )is not a prime number.
Counter example is 𝑛 = 11
(𝒗𝒊) 𝒏𝟐 – 𝒏 + 𝟒𝟏 𝐢𝐬 𝐚 𝐩𝐫𝐢𝐦𝐞 𝐟𝐨𝐫 𝐚𝐥𝐥 𝐩𝐨𝐬𝐢𝐭𝐢𝐯𝐞 𝐢𝐧𝐭𝐞𝐠𝐞𝐫𝐬 𝒏.
Sol: For n=41
𝑛2 – 𝑛 + 41 = (41)2 – 41 + 41
= (41)2 = 41 × 41 𝑖𝑠 𝑛𝑜𝑡 𝑎 𝑝𝑟𝑖𝑚𝑒 𝑛𝑢𝑚𝑏𝑒𝑟.
Counter example is 𝑛 = 41
2. Take your favourite proof and analyse it step-by-step along the lines discussed in Section A1.5
(what is given, what has been proved, what theorems and axioms have been used, and so on).
3. Prove that the sum of two odd numbers is even.
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Sol: Let 𝑥 and 𝑦 be two odd numbers.

Then 𝑥 = 2𝑚 + 1 and 𝑦 = 2𝑛 + 1 for some natural numbers 𝑚 and 𝑛

Sum = 𝑥 + 𝑦 = 2𝑚 + 1 + 2𝑛 + 1 = 2𝑚 + 2𝑛 + 2 = 2(𝑚 + 𝑛 + 1) is divisible by 2.

𝑥 + 𝑦 is even.

4. Prove that the product of two odd numbers is odd.

Sol: Let 𝑥 and 𝑦 be two odd numbers.

Then 𝑥 = 2𝑚 + 1 and 𝑦 = 2𝑛 + 1 for some natural numbers 𝑚 and 𝑛

Product = 𝑥𝑦 = (2𝑚 + 1)(2𝑛 + 1) = 2𝑚𝑛 + 2𝑚 + 2𝑛 + 1

= 2(𝑚𝑛 + 𝑚 + 𝑛) + 1 𝑖s not divisible by 2.

𝑥𝑦 is odd

5. Prove that the sum of three consecutive even numbers is divisible by 6.

Sol: Let the three consecutive even numbers are 2n, 2n + 2 and 2n + 4, for some natural number n.

𝑆𝑢𝑚 = 2𝑛 + 2𝑛 + 2 + 2𝑛 + 4 = 6𝑛 + 6 = 6(𝑛 + 1) 𝑖𝑠 𝑑𝑖𝑣𝑖𝑠𝑖𝑏𝑙𝑒 𝑏𝑦 6.

 The sum of three consecutive even numbers is divisible by 6.

6. Prove that infinitely many points lie on the line whose equation is y = 2x.

Sol: Any point on the given line y=2x is (n,2n) for many natural number n.

The points are (1,2), (2,4), (-1,-2),……..

7. You must have had a friend who must have told you to think of a number and do various things to
it, and then without knowing your original number, telling you what number you ended up with.
Here are two examples. Examine why they work.
(i) Choose a number. Double it. Add nine. Add your original number. Divide by three. Add four.
Subtract your original number. Your result is seven.
Sol: Let your original number be n.
3(𝑛+3)
𝑛 → 2𝑛 → 2𝑛 + 9 → 2𝑛 + 9 + 𝑛 = 3𝑛 + 9 → =𝑛+3
3

→ 𝑛+3+4= 𝑛+7→ 𝑛+7−𝑛 =7

(ii) Write down any three-digit number (for example, 425). Make a six-digit number by repeating
these digits in the same order (425425). Your new number is divisible by 7, 11 and 13
Sol: 425425=425×1001=425×(7 × 11 × 13)
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425425 is divisible by 7, 11 and 13
Take any three digit number say, 𝑎𝑏𝑐
𝑎𝑏𝑐𝑎𝑏𝑐 = 𝑎𝑏𝑐 × 1001 = 𝑎𝑏𝑐 × (7 × 11 × 13)
𝑎𝑏𝑐𝑎𝑏𝑐 is divisible by 7, 11 and 13.

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 CHAPTER

7
1. A closed figure formed by three intersecting lines is called a triangle.
2. A triangle has three sides, three angles and three vertices.
3. AB, BC, CA are the three sides, ∠ A, ∠ B, ∠ C are the three angles and A, B, C
are three vertices
4. Triangle ABC, denoted as ∆ ABC
5. Median:A median connects a vertex of a triangle to the mid-point of
the opposite side.
6. congruent figures: The figures that have the same shape and size are
called congruent figures
Ex: (i) Two circles of the same radii are congruent
(ii) Two squares of the same sides are congruent.
7. The two triangles are congruent If the sides and angles of one triangle are equal to the
corresponding sides and angles of the other triangle.
8. If ∆ PQR is congruent to ∆ ABC, we write ∆ PQR ≅ ∆ ABC.
9. FD ↔ AB, DE ↔ BC and EF ↔ CA and F ↔ A, D ↔ B and E ↔ C .So, ∆ FDE ≅ ∆ ABC.
10. Congruent triangles corresponding parts are equal and we write in short ‘CPCT’ for
corresponding parts of congruent triangles.

(SAS congruence rule) : Two triangles are congruent if two sides and the included angle of one
triangle are equal to the two sides and the included angle of the other triangle
SAS congruence rule holds but not ASS or SSA rule.
Exp 1 : In Fig. 7.8, OA = OB and OD = OC. Show that (i) ∆ AOD ≅ ∆ BOC and (ii) AD || BC
Sol: (i) In ∆ AOD and ∆ BOC
OA = OB (Given)
OD = OC (Given)
∠ AOD = ∠ BOC (Vertically opposite angles)
∆ AOD ≅ ∆ BOC (by the SAS congruence rule)
(ii) Since ∆ AOD ≅ ∆ BOC
∠ OAD = ∠ OBC (CPCT)
Alternate interior angles are equal
 AD || BC

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Example 2 : AB is a line segment and line 𝒍 is its perpendicular bisector. If a point P lies on l, show that
P is equidistant from A and B.
Sol: 𝑙 is perpendicular bisector of AB
∆ PCA and ∆ PCB.
AC = BC ( C is midpoint of AB)
∠ PCA = ∠ PCB = 90° ( l ⊥ AB)
PC = PC (Common)
𝑆𝑜, ∆ 𝑃𝐶𝐴 ≅ ∆ 𝑃𝐶𝐵 (𝑆𝐴𝑆 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑐𝑒 𝑟𝑢𝑙𝑒)
𝑃𝐴 = 𝑃𝐵 (𝐶𝑃𝐶𝑇)
ASA congruence rule : Two triangles are congruent if two angles and the included side of one
triangle are equal to two angles and the included side of other triangle.
AAS and SAA are same as ASA congruence rule.
Example 3 : Line-segment AB is parallel to another line-segment CD. O is the mid-point of AD (see Fig.
7.15). Show that (i) ∆AOB ≅ ∆DOC (ii) O is also the mid-point of BC.
Sol: In ∆ AOB and ∆ DOC.
∠ ABO = ∠ DCO (Alternate interior angles)
OA = OD (Given)
∠ AOB = ∠ DOC (Vertically opposite angles)
∆AOB ≅ ∆DOC (ASA rule)
OB = OC (CPCT)
So, O is the mid-point of BC.
EXERCISE 7.1
1. In quadrilateral ACBD, AC = AD and AB bisects ∠ A (see Fig. 7.16). Show that ∆ ABC ≅ ∆ ABD.
What can you say about BC and BD?
Sol: In ABC and ABD
AC = AD (Given)
∠ BAC = ∠ BAD (AB bisects ∠ A)
AB=AB (Common)
∆ ABC ≅ ∆ ABD (SAS congruency rule)

BC=BD( CPCT)
2. ABCD is a quadrilateral in which AD = BC and ∠ DAB = ∠ CBA (see Fig.
7.17). Prove that
(i) ∆ ABD ≅ ∆ BAC (ii) BD = AC (iii) ∠ ABD = ∠ BAC.
Sol: (i) In ∆ ABD and ∆ BAC

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 AD = BC (Given)
∠ DAB = ∠ CBA (Given)
AB=AB (Common)
∆ ABD ≅ ∆ BAC (SAS congruence rule)
(ii) ∆ ABD ≅ ∆ BAC  BD = AC (CPCT)
(iii) ∆ ABD ≅ ∆ BAC  ∠ ABD = ∠ BAC (CPCT)
3. AD and BC are equal perpendiculars to a line segment AB (see Fig. 7.18). Show that CD bisects AB.
Sol: In OAD, OBC
𝑂𝐴𝐷 = 𝑂𝐵𝐶 = 900 (𝐺𝑖𝑣𝑒𝑛)
𝐴𝑂𝐷 = 𝐵𝑂𝐶( 𝑉𝑒𝑟𝑡𝑖𝑐𝑎𝑙𝑙𝑦 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒𝑠)
AD=BC (Given)
OADOBC ( AAS congruence rule)
OA=OB
 CD bisects AB.
4. 𝒍 and 𝒎 are two parallel lines intersected by another pair of parallel lines p and q (see Fig. 7.19).
Show that ∆ ABC ≅ ∆ CDA.
Sol: In ABC and CDA
𝐵𝐴𝐶 = 𝐷𝐶𝐴( 𝑝 ⃦𝑞 , 𝐴𝑙𝑡𝑒𝑟𝑛𝑎𝑡𝑒 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠 )
AC=AC( Common)
𝐵𝐶𝐴 = 𝐷𝐴𝐶 (𝑙 ⃦𝑚, 𝐴𝑙𝑡𝑒𝑟𝑛𝑎𝑡𝑒 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠)
ABC CDA (By ASA congruence rule)
5. Line 𝒍 is the bisector of an angle ∠ A and B is any point on 𝒍. BP and BQ are perpendiculars from B
to the arms of ∠ A (see Fig. 7.20). Show that: (i) ∆ APB ≅ ∆ AQB (ii) BP = BQ or B is equidistant
from the arms of ∠ A.
Sol: (i) In APB and AQB
𝐵𝐴𝑃 = 𝐵𝐴𝑄( 𝑙 𝑖𝑠 𝑡ℎ𝑒 𝑎𝑛𝑔𝑙𝑒 𝑏𝑖𝑠𝑒𝑐𝑡𝑜𝑟 𝑜𝑓 ∠𝐴 )
AB=AB( Common)
𝐴𝑃𝐵 = 𝐴𝑄𝐵 = 900
 APB  AQB (By ASA congruence rule)
(ii)  APB  AQB
BP=BQ (By CPCT)
B is equidistant from the arms of ∠ A
6. In Fig. 7.21, AC = AE, AB = AD and ∠ BAD = ∠ EAC. Show that BC = DE.
Sol: ∠ BAD = ∠ EAC (Given)
BAD + DAC = EAC +∠DAC
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 ∠ BAC = ∠ DAE(1)
In BAC and DAE
AB = AD (Given)
∠ BAC = ∠ DAE (From (1))
AC = AE (Given)
∆𝐵𝐴𝐶 ≅ ∆𝐷𝐴𝐸 (𝐵𝑦 𝑆𝐴𝑆 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑐𝑒 𝑟𝑢𝑙𝑒)
∴ BC = DE (By CPCT)
7. AB is a line segment and P is its mid-point. D and E are points on the same side of AB such that ∠
BAD = ∠ ABE and ∠ EPA = ∠ DPB (see Fig. 7.22). Show that (i) ∆ DAP ≅ ∆ EBP (ii) AD = BE
Sol: ∠ EPA = ∠ DPB (given)
∠ EPA+∠DPE = ∠ DPB+∠DPE
∠APD=∠BPE (1)
𝐼𝑛 ∆𝐴𝑃𝐷 𝑎𝑛𝑑 ∆𝐵𝑃𝐸
∠ BAD = ∠ ABE (Given)
AP=BP ( P is midpoint of AB)
∠APD=∠BPE (From (1))
∆ APD ≅ ∆BPE (𝐵𝑦 𝐴𝑆𝐴 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑐𝑒 𝑟𝑢𝑙𝑒)
∴ AD = BE (By CPCT)
8. In right triangle ABC, right angled at C, M is the mid-point of hypotenuse AB. C is joined to M and
produced to a point D such that DM = CM. Point D is joined to point B (see Fig. 7.23). Show that:
𝟏
(i) ∆ AMC ≅ ∆ BMD (ii) ∠ DBC is a right angle. (𝒊𝒊𝒊) ∆ 𝑫𝑩𝑪 ≅ ∆ 𝑨𝑪𝑩 (𝒊𝒗) 𝑪𝑴 = 𝑨𝑩
𝟐

Sol: (i) In ∆ AMC and ∆ BMD

AM=BM (M is midpoint of AB)
 AMC= BMD (Vertically opposite angles)
DM = CM (Given)
∆ AMC ≅ ∆ BMD (By SAS congruence rule)
(ii) ∆ AMC ≅ ∆ BMD
ACM=BDM (By CPCT)
Alternate interior angles are equal
 DB ⃦ AC
DBC +ACB=1800 (co-interior angles are supplementary)
DBC+900 =1800( Given ACB=900 )
DBC=900
(iii) 𝐼𝑛 ∆ 𝐷𝐵𝐶 𝑎𝑛𝑑 ∆ 𝐴𝐶𝐵

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 DB=AC (∆ AMC ≅ ∆ BMD)
DBC=ACB = 900
BC=CB( common)
∆ 𝐷𝐵𝐶 ≅ ∆ 𝐴𝐶𝐵 (𝐵𝑦 𝑆𝐴𝑆 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑐𝑒 𝑟𝑢𝑙𝑒)
(iv) ∆ 𝐷𝐵𝐶 ≅ ∆ 𝐴𝐶𝐵
AB=DC (by CPCT)
AB=2 CM (CM=DM)
1
𝐶𝑀 = 𝐴𝐵
2
𝑺𝒐𝒎𝒆 𝑷𝒓𝒐𝒑𝒆𝒓𝒕𝒊𝒆𝒔 𝒐𝒇 𝒂 𝑻𝒓𝒊𝒂𝒏𝒈𝒍𝒆
Theorem 7.2 : Angles opposite to equal sides of an isosceles triangle are equal.
Sol: ABC is an isosceles triangle in which AB=AC
Draw AD is angle bisector of A
In ∆ BAD and ∆ CAD
AB = AC (Given)
∠ BAD = ∠ CAD (By construction)
AD = AD (Common)
So, ∆ BAD ≅ ∆ CAD (By SAS rule)
∠B = ∠C (CPCT)
Theorem 7.3 : The sides opposite to equal angles of a triangle are
equal.
Proof: In ABC, B=C
Draw AD is angle bisector of A
In ∆ BAD and ∆ CAD
B=C (given)
∠ BAD = ∠ CAD (By construction)
AD = AD (Common)
So, ∆ BAD ≅ ∆ CAD (By AAS congruence rule)
AB = AC ( by CPCT)
Example 4 : In ∆ ABC, the bisector AD of ∠ A is perpendicular to side BC (see Fig. 7.27). Show that AB
= AC and ∆ ABC is isosceles.
Sol: In ∆ABD and ∆ACD,
∠ BAD = ∠ CAD (Given)
AD = AD (Common)
∠ ADB = ∠ ADC = 90° (Given)

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 So, ∆ ABD ≅ ∆ ACD (ASA rule)
So, AB = AC (CPCT) or, ∆ ABC is an isosceles triangle.
Example 5 : E and F are respectively the mid-points of equal sides AB and AC of ∆ ABC (see Fig. 7.28).
Show that BF = CE.
Sol: In ∆ ABF and ∆ ACE,
AB = AC (Given)
∠ A = ∠ A (Common)
AF = AE (Halves of equal sides)
So, ∆ ABF ≅ ∆ ACE (SAS rule) Therefore, BF = CE (CPCT)
Example 6 : In an isosceles triangle ABC with AB = AC, D and E are points on BC such that BE = CD
(see Fig. 7.29). Show that AD = AE.
Sol: In ∆ ABE and ∆ ACD,
AB = AC (Given)
∠ B = ∠ C (Angles opposite to equal sides)
BE = CD (Given)
So, ∆ ABE ≅ ∆ ACD (SAS congruence rule)
AE = AD (CPCT)

1. In an isosceles triangle ABC, with AB = AC, the bisectors of ∠ B and ∠ C intersect each other at O.
Join A to O. Show that : (i) OB = OC (ii) AO bisects ∠A
Sol: (i) In ABC, The bisectors of ∠ B and ∠ C intersect each other at O
1 1
∠𝑂𝐵𝐴 = ∠𝑂𝐵𝐶 = 2 ∠𝐴𝐵𝐶 𝑎𝑛𝑑 ∠𝑂𝐶𝐴 = ∠𝑂𝐶𝐵 = 2 ∠𝐴𝐶𝐵

Given AB = AC
 ∠𝐴𝐵𝐶 = ∠𝐴𝐶𝐵 (Angles opposite to equal sides)
1 1
⇒ ∠𝐴𝐵𝐶 = ∠𝐴𝐶𝐵 ⇒ ∠𝑂𝐵𝐶 = ∠𝑂𝐶𝐵
2 2
𝐼𝑛 ∆𝑂𝐵𝐶 , ∠𝑂𝐵𝐶 = ∠𝑂𝐶𝐵
⇒ 𝑂𝐵 = 𝑂𝐶 (Sides opposite to equal angles) → (𝑖)
(𝑖𝑖)∆𝑂𝐴𝐵 𝑎𝑛𝑑 ∆𝑂𝐴𝐶
OA=OA( Common)
AB=AC (Given)
OB = OC (𝐹𝑟𝑜𝑚 (𝑖))
∆OAB ≅ ∆OAC (𝑆𝑆𝑆 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑐𝑒 𝑟𝑢𝑙𝑒)
⇒ ∠OAB = ∠OAC (𝐶𝑃𝐶𝑇)

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 ⇒ AO bisects ∠A
2. In ∆ ABC, AD is the perpendicular bisector of BC (see Fig. 7.30). Show that ∆ ABC is an isosceles
triangle in which AB = AC.
Sol: In ∆ADB and ∆ADC
AD = AD (Common)
∠ADB = ∠ADC = 900 (AD ⊥ BC)
BD = DC( AD is bisector of BC)
∆ADB ≅ ∆ADC (SAS congruence rule)
⇒ AB = AC (CPCT)
3. ABC is an isosceles triangle in which altitudes BE and CF are drawn to equal sides AC and AB
respectively (see Fig. 7.31). Show that these altitudes are equal.
Sol:  ABC is an isosceles triangle. AB=AC
In ∆AEB and ∆AFC
∠A = ∠A (Common angle)
∠AEB = ∠AFC = 900 (BE ⊥ AC and CF ⊥ AB)
AB = AC( Given)
∆AEB ≅ ∆AFC (AAS congruence rule)
⇒ BE = CF (CPCT)
4. ABC is a triangle in which altitudes BE and CF to sides AC and AB are equal (see Fig. 7.32). Show
that
(i) ∆ ABE ≅ ∆ ACF (ii) AB = AC, i.e., ABC is an isosceles triangle.
Sol: In ∆ ABE and ∆ ACF
∠A = ∠A (Common angle)
∠AEB = ∠AFC = 900 (BE ⊥ AC and CF ⊥ AB)
BE = CF( Given)
∆ ABE ≅ ∆ ACF (AAS Congruence rule)
(ii) ∆ ABE ≅ ∆ ACF
⇒ AB = AC (CPCT)
ABC is an isosceles triangle.
5. ABC and DBC are two isosceles triangles on the same base BC (see Fig. 7.33). Show that ∠ ABD =
∠ACD
Sol: In ∆ ABD and ∆ ACD
AB = AC (Given)
BD = CD(Given)
AD = AD (Common side)

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 ∆ ABD ≅ ∆ ACD (SSS Congruence rule)
⇒ ABD = ACD(CPCT)
6. ∆ABC is an isosceles triangle in which AB = AC. Side BA is produced to D such that AD = AB (see
Fig. 7.34). Show that ∠ BCD is a right angle.
Sol: 𝐼𝑛 ∆𝐴𝐵𝐶 , 𝐴𝐵 = 𝐴𝐶
⇒ ∠ABC = ∠ ACB = 𝑥 (Angles opposite to equal sides are equal)
In ∆ ADC, AD = AC
⇒ ∠ ACD = ∠ ADC = y (Angles opposite to equal sides are equal)
∠BCD = ∠ACB + ∠ACD = 𝑥 + 𝑦
In ∆BDC,
∠ABC + ∠ADC + ∠BCD = 1800 (Angle sum property of a triangle)
𝑥 + 𝑦 + (𝑥 + 𝑦) = 1800
2(𝑥 + 𝑦) = 1800
1800
(𝑥 + 𝑦) = = 900
2
∠BCD = 900
7. ABC is a right angled triangle in which ∠ A = 90° and AB = AC. Find ∠ B and ∠ C.
Sol: 𝐼𝑛 ∆𝐴𝐵𝐶, AB = AC
⇒ ∠C = ∠ B = 𝑥 (𝐸𝑞𝑢𝑎𝑙 𝑠𝑖𝑑𝑒𝑠 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒𝑠 𝑎𝑟𝑒 𝑒𝑞𝑢𝑎𝑙)
∠A + ∠B + ∠C = 1800 (𝐴𝑛𝑔𝑙𝑒 𝑠𝑢𝑚 𝑝𝑟𝑜𝑝𝑒𝑟𝑡𝑦 𝑜𝑓 𝑎 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒)
900 + 𝑥 + 𝑥 = 1800
2𝑥 = 900
900
𝑥= = 450
2
∠B = ∠ C = 450
8. Show that the angles of an equilateral triangle are 60° each.
Sol: 𝐿𝑒𝑡 ∆𝐴𝐵𝐶 𝑖𝑠 𝑎𝑛 𝑒𝑞𝑢𝑙𝑎𝑡𝑒𝑟𝑎𝑙 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒
⇒ 𝐴𝐵 = 𝐵𝐶 = 𝐴𝐶
⇒ ∠A = ∠B = ∠ C = 𝑥 (𝐸𝑞𝑢𝑎𝑙 𝑠𝑖𝑑𝑒𝑠 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒𝑠 𝑎𝑟𝑒 𝑒𝑞𝑢𝑎𝑙)
∠A + ∠B + ∠ C = 1800
⇒ 𝑥 + 𝑥 + 𝑥 = 1800
⇒ 3𝑥 = 1800
1800
⇒𝑥= = 600
3
So, each angle of an equilateral triangle is 600
SSS congruence rule:

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If three sides of one triangle are equal to the three sides of another triangle, then the two triangles
are congruent
RHS congruence rule:
If in two right triangles the hypotenuse and one side of one triangle are equal to the hypotenuse and
one side of the other triangle, then the two triangles are congruent.
Example 7 : AB is a line-segment. P and Q are points on opposite sides of AB such that each of them is
equidistant from the points A and B (see Fig. 7.37). Show that the line PQ is the perpendicular bisector
of AB.
Sol: In ∆ PAQ and ∆ PBQ.
PA=PB(Given)
AQ=BQ(Given)
PQ=PQ(Common)
∆ PAQ ≅ ∆ PBQ (SSS rule)
∠ 𝐴𝑃𝑄 = ∠ 𝐵𝑃𝑄 (𝐶𝑃𝐶𝑇) ⇒ ∠ 𝐴𝑃𝐶 = ∠ 𝐵𝑃𝐶 → (1)
In ∆ PAC and ∆ PBC.
AP = BP (Given)
∠ APC = ∠ BPC (From (1))
PC = PC (Common)
∆ PAC ≅ ∆ PBC (SAS rule)
𝐴𝐶 = 𝐵𝐶 (𝐶𝑃𝐶𝑇) → (2)
∠ ACP = ∠ BCP (CPCT)
∠ ACP + ∠ BCP = 180° (Linear pair)
2∠ ACP = 180°
∠ 𝐴𝐶𝑃 = 90° → (3)
From (2) and (3)
PQ is perpendicular bisector of AB
Example 8 : P is a point equidistant from two lines l and m intersecting at point A (see Fig. 7.38). Show
that the line AP bisects the angle between them.
Sol: Let PB ⊥ l, PC ⊥ m. It is given that PB = PC
In ∆ PAB and ∆ PAC
∠ PBA = ∠ PCA = 90° (Given)
PA = PA (Common)
PB = PC (Given)
∆ PAB ≅ ∆ PAC (RHS rule)
∠ PAB = ∠ PAC (CPCT)

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 AP bisects the angle between l and m

1. ∆ ABC and ∆ DBC are two isosceles triangles on the same base BC and vertices A and D are on the
same side of BC (see Fig. 7.39). If AD is extended to intersect BC at P, show that
(i) ∆ ABD ≅ ∆ ACD (ii) ∆ ABP≅ ∆ ACP (iii) AP bisects ∠ A as well as ∠ D. (iv) AP is the
perpendicular bisector of BC.
Sol: (𝑖)𝐼𝑛 ∆𝐴𝐵𝐷 𝑎𝑛𝑑 ∆𝐴𝐶𝐷
𝐴𝐵 = 𝐴𝐶 (𝐺𝑖𝑣𝑒𝑛)
BD = CD(Given)
AD = AD (Common)
∆ABD ≅ ∆ACD (SSS rule)
∠BAD = ∠CAD (CPCT)
i.e ∠BAP = ∠CAP → (1)
(ii) ∆ ABP≅ ∆ ACP (iii) From (1) and (2)
AB = AC (Given) AP bisects ∠ A as well as ∠ D
∠BAP = ∠CAP ( From (1)) (iv) ∠APB + ∠APC = 1800 (Linear pair)
AP = AP (Common) From (2) ;∠APB = ∠APC
∆ ABP ≅ ∆ ACP (SAS rule) ∴ ∠APB = ∠APC = 900 → (5)
∠APB = ∠APC(CPCT) → (2) (iv) From (4) and (5)
i.e ∠DPB = ∠DPC → (3) AP is the perpendicular bisector of BC.
Also BP = PC (CPCT) → (4)
2. AD is an altitude of an isosceles triangle ABC in which AB = AC. Show that (i) AD bisects BC (ii)
AD bisects ∠ A.
Sol: In ∆ADB and ∆ADC
AB = AC( Given)
∠ADB = ∠ADC = 900 (AD ⊥ BC)
AD = AD(Common)
∆ADB ≅ ∆ADC (RHS Congruence rule)
BD=CD (CPCT)
Hence , AD bisects BC
∠BAD = ∠CAD (CPCT)
AD bisects ∠A
3. Two sides AB and BC and median AM of one triangle ABC are respectively equal to sides PQ and
QR and median PN of ∆ PQR (see Fig. 7.40). Show that (i) ∆ ABM ≅ ∆ PQN (ii) ∆ ABC ≅ ∆ PQR
Sol: In ∆ABC , AM is median

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 1
𝐵𝑀 = 𝐶𝑀 = 𝐵𝐶
2
In ∆PQR , PN is median
1
𝑄𝑁 = 𝑁𝑅 = 𝑄𝑅
2
Given BC=QR
1 1
𝐵𝐶 = 𝑄𝑅
2 2
𝐵𝑀 = 𝑄𝑁 → (1)
(i) ∆ ABM ≅ ∆ PQN
𝐴𝐵 = 𝑃𝑄(𝐺𝑖𝑣𝑒𝑛)
𝐴𝑀 = 𝑃𝑁(𝐺𝑖𝑣𝑒𝑛)
𝐵𝑀 = 𝑄𝑁 (𝐹𝑟𝑜𝑚(1)) (ii) In ∆ ABC and ∆ PQR
∆ 𝐴𝐵𝑀 ≅ ∆ 𝑃𝑄𝑁 (𝑆𝑆𝑆 𝑟𝑢𝑙𝑒) 𝐴𝐵 = 𝑃𝑄(𝐺𝑖𝑣𝑒𝑛)
𝐵𝑀 = 𝑄𝑁 → (1) ∠𝐴𝐵𝐶 = ∠PQR(From(2))
∠𝐴𝐵𝑀 = ∠PQN (CPCT) 𝐵𝐶 = 𝑄𝑅 (𝐺𝑖𝑣𝑒𝑛)
∠𝐴𝐵𝐶 = ∠PQR → (2) ∆ 𝐴𝐵𝐶 ≅ ∆ 𝑃𝑄𝑅 (𝐴𝑆𝐴 𝑟𝑢𝑙𝑒)
4. BE and CF are two equal altitudes of a triangle ABC. Using RHS congruence rule, prove that the
triangle ABC is isosceles.
Sol: 𝐼𝑛 ∆ BEC and ∆ CFB
∠ BEC = ∠ CFB = 900 (BE and CF are two altitudes)
𝐵𝐶 = 𝐵𝐶 (𝐶𝑜𝑚𝑚𝑜𝑛)
𝐵𝐸 = 𝐶𝐹 (𝐺𝑖𝑣𝑒𝑛)
∆ BEC ≅ ∆ CFB (RHS rule)
∠BCE = ∠CBF (CPCT)
i.e, ∠BCA = ∠CBA
AB=AC (Sides opposite to equal angles are equal)
Hence, ABC is isosceles triangle.
5. ABC is an isosceles triangle with AB = AC. Draw AP ⊥ BC to show that ∠ B = ∠ C.
Sol: 𝐼𝑛 ∆APB 𝑎𝑛𝑑 ∆APC
∠APB = ∠APC = 900
AB = AC
AP = AP (Common)
∆APB ≅ ∆APC (RHS rule)
∠B = ∠C (CPCT)

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 CHAPTER

1. A quadrilateral has four sides, four angles and four vertices.

Quadrilateral Figure Properties

Trapezium 1. One pair of parallel lines

A quadrilateral with a
pair of parallel sides.

Parallelogram: 1. Opposite sides are equal.

A quadrilateral with 2. Opposite angles are equal.
each pair of opposite 3. Diagonals not equal and bisect
sides parallel one another.
4. Adjacent angles are
supplementary

Rhombus: A 1. All sides are equal.

parallelogram with 2. Opposite angles are equal
sides of equal length. 3. Diagonals are not equal and
perpendicularly bisect one
another.
4. Adjacent angles are
supplementary

Rectangle: A 1. Opposite sides are equal

parallelogram with a 2. All angles are right angles.
right angle 3. Diagonals are equal and bisect
one another.

Square: A rectangle with 1. All sides are equal.

sides of equal length. 2. All angles are right angles.
3. Diagonals are equal and
perpendicularly bisect one
another.

Kite: A quadrilateral 1. The diagonals are perpendicular

with exactly two pairs of to one another.
equal consecutive sides 2. Diagonals bisect each other.

Theorem 8.1 : A diagonal of a parallelogram divides it into two congruent triangles.

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Proof : Let ABCD be a parallelogram and AC be a diagonal

In ∆ ABC and ∆ CDA,

BC || AD and AC is a transversal.

∠ BCA = ∠ DAC (Pair of alternate angles)

AB || DC and AC is a transversal.

∠ BAC = ∠ DCA (Pair of alternate angles)

AC = CA (Common)

∆ ABC ≅ ∆ CDA (ASA rule)

Diagonal AC divides parallelogram ABCD into two congruent triangles ABC and CDA.

Theorem 8.2 : In a parallelogram, opposite sides are equal.

Proof: Let ABCD be a parallelogram and AC be a diagonal.

∆ ABC ≅ ∆ CDA (ASA rule)

So, AB = DC and BC = AD (CPCT)

Theorem 8.3 : If each pair of opposite sides of a quadrilateral is equal, then it is a

parallelogram.

Proof: ABCD be a quadrilateral and AB = DC and BC = AD

In ∆ ABC and ∆ CDA

AB = DC (given)

BC = AD(given)

AC=AC ( common)

∆ ABC ≅ ∆ CDA (SSS congruence rule)

∠ BAC = ∠ DCA(CPCT)

Alternate interior angles are equal AB ⃦ CD

Similarly BC ⃦ DA

Each pair of opposite sides are parallel .

ABCD is a parallelogram.

Theorem 8.4 : In a parallelogram, opposite angles are equal.

Proof: ABCD is a parallelogram.

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 𝐴𝐵 ⃦ 𝐶𝐷 𝑎𝑛𝑑 𝐴𝐶 𝑖𝑠 𝑡𝑟𝑎𝑛𝑠𝑣𝑒𝑟𝑠𝑎𝑙

𝑥 = 𝑝( 𝐴𝑙𝑡𝑒𝑟𝑛𝑎𝑡𝑒 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠)

𝐵𝐶 ⃦ 𝐴𝐷 𝑎𝑛𝑑 𝐴𝐶 𝑖𝑠 𝑡𝑟𝑎𝑛𝑠𝑣𝑒𝑟𝑠𝑎𝑙

𝑦 = 𝑞 ( 𝐴𝑙𝑡𝑒𝑟𝑛𝑎𝑡𝑒 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠)

𝑥+𝑦 =𝑝+𝑞

𝐵𝐴𝐷 = 𝐵𝐶𝐷 ⇒ 𝐴 = 𝐶

𝑆𝑖𝑚𝑖𝑙𝑎𝑟𝑙𝑦 𝐵 = 𝐷

Theorem 8.5 : If in a quadrilateral, each pair of opposite angles is equal, then it is a parallelogram.

Proof: In quadrilateral ABCD , 𝐴 = 𝐶 𝑎𝑛𝑑 𝐵 = 𝐷

𝐴 + 𝐵 + 𝐶 + 𝐷 = 3600 (𝑆𝑢𝑚 𝑜𝑓 𝑎𝑛𝑔𝑙𝑒𝑠 𝑖𝑛 𝑞𝑢𝑎𝑑𝑟𝑖𝑙𝑎𝑡𝑒𝑟𝑎𝑙)

𝐴 + 𝐷 + 𝐴 + 𝐷 = 3600

2(𝐴 + 𝐷) = 3600

𝐴 + 𝐷 = 1800

Co interior angles are supplementary

⇒ 𝐴𝐵 ⃦ 𝐷𝐶

𝑆𝑖𝑚𝑖𝑙𝑎𝑟𝑙𝑦 𝐵𝐶 ⃦ 𝐴𝐷

 ABCD is a parallelogram.

Theorem 8.6 : The diagonals of a parallelogram bisect each other.

Proof: In parallelogram ABCD diagonals AC,BD intersect at O

∆ 𝐴𝑂𝐷 = ∆ 𝐶𝑂𝐵 (𝐴𝑆𝐴 𝑟𝑢𝑙𝑒)

𝐴𝑂 = 𝐶𝑂 𝑎𝑛𝑑 𝑂𝐷 = 𝑂𝐵 (𝐶𝑃𝐶𝑇)

⇒ 𝑂 𝑖𝑠 𝑚𝑖𝑑 𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐴𝐶 𝑎𝑛𝑑 𝐵𝐷

⇒ 𝐴𝐶 𝑎𝑛𝑑 𝐵𝐷 𝑎𝑟𝑒 𝑏𝑖𝑠𝑒𝑐𝑡 𝑒𝑎𝑐ℎ 𝑜𝑡ℎ𝑒𝑟

Theorem 8.7 : If the diagonals of a quadrilateral bisect each other, then it is a parallelogram

Proof: ABCD is a quadrilateral. The diagonals AC and BD bisect at O

In ∆ AOB , ∆ COD

OA = OC and OB = OD (given)

AOB=COD (vertically opposite angles)

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 ∆ AOB ≅ ∆ COD (SAS congruence rule)

∠ ABO = ∠ CDO ( By CPCT)

Alternate interior angles are equal

 AB || CD

Similarly BC || AD

Therefore ABCD is a parallelogram.

Example 1 : Show that each angle of a rectangle is a right angle.

Sol: Rectangle is a parallelogram in which one angle is a right angle.

ABCD is a rectangle. Let one angle isA = 900

We have, AD || BC and AB is a transversal.

∠A + ∠B = 180° (Interior angles on the same side of the transversal)

900 + ∠B = 180°

∠B = 180° − 900 = 900

∠ C = ∠ A and ∠ D = ∠ B(Opposite angles of the parallelogram)

∠ C = 900 and ∠ D = 900

Therefore, each of the angles of a rectangle is a right angle.

Example 2 : Show that the diagonals of a rhombus are perpendicular to each other.

Sol: Let ABCD is a rhombus.

AB = BC = CD = DA (All sides are equal in rhombus)

In ∆ AOD and ∆ COD

OA = OC (Diagonals of a parallelogram bisect each other)

OD = OD (Common)

AD = CD (given)

∆ AOD ≅ ∆ COD (SSS congruence rule)

AOD = COD (CPCT)

But, AOD + COD = 180° (Linear pair)

2AOD = 180°

AOD = 90°

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 So, the diagonals of a rhombus are perpendicular to each other.

Example 3 : ABC is an isosceles triangle in which AB = AC. AD bisects exterior angle PAC and CD || AB
(see Fig. 8.8). Show that (i) ∠ DAC = ∠ BCA and (ii) ABCD is a parallelogram.

Sol: (i) ∆ ABC is isosceles in which AB = AC (Given)

So, ∠ ABC = ∠ ACB (Angles opposite to equal sides)

Also, ∠ PAC = ∠ ABC + ∠ ACB (Exterior angle of a triangle)

or, ∠ PAC = 2∠ ACB (1)

Now, AD bisects ∠ PAC.

So, ∠ PAC = 2∠ DAC (2)

2∠ DAC = 2∠ ACB [From (1) and (2)]

∠ DAC = ∠ BCA

(ii) ∠ DAC = ∠ ACB i.e alternate interior angles are equal.

⇒ BC ⃦AD

𝐴𝑙𝑠𝑜, BA || CD (𝐺𝑖𝑣𝑒𝑛)

Now, both pairs of opposite sides of quadrilateral ABCD are parallel.

So, ABCD is a parallelogram.

Example 4 : Two parallel lines l and m are intersected by a transversal p (see Fig. 8.9). Show that the
quadrilateral formed by the bisectors of interior angles is a rectangle.

Sol: PS || QR and transversal p intersects them at points A and C .

The bisectors ofPAC and ACQ intersect at B and bisectors of

 ACR and SAC intersect at D.

Now, ∠ PAC = ∠ ACR (Alternate angles as 𝑙 || 𝑚 and p is a

transversal)

1 1
𝑃𝐴𝐶 = 𝐴𝐶𝑅
2 2

i.e., ∠ BAC = ∠ ACD  alternate interior angles are equal.

𝐴𝐵 || 𝐷𝐶

Similarly, BC || AD (Considering ∠ ACB and ∠ CAD)

Therefore, quadrilateral ABCD is a parallelogram.

∠ PAC + ∠ CAS = 180° (Linear pair)

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 1 1 1
∠ 𝑃𝐴𝐶 + ∠ 𝐶𝐴𝑆 = × 180° = 90°
2 2 2
∠ BAC + ∠ CAD = 90°

∠ BAD = 90°

So, ABCD is a parallelogram in which one angle is 90°.

Therefore, ABCD is a rectangle.

Example 5 : Show that the bisectors of angles of a parallelogram form a rectangle.

Sol : Let P, Q, R and S be the points of intersection of the bisectors of

∠ A and ∠ B, ∠ B and ∠ C, ∠ C and ∠ D, and ∠ D and ∠ A of

parallelogram ABCD In ∆ ASD , DS bisects ∠ D and AS bisects ∠ A

1 1 1
∴  𝐷𝐴𝑆 +  𝐴𝐷𝑆 = 𝐴 + 𝐷 = ( A +  D)
2 2 2
1
= × 1800 (∠ A and ∠ D are adjacent angles of parallelogram ABCD)
2
= 900

Also, DAS +  ADS + DSA = 180° (Angle sum property of a triangle)

90° + ∠ DSA = 180°

∠ DSA = 90°

∠ PSR = 90° (Being vertically opposite to ∠ DSA)

Similarly ∠ SPQ = 90° ,∠ PQR = 90° and ∠ SRQ = 90°

So, PQRS is a quadrilateral in which all angles are right angles.

So, PQRS is a rectangle.

EXERCISE 8.1

1. If the diagonals of a parallelogram are equal, then show that it is a rectangle.

Sol: ABCD is a parallelogram and diagonals AC=BD

∆ 𝐴𝐵𝐶 ≅ ∆ 𝐷𝐶𝐵 (𝑆𝑆𝑆 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑐𝑒 𝑟𝑢𝑙𝑒)

 𝐴𝐵𝐶 =  𝐷𝐶𝐵 (𝐶𝑃𝐶𝑇)

 𝐴𝐵𝐶 +  𝐷𝐶𝐵 = 1800 (𝑐𝑜 − 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠 𝑎𝑟𝑒 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑟𝑦)

 𝐴𝐵𝐶 +  𝐴𝐵𝐶 = 1800

2 𝐴𝐵𝐶 = 1800

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  𝐴𝐵𝐶 = 900

ABCD is a parallelogram and one of the angles is 900

ABCD is a rectangle.

2. How that the diagonals of a square are equal and bisect each other at right angles.

Sol: Let ABCD is square.

∆ 𝐴𝐵𝐶 ≅ ∆ 𝐷𝐶𝐵( 𝑆𝐴𝑆 𝑟𝑢𝑙𝑒)

𝐴𝐶 = 𝐵𝐷 (𝐵𝑦 𝐶𝑃𝐶𝑇) ⇒ 𝐷𝑖𝑎𝑔𝑜𝑛𝑎𝑙𝑠 𝑎𝑟𝑒 𝑒𝑞𝑢𝑎𝑙

∆ 𝐴𝑂𝐵 ≅ ∆𝐶𝑂𝐷 (𝐴𝑆𝐴 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑐𝑒 𝑟𝑢𝑙𝑒)

∴ 𝐴𝑂 = 𝐶𝑂 𝑎𝑛𝑑 𝑂𝐵 = 𝑂𝐷 (𝑏𝑦 𝐶𝑃𝐶𝑇)

⇒ 𝐷𝑖𝑜𝑔𝑜𝑛𝑎𝑙𝑠 𝑎𝑟𝑒 𝑏𝑖𝑠𝑒𝑐𝑡 𝑒𝑎𝑐ℎ 𝑜𝑡ℎ𝑒𝑟

∆ 𝐴𝑂𝐵 ≅ ∆𝐶𝑂𝐵 (𝑆𝑆𝑆 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑐𝑒 𝑟𝑢𝑙𝑒)

 𝐴𝑂𝐵 =  𝐶𝑂𝐵 (𝑏𝑦 𝐶𝑃𝐶𝑇)

𝐵𝑢𝑡  𝐴𝑂𝐵 +  𝐶𝑂𝐵 = 1800 (𝐿𝑖𝑛𝑒𝑎𝑟 𝑝𝑎𝑖𝑟)

 𝐴𝑂𝐵 +  𝐴𝑂𝐵 = 1800

2 𝐴𝑂𝐵 = 1800

 𝐴𝑂𝐵 = 900

Diagonals are bisect each other at right angles.

3. Diagonal AC of a parallelogram ABCD bisects ∠ A Show that (i) it bisects ∠ C also, (ii) ABCD is a
rhombus.

Sol: (i) BAC=DAC (AC bisects A)(1)

BAC=DCA (Alternate interior angles)(2)

DAC =BCA (Alternate interior angles)(3)

From (1),(2),(3)

DCA=BCA

Hence AC bisects ∠ C also.

(ii) In BAC

BAC=BCA (From (1),(2),(3))

AB=BC (opposite sides of equal angles are equal) (4)

But AB=DC and BC=AD (Opposite sides of parallelogram)(5)

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 From (4) ,(5)

AB =BC= CD= DA

Hence, ABCD is a rhombus.

4. ABCD is a rectangle in which diagonal AC bisects ∠ A as well as ∠ C. Show that: (i) ABCD is a
square (ii) diagonal BD bisects ∠ B as well as ∠ D.

Sol: ABCD is a rectangle

Diagonal AC bisects ∠ A as well as ∠ C

1 1
𝐵𝐴𝐶 = 𝐷𝐴𝐶 = 𝐴 𝑎𝑛𝑑 𝐵𝐶𝐴 = 𝐷𝐶𝐴 = 𝐶
2 2
1 1
𝐵𝑢𝑡 𝐴 = 𝐶 ⇒ 𝐴 = 𝐶
2 2
⇒ 𝐵𝐴𝐶 = 𝐵𝐶𝐴

⇒ 𝐴𝐵 = 𝐵𝐶( 𝑆𝑖𝑑𝑒𝑠 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑡𝑜 𝑒𝑞𝑢𝑎𝑙 𝑎𝑛𝑔𝑙𝑒𝑠 𝑎𝑟𝑒 𝑒𝑞𝑢𝑎𝑙)

𝐵𝑢𝑡 𝐴𝐵 = 𝐷𝐶 𝑎𝑛𝑑 𝐵𝐶 = 𝐷𝐴 (𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑠𝑖𝑑𝑒𝑠 𝑜𝑓 𝑎 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒 𝑎𝑟𝑒 𝑒𝑞𝑢𝑎𝑙)

 𝐴𝐵 = 𝐵𝐶 = 𝐶𝐷 = 𝐷𝐴

 ABCD is a square.

(ii) In BCD , BC=CD (ABCD is a square)

𝐶𝐵𝐷 = 𝐶𝐷𝐵 ( 𝐴𝑛𝑔𝑙𝑒𝑠 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑡𝑜 𝑒𝑞𝑢𝑎𝑙 𝑠𝑖𝑑𝑒𝑠 𝑎𝑟𝑒 𝑒𝑞𝑢𝑎𝑙)

𝐵𝑢𝑡 𝐶𝐵𝐷 = 𝐴𝐷𝐵 𝑎𝑛𝑑 𝐶𝐷𝐵 = 𝐴𝐵𝐷 (𝑎𝑙𝑡𝑒𝑟𝑛𝑎𝑡𝑒 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠)

𝐶𝐵𝐷 = 𝐴𝐵𝐷 𝑎𝑛𝑑 𝐶𝐷𝐵 = 𝐴𝐷𝐵

BD bisects D and B.

5. In parallelogram ABCD, two points P and Q are taken on diagonal BD such that DP = BQ (see Fig.
8.12). Show that:
(i) ∆ APD ≅ ∆ CQB (ii) AP = CQ (iii) ∆ AQB ≅∆ CPD (iv) AQ = CP (v) APCQ is a parallelogram.

Sol: (i) In APD and CQB

ADP=CBQ (Alternate interior angles)

AD=BC (Opposite sides of a parallelogram are equal)

DP=BQ (Given)

∆ APD ≅ ∆ CQB (SAS congruence rule)

(ii) ∆ APD ≅ ∆ CQB (From (i))

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 AP=CQ (CPCT)

(iii) In AQB and CPD

ABQ=CDP (Alternate interior angles)

AB=CD (Opposites of a parallelogram are equal)

BQ=DP (Given)

AQB ≅ CPD (SAS congruence rule)

(iv) AQB ≅ CPD (From (iii))

AQ=CP (CPCT)

(v) In quadrilateral APCQ

AP=CQ and AQ=CP

Hence APCQ is a parallelogram.

6. ABCD is a parallelogram and AP and CQ are perpendiculars from vertices A and C on diagonal BD
(see Fig. 8.13). Show that (i) ∆ APB ≅ ∆ CQD (ii) AP = CQ

Sol: (i) In APB and CQD

APB=CQD=900

AB=CD (opposite sides of parallelogram are equal)

ABD=CDQ (AB ⃦CD , alternate interior angles)

APB  CQD (AAS congruence rule)

(ii) ∆ APB ≅ ∆ CQD (from (i))

AP=CQ (CPCT)

7. ABCD is a trapezium in which AB || CD and AD = BC (see Fig. 8.14). Show that (i) ∠ A = ∠ B (ii) ∠ C
= ∠ D (iii) ∆ ABC ≅ ∆ BAD (iv) diagonal AC = diagonal BD
[Hint: Extend AB and draw a line through C parallel to DA intersecting AB produced at E.]

Sol: Draw AE ⃦DC and CE ⃦DA

ADCE is a parallelogram

AD=CE (opposite sides of ADCE)

AD = BC (given)

BC=CE

CEB=CBE (equal sides opposite angles are equal)

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 A+CEB=1800( co-interior angles are supplementary)

A+CBE=1800(CEB=CBE )(1)

B+CBE=1800 (Linear pair)(2)

From (1) and (2)

A=B

(ii) A+D=1800(co-interior angles)(3)

B+C=1800(co-interior angles)(4)

From (3) and (4)

B+C =A+D

But A=B

C=D

(iii) InABC and BAD,

BC=AD (given)

AB=BA (common side)

B=A (From (i))

ABC  BAD( SAS congruence rule)

(iv) ABC  BAD (from (iii))

AC=BD (by CPCT)

The Mid-point Theorem

Theorem 8.8 : The line segment joining the mid-points of two sides of a triangle is parallel to the third
side.

Proof: In ABC, E and F are mid-points of AB and AC respectively and draw CD || BA.

In AEF , CDF

𝐴𝐸𝐹 = 𝐶𝐷𝐹 (𝐴𝑙𝑡𝑒𝑟𝑛𝑎𝑡𝑒 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠)

𝐸𝐴𝐹 = 𝐹𝐶𝐷 (𝐴𝑙𝑡𝑒𝑟𝑛𝑎𝑡𝑒 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠)

𝐴𝐹 = 𝐹𝐶 ( 𝐹 𝑖𝑠 𝑚𝑖𝑑 𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐴𝐶)

𝐴𝐸𝐹 ≅ 𝐶𝐷𝐹 (𝐴𝑆𝐴 𝑟𝑢𝑙𝑒)

𝐸𝐹 = 𝐷𝐹 𝑎𝑛𝑑 𝐵𝐸 = 𝐴𝐸 = 𝐷𝐶 (𝐶𝑃𝐶𝑇)

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 BCDE is a parallelogram. So, EF ⃦ BC

Theorem 8.9 : The line drawn through the mid-point of one side of a triangle, parallel to another side
bisects the third side.

Proof: In ABC , E is midpoint of AB.

Draw a line 𝑙 passing through E and parallel to 𝐵𝐶 . The line intersects AC at F.

Construct CD || BA

EB || DC and ED || BC

EBCD is a parallelogram.

BE=DC (opposite sides of parallelogram)

But BE=AE (E is midpoint of AB)

AE=CD (1)

In AFE and CFD

EAF = DCF (BA || CD and AC is transversal, alternate interior angles)

EF = CDF (BA || CD and ED is transversal, alternate interior angles)

AE=CD (from (1))

AFE ≅ CFD ( ASA congruence rule)

 AF = CF (CPCT)

 𝑙 bisects AC.

Example 6 : In ABC, D, E and F are respectively the mid-points of sides AB, BC and CA (see Fig. 8.18).
Show that  ABC is divided into four congruent triangles by joining D, E and F.

Solution: We know that the line segment joining the mid-points of two sides of a triangle is parallel
to the third side.

DE || AC , DF || BC and EF || AB

Therefore ADEF, BDFE and DFCE are all parallelograms.

Now DE is a diagonal of the parallelogram BDFE,

Therefore, BDE   FED

Similarly DAF  FED and EFC  FED

So, all the four triangles are congruent

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Example 7 : l, m and n are three parallel lines intersected by transversals p and q such that l, m and n
cut off equal intercepts AB and BC on p (see Fig. 8.19). Show that l, m and n cut off equal intercepts DE
and EF on q also.

Sol: Let us join A to F intersecting 𝑚 at G.

The trapezium ACFD is divided into two triangles; namely

ACF and AFD.

In ACF, it is given that B is the mid-point of AC (AB = BC)

and BG || CF (since m || n).

So, G is the mid-point of AF .

Now, in AFD, we can apply the same argument as G is the mid-point of AF, GE || AD, so E is the
mid-point of DF,

i.e., DE = EF

 𝑙, 𝑚 𝑎𝑛𝑑 𝑛 cut off equal intercepts on 𝑞 also.

EXERCISE 8.2

1. ABCD is a quadrilateral in which P, Q, R and S are mid-points of the sides AB, BC, CD and DA. AC is
a diagonal. Show that :
𝟏
(𝒊) 𝐒𝐑 || 𝐀𝐂 𝐚𝐧𝐝 𝐒𝐑 = 𝐀𝐂
𝟐
(ii) PQ = SR
(iii) PQRS is a parallelogram.
Sol: We know that the line segment joining the mid-points of two sides of
a triangle is parallel to the third side and also half of it.
(i) In ABC , P and Q are midpoints of AB and BC.
1
PQ || AC and PQ = AC(1)
2
(ii) In ADC , S and R are midpoints of DA and DC.
1
PQ || AC and PQ = AC(2)
2
From (1) and (2)
PQ = SR
(iii) From (1) and (2)
SR ⃦ AC and PQ || AC
 PQ ⃦SR also PQ = SR
 PQRS is a parallelogram.

2. ABCD is a rhombus and P, Q, R and S are the mid-points of the sides AB, BC, CD and DA
respectively. Show that the quadrilateral PQRS is a rectangle.

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Sol: We know that the line segment joining the mid-points of two sides of a triangle is parallel to the
third side and also half of it.

In ABC , P and Q are midpoints of AB and BC.

1
𝑃𝑄 ∥ 𝐴𝐶 𝑎𝑛𝑑 𝑃𝑄 = AC → (1)
2
In ADC , S and R are midpoints of AD and DC.

1
𝑆𝑅 ∥ 𝐴𝐶 𝑎𝑛𝑑 𝑆𝑅 = AC → (2)
2
𝐹𝑟𝑜𝑚 (1)𝑎𝑛𝑑 (2) ∶ 𝑃𝑄 ∥ 𝑆𝑅 𝑎𝑛𝑑 𝑃𝑄 = 𝑆𝑅

Similarly ∶ 𝑃𝑆 ∥ 𝑄𝑅 𝑎𝑛𝑑 𝑃𝑆 = 𝑄𝑅

 PQRS is a parallelogram.

𝑀𝑂 ∥ 𝑃𝑁 𝑎𝑛𝑑 𝑃𝑀 ∥ 𝑁𝑂

PMON also a parallelogram.

MPN=MON ( opposite angles in a parallelogram)

But MON=900 (Diagonals of a rhombus perpendicular to each other)

 MPN=900

In parallelogram PQRS one angle is 900

So, PQRS is a rectangle.

3. ABCD is a rectangle and P, Q, R and S are mid-points of the sides AB, BC, CD and DA respectively.
Show that the quadrilateral PQRS is a rhombus.

Sol: We know that the line segment joining the mid-points of two
sides of a triangle is parallel to the third side and also half of it.

In ABC , P and Q are midpoints of AB and BC.

1
𝑃𝑄 ∥ 𝐴𝐶 𝑎𝑛𝑑 𝑃𝑄 = AC → (1)
2
In ADC , S and R are midpoints of AD and DC.

1
SR ∥ AC 𝑎𝑛𝑑 SR = AC → (2)
2
1
𝐹𝑟𝑜𝑚 (1)𝑎𝑛𝑑 (2) ∶ 𝑃𝑄 ∥ 𝑆𝑅 𝑎𝑛𝑑 𝑃𝑄 = 𝑆𝑅 = AC
2
1
Similarly ∶ PS ∥ QR and PS = QR = BD
2

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 𝐴𝑙𝑠𝑜, AC = BD ( 𝐷𝑖𝑎𝑔𝑜𝑛𝑎𝑙𝑠 𝑜𝑓 𝑎 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒 𝐴𝐶, 𝐵𝐷 𝑎𝑟𝑒 𝑒𝑞𝑢𝑎𝑙)

PQ=QR=RS=SP

So, PQRS is a rhombus.

4. ABCD is a trapezium in which AB || DC, BD is a diagonal and E is the mid-point of AD. A line is
drawn through E parallel to AB intersecting BC at F (see Fig. 8.21). Show that F is the mid-point of
BC.

Sol: We know that the line drawn through the mid-point of one side of
a triangle, parallel to another side bisects the third side.

𝐼𝑛 ∆𝐴𝐵𝐷, 𝐸𝑂 ∥ 𝐴𝐵 𝑎𝑛𝑑 𝐸 𝑖𝑠 𝑚𝑖𝑑 𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐴𝐷

⇒ 𝑂 𝑖𝑠 𝑚𝑖𝑑 𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐵𝐷

𝐼𝑛 ∆𝐶𝐵𝐷, 𝑂𝐹 ∥ 𝐶𝐷 𝑎𝑛𝑑 𝑂 𝑖𝑠 𝑚𝑖𝑑 𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐵𝐷

⇒ 𝐹 𝑖𝑠 𝑚𝑖𝑑 𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐵𝐶

5. In a parallelogram ABCD, E and F are the mid-points of sides AB and CD respectively (see Fig.
8.22). Show that the line segments AF and EC trisect the diagonal BD.

Sol: E and F are the mid-points of sides AB and CD

1 1
𝐷𝐹 = 𝐹𝐶 = 𝐷𝐶 𝑎𝑛𝑑 𝐴𝐸 = 𝐸𝐵 = 𝐴𝐵
2 2
𝐴𝐵 ∥ 𝐷𝐶 𝑎𝑛𝑑 𝐴𝐵 = 𝐶𝐷 ( 𝐴𝐵𝐶𝐷 𝑖𝑠 𝑎 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙𝑜𝑔𝑟𝑎𝑚)

1 1
⇒ 𝐴𝐸 ∥ 𝐹𝐶 𝑎𝑛𝑑 𝐴𝐵 = 𝐶𝐷
2 2
⇒ 𝐴𝐸 ∥ 𝐹𝐶 𝑎𝑛𝑑 𝐴𝐸 = 𝐹𝐶

∴ 𝐴𝐸𝐹𝐶 𝑖𝑠 𝑎 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙𝑜𝑔𝑟𝑎𝑚 .

⇒ 𝐴𝐹 ∥ 𝐸𝐶

𝐼𝑛 ∆𝐴𝐵𝑃, 𝐸𝑄 ∥ 𝐴𝑃 𝑎𝑛𝑑 𝐸 𝑖𝑠 𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐴𝐵.

⇒ 𝑄 𝑖𝑠 𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐵𝑃

⇒ 𝐵𝑄 = 𝑄𝑃 → (1)

𝐼𝑛 ∆𝐷𝑄𝐶, 𝐹𝑃 ∥ 𝐶𝑄 𝑎𝑛𝑑 𝐹 𝑖𝑠 𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐷𝐶.

⇒ 𝑃 𝑖𝑠 𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐷𝑄

⇒ QP = PD → (2)

From (1) and (2)

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 BQ = QP = PD

 The line segments AF and EC trisect the diagonal BD.

6. ABC is a triangle right angled at C. A line through the mid-point M of hypotenuse AB and parallel to
BC intersects AC at D. Show that (i) D is the mid-point of AC (ii) MD ⊥ AC
𝟏
(𝐢𝐢𝐢) 𝐂𝐌 = 𝐌𝐀 = 𝐀B
𝟐
Sol: We know that the line drawn through the mid-point of one side of a triangle, parallel to another
side bisects the third side.

(i) 𝐼𝑛 ∆𝐴𝐵𝐶, 𝑀𝐷 ∥ 𝐵𝐶 𝑎𝑛𝑑 𝑀 𝑖𝑠 𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐴𝐵

⇒ 𝐷 𝑖𝑠 𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐴𝐶.

(ii) 𝑀𝐷 ∥ 𝐵𝐶 𝑎𝑛𝑑 𝐴𝐶 𝑖𝑠 𝑡𝑟𝑎𝑛𝑠𝑣𝑒𝑟𝑠𝑎𝑙

𝑀𝐷𝐶 + 𝐵𝐶𝐷
= 1800 ( 𝐶𝑜
− 𝑖𝑛𝑡𝑒𝑟𝑖𝑜𝑟 𝑎𝑛𝑔𝑙𝑒𝑠 𝑎𝑟𝑒 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑟𝑦)

𝑀𝐷𝐶 + 900 = 1800

𝑀𝐷𝐶 = 1800 − 900 = 900

∴ 𝑀𝐷 ⊥ 𝐴𝐶

(iii) 𝐼𝑛 ∆𝐴𝑀𝐷 𝑎𝑛𝑑 ∆𝐶𝑀𝐷

AD=DC (D is midpoint of AC)

𝐴𝐷𝑀 = 𝐶𝐷𝑀(= 900 )

𝑀𝐷 = 𝑀𝐷 (𝐶𝑜𝑚𝑚𝑜𝑛)

∆𝐴𝑀𝐷 ≅ ∆𝐶𝑀𝐷 (𝑆𝐴𝑆 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑐𝑒 𝑟𝑢𝑙𝑒)

𝐴𝑀 = 𝐶𝑀 (𝐵𝑦 𝐶𝑃𝐶𝑇)

1
𝐵𝑢𝑡 𝐴𝑀 = 𝐴𝐵 ( 𝑀 𝑖𝑠 𝑚𝑖𝑑 𝑝𝑜𝑖𝑛𝑡 𝑜𝑓 𝐴𝐵)
2
1
∴ 𝐶𝑀 = 𝑀𝐴 = 𝐴𝐵
2

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 CHAPTER . (Notes)
9

1. Circle: A circle is a collection of all the points in a plane which are at a fixed distance from a fixed
point on the plane. The fixed point ‘O’ is called the centre of the
circle and the fixed distance OA, is called the radius of the circle.
2. A line segment joining any two points on the circle that passes
through the centre is called the diameter (AB)
3. A line segment joining any two points on the circle is called a chord
(CD)
4. The part of the circle between any two points on it is called an arc.
5. If the end points of an arc become the end points of a diameter then
such an arc is called a semi-circular arc or a semicircle.
6. If the arc is smaller than a semicircle, then the arc is called a minor arc and if the arc is longer
than a semicircle, then the arc is called a major arc
7. The region between the chord and the minor arc is
called the minor segment and the region between the
chord and the major arc is called the major
segment.
8. The area enclosed by an arc and the two radii
joining the centre to the end points of an arc is
called a sector. One is minor sector and another is major sector.

Angle Subtended by a Chord at a Point

1. In adjacent figure ∠ PRQ is called the angle subtended by the line segment PQ at the point R and ∠
POQ is the angle subtended by the chord PQ at the centre O
2. ∠ PRQ and ∠ PSQ are respectively the angles subtended by PQ at points R and S on the major and
minor arcs PQ.

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Theorem 9.1 : Equal chords of a circle subtend equal angles at the
centre.

Proof: AB and CD are two equal chords of a circle with centre O.

In ∆AOB and ∆COD

OA = OC (Radii of a circle)

OB = OD (Radii of a circle)

AB = CD (Given)

∆ AOB ≅ ∆ COD (By SSS congruence rule)

AOB = COD ( By CPCT)( Corresponding parts of congruent triangles)

Theorem 9.2 : If the angles subtended by the chords of a circle at the centre are equal, then the chords
are equal.

Proof: The angles subtended by the chords AB and CD of a circle at the

centre O are AOB and COD respectively.

Given AOB = COD

𝐼𝑛 ∆𝐴𝑂𝐵 𝑎𝑛𝑑 ∆𝐶𝑂𝐷

OA = OC (Radii of a circle)

OB = OD (Radii of a circle)

AOB = COD (Given)

∆ AOB ≅ ∆ COD (By SAS congruence rule)

AB=CD ( By CPCT)

EXERCISE 9.1

1. Recall that two circles are congruent if they have the same radii. Prove that equal chords of
congruent circles subtend equal angles at their centres.

Sol: C1 , C2 are two congruent circles.

In AOB and COI D

OA = OI C (Radii ofcongruent circles)

OB = OI D (Radii ofcongruent circles)

AB = CD (Given)

AOB ≅ COI D( By SSS congruence rule)

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 AOB = COI D (By CPCT)

2. Prove that if chords of congruent circles subtend equal angles at their centres, then the chords are
equal.

Sol: C1 , C2 are two congruent circles

OA = OI C (Radii ofcongruent circles)

OB = OI D (Radii ofcongruent circles)

AOB = COI D (Given)

AOB ≅ COI D( By SAS congruence rule)

AB = CD (By CPCT)

Perpendicular from the Centre to a Chord

Theorem 9.3 : The perpendicular from the centre of a circle to a chord

bisects the chord.

Proof: AB is a chord for the circle with centre O and OMAB.

Joining O to A and B

In ∆AMO and ∆BMO

OA = OB (Radii of a circle)

OM = OM (Common))

AMO = BMO=900 (OPAB)

∆ AMO ≅ ∆ BMO (By RHS congruence rule)

AM=BM ( By CPCT)

Theorem 9.4 : The line drawn through the centre of a circle to bisect a chord is perpendicular to the
chord.

Proof: Let AB be a chord of a circle with centre O and O is joined to the

mid-point M of AB. Join OA and OB.

In ∆AMO and ∆BMO

OA = OB (Radii of a circle)

OM = OM (Common))

AM = BM ( M is midpoint of AB)

∆ AMO ≅ ∆ BMO (By SSS congruence rule)

AMO = BMO ( By CPCT)

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 But AMO and BMO are linear pair angles.

So, AMO = BMO=900

Equal Chords and their Distances from the Centre

The length of the perpendicular from a point to a line is the distance of the
line from the point.

Theorem 9.5 : Equal chords of a circle (or of congruent circles) are equidistant from the centre (or
centres).

Proof:PQ and RS are two equal chords of circle with center O.

OL and OM are perpendiculars to PQ and RS respectively.

We know that the perpendicular from the centre of a circle

to a chord bisects the chord.

PQ RS
PL = QL = and SM = RM =
2 2
But PQ=RS (Given)

PL=RM(1)

In POL and ROM

OLP=OMR=900

OP=OR (Radii of same circle)

PL=RM (from(1))

POL  ROM (by RHS rule)

OL=OM(by CPCT)

Hence proved.

Theorem 9.6 : Chords equidistant from the centre of a circle are equal in length.

Example 1 : If two intersecting chords of a circle make equal angles with the diameter passing through
their point of intersection, prove that the chords are equal.

Sol: AB and CD are two chords of a circle, with centre O intersecting at

a point E.

PQ is a diameter through E, such that ∠ AEQ = ∠ DEQ.

Draw OL  AB and OM  CD.

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 LEO=MEO (1)

In  OLE and OME

LEO =  MEO (from(1))

OLE = OME (=900)

EO = EO (Common)

∆ OLE ≅ ∆ OME (AAS congruency rule)

⇒ OL = OM (by CPCT)

⇒ AB = CD

EXERCISE 9.2

1. Two circles of radii 5 cm and 3 cm intersect at two points and the distance between their centres
is 4 cm. Find the length of the common chord.

Sol: Let A,B are the centers of the circles.

CD is the common chord.

AC=AD=5 cm; BE=3 cm

ABCD

From Pythagoras theorem

𝐵𝐶 2 = 𝐴𝐶 2 − 𝐴𝐵 2 = 52 − 42 = 25 − 16 = 9

𝐵𝐶 = 3 𝑐𝑚

CD=3+3=6 cm

Length of the chord=6 cm

2. If two equal chords of a circle intersect within the circle, prove that the segments of one chord are
equal to corresponding segments of the other chord.

Sol: AB,CD are two chords and AB=CD.

Let AB,CD intersect at E.

Now we prove AE=DE and CE=BE

OP and OQ are perpendiculars to AB and CD from O.

We know that the perpendicular from the centre of a circle to a chord bisects the chord.

AP=PB =CQ=QD(1)

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 𝐼𝑛 ∆𝑂𝑃𝐸 𝑎𝑛𝑑 ∆𝑂𝑄𝐸

𝑂𝑃𝐸 = 𝑂𝑄𝐸 = 900

𝑂𝑃 = 𝑂𝑄 (Distance from centre to equal chords)

𝑂𝐸 = 𝑂𝐸 (𝑐𝑜𝑚𝑚𝑜𝑛)

∆𝑂𝑃𝐸 ≅ ∆𝑂𝑄𝐸( 𝑅𝐻𝑆 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑐𝑒 𝑟𝑢𝑙𝑒)

𝑃𝐸 = 𝑄𝐸 (𝐵𝑦 𝐶𝑃𝐶𝑇) → (2)

𝑁𝑜𝑤 𝐴𝐸 = 𝐴𝑃 + 𝑃𝐸 = 𝐷𝑄 + 𝑄𝐸 [ 𝐹𝑟𝑜𝑚 (1)𝑎𝑛𝑑 (2)]

∴ AE = DE

𝐺𝑖𝑣𝑒𝑛 𝐴𝐵 = 𝐶𝐷

𝐴𝐵 − 𝐴𝐸 = 𝐶𝐷 − 𝐷𝐸 (∵ 𝐴𝐸 = 𝐷𝐸)
 BE=CE
Hence proved.

3. If two equal chords of a circle intersect within the circle, prove that the line joining the point of
intersection to the centre makes equal angles with the chords.

Sol: AB,CD are two chords and AB=CD.

Let AB,CD intersect at E.

Now we show that OEA=OED

Let OP and OQ are perpendiculars to AB and CD from O.

𝐼𝑛 ∆𝑂𝑃𝐸 𝑎𝑛𝑑 ∆𝑂𝑄𝐸

𝑂𝑃𝐸 = 𝑂𝑄𝐸 = 900

𝑂𝑃 = 𝑂𝑄 (Distance from centre to equal chords)

𝑂𝐸 = 𝑂𝐸 (𝑐𝑜𝑚𝑚𝑜𝑛)

∆𝑂𝑃𝐸 ≅ ∆𝑂𝑄𝐸( 𝑅𝐻𝑆 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑐𝑒 𝑟𝑢𝑙𝑒)

OEP = OEQ (𝐵𝑦 𝐶𝑃𝐶𝑇)

⇒ OEA = OED

4. If a line intersects two concentric circles (circles with the same

centre) with centre O at A, B, C and D, prove that AB = CD (see
Fig. 9.12).

Sol: 𝐿𝑒𝑡 𝐶1 and 𝐶2 are two concentric circles with centre 𝑂.

𝐴 𝑙𝑖𝑛𝑒 𝑖𝑛𝑡𝑒𝑟𝑠𝑒𝑐𝑡𝑠 𝐶1 𝑎𝑛𝑑 𝐶2 𝑎𝑡 𝐵, 𝐶 𝑎𝑛𝑑 𝐴, 𝐷.

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 𝐿𝑒𝑡 OEAD

We know that the perpendicular from the centre of a circle to a chord bisects the chord.

𝐼𝑛 𝑐𝑖𝑟𝑐𝑙𝑒 𝐶2 : 𝐴𝐸 = 𝐸𝐷 ⟶ (1)

𝐼𝑛 𝑐𝑖𝑟𝑐𝑙𝑒 𝐶1 ∶ 𝐵𝐸 = 𝐸𝐶 ⟶ (2)

From (1)-(2)

𝐴𝐸 − 𝐵𝐸 = 𝐸𝐷 − 𝐸𝐶

AB=CD

5. Three girls Reshma, Salma and Mandip are playing a game by standing on a circle of radius 5m
drawn in a park. Reshma throws a ball to Salma, Salma to Mandip, Mandip to Reshma. If the
distance between Reshma and Salma and between Salma and Mandip is 6m each, what is the
distance between Reshma and Mandip?

Sol: Join OR,OS,OM,RS,MS. OS intersect RM at P

In ORS and OMS

OR=OM (Radii)

RS=MS ( Given)

OS=OS (Common)

ORS  OMS (By SSS congruence rule)

ROS=MOS ( By CPCT)

ROP=MOP (1)

In ROP and MOP

RO=MO (Radii)

ROP=MOP ( From (1) )

OP=OP (Common)

ROP  MOP (By SAS congruence rule)

RP=PM and RPO=MPO (By CPCT)(2)

RPO=MPO=900

So, OP bisects the chord RM and OPRM

Let RP = PM = 𝑦 ; 𝑂𝑃 = 𝑥 ⇒ PS = 5 − 𝑥

In OPR

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 𝑥 2 + 𝑦 2 = 52 (From Pythagoras theorem)

𝑦 2 = 25 − 𝑥 2 (3)

In RPS

(5 − 𝑥)2 + 𝑦 2 = 62

𝑦 2 = 36 − (5 − 𝑥)2

𝑦 2 = 36 − (25 − 10𝑥 + 𝑥 2 )

𝑦 2 = 36 − 25 + 10𝑥 − 𝑥 2

𝑦 2 = 11 + 10𝑥 − 𝑥 2 (4)

From (3)and (4)

11 + 10𝑥 − 𝑥 2 = 25 − 𝑥 2

10𝑥 = 25 − 11 = 14

14
𝑥= = 1.4 𝑐𝑚
10
From (3)

𝑦 2 = 25 − 𝑥 2 = 25 − (1.4)2 = 25 − 1.96 = 23.04

𝑦 = √23.04 = 4.8 𝑐𝑚

The distance between Reshma and Mandip = 2𝑦 = 2 × 4.8 𝑐𝑚 = 9.6 𝑐𝑚

6. A circular park of radius 20m is situated in a colony. Three boys Ankur, Syed and David are sitting
at equal distance on its boundary each having a toy telephone in his hands to talk each other. Find
the length of the string of each phone.

Sol: Ankur (A), Syed(S) and David(D)

Let AS = SD = DA = 2𝑥

Let OMAD

∆AMO ≅ ∆DMO ( By RHS congruence rule)

AM = MD ( By CPCT)

AM = MD = 𝑥

From AMS

𝑆𝑀2 = (2𝑥)2 − 𝑥 2 = 4𝑥 2 − 𝑥 2 = 3𝑥 2

𝑆𝑀 = √3𝑥 2 = √3𝑥

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 OM = SM − OS = √3𝑥 − 20

From AMO

𝑂𝑀2 + 𝐴𝑀2 = 𝑂𝐴2

𝑂𝑀2 = 𝑂𝐴2 − 𝐴𝑀2

𝑂𝑀2 = 202 − 𝑥 2 = 400 − 𝑥 2

2
(√3𝑥 − 20) = 400 − 𝑥 2

3𝑥 2 − 40√3𝑥 + 400 = 400 − 𝑥 2

3𝑥 2 + 𝑥 2 = 40√3𝑥

4𝑥 2 = 40√3𝑥

𝑥 = 10√3 𝑚

The length of the string of each phone = 2𝑥 = 2 × 10√3 = 20√3 𝑚

Angle Subtended by an Arc of a Circle

1. If two chords of a circle are equal, then their corresponding arcs are
congruent and conversely, if two arcs are congruent, then their corresponding
chords are equal.

2. Congruent arcs (or equal arcs) of a circle subtend equal angles at the centre.

Theorem 9.7 : The angle subtended by an arc at the centre is double the angle subtended by it at any
point on the remaining part of the circle.

Given: : Let O be the centre of the circle. PQ is an arc subtending POQ at the centre. Let A be a point
on the remaining part of the circle.

Proof: Draw ray ⃗⃗⃗⃗⃗

𝑂𝐴

In AOP, OA = OP (radii of the same circle)

OAP = OPA = 𝑥(say)(Angles opposite to equal sides are equal)

simlarly In AOQ, OA = OQ

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 OAQ = OQA = 𝑦(say)

𝐿𝑒𝑡 POB = 𝑝 and QOB = 𝑞

𝑝 = 𝑥 + 𝑥(exterior angle is equal to sum of the opposite interior angles)

𝑝 = 2𝑥

Similarly 𝑞 = 2𝑦

𝑝 + 𝑞 = 2𝑥 + 2𝑦

𝑝 + 𝑞 = 2(𝑥 + 𝑦)

POQ = 2 PAQ

For the case (iii), where PQ is the major arc

Reflex of POQ = 2 ∠ PAQ

Theorem 9.8 : Angles in the same segment of a circle are equal.

Example: Angle in a semicircle is a right angle.

Sol: PQ is a diameter and ‘O’ is the centre of the circle.

POQ = 180o [Angle on a straight line]

POQ = 2 PAQ [Angle subtended by an arc at the centre is twice

the angle subtended by it at any other point on circle]

POQ 1800
PAQ = = = 900
2 2
Theorem 9.9 : If a line segment joining two points subtends equal angles at two other points lying on
the same side of the line containing the line segment, the four points lie on a circle (i.e. they are
concyclic).

Proof: AB is a line segment, which subtends equal angles at two points C and D. That is ACB
=ADB.

R.T.P : A, B, C and D are concyclic.( they lie on the same circle)

let us draw a circle through the points A, C and B. Suppose it does not
pass through the point D. Then it will intersect AD (or extended AD)
at a point, say E (or E′).

If points A, C, E and B lie on a circle,

∠ ACB = ∠ AEB

But it is given that ∠ ACB = ∠ ADB.

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 ∠ AEB = ∠ ADB.

This is not possible unless E coincides with D.

Cyclic Quadrilateral: A quadrilateral ABCD is called cyclic if all the four vertices
A, B, C, D of it lie on a circle.

Theorem 9.10 : The sum of either pair of opposite angles of a cyclic

quadrilateral is 180º.(OR)

If ABCD is a Cyclic quadrilateral then A+C=1800 and B+D=1800

Theorem 9.11 : If the sum of a pair of opposite angles of a quadrilateral is 180º, the quadrilateral is
cyclic.(OR)

If in quadrilateral A+C=1800 and B+D=1800 then ABCD is a Cyclic quadrilateral.

Example 2 : In Fig. 9.19, AB is a diameter of the circle, CD is a chord equal to the radius of the circle. AC
and BD when extended intersect at a point E. Prove that ∠ AEB = 60°.

Solution : Join OC, OD and BC.

In ODC , OC=OD=DC

 ODC is an equilateral.

COD = 60°

1
CBD = COD (𝐵𝑦 Angle subtended theorem)
2
1
𝐶𝐵𝐷 = × 600 = 300 ⟹ 𝐶𝐵𝐸 = 300
2
𝐴𝐶𝐵 = 90° (angle subtended by semi − circle is 900 )

BCE = 180° – ACB =180° – 90°=90°

CEB = 90° –𝐶𝐵𝐸 =90° -30° = 60°, i.e., AEB = 60°

Example 3 : In Fig 9.20, ABCD is a cyclic quadrilateral in which AC and BD are its diagonals. If ∠ DBC =
55° and ∠ BAC = 45°, find ∠ BCD.

Solution: CAD = DBC = 55° (Angles in the same segment)

 DAB = CAD + BAC = 55° + 45° = 100°

But DAB + BCD = 180° (Opposite angles of a cyclic

quadrilateral)

So,BCD = 180° – 100° = 80°

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Example 4 : Two circles intersect at two points A and B. AD and AC are diameters to the two circles
(see Fig. 9.21). Prove that B lies on the line segment DC.

Solution : Join AB.

ABD = 90° (Angle in a semicircle)

ABC = 90° (Angle in a semicircle)

So, ABD + ABC = 90° + 90° = 180°

Therefore, DBC is a line. That is B lies on the line segment DC.

Example 5: Prove that the quadrilateral formed (if possible) by the internal angle bisectors of any
quadrilateral is cyclic.

Solution : In Fig. 9.22, ABCD is a quadrilateral in which the angle

bisectors AH, BF, CF and DH of internal angles A, B, C and D
respectively form a quadrilateral EFGH.

Now, FEH = AEB = 180° – EAB – EBA

1
= 180° – (A + B)
2

FGH = CGD = 180° – GCD – GDC

1
= 180° – (∠ C + ∠ D)
2
1 1
Therefore, FEH + FGH = 180° – (A + B) + 180° – (C + D)
2 2
1 1
= 360° – (A + B + C + D) = 360° – (360°) = 360° – 180° = 180°
2 2
In EFGH the pair of opposite angles are supplementary.

So, the quadrilateral EFGH is cyclic.

EXERCISE 9.3

1. In Fig. 9.23, A,B and C are three points on a circle with centre O such that BOC = 30° and AOB =
60°. If D is a point on the circle other than the arc ABC, find ∠ADC.

Sol: AOC=AOB+BOC=600+300=900.

The angle subtended by an arc at the centre is double the angle

subtended by it at any point on the remaining part of the circle.

2 × ADC = AOC

2 × ADC = 900

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 900
ADC = 2
= 450

2. A chord of a circle is equal to the radius of the circle. Find the angle subtended
by the chord at a point on the minor arc and also at a point on the major arc.

Sol: O is the center of the circle and AB is a chord with length of radius.

OA=OB=AB (Radius)

∆ABO becomes an equilateral triangle.

AOB=600

Let C be a point on the major arc and D be a point on the minor arc.

The angle subtended by an arc at the centre is double the angle subtended by it at any point on
the remaining part of the circle.

2 × ACB = AOB

2 × ACB = 600

600
ACB = = 300
2
𝑆𝑖𝑛𝑐𝑒 𝐴, 𝐵. 𝐶 𝑎𝑛𝑑 𝐷 𝑙𝑖𝑒 𝑜𝑛 𝑡ℎ𝑒 𝑠𝑎𝑚𝑒 𝑐𝑖𝑟𝑐𝑙𝑒. 𝐴𝐷𝐵𝐶 𝑖𝑠 𝑎 𝑐𝑦𝑐𝑙𝑖𝑐 𝑞𝑢𝑎𝑑𝑟𝑖𝑙𝑎𝑡𝑒𝑟𝑎𝑙.

ACB + ADB = 1800 (𝐼𝑛 𝑎 𝑐𝑦𝑐𝑙𝑖𝑐 𝑞𝑢𝑎𝑑𝑟𝑖𝑙𝑎𝑡𝑒𝑟𝑎𝑙 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒𝑠 𝑎𝑟𝑒 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑟𝑦)

300 + 𝐴𝐷𝐵 = 1800

𝐴𝐷𝐵 = 1800 − 300 = 1500

𝑅𝑒𝑞𝑢𝑖𝑟𝑒𝑑 𝑎𝑛𝑔𝑙𝑒𝑠 𝑎𝑟𝑒 1500 , 300 .

3. In Fig. 9.24, ∠ PQR = 100°, where P, Q and R are points on a circle with centre O. Find ∠ OPR.
Sol: We know that, the angle subtended by an arc at the center is
double the angle subtended by it at any point on the remaining
part of the circle.

Reflex POR = 2 × PQR

ReflexPOR = 2 × 1000 = 2000

POR = 3600 − ReflexPOR = 3600 − 2000 = 1600

In POR, OP=OR (Radii of the circle)

OPR = ORP = 𝑥 (Angles of opposite to equal sides are equal)

OPR + ORP + POR = 1800 (𝐴𝑛𝑔𝑙𝑒 𝑠𝑢𝑚 𝑝𝑟𝑜𝑝𝑒𝑟𝑡𝑦 𝑜𝑓 𝑡𝑟𝑖𝑎𝑛𝑔𝑙𝑒)

𝑥 + 𝑥 + 1600 = 1800

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 2𝑥 = 1800 − 1600 = 200
200
𝑥= 2
= 100 ⟹ OPR = 100

4. In Fig. 9.25, ∠ ABC = 69°, ∠ ACB = 31°, find ∠ BDC.

Sol: In ABC, the sum of all angles = 180º

BAC + ABC + ACB = 1800

BAC + 690 + 310 = 1800

BAC + 1000 = 1800

BAC = 1800 − 1000

BAC = 800

We know that angles in the same segment of a circle are equal.

BDC = BAC

BDC = 800

5. In Fig. 9.26, A, B, C and D are four points on a circle. AC and BD

intersect at a point E such that ∠ BEC = 130° and ∠ ECD = 20°.
Find ∠ BAC.

Sol: 𝐵𝐸𝐶 + 𝐶𝐸𝐷 = 1800 ( 𝐿𝑖𝑛𝑒𝑎𝑟 𝑝𝑎𝑖𝑟)

1300 + 𝐶𝐸𝐷 = 1800

𝐶𝐸𝐷 = 1800 − 1300 = 500

In DEC, the sum of all angles = 1800

CDE + CED + ECD = 1800

CDE + 500 + 200 = 1800

CDE + 700 = 1800

CDE = 1800 − 700 = 1100

CDB = 1100
We know that angles in the same segment of a circle are equal.
BAC = CDB
BAC = 1100

6. ABCD is a cyclic quadrilateral whose diagonals intersect at a point E. If ∠ DBC = 70°, ∠ BAC is 30°,
find ∠ BCD. Further, if AB = BC, find ∠ ECD.

Sol: We know that angles in the same segment of a circle are equal.

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 CAD = CBD = 700

BAC = BDC = 300

In ABC, AB=BC

BAC = BCA = 300 ( 𝐴𝑛𝑔𝑙𝑒𝑠 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑡𝑜 𝑒𝑞𝑢𝑎𝑙 𝑠𝑖𝑑𝑒𝑠 𝑎𝑟𝑒 𝑒𝑞𝑢𝑎𝑙)

BAD = BAC + CAD = 300 + 700 = 1000

ABCD is a cyclic quadrilateral

BAD + BCD = 1800

1000 + BCD = 1800

BCD = 1800 − 1000 = 800

ECD = BCD − BCA = 800 − 300 = 500 .

7. If diagonals of a cyclic quadrilateral are diameters of the circle through the vertices of the
quadrilateral, prove that it is a rectangle.

Sol: ABCD is a cyclic quadrilateral.

AC and BD are diameters.

We know that, the angle subtended by an arc at the centre is

double the angle subtended by it at any point on the remaining
part of the circle.

2 × ADC = AOC

2 × ADC = 1800

1800
ADC = = 900
2
In ABCD one angle is 900 and diagonals are equal.

So, ABCD is a rectangle.

8. If the non-parallel sides of a trapezium are equal, prove that it is cyclic.

Sol: ABCD is a trapezium with AB ⃦ DC and AD=BC.

Draw DEAB and CFAB

In ADE and BCF

AD=BC (Given)

AED=BFC=900

DE=CF (Distance between parallel lines)

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 ADE  BCF (By RHS congruence rule)

DAE=CBF (By CPCT)

DAB=CBA (1)

ADC+DAB=1800(co- interior angles are supplementary)

ADC+CBA =1800

Opposite angles are supplementary.

Hence, ABCD is a cyclic quadrilateral.

9. Two circles intersect at two points B and C. Through B, two line segments ABD and PBQ are drawn
to intersect the circles at A, D and P, Q respectively (see Fig. 9.27). Prove that ∠ACP = ∠ QCD.

Sol: Join AP and DQ

For chord AP

ABP = ACP( 𝐴𝑛𝑔𝑙𝑒𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑠𝑞𝑚𝑒 𝑠𝑒𝑔𝑚𝑒𝑛𝑡 𝑎𝑟𝑒 𝑒𝑞𝑢𝑎𝑙)(1)

For chord DQ

QBD = QCD ( 𝐴𝑛𝑔𝑙𝑒𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑠𝑞𝑚𝑒 𝑠𝑒𝑔𝑚𝑒𝑛𝑡 𝑎𝑟𝑒 𝑒𝑞𝑢𝑎𝑙)(2)

ABP = QBD (𝑣𝑒𝑟𝑡𝑖𝑐𝑎𝑙𝑙𝑦 𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒𝑠)(3)

From (1) ,(2) and (3)

ACP = QCD

10. If circles are drawn taking two sides of a triangle as diameters, prove that the point of intersection
of these circles lie on the third side.

Sol: Two circles are drawn on the sides AC and BC of the ABC

The circles intersected at D.

Join CD.

ADC = BDC = 900 ( 𝐴𝑛𝑔𝑙𝑒 𝑖𝑛 𝑠𝑒𝑚𝑖 𝑐𝑖𝑟𝑐𝑙𝑒)

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 ADC + BDC = 900 + 900

ADC + BDC = 1800

ADB is a straight angle

So, D lies on AB.

11. ABC and ADC are two right triangles with common
hypotenuse AC. Prove that ∠ CAD = ∠ CBD.

Sol: Draw a circle with diameter AC.

ABCD is a quadrilateral.

𝐵 + 𝐷 = 900 + 900 = 1800

In quadrilateral ABCD , opposite angles are supplementary

ABCD is a cyclic quadrilateral.

CD is a chord.

∠ CAD = ∠ CBD( Angles in the same segment in a circle)

12. Prove that a cyclic parallelogram is a rectangle.

Sol: Let ABCD is a cyclic parallelogram.

𝐴 + 𝐶 = 1800 (𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒𝑠 𝑎𝑟𝑒 𝑠𝑢𝑝𝑝𝑙𝑒𝑚𝑒𝑛𝑡𝑎𝑟𝑦 𝑖𝑛 𝑐𝑦𝑐𝑙𝑖𝑐 𝑞𝑢𝑎𝑑𝑟𝑖𝑙𝑎𝑡𝑒𝑟𝑎𝑙)

𝐵𝑢𝑡 𝐴 = 𝐶 (𝐼𝑛 𝑎 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙𝑜𝑔𝑟𝑎𝑚𝑜𝑝𝑝𝑜𝑠𝑖𝑡𝑒 𝑎𝑛𝑔𝑙𝑒 𝑎𝑟𝑒 𝑒𝑞𝑢𝑎𝑙)

A = C = 900

ABCD is a parallelogram and one interior angle is 900

So, ABCD is a rectangle.

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 CHAPTER 10. HERON’S FORMULA

10

1. Heron’s formula:
Area of triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
𝑎+𝑏+𝑐
Where a, b, c are sides of the triangle and s =
2
s=semi-perimeter i.e., half the perimeter of the triangle

Example 1 : Find the area of a triangle, two sides of which are 8 cm and 11 cm and the perimeter is 32
cm

Sol: a = 8 cm and b = 11 cm.

Perimeter of the triangle = 32 cm

𝑎 + 𝑏 + 𝑐 = 32

8 + 11 + 𝑐 = 32

𝑐 = 32 − 19 = 13 𝑐𝑚

2s =32 cm, i.e., s = 16 cm,

s – a =(16 – 8) cm = 8 cm,

s – b =(16 – 11) cm = 5 cm,

s – c =(16 – 13) cm = 3 cm.

Area of triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

= √16 × 8 × 5 × 3
= √2 × 8 × 8 × 5 × 3
= 8√2 × 5 × 3 = 8√30 𝑐𝑚2

Example 2 : A triangular park ABC has sides 120m, 80m and 50m (see Fig. 10.4). A gardener Dhania
has to put a fence all around it and also plant grass inside. How much area does she need to plant?
Find the cost of fencing it with barbed wire at the rate of `20 per metre leaving a space 3m wide for a
gate on one side.

Solution: 𝑎 = 120 𝑚, 𝑏 = 80 𝑚, 𝑐 = 50 𝑚

𝑎 + 𝑏 + 𝑐 50 + 80 + 120 250
𝑠= = = = 125 𝑚
2 2 2
𝑠 = 125 𝑚

𝑠 – 𝑎 = (125 – 120) 𝑚 = 5 𝑚,

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IX CLASS [Link]’S FORMULA NCERT(2023-24)

𝑠 – 𝑏 = (125 – 80) 𝑚 = 45 𝑚,

𝑠 – 𝑐 = (125 – 50) 𝑚 = 75 𝑚

Area of the park = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

= √125 × 5 × 45 × 75

= √25 × 5 × 5 × 3 × 15 × 25 × 3

= 25 × 5 × 3 × √15 = 375√15𝑚2

Perimeter of the park = AB + BC + CA = 250 m

Length of the wire needed for fencing = 250 m – 3 m=247 m

The cost of fencing = ₹20 × 247 = ₹4940.

Example 3 : The sides of a triangular plot are in the ratio of 3 : 5 : 7 and its perimeter is 300 m. Find its
area.

Sol: The ratio of sides of triangle=[Link]

Let the sides 𝑎 = 3𝑥, 𝑏 = 5𝑥, 𝑐 = 7𝑥

Perimeter of the triangle=300m

3𝑥 + 5𝑥 + 7𝑥 = 300

15𝑥 = 300

300
𝑥= = 20
15
𝑎 = 3 × 20 = 60𝑚, 𝑏 = 5 × 20 = 100𝑚, 𝑐 = 7 × 20 = 140𝑚

60 + 100 + 140 300

𝑠= = = 150𝑚
2 2

Area of the plot = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

= √150 × (150 − 60) × (150 − 100) × (150 − 140) 𝑚2

= √150 × 90 × 50 × 10 𝑚2

= √3 × 50 × 3 × 3 × 10 × 50 × 10 𝑚2

= 3 × 10 × 50 × √3 𝑚2

= 1500√3 𝑚2

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IX CLASS [Link]’S FORMULA NCERT(2023-24)

1. A traffic signal board, indicating ‘SCHOOL AHEAD’, is an equilateral triangle with side ‘a’. Find the
area of the signal board, using Heron’s formula. If its perimeter is 180 cm, what will be the area of
the signal board?

Sol: 2𝑠 = 3𝑎

3𝑎
𝑠=
2
3𝑎 3𝑎 − 2𝑎 𝑎
𝑠−𝑎 = −𝑎 = =
2 2 2

Area of the signal board = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑎)(𝑠 − 𝑎)

3𝑎 𝑎 𝑎 𝑎 √3 × 𝑎 × 𝑎 √3 2
=√ × × × = = 𝑎
2 2 2 2 2×2 4

If perimeter of the board=180 cm

3𝑎 = 180 𝑐𝑚

180
𝑎= = 60 𝑐𝑚
3

√3 2 √3
Area of the signal board = 𝑎 = × 60 × 60 = 900√3 𝑐𝑚2
4 4
Method 2:

Let a=2x

6𝑥
2𝑠 = 6𝑥 ⟹ 𝑠 = = 3𝑥
2
𝑠 − 𝑎 = 3𝑥 − 2𝑥 = 𝑥

Area of the signal board = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑎)(𝑠 − 𝑎)

𝑎 2 √3 2
= √3𝑥 × 𝑥 × 𝑥 × 𝑥 = √3𝑥 4 = √3𝑥 2 = √3 × ( ) = 𝑎
2 4
2. The triangular side walls of a flyover have been used for advertisements. The sides of the walls
are 122 m, 22 m and 120 m (see Fig. 10.6). The advertisements yield earnings of ₹ 5000 per m2
per year. A company hired one of its
walls for 3 months. How much rent did
it pay?

Sol: 𝑎 = 122 m, b = 22 m , c = 120 m

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𝑎 + 𝑏 + 𝑐 122 + 22 + 120 264

𝑠= = = = 132 𝑚
2 2 2

Area of the triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

= √132(132 − 122)(132 − 22)(132 − 120)

= √132 × 10 × 110 × 12

= √11 × 12 × 10 × 11 × 10 × 12

= 10 × 11 × 12 = 1320 𝑚2

Rent for 1 m2 area per year=₹ 5000

₹ 5000
Rent for 1 m2 area per 3 months = × 3 = ₹1250
12
Rent for 1320 m2 area per 3 months = ₹1250 × 1320 = ₹16,50,000

3. There is a slide in a park. One of its side walls has been painted in some colour with a message
“KEEP THE PARK GREEN AND CLEAN” (see Fig. 10.7 ). If the sides of the wall are 15 m, 11 m and 6 m,
find the area painted in colour.
Sol: 𝑎 = 15 m, b = 11 m , c = 6 m

𝑎 + 𝑏 + 𝑐 15 + 11 + 6 32
𝑠= = = = 16 𝑚
2 2 2

Area of the triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

= √16(16 − 15)(16 − 11)(16 − 6)

= √16 × 1 × 5 × 10

= √4 × 4 × 5 × 5 × 2

= 20√2 𝑚2

The area painted in colour= 20√2 𝑚2

4. Find the area of a triangle two sides of which are 18cm and 10cm and the perimeter is 42cm.

Sol: a = 18 cm and b = 10 cm.

Perimeter of the triangle = 42 cm

𝑎 + 𝑏 + 𝑐 = 42

18 + 10 + 𝑐 = 42

𝑐 = 42 − 28 = 14 𝑐𝑚

2s =42 cm, i.e., s = 21 cm,

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IX CLASS [Link]’S FORMULA NCERT(2023-24)

Area of triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

= √21(21 − 18)(21 − 10)(21 − 14)
= √21 × 3 × 11 × 7
= √3 × 7 × 3 × 11 × 7 = 3 × 7 × √11 𝑐𝑚2 = 21√11 𝑐𝑚2
5. Sides of a triangle are in the ratio of 12 : 17 : 25 and its perimeter is 540cm. Find its area.

Sol: The ratio of sides=12 : 17 : 25

Let the sides are 𝑎 = 12𝑥, 𝑏 = 17𝑥, 𝑐 = 25𝑥

Perimeter = 540cm

12𝑥 + 17𝑥 + 25𝑥 = 540

54𝑥 = 540

𝑥 = 10

𝑎 = 12 × 10 = 120𝑐𝑚 , 𝑏 = 17 × 10 = 170 𝑐𝑚, 𝑐 = 25 × 10 = 250 𝑐𝑚

2s=540cm

s=270 cm

Area of triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

= √270(270 − 120)(270 − 170)(270 − 250)

= √270 × 150 × 100 × 20

= √3 × 3 × 3 × 10 × 3 × 5 × 5 × 2 × 10 × 10 × 2 × 10

= 3 × 3 × 2 × 5 × 10 × 10 = 9000 𝑐𝑚2

6. An isosceles triangle has perimeter 30 cm and each of the equal sides is 12 cm. Find the area of
the triangle.

Sol: 𝑎 = 12 𝑐𝑚 , 𝑏 = 12 𝑐𝑚

Perimeter= 30 cm

𝑎 + 𝑏 + 𝑐 = 30

12 + 12 + 𝑐 = 30

24 + 𝑐 = 30

𝑐 = 30 − 24 = 6 𝑐𝑚

2𝑠 = 30 𝑐𝑚 𝑠 = 15 𝑐𝑚

Area of triangle = √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

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= √15(15 − 12)(15 − 12)(15 − 6)

= √15 × 3 × 3 × 9 = 9√15 𝑐𝑚2

𝑷𝒓𝒐𝒐𝒇 𝒐𝒇 𝑯𝒆𝒓𝒐𝒏′ 𝒔𝒇𝒐𝒓𝒎𝒖𝒍𝒂:

2𝑠 = 𝑃 = 𝑎 + 𝑏 + 𝑐

From ABD From ADC

𝑥 2 + ℎ2 = 𝑐 2 (𝑎 − 𝑥)2 + ℎ2 = 𝑏 2

ℎ2 = 𝑐 2 − 𝑥 2 (1) ℎ2 = 𝑏 2 − (𝑎 − 𝑥)2 (2)

From (1) and (2)

𝑐 2 − 𝑥 2 = 𝑏 2 − (𝑎 − 𝑥)2

𝑐 2 − 𝑥 2 = 𝑏 2 − 𝑎2 + 2𝑎𝑥 − 𝑥 2

𝑐 2 = 𝑏 2 − 𝑎2 + 2𝑎𝑥

𝑎2 + 𝑐 2 − 𝑏 2
𝑥=
2𝑎
Substitute 𝑥 value in (1)

ℎ2 = 𝑐 2 − 𝑥 2 = (𝑐 + 𝑥)(𝑐 − 𝑥)

𝑎2 + 𝑐 2 − 𝑏 2 𝑎2 + 𝑐 2 − 𝑏 2
= (𝑐 + ) (𝑐 − )
2𝑎 2𝑎

2𝑎𝑐 + 𝑎2 + 𝑐 2 − 𝑏 2 2𝑎𝑐 − 𝑎2 − 𝑐 2 + 𝑏 2
=( )( )
2𝑎 2𝑎

(𝑎 + 𝑐)2 − 𝑏 2 𝑏 2 − (𝑎 − 𝑐)2
=( )( )
2𝑎 2𝑎

(𝑎 + 𝑐 + 𝑏)(𝑎 + 𝑐 − 𝑏) (𝑏 + 𝑎 − 𝑐)(𝑏 − 𝑎 + 𝑐)
=[ ][ ]
2𝑎 2𝑎

2𝑠(2𝑠 − 2𝑏) (2𝑠 − 2𝑐)(2𝑠 − 2𝑎)

=[ ][ ]
2𝑎 2𝑎

16𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

=[ ]
4𝑎2

4𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

=
𝑎2

4𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

ℎ=√
𝑎2

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2√𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)
ℎ=
𝑎
1
Area of the triangle = × 𝑏𝑎𝑠𝑒 × ℎ𝑒𝑖𝑔ℎ𝑡
2

1 2√𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

= ×𝑎×
2 𝑎

= √𝑠(𝑠 − 𝑎)(𝑠 − 𝑏)(𝑠 − 𝑐)

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 CHAPTER
11. SURFACE AREAS AND VOLUMES (Notes)
11

1.

S.N Figure Name of the solid and Lateral/Curved surface area Total surface are Volume

Nomenclature L.S.A/C.S.A(unit2) T.S.A(unit2) (unit3)

1 Cuboid

2ℎ(𝑙 + 𝑏) 2(𝑙𝑏 + 𝑏ℎ + 𝑙ℎ) 𝑙𝑏ℎ

𝑙 = 𝑙𝑒𝑛𝑔𝑡ℎ
b = breadth
h = height
2 Cube

𝑎 = 𝑠𝑖𝑑𝑒 4𝑎2 6𝑎2 𝑎3

3 Regular circular

Cylinder 2𝜋𝑟ℎ 2𝜋𝑟(ℎ + 𝑟) 𝜋𝑟 2 ℎ

𝑟 = 𝑟𝑎𝑑𝑖𝑢𝑠
h = height

Surface Area of a Right Circular Cone

Base radius = 𝑟, height = ℎ, slant height = 𝑙
𝑙 2 = ℎ2 + 𝑟 2 ⇒ 𝑙 = √ℎ2 + 𝑟 2
Curved Surface Area of a Cone = 𝜋𝑟𝑙
Total Surface Area of a Cone = 𝜋𝑟𝑙 + 𝜋𝑟 2 = 𝜋𝑟(𝑙 + 𝑟)

Example1: Find the curved surface area of a right circular cone whose slant height is 10 cm and base
radius is 7 cm

Sol: 𝑙 = 10 𝑐𝑚, 𝑟 = 7 𝑐𝑚

22
Curved Surface Area of a Cone = 𝜋𝑟𝑙 = × 7 × 10 = 220 𝑐𝑚2
7
Example 2 : The height of a cone is 16 cm and its base radius is 12 cm. Find the curved surface area
and the total surface area of the cone (Use p = 3.14).

Solution : Here, h = 16 cm and r = 12 cm.

𝑙 = √ℎ2 + 𝑟 2 = √162 + 122 = √256 + 144 = √400 = 20 𝑐𝑚

Curved Surface Area = 𝜋𝑟𝑙 = 3.14 × 12 × 20 = 753.6 𝑐𝑚2

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Total Surface Area of a Cone = 𝜋𝑟(𝑙 + 𝑟) = 3.14 × 12 × (20 + 12)

= 3.14 × 12 × 32 = 1205.76 𝑐𝑚2

Example 3 : A corn cob (see Fig. 11.5), shaped somewhat like a cone, has the radius of its broadest end
as 2.1 cm and length (height) as 20 cm. If each 1 cm2 of the surface of the cob carries an average of
four grains, find how many grains you would find on the entire cob.

Sol: 𝑟 = 2.1 𝑐𝑚, ℎ = 20 𝑐𝑚

𝑙 = √ℎ2 + 𝑟 2 = √2.12 + 202 = √4.41 + 400 = √404.41 = 20.11 𝑐𝑚

22
The curved surface area of the corn cob = 𝜋𝑟𝑙 = × 2.1 × 20.11
7
= 22 × 0.3 × 20.11 = 132.726 𝑐𝑚2

Number of grains of corn on 1 cm2= 4

Number of grains on the entire curved surface of the cob = 132.726 × 4 = 530.904 ≈ 531

So, there would be approximately 531 grains of corn on the cob.

1. Diameter of the base of a cone is 10.5 cm and its slant height is 10 cm. Find its curved surface area.

Sol: Diameter(𝑑) = 10.5 𝑐𝑚

10.5
Radius(𝑟) = 𝑐𝑚
2
Slant height(𝑙) = 10 𝑐𝑚

22 10.5
Curved Surface Area of Cone = 𝜋𝑟𝑙 = × × 10 = 165 𝑐𝑚2 .
7 2
2. Find the total surface area of a cone, if its slant height is 21 m and diameter of its base is 24 m.

Sol: Slant height(𝑙) = 21 𝑐𝑚

Diameter(𝑑) = 24 𝑐𝑚

24
Radius(𝑟) = = 12𝑐𝑚
2
22
Total Surface Area of a Cone = 𝜋𝑟(𝑙 + 𝑟) = × 12 × (21 + 12)
7
22
= × 12 × 33
7
8712
= = 1244.57 𝑚2
7

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3. Curved surface area of a cone is 308 cm2 and its slant height is 14 cm. Find (i) radius of the base
and (ii) total surface area of the cone.

Sol: Slant height(𝑙) = 14 cm

Curved surface area of a cone = 308 cm2

𝜋𝑟𝑙 = 308

22
× 𝑟 × 142 = 308
7
308
𝑟= = 7 𝑐𝑚
22 × 2
22
Total Surface Area of Cone = 𝜋𝑟(𝑙 + 𝑟) = × 7 × (14 + 7) = 22 × 21 = 462 𝑐𝑚2
7
4. A conical tent is 10 m high and the radius of its base is 24 m. Find (i) slant height of the tent. (ii)
cost of the canvas required to make the tent, if the cost of 1 m2 canvas is ₹ 70.

Sol: Height(ℎ) = 10 𝑚, radius(𝑟) = 24 𝑚

(i)Slant height of the tent = 𝑙 = √ℎ2 + 𝑟 2 = √102 + 242 = √100 + 576 = √676 = 26 𝑚

22 13728 2
(𝑖𝑖) Curved surface area of the cone = 𝜋𝑟𝑙 = × 24 × 26 = 𝑚
7 7
The cost of 1 m2 canvas = ₹ 70

13728
The cost of the required canvas = ₹ 70 × = ₹137280
7
5. What length of tarpaulin 3 m wide will be required to make conical tent of height 8 m and base
radius 6 m? Assume that the extra length of material that will be required for stitching margins
and wastage in cutting is approximately 20 cm (Use p = 3.14).

Sol: Radius of cone(𝑟) = 6 𝑚

Height(ℎ) = 8 𝑚

Slant height of the tent = 𝑙 = √ℎ2 + 𝑟 2 = √82 + 62 = √64 + 36

= √100 = 10𝑚

Curved surface area = 𝜋𝑟𝑙 = 3.14 × 6𝑚 × 10𝑚 = 188.4 𝑚2

Width of the tarpaulin is 3m and area of the tarpaulin=188.4 𝑚2

188.4
Length of tarpaulin = = 62.8 𝑚
3
The extra length of material=20 cm=0.2 m

Required length of tarpaulin=62.8 m+0.2 m=63 m

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6. The slant height and base diameter of a conical tomb are 25 m and 14 m respectively. Find the cost
of white-washing its curved surface at the rate of ₹ 210 per 100 m2 .

Sol: Slant height of cone(𝑙) = 25 𝑚

Diameter(𝑑) = 14 𝑚

Radius(𝑟) = 7 𝑚

22
Curved surface area = 𝜋𝑟𝑙 = × 7𝑚 × 25𝑚 = 550 𝑚2
7
Cost of white washing per 100 m2=₹210

210
Total cost for white washing the tomb = ₹ × 550 = ₹21 × 55 = ₹1155
100
7. A joker’s cap is in the form of a right circular cone of base radius 7 cm and height 24 cm. Find the
area of the sheet required to make 10 such caps.

Sol: Radius of the cap (cone) =r=7 cm

Height of the cap (cone) =h=24 cm

Slant height of the cap = 𝑙 = √r 2 + h2

= √72 + 242 = √49 + 576 = √625 = 25 cm

L. S. A of cap = πrl

22
= × 7cm × 25cm = 22 × 25cm2 = 550cm2
7

Area of the sheet required to make 1cap = 550 cm2 .

Area of the sheet required to make 10 such caps = 10 × 550 cm2 = 5500 cm2

8. A bus stop is barricaded from the remaining part of the road, by using 50 hollow cones made of
recycled cardboard. Each cone has a base diameter of 40 cm and height 1 m. If the outer side of
each of the cones is to be painted and the cost of painting is ₹ 12 per m2 , what will be the cost of
painting all these cones? (Use p = 3.14 and take √𝟏. 𝟎𝟒= 1.02)

Sol: Diameter(𝑑) = 40 𝑐𝑚 = 0.4 𝑚

Radius(𝑟) = 0.2 𝑚

Height(ℎ) = 1 m

Slant height = 𝑙 = √r 2 + h2 = √(0.2)2 + 12 = √0.04 + 1 = √1.04 = 1.02 𝑚

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Curved surface area = 𝜋𝑟𝑙 = 3.14 × 0.2 × 1.02 = 0.64056 𝑚2

Curved surface area of 50 cones = 50 × 0.64056 = 32.028 𝑚2

Cost of painting per 1 m2 = ₹ 12

Cost of painting for all cones = ₹ 12 × 32.028 = ₹384.336

Surface Area of a Sphere = 4𝜋𝑟 2

𝐇𝐞𝐦𝐢 𝐬𝐩𝐡𝐞𝐫𝐞
Curved Surface Area of a Hemisphere = 2𝜋𝑟 2
Total Surface Area of a Hemisphere = 3𝜋𝑟 2

Example 4 : Find the surface area of a sphere of radius 7 cm.

Sol: 𝑟 = 7 𝑐𝑚
22
Surface Area of a Sphere = 4𝜋𝑟 2 = 4 × 7
× 7 × 7 = 616 𝑐𝑚2

Example 5 : Find (i) the curved surface area and (ii) the total surface area of a hemisphere of radius
21 cm.

Sol: 𝑟 = 21 𝑐𝑚

22
(i) Curved Surface Area of a Hemisphere = 2𝜋𝑟 2 = 2 × × 21 × 21 = 2772 𝑐𝑚2
7
22
(ii) Total Surface Area of a Hemisphere = 3𝜋𝑟 2 = 3 × × 21 × 21 = 4158 𝑐𝑚2
7
Example 6 : The hollow sphere, in which the circus motorcyclist performs his stunts, has a diameter of
7 m. Find the area available to the motorcyclist for riding.

Solution : Diameter of the sphere(d) = 7 m

7
Radius(𝑟) = 𝑚
2
22 7 7
Surface Area of a Sphere = 4𝜋𝑟 2 = 42 × × × = 22 × 7 = 154 𝑚2
7 2 2
Example 7 : A hemispherical dome of a building needs to be painted (see Fig. 11.9). If the
circumference of the base of the dome is 17.6 m, find the cost of painting it, given the cost of painting
is ₹ 5 per 100 cm2 .

Sol: circumference of the dome = 17.6 m

2𝜋𝑟 = 17.6

22
2× × 𝑟 = 17.6
7

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17.6 × 7
𝑟= = 0.4 × 7 = 2.8 𝑚
2 × 22
22
The curved surface area of the dome = 2𝜋𝑟 2 = 2 × × 2.8 × 2.8 = 49.28 𝑚2
7
Cost of painting per 100 cm2 = ₹ 5.

Cost of painting per 1m2 = ₹ 5×100=₹500

Cost of painting the whole dome=₹500×49.28=₹24640

1. Find the surface area of a sphere of radius:

(i) 10.5 cm

Sol: Radius(𝑟) = 10.5 𝑚

22
Surface Area of the Sphere = 4𝜋𝑟 2 = 4 × × 10.51.5 × 10.5
7
= 88 × 1.5 × 10.5 = 1386 𝑚2

(ii) 5.6 cm

Sol: Radius(𝑟) = 5.6 𝑐𝑚

22
Surface Area of the Sphere = 4𝜋𝑟 2 = 4 × × 5.60.8 × 5.6
7
= 88 × 0.8 × 5.6 = 394.24 𝑐𝑚2

(iii) 14 cm

Sol: Radius(𝑟) = 14 𝑐𝑚

22
Surface Area of the Sphere = 4𝜋𝑟 2 = 4 × × 142 × 14
7
= 88 × 2 × 14 = 2464 𝑐𝑚2

2. Find the surface area of a sphere of diameter:

(i) 14 cm

Sol: Diameter(𝑑) = 14 cm, Radius(𝑟) = 7𝑐𝑚

22
Surface Area of the Sphere = 4𝜋𝑟 2 = 4 × ×7×7
7
= 88 × 7 = 616 𝑐𝑚2

(ii) 21 cm
21
Sol: Diameter(𝑑) = 21 cm, Radius(𝑟) = 𝑐𝑚
2

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2
22 213 21
Surface Area of the Sphere = 4𝜋𝑟 = 4 × × ×
7 2 2
= 22 × 63 = 1386 𝑐𝑚2

(iii) 3.5m

35 7 7
Sol: Diameter(𝑑) = 3.5 = = cm, Radius(𝑟) = 𝑐𝑚
10 2 4
2211 7 7
Surface Area of the Sphere = 4𝜋𝑟 2 = 4 × × ×
7 4 42

11 × 7 77
= = = 38.5 𝑐𝑚2
2 2

3. Find the total surface area of a hemisphere of radius 10 cm. (Use π = 3.14)

Sol: Radius(𝑟) = 10 𝑐𝑚

Total surface area of a hemisphere = 3𝜋𝑟 2 = 3 × 3.14 × 10 × 10 = 942 𝑐𝑚2

4. The radius of a spherical balloon increases from 7 cm to 14 cm as air is being pumped into it. Find
the ratio of surface areas of the balloon in the two cases.

Sol: Radius of balloon before pumping (𝑟) = 7 𝑐𝑚

Radius of balloon after pumping (R) = 14 𝑐𝑚

4𝜋𝑟 2 𝑟 2 7×7 1
Ratio of the surface areas of the balloon = 2
= 2= = = 1: 4
4𝜋𝑅 𝑅 14 × 14 4

5. A hemispherical bowl made of brass has inner diameter 10.5 cm. Find the cost of tin-plating it on
the inside at the rate of ₹ 16 per 100 cm2 .

Sol: Inner diameter(d) = 10.5 𝑐𝑚

10.5
Inner radius(𝑟) = = 5.25 𝑐𝑚
2
22
CSA of hemispherical bowl = 2𝜋𝑟 2 = 2 × × 5.257.5 × 5.25
7
= 44 × 0.75 × 5.25 = 173.25 𝑐𝑚2

The cost of tinplating the bowl per 100 cm2= ₹16 per

173.25 2772
Total cost of tinplating to the boul = ₹16 × =₹ = ₹27.72
100 100
6. Find the radius of a sphere whose surface area is 154 cm2 .

Sol: The surface area of the sphere = 154 cm2

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4𝜋𝑟 2 = 154cm2

22
4× × 𝑟 2 = 154cm2
7
154 × 7cm2
𝑟2 =
4 × 22
49 2
𝑟2 = cm
4
7
𝑟= = 3.5 𝑐𝑚
2
Radius of the sphere=3.5 cm

7. The diameter of the moon is approximately one fourth of the diameter of the earth. Find the ratio
of their surface areas.

Sol: Radius of moon = 𝑟 and radius of earth = 𝑅

The diameter of the moon = one fourth of the diameter of the earth’

1
2𝑟 = × 2𝑅
4
𝑟 1
=
𝑅 4

4𝜋𝑟 2 𝑟 2 1 2 1
The ratio of their surface areas = 2
=( ) =( ) = = 1: 16
4𝜋𝑅 𝑅 4 16
8. A hemispherical bowl is made of steel, 0.25 cm thick. The inner radius of the bowl is 5 cm. Find the
outer curved surface area of the bowl.

Sol: Inner radius of the bowl(𝑟) = 5 𝑐𝑚

Thickness of steel(𝑡) = 0.25 𝑐𝑚

Outer radius of the bowl(𝑅) = 5 + 0.25 = 5.25𝑐𝑚

22
Outer CSA of the hemispherical bowl = 2𝜋𝑅 2 = 2 × × 5.250.75 × 5.25
7
= 44 × 0.75 × 5.25 = 173.25 𝑐𝑚2

The outer curved surface area of the sphere = 173.25 𝑐𝑚2

9. A right circular cylinder just encloses a sphere of radius r (see Fig. 11.10). Find
(i) surface area of the sphere, (ii) curved surface area of the cylinder, (iii) ratio of the areas
obtained in (i) and (ii).

Sol: Radius of the cylinder = Radius of the spher = 𝑟

Height of the cylinder = 2𝑟

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(i)surface area of the sphere = 4𝜋𝑟 2

(ii)curved surface area of the cylinder = 2πrh = 2πr × 2r = 4𝜋𝑟 2

4𝜋𝑟 2
(iii)ratio of the areas obtained in (i)and (ii) = = 1: 1
4𝜋𝑟 2

1
Volume of a Cone = 𝜋𝑟 2 ℎ
3
Example 8 : The height and the slant height of a cone are 21 cm and 28 cm respectively. Find the
volume of the cone.

Sol: ℎ = 21 𝑐𝑚, 𝑙 = 28 𝑐𝑚

𝑙 2 = ℎ2 + 𝑟 2 ⇒ 𝑟 = √𝑙 2 − ℎ2 = √282 − 212 = √(28 + 21)(28 − 21) = √49 × 7 = 7√7 𝑐𝑚

1 1 22
Volume of a Cone = 𝜋𝑟 2 ℎ = × × 7√7 × 7√7 × 217 = 22 × 49 × 7 = 7546 𝑐𝑚3
3 3 7
Example 9 : Monica has a piece of canvas whose area is 551 m2 . She uses it to have a conical tent
made, with a base radius of 7 m. Assuming that all the stitching margins and the wastage incurred
while cutting, amounts to approximately 1 m2 , find the volume of the tent that can be made with it.

Solution: Radius(r) = 7 m

The area of the canvas = 551 m2

Area of the canvas lost in wastage = 1 m2

The area of canvas available for making the tent=551-1=550 m2

Curved surface area of tent = 550 m2

𝜋𝑟𝑙 = 550

22
× 7 × 𝑙 = 550
7
550 × 7
𝑙= = 25 𝑚
22 × 7

𝑙 2 = ℎ2 + 𝑟 2 ⇒ ℎ = √𝑙 2 − 𝑟 2 = √252 − 72 = √625 − 49 = √576 = 24 𝑚

1 2 1 22
The volume of a Cone = 𝜋𝑟 ℎ = × × 7 × 7 × 248 = 22 × 7 × 8 = 1232 𝑚3
3 3 7

1. Find the volume of the right circular cone with

(i) radius 6 cm, height 7 cm

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1 2 1 22
Sol: The volume of Cone = 𝜋𝑟 ℎ = × × 62 × 6 × 7 = 22 × 12 = 264 𝑐𝑚3
3 3 7
(ii) radius 3.5 cm, height 12 cm
1 1 22
Sol: The volume of Cone = 𝜋𝑟 2 ℎ = × × 3.50.5 × 3.5 × 124 = 22 × 0.5 × 3.5 × 4 = 154 𝑐𝑚3
3 3 7
2. Find the capacity in litres of a conical vessel with
(i) Radius 7 cm, slant height 25 cm 1000 𝑐𝑚3 = 1 𝑙
Sol: 𝑟 = 7 𝑐𝑚, 𝑙 = 25 𝑐𝑚
ℎ = √𝑙 2 − 𝑟 2 = √252 − 72 = √625 − 49 = √576 = 24 𝑐𝑚
1
The capacity of the conical vessel = 𝜋𝑟 2 ℎ
3
1 22
= × × 7 × 7 × 248
3 7
= 1232𝑐𝑚3
1000 𝑚3 = 1000 𝑙 = 1 𝑘𝑖𝑜𝑙𝑜𝑙𝑖𝑡𝑟𝑒
= 1.232 𝑙𝑖𝑡𝑟𝑒𝑠
(ii) Height 12 cm, slant height 13 cm
Sol: ℎ = 12 𝑐𝑚, 𝑙 = 13 𝑐𝑚
𝑟 = √𝑙 2 − ℎ2 = √132 − 122 = √169 − 144 = √25 = 5 𝑐𝑚
1
The capacity of the conical vessel = 𝜋𝑟 2 ℎ
3
1 22
= × × 5 × 5 × 124
3 7
2200 3
= 𝑐𝑚
7
2200
= 𝑙
7 × 1000
11
= 𝑙𝑖𝑡𝑟𝑒𝑠
35

3. The height of a cone is 15 cm. If its volume is 1570 cm3 , find the radius of the base. (Use p = 3.14)

Sol: Height(ℎ) = 15 𝑐𝑚

Volume of the cone = 1570 cm3

1 2
𝜋𝑟 ℎ = 1570cm3
3
1 22
× × 𝑟 2 × 15 = 1570
3 7
1570 × 7 × 3
𝑟2 = = 100
22 × 15
𝑟 = 10 𝑐𝑚

The radius of the base=10 cm

4. If the volume of a right circular cone of height 9 cm is 48πcm3 , find the diameter of its base.

Sol: Height(ℎ) = 9 𝑐𝑚

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The volume of the cone=48πcm3

1 2
𝜋𝑟 ℎ = 48𝜋
3
1
× 𝜋 × 𝑟 2 × 9 = 48𝜋
3
48 × 3
𝑟2 = = 16
9
𝑟 = 4 𝑐𝑚

The diameter of circular cone base=2×4=8 cm

5. A conical pit of top diameter 3.5 m is 12 m deep. What is its capacity in kilolitres?

Sol: Diameter (d) = 3.5 m

3.5
Radius(𝑟) = = 1.75 𝑚
2
Depth(ℎ) = 12 𝑚

1 2 1 22
Volume of the conical 𝑝𝑖𝑡 = 𝜋𝑟 ℎ = × × 1.750.25 × 1.75 × 124
3 3 7
= 22 × 0.25 × 1.75 × 4 = 38.5 𝑚3 = 38.5kilolitre.

6. The volume of a right circular cone is 9856 cm3 . If the diameter of the base is 28 cm, find (i)
height of the cone (ii) slant height of the cone (iii)curved surface area of the cone

Sol: (𝑖) Diameter of the cone(𝑑) = 28𝑐𝑚

Radius(𝑟) = 14 𝑐𝑚

Volume of the cone = 9856 cm3

1 2
𝜋𝑟 ℎ = 9856
3
1 22
× × 142 × 14 × ℎ = 9856
3 7
9856 × 3
ℎ= = 48 𝑐𝑚
22 × 14
Height of the cone=48 cm

(ii)Slant height of the cone = 𝑙 = √𝑟 2 + ℎ2 = √142 + 482 = √196 + 2304 = √2500 = 50 𝑐𝑚

22
(iii) CSA of the cone = 𝜋𝑟𝑙 = × 142 × 50 = 2200 𝑐𝑚2
7
7. A right triangle ABC with sides 5 cm, 12 cm and 13 cm is revolved about the side 12 cm. Find the
volume of the solid so obtained.

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Sol: Radius of the cone(𝑟) = 5 𝑐𝑚

Height of the cone (h)=12 cm

1 1
Volume of the cone = 𝜋𝑟 2 ℎ = × 𝜋 × 5 × 5 × 124 = 100 𝜋 𝑐𝑚3
3 3
8. If the triangle ABC in the Question 7 above is revolved about the side 5 cm, then find the volume of
the solid so obtained. Find also the ratio of the volumes of the two solids obtained in Questions 7
and 8.

Sol: Radius of the cone(𝑟) = 12 𝑐𝑚

Height of the cone (h)=5 cm

1 1
Volume of the cone = 𝜋𝑟 2 ℎ = × 𝜋 × 12 × 124 × 5 = 240 𝜋 𝑐𝑚3
3 3
100𝜋 5
The ratio of the volumes of the two solids obtained = = = 5: 12
240𝜋 12
A heap of wheat is in the form of a cone whose diameter is 10.5 m and height is 3 m. Find its volume.
The heap is to be covered by canvas to protect it from rain. Find the area of the canvas required.

Sol: Diameter = 10.5 m

10.5
Radius(r) = = 5.25 m
2
Height(ℎ) = 3𝑚

Slant height of the cone = 𝑙 = √𝑟 2 + ℎ2 = √5.252 + 32 = √27.5625 + 9 = √36.5625 = 6.05 𝑚

1 2 1 22
Volume of the conical heap = 𝜋𝑟 ℎ = × × 5.250.75 × 5.25 × 3 = 22 × 0.75 × 5.25
3 3 7
= 86.625 𝑚3

22
CSA of cone = 𝜋𝑟𝑙 = × 5.250.75 × 6.05 = 22 × 0.75 × 6.05 = 99.825 𝑚2
7
The area of the canvas required=99.825 m2.

4 3
Volume of sphere = 𝜋𝑟
3
4 3
Volume of hemisphere = 𝜋𝑟
3
Example 10 : Find the volume of a sphere of radius 11.2 cm.

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4 4 22
Sol: Volume of sphere = 𝜋𝑟 3 = × × 11.2 × 11.2 × 11.2 = 5887.32 𝑐𝑚3
3 3 7
Example 11 : A shot-putt is a metallic sphere of radius 4.9 cm. If the density of the metal is 7.8 g per
cm3 , find the mass of the shot-putt.

4 4 22
Sol: Volume of sphere = 𝜋𝑟 3 = × × 4.90.7 × 4.9 × 4.9 𝑐𝑚3 = 493 𝑐𝑚3
3 3 7
Mass of 1 cm3 of metal= 7.8 g.

Mass of the shot-putt = 7.8 × 493 g=3845.44 g=3.85 kg

Example 12 : A hemispherical bowl has a radius of 3.5 cm. What would be the volume of water it
would contain?

2 2 22
Sol: Volume of hemispherical bowl = 𝜋𝑟 3 = × × 3.50.5 × 3.5 × 3.5 = 89.8 𝑐𝑚3
3 3 7

1. Find the volume of a sphere whose radius is

(i) 7 cm
4 4 22 4312 1
Volume of sphere = 𝜋𝑟 3 = × ×7×7×7= = 1437 𝑐𝑚3
3 3 7 3 3
(ii) 0.63 m
4 4 22 0.03
Volume of sphere = 𝜋𝑟 3 = × × 0.630.09 × 0.63 × 0.63 = 1.0478 𝑚3 = 1.05 𝑚3
3 3 7

2. Find the amount of water displaced by a solid spherical ball of diameter

(i) 28 cm
Sol: Diameter(𝑑) = 28 𝑐𝑚
28 𝑐𝑚
Radius(𝑟) = = 14 𝑐𝑚
2
4
Volume of sphere = 𝜋𝑟 3
3
4 22
= × × 142 × 14 × 14
3 7
34496 3 2
= 𝑐𝑚 = 11498 𝑐𝑚3
3 3
2
The amount of water displaced by the solid = 11498 𝑐𝑚3
3
(ii) 0.21 m
Sol: Diameter(𝑑) = 0.21 𝑐𝑚
0.21 𝑐𝑚
Radius(𝑟) = = 0.105 𝑐𝑚
2
4
Volume of sphere = 𝜋𝑟 3
3
4 22 0.005
= × × 0.1050.015 × 0.105 × 10.105
3 7
= 0.004851𝑐𝑚3

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The amount of water displaced by the solid == 0.004851𝑐𝑚3

3. The diameter of a metallic ball is 4.2 cm. What is the mass of the ball, if the density of the metal is
8.9 g per cm3?

Sol: Diameter(𝑑) = 4.2 𝑐𝑚

4.2 𝑐𝑚
Radius(𝑟) = = 2.1 𝑐𝑚
2
4 4 22 0.1
Volume of metallic ball = 𝜋𝑟 3 = × × 2.10.3 × 2.1 × 2.1 = 38.808 𝑐𝑚3
3 3 7
The density of the metal per 1 cm3=8.9 g

The mass of the ball = 38.808 × 8.9 𝑔 = 345.39 𝑔

4. The diameter of the moon is approximately one-fourth of the diameter of the earth. What fraction
of the volume of the earth is the volume of the moon?

Sol: Let radius of the earth = 𝑅 , and radius of moon = 𝑟

The diameter of the moon = one-fourth of the diameter of the earth.

1 𝑟 1
2𝑟 = × 2𝑅 ⇒ =
4 𝑅 4
4 3
Volume of the moon 3 𝜋𝑟 𝑟3 𝑟 3 1 3 1
= = 3=( ) =( ) =
Volume of the earth 4 𝜋𝑅 3 𝑅 𝑅 4 64
3
1
Required fraction =
64
5. How many litres of milk can a hemispherical bowl of diameter 10.5 cm hold?

Sol: Diameter(𝑑) = 10.5 𝑐𝑚

10.5
Radius(𝑟) = = 5.25 𝑐𝑚
2
2
Volume of hemispherical bowl = 𝜋𝑟 3
3
2 22 0.25
= × × 5.250.75 × 5.25 × 5.25
3 7
= 303.1875 𝑐𝑚3

303.1875
= 𝑙 = 0.3031875 𝑙 = 0.303 𝑙 (𝑎𝑝𝑝𝑟𝑜𝑥)
1000
0.303 litres of milk can be held in the bowl.

6. A hemispherical tank is made up of an iron sheet 1 cm thick. If the inner radius is 1 m, then find
the volume of the iron used to make the tank.

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Sol: Inner radius of tank(𝑟) = 1 𝑚

Thickness of iron sheet = 1 𝑐𝑚 = 0.01 𝑚

Outer radius of tank(𝑅) = 1𝑚 + 0.01𝑚 = 1.01𝑚

2 3 2 3 2 2 22
Volume of the iron = 𝜋𝑅 − 𝜋𝑟 = 𝜋(𝑅 3 − 𝑟 3 ) = × × (1.013 − 13 )
3 3 3 3 7
44 44 1.33
= × (1.030301 − 1) = × 0.030301 = = 0.063 𝑚3 (𝑎𝑝𝑝𝑟𝑜𝑥)
21 21 21
7. Find the volume of a sphere whose surface area is 154 cm2 .

Sol: Surface area of the sphere = 154 𝑐𝑚2

4𝜋𝑟 2 = 154

22
4× × 𝑟 2 = 154
7
154 × 7 49
𝑟2 = =
4 × 22 4
7
𝑟=
2
4 3 4 22 7 7 7 539 2
Volume of the sphere = 𝜋𝑟 = × × × × = = 179 𝑐𝑚3
3 3 7 2 2 2 3 3
8. A dome of a building is in the form of a hemisphere. From inside, it was white-washed at the cost
of ₹ 4989.60. If the cost of white-washing is ₹ 20 per square metre, find the (i) inside surface area
of the dome, (ii) volume of the air inside the dome.

Sol: Let inside radius of the dome = 𝑟 𝑚

Inside surface area of the dome = 2𝜋𝑟 2 𝑚2

The cost of white-washing per 1 m2= ₹ 20

Total cost of white wash=₹ 20×2𝜋𝑟 2

∴ ₹ 20 × 2𝜋𝑟 2 = ₹ 4989.60

22
20 × 2 × × 𝑟 2 = 4989.60
7
4989.60 × 7
𝑟2 = = 39.69 = (6.3)2
20 × 2 × 22
𝑟 = 6.3 𝑚

22
(i)Inside surface area of the dome = 2𝜋𝑟 2 = 2 × × 6.30.9 × 6.3 = 249.48 𝑚2
7

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2 3 2 22 0.3
(ii)Volume of the air inside the dome = 𝜋𝑟 = × × 6.30.9 × 6.3 × 6.3 = 523.9 𝑚3
3 3 7
9. Twenty seven solid iron spheres, each of radius r and surface area S are melted to form a sphere
with surface area S1. Find the (i) radius r1 of the new sphere, (ii) ratio of S and S1

4 3
Sol: Volume of solid iron sphere = 𝜋𝑟
3
4
Volume of new solid iron sphere = 𝜋(𝑟 1 )3
3
Volume of new solid iron sphere = 27 × Volume of solid iron sphere

4 4 4
𝜋(𝑟1 )3 = 27 × 𝜋𝑟 3 = 𝜋(3𝑟)3
3 3 3
𝑟 1 = 3𝑟

(i) Radius of the new sphere r1=3r

(𝑖𝑖)Ratio of 𝑆 and 𝑆 1 = 4𝜋𝑟 2 : 4𝜋(𝑟 1 )2 = 𝑟 2 : (𝑟 1 )2 = 𝑟 2 : (3𝑟)2 = 𝑟 2 : 9𝑟 2 = 1: 9

10. A capsule of medicine is in the shape of a sphere of diameter 3.5 mm. How much medicine (in mm3
) is needed to fill this capsule?

Sol: Diameter of capsule(𝑑) = 3.5 𝑚𝑚

3.5
Radius of capsule(𝑟) = = 1.75 𝑚𝑚
2
4 4 22
Volume of the capsule = 𝜋𝑟 3 = × × 1.75 × 1.75 × 1.75 = 22.46 𝑚𝑚3
3 3 7
∴ 22.46 𝑚𝑚3 medicine is needed to fill this capsule.

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 CHAPTER
12. STATISTICS(Notes)
12

Graphical Representation of Data

(A) Bar Graphs:

A bar graph is a pictorial representation of data in which usually bars of uniform width are drawn
with equal spacing between them on one axis (say, the x-axis), depicting the variable. The values of
the variable are shown on the other axis (say, the y-axis) and the heights of the bars depend on the
values of the variable.

Example 1 : In a particular section of Class IX, 40 students were asked about the months of their birth
and the following graph was prepared for the data so obtained:

Observe the bar graph given above and answer the following questions:

(i) How many students were born in the month of November?

Sol: 4 .

(ii) In which month was the maximum number of students born?

Sol: August.

Example 2 : A family with a monthly income of ` 20,000 had planned the following expenditures per
month under various heads:

Heads Expenditure (in thousand rupees)

Grocery 4
Rent 5
Education of children 5
Medicine 2
Fuel 2
Entertainment 1
Miscellaneous 1
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Draw a bar graph for the data above.

Sol:

(B) Histogram

Histogram is a graphical representation of a grouped frequency distribution with continuous

classes.

Ex: consider the frequency distribution Table representing the weights of 36 students of a class:

Weights 30.5-35.5 35.5-40.5 40.5-45.5 45.5-50.5 50.5-55.5 55.5-60.5 Total

(in kg)
Number of 9 6 15 3 1 2 36
students
Draw a histogram for the data above.

Sol:

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Example 3 : A teacher wanted to analyse the performance of two sections of students in a

mathematics test of 100 marks. Looking at their performances, she found that a few students got
under 20 marks and a few got 70 marks or above. So she decided to group them into intervals of
varying sizes as follows: 0 - 20, 20 - 30, . . ., 60 - 70, 70 - 100. Then she formed the following table:

Marks Number of students

0-20 7
20-30 10
30-40 10
40-50 20
50-60 20
60-70 15
70-above 8
Total 90
Draw a histogram for this table data above.

Sol: All class intervals are not equal.

So, we need to make certain modifications in the lengths of the rectangles.

Marks Number of students Width of the class. Length of the rectangle.

0-20 7 20 7 7
× 10 = = 3.5
20 2
20-30 10 10 10
× 10 = 10
10
30-40 10 10 10
× 10 = 10
10
40-50 20 10 20
× 10 = 20
10
50-60 20 10 20
× 10 = 20
10
60-70 15 10 15
× 10 = 15
10
70-100 8 30 8 8
× 10 = = 2.67
30 3

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(C) Frequency Polygon

A frequency polygon is a line graph of class frequency plotted against class midpoint. It can be
obtained by joining the midpoints of the tops of the rectangles in the histogram.

Example: Draw the frequency of polygon for the given table.

Weights (in 30.5-35.5 35.5-40.5 40.5-45.5 45.5-50.5 50.5-55.5 55.5-60.5 Total

kg)
Number of 9 6 15 3 1 2 36
students
Sol:

Weights (in kg) Class mark(midpoint) Number of students

30.5-35.5 33 9
35.5-40.5 38 6
40.5-45.5 43 15
45.5-50.5 48 3
50.5-55.5 53 1
55.5-60.5 58 2

Example 4 : Consider the marks, out of 100, obtained by 51 students of a class in a test, given in Table.

Marks 0-10 10-20 20-30 30-40 40-50 50-60 60-70 70-80 80-90 90-100 Total
Number of 5 10 4 6 7 3 2 2 3 9 51
students
Draw a frequency polygon corresponding to this frequency distribution table

Sol:

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Marks Class mark Number of students

0-10 5 5
10-20 15 10
20-30 25 4
30-40 35 6
40-50 45 7
50-60 55 3
60-70 65 2
70-80 75 2
80-90 85 3
90-100 95 9

Frequency polygons without drawing histograms:

These mid-points of the class-intervals are called class-marks.

Upper limit + Lower limit

Class mark =
2
Example 5 : In a city, the weekly observations made in a study on the cost of living index are given in
the following table:

Cost of 140-150 150-160 160-170 170-180 180-190 190-200 Total

living index
Number of 5 10 20 9 6 2 52
weeks
Sol:
Classes Class-marks Frequency
140-150 145 5
150-160 155 10
160-170 165 20
170-180 175 9
180-190 185 6
190-200 195 2

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1. A survey conducted by an organisation for the cause of illness and death among the women
between the ages 15 - 44 (in years) worldwide, found the following figures (in %):
S. No Causes Female fatality rate (%)
1. Reproductive health conditions 31.8
2. Neuropsychiatric conditions 25.4
3. Injuries 12.4
4. Cardiovascular conditions 4.3
5. Respiratory conditions 4.1
6. Other causes 22.0
(i) Represent the information given above graphically.

35
Other causes

30
Female fatality rate(%)

25
Reproductive health

Cardiovascular conditions
Neuropsychiatric conditions

20
conditions

Respiratory conditions
Injuries

15

10

0 Causes

(ii) Which condition is the major cause of women’s ill health and death worldwide?
Sol: Reproductive health conditions.

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(iii) Try to find out, with the help of your teacher, any two factors which play a major role in the
cause in (ii) above being the major cause.

Sol: Lack of awareness, lack of timely medical care, lack of hygiene and diet.

2. The following data on the number of girls (to the nearest ten) per thousand boys in different
sections of Indian society is given below.
Section Number of girls per thousand boys
Scheduled Caste (SC) 940
Scheduled Tribe (ST) 970
Non-SC/ST 920
Backward districts 950
Non-backward districts 920
Rural 930
Urban 910
(i) Represent the information above by a bar graph.

Number of girls Backward districts

980
Scheduled Caste (SC)

970
Scheduled Tribe (ST)

960
Non-backward districts

950

940
Rural
Non-SC/ST

930

Urban
920

910

900

890

880

(ii) In the classroom discuss what conclusions can be arrived at from the graph.
Sol: (a) The number of girls per thousand boys is lowest for urban category.
(b) The number of girls per thousand boys is highest for ST category.
3. Given below are the seats won by different political parties in the polling outcome of a state
assembly elections:

(i) Draw a bar graph to represent the polling results.

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80

70

60

50
Seats won

40

30

20

10

0
A B C D E F
Political Party

(ii) Which political party won the maximum number of seats?

Sol: Party A
4. The length of 40 leaves of a plant are measured correct to one millimetre, and the obtained data is
represented in the following table:
Length (in 118-126 127-135 136-144 145-153 154-162 163-171 172-180
mm)
Number 3 5 9 12 5 4 2
of leaves
(i) Draw a histogram to represent the given data. [Hint: First make the class intervals
continuous]

Sol:

Length (in Continuous class intervals Number of leaves

mm)
118-126 117.5-126.5 3
127-135 126.5-135.5 5
136-144 135.5-144.5 9
145=153 144.5-153.5 12
154-162 153.5-162.5 5
163-171 162.5-171.5 4
172-180 171.5-180.5 2

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(ii) Is there any other suitable graphical representation for the same data?
Sol: Frequency polygon.
(iii) Is it correct to conclude that the maximum number of leaves are 153 mm long? Why?
Sol: No, The maximum number of leaves have their length lie between 144.5 mm and 153.5 mm.
5. The following table gives the life times of 400 neon lamps:

(i) Represent the given information with the help of a histogram.

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100

90

80
Number of lamps
70

60

50

40

30

20

10

0 600-
300-

400-

500-

700-

800-

1000
900-
700
400

500

600

800

900
Life time in hours
(ii) How many lamps have a life time of more than 700 hours?
Sol: Number of lamps a life time of more than 700 hours=74+62+48=184
6. The following table gives the distribution of students of two sections according to the marks
obtained by them:

Represent the marks of the students of both the sections on the same graph by two frequency
polygons. From the two polygons compare the performance of the two sections.

Sol:

Section A Section B
Marks Class Mark Frequency Marks Class Mark Frequency
0-10 5 3 0-10 5 5
10-20 15 9 10-20 15 19
20-30 25 17 20-30 25 15
30-40 35 12 30-40 35 10
40-50 45 9 40-50 45 1

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7. The runs scored by two teams A and B on the first 60 balls in a cricket match are given below:

Represent the data of both the teams on the same graph by frequency polygons.
[Hint : First make the class intervals continuous.]

Sol:

Number of balls Continuous class Class Mark Team A Team B

intervals
1-6 0.5-6.5 3.5 2 5
7-12 6.5-12.5 9.5 1 6
13-18 12.5-18.5 15.5 8 2
19-24 18.5-24.5 21.5 9 10
25-30 24.5-30.5 27.5 4 5
31-36 30.5-36.5 33.5 5 6
37-42 36.5-42.5 39.5 6 3
43-48 42.5-48.5 45.5 10 4
49-54 48.5-54.5 51.5 6 8
55-60 54.5-60.5 57.5 2 10

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8. A random survey of the number of children of various age groups playing in a park was found as
follows:
Age (in years) 1-2 2-3 3-5 5-7 7-10 10-15 15-17
Number of children 5 3 6 12 9 10 4
Draw a histogram to represent the data above.

Sol:

Age (in years) Number of children Width of the Class Length of the rectangle
1-2 5 1 5
×1= 5
1
2-3 3 1 3
×1= 3
1
3-5 6 2 6
×1= 3
2
5-7 12 2 12
×1=6
2
7-10 9 3 9
×1= 3
3
10-15 10 5 10
×1=2
5
15-17 4 2 4
×1= 2
2

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9. 100 surnames were randomly picked up from a local telephone directory and a frequency
distribution of the number of letters in the English alphabet in the surnames was found as follows:
Number of letters 1-4 4-6 6-8 8-12 12-20
Number of surnames 6 30 44 16 4
(i) Draw a histogram to depict the given information. (ii) Write the class interval in which the
maximum numbers of surnames lie.

Sol:

Number of letters Number of Width of the class Length of rectangle

surnames
1-4 6 3 6
×2= 2×2= 4
3
4-6 30 2 30
× 2 = 15 × 2 = 30
2
6-8 44 2 44
× 2 = 22 × 2 = 44
2
8-12 16 4 16
×2=4×2=8
4

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12-20 4 8 4 8
×2= = 1
8 8

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