Mathematics 1

MATHEMATICS
EXEMPLAR PROBLEMS
Class IX
29052014
ISBN 978-81-7450-850-8
First Edition ALL RIGHTS RESERVED

September 2008 Bhadra 1930 q No part of this publication may be reproduced, stored in a retrieval system
or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise without the prior permission of the
Reprinted publisher.
May 2010 Jaistha 1932 q This book is sold subject to the condition that it shall not, by way of trade,
be lent, re-sold, hired out or otherwise disposed of without the publisher’s
July 2012 Shravana 1934 consent, in any form of binding or cover other than that in which it is published.
November 2012 Kartika 1934 q The correct price of this publication is the price printed on this page, Any
revised price indicated by a rubber stamp or by a sticker or by any other
April 2014 Vaishakha 1936 means is incorrect and should be unacceptable.
OFFICES OF THE PUBLICATION

DIVISION, NCERT
PD 20T RPS
NCERT Campus
Sri Aurobindo Marg
New Delhi 110 016 Phone : 011-26562708
© National Council of Educational
108, 100 Feet Road
Research and Training, 2008 Hosdakere Halli Extension
Banashankari III Stage
Bangalore 560 085 Phone : 080-26725740
Navjivan Trust Building

P.O.Navjivan
Ahmedabad 380 014 Phone : 079-27541446
CWC Campus
Opp. Dhankal Bus Stop
Panihati
Kolkata 700 114 Phone : 033-25530454
CWC Complex
Maligaon
Guwahati 781 021 Phone : 0361-2674869
` 90.00
Publication Team
Head, Publication : N.K. Gupta
Division
Chief Production : Kalyan Banerjee
Officer
Chief Editor : Shveta Uppal
Printed on 80 GSM paper with NCERT
watermark Chief Business : Gautam Ganguly
Manager
Published at the Publication Division by
the Secretary, National Council of Editor : S. Perwaiz Ahmad
Educational Research and Training, Sri
Production Assistant : Subodh Srivastava
Aurobindo Marg, New Delhi 110 016 and
printed at Educational Stores, S-5,
Cover Design
Bulandshahar Road Industrial Area,
Site-I, Ghaziabad (UP). Shweta Rao
29052014
FOREWORD
The National Curriculum Framework (NCF) – 2005 initiated a new phase of development
of syllabi and textbooks for all stages of school education. Conscious effort has been
made to discourage rote learning and to diffuse sharp boundaries between different
subject areas. This is well in tune with the NPE – 1986 and Learning Without Burden-
1993 that recommend child centred system of education. The textbooks for Classes
IX and XI were released in 2006 and for Classes X and XII in 2007. Overall the books
have been well received by students and teachers.
NCF–2005 notes that treating the prescribed textbooks as the sole basis of
examination is one of the key reasons why other resources and sites of learning are
ignored. It further reiterates that the methods used for teaching and evaluation will
also determine how effective these textbooks proves for making children’s life at school
a happy experience, rather than source of stress or boredom. It calls for reform in
examination system currently prevailing in the country.
The position papers of the National Focus Groups on Teaching of Science,
Teaching of Mathematics and Examination Reform envisage that the mathematics
question papers, set in annual examinations conducted by the various Boards do not
really assess genuine understanding of the subjects. The quality of questions papers is
often not up to the mark. They usually seek mere information based on rote
memorization, and fail to test higher-order skills like reasoning and analysis, let along
lateral thinking, creativity, and judgment. Good unconventional questions, challenging
problems and experiment-based problems rarely find a place in question papers. In
order to address to the issue, and also to provide additional learning material, the
Department of Education in Science and Mathematics (DESM) has made an attempt
to develop resource book of exemplar problems in different subjects at secondary and
higher-secondary stages. Each resource book contains different types of questions of
varying difficulty level. Some questions would require the students to apply
simultaneously understanding of more than one chapters/units. These problems are
not meant to serve merely as question bank for examinations but are primarily meant
to improve the quality of teaching/learning process in schools. It is expected that these
problems would encourage teachers to design quality questions on their own. Students
and teachers should always keep in mind that examination and assessment should test
29052014
comprehension, information recall, analytical thinking and problem-solving ability,
creativity and speculative ability.
A team of experts and teachers with an understanding of the subject and a
proper role of examination worked hard to accomplish this task. The material was
discussed, edited and finally included in this source book.
NCERT will welcome suggestions from students, teachers and parents which
would help us to further improve the quality of material in subsequent editions.
Professor Yash Pal

New Delhi Chairperson
21 May 2008 National Steering Committee
National Council of Educational
Research and Training
(iv)
29052014
PREFACE
The Department of Education in Science and Mathematics (DESM), National
Council of Educational Research and Training (NCERT), initiated the
development of ‘Exemplar Problems’ in science and mathematics for secondary
and higher secondary stages after completing the preparation of textbooks based
on National Curriculum Framework–2005.
The main objective of the book on ‘Exemplar Problems in Mathematics’ is to
provide the teachers and students a large number of quality problems with varying
cognitive levels to facilitate teaching learning of concepts in mathematics that are
presented through the textbook for Class IX. It is envisaged that the problems included
in this volume would help the teachers to design tasks to assess effectiveness of their
teaching and to know about the achievement of their students besides facilitating
preparation of balanced question papers for unit and terminal tests. The feedback
based on the analysis of students responses may help the teachers in further improving
the quality of classroom instructions. In addition, the problems given in this book are
also expected to help the teachers to perceive the basic characteristics of good quality
questions and motivate them to frame similar questions on their own. Students can
benefit themselves by attempting the exercises given in the book for self assessment
and also in mastering the basic techniques of problem solving. Some of the questions
given in the book are expected to challenge the understanding of the concepts of
mathematics of the students and their ability to applying them in novel situations.
The problems included in this book were prepared through a series of workshops
organised by the DESM for their development and refinement involving practicing
teachers, subject experts from universities and institutes of higher learning, and the
members of the mathematics group of the DESM whose names appear separately.
We gratefully acknowledge their efforts and thank them for their valuable contribution
in our endeavour to provide good quality instructional material for the school system.
I express my gratitude to Professor Krishna Kumar, Director and Professor
G.Ravindra, Joint Director, NCERT for their valuable motivation and guidiance from
time to time. Special thanks are also due to Dr. R.P.Maurya, Reader in Mathematics,
DESM for coordinating the programme, taking pains in editing and refinement of problems
and for making the manuscript pressworthy.
We look forward to feedback from students, teachers and parents for further
improvement of the contents of this book.
Hukum Singh
Professor and Head
29052014
D EVELOPMENT TEAM
EXEMPLAR PROBLEMS – MATHEMATICS
MEMBERS
G. P. Dikshit, Professor (Retd.), Lucknow University, Lucknow
Hukum Singh, Professor and Head, DESM, NCERT, New Delhi
J.C. Nijhawan, Principal (Retd.), Directorate of Education, Delhi
Jharna De, T.G.T., Dev Samaj Hr. Secondary School, Nehru Nagar
Mahendra Shankar, Lecturer (S.G.) (Retd.), DESM, NCERT, New Delhi
P. Sinclair, Professor and Pro Vice Chancellor, IGNOU, New Delhi
Ram Avtar, Professor (Retd.), DESM, NCERT, New Delhi
Sanjay Mudgal, Lecturer, DESM, NCERT, New Delhi
Vandita Kalra, Lecturer, Sarvodaya Kanya Vidyalaya, Vikaspuri District Centre,
New Delhi
V.P. Singh, Reader, DESM, NCERT, New Delhi
MEMBER - COORDINATOR
R.P. Maurya, Reader, DESM, NCERT, New Delhi
29052014
ACKNOWLEDGEMENTS
The Council gratefully acknowledges the valuable contributions of the following
participants of the Exemplar Problems Workshop:
V.Madhavi, TGT, Sanskriti School, Chanakyapuri, New Delhi; Mohammad Qasim,
TGT, Anglo Arabic Senior Secondary School, Ajmeri Gate, Delhi;Ajay Kumar Singh,
TGT, Ramjas Senior Secondary School No. 3, Chandani Chowk, Delhi; Chander
Shekhar Singh, TGT, Sunbeam Academy School, Durgakund, Varanasi; P.K.Tiwari,
Assistant Commissioner (Retd.), Kendriya Vidyalaya Sangathan, New Delhi and
P.K.Chaurasia, Lecturer, DESM, NCERT, New Delhi.
Special thanks are due to Professor Hukum Singh, Head, DESM, NCERT for his
support during the development of this book.
The Council also acknowledges the efforts of Deepak Kapoor, Incharge, Computer
Station; Rakesh Kumar, Inder Kumar and Sajjad Haider Ansari, DTP Operators;
Abhimanu Mohanty, Proof Reader.
The contribution of APC Office, Administration of DESM, Publication Department
and Secretariat of NCERT is also duly acknowledged.
29052014
STUDENTS’ EVALUATION IN MATHEMATICS
AT SECONDARY STAGE
A. Introduction
The fascinating world of mathematics provides an unlimited scope to mathematicians
to perceive problems pertaining to three situations visualised in the forms of concrete,
abstraction and intuition. However, due to abstraction and intuition, sometimes some
of the mathematical concepts become quite complicated even for teachers who are
actively engaged in mathematics teaching at various stages. This needs the exhaustive
training in methods/ pedagogy as well as in contents. This also needs the clarifications
of mathematical concepts using instructional materials, experimentation, observation
and practicals etc. to avoid the abstraction at various stages of schooling. Good
mathematics instruction requires good teachers, and good teachers are those with
pedagogical content knowledge who, in turn, are predominantly those with good
content. Improvement of school mathematics education therefore begins with teaching
teachers the mathematics they need. In other words, the most difficult demand for
becoming a good teacher is to achieve a firm mastery of the mathematical content .
Without such a mastery, good pedagogy is difficult. A firm mastery of the content
opens up the world of pedagogy and offers many more effective pedagogical
possibilities. Even best pedagogy lavished on incorrect mathematics may result in
poor quality in teaching.
Mathematics as a science of abstract objects, relies on logic rather than on observation,
yet it employs observation, simulation, and even experiments as means of discovering
truth. The ability to reason and think clearly is extremely useful in our daily life, that
is, developing children’s abilities for mathematisation is the main goal of mathematics
education as has been emphasised in National Curriculum Framework-2005
(NCF-2005). It is in this content that NCF-2005 has set two distinct targets for
mathematics education at school level viz. narrow and higher. The narrow aim of
school mathematics is to develop useful capabilities, particularly those relating to
numeracy- number, number operations, measurements, decimals and percentages. The
higher aim is to develop the child’s resources to think and reason mathematically, to
pursue assumptions to their logical conclusions and to handle abstractions. It includes
a way of doing things, and the ability and the attitude to formulate and solve problems.
This calls for curriculum to be ambitious in the sense that it seeks to achieve the
higher aim mentioned above, rather than only the narrow aim. It should be coherent in
29052014
the sense that the variety of methods and skills available piecemeal (in arithmetic,
algebra, geometry) cohere into an ability to address problems that come from other
domains such as sciences and in social studies at secondary stage. It should be important
in the sense that students feel the need to solve such problems.
Evaluation is a very comprehensive term which, in general, includes evaluating any
object, individual, event, trend, etc. A most common type of individual evaluation is the
evaluation of a student. It includes the assessments of the performance of the student
in the areas of her personality development in terms of intellectual, social and emotional
developments after she has been provided learning experiences through classroom
processes. Besides the factors like quality of teaching curricular materials, instructional
technology, school infrastructure and societal support also influence the learning and
experiences. In educational terminology, these areas of personality development are
called scholastic and co-scholastic areas. Due to its wider applications in various other
fields, mathematics is the most important scholastic area. It is for this reason,
mathematics is a compulsory subject up to the secondary stage from quite a long time.
This is the stage which acts as a bridge between the students who will continue with
Mathematics in higher classes. Therefore, evaluation of Mathematics at this stage
requires special attention. This evaluation is done to assess whether the main aim or objectives
laid down in NCF-2005 have been achieved by the students or not?
B. Purposes of Evaluation
There are various purposes of evaluation. Some of these are to know the answers for
the following questions:
(i) How has the teaching been effective?
(ii) Which method is more suitable for teaching a particular topic or concept?
(iii) To what extent students are ready to learn a particular topic?
(iv) What type of learning difficulties are faced by the students?
(v) Do the students require remedial measures?
(vi) Which students are to be provided some enrichment materials?
(vii) Which topics are more difficult for the student?
(viii) Is there a need to make a change in the teaching strategy for a particular topic?
(ix) How can the result of the evaluation can be utilised for the all round development
of students?
(ix)
29052014
C. Types of Evaluation
Evaluation is mainly of two types namely
(i) Summative and (ii) Formative
(i) Summative Evaluation: It is done at the end of the course or a term. It involves
a formal testing of the student’s achievements and is used for grading, ranking
and certifying the achievements of the students.
(ii) Formative Evaluation: It is in-built in the teaching learning process. It is a
continuous process going on throughout the course. The purpose of such evaluation
is to obtain feedback so that teaching or instructional strategies could be improved.
Further, on the basis of the feedback, strategies and weaknesses of the students
can be assessed.
NCF-2005 has also given more stress on continuous and comprehensive evaluation
in comparison to the summative evaluation. For this, a mathematics teacher may
(i) ask some questions to know to what extent the students understand about the
new concept to be taught before it is started.
(ii) ask question at regular intervals to check the understanding of students during the
presentation of a concept.
(iii) assess students by the questions asked by them during the teaching of a chapter.
(iv) assess the students during class work.
(v) assess students on the basis of the home assignments given to them.
(vi) assess students by asking some questions at the end of the chapter.
(vii)encourage peer group members (students) to evaluate one another. This may be
called as Peer Evaluation. This evaluation can bring out the hidden talents among
the students.
Thus, whatever may be the way of evaluation, it is done through some well thought
questions, which may be referred to as good questions.
D. Characteristics of a Good Question
Quality of a question depends on the situation where it is to be used. In general,
following are some of the characteristics of a ‘good question’:
(i) Validity: A question is said to be valid, if it serves the purpose for which it has
been framed.
Thus, for a question to be valid, it must be based on (a) a specified extent area
and also on (b) a predetermined aim or objective.
In case it is not valid, it will be treated as a question ‘out of course or syllabus’.
(x)
29052014
(ii) Reliability: A question is said to be reliable, if its answer gives the true achievement
of the student. In other words, the achievement of the student must be free from
chance errors. These errors, generally, occur due to vagueness of language or
direction provided in the question. They may occur (1) at the time when the
student is answering the question and (2) at the time when the teacher is evaluating
the answer. In view of the above, following steps can ensure higher reliability of
a question:
(a) The question should admit of one and only one interpretation.
(b) The scope of the answer must be clear.
(c) The directions to the question must be clear.
(d) A well thought marking scheme should be provided for the question.
(iii) Difficulty Level: Difficulty level is a very important characteristic of a question.
In different situations, questions of different difficulty levels are needed. For
example, for assessing the achievement of Minimum Level of Learning, there
will always be a need of questions of lower difficulty level. Difficulty level of a
question may be categorised in the following three types:
(a) Difficult: Which could be done by about less than 30% of the students.
(b) Average: Which could be done by ≥ 30% but ≤ 70% of the students.
(c) Easy: Which could be done by more than 70% of the students.
These levels can be decided by the question framer herself on the basis of her own
experiences.
(iv) Language: Language of a question must be simple and within the comprehension
level of the student’s vocabulary. It should not lead to different answers. However,
if necessary, the same question can be presented before the students at different
difficulty levels, by using a little different language or wordings.
(v) Form: There are different forms of questions and each form is more suitable than
the other depending upon the situations. There may be several factors for choosing
a particular form of questions. There may be one or more of the following:
(a) Economy (b) Facility in printings (c) Ease in scoring and so on.
E. Different Forms of questions
In general, the questions are of the following two forms:
(1) Free Response Type and (2) Fixed Response Type
1. Free Response Questions: In a free response question, a student formulates
and organizes her own answer. These type of questions are very much in use in the
present system of examination. These are of two types, namely
(xi)
29052014
(a) Long Answer Questions
A question which requires comparatively a lengthy answer is called a long answer
type question. These questions require the student to select relevant facts, organise
them and write answers in her own words. In these type of questions, there is a very
little scope of guessing. However, if there are more number of long answer questions,
then the possibility of covering the whole content area in the examination will become
less. To overcome this difficulty, we may choose such long answer type questions
which involve more than one content areas.
(b) Short Answer Questions
A question in which a student is expected to write the answer in 3 or 4 lines is called
a short answer type question. In these question, the coverage of content areas is more
specific and definite. It may be noted that a question whose answer may be a simple
diagram is also considered to be a short answer type question.
2. Fixed Response Questions: In these type of questions, the answer is fixed and
definite. These type of question are being encouraged due to their objectivity in scoring.
They are also of two types, namely
(a) Very Short Answer Questions
A question in which a student is expected to give the answer in just one word or a
phrase is called a very short answer type question. In mathematics, by a word or a
phrase, we generally mean a group of symbols or numbers (numerals). It is expected
to take 1 to 3 minutes to answer such a question. Fill in the blanks question is one of
the examples of such type of questions.
(b) Objective Questions
An objective type question is one in which alternate answers are given and student
has to just indicate the correct answer. These questions can also be answered in just
1 to 3 minutes. They can be further classified into the following forms:
(i) True-False Type: In these type of questions, a statement or formula is given and
the student is expected to write whether it is ‘True’ or ‘False’.
(ii) Matching Type: These type of questions consist of two columns. The student
has to pair each item of first column with some item of the second column on the basis
of some criterion. The number of items in the second column may be more than that of
the first column.
(iii) Sentence Completion Type: In these type of questions, the student has to
complete the given sentence using one or more words given in brackets along with the
question.
(iv) Multiple Choice Type: In these type of questions, number of alternatives (usually
called distracters), only one is appropriate or correct. The student is expected to write
or tick (ü) the correct alternative.
(xii)
29052014
In the fixed response questions, the scope guess work is very high. However, this
can be minimised by attaching some element of reasoning in such questions. We may
call these questions as Short Answer Questions with Reasoning.
F. Instructional Objectives
As already stated, a question is said to be valid if it also based on a predetermined
objective. The world ‘objective’ is a tiered form. Objectives are divided into two groups,
namely (1) educational objectives and (2) instructional objectives. Educational objectives
play a directive role in the process of education, while instructional objectives are
those goals for the achievement of which all educational efforts are directed.
Mathematics is a special language with its own vocabulary and grammar. The
vocabulary consists of concepts, terms, facts, symbols, assumptions, etc., while the
grammar relates to principles, processes, functional relationships etc. Knowledge and
understanding of these and their applications to new situations have helped mankind to
achieve tremendous progress in various fields. Therefore, the main instructional
objectives for mathematics are as follows:
1. Knowledge with Specifications
The students
1.1 recall or reproduce terms, facts, etc.
1.2 recognise terms, symbols, concepts, etc.
2. Understanding with Specifications
The students
2.1 give illustrations for terms, definitions etc.
2.2 detect conceptual errors (and correct) in definitions, statements, formulae, etc.
2.3 compare concepts, quantities, etc.
2.4 discriminate between closely related concepts
2.5 translate verbal statements into mathematical statements and vice-versa
2.6 verify the results arrived at
2.7 classify data as per criteria
2.8 find relationships among the given data
2.9 interpret the data
3. Application with Specification
3.1 analyse and find out what is given and what is required to be done
3.2 find out the adequecy, superflousity and relevancy of data
3.3 estabish relationship among the data
(xiii)
29052014
3.4 reason out deductively
3.5 select appropriate methods for solutions problems
3.6 suggest alternative methods for solving problems
3.7 generalise from particular situations
4. Skill with Specifications
4.1 Carry out calculation easily and quickly
4.2 Handle geometrical instruments properly
4.3 Draw figure accurately and to the scale
4.4 Read tables and graphs properly
4.5 Interpret graphs correctly
As far as the main goal or objective in the NCF-2005 is concerned, it is to
develop abilities in the student for mathematisation. It also states (1) the narrow aims
of school mathematics, which concern with decimals and percents and (2) the higher
aims, which are for developing the child resources to think and reason mathematically,
to pursue assumption to their logical conclusions and to handle abstractions. Keeping
this in view, at this stage, the stress is only on the higher aims. These higher aims may
be considered as the instructional objectives. Objective based questions and objective
type questions are often confused with each other. When a question is framed keeping
a definite aim or objective in mind, it is called an objective based question, while if a
question is framed to measure the students achievement which is objective rather than
subjective is called objective type question. It may also be noted that determination
of the objective of a question varies from person to person. For example, a question
may appear to be of ‘knowledge’ type to one teacher who may think that the answer
of the question is known to the students, but the same question may appear to be of
understanding type to another teacher if she thinks that the question is completely
unknown to the same group of students. In the light of the views expressed in
NCF-2005, the following types of questions are suggested:
1. Long answer questions
2. Short answer questions
3. Short answer questions with reasoning
4. Multiple choice questions
It is hoped that these questions along with the questions in the textbook would
be effectively able to evaluate the Classes IX and X students in mathematics.
(xiv)
29052014
CONTENTS
FOREWORD iii
PREFACE v
STUDENTS ’E VALUATION IN MATHEMATICS AT S ECONDARY STAGE
CHAPTER 1 Number Systems 1

CHAPTER 2 Polynomials 13
CHAPTER 3 Coordinate Geometry 24
CHAPTER 4 Linear Equations in Two Variables 33
CHAPTER 5 Introduction to Euclid’s Geometry 43
CHAPTER 6 Lines and Angles 54
CHAPTER 7 Triangles 63
CHAPTER 8 Quadrilaterals 72
CHAPTER 9 Areas of Parallelograms and Triangles 84
CHAPTER 10 Circles 97
CHAPTER 11 Constructions 108
CHAPTER 12 Heron’s Formula 112
CHAPTER 13 Surface Areas and Volumes 121
CHAPTER 14 Statistics and Probability 129
Answers 150
Design of the Question Paper , Set-I 169
Design of the Question Paper, Set-II 184
29052014
29052014
CHAPTER 1
NUMBER SYSTEMS
(A) Main Concepts and Results

Rational numbers
Irrational numbers
Locating irrational numbers on the number line
Real numbers and their decimal expansions
Representing real numbers on the number line
Operations on real numbers
Rationalisation of denominator
Laws of exponents for real numbers
p
• A number is called a rational number, if it can be written in the form , where p
q
and q are integers and q ≠ 0.
p
• A number which cannot be expressed in the form (where p and q are integers
q
and q ≠ 0) is called an irrational number.
• All rational numbers and all irrational numbers together make the collection of real
numbers.
• Decimal expansion of a rational number is either terminating or non-terminating
recurring, while the decimal expansion of an irrational number is non-terminating
non-recurring.
29052014
2 EXEMPLAR PROBLEMS
• If r is a rational number and s is an irrational number, then r+s and r-s are irrationals.
Further, if r is a non-zero rational, then rs and r are irrationals.

s
• For positive real numbers a and b :

a a
(i) ab = a b (ii) =
b b
(iii) ( a + b )( a − b ) = a − b (iv) (a + b )( a − b ) = a − b
2
2
(v) ( a + b ) = a + 2 ab + b
• If p and q are rational numbers and a is a positive real number, then

(i) a p . aq = ap + q (ii) (ap )q = a pq
ap
(iii) q
= a p −q (iv) a pb p = (ab) p
a
(B) Multiple Choice Questions

Write the correct answer:
1
–
 1
 6
  5 5 
Sample Question 1 : Which of the following is not equal to    ?
6
 
1
1
1 1
1 1
–  
1 6 –
 5 5 6  5  5   6  30 5 30
(A)  6 (B) (C)   (D)  
   6   5 6
 
Solution : Answer (A)
EXERCISE 1.1
Write the correct answer in each of the following:
1. Every rational number is
(A) a natural number (B) an integer
(C) a real number (D) a whole number
29052014
NUMBER SYSTEMS 3
2. Between two rational numbers

(A) there is no rational number
(B) there is exactly one rational number
(C) there are infinitely many rational numbers
(D) there are only rational numbers and no irrational numbers
3. Decimal representation of a rational number cannot be
(A) terminating
(B) non-terminating
(C) non-terminating repeating
(D) non-terminating non-repeating
4. The product of any two irrational numbers is
(A) always an irrational number
(B) always a rational number
(C) always an integer
(D) sometimes rational, sometimes irrational
5. The decimal expansion of the number 2 is
(A) a finite decimal
(B) 1.41421
(C) non-terminating recurring
(D) non-terminating non-recurring
6. Which of the following is irrational?
4 12
(A) (B) (C) 7 (D) 81
9 3
7. Which of the following is irrational?
(A) 0.14 (B) 0.1416 (C) 0.1416 (D) 0.4014001400014...
8. A rational number between 2 and 3 is
2+ 3 2⋅ 3
(A) (B) (C) 1.5 (D) 1.8
2 2
29052014
4 EXEMPLAR PROBLEMS
p
9. The value of 1.999... in the form q , where p and q are integers and q ≠ 0 , is
19 1999 1
(A) (B) (C) 2 (D)
10 1000 9
10. 2 3 + 3 is equal to
(A) 2 6 (B) 6 (C) 3 3 (D) 4 6

11. 10 × 15 is equal to
(A) 6 5 (B) 5 6 (C) 25 (D) 10 5
1
12. The number obtained on rationalising the denominator of is
7–2
7+2 7–2 7+2 7+2

(A) (B) (C) (D)
3 3 5 45
1
13. is equal to
9– 8
1 1
(A)
2
(3– 2 2 ) (B)
3+2 2
(C) 3– 2 2 (D) 3+2 2
7
14. After rationalising the denominator of , we get the denominator as
3 3 –2 2
(A) 13 (B) 19 (C) 5 (D) 35
32 + 48
15. The value of is equal to
8 + 12
(A) 2 (B) 2 (C) 4 (D) 8
2 –1
16. If 2 = 1.4142, then is equal to
2 +1
29052014
NUMBER SYSTEMS 5
(A) 2.4142 (B) 5.8282

(C) 0.4142 (D) 0.1718
17. 4 3
2 2 equals
1 1
−
(A) 2 6 (B) 2– 6 (C) 26 (D) 26
18. The product 3

2 ⋅ 4 2 ⋅12 32 equals
(A) (B) 2 (C) 12 (D) 12
2 2 32
19. Value of 4
( 81) −2 is
1 1 1
(A) (B) (C) 9 (D)
9 3 81
20. Value of (256)0.16 × (256)0.09 is
(A) 4 (B) 16 (C) 64 (D) 256.25
21. Which of the following is equal to x?
1 2
12 7
(A)
12
x –x
7
5
7 (B) 12
(x )
4 3 (C) ( ) x3 3
(D) x 7 × x 12
(C) Short Answer Questions with Reasoning

Sample Question 1: Are there two irrational numbers whose sum and product both
are rationals? Justify.
Solution : Yes.
3 + 2 and 3 − 2 are two irrational numbers.
(3 + 2 ) + ( 3 − 2 ) = 6 , a rational number.
(3 + 2 ) × ( 3 − 2 ) = 7 , a rational number.
So, we have two irrational numbers whose sum and product both are rationals.
Sample Question 2: State whether the following statement is true:
There is a number x such that x2 is irrational but x4 is rational. Justify your answer by
an example.
29052014
6 EXEMPLAR PROBLEMS
Solution : True.
Let us take x = 4
2
2
Now, x2 = (4 2) = 2 , an irrational number.
4
x4 = ( 4 2) = 2 , a rational number.
So, we have a number x such that x2 is irrational but x4 is rational.
EXERCISE 1.2
1. Let x and y be rational and irrational numbers, respectively. Is x + y necessarily an
irrational number? Give an example in support of your answer.
2. Let x be rational and y be irrational. Is xy necessarily irrational? Justify your answer
by an example.
3. State whether the following statements are true or false? Justify your answer.
2
(i) is a rational number.
3
(ii) There are infinitely many integers between any two integers.
(iii) Number of rational numbers between 15 and 18 is finite.
p
(iv) There are numbers which cannot be written in the form q , q ≠ 0 , p, q both
are integers.
(v) The square of an irrational number is always rational.
12
(vi) is not a rational number as 12 and 3 are not integers.
3
15 p
(vii) is written in the form , q ≠ 0 and so it is a rational number.
3 q
4. Classify the following numbers as rational or irrational with justification :
9 28
(i) 196 (ii) 3 18 (iii) (iv)
27 343
29052014
NUMBER SYSTEMS 7
12
(v) – 0.4 (vi) (vii) 0.5918
75
(viii) (1 + 5) – (4 + 5 ) (ix) 10.124124... (x) 1.010010001...
(D) Short Answer Questions
Sample Question 1: Locate 13 on the number line.

Solution : We write 13 as the sum of the squares of two natural numbers :
13 = 9 + 4 = 32 + 2 2
On the number line, take OA = 3 units.
Draw BA = 2 units, perpendicular
to OA. Join OB (see Fig.1.1).
By Pythagoras theorem,
OB = 13
Using a compass with centre O
and radius OB, draw an arc which
intersects the number line at the Fig. 1.1
point C. Then, C corresponds to
13 .
Remark : We can also take OA = 2 units and AB = 3 units.
p
Sample Question 2 : Express 0.123 in the form , where p and q are integers and
q
q ≠ 0.
Solution :
Let x = 0.12 3
so, 10x = 1.23
or 10x – x = 1.23 – 0.123 = 1.2333 ... – 0.12333 ...

or 9x = 1.11
1.11 111
or x= =
9 900
29052014
8 EXEMPLAR PROBLEMS
111 37
Therefore, 0.123 = 900 = 300
Sample Question 3 : Simplify : ( 3 5 − 5 2 )( 4 5 + 3 2) .
( )(
Solution : 3 5 – 5 2 4 5 + 3 2 )
= 12 × 5 − 20 2 × 5 + 9 5 × 2 – 15 × 2
= 60 − 20 10 + 9 10 – 30
= 30 − 11 10
Sample Question 4 : Find the value of a in the following :
6
= 3 2 −a 3
3 2 −2 3
6 6 3 2+2 3
Solution : = ×
3 2 −2 3 3 2 −2 3 3 2+2 3
6 ( 3 2 + 2 3) 6 (3 2 + 2 3 ) 6 ( 3 2 + 2 3)
= 2 2
= =
(3 2) − (2 3 ) 18 − 12 6
= 3 2+2 3
Therefore, 3 2+2 3 = 3 2−a 3

or a=–2
1
Sample Question 5: Simplify :  1 1 34

5 8 + 27 3 
3 ( )
Solution :
1 1
= 
3 4
 1 1 34
( )
5 8 3 + 27 3 
1
( 1
5 (23 ) 3 + (33 ) 3 ) 
29052014
NUMBER SYSTEMS 9
1
=  5 ( 2 + 3 )3  4
 
1
= 5 ( 5 )3  4
 
1
= [54 ]4 = 5
EXERCISE 1.3
1. Find which of the variables x, y, z and u represent rational numbers and which
irrational numbers:
17
(i) x2 = 5 (ii) y2 = 9 (iii) z2 = .04 (iv) u2 =
4
2. Find three rational numbers between
(i) –1 and –2 (ii) 0.1 and 0.11
5 6 1 1
(iii) and (iv) and
7 7 4 5
3. Insert a rational number and an irrational number between the following :
1 1
(i) 2 and 3 (ii) 0 and 0.1 (iii) and
3 2
–2 1
(iv) and (v) 0.15 and 0.16 (vi) 2 and 3
5 2
(vii) 2.357 and 3.121 (viii) .0001 and .001 (ix) 3.623623 and 0.484848
(x) 6.375289 and 6.375738
4. Represent the following numbers on the number line :
–3 –12
7, 7.2, ,
2 5
5. Locate 5, 10 and 17 on the number line.
6. Represent geometrically the following numbers on the number line :
(i) 4.5 (ii) 5.6 (iii) 8.1 (iv) 2.3
29052014
10 EXEMPLAR PROBLEMS
p
7. Express the following in the form q , where p and q are integers and q ≠ 0 :
(i) 0.2 (ii) 0.888... (iii) 5.2 (iv) 0.001
(v) 0.2555... (vi) 0.134 (vii) .00323232... (viii) .404040...
1
8. Show that 0.142857142857... =
7
9. Simplify the following:
24 54
(i) 45 – 3 20 + 4 5 (ii) +
8 9
4
(iii) 12 × 7 6 (iv) 4 28 ÷ 3 7 ÷ 3 7
7 2
(v) 3 3 + 2 27 +
3
(vi) ( 3– 2 )
3 1
(vii) 4
81 – 8 3 216 + 15 5 32 + 225 (viii) +
8 2
2 3 3
(ix) –
3 6
10. Rationalise the denominator of the following:
2 40 3+ 2
(i) (ii) (iii)
3 3 3 4 2
16 2+ 3 6
(iv) (v) (vi)
41 – 5 2– 3 2+ 3
3+ 2 3 5+ 3 4 3+5 2
(vii) (viii) (ix)
3– 2 5– 3 48 + 18
11. Find the values of a and b in each of the following:
5+ 2 3
(i) =a−6 3
7 +4 3
29052014
NUMBER SYSTEMS 11
3– 5 19
(ii) =a 5–
3+2 5 11
2+ 3
(iii) = 2– b 6
3 2 –2 3
7+ 5 7 – 5 7
(iv) – =a+ 5b
7 – 5 7+ 5 11
1
12. If a = 2 + 3 , then find the value of a – .
a
13. Rationalise the denominator in each of the following and hence evaluate by
taking 2 = 1.414 , 3 = 1.732 and 5 = 2.236 , upto three places of decimal.
4 6 10 – 5
(i) (ii) (iii)
3 6 2
2 1
(iv) (v)
2+ 2 3+ 2
14. Simplify :
4 −12 6
1 3 8 32
(i) (1 + 2
3 3
+33 2
) (ii)
5 5 5
2
1
−
1 4
−2 −
2
(iii)
1 3
(iv)
(625)
27
1 1
− 1 1 2
9 3 × 27 2 −
(v) 1 2 (vi) 64 3 64 3 – 64 3
−
36 × 3 3
1 1
8 3 × 16 3
(vii) −
1
32 3
29052014
(E) Long Answer Questions
1
Sample Question 1 : If a = 5 + 2 6 and b = , then what will be the value of
a
a2 + b 2?
Solution : a = 5 + 2 6
1 1 1 5−2 6 5− 2 6 5−2 6
b= = = × = 2 2 =
=5−2 6
a 5+ 2 6 5 + 2 6 5 − 2 6 5 − (2 6 ) 25 − 24
Therefore, a2 + b2 = (a + b) 2 – 2ab
Here, a + b = (5 + 2 6 ) + (5 – 2 6 ) = 10
ab = (5 + 2 6 ) (5 – 2 6 ) = 52 – ( 2 6 )2 = 25 – 24 = 1
Therefore, a2 + b2 = 102 – 2 × 1 = 100 – 2 = 98
EXERCISE 1.4
p
1. Express 0.6 + 0.7 + 0.47 in the form , where p and q are integers and q ≠ 0 .
q
7 3 2 5 3 2
2. Simplify : – – .
10 + 3 6+ 5 15 + 3 2
4 3
3. If 2 = 1.414, 3 = 1.732 , then find the value of + .
3 3–2 2 3 3+2 2
3+ 5 2 1
4. If a = , then find the value of a + .
2 a2
3+ 2 3– 2
5. If x = and y = , then find the value of x2 + y2.
3– 2 3+ 2
( )
− 4
−3
2
6. Simplify : (256 )
4 1 2
7. Find the value of 2
+ 3
+ 1
− −
(216 ) 3 ( 256) 4 (243 )− 5
29052014
CHAPTER 2
POLYNOMIALS

Meaning of a Polynomial
Degree of a polynomial
Coefficients
Monomials, Binomials etc.
Constant, Linear, Quadratic Polynomials etc.
Value of a polynomial for a given value of the variable
Zeroes of a polynomial
Remainder theorem
Factor theorem
Factorisation of a quadratic polynomial by splitting the middle term
Factorisation of algebraic expressions by using the Factor theorem
Algebraic identities –
(x + y) 2 = x2 + 2xy + y2
(x – y) 2 = x2 – 2xy + y2
x2 – y2 = (x + y) (x – y)
(x + a) (x + b) = x2 + (a + b) x + ab
(x + y + z) 2 = x2 + y2 + z2 + 2xy + 2yz + 2zx
(x + y) 3 = x3 + 3x2 y + 3xy2 + y3 = x3 + y3 + 3xy (x + y)
(x – y) 3 = x3 – 3x2 y + 3xy2 – y3 = x3 – y3 – 3xy (x – y)
29052014
x3 + y3 = (x + y) (x2 – xy + y2)
x3 – y3 = (x – y) (x2 + xy + y2)
x3 + y3 + z3 – 3xyz = (x + y + z) (x2 + y2 + z 2 – xy – yz – zx)

Sample Question 1 : If x2 + kx + 6 = (x + 2) (x + 3) for all x, then the value of k is
(A) 1 (B) –1 (C) 5 (D) 3
Solution : Answer (C)
EXERCISE 2.1
Write the correct answer in each of the following :
1. Which one of the following is a polynomial?
x2 2
(A) – (B) 2 x −1
2 x2
3
3x 2 x −1
(C) x2 + (D)
x +1
x
2. 2 is a polynomial of degree
1
(A) 2 (B) 0 (C) 1 (D)
2
3. Degree of the polynomial 4x4 + 0x3 + 0x5 + 5x + 7 is
(A) 4 (B) 5 (C) 3 (D) 7
4. Degree of the zero polynomial is
(A) 0 (B) 1 (C) Any natural number
(D) Not defined
( )
5. If p ( x ) = x2 – 2 2 x + 1 , then p 2 2 is equal to
(A) 0 (B) 1 (C)

4 2 (D) 8 2 +1
6. The value of the polynomial 5x – 4x2 + 3, when x = –1 is
(A) – 6 (B) 6 (C) 2 (D) –2
29052014
POLYNOMIALS 15
7. If p(x) = x + 3, then p(x) + p(–x) is equal to

(A) 3 (B) 2x (C) 0 (D) 6
8. Zero of the zero polynomial is
(A) 0 (B) 1
(C) Any real number (D) Not defined
9. Zero of the polynomial p(x) = 2x + 5 is
2 5 2 5
(A) – (B) – (C) (D)
5 2 5 2
10. One of the zeroes of the polynomial 2x2 + 7x –4 is
1 1
(A) 2 (B) (C) – (D) –2
2 2
11. If x51 + 51 is divided by x + 1, the remainder is
(A) 0 (B) 1 (C) 49 (D) 50
2
12. If x + 1 is a factor of the polynomial 2x + kx, then the value of k is
(A) –3 (B) 4 (C) 2 (D) –2
13. x + 1 is a factor of the polynomial
(A) x3 + x2 – x + 1 (B) x3 + x2 + x + 1
(C) x4 + x3 + x2 + 1 (D) x4 + 3x3 + 3x2 + x + 1
14. One of the factors of (25x2 – 1) + (1 + 5x)2 is
(A) 5 + x (B) 5 – x (C) 5x – 1 (D) 10x
15. The value of 249 – 248 is
2 2
(A) 1 2 (B) 477 (C) 487 (D) 497

2
16. The factorisation of 4x + 8x + 3 is
(A) (x + 1) (x + 3) (B) (2x + 1) (2x + 3)
(C) (2x + 2) (2x + 5) (D) (2x –1) (2x –3)
17. Which of the following is a factor of (x + y)3 – (x3 + y3)?
(A) x2 + y2 + 2xy (B) x2 + y2 – xy (C) xy 2 (D) 3xy
18. The coefficient of x in the expansion of (x + 3)3 is
(A) 1 (B) 9 (C) 18 (D) 27
x y
19. If y + x = –1 ( x , y ≠ 0 ) , the value of x3 – y3 is
29052014
1
(A) 1 (B) –1 (C) 0 (D)
2
 1  1
20. If 49x2 – b =  7 x +   7 x –  , then the value of b is
 2  2
1 1 1
(A) 0 (B) (C) (D)
2 4 2
21. If a + b + c = 0, then a3 + b3 + c3 is equal to
(A) 0 (B) abc (C) 3abc (D) 2abc

Sample Question 1 : Write whether the following statements are True or False.
Justify your answer.
3
1
1 2 6 x + x2
(i) x + 1 is a polynomial (ii) is a polynomial, x ≠ 0
5 x
Solution :
(i) False, because the exponent of the variable is not a whole number.
3
6 x+ x2
(ii) True, because = 6 + x , which is a polynomial.
x
EXERCISE 2.2
1. Which of the following expressions are polynomials? Justify your answer:
(i) 8 (ii) 3x2 – 2 x (iii) 1 – 5x
(iv)
1
+ 5x + 7 (v)
( x – 2 )( x – 4 ) (vi)
1
5 x –2 x x +1
1 3 2 2 1
(vii) a – a + 4a – 7 (viii)
7 3 2x
29052014
POLYNOMIALS 17
2. Write whether the following statements are True or False. Justify your answer.
(i) A binomial can have atmost two terms
(ii) Every polynomial is a binomial
(iii) A binomial may have degree 5
(iv) Zero of a polynomial is always 0
(v) A polynomial cannot have more than one zero
(vi) The degree of the sum of two polynomials each of degree 5 is always 5.

Sample Question 1 :
(i) Check whether p(x) is a multiple of g(x) or not, where
p(x) = x3 – x + 1, g(x) = 2 – 3x
(ii) Check whether g(x) is a factor of p(x) or not, where
x 1
p(x) = 8x3 – 6x2 – 4x + 3, g(x) = −
3 4
Solution :
(i) p(x) will be a multiple of g(x) if g(x) divides p(x).
2
Now, g(x) = 2 – 3x = 0 gives x =
3
3
 2 2   2
Remainder = p   =   −   +1
 3 3   3
8 2 17
= − +1 =
27 3 27
Since remainder ≠ 0, so, p(x) is not a multiple of g(x).
x 1 3
(ii) g(x) = − = 0 gives x =
3 4 4
 3
g(x) will be a factor of p(x) if p   = 0 (Factor theorem)
 4
3 2
 3 3  3  3 
Now, p   = 8  − 6   − 4  + 3
 4 4  4  4 
29052014
27 9
= 8× − 6× −3 +3 = 0
64 16
 3
Since, p   = 0, so, g(x) is a factor of p(x).
 4
Sample Question 2 : Find the value of a, if x – a is a factor of x3 – ax2 + 2x + a – 1.
Solution : Let p(x) = x3 – ax2 + 2x + a – 1
Since x – a is a factor of p(x), so p(a) = 0.
i.e., a 3 – a(a)2 + 2a + a – 1 = 0
a 3 – a3 + 2a + a – 1 = 0
3a = 1
1
Therefore, a =
3
Sample Question 3 : (i)Without actually calculating the cubes, find the value of
483 – 303 – 183.
(ii)Without finding the cubes, factorise (x – y) 3 + (y – z) 3 + (z – x) 3.
Solution : We know that x3 + y3 + z 3 – 3xyz = (x + y + z) (x2 + y2 + z2 – xy – yz – zx).
If x + y + z = 0, then x3 + y3 + z 3 – 3xyz = 0 or x3 + y3 + z 3 = 3xyz.
(i) We have to find the value of 483 – 303 – 183 = 483 + (–30)3 + (–18)3.
Here, 48 + (–30) + (–18) = 0
So, 483 + (–30)3 + (–18)3 = 3 × 48 × (–30) × (–18) = 77760
(ii) Here, (x – y) + (y – z) + (z – x) = 0
Therefore, (x – y)3 + (y – z) 3 + (z – x) 3 = 3(x – y) (y – z) (z – x).
EXERCISE 2.3
1. Classify the following polynomials as polynomials in one variable, two variables etc.
(i) x2 + x + 1 (ii) y3 – 5y
(iii) xy + yz + zx (iv) x2 – 2xy + y2 + 1
29052014
POLYNOMIALS 19
2. Determine the degree of each of the following polynomials :

(i) 2x – 1 (ii) –10
3 5
(iii) x – 9x + 3x (iv) y3 (1 – y4)
3. For the polynomial
x3 + 2 x + 1 7 2
– x – x 6 , write
5 2
(i) the degree of the polynomial
(ii) the coefficient of x3
(iii) the coefficient of x6
(iv) the constant term
4. Write the coefficient of x2 in each of the following :
π
(i) x + x 2 –1 (ii) 3x – 5
6
(iii) (x –1) (3x –4) (iv) (2x –5) (2x2 – 3x + 1)
5. Classify the following as a constant, linear, quadratic and cubic polynomials :
(i) 2 – x2 + x3 (ii) 3x3 (iii) 5t – 7 (iv) 4 – 5y2
(v) 3 (vi) 2+x (vii) y3 – y (viii) 1 + x + x2
(ix) t2 (x) 2x – 1
6. Give an example of a polynomial, which is :
(i) monomial of degree 1
(ii) binomial of degree 20
(iii) trinomial of degree 2
7. Find the value of the polynomial 3x3 – 4x2 + 7x – 5, when x = 3 and also when
x = –3.
1 
8. If p(x) = x2 – 4x + 3, evaluate : p(2) – p(–1) + p  
2 
9. Find p(0), p(1), p(–2) for the following polynomials :
(i) p(x) = 10x – 4x2 – 3 (ii) p(y) = (y + 2) (y – 2)
10. Verify whether the following are True or False :
(i) –3 is a zero of x – 3
29052014
1
(ii) – is a zero of 3x + 1
3
–4
(iii) is a zero of 4 –5y
5
(iv) 0 and 2 are the zeroes of t2 – 2t
(v) –3 is a zero of y2 + y – 6
11. Find the zeroes of the polynomial in each of the following :
(i) p(x) = x – 4 (ii) g(x) = 3 – 6x
(iii) q(x) = 2x –7 (iv) h(y) = 2y
12. Find the zeroes of the polynomial :
p(x) = (x – 2)2 – (x + 2)2
13. By actual division, find the quotient and the remainder when the first polynomial is
divided by the second polynomial : x4 + 1; x –1
14. By Remainder Theorem find the remainder, when p(x) is divided by g(x), where
(i) p(x) = x3 – 2x2 – 4x – 1, g(x) = x + 1
(ii) p(x) = x3 – 3x2 + 4x + 50, g(x) = x – 3
(iii) p(x) = 4x3 – 12x2 + 14x – 3, g(x) = 2x – 1
3
(iv) p(x) = x3 – 6x2 + 2x – 4, g(x) = 1 – x
2
15. Check whether p(x) is a multiple of g(x) or not :
(i) p(x) = x3 – 5x2 + 4x – 3, g(x) = x – 2
(ii) p(x) = 2x3 – 11x2 – 4x + 5, g(x) = 2x + 1
16. Show that :
(i) x + 3 is a factor of 69 + 11x – x2 + x3 .
(ii) 2x – 3 is a factor of x + 2x3 – 9x2 + 12 .
17. Determine which of the following polynomials has x – 2 a factor :
(i) 3x2 + 6x – 24 (ii) 4x2 + x – 2
18. Show that p – 1 is a factor of p 10 – 1 and also of p 11 – 1.
19. For what value of m is x3 – 2mx2 + 16 divisible by x + 2 ?
20. If x + 2a is a factor of x5 – 4a2 x3 + 2x + 2a + 3, find a.
21. Find the value of m so that 2x – 1 be a factor of 8x4 + 4x3 – 16x2 + 10x + m.
29052014
POLYNOMIALS 21
22. If x + 1 is a factor of ax3 + x2 – 2x + 4a – 9, find the value of a.

23. Factorise :
(i) x2 + 9x + 18 (ii) 6x2 + 7x – 3
(iii) 2x2 – 7x – 15 (iv) 84 – 2r – 2r 2
24. Factorise :
(i) 2x3 – 3x2 – 17x + 30 (ii) x3 – 6x2 + 11x – 6
(iii) x3 + x2 – 4x – 4 (iv) 3x3 – x2 – 3x + 1
25. Using suitable identity, evaluate the following:
(i) 1033 (ii) 101 × 102 (iii) 9992
26. Factorise the following:
(i) 4x2 + 20x + 25
(ii) 9y2 – 66yz + 121z2
2 2
(iii)  1  1
 2x +  −  x − 
 3  2
27. Factorise the following :
(i) 9x2 – 12x + 3 (ii) 9x2 – 12x + 4
28. Expand the following :
(i) (4a – b + 2c) 2
(ii) (3a – 5b – c) 2
(iii) (– x + 2y – 3z) 2
(i) 9x2 + 4y2 + 16z2 + 12xy – 16yz – 24xz
(ii) 25x2 + 16y2 + 4z2 – 40xy + 16yz – 20xz
(iii) 16x2 + 4y2 + 9z 2 – 16xy – 12yz + 24 xz
30. If a + b + c = 9 and ab + bc + ca = 26, find a2 + b2 + c2.
31. Expand the following :
3 3
1 y  1 
(i) (3a – 2b)3 (ii)  +  (iii)  4 – 
x 3  3x 
(i) 1 – 64a3 – 12a + 48a2
29052014
12 2 6 1
(ii) 8 p3 + p + p+
5 25 125
33. Find the following products :
 x 
2
x
(i)  + 2 y  – xy + 4 y 2  (ii) (x2 – 1) (x4 + x2 + 1)
2  4 
34. Factorise :
(i) 1 + 64x3 (ii) a3 – 2 2b 3
35. Find the following product :
(2x – y + 3z) (4x2 + y2 + 9z2 + 2xy + 3yz – 6xz)
36. Factorise :
(i) a3 – 8b 3 – 64c3 – 24abc (ii) 3 3 3
2 2 a + 8b – 27c + 18 2 abc.
37. Without actually calculating the cubes, find the value of :
3 3 3
1  1 5 
(i)   +  –  (ii) (0.2)3 – (0.3) 3 + (0.1)3
2  3 6 
38. Without finding the cubes, factorise
(x – 2y) 3 + (2y – 3z) 3 + (3z – x) 3
39. Find the value of
(i) x3 + y3 – 12xy + 64, when x + y = – 4
(ii) x3 – 8y3 – 36xy – 216, when x = 2y + 6
40. Give possible expressions for the length and breadth of the rectangle whose area is
given by 4a2 + 4a –3.

Sample Question 1 : If x + y = 12 and xy = 27, find the value of x3 + y3.
Solution :
x 3 + y3 = (x + y) (x2 – xy + y2)
= (x + y) [(x + y)2 – 3xy]
= 12 [122 – 3 × 27]
= 12 × 63 = 756
29052014
POLYNOMIALS 23
Alternative Solution :
x3 + y3 = (x + y) 3 – 3xy (x + y)
= 123 – 3 × 27 × 12
= 12 [122 – 3 × 27]
= 12 × 63 = 756
EXERCISE 2.4
1. If the polynomials az3 + 4z2 + 3z – 4 and z3 – 4z + a leave the same remainder
when divided by z – 3, find the value of a.
2. The polynomial p(x) = x4 – 2x3 + 3x2 – ax + 3a – 7 when divided by x + 1 leaves
the remainder 19. Find the values of a. Also find the remainder when p(x) is
divided by x + 2.
1
3. If both x – 2 and x – are factors of px 2 + 5x + r, show that p = r.
2
4. Without actual division, prove that 2x4 – 5x3 + 2x2 – x + 2 is divisible by x2 – 3x + 2.
[ Hint: Factorise x2 – 3x + 2]
5. Simplify (2x – 5y) 3 – (2x + 5y) 3.
6. Multiply x2 + 4y2 + z2 + 2xy + xz – 2yz by (– z + x – 2y).
a 2 b 2 c2
7. If a, b, c are all non-zero and a + b + c = 0, prove that + + = 3.
bc ca ab
8. If a + b + c = 5 and ab + bc + ca = 10, then prove that a 3 + b3 + c3 –3abc = – 25.
9. Prove that (a + b + c)3 – a3 – b3 – c 3 = 3(a + b ) (b + c) (c + a).
29052014
CHAPTER 3
COORDINATE GEOMETRY

Cartesian system
Coordinate axes
Origin
Quadrants
Abscissa
Ordinate
Coordinates of a point
Ordered pair
Plotting of points in the cartesian plane:
• In the Cartesian plane, the horizontal line is called the x-axis and the vertical line
is called the y-axis,
• The coordinate axes divide the plane into four parts called quadrants,
• The point of intersection of the axes is called the origin,
• Abscissa or the x-coordinate of a point is its distance from the y-axis and the
ordinate or the y-coordinate is its distance from the x-axis,
• (x, y) are called the coordinates of the point whose abscissa is x and the ordinate
is y,
• Coordinates of a point on the x-axis are of the form (x, 0) and that of the point
on the y-axis is of the form (0, y),
29052014
COORDINATE GEOMETRY 25
• The coordinates of the origin are (0, 0),

• Signs of the coordinates of a point in the first quadrant are (+, +), in the second
quadrant (–, +), in the third quadrant (–, –) and in the fourth quadrant (+, –).

Write the correct answer :
Sample Question 1: The points (other than origin) for which abscissa is equal to the
ordinate will lie in
(A) I quadrant only (B) I and II quadrants
(C) I and III quadrants (D) II and IV quadrants
EXERCISE 3.1
1. Point (–3, 5) lies in the
(A) first quadrant (B) second quadrant
(C) third quadrant (D) fourth quadrant
2. Signs of the abscissa and ordinate of a point in the second quadrant are respectively
(A) +, + (B) –, – (C) –, + (D) +, –
3. Point (0, –7) lies
(A) on the x –axis (B) in the second quadrant
(C) on the y-axis (D) in the fourth quadrant
4. Point (– 10, 0) lies
(A) on the negative direction of the x-axis
(B) on the negative direction of the y-axis
(C) in the third quadrant
(D) in the fourth quadrant
5. Abscissa of all the points on the x-axis is
(A) 0 (B) 1
(C) 2 (D) any number
6. Ordinate of all points on the x-axis is
(A) 0 (B) 1
(C) – 1 (D) any number
29052014
7. The point at which the two coordinate axes meet is called the
(A) abscissa (B) ordinate (C) origin (D) quadrant
8. A point both of whose coordinates are negative will lie in
(A) I quadrant (B) II quadrant
(C) III quadrant (D) IV quadrant
9. Points (1, – 1), (2, – 2), (4, – 5), (– 3, – 4)
(A) lie in II quadrant (B) lie in III quadrant
(C) lie in IV quadrant (D) do not lie in the same quadrant
10. If y coordinate of a point is zero, then this point always lies
(A) in I quadrant (B) in II quadrant
(C) on x - axis (D) on y - axis
11. The points (–5, 2) and (2, – 5) lie in the
(A) same quadrant (B) II and III quadrants, respectively
(C) II and IV quadrants, respectively (D) IV and II quadrants, respectively
12. If the perpendicular distance of a point P from the x-axis is 5 units and the foot of
the perpendicular lies on the negative direction of x-axis, then the point P has
(A) x coordinate = – 5 (B) y coordinate = 5 only
(C) y coordinate = – 5 only (D) y coordinate = 5 or –5
13. On plotting the points O (0, 0), A (3, 0), B (3, 4), C (0, 4) and joining OA, AB, BC
and CO which of the following figure is obtained?
(A) Square (B) Rectangle (C) Trapezium (D) Rhombus
14. If P (– 1, 1), Q (3, – 4), R(1, –1), S(–2, –3) and T (– 4, 4) are plotted on the graph
paper, then the point(s) in the fourth quadrant are
(A) P and T (B) Q and R (C) Only S (D) P and R
15. If the coordinates of the two points are P (–2, 3) and Q(–3, 5), then (abscissa of P)
– (abscissa of Q) is
(A) – 5 (B) 1 (C) – 1 (D) – 2
16. If P (5, 1), Q (8, 0), R (0, 4), S (0, 5) and O (0, 0) are plotted on the graph paper,
then the point(s) on the x-axis are
(A) P and R (B) R and S (C) Only Q (D) Q and O
17. Abscissa of a point is positive in
(A) I and II quadrants (B) I and IV quadrants
(C) I quadrant only (D) II quadrant only
29052014
18. The points whose abscissa and ordinate

have different signs will lie in
(A) I and II quadrants
(B) II and III quadrants
(C) I and III quadrants
(D) II and IV quadrants
19. In Fig. 3.1, coordinates of P are
(A) (– 4, 2) (B) (–2, 4)
(C) (4, – 2) (D) (2, – 4)
20. In Fig. 3.2, the point identified by the
coordinates (–5, 3) is
Fig. 3.1
(A) T (B) R
(C) L (D) S
21. The point whose ordinate is 4 and
which lies on y-axis is
(A) (4, 0) (B) (0, 4)
(C) (1, 4) (D) (4, 2)
22. Which of the points P(0, 3),
Q(1, 0), R(0, – 1), S(–5, 0),
T(1, 2) do not lie on the x-axis?
(A) P and R only
(B) Q and S only
(C) P, R and T
(D) Q, S and T
23. The point which lies on y-axis at
a distance of 5 units in the
Fig. 3.2
negative direction of y-axis is
(A) (0, 5) (B) (5, 0)
(C) (0, – 5) (D) (– 5, 0)
24. The perpendicular distance of the point P (3, 4) from the y-axis is
(A) 3 (B) 4
(C) 5 (D) 7
29052014

Sample Question 1 : Write whether the following statements are True or False?
(i) Point (0, –2) lies on y-axis.
(ii) The perpendicular distance of the point (4, 3) from the x-axis is 4.
Solution :
(i) True, because a point on the y-axis is of the form (0, y).
(ii) False, because the perpendicular distance of a point from the x-axis is its
ordinate. Hence it is 3, not 4.
EXERCISE 3.2
1. Write whether the following statements are True or False? Justify your answer.
(i) Point (3, 0) lies in the first quadrant.
(ii) Points (1, –1) and (–1, 1) lie in the same quadrant.
1
(iii) The coordinates of a point whose ordinate is − and abscissa is 1 are
2
1
− ,1 .
2
(iv) A point lies on y-axis at a distance of 2 units from the x-axis. Its coordinates
are (2, 0).
(v) (–1, 7) is a point in the II quadrant.

Sample Question 1 : Plot the point P (– 6, 2) and from it draw PM and PN as
perpendiculars to x-axis and y-axis, respectively. Write the coordinates of the points
M and N.
Solution :
Fig. 3.3
29052014
From the graph, we see that M(– 6, 0)

and N(0, 2).
Sample Question 2 : From the Fig. 3.4,
write the following:
(i) Coordinates of B, C and E
(ii) The point identified by the
coordinates (0, – 2)
(iii) The abscissa of the point H
(iv) The ordinate of the point D
Solution :
(i) B = (–5, 2), C(–2, –3),
E = (3, –1)
(ii) F Fig. 3.4
(iii) 1
(iv) 0
EXERCISE 3.3
1. Write the coordinates of each of the points P, Q, R, S, T and O from the Fig. 3.5.
Fig. 3.5
29052014
2. Plot the following points and write the name of the figure obtained by joining them
in order:
P(– 3, 2), Q (– 7, – 3), R (6, – 3), S (2, 2)
3. Plot the points (x, y) given by the following table:
x 2 4 –3 –2 3 0
y 4 2 0 5 –3 0
4. Plot the following points and check whether they are collinear or not :
(i) (1, 3), (– 1, – 1), (– 2, – 3)
(ii) (1, 1), (2, – 3), (– 1, – 2)
(iii) (0, 0), (2, 2), (5, 5)
5. Without plotting the points indicate the quadrant in which they will lie, if
(i) ordinate is 5 and abscissa is – 3
(ii) abscissa is – 5 and ordinate is – 3
(iii) abscissa is – 5 and ordinate is 3
(iv) ordinate is 5 and abscissa is 3
6. In Fig. 3.6, LM is a line parallel to the y-axis at a
distance of 3 units.
(i) What are the coordinates of the points P, R
and Q?
(ii) What is the difference between the abscissa
of the points L and M?
7. In which quadrant or on which axis each of the
following points lie?
(– 3, 5), (4, – 1), (2, 0), (2, 2), (– 3, – 6)
8. Which of the following points lie on y-axis?
A (1, 1), B (1, 0), C (0, 1), D (0, 0), E (0, – 1),
F (– 1, 0), G (0, 5), H (– 7, 0), I (3, 3).
Fig. 3.6
9. Plot the points (x, y) given by the following table.
Use scale 1 cm = 0.25 units
x 1.25 0.25 1.5 – 1.75

y – 0.5 1 1.5 – 0.25
29052014
10. A point lies on the x-axis at a distance of 7 units from the y-axis. What are its
coordinates? What will be the coordinates if it lies on y-axis at a distance of
–7 units from x-axis?
11. Find the coordinates of the point
(i) which lies on x and y axes both.
(ii) whose ordinate is – 4 and which lies on y-axis.
(iii) whose abscissa is 5 and which lies on x-axis.
12. Taking 0.5 cm as 1 unit, plot the following points on the graph paper :
A (1, 3), B (– 3, – 1), C (1, – 4), D (– 2, 3), E (0, – 8), F (1, 0)

Sample Question 1 : Three vertices of a rectangle are (3, 2), (– 4, 2) and (– 4, 5).
Plot these points and find the coordinates of the fourth vertex.
Solution : Plot the three vertices of the rectangle as A(3, 2), B(– 4, 2), C(– 4, 5)
(see Fig. 3.7).
Fig. 3.7
29052014
We have to find the coordinates of the fourth vertex D so that ABCD is a rectangle.
Since the opposite sides of a rectangle are equal, so the abscissa of D should be equal
to abscissa of A, i.e., 3 and the ordinate of D should be equal to the ordinate of
C, i.e., 5.
So, the coordinates of D are (3, 5).
EXERCISE 3.4
1. Points A (5, 3), B (– 2, 3) and D (5, – 4) are three vertices of a square ABCD. Plot
these points on a graph paper and hence find the coordinates of the vertex C.
2. Write the coordinates of the vertices of a rectangle whose length and breadth are
5 and 3 units respectively, one vertex at the origin, the longer side lies on the x-axis
and one of the vertices lies in the third quadrant.
3. Plot the points P (1, 0), Q (4, 0) and S (1, 3). Find the coordinates of the point R
such that PQRS is a square.
4. From the Fig. 3.8, answer
the following :
(i) Write the points
whose abscissa is 0.
(ii) Write the points
whose ordinate is 0.
(iii) Write the points
whose abscissa is – 5.
5. Plot the points A (1, – 1)
and B (4, 5)
(i) Draw a line segment
joining these points.
Write the coordinates
of a point on this line Fig. 3.8
segment between the
points A and B.
(ii) Extend this line segment and write the coordinates of a point on this line
which lies outside the line segment AB.
29052014
CHAPTER 4
LINEAR EQUATIONS IN TWO VARIABLES

An equation is a statement in which one expression equals to another expression. An
equation of the form ax + by + c = 0, where a, b and c are real numbers such that
a ≠ 0 and b ≠ 0, is called a linear equation in two variables. The process of finding
solution(s) is called solving an equation.
The solution of a linear equation is not affected when
(i) the same number is added to (subtracted from) both sides of the equation,
(ii) both sides of the equation are multiplied or divided by the same non-zero
number.
Further, a linear equation in two variables has infinitely many solutions. The graph of
every linear equation in two variables is a straight line and every point on the graph
(straight line) represents a solution of the linear equation. Thus, every solution of the
linear equation can be represented by a unique point on the graph of the equation. The
graphs of x = a and y = a are lines parallel to the y-axis and x-axis, respectively.
Sample Question 1 : The linear equation 3x – y = x – 1 has :
(A) A unique solution (B) Two solutions
(C) Infinitely many solutions (D) No solution
Sample Question 2 : A linear equation in two variables is of the form
ax + by + c = 0, where
29052014
(A) a ≠ 0, b ≠ 0 (B) a = 0, b ≠ 0 (C) a ≠ 0, b = 0 (D) a = 0, c = 0

Sample Question 3 : Any point on the y-axis is of the form
(A) (x, 0) (B) (x, y) (C) (0, y) (D) ( y, y)
EXERCISE 4.1
1. The linear equation 2x – 5y = 7 has
(A) A unique solution (B) Two solutions
(C) Infinitely many solutions (D) No solution
2. The equation 2x + 5y = 7 has a unique solution, if x, y are :
(A) Natural numbers (B) Positive real numbers
(C) Real numbers (D) Rational numbers
3. If (2, 0) is a solution of the linear equation 2x + 3y = k, then the value of k is
(A) 4 (B) 6 (C) 5 (D) 2
4. Any solution of the linear equation 2x + 0y + 9 = 0 in two variables is of the form
9 9
(A) (– , m) (B) (n, – )
2 2
9
(C) (0, – ) (D) (– 9, 0)
2
5. The graph of the linear equation 2x + 3y = 6 cuts the y-axis at the point
(A) (2, 0) (B) (0, 3) (C) (3, 0) (D) (0, 2)
6. The equation x = 7, in two variables, can be written as
(A) 1 . x + 1 . y = 7 (B) 1. x + 0. y = 7
(C) 0 . x + 1 . y = 7 (D) 0 . x + 0 . y = 7
7. Any point on the x-axis is of the form
(A) (x, y) (B) (0, y) (C) (x, 0) (D) (x, x)
8. Any point on the line y = x is of the form
(A) (a, a) (B) (0, a) (C) (a, 0) (D) (a, – a)
29052014
LINEAR EQUATIONS IN TWO VARIABLES 35
9. The equation of x-axis is of the form

(A) x = 0 (B) y = 0 (C) x + y = 0 (D) x=y
10. The graph of y = 6 is a line
(A) parallel to x-axis at a distance 6 units from the origin
(B) parallel to y-axis at a distance 6 units from the origin
(C) making an intercept 6 on the x-axis.
(D) making an intercept 6 on both the axes.
11. x = 5, y = 2 is a solution of the linear equation
(A) x + 2 y = 7 (B) 5x + 2y = 7 (C) x + y = 7 (D) 5x+y=7
12. If a linear equation has solutions (–2, 2), (0, 0) and (2, – 2), then it is of the form
(A) y – x = 0 (B) x + y = 0
(C) –2x + y = 0 (D) –x + 2y = 0
13. The positive solutions of the equation ax + by + c = 0 always lie in the
(A) 1st quadrant (B) 2nd quadrant
(C) 3rd quadrant (D) 4th quadrant
14. The graph of the linear equation 2x + 3y = 6 is a line which meets the x-axis at the
point
(A) (0, 2) (B) (2, 0) (C) (3, 0) (D) (0, 3)
15. The graph of the linear equation y = x passes through the point
 3 −3   3
(D)  , 
−1 1
(A)  ,  (B)  0,  (C) (1, 1)
2 2   2  2 2
16. If we multiply or divide both sides of a linear equation with a non-zero number, then
the solution of the linear equation :
(A) Changes
(B) Remains the same
(C) Changes in case of multiplication only
(D) Changes in case of division only
17. How many linear equations in x and y can be satisfied by x = 1 and y = 2?
(A) Only one (B) Two (C) Infinitely many (D) Three
18. The point of the form (a, a) always lies on :
(A) x-axis (B) y-axis
(C) On the line y = x (D) On the line x + y = 0
29052014
19. The point of the form (a, – a) always lies on the line
(A) x = a (B) y = – a (C) y = x (D) x+y=0

Justify your answers.
(i) ax + by + c = 0, where a, b and c are real numbers, is a linear equation in
two variables.
(ii) A linear equation 2x + 3y = 5 has a unique solution.
(iii)
All the points (2, 0), (–3, 0), (4, 2) and (0, 5) lie on the x-axis.
(iv)The line parallel to the y-axis at a distance 4 units to the left of y-axis is given
by the equation x = – 4.
(v) The graph of the equation y = mx + c passes through the origin.
Solution :
(i) False, because ax + by + c = 0 is a linear equation in two variables if both
a and b are non-zero.
(ii) False, because a linear equation in two variables has infinitely many solutions.
(iii) False, the points (2, 0), (–3, 0) lie on the x-axis. The point (4, 2) lies in the
first quadrant. The point (0, 5) lies on the y-axis.
(iv)True, since the line parallel to y-axis at a distance a units to the left of y-axis
is given by the equation x = – a.
(v) False, because x = 0, y = 0 does not satisfy the equation.
Sample Question 2 : Write whether the following statement is True or False? Justify
your answer.
The coordinates of points given in the table :
x 0 1 2 3 4
y 2 4 6 8 10
represent some of the solutions of the equation 2x + 2 = y.

Solution : True, since on looking at the coordinates, we observe that each y-coordiante
is two units more than double the x-coordinate.
29052014
EXERCISE 4.2
Write whether the following statements are True or False? Justify your answers :
1. The point (0, 3) lies on the graph of the linear equation 3x + 4y = 12.
2. The graph of the linear equation x + 2y = 7 passes through the point (0, 7).
3. The graph given below represents the linear equation x + y = 0.
Fig. 4.1
4. The graph given below represents the linear equation
x = 3 (see Fig. 4.2).
5. The coordinates of points in the table:
x 0 1 2 3 4
y 2 3 4 –5 6
represent some of the solutions of the equation

x – y + 2 = 0.
6. Every point on the graph of a linear equation in two Fig. 4.2
variables does not represent a solution of the linear
equation.
7. The graph of every linear equation in two variables need not be a line.

Sample Question 1 : Find the points where the graph of the equation 3x + 4y = 12
cuts the x-axis and the y-axis.
Solution : The graph of the linear equation 3x + 4y = 12 cuts the x-axis at the point
where y = 0. On putting y = 0 in the linear equation, we have 3x = 12, which gives
x = 4. Thus, the required point is (4, 0).
29052014
The graph of the linear equation 3x + 4y = 12 cuts the y-axis at the point where x = 0.
On putting x = 0 in the given equation, we have 4y = 12, which gives y = 3. Thus, the
required point is (0, 3).
Sample Question 2 : At what point does the graph of the linear equation x + y = 5
meet a line which is parallel to the y-axis, at a distance 2 units from the origin and in the
positive direction of x-axis.
Solution : The coordinates of the points lying on the line parallel to the y-axis, at a
distance 2 units from the origin and in the positive direction of the x-axis are of the form
(2, a). Putting x = 2, y = a in the equation x + y = 5, we get a = 3. Thus, the required
point is (2, 3).
Sample Question 3 : Determine the point on the graph of the equation 2x + 5y = 20
5
whose x-coordinate is times its ordinate.
2
5 5
Solution : As the x-coordinate of the point is times its ordinate, therefore, x = y.
2 2
5
Now putting x = y in 2x + 5y = 20, we get, y = 2. Therefore, x = 5. Thus, the required
2
point is (5, 2).
Sample Question 4 : Draw the graph of the equation

represented by the straight line which is parallel to the
x-axis and is 4 units above it.
Solution : Any straight line parallel to x-axis is given by
y = k, where k is the distance of the line from the x-axis.
Here k = 4. Therefore, the equation of the line is y = 4.
To draw the graph of this equation, plot the points (1, 4)
and (2, 4) and join them. This is the required graph
(see Fig. 4.3). Fig. 4.3
EXERCISE 4.3
1. Draw the graphs of linear equations

y = x and y = – x on the same cartesian plane.
What do you observe?
29052014
2. Determine the point on the graph of the linear equation 2x + 5y = 19, whose
1
ordinate is 1 times its abscissa.
2
3. Draw the graph of the equation represented by a straight line which is parallel to
the x-axis and at a distance 3 units below it.
4. Draw the graph of the linear equation whose solutions are represented by the
points having the sum of the coordinates as 10 units.
5. Write the linear equation such that each point on its graph has an ordinate 3 times
its abscissa.
6. If the point (3, 4) lies on the graph of 3y = ax + 7, then find the value of a.
7. How many solution(s) of the equation 2x + 1 = x – 3 are there on the :
(i) Number line (ii) Cartesian plane
8. Find the solution of the linear equation x + 2y = 8 which represents a point on
(i) x-axis (ii) y-axis
9. For what value of c, the linear equation 2x + cy = 8 has equal values of x and y
for its solution.
10. Let y varies directly as x. If y = 12 when x = 4, then write a linear equation. What
is the value of y when x = 5?

Sample Question 1 : Draw the graph of the linear equation 2x + 3y = 12. At what
points, the graph of the equation cuts the x-axis and the y-axis?
Solution : The given equation is 2x + 3y = 12. To draw the graph of this equation, we
need at least two points lying on the graph.
12 − 2 x
From the equation, we have y =
3
For x = 0, y = 4, therefore, (0, 4) lies on the graph.
For y = 0, x = 6, therefore, (6, 0) lies on the graph.
Now plot the points A (0, 4) and B (6, 0) and
join them (see Fig 4.4), to get the line AB.
Line AB is the required graph.
You can see that the graph (line AB) cuts
the x-axis at the point (6, 0) and the y-axis at
the point (0, 4). Fig. 4.4
29052014
Sample Question 2 : The following values of x and y are thought to satisfy a linear
equation :
x 1 2
y 1 3
Draw the graph, using the values of x, y as given in the above table.
At what point the graph of the linear equation
(i) cuts the x-axis. (ii) cuts the y-axis.
Solution : From the table, we get two points
A (1, 1) and B (2, 3) which lie on the graph of the
linear equation. Obviously, the graph will be a
straight line. So, we first plot the points A and B
and join them as shown in the Fig 4.5.
From the Fig 4.5, we see that the graph cuts the
1 
x-axis at the point  , 0  and the y-axis at the
2 
point (0, –1). Fig. 4.5
Sample Question 3 : The Autorikshaw fare
in a city is charged Rs 10 for the first kilometer
and @ Rs 4 per kilometer for subsequent
distance covered. Write the linear equation to
express the above statement. Draw the graph
of the linear equation.
Solution : Let the total distance covered be
x km and the fare charged Rs y. Then for the
first km, fare charged is Rs 10 and for
remaining (x –1) km fare charged is
Rs 4 (x – 1).
Therefore, y = 10 + 4(x – 1) = 4x + 6
The required equation is y = 4x + 6. Now, when
x = 0, y = 6 and when x = –1, y = 2. The graph
is given in Fig 4.6. Fig. 4.6
Sample Question 4 : The work done by a body on application of a constant force is
the product of the constant force and the distance travelled by the body in the direction
of force. Express this in the form of a linear equation in two variables and draw its
29052014
graph by taking the constant force as 3 units. What is the work done when the distance
travelled is 2 units. Verify it by plotting the graph.
Solution: Work done = (constant force) × (distance)
= 3 × (distance),
i.e., y = 3x, where y (units) is the work done and
x (units) is the distance travelled. Since x = 2 units
(given), therefore, work done = 6 units. To plot
the graph of the linear equation y = 3x, we need at
least two solutions of the equation. We see that
x = 0, y = 0 satisfies the given equation also x = 1,
y = 3 satisfies the equation.
Now we plot the points A (0, 0) and B (1, 3) and
join AB (see Fig. 4.7). The graph of the equation
is a straight line. [We have not shown the whole
line because work done cannot be negative].
To verify from the graph, draw a perpendicular to
the x-axis at the point (2, 0) meeting the graph at
the point C. Clearly the coordinates of C are
Fig. 4.7
(2, 6). It means that the work done is 6 units.
EXERCISE 4.4
1. Show that the points A (1, 2), B (– 1, – 16) and C (0, – 7) lie on the graph of the
linear equation y = 9x – 7.
2. The following observed values of x and y are thought to satisfy a linear equation.
Write the linear equation :
x 6 –6
y –2 6
Draw the graph using the values of x, y as given in the above table.
At what points the graph of the linear equation
(i) cuts the x-axis (ii) cuts the y-axis
3. Draw the graph of the linear equation 3x + 4y = 6. At what points, the graph cuts
the x-axis and the y-axis.
29052014
4. The linear equation that converts Fahrenheit (F) to Celsius (C) is given by the
relation
5 F −160
C=
9
(i) If the temperature is 86°F, what is the temperature in Celsius?
(ii) If the temperature is 35°C, what is the temperature in Fahrenheit?
(iii) If the temperature is 0°C what is the temperature in Fahrenheit and if the
temperature is 0°F, what is the temperature in Celsius?
(iv) What is the numerical value of the temperature which is same in both the
scales?
5. If the temperature of a liquid can be measured in Kelvin units as x°K or in Fahrenheit
units as y°F, the relation between the two systems of measurement of temperature
is given by the linear equation
9
y= (x – 273) + 32
5
(i) Find the temperature of the liquid in Fahrenheit if the temperature of the
liquid is 313°K.
(ii) If the temperature is 158° F, then find the temperature in Kelvin.
6. The force exerted to pull a cart is directly proportional to the acceleration produced
in the body. Express the statement as a linear equation of two variables and draw
the graph of the same by taking the constant mass equal to 6 kg. Read from the
graph, the force required when the acceleration produced is (i) 5 m/sec2,
(ii) 6 m/sec2.
29052014
CHAPTER 5
INTRODUCTION TO EUCLID’S GEOMETRY

Points, Line, Plane or surface, Axiom, Postulate and Theorem, The Elements, Shapes
of altars or vedis in ancient India, Equivalent versions of Euclid’s fifth Postulate,
Consistency of a system of axioms.
Ancient India
• The geometry of the Vedic period originated with the construction of altars (or
vedis) and fireplaces for performing Vedic rites. Square and circular altars were
used for household rituals, while altars, whose shapes were combinations of
rectangles, triangles and trapeziums, were required for public worship.
Egypt, Babylonia and Greece
• Egyptians developed a number of geometric techniques and rules for calculating
simple areas and doing simple constructions. Babylonians and Egyptains used
geometry mostly for practical purposes and did very little to develop it as a systematic
science. The Greeks were interested in establishing the truth of the statements
they discovered using deductive reasoning. A Greek mathematician, Thales is
credited with giving the first known proof.
Euclid’s Elements
• Euclid around 300 B.C. collected all known work in the field of mathematics and
arranged it in his famous treatise called Elements. Euclid assumed certain properties,
which were not to be proved. These assumptions are actually “obvious universal
truths”. He divided them into two types.
29052014
Axioms
1. The things which are equal to the same thing are equal to one another.
2. If equals be added to the equals, the wholes are equal.
3. If equals be subtracted from equals, the remainders are equals.
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 thing are equal to one another.
7. Things which are halves of the same thing are equal to one another.
Postulates
1. A straight line may be drawn from any point to any other point.
2. A terminated line (line segment) can be produced indefinitely.
3. A circle may be described with any centre and any radius.
4. All right angles are equal to one another.
5. 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 the two straight lines if
produced indefinitely, meet on that side on which the sum of angles is taken together
less than two right angles.
Euclid used the term postulate for the assumptions that were specific to geometry
and otherwise called axioms. A theorem is a mathematical statement whose truth
has been logically established.
Present Day Geometry
• A mathematical system consists of axioms, definitions and undefined terms.
• Point, line and plane are taken as undefined terms.
• A system of axioms is said to be consistent if there are no contradictions in the
axioms and theorems that can be derived from them.
• Given two distinct points, there is a unique line passing through them.
• Two distinct lines can not have more than one point in common.
• Playfair’s Axiom (An equivalent version of Euclid’s fifth postulate).
Sample Question 1 : Euclid’s second axiom (as per order given in the Textbook for
Class IX) is
29052014
INTRODUCTION TO EUCLID’S GEOMETRY 45
(A) The things which are equal to the same thing are equal to one another.
(B) If equals be added to equals, the wholes are equal.
(C) If equals be subtracted from equals, the remainders are equals.
(D) Things which coincide with one another are equal to one another.
Solution : Answer (B)
Sample Question 2 : Euclid’s fifth postulate is
(A) The whole is greater than the part.
(B) A circle may be described with any centre and any radius.
(C) All right angles are equal to one another.
(D) 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.
Solution : Answer (D)
Sample Question 3 : The things which are double of the same thing are
(A) equal
(B) unequal
(C) halves of the same thing
(D) double of the same thing
Sample Question 4 : Axioms are assumed
(A) universal truths in all branches of mathematics
(B) universal truths specific to geometry
(C) theorems
(D) definitions
Sample Question 5 : John is of the same age as Mohan. Ram is also of the same age
as Mohan. State the Euclid’s axiom that illustrates the relative ages of John and Ram
(A) First Axiom (B) Second Axiom
(C) Third Axiom (D) Fourth Axiom
Sample Question 6 : If a straight line falling on two straight lines makes the interior
angles on the same side of it, whose sum is 120°, then the two straight lines, if produced
indefinitely, meet on the side on which the sum of angles is
29052014
(A) less than 120° (B) greater than 120°

(C) is equal to 120° (D) greater than 180°
EXERCISE 5.1
1. The three steps from solids to points are :
(A) Solids - surfaces - lines - points
(B) Solids - lines - surfaces - points
(C) Lines - points - surfaces - solids
(D) Lines - surfaces - points - solids
2. The number of dimensions, a solid has :
(A) 1 (B) 2 (C) 3 (D) 0
3. The number of dimensions, a surface has :
(A) 1 (B) 2 (C) 3 (D) 0
4. The number of dimension, a point has :
(A) 0 (B) 1 (C) 2 (D) 3
5. Euclid divided his famous treatise “The Elements” into :
(A) 13 chapters (B) 12 chapters (C) 11 chapters (D) 9 chapters
6. The total number of propositions in the Elements are :
(A) 465 (B) 460 (C) 13 (D) 55
7. Boundaries of solids are :
(A) surfaces (B) curves (C) lines (D) points
8. Boundaries of surfaces are :
(A) surfaces (B) curves (C) lines (D) points
9. In Indus Valley Civilisation (about 3000 B.C.), the bricks used for construction
work were having dimensions in the ratio
(A) 1:3:4 (B) 4:2:1 (C) 4:4:1 (D) 4:3:2
10. A pyramid is a solid figure, the base of which is
(A) only a triangle (B) only a square
(C) only a rectangle (D) any polygon
11. The side faces of a pyramid are :
(A) Triangles (B) Squares (C) Polygons (D) Trapeziums
29052014
12. It is known that if x + y = 10 then x + y + z = 10 + z. The Euclid’s axiom that

illustrates this statement is :
(A) First Axiom (B) Second Axiom
(C) Third Axiom (D) Fourth Axiom
13. In ancient India, the shapes of altars used for house hold rituals were :
(A) Squares and circles (B) Triangles and rectangles
(C) Trapeziums and pyramids (D) Rectangles and squares
14. The number of interwoven isosceles triangles in Sriyantra (in the Atharvaveda) is:
(A) Seven (B) Eight (C) Nine (D) Eleven
15. Greek’s emphasised on :
(A) Inductive reasoning (B) Deductive reasoning
(C) Both A and B (D) Practical use of geometry
16. In Ancient India, Altars with combination of shapes like rectangles, triangles and
trapeziums were used for :
(A) Public worship (B) Household rituals
(C) Both A and B (D) None of A, B, C
17. Euclid belongs to the country :
(A) Babylonia (B) Egypt (C) Greece (D) India
18. Thales belongs to the country :
(A) Babylonia (B) Egypt (C) Greece (D) Rome
19. Pythagoras was a student of :
(A) Thales (B) Euclid (C) Both A and B (D) Archimedes
20. Which of the following needs a proof ?
(A) Theorem (B) Axiom (C) Definition (D) Postulate
21. Euclid stated that all right angles are equal to each other in the form of
(A) an axiom (B) a definition (C) a postulate (D) a proof
22. ‘Lines are parallel if they do not intersect’ is stated in the form of
(A) an axiom (B) a definition (C) a postulate (D) a proof

29052014
(i) Pyramid is a solid figure, the base of which is a triangle or square or some other
polygon and its side faces are equilateral triangles that converges to a point at the
top.
(ii) In Vedic period, squares and circular shaped altars were used for household rituals,
while altars whose shapes were combination of rectangles, triangles and trapeziums
were used for public worship.
(iii) In geometry, we take a point, a line and a plane as undefined terms.
(iv) If the area of a triangle equals the area of a rectangle and the area of the rectangle
equals that of a square, then the area of the triangle also equals the area of the
square.
(v) Euclid’s fourth axiom says that everything equals itself.
(vi) The Euclidean geometry is valid only for figures in the plane.
Solution :
(i) False. The side faces of a pyramid are triangles not necessarily equilateral triangles.
(ii) True. The geometry of Vedic period originated with the construction of vedis and
fireplaces for performing vedic rites. The location of the sacred fires had to be in
accordance to the clearly laid down instructions about their shapes and area.
(iii) True. To define a point, a line and a plane in geometry we need to define many
other things that give a long chain of definitions without an end. For such reasons,
mathematicians agree to leave these geometric terms undefined.
(iv) True. Things equal to the same thing are equal.
(v) True. It is the justification of the principle of superposition.
(vi) True. It fails on the curved surfaces. For example on curved surfaces, the sum of
angles of a triangle may be more than 180°.
EXERCISE 5.2
Write whether the following statements are True or False? Justify your answer :
1. Euclidean geometry is valid only for curved surfaces.
2. The boundaries of the solids are curves.
3. The edges of a surface are curves.
4. The things which are double of the same thing are equal to one another.
5. If a quantity B is a part of another quantity A, then A can be written as the sum of
B and some third quantity C.
6. The statements that are proved are called axioms.
29052014
7. “For every line l and for every point P not lying on a given line l, there exists a
unique line m passing through P and parallel to l ” is known as Playfair’s axiom.
8. Two distinct intersecting lines cannot be parallel to the same line.
9. Attempts to prove Euclid’s fifth postulate using the other postulates and axioms led
to the discovery of several other geometries.

Sample Question 1 : Ram and Ravi have the same weight. If they each gain weight
by 2 kg, how will their new weights be compared ?
Solution : Let x kg be the weight each of Ram and Ravi. On gaining 2 kg, weight of
Ram and Ravi will be (x + 2) each. According to Euclid’s second axiom, when equals
are added to equals, the wholes are equal. So, weight of Ram and Ravi are again equal.
Sample Question 2 : Solve the equation a – 15 = 25 and state which axiom do you
use here.
Solution : a – 15 = 25. On adding 15 to both sides, we have a – 15 + 15 = 25 + 15 = 40
(using Euclid’s second axiom).
or a = 40
Sample Question 3 : In the Fig. 5.1, if
∠ 1 = ∠ 3, ∠2 = ∠ 4 and ∠3 = ∠ 4,
write the relation between ∠1 and ∠2, using an
Euclid’s axiom.
Solution : Here, ∠3 = ∠4, ∠1 = ∠3 and
∠2 = ∠4. Euclid’s first axiom says, the things
which are equal to equal thing are equal to one
aother. Fig. 5.1
So, ∠1 = ∠2.
Sample Question 4 : In Fig. 5.2, we
have : AC = XD, C is the mid-point of
AB and D is the mid-point of XY. Using
an Euclid’s axiom, show that AB = XY.
Solution :
AB = 2AC (C is the mid-point of AB)
XY = 2XD (D is the mid-point of XY)
Also, AC = XD (Given) Fig. 5.2
29052014
Therefore, AB = XY, because things which are double of the same things are equal to
one another.
EXERCISE 5.3
Solve each of the following question using appropriate Euclid’s axiom :
1. Two salesmen make equal sales during the month of August. In September, each
salesman doubles his sale of the month of August. Compare their sales in September.
2. It is known that x + y = 10 and that x = z. Show that z + y = 10?
3. Look at the Fig. 5.3. Show that length AH > sum of lengths of AB + BC + CD.
Fig. 5.3
4. In the Fig.5.4, we have
AB = BC, BX = BY. Show that AX = CY.
X and Y are the mid-points of AC and BC and
AX = CY. Show that AC = BC.
Fig. 5.4
Fig. 5.5

1
BX = AB
2
1
BY = BC and AB = BC. Show that
2
Fig. 5.6
BX = BY.
29052014

∠ 1 = ∠ 2, ∠ 2 = ∠3. Show that ∠1 = ∠ 3.
8. In the Fig. 5.8, we have
∠ 1 = ∠ 3 and ∠2 = ∠4. Show that ∠A = ∠ C.
Fig. 5.7
Fig. 5.8
∠ ABC = ∠ACB, ∠3 = ∠4. Show that ∠1 = ∠ 2. D

AC = DC, CB = CE. Show that AB = DE.
Fig. 5.9
Fig. 5.10
1 1
11. In the Fig. 5.11, if OX = XY, PX = XZ
2 2
and OX = PX, show that XY = XZ. Fig. 5.11
29052014
12. In the Fig.5.12 :

(i) AB = BC, M is the mid-point of AB and
N is the mid- point of BC. Show that
AM = NC.
(ii) BM = BN, M is the mid-point of AB and
N is the mid-point of BC. Show that
AB = BC.
(E) Long Answer Questions Fig. 5.12

Sample Question 1 : Read the following statement:
“A square is a polygon made up of four line segments, out of which, length of three line
segments are equal to the length of fourth one and all its angles are right angles”.
Define the terms used in this definition which you feel necessary. Are there any undefined
terms in this? Can you justify that all angles and sides of a square are equal?
Solution : The terms need to be defined are :
Polygon : A simple closed figure made up of three or more line segments.
Line segment : Part of a line with two end points.
Line : Undefined term
Point : Undefined term
Angle : A figure formed by two rays with a common initial point.
Ray : Part of a line with one end point.
Right angle : Angle whose measure is 90°.
Undefined terms used are : line, point.
Euclid’s fourth postulate says that “all right angles are equal to one another.”
In a square, all angles are right angles, therefore, all angles are equal (From Euclid’s
fourth postulate).
Three line segments are equal to fourth line segment (Given).
Therefore, all the four sides of a square are equal. (by Euclid’s first axiom “things
which are equal to the same thing are equal to one another.”)
EXERCISE 5.4
1. Read the following statement :
An equilateral triangle is a polygon made up of three line segments out of which
two line segments are equal to the third one and all its angles are 60° each.
29052014
Define the terms used in this definition which you feel necessary. Are there any
undefined terms in this? Can you justify that all sides and all angles are equal in a
equilateral triangle.
2. Study the following statement:
“Two intersecting lines cannot be perpendicular to the same line”.
Check whether it is an equivalent version to the Euclid’s fifth postulate.
[Hint : Identify the two intersecting lines l and m and the line n in the above
statement.]
3. Read the following statements which are taken as axioms :
(i) If a transversal intersects two parallel lines, then corresponding angles are
not necessarily equal.
(ii) If a transversal intersect two parallel lines, then alternate interior angles are
equal.
Is this system of axioms consistent? Justify your answer.
4. Read the following two statements which are taken as axioms :
(i) If two lines intersect each other, then the vertically opposite angles are not
equal.
(ii) If a ray stands on a line, then the sum of two adjacent angles so formed is
equal to 180°.
Is this system of axioms consistent? Justify your answer.
5. Read the following axioms:
(i) Things which are equal to the same thing are equal to one another.
(ii) If equals are added to equals, the wholes are equal.
(iii) Things which are double of the same thing are equal to one another.
Check whether the given system of axioms is consistent or inconsistent.
29052014
CHAPTER 6
LINES AND ANGLES

Complementary angles, Supplementary angles, Adjacent angles, Linear pair, Vertically
opposite angles.
• If a ray stands on a line, then the adjacent angles so formed are supplementary and
its converse,
• If two lines intersect, then vertically opposite angles are equal,
• If a transversal intersects two parallel lines, then
(i) corresponding angles are equal and conversely,
(ii) alternate interior angles are equal and conversely,
(iii) interior angles on the same side of the transversal are supplementary and
conversely,
• Lines parallel to the same line are parallel to each other,
• Sum of the angles of a triangle is 180°,
• An exterior angle of a triangle is equal to the sum of the corresponding two interior
opposite angles.

Sample Question 1 : If two interior angles on the same side of a transversal intersecting
two parallel lines are in the ratio 2 : 3, then the greater of the two angles is
(A) 54° (B) 108° (C) 120° (D) 136°
29052014
LINES AND ANGLES 55
EXERCISE 6.1
1. In Fig. 6.1, if AB || CD || EF, PQ || RS, ∠RQD
= 25° and ∠CQP = 60°, then ∠QRS is equal
to
(A) 85° (B) 135°
(C) 145° (D) 110°
2. If one angle of a triangle is equal to the sum
of the other two angles, then the triangle is
(A) an isosceles triangle
(B) an obtuse triangle
(C) an equilateral triangle Fig. 6.1
(D) a right triangle

3. An exterior angle of a triangle is 105° and its two interior opposite angles are
equal. Each of these equal angles is
1° 1° 1°
(A) 37 (B) 52 (C) 72 (D) 75°
2 2 2
4. The angles of a triangle are in the ratio 5 : 3 : 7. The triangle is
(A) an acute angled triangle (B) an obtuse angled triangle
(C) a right triangle (D) an isosceles triangle
5. If one of the angles of a triangle is 130°, then the angle between the bisectors of
the other two angles can be
(A) 50° (B) 65° (C) 145° (D) 155°
6. In Fig. 6.2, POQ is a line. The value of x is
(A) 20° (B) 25° (C) 30° (D) 35°
Fig. 6.2
29052014
7. In Fig. 6.3, if OP||RS, ∠OPQ = 110° and ∠QRS = 130°, then ∠ PQR is equal to
(A) 40° (B) 50° (C) 60° (D) 70°
Fig. 6.3
8. Angles of a triangle are in the ratio 2 : 4 : 3. The smallest angle of the triangle is
(A) 60° (B) 40° (C) 80° (D) 20°

Sample Question 1 :
Let OA, OB, OC and OD are rays in the anticlockwise direction such that ∠ AOB =
∠COD = 100°, ∠BOC = 82° and ∠AOD = 78°. Is it true to say that AOC and BOD
are lines?
Solution : AOC is not a line, because ∠ AOB + ∠ COB = 100° + 82° = 182°, which
is not equal to 180°. Similarly, BOD is also not a line.
Sample Question 2 : A transversal intersects two lines in such a way that the two
interior angles on the same side of the transversal are equal. Will the two lines always
be parallel? Give reason for your answer.
Solution : In general, the two lines will not be parallel, because the sum of the two
equal angles will not always be 180°. Lines will be parallel when each equal angle is
equal to 90°.
EXERCISE 6.2
1. For what value of x + y in Fig. 6.4 will
ABC be a line? Justify your answer.
2. Can a triangle have all angles less than
60°? Give reason for your answer.
3. Can a triangle have two obtuse angles?
Give reason for your answer.
4. How many triangles can be drawn having Fig. 6.4
its angles as 45°, 64° and 72°? Give reason
for your answer.
29052014
LINES AND ANGLES 57
5. How many triangles can be drawn having

its angles as 53°, 64° and 63°? Give reason
for your answer.
6. In Fig. 6.5, find the value of x for which the
lines l and m are parallel.
7. Two adjacent angles are equal. Is it
necessary that each of these angles will be
a right angle? Justify your answer. Fig. 6.5
8. If one of the angles formed by two
intersecting lines is a right angle, what can
you say about the other three angles? Give reason for your answer.
9. In Fig.6.6, which of the two lines are parallel and why?
Fig. 6.6
10. Two lines l and m are perpendicular to the same line n. Are l and m perpendicular
to each other? Give reason for your answer.

Sample Question 1 : In Fig. 6.7, AB, CD and EF
are three lines concurrent at O. Find the value of y.
Solution : ∠AOE = ∠BOF = 5y
(Vertically opposite angles)
Also,
∠COE + ∠AOE + ∠AOD = 180°
So, 2y + 5y + 2y = 180°
or, 9y = 180°, which gives y = 20°.
Fig. 6.7
29052014
Sample Question 2 : In Fig.6.8, x = y and a = b.

Prove that l || n.
Solution: x = y (Given)
Therefore, l || m (Corresponding angles) (1)
Also, a = b (Given)
Therefore, n || m (Corresponding angles) (2)
From (1) and (2), l || n (Lines parallel to the same line)
Fig. 6.8
EXERCISE 6.3
1. In Fig. 6.9, OD is the bisector of ∠AOC, OE is the bisector of ∠BOC and
OD ⊥ OE. Show that the points A, O and B are collinear.
Fig. 6.9
2. In Fig. 6.10, ∠1 = 60° and ∠6 = 120°. Show that the lines m and n are parallel.
Fig. 6.10
3. AP and BQ are the bisectors of the two alternate interior angles formed by the intersection
of a transversal t with parallel lines l and m (Fig. 6.11). Show that AP || BQ.
Fig. 6.11
29052014
LINES AND ANGLES 59
4. If in Fig. 6.11, bisectors AP and BQ of the alternate interior angles are parallel,
then show that l || m.
5. In Fig. 6.12, BA || ED and BC || EF. Show that ∠ABC = ∠DEF
[Hint: Produce DE to intersect BC at P (say)].
Fig. 6.12
6. In Fig. 6.13, BA || ED and BC || EF. Show that ∠ ABC + ∠ DEF = 180°
Fig. 6.13
7. In Fig. 6.14, DE || QR and AP and BP are bisectors of ∠ EAB and ∠ RBA,
respectively. Find ∠APB.
Fig. 6.14
29052014
8. The angles of a triangle are in the ratio 2 : 3 : 4. Find the angles of the triangle.
9. A triangle ABC is right angled at A. L is a point on BC such that AL ⊥ BC. Prove
that ∠ BAL = ∠ ACB.
10. Two lines are respectively perpendicular to two parallel lines. Show that they are
parallel to each other.

Sample Question 1: In Fig. 6.15, m and n are two plane mirrors perpendicular to
each other. Show that incident ray CA is parallel to reflected ray BD.
Fig. 6.15
Solution: Let normals at A and B meet at P.
As mirrors are perpendicular to each other, therefore, BP || OA and AP || OB.
So, BP ⊥ PA, i.e., ∠ BPA = 90°
Therefore, ∠ 3 + ∠ 2 = 90° (Angle sum property) (1)
Also, ∠1 = ∠2 and ∠4 = ∠3 (Angle of incidence
= Angle of reflection)
Therefore, ∠1 + ∠4 = 90° [From (1)] (2)
Adding (1) and (2), we have
∠1 + ∠2 + ∠3 + ∠4 = 180°
i.e., ∠CAB + ∠DBA = 180°
Hence, CA || BD
29052014
LINES AND ANGLES 61
Sample Question 2: Prove that the sum of the three angles of a triangle is 180°.
Solution: See proof of Theorem 6.7 in Class IX Mathematics Textbook.
Sample Question 3: Bisectors of angles B
and C of a triangle ABC intersect each other
at the point O. Prove that ∠BOC = 90° +
1
∠A.
2
Solution: Let us draw the figure as shown
in Fig. 6.16
∠A + ∠ABC + ∠ACB = 180°
(Angle sum property of a triangle) Fig. 6.16
1 1 1 1
Therefore, ∠A + ∠ABC + ∠ACB = × 180° = 90°
2 2 2 2
1
i.e., ∠A + ∠OBC + ∠OCB = 90° (Since BO and CO are
2
bisectors of ∠B and ∠C) (1)
But ∠BOC + ∠OBC + ∠OCB =180° (Angle sum property) (2)
Subtracting (1) from (2), we have
1
∠BOC + ∠OBC + ∠OCB – ∠A – ∠OBC – ∠OCB = 180° – 90°
2
1
i.e., ∠BOC = 90° + ∠A
2
EXERCISE 6.4
1. If two lines intersect, prove that the vertically opposite angles are equal.
2. Bisectors of interior ∠B and exterior ∠ACD of a ∆ ABC intersect at the point T.
Prove that
1
∠ BTC = ∠ BAC.
2
3. A transversal intersects two parallel lines. Prove that the bisectors of any pair of
corresponding angles so formed are parallel.
29052014
4. Prove that through a given point, we can draw only one perpendicular to a given
line.
[Hint: Use proof by contradiction].
5. Prove that two lines that are respectively perpendicular to two intersecting lines
intersect each other.
[Hint: Use proof by contradiction].
6. Prove that a triangle must have atleast two acute angles.
7. In Fig. 6.17, ∠Q > ∠R, PA is the bisector of ∠QPR and PM ⊥ QR. Prove that
1
∠APM = ( ∠Q – ∠R).
2
Fig. 6.17
29052014
CHAPTER 7
TRIANGLES

Triangles and their parts, Congruence of triangles, Congruence and correspondence of
vertices, Criteria for Congruence of triangles: (i) SAS (ii) ASA (iii) SSS (iv) RHS
AAS criterion for congruence of triangles as a particular case of ASA criterion.
• Angles opposite to equal sides of a triangle are equal,
• Sides opposite to equal angles of a triangle are equal,
• A point equidistant from two given points lies on the perpendicular bisector of the
line-segment joining the two points and its converse,
• A point equidistant from two intersecting lines lies on the bisectors of the
angles formed by the two lines,
• In a triangle
(i) side opposite to the greater angle is longer
(ii) angle opposite the longer side is greater
(iii) the sum of any two sides is greater than the third side.

Sample Question 1 : If ∆ ABC ≅ ∆ PQR and ∆ ABC is not congruent to ∆ RPQ,
then which of the following is not true:
(A) BC = PQ (B) AC = PR (C) QR = BC (D) AB = PQ
29052014
EXERCISE 7.1
In each of the following, write the correct answer:
1. Which of the following is not a criterion for congruence of triangles?
(A) SAS (B) ASA (C) SSA (D) SSS
2. If AB = QR, BC = PR and CA = PQ, then
(A) ∆ ABC ≅ ∆ PQR (B) ∆ CBA ≅ ∆ PRQ
(C) ∆ BAC ≅ ∆ RPQ (D) ∆ PQR ≅ ∆ BCA
3. In ∆ ABC, AB = AC and ∠B = 50°. Then ∠C is equal to
(A) 40° (B) 50° (C) 80° (D) 130°
4. In ∆ ABC, BC = AB and ∠B = 80°. Then ∠A is equal to
(A) 80° (B) 40° (C) 50° (D) 100°
5. In ∆ PQR, ∠R = ∠P and QR = 4 cm and PR = 5 cm. Then the length of PQ is
(A) 4 cm (B) 5 cm (C) 2 cm (D) 2.5 cm
6. D is a point on the side BC of a ∆ ABC such that AD bisects ∠BAC. Then
(A) BD = CD (B) BA > BD (C) BD > BA (D) CD > CA
7. It is given that ∆ ABC ≅ ∆ FDE and AB = 5 cm, ∠B = 40° and ∠A = 80°. Then
which of the following is true?
(A) DF = 5 cm, ∠F = 60° (B) DF = 5 cm, ∠E = 60°
(C) DE = 5 cm, ∠E = 60° (D) DE = 5 cm, ∠D = 40°
8. Two sides of a triangle are of lengths 5 cm and 1.5 cm. The length of the third side
of the triangle cannot be
(A) 3.6 cm (B) 4.1 cm (C) 3.8 cm (D) 3.4 cm
9. In ∆ PQR, if ∠R > ∠Q, then
(A) QR > PR (B) PQ > PR (C) PQ < PR (D) QR < PR
10. In triangles ABC and PQR, AB = AC, ∠C = ∠P and ∠B = ∠Q. The two triangles
are
(A) isosceles but not congruent (B) isosceles and congruent
(C) congruent but not isosceles (D) neither congruent nor isosceles
11. In triangles ABC and DEF, AB = FD and ∠A = ∠D. The two triangles will be
congruent by SAS axiom if
(A) BC = EF (B) AC = DE (C) AC = EF (D) BC = DE
29052014
TRIANGLES 65

Sample Question 1: In the two triangles ABC and DEF, AB = DE and AC = EF.
Name two angles from the two triangles that must be equal so that the two triangles
are congruent. Give reason for your answer.
Solution: The required two angles are ∠A and ∠E. When ∠A = ∠E, ∆ ABC ≅ ∆ EDF
by SAS criterion.
Sample Question 2: In triangles ABC and DEF, ∠A = ∠D, ∠B = ∠E and AB = EF.
Will the two triangles be congruent? Give reasons for your answer.
Solution: Two triangles need not be congruent, because AB and EF are not
corresponding sides in the two triangles.
EXERCISE 7.2
1. In triangles ABC and PQR, ∠A = ∠Q and ∠B = ∠R. Which side of ∆ PQR
should be equal to side AB of ∆ ABC so that the two triangles are congruent?
2. In triangles ABC and PQR, ∠A = ∠Q and ∠B = ∠R. Which side of ∆ PQR
should be equal to side BC of ∆ ABC so that the two triangles are congruent?
3. “If two sides and an angle of one triangle are equal to two sides and an angle of
another triangle, then the two triangles must be congruent.” Is the statement true?
Why?
4. “If two angles and a side of one triangle are equal to two angles and a side of
another triangle, then the two triangles must be congruent.” Is the statement true?
Why?
5. Is it possible to construct a triangle with lengths of its sides as 4 cm, 3 cm and
7 cm? Give reason for your answer.
6. It is given that ∆ ABC ≅ ∆ RPQ. Is it true to say that BC = QR? Why?
7. If ∆ PQR ≅ ∆ EDF, then is it true to say that PR = EF? Give reason for your
answer.
8. In ∆ PQR, ∠P = 70° and ∠R = 30°. Which side of this triangle is the longest? Give
reason for your answer.
9. AD is a median of the triangle ABC. Is it true that AB + BC + CA > 2 AD? Give
10. M is a point on side BC of a triangle ABC such that AM is the bisector of ∠BAC.
Is it true to say that perimeter of the triangle is greater than 2 AM? Give reason
for your answer.
29052014

Sample Question 1 : In Fig 7.1, PQ = PR and
∠Q = ∠R. Prove that ∆ PQS ≅ ∆ PRT.
Solution : In ∆ PQS and ∆ PRT,
PQ = PR (Given)
∠Q = ∠R (Given)
and ∠QPS = ∠RPT (Same angle)
Therefore, ∆ PQS ≅ ∆ PRT (ASA)
Sample Question 2 : In Fig.7.2, two lines AB Fig. 7.1
and CD intersect each other at the point O such
that BC || DA and BC = DA. Show that O is the mid-
point of both the line-segments AB and CD.
Solution : BC || AD (Given)
Therefore, ∠CBO = ∠DAO (Alternate interior angles)
and ∠BCO = ∠ADO (Alternate interior angles)
Also, BC = DA (Given)
So, ∆ BOC ≅ ∆ AOD (ASA)
Therefore, OB = OA and OC = OD, i.e., O is Fig. 7.2
the mid-point of both AB and CD.
Sample Question 3 : In Fig.7.3, PQ > PR and QS and RS are the bisectors of
∠Q and ∠R, respectively. Show that SQ > SR.
Solution : PQ > PR (Given)
Therefore, ∠R > ∠Q(Angles opposite the longer side
is greater)
So, ∠SRQ > ∠SQR(Half of each angle)
Therefore, SQ > SR(Side opposite the greater angle
will be longer) Fig. 7.3
29052014
TRIANGLES 67
EXERCISE 7.3
1. ABC is an isosceles triangle with AB = AC and
BD and CE are its two medians. Show that
BD = CE.
2. In Fig.7.4, D and E are points on side BC of
a ∆ ABC such that BD = CE and AD = AE.
Show that ∆ ABD ≅ ∆ ACE.
3. CDE is an equilateral triangle formed on a side
CD of a square ABCD (Fig.7.5). Show that Fig. 7.4
∆ ADE ≅ ∆ BCE.
E
Fig. 7.5
4. In Fig.7.6, BA ⊥ AC, DE ⊥ DF such that BA = DE
and BF = EC. Show that ∆ ABC ≅ ∆ DEF.
5. Q is a point on the side SR of a ∆ PSR such that
PQ = PR. Prove that PS > PQ.
6. S is any point on side QR of a ∆ PQR. Show that:
PQ + QR + RP > 2 PS.
7. D is any point on side AC of a ∆ ABC with AB = AC. Fig. 7.6
Show that CD < BD.
8. In Fig. 7.7, l || m and M is the mid-point of a line
segment AB. Show that M is also the mid-point of
any line segment CD, having its end points on l and
m, respectively.
9. Bisectors of the angles B and C of an isosceles
triangle with AB = AC intersect each other at O.
BO is produced to a point M. Prove that ∠MOC = Fig. 7.7
∠ABC.
29052014
10. Bisectors of the angles B and C of an isosceles triangle ABC with AB = AC

intersect each other at O. Show that external angle adjacent
to ∠ABC is equal to ∠BOC.
11. In Fig. 7.8, AD is the bisector of ∠BAC. Prove that AB > BD.

Sample Question 1: In Fig. 7.9, ABC is a right triangle and right Fig. 7.8
angled at B such that ∠BCA = 2 ∠BAC. Show that
hypotenuse AC = 2 BC.
Solution: Produce CB to a point D such that BC = BD
and join AD.
In ∆ ABC and ∆ ABD, we have
BC = BD (By construction)
AB = AB (Same side)
Fig. 7.9
∠ABC = ∠ABD (Each of 90°)
Therefore, ∆ ABC ≅ ∆ ABD (SAS)
So, ∠CAB = ∠DAB  (1)
 (C PC T)
and AC = AD  (2)
Thus, ∠CAD = ∠CAB + ∠BAD = x + x = 2x [From (1)] (3)
and ∠ACD = ∠ADB = 2x [From (2), AC = AD] (4)
That is, ∆ ACD is an equilateral triangle. [From (3) and (4)]
or AC = CD, i.e., AC = 2 BC (Since BC = BD)
Sample Question 2 : Prove that if in two triangles two angles and the included side of
one triangle are equal to two angles and the included side of the other triangle, then the
two triangles are congruent.
Solution: See proof of Theorem 7.1 of Class IX Mathematics
Textbook.
Sample Question 3 : If the bisector of an angle of a triangle
also bisects the opposite side, prove that the triangle is isosceles.
Solution : We are given a point D on side BC of a ∆ ABC such
that ∠BAD = ∠CAD and BD = CD (see Fig. 7.10). We are to
prove that AB = AC.
Produce AD to a point E such that AD = DE and then join CE.
Now, in ∆ ABD and ∆ ECD, we have
Fig. 7.10
29052014
TRIANGLES 69
BD = CD (Given)
AD = ED (By construction)
and ∠ADB = ∠EDC (Vertically opposite angles)
Therefore, ∆ ABD ≅ ∆ ECD (SAS)
So, AB = EC  (1)
 (C PC T)
and ∠BAD = ∠CED  (2)
Also, ∠BAD = ∠CAD (Given)
Therefore, ∠CAD = ∠CED [From (2)]
So, AC = EC [Sides opposite the equal angles] (3)
Therefore, AB = AC [From (1) and (3)]
Sample Question 4 : S is any point in the interior of ∆ PQR. Show that SQ + SR <
PQ + PR.
Solution : Produce QS to intersect PR at T (See Fig. 7.11).
From ∆ PQT, we have
PQ + PT > QT(Sum of any two sides is greater than
the third side)
i.e., PQ + PT > SQ + ST (1)
From ∆ TSR, we have
ST + TR > SR (2)
Fig. 7.11
Adding (1) and (2), we get
PQ + PT + ST + TR > SQ + ST + SR
i.e., PQ + PT + TR > SQ + SR
i.e., PQ + PR > SQ + SR
or SQ + SR < PQ + PR
EXERCISE 7.4
1. Find all the angles of an equilateral
triangle.
2. The image of an object placed at a point
A before a plane mirror LM is seen at the
point B by an observer at D as shown in
Fig. 7.12. Prove that the image is as far
behind the mirror as the object is in front
of the mirror. Fig. 7.12
29052014
[Hint: CN is normal to the mirror. Also, angle of incidence = angle of reflection].

3. ABC is an isosceles triangle with AB = AC and D is a point on BC such that
AD ⊥ BC (Fig. 7.13). To prove that ∠BAD = ∠CAD, a student proceeded as
follows:
In ∆ ABD and ∆ ACD,
AB = AC (Given)
∠B = ∠C (because AB = AC)
and ∠ADB = ∠ADC
Therefore, ∆ ABD ≅ ∆ ACD (AAS)
So, ∠BAD = ∠CAD (CPCT)
What is the defect in the above arguments? Fig. 7.13
[Hint: Recall how ∠B = ∠C is proved when AB = AC].
4. P is a point on the bisector of ∠ABC. If the line through P, parallel to BA meet BC
at Q, prove that BPQ is an isosceles triangle.
5. ABCD is a quadrilateral in which AB = BC and AD = CD. Show that BD bisects
both the angles ABC and ADC.
6. ABC is a right triangle with AB = AC. Bisector of ∠A meets BC at D. Prove that
BC = 2 AD.
7. O is a point in the interior of a square ABCD such that OAB is an equilateral
triangle. Show that ∆ OCD is an isosceles triangle.
8. ABC and DBC are two triangles on the same base BC such that A and D lie on
the opposite sides of BC, AB = AC and DB = DC. Show that AD is the
perpendicular bisector of BC.
9. ABC is an isosceles triangle in which AC = BC. AD and BE are respectively two
altitudes to sides BC and AC. Prove that AE = BD.
10. Prove that sum of any two sides of a triangle is greater than twice the median with
respect to the third side.
11. Show that in a quadrilateral ABCD, AB + BC + CD + DA < 2 (BD + AC)
12. Show that in a quadrilateral ABCD,
AB + BC + CD + DA > AC + BD
1
13. In a triangle ABC, D is the mid-point of side AC such that BD = AC. Show that
2
∠ABC is a right angle.
14. In a right triangle, prove that the line-segment joining the mid-point of the hypotenuse
to the opposite vertex is half the hypotenuse.
29052014
TRIANGLES 71
15. Two lines l and m intersect at the point O and P is a point on a line n passing
through the point O such that P is equidistant from l and m. Prove that n is the
bisector of the angle formed by l and m.
16. Line segment joining the mid-points M and N of parallel sides AB and DC,
respectively of a trapezium ABCD is perpendicular to both the sides AB and DC.
Prove that AD = BC.
17. ABCD is a quadrilateral such that diagonal AC bisects the angles A and C. Prove
that AB = AD and CB = CD.
18. ABC is a right triangle such that AB = AC and bisector of angle C intersects the
side AB at D. Prove that AC + AD = BC.
19. AB and CD are the smallest and largest sides of a quadrilateral ABCD. Out of
∠B and ∠D decide which is greater.
20. Prove that in a triangle, other than an equilateral triangle, angle opposite the longest
2
side is greater than of a right angle.
3
21. ABCD is quadrilateral such that AB = AD and CB = CD. Prove that AC is the
perpendicular bisector of BD.
29052014
CHAPTER 8
QUADRILATERALS

Sides, Angles and diagonals of a quadrilateral; Different types of quadrilaterals:
Trapezium, parallelogram, rectangle, rhombus and square.
• Sum of the angles of a quadrilateral is 360º,
• A diagonal of a parallelogram divides it into two congruent triangles,
• In a parallelogram
(i) opposite angles are equal
(ii) opposite sides are equal
(iii) diagonals bisect each other.
• A quadrilateral is a parallelogram, if
(i) its opposite angles are equal
(ii) its opposite sides are equal
(iii) its diagonals bisect each other
(iv) a pair of opposite sides is equal and parallel.
• Diagonals of a rectangle bisect each other and are equal and vice-versa
• Diagonals of a rhombus bisect each other at right angles and vice-versa
• Diagonals of a square bisect each other at right angles and are equal and vice-versa
• The line-segment joining the mid-points of any two sides of a triangle is parallel to
the third side and is half of it.
29052014
QUADRILATERALS 73
• A line drawn through the mid-point of a side of a triangle parallel to another side bisects
the third side,
• The quadrilateral formed by joining the mid-points of the sides of a quadrilateral,
taken in order, is a parallelogram.

Sample Question 1 : Diagonals of a parallelogram ABCD intersect at O. If
∠BOC = 90º and ∠BDC = 50º, then ∠OAB is
(A) 90º (B) 50º (C) 40º (D) 10º
EXERCISE 8.1
1. Three angles of a quadrilateral are 75º, 90º and 75º. The fourth angle is
(A) 90º (B) 95º (C) 105º (D) 120º
2. A diagonal of a rectangle is inclined to one side of the rectangle at 25º. The acute
angle between the diagonals is
(A) 55º (B) 50º (C) 40º (D) 25º
3. ABCD is a rhombus such that ∠ACB = 40º. Then ∠ADB is
(A) 40º (B) 45º (C) 50º (D) 60º
4. The quadrilateral formed by joining the mid-points of the sides of a quadrilateral
PQRS, taken in order, is a rectangle, if
(A) PQRS is a rectangle
(B) PQRS is a parallelogram
(C) diagonals of PQRS are perpendicular
(D) diagonals of PQRS are equal.
5. The quadrilateral formed by joining the mid-points of the sides of a quadrilateral
PQRS, taken in order, is a rhombus, if
(A) PQRS is a rhombus
(B) PQRS is a parallelogram
(C) diagonals of PQRS are perpendicular
(D) diagonals of PQRS are equal.
29052014
6. If angles A, B, C and D of the quadrilateral ABCD, taken in order, are in the ratio
3:7:6:4, then ABCD is a
(A) rhombus (B) parallelogram
(C) trapezium (D) kite
7. If bisectors of ∠A and ∠B of a quadrilateral ABCD intersect each other at P, of
∠B and ∠C at Q, of ∠C and ∠D at R and of ∠D and ∠A at S, then PQRS is a
(A) rectangle (B) rhombus (C) parallelogram
(D) quadrilateral whose opposite angles are supplementary
8. If APB and CQD are two parallel lines, then the bisectors of the angles APQ,
BPQ, CQP and PQD form
(A) a square (B) a rhombus
(C) a rectangle (D) any other parallelogram
9. The figure obtained by joining the mid-points of the sides of a rhombus, taken in
order, is
(A) a rhombus (B) a rectangle
(C) a square (D) any parallelogram
10. D and E are the mid-points of the sides AB and AC of ∆ABC and O is any point on
side BC. O is joined to A. If P and Q are the mid-points of OB and OC respectively,
then DEQP is
(A) a square (B) a rectangle
(C) a rhombus (D) a parallelogram
11. The figure formed by joining the mid-points of the sides of a quadrilateral ABCD,
taken in order, is a square only if,
(A) ABCD is a rhombus
(B) diagonals of ABCD are equal
(C) diagonals of ABCD are equal and perpendicular
(D) diagonals of ABCD are perpendicular.
12. The diagonals AC and BD of a parallelogram ABCD intersect each other at the
point O. If ∠DAC = 32º and ∠AOB = 70º, then ∠DBC is equal to
(A) 24º (B) 86º (C) 38º (D) 32º
13. Which of the following is not true for a parallelogram?
(A) opposite sides are equal
(B) opposite angles are equal
(C) opposite angles are bisected by the diagonals
(D) diagonals bisect each other.
29052014
QUADRILATERALS 75
14. D and E are the mid-points of the sides AB and AC respectively of ∆ABC. DE is
produced to F. To prove that CF is equal and parallel to DA, we need an additional
information which is
(A) ∠DAE = ∠EFC
(B) AE = EF
(C) DE = EF
(D) ∠ADE = ∠ECF.

Sample Question 1 : ABCD is a parallelogram. If its diagonals are equal, then find
the value of ∠ABC.
Solution : As diagonals of the parallelogram ABCD are equal, it is a rectangle.
Therefore, ∠ABC = 90º
Sample Question 2 : Diagonals of a rhombus are equal and perpendicular to each
other. Is this statement true? Give reason for your answer.
Solution : This statement is false, because diagonals of a rhombus are perpendicular
but not equal to each other.
Sample Question 3 : Three angles of a quadrilateral ABCD are equal. Is it a
parallelogram? Why or why not?
Solution: It need not be a parallelogram, because we may have ∠A = ∠B = ∠C = 80º
and ∠D = 120º. Here, ∠B ≠ ∠D.
Sample Question 4 : Diagonals AC and BD of a quadrilateral ABCD intersect each
other at O such that OA : OC = 3: 2. Is ABCD a parallelogram? Why or why not?
Solution : ABCD is not a parallelogram, because diagonals of a parallelogram bisect
each other. Here OA ≠ OC.
EXERCISE 8.2
1. Diagonals AC and BD of a parallelogram ABCD intersect each other at O.
If OA = 3 cm and OD = 2 cm, determine the lengths of AC and BD.
2. Diagonals of a parallelogram are perpendicular to each other. Is this statement
true? Give reason for your answer.
3. Can the angles 110º, 80º, 70º and 95º be the angles of a quadrilateral? Why or why
not?
29052014
4. In quadrilateral ABCD, ∠A + ∠D = 180º. What special name can be given to this

quadrilateral?
5. All the angles of a quadrilateral are equal. What special name is given to this
quadrilateral?
6. Diagonals of a rectangle are equal and perpendicular. Is this statement true? Give
7. Can all the four angles of a quadrilateral be obtuse angles? Give reason for your
answer.
8. In ∆ABC, AB = 5 cm, BC = 8 cm and CA = 7 cm. If D and E are respectively the
mid-points of AB and BC, determine the length of DE.
9. In Fig.8.1, it is given that BDEF and FDCE are parallelograms. Can you say that
BD = CD? Why or why not?
Fig. 8.1
10. In Fig.8.2, ABCD and AEFG are two

parallelograms. If ∠C = 55º,
determine ∠F.
11. Can all the angles of a quadrilateral
be acute angles? Give reason for
your answer.
12. Can all the angles of a quadrilateral
be right angles? Give reason for your
answer. Fig. 8.2
13. Diagonals of a quadrilateral ABCD
bisect each other. If ∠A = 35º,
determine ∠B.
29052014
QUADRILATERALS 77
14. Opposite angles of a quadrilateral ABCD are equal. If AB = 4 cm,

determine CD.

Sample Question 1 : Angles of a quadrilateral are in the ratio 3 : 4 : 4 : 7. Find all the
angles of the quadrilateral.
Solution : Let the angles of the quadrilateral be 3x, 4x, 4x and 7x.
So, 3x + 4x + 4x + 7x = 360º
or 18x = 360º, i.e., x = 20º
Thus, required angles are 60º, 80º, 80º and 140º.
Sample Question 2 : In Fig.8.3, X and Y
are respectively the mid-points of the opposite
sides AD and BC of a parallelogram ABCD.
Also, BX and DY intersect AC at P and Q,
respectively. Show that AP = PQ = QC.
Solution : AD = BC
(Opposite sides of a parallelogram) Fig. 8.3
1
Therefore, DX = BY ( AD
2
1
= BC)
2
Also, DX || BY (As AD || BC)
So, XBYD is a parallelogram (A pair of opposite sides equal and parallel)
i.e., PX || Q D
Therefore, AP = PQ (From ∆AQD where X is mid-point of AD)
Similarly, from ∆CPB, CQ = PQ (1)
Thus, AP = PQ = CQ [From (1) and (2)] (2)
Sample Question 3 : In Fig.8.4, AX and
CY are respectively the bisectors of the
opposite angles A and C of a parallelogram
ABCD.
Show that AX || CY.
Fig. 8.4
29052014
Solution : ∠A = ∠C
(Opposite angles of parallelogram ABCD)
1 1
Therefore, ∠A = ∠C
2 2
i.e., ∠YAX = ∠YCX
(1)
Also, ∠AYC + ∠YCX = 180º (Because YA || CX) (2)
Therefore, ∠AYC + ∠YAX = 180º [From (1) and (2)]
So, AX || CY (As interior angles on the same side of the transversal are supplementary)
EXERCISE 8.3
1. One angle of a quadrilateral is of 108º and the remaining three angles are equal.
Find each of the three equal angles.
2. ABCD is a trapezium in which AB || DC and ∠A = ∠B = 45º. Find angles C and
D of the trapezium.
3. The angle between two altitudes of a parallelogram through the vertex of an obtuse
angle of the parallelogram is 60º. Find the angles of the parallelogram.
4. ABCD is a rhombus in which altitude from D to side AB bisects AB. Find the
angles of the rhombus.
5. E and F are points on diagonal AC of a parallelogram ABCD such that AE = CF.
Show that BFDE is a parallelogram.
6. E is the mid-point of the side AD of the
trapezium ABCD with AB || DC. A line
through E drawn parallel to AB intersect
BC at F. Show that F is the mid-point of
BC. [Hint: Join AC]
7. Through A, B and C, lines RQ, PR and
QP have been drawn, respectively parallel
to sides BC, CA and AB of a ∆ ABC as
1
shown in Fig.8.5. Show that BC = QR.
2
8. D, E and F are the mid-points of the sides
BC, CA and AB, respectively of an Fig. 8.5
29052014
QUADRILATERALS 79
equilateral triangle ABC. Show that ∆

DEF is also an equilateral triangle.
9. Points P and Q have been taken on
opposite sides AB and CD,
respectively of a parallelogram ABCD
such that AP = CQ (Fig. 8.6). Show
that AC and PQ bisect each other.
10. In Fig. 8.7, P is the mid-point of side Fig. 8.6
BC of a parallelogram ABCD such that ∠BAP = ∠DAP. Prove that
AD = 2CD.
Fig. 8.7

Sample Question 1 : PQ and RS are two equal and parallel line-segments. Any point
M not lying on PQ or RS is joined to Q and S and lines through P parallel to QM and
through R parallel to SM meet at N. Prove that line segments MN and PQ are equal
and parallel to each other.
Solution : We draw the figure as per the given conditions (Fig.8.8).
Fig. 8.8
29052014
It is given that PQ = RS and PQ || RS. Therefore, PQSR is a parallelogram.

So, PR = QS and PR || QS (1)
Now, PR || QS
Therefore, ∠RPQ + ∠PQS = 180º
(Interior angles on the same side of the transversal)
i.e., ∠RPQ + ∠PQM + ∠MQS = 180º (2)
Also, PN || QM (By construction)
Therefore, ∠NPQ + ∠PQM = 180º
i.e., ∠NPR + ∠RPQ + ∠PQM = 180º (3)
So, ∠NPR = ∠MQS [From (2) and (3)] (4)
Similarly, ∠NRP = ∠MSQ (5)
Therefore, ∆PNR ≅ ∆QMS [ASA, using (1), (4) and (5)]
So, PN = QM and NR = MS (CPCT)
As, PN = QM and
PN || QM, we have PQMN is a parallelogram
So, MN = PQ and NM || PQ.
Sample Question 2 : Prove that a diagonal of a parallelogram divides it into two
congruent triangles.
Solution : See proof of Theorem 8.1 in the textbook.
Sample Question 3 : Show that the quadrilateral formed by joining the mid-points the
sides of a rhombus, taken in order, form a rectangle.
Solution : Let ABCD be a rhombus and P, Q, R and S be the mid-points of sides AB,
BC, CD and DA, respectively (Fig. 8.9). Join AC and BD.
Fig. 8.9
29052014
QUADRILATERALS 81
From triangle ABD, we have

1
SP = BD and
2
SP || BD (Because S and P are mid-points)
1
Similarly, RQ = BD and RQ || BD
2
Therefore, SP = RQ and SP || RQ
So, PQRS is a parallelogram. (1)
Also,AC ⊥ BD (Diagonals of a rhombus are perpendicular)
Further PQ || AC (From ∆BAC)
As SP || BD, PQ || AC and AC ⊥ BD,
therefore, we have SP ⊥ PQ, i.e. ∠SPQ = 90º. (2)
Therefore, PQRS is a rectangle[From (1) and (2)]
Sample Question 4 : A diagonal of a parallelogram bisects one of its angle. Prove
that it will bisect its opposite angle also.
Solution : Let us draw the figure as per given condition (Fig.8.10). In it, AC is a
diagonal which bisects ∠BAD of the parallelogram ABCD, i.e., it is given that ∠BAC
= ∠DAC. We need to prove that ∠BCA = ∠DCA.
AB || CD and AC is a transversal.
Therefore, ∠BAC = ∠DCA (Alternate angles) (1)
Similarly, ∠DAC = ∠BCA (From AD || BC) (2)
But it is given that ∠BAC = ∠DAC (3)
Therefore, from (1), (2) and (3), we have
∠BCA = ∠DCA
Fig. 8.10
29052014
EXERCISE 8.4
1. A square is inscribed in an isosceles right triangle so that the square and the triangle
have one angle common. Show that the vertex of the square opposite the vertex of
the common angle bisects the hypotenuse.
2. In a parallelogram ABCD, AB = 10 cm and AD = 6 cm. The bisector of ∠A meets
DC in E. AE and BC produced meet at F. Find the length of CF.
3. P, Q, R and S are respectively the mid-points of the sides AB, BC, CD and DA of
a quadrilateral ABCD in which AC = BD. Prove that PQRS is a rhombus.
4. P, Q, R and S are respectively the mid-points of the sides AB, BC, CD and DA of
a quadrilateral ABCD such that AC ⊥ BD. Prove that PQRS is a rectangle.
5. P, Q, R and S are respectively the mid-points of sides AB, BC, CD and DA of
quadrilateral ABCD in which AC = BD and AC ⊥ BD. Prove that PQRS is a
square.
6. A diagonal of a parallelogram bisects one of its angles. Show that it is a rhombus.
7. P and Q are the mid-points of the opposite sides AB and CD of a parallelogram
ABCD. AQ intersects DP at S and BQ intersects CP at R. Show that PRQS is a
parallelogram.
8. ABCD is a quadrilateral in which AB || DC and AD = BC. Prove that ∠A = ∠B
and ∠C = ∠D.
9. In Fig. 8.11, AB || DE, AB = DE, AC || DF and AC = DF. Prove that BC || EF and
BC = EF.
Fig. 8.11
10. E is the mid-point of a median AD of ∆ABC and BE is produced to meet AC at F.
1
Show that AF = AC.
3
11. Show that the quadrilateral formed by joining the mid-points of the consecutive
sides of a square is also a square.
29052014
QUADRILATERALS 83
12. E and F are respectively the mid-points of the non-parallel sides AD and BC of a
1
trapezium ABCD. Prove that EF || AB and EF = (AB + CD).
2
[Hint: Join BE and produce it to meet CD produced at G.]
13. Prove that the quadrilateral formed by the bisectors of the angles of a parallelogram
is a rectangle.
14. P and Q are points on opposite sides AD and BC of a parallelogram ABCD such
that PQ passes through the point of intersection O of its diagonals AC and BD.
Show that PQ is bisected at O.
15. ABCD is a rectangle in which diagonal BD bisects ∠B. Show that ABCD is a
square.
16. D, E and F are respectively the mid-points of the sides AB, BC and CA of a
triangle ABC. Prove that by joining these mid-points D, E and F, the triangles ABC
is divided into four congruent triangles.
17. Prove that the line joining the mid-points of the diagonals of a trapezium is parallel
to the parallel sides of the trapezium.
18. P is the mid-point of the side CD of a parallelogram ABCD. A line through C
parallel to PA intersects AB at Q and DA produced at R. Prove that DA = AR and
CQ = QR.
29052014
CHAPTER 9
AREAS OF PARALLELOGRAMS AND TRIANGLES

The area of a closed plane figure is the measure of the region inside the figure:
(i) (ii) (iii)

Fig. 9.1
The shaded parts (Fig.9.1) represent the regions whose areas may be determined by
means of simple geometrical results. The square unit is the standard unit used in
measuring the area of such figures.
• If ∆ ABC ≅ ∆ PQR, then ar (∆ ABC) = ar (∆ PQR)
Total area R of the plane figure ABCD is the sum of the areas of two triangular
regions R1 and R2, that is, ar (R) = ar (R1) + ar (R2)
Fig. 9.2
29052014
AREAS OF PARALLELOGRAMS AND TRIANGLES 85
• Two congruent figures have equal areas but the converse is not always true,
• A diagonal of a parallelogram divides the parallelogram in two triangles of equal
area,
• (i) Parallelograms on the same base and between the same parallels are equal
in area
(ii) A parallelogram and a rectangle on the same base and between the same
parallels are equal in area.
• Parallelograms on equal bases and between the same parallels are equal in area,
• Triangles on the same base and between the same parallels are equal in area,
• Triangles with equal bases and equal areas have equal corresponding altitudes,
• The area of a triangle is equal to one-half of the area of a rectangle/parallelogram
of the same base and between same parallels,
• If a triangle and a parallelogram are on the same base and between the same
parallels, the area of the triangle is equal to one-half area of the parallelogram.

Sample Question 1 : The area of the figure formed by joining the mid-points of the
adjacent sides of a rhombus with diagonals 12 cm and 16 cm is
(A) 48 cm2 (B) 64 cm2 (C) 96 cm2 (D) 192 cm2
Solution: Answer (A)
EXERCISE 9.1
1. The median of a triangle divides it into two
(A) triangles of equal area (B) congruent triangles
(C) right triangles (D) isosceles triangles
2. In which of the following figures (Fig. 9.3), you find two polygons on the same
base and between the same parallels?
(A) (B)
29052014
(C) (D)
Fig. 9.3
3. The figure obtained by joining the mid-points of the adjacent sides of a rectangle of
sides 8 cm and 6 cm is :
(A) a rectangle of area 24 cm2 (B) a square of area 25 cm2
(C) a trapezium of area 24 cm2 (D) a rhombus of area 24 cm2
4. In Fig. 9.4, the area of parallelogram
ABCD is :
(A) AB × BM
(B) BC × BN
(C) DC × DL
(D) AD × DL Fig. 9.4
5. In Fig. 9.5, if parallelogram ABCD and rectangle ABEF are of equal area, then :
(A) Perimeter of ABCD = Perimeter of ABEM
(B) Perimeter of ABCD < Perimeter of ABEM
(C) Perimeter of ABCD > Perimeter of ABEM
1
(D) Perimeter of ABCD = (Perimeter of ABEM)
2
Fig. 9.5
29052014
6. The mid-point of the sides of a triangle along with any of the vertices as the fourth
point make a parallelogram of area equal to
1 1
(A) ar (ABC) (B) ar (ABC)
2 3
1
(C) ar (ABC) (D) ar (ABC)
4
7. Two parallelograms are on equal bases and between the same parallels. The ratio of
their areas is
(A) 1:2 (B) 1:1 (C) 2:1 (D) 3:1
8. ABCD is a quadrilateral whose diagonal AC divides it into two parts, equal in area,
then ABCD
(A) is a rectangle (B) is always a rhombus
(C) is a parallelogram (D) need not be any of (A), (B) or (C)
9. If a triangle and a parallelogram are on the same base and between same parallels,
then the ratio of the area of the triangle to the area of parallelogram is
(A) 1:3 (B) 1:2 (C) 3:1 (D) 1:4
10. ABCD is a trapezium with parallel sides AB = a cm and DC = b cm (Fig. 9.6). E
and F are the mid-points of the non-parallel sides. The ratio of ar (ABFE) and
ar (EFCD) is
(A) a:b
(B) (3a + b) : (a + 3b)
(C) (a + 3b) : (3a + b)
(D) (2a + b) : (3a + b)
Fig. 9.6
Write True or False and justify your answer.
Sample Question 1 : If P is any point on the median AD of a ∆ ABC, then
ar (ABP) ≠ ar (ACP).
Solution : False, because ar (ABD) = ar (ACD) and ar (PBD) = ar (PCD), therefore,
ar (ABP) = ar (ACP).
29052014
Sample Question 2 : If in Fig. 9.7, PQRS

and EFRS are two parallelograms, then
1
ar (MFR) = ar (PQRS).
2
Solution : True, because ar (PQRS) =
ar (EFRS) = 2 ar (MFR).
Fig. 9.7
EXERCISE 9.2
Write True or False and justify your answer :
1. ABCD is a parallelogram and X is the mid-point of AB. If ar (AXCD) = 24 cm2,
then ar (ABC) = 24 cm2.
2. PQRS is a rectangle inscribed in a quadrant of a circle of radius 13 cm. A is any
point on PQ. If PS = 5 cm, then ar (PAS) = 30 cm2.
3. PQRS is a parallelogram whose area is 180 cm2 and A is any point on the diagonal
QS. The area of ∆ ASR = 90 cm2.
4. ABC and BDE are two equilateral triangles such that D is the mid-point of BC.
1
Then ar (BDE) = ar ( ABC).
4
5. In Fig. 9.8, ABCD and EFGD are two
parallelograms and G is the mid-point
of CD. Then
1
ar (DPC) = ar ( EFGD). Fig. 9.8
2

Sample Question 1 : PQRS is a square. T and U
are respectively, the mid-points of PS and QR
(Fig. 9.9). Find the area of ∆ OTS, if PQ = 8 cm,
where O is the point of intersection of TU and QS.
Solution : PS = PQ = 8 cm and TU || PQ
1 1
ST = PS = × 8 = 4 cm
2 2
PQ = TU = 8 cm Fig. 9.9
29052014
1 1
OT = TU = × 8 = 4 cm
2 2
Area of triangle OTS
1
= × ST × OT [Since OTS is a right angled triangle]
2
1
= × 4 × 4 cm2 = 8 cm2
2
Sample Question 2 : ABCD is a parallelogram and BC is produced to a point Q such
that AD = CQ (Fig. 9.10). If AQ intersects DC at P,
show that ar (BPC) = ar (DPQ)
Solution: ar (ACP) = ar (BCP) (1)

[Triangles on the same base and between same
parallels]
ar (ADQ) = ar (ADC) (2)
ar (ADC) – ar (ADP) = ar (ADQ) – ar (ADP)
ar (APC) = ar (DPQ) (3)
From (1) and (3), we get
ar (BCP) = ar (DPQ) Fig. 9.10
EXERCISE 9.3
1. In Fig.9.11, PSDA is a parallelogram. Points Q and R are taken on PS such that
PQ = QR = RS and PA || QB || RC. Prove that ar (PQE) = ar (CFD).
Fig. 9.11
29052014
2. X and Y are points on the side LN of the triangle LMN such that LX = XY = YN.
Through X, a line is drawn parallel to LM to meet MN at Z (See Fig. 9.12). Prove
that
ar (LZY) = ar (MZYX)
Fig. 9.12
3. The area of the parallelogram ABCD is
90 cm2 (see Fig.9.13). Find
(i) ar (ABEF)
(ii) ar (ABD)
(iii) ar (BEF)
Fig. 9.13
4. In ∆ ABC, D is the mid-point of
AB and P is any point on BC. If
CQ || PD meets AB in Q
(Fig. 9.14), then prove that
1
ar (BPQ) = ar (ABC).
2
Fig. 9.14
5. ABCD is a square. E and F are respectively the mid-

points of BC and CD. If R is the mid-point of EF
(Fig. 9.15), prove that
ar (AER) = ar (AFR)
Fig. 9.15
29052014
6. O is any point on the diagonal PR of a parallelogram PQRS (Fig. 9.16). Prove that
ar (PSO) = ar (PQO).
Fig. 9.16
7. ABCD is a parallelogram in which BC is produced to E such that CE = BC
(Fig. 9.17). AE intersects CD at F.
If ar (DFB) = 3 cm2 , find the area of the parallelogram ABCD.
Fig. 9.17
8. In trapezium ABCD, AB || DC
and L is the mid-point of BC.
Through L, a line PQ || AD has
been drawn which meets AB in
P and DC produced in Q
(Fig. 9.18). Prove that
ar (ABCD) = ar (APQD)
Fig. 9.18
29052014
9. If the mid-points of the sides of a quadrilateral are joined

in order, prove that the area of the parallelogram so
formed will be half of the area of the given quadrilateral
(Fig. 9.19).
[Hint: Join BD and draw perpendicular from A on BD.]

Sample Question 1 : In Fig. 9.20, ABCD is a parallelogram.
Points P and Q on BC trisects BC in three equal parts. Prove
that Fig. 9.19
1
ar (APQ) = ar (DPQ) = ar(ABCD)
6
Fig. 9.20
Solution :
Through P and Q, draw PR and QS parallel to AB. Now PQRS is a parallelogram and
1
its base PQ = BC.
3
Fig. 9.21
29052014
1
ar (APD) = ar (ABCD) [Same base BC and BC || AD] (1)
2
1
ar (AQD) = ar (ABCD) (2)
2
ar (APD) = ar (AQD) (3)
Subtracting ar (AOD) from both sides, we get
ar (APD) – ar (AOD) = ar (AQD) – ar (AOD) (4)
ar (APO) = ar (OQD),
Adding ar (OPQ) on both sides in (4), we get
ar (APO) + ar (OPQ) = ar (OQD) + ar (OPQ)
ar (APQ) = ar (DPQ)
1
Since, ar (APQ) = ar (PQRS), therefore
2
1
ar (DPQ) = ar (PQRS)
2
1
Now, ar (PQRS) = ar (ABCD)
3
Therefore, ar (APQ) = ar (DPQ)
1 1 1
= ar (PQRS) = × ar (ABCD)
2 2 3
1
= ar (ABCD)
6
Sample Question 2 : In Fig. 9.22, l, m, n,
are straight lines such that l || m and n
intersects l at P and m at Q. ABCD is a
quadrilateral such that its vertex A is on l.
The vertices C and D are on m and AD || n.
Show that
Fig. 9.22
29052014
ar (ABCQ) = ar (ABCDP)
Solution : ar (APD) = ar (AQD) (1)
[Have same base AD and also between same parallels AD and n].
Adding ar (ABCD) on both sides in (1), we get
ar (APD) + ar (ABCD) = ar (AQD) + ar (ABCD)
or ar (ABCDP) = ar (ABCQ)
Sample Questions 3 : In Fig. 9.23, BD || CA,
1
E is mid-point of CA and BD = CA. Prove
2
that ar (ABC) = 2ar (DBC)
Solution : Join DE. Here BCED is a
parallelogram, since
BD = CE and BD || CE
ar (DBC) = ar (EBC) (1)
[Have the same base BC and between the same Fig. 9.23
parallels]
In ∆ ABC, BE is the median,
1
So, ar (EBC) = ar (ABC)
2
Now, ar (ABC) = ar (EBC) + ar (ABE)
Also, ar (ABC) = 2 ar (EBC), therefore,
ar (ABC) = 2 ar (DBC).
EXERCISE 9.4
1. A point E is taken on the side BC of a parallelogram ABCD. AE and DC are
produced to meet at F. Prove that
ar (ADF) = ar (ABFC)
2. The diagonals of a parallelogram ABCD intersect at a point O. Through O, a line
is drawn to intersect AD at P and BC at Q. Show that PQ divides the parallelogram
into two parts of equal area.
3. The medians BE and CF of a triangle ABC intersect at G. Prove that the
area of ∆ GBC = area of the quadrilateral AFGE.
29052014
4. In Fig. 9.24, CD || AE and CY || BA. Prove that

ar (CBX) = ar (AXY)
Fig. 9.24
5. ABCD is a trapezium in which AB || DC, DC = 30 cm and AB = 50 cm. If X and

Y are, respectively the mid-points of AD and BC, prove that
7
ar (DCYX) = ar (XYBA)
9
6. In ∆ ABC, if L and M are the points on AB and AC, respectively such that
LM || BC. Prove that ar (LOB) = ar (MOC)
7. In Fig. 9.25, ABCDE is any pentagon. BP drawn parallel to AC meets DC produced
at P and EQ drawn parallel to AD meets CD produced at Q. Prove that
ar (ABCDE) = ar (APQ)
Fig. 9.25
29052014
8. If the medians of a ∆ ABC intersect at G, show that

ar (AGB) = ar (AGC) = ar (BGC)
1
= ar (ABC)
3
9. In Fig. 9.26, X and Y are the mid-points of AC and AB respectively, QP || BC and
CYQ and BXP are straight lines. Prove that ar (ABP) = ar (ACQ).
Fig. 9.26
10. In Fig. 9.27, ABCD and AEFD are two parallelograms. Prove that
ar (PEA) = ar (QFD) [Hint: Join PD].
Fig. 9.27
29052014
CHAPTER 10
CIRCLES

Circle, radius, diameter, chord, segment, cyclic quadrilateral.
• Equal chords of a circle (or of congruent circles) subtend equal angles at the
centre,
• If the angles subtended by the chords of a circle (or of congruent circles) at the
centre (or centres) are equal, then the chords are equal,
• The perpendicular drawn from the centre of the circle to a chord bisects the chord,
• The line drawn through the centre of a circle bisecting a chord is perpendicular to
the chord,
• There is one and only one circle passing through three given non-collinear points,
• Equal chords of a circle (or of congruent circles) are equidistant from the centre
(or centres),
• Chords equidistant from the centre of a circle are equal in length,
• 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,
• Congruent arcs of a circle subtend equal angles at the centre,
• 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,
• Angles in the same segment of a circle are equal,
• 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, then the four points are
concyclic,
29052014
• The sum of either pair of opposite angles of a cyclic quadrilateral is 180º,

• If the sum of a pair of opposite angles of a quadrilateral is 180º, the quadrilateral is
cyclic.

Sample Question 1: In Fig. 10.1, two congruent circles have centres O and O′. Arc
AXB subtends an angle of 75º at the centre O and arc A′ Y B′ subtends an angle of 25º
at the centre O′. Then the ratio of arcs A X B and A′ Y B′ is:
Fig. 10.1
(A) 2 : 1 (B) 1 : 2 (C) 3 : 1 (D) 1 : 3

Sample Question 2 : In Fig. 10.2, AB and CD are
two equal chords of a circle with centre O. OP and OQ
are perpendiculars on chords AB and CD, respectively.
If ∠POQ = 150º, then ∠APQ is equal to
(A) 30º (B) 75º
(C) 15º (D) 60º
Fig. 10.2
29052014
CIRCLES 99
EXERCISE 10.1
1. AD is a diameter of a circle and AB is a chord. If AD = 34 cm, AB = 30 cm, the
distance of AB from the centre of the circle is :
(A) 17 cm (B) 15 cm (C) 4 cm (D) 8 cm
2. In Fig. 10.3, if OA = 5 cm, AB = 8 cm and OD is
perpendicular to AB, then CD is equal to:
(A) 2 cm (B) 3 cm
(C) 4 cm (D) 5 cm
3. If AB = 12 cm, BC = 16 cm and AB is perpendicular
to BC, then the radius of the circle passing through
the points A, B and C is :
(A) 6 cm (B) 8 cm
(C) 10 cm (D) 12 cm
4. In Fig.10.4, if ∠ABC = 20º, then ∠AOC is equal to: Fig. 10.3
(A) 20º (B) 40º (C) 60º (D) 10º
Fig. 10.4
5. In Fig.10.5, if AOB is a diameter of the circle

and AC = BC, then ∠CAB is equal to:
(A) 30º (B) 60º
(C) 90º (D) 45º
Fig. 10.5
29052014
6. In Fig. 10.6, if ∠OAB = 40º, then ∠ACB is equal to :

(A) 50º (B) 40º (C) 60º (D) 70°
Fig. 10.6
7. In Fig. 10.7, if ∠DAB = 60º, ∠ABD = 50º, then ∠ACB is equal to:
(A) 60º (B) 50º (C) 70º (D) 80º
Fig. 10.7
8. ABCD is a cyclic quadrilateral such that AB is
a diameter of the circle circumscribing it and
∠ADC = 140º, then ∠BAC is equal to:
(A) 80º (B) 50º
(C) 40º (D) 30º
9. In Fig. 10.8, BC is a diameter of the circle and
∠BAO = 60º. Then ∠ADC is equal to :
(A) 30º (B) 45º
(C) 60º (D) 120º
Fig. 10.8
29052014
CIRCLES 101
10. In Fig. 10.9, ∠AOB = 90º and ∠ABC = 30º, then ∠CAO is equal to:
(A) 30º (B) 45º (C) 90º (D) 60º
Fig. 10.9

Sample Question 1: The angles subtended by a chord at any two points of a circle
are equal.
Solution : False. If two points lie in the same segment (major or minor) only, then the
angles will be equal otherwise they are not equal.
Sample Questions 2 : Two chords of a circle of lengths 10 cm and 8 cm are at the
distances 8.0 cm and 3.5 cm, respectively from the centre.
Solution: False. As the larger chord is at smaller distance from the centre.
EXERCISE 10.2
Write True or False and justify your answer in each of the following:
1. Two chords AB and CD of a circle are each at distances 4 cm from the centre.
Then AB = CD.
2. Two chords AB and AC of a circle with centre O are on the opposite sides of OA.
Then ∠OAB = ∠OAC .
3. Two congruent circles with centres O and O′ intersect at two points A and B.
Then ∠AOB = ∠AO′B.
4. Through three collinear points a circle can be drawn.
5. A circle of radius 3 cm can be drawn through two points A, B such that AB = 6 cm.
29052014
6. If AOB is a diameter of a circle and C is a point on the circle, then AC 2 + BC2 =

AB2 .
7. ABCD is a cyclic quadrilateral such that ∠A = 90°, ∠B = 70°, ∠C = 95° and
∠D = 105°.
8. If A, B, C, D are four points such that ∠BAC = 30° and ∠BDC = 60°, then D is
the centre of the circle through A, B and C.
9. If A, B, C and D are four points such that ∠BAC = 45° and ∠BDC = 45°, then A,
B, C, D are concyclic.
10. In Fig. 10.10, if AOB is a diameter and ∠ADC = 120°, then ∠CAB = 30°.
Fig. 10.10
Sample Question 1 : In Fig. 10.11, AOC is a diameter of the circle and arc AXB =
1
arc BYC. Find ∠BOC.
2
Solution :
1
As arc AXB = arc BYC,
2
1
∠AOB = ∠BOC
2
Also ∠AOB + ∠BOC = 180º
1 Fig. 10.11
Therefore, ∠BOC + ∠BOC = 180º
2
29052014
CIRCLES 103
2
or ∠BOC = × 180º = 120º
3
Sample Question 2 :In Fig. 10.12, ∠ABC = 45º,

prove that OA ⊥ OC.
1
Solution : ∠ABC = ∠AOC
2
i.e., ∠AOC = 2∠ABC = 2 × 45º = 90º
Fig. 10.12
or OA ⊥ OC
EXERCISE 10.3
1. If arcs AXB and CYD of a circle are congruent, find the ratio of AB and CD.
2. If the perpendicular bisector of a chord AB of a circle PXAQBY intersects the
circle at P and Q, prove that arc PXA ≅ Arc PYB.
3. A, B and C are three points on a circle. Prove that the perpendicular bisectors of
AB, BC and CA are concurrent.
4. AB and AC are two equal chords of a circle. Prove that the bisector of the angle
BAC passes through the centre of the circle.
5. If a line segment joining mid-points of two chords of a circle passes through the
centre of the circle, prove that the two chords are parallel.
6. ABCD is such a quadrilateral that A is the centre of the circle passing through B,
C and D. Prove that
1
∠CBD + ∠CDB = ∠BAD
2
7. O is the circumcentre of the triangle ABC and D is the mid-point of the base BC.
Prove that ∠BOD = ∠A.
8. On a common hypotenuse AB, two right triangles ACB and ADB are situated on
opposite sides. Prove that ∠BAC = ∠BDC.
9. Two chords AB and AC of a circle subtends angles equal to 90º and 150º, respectively
at the centre. Find ∠BAC, if AB and AC lie on the opposite sides of the centre.
10. If BM and CN are the perpendiculars drawn on the sides AC and AB of the
triangle ABC, prove that the points B, C, M and N are concyclic.
11. If a line is drawn parallel to the base of an isosceles triangle to intersect its equal
sides, prove that the quadrilateral so formed is cyclic.
29052014
12. If a pair of opposite sides of a cyclic quadrilateral are equal, prove that its diagonals
are also equal.
13. The circumcentre of the triangle ABC is O. Prove that ∠OBC + ∠BAC = 90º.
14. A chord of a circle is equal to its radius. Find the angle subtended by this chord at
a point in major segment.
15. In Fig.10.13, ∠ADC = 130° and chord BC = chord BE. Find ∠CBE.
Fig. 10.13 Fig. 10.14
16. In Fig.10.14, ∠ACB = 40º. Find ∠OAB.

17. A quadrilateral ABCD is inscribed in a circle such that AB is a diameter and
∠ADC = 130º. Find ∠BAC.
18. Two circles with centres O and O′ intersect at two points A and B. A line PQ is
drawn parallel to OO′ through A(or B) intersecting the circles at P and Q. Prove
that PQ = 2 OO′.
19. In Fig.10.15, AOB is a diameter of the circle and C, D, E are any three points on
the semi-circle. Find the value of ∠ACD + ∠BED.
Fig. 10.15
29052014
CIRCLES 105
20. In Fig. 10.16, ∠OAB = 30º and ∠OCB = 57º. Find ∠BOC and ∠AOC.
Fig. 10.16

Sample Question 1 : Prove that two circles cannot intersect at more than two points.
Solution : Let there be two circles which intersect at three points say at A, B and C.
Clearly, A, B and C are not collinear. We know that through three non-collinear points
A, B and C one and only one circle can pass. Therefore, there cannot be two circles
passing through A, B and C. In other words, the two circles cannot intersect at more
than two points.
Sample Question 2 : Prove that among all the chords of a circle passing through a
given point inside the circle that one is smallest which is perpendicular to the diameter
passing through the point.
Solution : Let P be the given point inside a circle
with centre O. Draw the chord AB which is
perpendicular to the diameter XY through P. Let CD
be any other chord through P. Draw ON perpendicular
to CD from O. Then ∆ ONP is a right triangle
(Fig.10.17). Therefore, its hypotenuse OP is larger
than ON. We know that the chord nearer to the centre
is larger than the chord which is farther to the centre.
Therefore, CD > AB. In other words, AB is the
smallest of all chords passing through P. Fig. 10.17
29052014
EXERCISE 10.4
1. If two equal chords of a circle intersect, prove that the parts of one chord are
separately equal to the parts of the other chord.
2. If non-parallel sides of a trapezium are equal, prove that it is cyclic.
3. If P, Q and R are the mid-points of the sides BC, CA and AB of a triangle and AD
is the perpendicular from A on BC, prove that P, Q, R and D are concyclic.
4. ABCD is a parallelogram. A circle through A, B is so drawn that it intersects AD
at P and BC at Q. Prove that P, Q, C and D are concyclic.
5. Prove that angle bisector of any angle of a triangle and perpendicular bisector of
the opposite side if intersect, they will intersect on the circumcircle of the triangle.
6. If two chords AB and CD of a circle AYDZBWCX intersect at right angles
(see Fig.10.18), prove that arc CXA + arc DZB = arc AYD + arc BWC = semi-
circle.
Fig. 10.18
7. If ABC is an equilateral triangle inscribed in a circle
and P be any point on the minor arc BC which
does not coincide with B or C, prove that PA is
angle bisector of ∠BPC.
8. In Fig. 10.19, AB and CD are two chords of a circle
intersecting each other at point E. Prove that
1
∠AEC = (Angle subtended by arc CXA at centre
2
+ angle subtended by arc DYB at the centre).
Fig. 10.19
29052014
CIRCLES 107
9. If bisectors of opposite angles of a cyclic quadrilateral ABCD intersect the circle,

circumscribing it at the points P and Q, prove that PQ is a diameter of the circle.
10. A circle has radius 2 cm. It is divided into two segments by a chord of length
2 cm. Prove that the angle subtended by the chord at a point in major segment is 45º.
11. Two equal chords AB and CD of a circle when produced intersect at a point P.
Prove that PB = PD.
12. AB and AC are two chords of a circle of radius r such that AB = 2AC. If p and q
are the distances of AB and AC from the centre, prove that 4q2 = p 2 + 3r 2.
13. In Fig. 10.20,O is the centre of the circle, ∠BCO = 30°. Find x and y.
Fig. 10.20
14. In Fig. 10.21, O is the centre of the circle, BD = OD and CD ⊥ AB. Find ∠CAB.
Fig. 10.21
29052014
CHAPTER 11
CONSTRUCTIONS

• To bisect a given angle,
• To draw the perpendicular bisector of a line segment,
• To construct angles of 15°, 30°, 45°, 60°, 90°, etc.
• To construct a triangle given its base, a base angle and the sum of other two sides,
• To construct a triangle given its base, a base angle and the difference of other two
sides,
• To construct a triangle given its perimeter and the two base angles
• Geometrical construction means using only a ruler and a pair of compasses as
geometrical instruments.

Sample Question 1: With the help of a ruler and a compass, it is possible to
construct an angle of :
(A) 35° (B) 40° (C) 37.5° (D) 47.5°
Sample Question 2: The construction of a triangle ABC in which AB = 4 cm,
∠A = 60° is not possible when difference of BC and AC is equal to:
(A) 3.5 cm (B) 4.5 cm (C) 3 cm (D) 2.5 cm
29052014
CONSTRUCTIONS 109
EXERCISE 11.1
1. With the help of a ruler and a compass it is not possible to construct an angle of :
(A) 37.5° (B) 40° (C) 22.5° (D) 67.5°
2. The construction of a triangle ABC, given that BC = 6 cm, ∠ B = 45° is not
possible when difference of AB and AC is equal to:
(A) 6.9 cm (B) 5.2 cm (C) 5.0 cm (D)4.0 cm
3. The construction of a triangle ABC, given that BC = 3 cm, ∠C = 60° is possible
when difference of AB and AC is equal to :
(A) 3.2 cm (B) 3.1 cm (C) 3 cm (D) 2.8 cm

Write True or False and give reasons for your answer.
Sample Question 1 : An angle of 67.5° can be constructed.
135° 1
Solution : True. As 67.5° = = (90° + 45°) .
2 2
EXERCISE 11.2
Write True or False in each of the following. Give reasons for your answer:
1. An angle of 52.5° can be constructed.
2. An angle of 42.5° can be constructed.
3. A triangle ABC can be constructed in which AB = 5 cm, ∠A = 45° and BC +
AC = 5 cm.
4. A triangle ABC can be constructed in which BC = 6 cm, ∠C = 30° and AC –
AB = 4 cm.
5. A triangle ABC can be constructed in which ∠ B = 105°, ∠C = 90° and AB + BC +
AC = 10 cm.
6. A triangleABC can be constructed in which ∠ B = 60°, ∠C = 45° and AB + BC + AC =
12 cm.

Sample Question 1 : Construct a triangle ABC in which BC = 7.5 cm, ∠B = 45° and
AB – AC = 4 cm.
Solution : See Mathematics Textbook for Class IX.
29052014
EXERCISE 11.3
1. Draw an angle of 110° with the help of a protractor and bisect it. Measure each
angle.
2. Draw a line segment AB of 4 cm in length. Draw a line perpendicular to AB
through A and B, respectively. Are these lines parallel?
3. Draw an angle of 80° with the help of a protractor. Then construct angles of (i) 40°
(ii)160° and (iii) 120°.
4. Construct a triangle whose sides are 3.6 cm, 3.0 cm and 4.8 cm. Bisect the smallest
angle and measure each part.
5. Construct a triangle ABC in which BC = 5 cm, ∠B = 60° and AC + AB = 7.5 cm.
6. Construct a square of side 3 cm.
7. Construct a rectangle whose adjacent sides are of lengths 5 cm and 3.5 cm.
8. Construct a rhombus whose side is of length 3.4 cm and one of its angles is 45°.

Sample Question 1 : Construct an equilateral triangle if its altitude is 6 cm. Give
justification for your construction.
Solution : Draw a line XY. Take any point D on this line. Construct perpendicular PD
on XY. Cut a line segment AD from D equal to 6 cm.
Make angles
equal to 30° at A
on both sides of
AD, say ∠CAD
and ∠BAD where
B and C lie on XY.
Then ABC is the
required triangle.
Justification
Since ∠A = 30° +
30° = 60° and
AD ⊥BC, ∆ ABC
is an equilateral
triangle with
altitude AD =
6 cm. Fig. 11.1
29052014
CONSTRUCTIONS 111
EXERCISE 11.4
Construct each of the following and give justification :
1. A triangle if its perimeter is 10.4 cm and two angles are 45° and 120°.
2. A triangle PQR given that QR = 3cm, ∠ PQR = 45° and QP – PR = 2 cm.
3. A right triangle when one side is 3.5 cm and sum of other sides and the hypotenuse
is 5.5 cm.
4. An equilateral triangle if its altitude is 3.2 cm.
5. A rhombus whose diagonals are 4 cm and 6 cm in lengths.
29052014
CHAPTER 12
HERON’S FORMULA

• Rectangle
(a) Area = length × breadth
(b) Perimeter = 2 (length + breadth)
(c) Diagonal = (length )2 + ( breadth )2

• Square
(a) Area = (side)2
(b) Perimeter = 4 × side
(c) Diagonal = 2 × side
• Triangle with base (b) and altitude (h)
1
Area = × b× h
2
• Triangle with sides as a, b, c
a+b +c
(i) Semi-perimeter = =s
2
(ii) Area = s ( s – a )( s – b )( s – c ) (Heron’s Formula)

• Isosceles triangle, with base a and equal sides b
29052014
HERON’S FORMULA 113
a
Area of isosceles triangle = 4b 2 – a 2
4
• Equilateral triangle with side a
3 2
Area = a
4
• Parallelogram with base b and altitude h
Area = bh
• Rhombus with diagonals d1 and d2
1
(a) Area = d1 × d 2
2
(b) Perimeter = 2 d12 + d 22

• Trapezium with parallel sides a and b, and the distance between two parallel
sides as h.
1
Area = (a + b) × h
2
• Regular hexagon with side a
Area = 6 × Area of an equilateral triangle with side a
3 2 3
= 6× a = 3a 2
4 2

Sample Question 1 : The base of a right triangle is 8 cm and hypotenuse is 10 cm. Its
area will be
(A) 24 cm2 (B) 40 cm2 (C) 48 cm2 (D) 80 cm2
EXERCISE 12.1
1. An isosceles right triangle has area 8 cm2. The length of its hypotenuse is
(A) 32 cm (B) 16 cm (C) 48 cm (D) 24 cm
29052014
2. The perimeter of an equilateral triangle is 60 m. The area is
(A) 10 3 m 2 (B) 15 3 m 2 (C) 20 3 m 2 (D) 100 3 m 2

3. The sides of a triangle are 56 cm, 60 cm and 52 cm long. Then the area of the
triangle is
(A) 1322 cm2 (B) 1311 cm2 (C) 1344 cm2 (D) 1392 cm2
4. The area of an equilateral triangle with side 2 3 cm is

(A) 5.196 cm2 (B) 0.866 cm2 (C) 3.496 cm2 (D) 1.732 cm2
5. The length of each side of an equilateral triangle having an area of 9 3 cm2 is

(A) 8 cm (B) 36 cm (C) 4 cm (D) 6 cm
6. If the area of an equilateral triangle is 16 3 cm2, then the perimeter of the triangle
is
(A) 48 cm (B) 24 cm (C) 12 cm (D) 36 cm
7. The sides of a triangle are 35 cm, 54 cm and 61 cm, respectively. The length of its
longest altitude
(A) 16 5 cm (B) 10 5 cm (C) 24 5 cm (D) 28 cm
8. The area of an isosceles triangle having base 2 cm and the length of one of the equal
sides 4 cm, is
15
(A) 15 cm 2 (B) cm 2 (C) 2 15 cm 2 (D) 4 15 cm 2
2
9. The edges of a triangular board are 6 cm, 8 cm and 10 cm. The cost of painting it
at the rate of 9 paise per cm2 is
(A) Rs 2.00 (B) Rs 2.16 (C) Rs 2.48 (D) Rs 3.00

Write True or False and justify your answer:
Sample Question 1 : If a, b, c are the lengths of three sides of a triangle, then area of
a triangle = s( s − a ) ( s − b) ( s − c) , where s = perimeter of triangle.
Solution : False. Since in Heron’s formula,
29052014
1
s= (a + b + c)
2
1
= (perimeter of triangle)
2
EXERCISE 12.2
Write True or False and justify your answer:
1. The area of a triangle with base 4 cm and height 6 cm is 24 cm2 .
2. The area of ∆ ABC is 8 cm2 in which AB = AC = 4 cm and ∠A = 90º.
5
3. The area of the isosceles triangle is 11 cm2, if the perimeter is 11 cm and the
4
base is 5 cm.
4. The area of the equilateral triangle is 20 3 cm 2 whose each side is 8 cm.
5. If the side of a rhombus is 10 cm and one diagonal is 16 cm, the area of the
rhombus is 96 cm2.
6. The base and the corresponding altitude of a parallelogram are 10 cm and 3.5 cm,
respectively. The area of the parallelogram is 30 cm2.
7. The area of a regular hexagon of side ‘a’ is the sum of the areas of the five
equilateral triangles with side a.
8. The cost of levelling the ground in the form of a triangle having the sides 51 m,
37 m and 20 m at the rate of Rs 3 per m2 is Rs 918.
9. In a triangle, the sides are given as 11 cm, 12 cm and 13 cm. The length of the
altitude is 10.25 cm corresponding to the side having length 12 cm.

Sample Question 1 : The sides of a triangular field are 41 m, 40 m and 9 m. Find the
number of rose beds that can be prepared in the field, if each rose bed, on an average
needs 900 cm2 space.
Solution : Let a = 41 m, b = 40 m, c = 9 m.
a + b + c 41 + 40 + 9
s= = m = 45 m
2 2
29052014
Area of the triangular field
= s ( s – a )( s – b )( s – c )
= 45 ( 45 – 41)( 45 – 40 )( 45 – 9 )
2
= 45× 4 × 5 × 36 = 180 m
180
So, the number of rose beds = = 2000
0.09
Sample Question 2 : Calculate the area of the shaded region in Fig. 12.1.
Solution : For the triangle having the sides 122 m, 120 m and 22 m :
122 + 120 + 22
s= = 132
2
Area of the triangle = s ( s – a )( s – b )( s – c )
= 132 ( 132 –122 )(132 – 120 )( 132 – 22 )
= 132 ×10 ×12 × 110

= 1320 m2
For the triangle having the sides 22 m, 24 m and 26 m:
22 + 24 + 26
s= = 36
2
Area of the triangle = 36 ( 36 – 22 )( 36 – 24 )( 36 – 26 )
= 36 × 14 × 12 × 10
= 24 105
= 24 × 10.25 m2 (approx.)
= 246 m2
Therefore, the area of the shaded portion
= (1320 – 246) m2
= 1074 m2
Fig. 12.1
29052014
EXERCISE 12.3
1 Find the cost of laying grass in a triangular field of sides 50 m, 65 m and 65 m at the
rate of Rs 7 per m2.
2 The triangular side walls of a flyover have been used for advertisements. The sides of
the walls are 13 m, 14 m and 15 m. The advertisements yield an earning of Rs 2000 per
m2 a year. A company hired one of its walls for 6 months. How much rent did it pay?
3 From a point in the interior of an equilateral triangle, perpendiculars are drawn on
the three sides. The lengths of the perpendiculars are 14 cm, 10 cm and 6 cm. Find
the area of the triangle.
4 The perimeter of an isosceles triangle is 32 cm. The ratio of the equal side to its
base is 3 : 2. Find the area of the triangle.
5 Find the area of a parallelogram given in Fig. 12.2. Also find the length of the
altitude from vertex A on the side DC.
6 A field in the form of a parallelogram has sides 60
m and 40 m and one of its diagonals is 80 m long.
Find the area of the parallelogram.
7 The perimeter of a triangular field is 420 m and
its sides are in the ratio 6 : 7 : 8. Find the area of
the triangular field.
8 The sides of a quadrilateral ABCD are 6 cm, 8
cm, 12 cm and 14 cm (taken in order) respectively,
and the angle between the first two sides is a Fig. 12.2
right angle. Find its area.
9 A rhombus shaped sheet with perimeter 40 cm and one diagonal 12 cm, is painted
on both sides at the rate of Rs 5 per m2 . Find the cost of painting.
10 Find the area of the trapezium PQRS with height PQ given in Fig. 12.3
Fig. 12.3
29052014

Sample Question 1 : If each side of a triangle is doubled, then find the ratio of area
of the new triangle thus formed and the given triangle.
Solution : Let a, b, c be the sides of the triangle (existing) and s be its semi-perimeter.
a + b+ c
Then, s =
2
or, 2s = a + b + c (1)
Area of the existing triangle = s ( s − a )( s − b )( s − c) = ∆ , say
According to the statement, the sides of the new triangle will be 2a, 2b and 2c. Let S
be the semi-perimeter of the new triangle.
2a + 2b + 2c
S= = a+ b + c (2)
2
S = 2s (3)
Area of the new triangle
= S ( S − 2 a )( S − 2 b )( S − 2 c )
Putting the values, we get
= 2 s ( 2 s − 2 a )( 2 s − 2b )( 2 s − 2 c)
= 16s ( s − a )( s − b )( s − c )
= 4 s ( s − a )( s − b )( s − c) = 4∆
Therefore, the required ratio is 4:1.
EXERCISE 12.4
1. How much paper of each shade is needed to make a kite given in Fig. 12.4, in
which ABCD is a square with diagonal 44 cm.
29052014
Fig. 12.4
2. The perimeter of a triangle is 50 cm. One side of a triangle is 4 cm longer than the
smaller side and the third side is 6 cm less than twice the smaller side. Find the
area of the triangle.
3. The area of a trapezium is 475 cm2 and the height is 19 cm. Find the lengths of its
two parallel sides if one side is 4 cm greater than the other.
4. A rectangular plot is given for constructing a house, having a measurement of 40 m
long and 15 m in the front. According to the laws, a minimum of 3 m, wide space
should be left in the front and back each and 2 m wide space on each of other
sides. Find the largest area where house can be constructed.
5. A field is in the shape of a trapezium having parallel sides 90 m and 30 m. These
sides meet the third side at right angles. The length of the fourth side is 100 m. If
it costs Rs 4 to plough 1m2 of the
field, find the total cost of ploughing
the field.
6. In Fig. 12.5, ∆ ABC has sides
AB = 7.5 cm, AC = 6.5 cm and
BC = 7 cm. On base BC a
parallelogram DBCE of same area
as that of ∆ ABC is constructed.
Find the height DF of the
parallelogram.
7. The dimensions of a rectangle
ABCD are 51 cm × 25 cm. A
trapezium PQCD with its parallel Fig. 12.5
29052014
sides QC and PD in the ratio 9 : 8, is cut off from the rectangle as shown in the
5
Fig. 12.6. If the area of the trapezium PQCD is th part of the area of the rectangle,
6
find the lengths QC and PD.
Fig. 12.6
8. A design is made on a rectangular tile of dimensions 50 cm × 70 cm as shown in
Fig. 12.7. The design shows 8 triangles, each of sides 26 cm, 17 cm and 25 cm.
Find the total area of the design and the remaining area of the tile.
Fig. 12.7
29052014
CHAPTER 13
SURFACE AREAS AND VOLUMES

• Cuboid whose length = l, breadth = b and height = h
(a) Volume of cuboid = lbh
(b) Total surface area of cuboid = 2 ( lb + bh + hl )
(c) Lateral surface area of cuboid = 2 h (l + b)
(d) Diagonal of cuboid = l 2 + b2 + h2

• Cube whose edge = a
(a) Volume of cube = a 3
(b) Lateral Surface area = 4a2
(c) Total surface area of cube = 6a2
(d) Diagonal of cube = a 3
• Cylinder whose radius = r, height = h
(a) Volume of cylinder = πr2h
(b) Curved surface area of cylinder = 2πrh
(c) Total surface area of cylinder = 2πr (r + h)
• Cone having height = h, radius = r and slant height = l
1 2
(a) Volume of cone = πr h
3
(b) Curved surface area of cone = πrl
29052014
(c) Total surface area of cone = πr (l + r)
(d) Slant height of cone (l) = h2 + r 2

• Sphere whose radius = r
4 3
(a) Volume of sphere = πr
3
(b) Surface area of sphere = 4πr2
• Hemisphere whose radius = r
2 3
(a) Volume of hemisphere = πr
3
(b) Curved surface area of hemisphere = 2πr2
(c) Total surface area of hemisphere = 3πr 2

Write the correct answer
Sample Question 1 : In a cylinder, if radius is halved and height is doubled, the
volume will be
(A) same (B) doubled (C) halved (D) four times
Solution: Answer (C)
EXERCISE 13.1
1. The radius of a sphere is 2r, then its volume will be
4 3 8 πr 3 32 3
(A) πr (B) 4πr 3 (C) (D) πr
3 3 3
2. The total surface area of a cube is 96 cm2. The volume of the cube is:
(A) 8 cm3 (B) 512 cm3 (C) 64 cm3 (D) 27 cm3
3. A cone is 8.4 cm high and the radius of its base is 2.1 cm. It is melted and recast
into a sphere. The radius of the sphere is :
(A) 4.2 cm (B) 2.1 cm (C) 2.4 cm (D) 1.6 cm
4. In a cylinder, radius is doubled and height is halved, curved surface area will be
29052014
SURFACE AREAS AND VOLUMES 123
(A) halved (B) doubled (C) same (D) four times

r
5. The total surface area of a cone whose radius is and slant height 2l is
2
r
(A) 2πr (l + r) (B) πr (l + ) (C) πr (l + r) (D) 2πrl
4
6. The radii of two cylinders are in the ratio of 2:3 and their heights are in the ratio of
5:3. The ratio of their volumes is:
(A) 10 : 17 (B) 20 : 27 (C) 17 : 27 (D) 20 : 37
2
7. The lateral surface area of a cube is 256 m . The volume of the cube is
(A) 512 m3 (B) 64 m3 (C) 216 m3 (D) 256 m3
8. The number of planks of dimensions (4 m × 50 cm × 20 cm) that can be stored in
a pit which is 16 m long, 12m wide and 4 m deep is
(A) 1900 (B) 1920 (C) 1800 (D) 1840
9. The length of the longest pole that can be put in a room of dimensions
(10 m × 10 m × 5m) is
(A) 15 m (B) 16 m (C) 10 m (D) 12 m
10. The radius of a hemispherical balloon increases from 6 cm to 12 cm as air is being
pumped into it. The ratios of the surface areas of the balloon in the two cases is
(A) 1 : 4 (B) 1 : 3 (C) 2 : 3 (D) 2:1

Sample Question 1 : A right circular cylinder just encloses a sphere
of radius r as shown in Fig 13.1. The surface area of the sphere is
equal to the curved surface area of the cylinder.
Solution : True.
Here, radius of the sphere = radius of the cylinder = r
Diameter of the sphere = height of the cylinder = 2r
Surface area of the sphere = 4πr2
Curved surface area of the cylinder = 2πr (2r) = 4πr 2 Fig. 13.1
Sample Question 2 : An edge of a cube measures r cm. If the largest possible right
1 3
circular cone is cut out of this cube, then the volume of the cone (in cm3) is πr .
6
29052014
Solution : False.
Height of the cone = r cm.
Diameter of the base = r cm.
2
1 r 
Therefore, volume of the cone = π   .r
3 2 
1
= πr 3
12
EXERCISE 13.2
Write True or False and justify your answer in each of the following :
1. The volume of a sphere is equal to two-third of the volume of a cylinder whose
height and diameter are equal to the diameter of the sphere.
2. If the radius of a right circular cone is halved and height is doubled, the volume will
remain unchanged.
3. In a right circular cone, height, radius and slant height do not always be sides of a
right triangle.
4. If the radius of a cylinder is doubled and its curved surface area is not changed,
the height must be halved.
5. The volume of the largest right circular cone that can be fitted in a cube whose
edge is 2r equals to the volume of a hemisphere of radius r.
6. A cylinder and a right circular cone are having the same base and same height.
The volume of the cylinder is three times the volume of the cone.
7. A cone, a hemisphere and a cylinder stand on equal bases and have the same
height. The ratio of their volumes is 1 : 2 : 3.
8. If the length of the diagonal of a cube is 6 3 cm, then the length of the edge of
the cube is 3 cm.
9. If a sphere is inscribed in a cube, then the ratio of the volume of the cube to the
volume of the sphere will be 6 : π.
10. If the radius of a cylinder is doubled and height is halved, the volume will be
doubled.
29052014

Sample Question 1: The surface area of a sphere of radius 5 cm is five times the
area of the curved surface of a cone of radius 4 cm. Find the height and the volume of
22
the cone (taking π = ).
7
Solution: Surface area of the sphere = 4π × 5 × 5 cm2.
Curved surface area of the cone = π × 4 × l cm 2,
where l is the slant height of the cone.
According to the statement
4π × 5 × 5 = 5 × π × 4 × l
or l = 5 cm.
Now, l 2 = h2 + r2
Therefore, (5) 2 = h2 + (4)2
where h is the height of the cone
or (5)2 – (4)2 = h2
or (5 + 4) (5 – 4) = h2
or 9= h2
or h= 3 cm
1 2
Volume of Cone = πr h
3
1 22
= × × 4 × 4 × 3 cm3
3 7
22 × 16
= cm3
7
352
= cm3 = 50.29 cm 3 (approximately)
7
Sample Question 2: The radius of a sphere is increased by 10%. Prove that the
volume will be increased by 33.1% approximately.
4 3
Solution: The volume of a sphere = πr
3
29052014
10% increase in radius = 10% r

1 11
Increased radius = r + r = r
10 10
The volume of the sphere now becomes
3
4  11  4 1331 3
π  r  = π× r
3  10  3 1000
4
= π×1.331 r 3
3
4 4
Increase in volume = π×1.331r 3 − πr 3
3 3
4 3 4
= πr (1.331–1) = πr 3 ×.331
3 3
4 3 
 3 πr ×.331 
Percentage increase in volume=  × 100  = 33.1
 4 π r3 
 3 
EXERCISE 13.3
1. Metal spheres, each of radius 2 cm, are packed into a rectangular box of internal
dimensions 16 cm × 8 cm × 8 cm. When 16 spheres are packed the box is filled
with preservative liquid. Find the volume of this liquid. Give your answer to the
nearest integer. [ Use π= 3.14 ]
2. A storage tank is in the form of a cube. When it is full of water, the volume of
water is 15.625 m3.If the present depth of water is 1.3 m, find the volume of water
already used from the tank.
3. Find the amount of water displaced by a solid spherical ball of diameter 4.2 cm,
when it is completely immersed in water.
4. How many square metres of canvas is required for a conical tent whose height is
3.5 m and the radius of the base is 12 m?
29052014
5. Two solid spheres made of the same metal have weights 5920 g and 740 g,
respectively. Determine the radius of the larger sphere, if the diameter of the
smaller one is 5 cm.
6. A school provides milk to the students daily in a cylindrical glasses of diameter
7 cm. If the glass is filled with milk upto an height of 12 cm, find how many litres
of milk is needed to serve 1600 students.
7. A cylindrical roller 2.5 m in length, 1.75 m in radius when rolled on a road was
found to cover the area of 5500 m2. How many revolutions did it make?
8. A small village, having a population of 5000, requires 75 litres of water per head per
day. The village has got an overhead tank of measurement 40 m × 25 m × 15 m. For
how many days will the water of this tank last?
9. A shopkeeper has one spherical laddoo of radius 5cm. With the same amount of
material, how many laddoos of radius 2.5 cm can be made?
10. A right triangle with sides 6 cm, 8 cm and 10 cm is revolved about the side 8 cm.
Find the volume and the curved surface of the solid so formed.

Sample Question 1: Rain water which falls on a flat rectangular surface of length 6 m
and breadth 4 m is transferred into a cylindrical vessel of internal radius 20 cm. What will
be the height of water in the cylindrical vessel if the rain fall is 1 cm. Give your answer
to the nearest integer. (Take π = 3.14)
Solution : Let the height of the water level in the cylindrical vessel be h cm
Volume of the rain water = 600 × 400 × 1 cm3
Volume of water in the cylindrical vessel = π (20) 2 × h cm3
According to statement
600 × 400 × 1 = π (20)2 × h
600
or h= cm = 191 cm
3.14
EXERCISE 13.4
1. A cylindrical tube opened at both the ends is made of iron sheet which is 2 cm
thick. If the outer diameter is 16 cm and its length is 100 cm, find how many cubic
centimeters of iron has been used in making the tube ?
2. A semi-circular sheet of metal of diameter 28cm is bent to form an open conical
cup. Find the capacity of the cup.
29052014
3. A cloth having an area of 165 m2 is shaped into the form of a conical tent of radius
5m
(i) How many students can sit in the tent if a student, on an average, occupies
5 2
m on the ground?
7
(ii) Find the volume of the cone.
4. The water for a factory is stored in a hemispherical tank whose internal diameter
is 14 m. The tank contains 50 kilolitres of water. Water is pumped into the tank to
fill to its capacity. Calculate the volume of water pumped into the tank.
5. The volumes of the two spheres are in the ratio 64 : 27. Find the ratio of their
surface areas.
6. A cube of side 4 cm contains a sphere touching its sides. Find the volume of the gap in
between.
7. A sphere and a right circular cylinder of the same radius have equal volumes. By
what percentage does the diameter of the cylinder exceed its height ?
8. 30 circular plates, each of radius 14 cm and thickness 3cm are placed one above
the another to form a cylindrical solid. Find :
(i) the total surface area
(ii) volume of the cylinder so formed.
29052014
CHAPTER 14
STATISTICS AND PROBABILITY

Statistics
Meaning of ‘statistics’, Primary and secondary data, Raw/ungrouped data, Range of
data, Grouped data-class intervals, Class marks, Presentation of data - frequency
distribution table, Discrete frequency distribution and continuous frequency distribution.
• Graphical representation of data :
(i) Bar graphs
(ii) Histograms of uniform width and of varying widths
(iii) Frequency polygons
• Measures of Central tendency

(a) Mean
(i) Mean of raw data
x1 + x2 + ... + xn
∑ xi
i= 1
Mean = x = =
n n
where x1 , x2, ..., xn are n observations.
29052014
(ii) Mean of ungrouped data
x=
∑ fi xi
∑ fi
where fi’s are frequencies of xi’s.
(b) Median
A median is the value of the observation which divides the data into two equal parts,
when the data is arranged in ascending (or descending) order.
Calculation of Median
When the ungrouped data is arranged in ascending (or descending) order, the median
of data is calculated as follows :
(i) When the number of observations (n) is odd, the median is the value of the
th
 n + 1 observation.
 
 2 
(ii) When the number of observations (n) is even, the median is the average or
th th
n 
mean of the   and  + 1
n
observations.
 2 2 
(c) Mode
The observation that occurs most frequently, i.e., the observation with maximum
frequency is called mode. Mode of ungrouped data can be determined by observation/
inspection.
Probability
• Random experiment or simply an experiment
• Outcomes of an experiment
• Meaning of a trial of an experiment
• The experimental (or empirical) probability of an event E (denoted by P(E))
is given by
Number of trials in which the event has happened

P(E) =
Total number of trials
• The probability of an event E can be any number from 0 to 1. It can also be
0 or 1 in some special cases.
29052014
STATISTICS AND PROBABILITY 131

Sample Question 1: The marks obtained by 17 students in a mathematics test (out of
100) are given below :
91, 82, 100, 100, 96, 65, 82, 76, 79, 90, 46, 64, 72, 68, 66, 48, 49.
The range of the data is :
(A) 46 (B) 54 (C) 90 (D) 100
Sample Question 2: The class-mark of the class 130-150 is :
(A) 130 (B) 135 (C) 140 (D) 145
Sample Question 3 : A die is thrown 1000 times and the outcomes were recorded as
follows :
Outcome 1 2 3 4 5 6
Frequency 180 150 160 170 150 190
If the die is thrown once more, then the probability that it shows 5 is :
9 3 4 7
(A) (B) (C) (D)
50 20 25 25
EXERCISE 14.1
1. The class mark of the class 90-120 is :
(A) 90 (B) 105 (C) 115 (D) 120
2. The range of the data :
25, 18, 20, 22, 16, 6, 17, 15, 12, 30, 32, 10, 19, 8, 11, 20 is
(A) 10 (B) 15 (C) 18 (D) 26
3. In a frequency distribution, the mid value of a class is 10 and the width of the class
is 6. The lower limit of the class is :
(A) 6 (B) 7 (C) 8 (D) 12
29052014
4. The width of each of five continuous classes in a frequency distribution is 5 and the
lower class-limit of the lowest class is 10. The upper class-limit of the highest class is:
(A) 15 (B) 25 (C) 35 (D) 40
5. Let m be the mid-point and l be the upper class limit of a class in a continuous
frequency distribution. The lower class limit of the class is :
(A) 2m + l (B) 2m – l (C) m – l (D) m – 2l
6. The class marks of a frequency distribution are given as follows :
15, 20, 25, ...
The class corresponding to the class mark 20 is :
(A) 12.5 – 17.5 (B) 17.5 – 22.5 (C) 18.5 – 21.5 (D) 19.5 – 20.5
7. In the class intervals 10-20, 20-30, the number 20 is included in :
(A) 10-20 (B) 20-30
(C) both the intervals (D) none of these intervals
8. A grouped frequency table with class intervals of equal sizes using 250-270
(270 not included in this interval) as one of the class interval is constructed for the
following data :
268, 220, 368, 258, 242, 310, 272, 342,
310, 290, 300, 320, 319, 304, 402, 318,
406, 292, 354, 278, 210, 240, 330, 316,
406, 215, 258, 236.
The frequency of the class 310-330 is:
(A) 4 (B) 5 (C) 6 (D) 7
9. A grouped frequency distribution table with classes of equal sizes using 63-72
(72 included) as one of the class is constructed for the following data :
30, 32, 45, 54, 74, 78, 108, 112, 66, 76, 88,
40, 14, 20, 15, 35, 44, 66, 75, 84, 95, 96,
102, 110, 88, 74, 112, 14, 34, 44.
The number of classes in the distribution will be :
(A) 9 (B) 10 (C) 11 (D) 12
10. To draw a histogram to represent the following frequency distribution :
Class interval 5-10 10-15 15-25 25-45 45-75

Frequency 6 12 10 8 15
29052014
the adjusted frequency for the class 25-45 is :

(A) 6 (B) 5 (C) 3 (D) 2
11. The mean of five numbers is 30. If one number is excluded, their mean becomes
28. The excluded number is :
(A) 28 (B) 30 (C) 35 (D) 38
12. If the mean of the observations :
x, x + 3, x + 5, x + 7, x + 10
is 9, the mean of the last three observations is
1 2 1 2
(A) 10 (B) 10 (C) 11 (D) 11
3 3 3 3
n
13. If x represents the mean of n observations x1, x2, ..., xn, then value of ∑
i =1
( xi − x ) is:
(A) –1 (B) 0 (C) 1 (D) n – 1

14. If each observation of the data is increased by 5, then their mean
(A) remains the same (B) becomes 5 times the original mean
(C) is decreased by 5 (D) is increased by 5
15. Let x be the mean of x1 , x2 , ... , xn and y the mean of y1, y2, ... , yn . If z is the
mean of x1, x2, ... , xn, y1, y2, ... , yn, then z is equal to
x+y x+y x+y
(A) x+y (B) (C) (D)
2 n 2n
16. If x is the mean of x1, x2, ... , xn, then for a ≠ 0, the mean of ax1, ax2, ..., ax n, x1 ,
a
x2 x
, ... , n is
a a
 1
 1  1 x  1 x a +  x
(A) a +  x (B) a +  (C) a +  (D)  a
 a  a 2  a n 2n
17. If x1 , x2 , x3 , ... , xn are the means of n groups with n 1, n 2, ... , n n number of
observations respectively, then the mean x of all the groups taken together is
given by :
29052014
n n n
n ∑ ni xi ∑ ni xi ∑ ni xi
(A) ∑ ni xi (B) i=1
n 2
(C) i= 1
n (D) i= 1
2n
i =1
∑ ni
i= 1
18. The mean of 100 observations is 50. If one of the observations which was 50 is
replaced by 150, the resulting mean will be :
(A) 50.5 (B) 51 (C) 51.5 (D) 52
19. There are 50 numbers. Each number is subtracted from 53 and the mean of the
numbers so obtained is found to be –3.5. The mean of the given numbers is :
(A) 46.5 (B) 49.5 (C) 53.5 (D) 56.5
20. The mean of 25 observations is 36. Out of these observations if the mean of first
13 observations is 32 and that of the last 13 observations is 40, the 13th observation
is :
(A) 23 (B) 36 (C) 38 (D) 40
21. The median of the data
78, 56, 22, 34, 45, 54, 39, 68, 54, 84 is
(A) 45 (B) 49.5 (C) 54 (D) 56
22. For drawing a frequency polygon of a continous frequency distribution, we plot the
points whose ordinates are the frequencies of the respective classes and abcissae
are respectively :
(A) upper limits of the classes (B) lower limits of the classes
(C) class marks of the classes (D) upper limits of perceeding classes
23. Median of the following numbers :
4, 4, 5, 7, 6, 7, 7, 12, 3 is
(A) 4 (B) 5 (C) 6 (D) 7
24. Mode of the data
15, 14, 19, 20, 14, 15, 16, 14, 15, 18, 14, 19, 15, 17, 15 is
(A) 14 (B) 15 (C) 16 (D) 17
25. In a sample study of 642 people, it was found that 514 people have a high school
certificate. If a person is selected at random, the probability that the person has a
high school certificate is :
(A) 0.5 (B) 0.6 (C) 0.7 (D) 0.8
29052014
26. In a survey of 364 children aged 19-36 months, it was found that 91 liked to eat
potato chips. If a child is selected at random, the probability that he/she does not
like to eat potato chips is :
(A) 0.25 (B) 0.50 (C) 0.75 (D) 0.80
27. In a medical examination of students of a class, the following blood groups are
recorded:
Blood group A AB B O
Number of students 10 13 12 5
A student is selected at random from the class. The probability that he/she has
blood group B, is :
1 13 3 1
(A) (B) (C) (D)
4 40 10 8
28. Two coins are tossed 1000 times and the outcomes are recorded as below :
Number of heads 2 1 0
Frequency 200 550 250
Based on this information, the probability for at most one head is

1 1 4 3
(A) (B) (C) (D)
5 4 5 4
29. 80 bulbs are selected at random from a lot and their life time (in hrs) is recorded in
the form of a frequency table given below :
Life time (in hours) 300 500 700 900 1100

Frequency 10 12 23 25 10
One bulb is selected at random from the lot. The probability that its life is 1150
hours, is
1 7
(A) (B) (C) 0 (D) 1
80 16
29052014
30. Refer to Q.29 above :

The probability that bulbs selected randomly from the lot has life less than 900
hours is :
11 5 7 9
(A) (B) (C) (D)
40 16 16 16

Sample Question 1 : The mean of the data :
2, 8, 6, 5, 4, 5, 6, 3, 6, 4, 9, 1, 5, 6, 5
is given to be 5. Based on this information, is it correct to say that the mean of the data:
10, 12, 10, 2, 18, 8, 12, 6, 12, 10, 8, 10, 12, 16, 4
is 10? Give reason.
Solution : It is correct. Since the 2nd data is obtained by multiplying each observation
of 1st data by 2, therefore, the mean will be 2 times the mean of the 1st data.
Sample Question 2 : In a histogram, the areas of the rectangles are proportional to
the frequencies. Can we say that the lengths of the rectangles are also proportional to
the frequencies?
Solution: No. It is true only when the class sizes are the same.
Sample Quetion 3 : Consider the data : 2, 3, 9, 16, 9, 3, 9. Since 16 is the highest value
in the observations, is it correct to say that it is the mode of the data? Give reason.
Solution : 16 is not the mode of the data. The mode of a given data is the observation
with highest frequency and not the observation with highest value.
EXERCISE 14.2
1. The frequency distribution :
Marks 0-20 20-40 40-60 60-100

Number of Students 10 15 20 25
has been represented graphically as follows :
29052014
Fig. 14.1
Do you think this representation is correct? Why?
2. In a diagnostic test in mathematics given to students, the following marks (out of
100) are recorded :
46, 52, 48, 11, 41, 62, 54, 53, 96, 40, 98, 44
Which ‘average’ will be a good representative of the above data and why?
3. A child says that the median of 3, 14, 18, 20, 5 is 18. What doesn’t the child
understand about finding the median?
4. A football player scored the following number of goals in the 10 matches :
1, 3, 2, 5, 8, 6, 1, 4, 7, 9
Since the number of matches is 10 (an even number), therefore, the median
5 th observation + 6 th observation
=
2
8+6
= =7
2
Is it the correct answer and why?
5. Is it correct to say that in a histogram, the area of each rectangle is proportional to
the class size of the corresponding class interval? If not, correct the statement.
6. The class marks of a continuous distribution are :
1.04, 1.14, 1.24, 1.34, 1.44, 1.54 and 1.64
Is it correct to say that the last interval will be 1.55 - 1.73? Justify your answer.
29052014
7. 30 children were asked about the number of hours they watched TV programmes
last week. The results are recorded as under :
Number of hours 0-5 5-10 10-15 15-20

Frequency 8 16 4 2
Can we say that the number of children who watched TV for 10 or more hours a
week is 22? Justify your answer.
8. Can the experimental probability of an event be a negative number? If not, why?
9. Can the experimental probability of an event be greater than 1? Justify your anwer.
10. As the number of tosses of a coin increases, the ratio of the number of heads to the
1
total number of tosses will be . Is it correct? If not, write the correct one.
2

Sample Question 1 : Heights (in cm) of 30 girls of Class IX are given below:
140, 140, 160, 139, 153, 153, 146, 150, 148, 150, 152,
146, 154, 150, 160, 148, 150, 148, 140, 148, 153, 138,
152, 150, 148, 138, 152, 140, 146, 148.
Prepare a frequency distribution table for this data.
Solution : Frequency distribution of heights of 30 girls
Height Tally Marks Frequency

(in cm)
138 || 2
139 | 1
140 |||| 4
146 ||| 3
148 |||| | 6
150 |||| 5
152 ||| 3
153 ||| 3
154 | 1
160 || 2
Total 30
29052014
Sample Question 2 : The following observations are arranged in ascending order :

26, 29, 42, 53, x, x + 2, 70, 75, 82, 93
If the median is 65, find the value of x.
Solution : Number of observations (n) = 10, which is even. Therefore, median is the
th th
 n n 
mean of   and  + 1 observation, i.e., 5th and 6th observation.
 2 2 
Here, 5th observation = x
6th observation = x + 2
x + ( x + 2)
Median = = x +1
2
Now, x + 1 = 65 (Given)
Therefore, x = 64
Thus, the value of x is 64.
Sample Question 3 : Here is an extract from a mortality table.
Age (in years) Number of persons surviving out

of a sample of one million
60 16090
61 11490
62 8012
63 5448
64 3607
65 2320
(i) Based on this information, what is the probability of a person ‘aged 60’ of
dying within a year?
(ii) What is the probability that a person ‘aged 61’ will live for 4 years?
Solution :
(i) We see that 16090 persons aged 60, (16090-11490), i.e., 4600 died before
reaching their 61st birthday.
4600 460
Therefore, P(a person aged 60 die within a year) = =
16090 1609
29052014
(ii) Number of persons aged 61 years = 11490

Number of persons surviving for 4 years = 2320
2320 232
P(a person aged 61 will live for 4 years) = =
11490 1149
EXERCISE 14.3
1. The blood groups of 30 students are recorded as follows:
A, B, O, A, AB, O, A, O, B, A, O, B, A, AB, B, A, AB, B,
A, A, O, A, AB, B, A, O, B, A, B, A
Prepare a frequency distribution table for the data.
2. The value of π upto 35 decimal places is given below:
3. 14159265358979323846264338327950288
Make a frequency distribution of the digits 0 to 9 after the decimal point.
3. The scores (out of 100) obtained by 33 students in a mathematics test are as
follows:
69, 48, 84, 58, 48, 73, 83, 48, 66, 58, 84 000
66, 64, 71, 64, 66, 69, 66, 83, 66, 69, 71
81, 71, 73, 69, 66, 66, 64, 58, 64, 69, 69
Represent this data in the form of a frequency distribution.
4. Prepare a continuous grouped frequency distribution from the following data:
Mid-point Frequency
5 4
15 8
25 13
35 12
45 6
Also find the size of class intervals.

5. Convert the given frequency distribution into a continuous grouped frequency
distribution:
29052014
Class interval Frequency
150-153 7
154-157 7
158-161 15
162-165 10
166-169 5
170-173 6
In which intervals would 153.5 and 157.5 be included?

6. The expenditure of a family on different heads in a month is given below:
Head Food Education Clothing House Rent Others Savings

Expenditure 4000 2500 1000 3500 2500 1500
(in Rs)
Draw a bar graph to represent the data above.

7. Expenditure on Education of a country during a five year period (2002-2006), in
crores of rupees, is given below:
Elementary education 240

Secondary Education 120
University Education 190
Teacher’s Training 20
Social Education 10
Other Educational Programmes 115
Cultural programmes 25
Technical Education 125
Represent the information above by a bar graph.

8. The following table gives the frequencies of most commonly used letters a, e, i, o,
r, t, u from a page of a book :
Letters a e i o r t u
Frequency 75 125 80 70 80 95 75
Represent the information above by a bar graph.
29052014
9. If the mean of the following data is 20.2, find the value of p:
x 10 15 20 25 30
f 6 8 p 10 6
10. Obtain the mean of the following distribution:

Frequency Variable
4 4
8 6
14 8
11 10
3 12
11. A class consists of 50 students out of which 30 are girls. The mean of marks
scored by girls in a test is 73 (out of 100) and that of boys is 71. Determine the
mean score of the whole class.
12. Mean of 50 observations was found to be 80.4. But later on, it was discovered that
96 was misread as 69 at one place. Find the correct mean.
13. Ten observations 6, 14, 15, 17, x + 1, 2x – 13, 30, 32, 34, 43 are written in an
ascending order. The median of the data is 24. Find the value of x.
14. The points scored by a basket ball team in a series of matches are as follows:
17, 2, 7, 27, 25, 5, 14, 18, 10, 24, 48, 10, 8, 7, 10, 28
Find the median and mode for the data.
15. In Fig. 14.2, there is a histogram depicting daily wages of workers in a factory.
Construct the frequency distribution table.
Fig. 14.2
29052014
16. A company selected 4000 households at random and surveyed them to find out a
relationship between income level and the number of television sets in a home. The
information so obtained is listed in the following table:
Monthly income Number of Televisions/household

(in Rs) 0 1 2 Above 2
< 10000 20 80 10 0
10000 - 14999 10 240 60 0
15000 - 19999 0 380 120 30
20000 - 24999 0 520 370 80
25000 and above 0 1100 760 220
Find the probability:

(i) of a household earning Rs 10000 – Rs 14999 per year and having exactly
one television.
(ii) of a household earning Rs 25000 and more per year and owning 2 televisions.
(iii) of a household not having any television.
17. Two dice are thrown simultaneously 500 times. Each time the sum of two numbers
appearing on their tops is noted and recorded as given in the following table:
Sum Frequency
2 14
3 30
4 42
5 55
6 72
7 75
8 70
9 53
10 46
11 28
12 15
29052014
If the dice are thrown once more, what is the probability of getting a sum
(i) 3? (ii) more than 10?
(iii) less than or equal to 5? (iv) between 8 and 12?
18. Bulbs are packed in cartons each containing 40 bulbs. Seven hundred cartons
were examined for defective bulbs and the results are given in the following table:
Number of defective bulbs 0 1 2 3 4 5 6 more than 6

Frequency 400 180 48 41 18 8 3 2
One carton was selected at random. What is the probability that it has
(i) no defective bulb?
(ii) defective bulbs from 2 to 6?
(iii) defective bulbs less than 4?
19. Over the past 200 working days, the number of defective parts produced by a
machine is given in the following table:
Number of 0 1 2 3 4 5 6 7 8 9 10 11 12 13
defective parts
Days 50 32 22 18 12 12 10 10 10 8 6 6 2 2
Determine the probability that tomorrow’s output will have

(i) no defective part
(ii) atleast one defective part
(iii) not more than 5 defective parts
(iv) more than 13 defective parts
20. A recent survey found that the ages of workers in a factory is distributed as follows:
Age (in years) 20 - 29 30 - 39 40 - 49 50 - 59 60 and above
Number of workers 38 27 86 46 3
If a person is selected at random, find the probability that the person is:
(i) 40 years or more
(ii) under 40 years
29052014
(iii) having age from 30 to 39 years

(iv) under 60 but over 39 years

Sample Question 1: Following is the frequency distribution of total marks obtained
by the students of different sections of Class VIII.
Marks 100 - 150 150 - 200 200 - 300 300 - 500 500 - 800
Number of students 60 100 100 80 180
Draw a histogram for the distribution above.
Solution: In the given frequency distribution, the class intervals are not of equal width.
Therefore, we would make modifications in the lengths of the rectangles in the histogram
so that the areas of rectangles are proportional to the frequencies. Thus, we have:
Marks Frequency Width of the class Length of the rectangle
50
100 - 150 60 50 × 60 = 60
50
50
150 - 200 100 50 × 100 = 100
50
50
200 - 300 100 100 ×100 = 50
100
50
300 - 500 80 200 × 80 = 20
200
50
500 - 800 180 300 ×180 = 30
300
Now, we draw rectangles with lengths as given in the last column. The histogram
of the data is given below :
29052014
Fig. 14.3
Sample Question 2 : Two sections of Class IX having 30 students each appeared for
mathematics olympiad. The marks obtained by them are shown below:
46 31 74 68 42 54 14 61 83 48 37 26 8 64 57
93 72 53 59 38 16 88 75 56 46 66 45 61 54 27
27 44 63 58 43 81 64 67 36 49 50 76 38 47 55
77 62 53 40 71 60 58 45 42 34 46 40 59 42 29
Construct a group frequency distribution of the data above using the classes 0-9, 10-19
etc., and hence find the number of students who secured more than 49 marks.
Solution : Class Tally Marks Frequency

0-9 | 1
10-19 || 2
20-29 |||| 4
30-39 |||| | 6
40-49 |||| |||| |||| 15
50-59 |||| |||| || 12
60-69 |||| |||| 10
70-79 |||| | 6
80-89 ||| 3
90-99 | 1
Total 60
29052014
From the table above, we find that the number of students who secure more than 49
marks is (12 + 10 + 6 + 3 + 1), i.e., 32.
EXERCISE 14.4
1. The following are the marks (out of 100) of 60 students in mathematics.

16, 13, 5, 80, 86, 7, 51, 48, 24, 56, 70, 19, 61, 17, 16, 36, 34, 42, 34, 35, 72, 55, 75,
31, 52, 28,72, 97, 74, 45, 62, 68, 86, 35, 85, 36, 81, 75, 55, 26, 95, 31, 7, 78, 92, 62,
52, 56, 15, 63,25, 36, 54, 44, 47, 27, 72, 17, 4, 30.
Construct a grouped frequency distribution table with width 10 of each class starting
from 0 - 9.
2. Refer to Q1 above. Construct a grouped frequency distribution table with width 10
of each class, in such a way that one of the classes is 10 - 20 (20 not included).
3. Draw a histogram of the following distribution :
Heights (in cm) Number of students

150 - 153 7
153 - 156 8
156 - 159 14
159 - 162 10
162 - 165 6
165 - 168 5
4. Draw a histogram to represent the following grouped frequency distribution :
Ages (in years) Number of teachers

20 - 24 10
25 - 29 28
30 - 34 32
35 - 39 48
40 - 44 50
45 - 49 35
50 - 54 12
29052014
5. The lengths of 62 leaves of a plant are measured in millimetres and the data is
represented in the following table :
Length (in mm) Number of leaves

118 - 126 8
127 - 135 10
136 - 144 12
145 - 153 17
154 - 162 7
163 - 171 5
172 - 180 3
Draw a histogram to represent the data above.

6. The marks obtained (out of 100) by a class of 80 students are given below :
Marks Number of students

10 - 20 6
20 - 30 17
30 - 50 15
50 - 70 16
70 - 100 26
Construct a histogram to represent the data above.

7. Following table shows a frequency distribution for the speed of cars passing through
at a particular spot on a high way :
Class interval (km/h) Frequency
30 - 40 3
40 - 50 6
50 - 60 25
60 - 70 65
70 - 80 50
80 - 90 28
90 - 100 14
Draw a histogram and frequency polygon representing the data above.
29052014
8. Refer to Q. 7 :
Draw the frequency polygon representing the above data without drawing the
histogram.
9. Following table gives the distribution of students of sections A and B of a class
according to the marks obtained by them.
Section A Section B
Marks Frequency Marks Frequency
0 - 15 5 0 - 15 3
15 - 30 12 15 - 30 16
30 - 45 28 30 - 45 25
45 - 60 30 45 - 60 27
60 - 75 35 60 - 75 40
75 - 90 13 75 - 90 10
Represent the marks of the students of both the sections on the same graph by two
frequency polygons.What do you observe?
10. The mean of the following distribution is 50.
x f
10 17
30 5a + 3
50 32
70 7a – 11
90 19
Find the value of a and hence the frequencies of 30 and 70.
11. The mean marks (out of 100) of boys and girls in an examination are 70 and 73,
respectively. If the mean marks of all the students in that examination is 71, find
the ratio of the number of boys to the number of girls.
12. A total of 25 patients admitted to a hospital are tested for levels of blood sugar,
(mg/dl) and the results obtained were as follows :
87 71 83 67 85
77 69 76 65 85
85 54 70 68 80
73 78 68 85 73
81 78 81 77 75
Find mean, median and mode (mg/dl) of the above data.
29052014
SET-I
DESIGN OF THE QUESTION PAPER
MATHEMATICS – CLASS IX
Time : 3 Hours Maximum Marks : 80
The weightage or the distribution of marks over different dimensions of the question
paper shall be as follows:
1. Weightage to Content/ Subject Units
S.No. Units Marks

1. Number Systems 06
2. Algebra 20
3. Coordinate Geometry 06
4. Geometry 22
5. Mensuration 14
6. Statistics and Probability 12
2. Weightage to Forms of Questions

S.No. Forms of Marks for each Number of Total Marks
Questions Question Questions
1. MCQ 01 10 10
2. SAR 02 05 10
3. SA 03 10 30
4. LA 06 05 30
Total 30 80
29052014
3. Scheme of Options
All questions are compulsory, i.e., there is no overall choice. However, internal
choices are provided in two questions of 3 marks each and 1 question of 6 marks.
4. Weightage to Difficulty level of Questions
S.No. Estimated Difficulty Percentage of Marks

Level of Questions
1. Easy 20
2. Average 60
3. Difficult 20
Note
A question may vary in difficulty level from individual to individual. As such, the
assessment in respect of each question will be made by the paper setter/ teacher on
the basis of general anticipation from the groups as whole taking the examination. This
provision is only to make the paper balanced in its weight, rather to determine the
pattern of marking at any stage.
29052014
DESIGN OF THE QUESTION PAPER, SET-I 171
BLUE PRINT
Forms of Questions → MCQ SAR SA LA Total

Content Units
↓
NUMBER SYSTEMS 1 (1) 2 (1) 3 (1) – 6 (3)

ALGEBRA
Polynomials, Linear
Equations in
Two Variables 1 (1) 4 (2) 9 (3) 6 (1) 20 (7)
COORDINATE
GEOMETRY 1 (1) 2 (1) 3 (1) – 6 (3)
GEOMETRY
Introduction to Euclid’s
Geometry, Lines and
Angles, Triangles,
Quadrilaterals, Areas,
Circles, Constructions 4 (4) – 6 (2) 12 (2) 22 (8)
MENSURATION
Areas, Surface areas
and Volumes 2 (2) – 6 (2) 6 (1) 14 (5)
STATISTICS AND
PROBABILITY
Statistics, Probability 1 (1) 2 (1) 3 (1) 6 (1) 12 (4)
Total 10 (10) 10 (05) 30 (10) 30 (05) 80 (30)
SUMMARY
Multiple Choice Questions (MCQ) Number of Questions: 10 Marks: 10

Short Answer with Reasoning (SAR) Number of Questions: 05 Marks: 10
Short Answer (SA) Number of Questions: 10 Marks: 30
Long Answer (LA) Number of Questions: 05 Marks: 30
Total 30 80
29052014
MATHEMATICS
CLASS IX
Time: 3 hours Maximum Marks: 80
General Instructions
1. All questions are compulsory.
2. The question paper consists of four sections A, B, C and D. Section A has 10
questions of 1 mark each, section B has 5 questions of 2 marks each, section C has
10 questions of 3 marks each and section D is of 5 questions of 6 marks each.
3. There is no overall choice. However internal choices are provided in 2 questions of
3 marks each and 1 question of 6 marks.
4. Construction should be drawn neatly and exactly as per the given measurements.
5. Use of calculators is not allowed.
SECTION A
In Questions 1 to 10, four options of answer are given in each, out of which only one is
correct. Write the correct option.
1. Every rational number is:
(A) a natural number (B) an integer
(C) a real number (D) a whole number
2. The distance of point (2, 4) from x-axis is
(A) 2 units (B) 4 units (C) 6 units (D) 2 2 + 4 2 units
3. The degree of the polynomial (x3 + 7) (3 – x2) is:
(A) 5 (B) 3
(C) 2 (D) –5
4. In Fig. 1, according to Euclid’s 5th
postulate, the pair of angles,
having the sum less than 180° is:
(A) 1 and 2 (B) 2 and 4
(C) 1 and 3 (D) 3 and 4
5. The length of the chord which is at a distance
of 12 cm from the centre of a circle of radius
13cm is:
(A) 5 cm (B) 12 cm
(C) 13 cm (D) 10 cm Fig. 1
29052014
6. If the volume of a sphere is numerically equal to its surface area, then its diameter
is:
(A) 2 units (B) 1 units (C) 3 units (D) 6 units
7. Two sides of a triangle are 5 cm and 13 cm and its perimeter is 30 cm. The area of
the triangle is:
(A) 30 cm2 (B) 60 cm2 (C) 32.5 cm2 (D) 65 cm2
8. Which of the following cannot be the empiral probability of an event.
2 3
(A) (B) (C) 0 (D) 1
3 2
9. In Fig. 2, if l || m , then the value of x is:
(A) 60 (B) 80
(C) 40 (D) 140
10. The diagonals of a parallelogram :
(A) are equal
(B) bisect each other
(C) are perpendicular to each other Fig. 2
(D) bisect each other at right angles.
SECTION B
11. Is – 5 a rational number? Give reasons to your answer.
12. Without actually finding p(5), find whether (x–5) is a factor of p (x) = x3 – 7x2 +
16x – 12. Justify your answer.
13. Is (1, 8) the only solution of y = 3x + 5? Give reasons.
14. Write the coordinates of a point on x-axis at a distance of 4 units from origin in the
positive direction of x-axis and then justify your answer.
15. Two coins are tossed simultaneously 500 times. If we get two heads 100 times,
one head 270 times and no head 130 times, then find the probability of getting one
or more than one head. Give reasons to your answer also.
SECTION C
16. Simplify the following expression
( )(
3 + 1 1 − 12 +) 9
3 + 12
29052014
OR
p
Express 0.12 3 in the form of , q ≠ 0 , p and q are integers.
q
17. Verify that:
1
x 3 + y3 + z 3 − 3 xyz = ( x + y + z ) ( x − y )2 + ( y − z )2 + ( z − x)2 
2
18. Find the value of k, if (x–2) is a factor of 4x3 + 3x2 – 4x + k.
19. Write the quadrant in which each of the following points lie :
(i) (–3, –5)
(ii) (2, –5)
(iii) (–3, 5)
Also, verify by locating them on
the cartesian plane.
20. In Figure 3, ABC and ABD are two
triangles on the same base AB.
If the line segment CD is bisected
by AB at O, then show that: Fig. 3
area (∆ ABC) = area (∆ ABD)
21. Solve the equation 3x + 2 = 2x – 2 and represent the solution on the cartesian
plane.
22. Construct a right triangle whose base is 12 cm and the difference in lengths of its
hypotenuse and the other side is 8cm. Also give justification of the steps of
construction.
23. In a quadrilateral ABCD, AB = 9 cm, BC = 12 cm, CD = 5 cm, AD = 8 cm and
∠C = 90°. Find the area of ∆ABD
24. In a hot water heating system, there is a cylindrical pipe of length 35 m and diameter
10 cm. Find the total radiating surface in the system.
OR
The floor of a rectangular hall has a perimeter 150 m. If the cost of painting the
four walls at the rate of Rs 10 per m2 is Rs 9000, find the height of the hall.
25. Three coins are tossed simultaneously 200 times with the following frequencies of
different outcomes:
Outcome 3 tails 2 tails 1 tail no tail

Frequency 20 68 82 30
29052014
If the three coins are simultaneously tossed again, compute the probability of getting
less than 3 tails.
SECTION D
26. The taxi fair in a city is as follows:
For the first kilometer, the fare is Rs 10 and for the subsequent distance it is Rs 6
per km. Taking the distance covered as x km and total fare as Rs y, write a linear
equation for this information and draw its graph.
From the graph, find the fare for travelling a distance
of 4 km.
27. Prove that the angles opposite to equal sides of an
isosceles triangle are equal.
Using the above, find ∠ B in a right triangle ABC,
right angled at A with AB = AC.
28. Prove 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.
Using the above result, find x in figure 4 where O is Fig. 4
the centre of the circle.
29. A heap of wheat is in the form of a cone whose diameter is 48 m and height is 7 m.
Find its volume. If the heap is to be covered by canvas to protect it from rain, find
the area of the canvas required.
OR
A dome of a building is in the form of a hollow hemisphere. From inside, it was
white-washed at the cost of Rs 498.96. If the rate of white washing is Rs 2.00 per
square meter, find the volume of air inside the dome.
30. The following table gives the life times of 400 neon lamps:
Life time (in hours) 300-400 400-500 500-600 600-700 700-800 800-900 900-1000
Number of Lamps 14 56 60 86 74 62 48
(i) Represent the given information with the help of a histogram.

(ii) How many lamps have a lifetime of less than 600 hours?
29052014
Marking Scheme
SECTION A MARKS
1. (C) 2. (B) 3. (A) 4. (C) 5. (D)
6. (D) 7. (A) 8. (B) 9. (C) 10. (B)
(1 × 10 = 10)
SECTION B
1
11. Yes, ( )
2
−5 1
since −5 = and –5, 1 are integers and 1 ≠ 0. (1 )
1 2
1
12. (x – 5) is not a factor of p(x), ( )
2
1
since, 5 is not a factor of –12 (1 )
2
1
13. No, ( )
2
1
since, y = 3x + 5 have many solutions like (–1, 2), (2, 11) etc. (1 )
2
1
14. (4, 0) ( )
2
since, any point on x-axis have coordinates (x, 0), where x is the distance from
1
origin. (1 )
2
37 1
15. p = ( )
50 2
29052014
Since, frequency of one or more than one head = 100 + 270 = 370
370 37 1
Therefore, P(one or more Heads) = = (1 )
500 50 2
SECTION C
16. ( )(
3 + 1 1 − 12 + ) 9
3 + 12
12 − 3
= ( 3 − 36 + 1 − 12 + ) 9
12 + 3
⋅
12 − 3
(1)
9 ( 12 − 3 )
= ( 3 − 5 − 12 + ) (12 − 3) (1)
= ( 3 − 5 − 12 + ) ( )
12 − 3 = −5 . (1)
OR
Let x = 0.123 = 0.123333...
Therefore, 100 x = 12.3 (1)
1
and 1000 x = 123.3 ( )
2
111 1
Therefore, 900 x = 111 , i.e., x = (1 )
900 2
17. LHS = x 3 + y3 + z 3 − 3 xyz
(
= ( x + y + z ) x + y + z − xy − yz − xz
2 2 2
) (1)
=
1
2
(
( x + y + z ) 2x 2 + 2y 2 + 2z 2 − 2xy − 2yz − 2xz ) (
1
2
)
=
1
2
( ) ( ) (
( x + y + z )  x 2 + y2 − 2 xy + x2 + z 2 − 2 xy + y2 + z 2 − 2 xz  ) (1)
1 1
= ( x + y + z ) ( x − y)2 + ( z − x)2 + ( y − z )2  ( )
2 2
29052014
18. When ( x − 2 ) is a factor of p ( x ) = 4 x + 3 x − 4 x + k , then p ( 2 ) = 0

3 2
(1)
4( 2) + 3( 2) − 4(2) + k = 0
3 2
Therefore, (1)
or 32 + 12 − 8 + k = 0 , i.e., k = −36 (1)
19. ( −3, −5 ) lies in 3 rd Quadrant
(2, −5 ) lies in 4th Quadrant
1 1
(−3, 5 ) lies in 2nd Quadrant (
2
×3=1 )
2
For correctly
1 1
locating the points ( ×3=1 )
2 2
1
20. Draw CL ⊥ AB and DM ⊥ AB ( )
2
1
∆COL ≅ ∆DOM (AAS) ( )
2
1
Therefore, CL = DM ( )
2
29052014
1 1
Therefore, Area (∆ ABC) = AB ⋅ CL ( )
2 2
1 1
= AB ⋅ DM ( )
2 2
1
= Area (∆ ABD) ( )
2
21. 3x + 2 = 2 x − 2
i.e., 3 x − 2 x = −2 − 2, i.e., x = −4 (1)
(2)
22. For correct geometrical construction (2)

For Justification (1)
23. Getting BD = 122 + 52 = 13 cm (1)
29052014
13 + 9 + 8 1
S= = 15 cm ( )
2 2
∆ABD = (15 )(15 − 13)(15 − 8 )(15 − 9 )

= 840 = 28.98 cm 2
1
= 29 cm2 (approx) (1 )
2
1
24. Radiating surface = curved surface of cylinder ( )
2
1
= 2πrh ( )
2
22 5 1
= 2⋅ ⋅ 35 m 2 (1 )
7 100 2
1
= 11 m2 ( )
2
OR
If l, b represent the length, breadth of the hall, respectively,
1
then 2 ( l + b ) = 150 m ( )
2
Area of four walls = 2 ( l + b ) h , where h is the height (1)
1
Therefore, 2 ( l + b ) h ⋅10 = 9000 ( )
2
29052014
or (150 ) h ( 10 ) = 9000, i.e., h = 6 m

Therefore, height of the hall = 6 m (1)
1
25. Total number of trials = 200 ( )
2
Frequency of the outcomes, less than 3 trials,
= 68 + 82 +30 = 180 (1)
180 9 1
Therefore, required probability = = (1 )
200 10 2
SECTION D
26. Let the distance covered be x km
and total fare for x km = Rs y
Therefore, 10 + 6 (x– 1) = y (2)
or 6x – y + 4 = 0 (1)
x 0 1 2
y 4 10 16
(2)
From the graph, when x = 4, y = 28
Therefore, fare is Rs 28 for a distance of 4 km. (1)
1
27. For correct given, to prove, construction and figure ( × 4 = 2)
2
For correct proof (2)
1
Since, ∠ B = 90° , therefore, ∠ A+∠ C = 90° ( )
2
AB = AC gives ∠A = ∠ C (1)
1
Therefore, ∠A = ∠ C = 45° ( )
2
29052014
1
28. For correct given, to prove, construction and figure ( × 4 = 2)
2
Since ∠PQR = 100°
Therefore, ∠ y = 200° (1)
1
Since ∠x + ∠ y = 360° ( )
2
1
Therefore, ∠x = 360 ° − 200 ° = 160° ( )
2
29. Radius of conical heap = 24 m
Height = 7 m
1 2
Volume = πr h (1)
3
1 22 1
= ⋅ ⋅ 24.24.7 m3 (1 )
3 7 2
= 4224 m3
1
Area of canvas = curved surface area of cone = πrl ( )
2
where l = r 2 + h2 = 242 + 72 = 625 = 25 m (1)
22
Therefore, Area = × 24 × 25 = 1885.7 m 2 (2)
7
OR
Total cost = Rs 498.96, rate = Rs 2 per m2
498.96
Therefore, Area = = 249.48 m 2 (1 + 1 = 2)
2
If r is the radius, then,
2 1 7
2πr 2 = 249.47, i.e., r = 249.48 × × (1)
2 22
29052014
2 567 × 7
i.e., r = which gives r = 6.3 m (1)
100
3
2 3 2 22  63 
Therefore, volume of dome = πr = ⋅ ⋅   (1)
3 3 7  10 
= 523.91 m3 (1)
30. For correctly making the histogram (4)
No. of lamps having life time less than 600
= 14 + 56 + 60 = 130 (2)
29052014
SET-II
DESIGN OF THE QUESTION PAPER
Time : 3 Hours Maximum Marks : 80
The weightage or the distribution of marks over different dimensions of the question
paper shall be as follows:
1. Weightage to Content/ Subject Units
S.No. Units Marks

1. Number Systems 06
2. Algebra 20
3. Coordinate Geometry 06
4. Geometry 22
5. Mensuration 14
6. Statistics and Probability 12
2 Weightage to Forms of Questions

S.No. Forms of Marks for each Number of Total Marks
Questions Question Questions
1. MCQ 01 10 10
2. SAR 02 05 10
3. SA 03 10 30
4. LA 06 05 30
Total 30 80
29052014
DESIGN OF THE QUESTION PAPER, SET-II 185
3. Scheme of Options
All questions are compulsory, i.e., there is no overall choice. However, internal
choices are provided in two questions of 3 marks each and 1 question of 6 marks.
4. Weightage to Difficulty Level of Questions
S.No. Estimated Difficulty Percentage of Marks

Level of Questions
1. Easy 20
2. Average 60
3. Difficult 20
Note
A question may vary in difficulty level from individual to individual. As such, the
assessment in respect of each question will be made by the paper setter/ teacher on
the basis of general anticipation from the groups as whole taking the examination. This
provision is only to make the paper balanced in its weight, rather to determine the
pattern of marking at any stage.
29052014
BLUE PRINT
Forms of Questions → MCQ SAR SA LA Total

Content Units
↓
NUMBER SYSTEMS 1 (1) 2 (1) 3 (1) – 6 (3)

ALGEBRA
Polynomials, Linear
Equations in
Two Variables 1 (1) 4 (2) 9 (3) 6 (1) 20 (7)
COORDINATE
GEOMETRY 1 (1) 2 (1) 3 (1) – 6 (3)
GEOMETRY
Introduction to Euclid’s
Geometry, Lines and
Angles, Triangles,
Quadrilaterals, Areas,
Circles, Constructions 4 (4) – 6 (2) 12 (2) 22 (8)
MENSURATION
Areas, Surface areas
and Volumes 2 (2) – 6 (2) 6 (1) 14 (5)
STATISTICS AND
PROBABILITY
Statistics, Probability 1 (1) 2 (1) 3 (1) 6 (1) 12 (4)
Total 10 (10) 10 (05) 30 (10) 30 (05) 80 (30)
SUMMARY
Multiple Choice Questions (MCQ) Number of Questions: 10 Marks: 10

Short Answer with Reasoning (SAR) Number of Questions: 05 Marks: 10
Short Answer (SA) Number of Questions: 10 Marks: 30
Long Answer (LA) Number of Questions: 05 Marks: 30
Total 30 80
29052014
MATHEMATICS
CLASS IX
Time: 3 hours Maximum Marks: 80
General Instructions
1. All questions are compulsory.
2. The question paper consists of four sections A, B, C and D. Section A has 10
questions of 1 mark each, section B has 5 questions of 2 marks each, section C has
10 questions of 3 marks each and section D is of 5 questions of 6 marks each.
3. There is no overall choice. However internal choices are provided in 2 questions of
3 marks each and 1 question of 6 marks.
4. Construction should be drawn neatly and exactly as per the given measurements.
5. Use of calculators is not allowed.
SECTION A
In Questions 1 to 10, four options of answer are given in each, out of which only one is
correct. Write the correct option.
1. Which of the following represent a line parallel to x-axis?
(A) x+ y =3 (B) 2x + 3 = 7 (C) 2 y − 3 = y +1 (D) x + 3 = 0
2. Zero of the polynomial p ( x ) = 3x + 5 is :
5 −5
(A) 0 (B) –5 (C) (D)
3 3
3. The abscissa of a point P, in cartesian plane, is the perpendicular distance of P
from:
(A) y-axis (B) x-axis (C) origin (D) line y = x
4. The reflex angle is an angle:
(A) less than 90° (B) greater than 90°
(C) less than 180° (D) greater than 180°
5. If the lines l, m, and n are such that l m and m n , then
(A) l n (B) l⊥n

(C) l and n are intersecting (D) l=n
29052014
6. In Fig.1, ∠ B < ∠ A and

∠D > ∠C, then:
(A) AD > BC
(B) AD = BC
(C) AD < BC
(D) AD = 2 BC Fig. 1
7. In Fig. 2, the measure

of ∠ BCD is:
(A) 100°
(B) 70°
(C) 80°
(D) 30°
Fig. 2
8. The height of a cone of diameter
10 cm and slant height 13cm is:
(A) 69 cm (B) 12 cm (C) 13 cm (D) 194 cm

9. The surface area of a solid hemisphere with radius r is
2 3
(A) 4πr 2 (B) 2πr 2 (C) 3πr 2 (D) πr
3
10. If the mode of the following data
10, 11, 12, 10, 15, 14, 15, 13, 12, x, 9, 7 is 15, then the value of x is:
21
(A) 10 (B) 15 (C) 12 (D)
2
SECTION B
1 2
11. Find an irrational number between two numbers and and justify your answer.
7 7
29052014
1
It is given that = 0.1 42857
7
12. Without actually dividing, find the remainder when x 4 + x 3 − 2 x2 + x + 1 is divided

by x − 1 , and justify your answer.
13. Give the equations of two lines passing through (2, 10). How many more such lines
are there, and why?
14. Two points with coordinates (2, 3) and (2, –1) lie on a line, parallel to which axis?
15. A die was rolled 100 times and the number of times, 6 came up was noted.
2
If the experimental probability calculated from this information is , then how
5
many times 6 came up? Justify your answer.
SECTION C
2 3
16. Find three rational numbers between and .
5 5
17. Factorise: 54 a 3 − 250 b 3

18. Check whether the polynomial
p ( y) = 2 y3 + y 2 + 4 y − 15 is a multiple of (2y – 3).
19. If the point (3, 4) lies on the graph of the equation 2 y = ax + 6 , find whether (6, 5)
also lies on the same graph.
20. Plot (–3, 0), (5, 0) and (0, 4) on cartesian plane. Name the figure formed by joining
these points and find its area.
21. Diagonals AC and BD of a trapezium ABCD with AB DC , intersect each other
at O. Prove that ar(AOD) = ar(BOC).
OR
ABCD is a rectangle in which diagonal AC bisects ∠A as well as ∠C. Show that
ABCD is a square.
22. Construct a triangle PQR in which ∠Q = 60° and ∠R = 45° and PQ + QR + PR
= 11 cm.
29052014
23. Find the area of a triangle two sides of which are 18 cm and 10 cm and the
perimeter is 42 cm.
24. A cylindrical pillar is 50 cm in diameter and 3.5 m in height. Find the cost of
painting the curved surface of the pillar at the rate of Rs 12.50 per m2.
OR
The height of a solid cone is 16 cm and its base radius is 12 cm. Find the total
 22 
surface area of cone.  Use π = 
 7 
25. A die is thrown 400 times, the frequency of the outcomes of the events are given
as under.
Outcome 1 2 3 4 5 6
Frequency 70 65 60 75 63 67
Find the probability of occurence of an odd number.
SECTION D
26. A field is in the shape of a trapezium whose parallel sides are 25 m and 10 m. The
non-parallel sides are 14 m and 13 m. Find the area of the field.
27. Draw a histogram and frequency polygon for the following distribution:
Marks Obtained 0 - 10 10 - 20 20 - 30 30 - 40 40 - 50 50 - 60 60 - 70 70 - 80
No. of Students 7 10 6 8 12 3 2 2
28. Prove that two triangles are congruent if two

angles and the included side of one triangle
are equal to two angles and the included side
of the other triangle.
Using above, prove that CD bisects AB, in
Figure 3, where AD and BC are equal
perpendiculars to line segment AB.
Fig. 3
29052014
29. Prove that equal chords AB and CD of a circle subtend equal angles at the centre.
Use the above to find ∠ ABO in Figure 4, where O is the centre of the circle
Fig. 4
30. Factorise the expression
8 x 3 + 27 y 3 + 36 x2 y + 54 xy 2
OR
9
The Linear equation that converts Fahrenheit to Celsius is F = C + 32
5
Draw the graph of the equation using Celsius for x-axis and Fahrenheit for y-axis.
From the graph find the temperature in Fahrenheit for a temprature of 30°C.
29052014
Marking Scheme
SECTION A
1. (C) 2. (D) 3. (A) 4. (D) 5. (A)
6. (C) 7. (C) 8. (B) 9. (C) 10. (B)
(1 × 10 = 10)
SECTION B
1 1
11. Since = 0.142857 142857 ... and ( )
7 2
2 1
= 0.285714 285714 ... ( )
7 2
1 2 1
Therefore, an irrational number between and ( )
7 7 2
1
can be 0.1501500 15000 ... ( )
2
12. Let p(x) = x4 + x3 – 2x2 + x + 1, then by Remainder theorem,
1
on dividing with x – 1, remainder is f (1) (1 )
2
1
Therefore, remainder = 1 + 1 – 2 + 1 + 1 = 2 ( )
2
1
13. 3x – y + 4 = 0, x – y + 8 = 0 ( )
2
Through one point, infinitely many lines can pass.
1
Therefore, infinitely many such lines will be there. (1 )
2
29052014
1
14. Parallel to y-axis. ( )
2
Since x-coordinate of both points is 2.
1
So, both points lie on the line x = 2 which is parallel to y-axis. (1 )
2
1
15. Answer is 40 ( )
2
frequency of the event occurring

Probability of an event =
the total number of trials
2 x 1
Therefore, = , i.e., x = 40 (1 )
5 100 2
SECTION C
2 8 3 12
16. = and = (1)
5 20 5 20
9 10 11
Therefore, three rational numbers can be , , (2)
20 20 20
17. 54a 3 – 250b3 = 2[27a 3 – 125b 3] (1)
1
= 2[(3a) 3 – (5b) 3] ( )
2
1
= 2(3a – 5b) (9a2 + 15ab + 25b 2) (1 )
2
18. p(y) is a multiple of (2y – 3) if (2y – 3) is a factor of p(y). (1)
 3
Therefore, p   must be zero
 2
3 2
 3  3  3   3
p   = 2   +   + 4   − 15 (1)
 2  2  2   2
29052014
27 9
= + + 6 − 15 = 9 + 6 – 15 = 0
4 4
Hence, p(y) is a multiple of (2y – 3) (1)
2
19. Since, (3, 4) lies on 2y = ax + 6. Therefore, 8 = 3a, i.e., a = (1)
3
2 1
Now, we have 2y = x+ 6 ( )
3 2
2
Putting x = 6, y = 5, we get 10 = .6 + 6 = 4 + 6 = 10 (1)
3
1
Hence (6, 5) lies on the same graph ( )
2
1
20. Correct plotting figure formed is a triangle (1 )
2
1
Figure formed is a triangle ( )
2
1
Area = × 8 × 4 = 16 sq. unit (1)
2
21. ar (ABD) = ar (ABC) (1)
[∆s between same parallels and on the same base]
Therefore, ar (ABD) – ar (AOB) =
ar (ABC) – ar (AOB) (1)
i.e., ar (AOD) = ar (BOC) (1)
OR
Given ABCD is a rectangle
1
with ∠1 = ∠2 and ∠3 = ∠4 ( )
2
But ∠1 = ∠4 (alternate angles) (1)
1
Therefore, we have ∠2 = ∠4, which means AB = BC, similarly AD = CD ( )
2
29052014
Hence, ABCD is a square. (1)

22. For neat and accurate construction (3)
1
23. a = 18 cm, b = 10 cm. Therefore, c = 42 – 28 = 14 cm and s = 21 ( )
2
1
∆= s ( s − a ) ( s − b ) ( s − c) ( )
2
= (21) (3) (11) (7) (1)
= 21 11 or 69.69 cm2 (Approx) (1)
1
24. r = 25 cm, h = 3.5 m ( )
2
C.S.A. = 2πrh
22 25 35 11 2 1
= 2× × × = m (1 )
7 100 10 2 2
11
Therefore, cost = Rs × 12.50 = Rs 68.75 (1)
2
OR
h = 16 cm and r = 12 cm, therefore, l = h 2 + r 2 = 20 cm (1)

Total surface area = πrl + πr2 = πr (l + r) (1)
22 6
= × 12 × 32 = 1206 cm2 (1)
7 7
1
25. Sum of frequencies = 400 ( )
2
Odd numbers are 1, 3, 5
Therefore, frequency of all odd numbers = 70 + 60 + 63 = 193 (1)
Frequency of occurring of event 1

P(event) = ( )
The total number of trials 2
29052014
193
Therefore, probability of occurence of odd number = (1)
400
SECTION D
1
26. Let AL = x, therefore, BM = 15 – x ( )
2
Now 132 – x2 = (14) 2 – (15 – x) 2 1
1
Solving to get x = 6.6 m ( )
2
1
Therefore, height DL = (13) 2 − (6.6)2 ( )
2
= 11.2 m (1)
1
Therefore, area of trapezium = (sum of parallel sides) × height (1)
2
1
= (10 + 25) (11.2) m 2 (1)
2
1
= 196 m2 ( )
2
27. For correctly making the histogram (4)

For correctly making the frequency polygon (2)
29052014
1
28. For correct given, to prove, construction and figure ( ×4 = 2)
2
1
∠A = ∠B = 90º ( )
2
∠1 = ∠2 (vert. opp. angles)
1
AD = BC (Given) ( )
2
1
Therefore, ∆ AOD ≅ ∆ BOC [AAS] ( )
2
1
Therefore, AO = OB, i.e., CD bisects AB ( )
2
1
29. For correct given, to prove, construction and figure ( ×4=2)
2
∠ AOB = ∠ DOC = 70° (1)
Therefore, ∠ ABO = 180° – [70° + 40°] = 70° (1)
3 3 2 2
30. 8x + 27y + 36x y + 54xy
= (2x) 3 + (3y) 3 + 18xy (2x + 3y) (2)
= (2x) + (3y) + 3(2x) (3y) (2x + 3y)
3 3 (2)
3
= (2x + 3y) = (2x + 3y) (2x + 3y) (2x + 3y) (2)
OR
For correct graph taking Celsius on x-axis and Fahrenheit on y-axis (4)
From graph getting F = 86 for C = 30 (2)
29052014
NOTES
29052014
NOTES
29052014
Other Exemplar Problems
by NCERT
l Exemplar Problems in Science for Class IX

l Exemplar Problems in Physics for Class XI
l Exemplar Problems in Chemistry for Class XI
l Exemplar Problems in Mathematics for Class XI
l Exemplar Problems in Biology for Class XI
29052014
ANSWERS
EXERCISE 1.1
1. (C) 2. (C) 3. (D) 4. (D) 5. (D)
6. (C) 7. (D) 8. (C) 9. (C) 10. (C)
11. (B) 12. (A) 13. (D) 14. (B) 15. (B)
16. (C) 17. (C) 18. (B) 19. (A) 20. (A)
21. (C)
EXERCISE 1.2
1. Yes. Let x = 21, y = 2 be a rational number.

Now x + y = 21 + 2 = 21 + 1.4142 ... = 22.4142 ...
Which is non-terminating and non-recurring. Hence x + y is irrational.
2. No. 0 × 2 = 0 which is not irrational .
2 p
3. (i) False. Although is of the form but here p, i.e., 2 is not an integer.
3 q
(ii) False. Between 2 and 3, there is no integer.
(iii) False, because between any two rational numbers we can find infinitely
many rational numbers.
2 p
(iv) True. is of the form but p and q here are not integers.
3 q
2
(v) False, as (4 2) = 2 which is not a rational number.
29052014
ANSWERS 151
12
(vi) False, because = 4 = 2 which is a rational number.
3
15 5
(vii) False, because = 5= which is p, i.e., 5 is not an integer.
3 1
4. (i) Rational, as 196 = 14
(ii) 3 18 = 9 2 , which is the product of a rational and an irrational number and

so an irrational number.
9 1
(iii) = , which is the quotient of a rational and an irrational number and
27 3
so an irrational number.
28 2
(iv) = , which is a rational number.
343 7
2
(v) Irrational, − 0.4 = − , which is the quotient of a rational and an irrational.
10
12 2
(vi) = , which is a rational number.
75 7
(vii) Rational, as decimal expansion is terminating.
(viii) (1 + 5) − (4 + 5 ) = –3 , which is a rational number.

(ix) Rational, as decimal expansion is non-terminating recurring.
(x) Irrational, as decimal expansion is non-terminating non-recurring.
EXERCISE 1.3
1. Rational numbers: (ii), (iii)
Irrational numbers: (i), (iv)
2. (i) –1.1, –1.2, –1.3 (ii) 0.101, 0.102, 0.103
51 52 53 9 17 19
(iii) , , (iv) , ,
70 70 70 40 80 80
29052014
3. (i) 2.1, 2.040040004 ... (ii) 0.03, 0.007000700007, ...

5
(iii) , 0.414114111 ... (iv) 0, 0.151151115 ...
12
(v) 0.151, 0.151551555 ... (vi) 1.5, 1.585585558 ...
(vii) 3, 3.101101110 ... (viii) 0.00011, .0001131331333 ...
(ix) 1, 1.909009000 ... (x) 6.3753, 6.375414114111 ...
1 8 47 1 23
7. (i) (ii) (iii) (iv) (v)
5 9 9 999 90
133 8 40
(vi) (vii) (viii)
990 2475 99
7 6 8 34 3
9. (i) 5 (ii) (iii) 168 2 (iv) (v)
12 3 3
5 3
(vi) 5 − 2 6 (vii) 0 (viii) 2 (ix)
4 2
2 2 2+3 2
10. (i) 3 (ii) 30 (iii) (iv) 41 + 5
9 3 8
(v) 7 + 4 3 (vi) 3 2 − 2 3 (vii) 5 + 2 6 (viii) 9 + 2 15
9+4 6
(ix)
15
9 −5
11. (i) a = 11 (ii) a = (iii) b = (iv) a = 0, b = 1
11 6
12. 2 3
13. (i) 2.309 (ii) 2.449 (iii) 0.463 (iv) 0.414 (v) 0.318
2025
14. (i) 6 (ii) (iii) 9 (iv) 5
64
1
(v) 3– 3 (vi) –3 (vii) 16
29052014
ANSWERS 153
EXERCISE 1.4
167
1. 2. 1 3. 2.063 4. 7
90
1
5. 98 6. 7. 214
2
EXERCISE 2.1
1. (C) 2. (B) 3. (A) 4. (D) 5. (B)
6. (A) 7. (D) 8. (C) 9. (B) 10. (B)
11. (D) 12. (C) 13. (B) 14. (D) 15. (D)
16. (B) 17. (D) 18. (D) 19. (C) 20. (C)
21. (C)
EXERCISE 2.2
1. Polynomials: (i), (ii), (iv), (vii)
because the exponent of the variable after simplification in each of these is a
whole number.
2. (i) False, because a binomial has exactly two terms.
(ii) False, x3 + x + 1 is a polynomial but not a binomial.
(iii) True, because a binomial is a polynomial whose degree is a whole number
≥ 1, so, degree can be 5 also.
(iv) False, because zero of a polynomial can be any real number.
(v) False, a polynomial can have any number of zeroes. It depends upon the
degree of the polynomial.
(vi) False, x5 + 1 and – x5 + 2x + 3 are two polynomials of degree 5 but the
degree of the sum of the two polynomials is 1.
EXERCISE 2.3
1. (i) One variable (ii) One variable
(iii) Three variable (iv) Two variables
2. (i) 1 (ii) 0 (iii) 5 (iv) 7
29052014
1 1
3. (i) 6 (ii) (iii) –1 (iv)
5 5
4. (i) 1 (ii) 0 (iii) 3 (iv) –16
5. Constant Polynomial : (v)
Linear Polynomials : (iii), (vi), (x)
Quadratic Polynomials : (iv), (viii), (ix)
Cubic Polynomials : (i), (ii), (vii)
6. (i) 10x (ii) x20 + 1 (iii) 2x2 – x – 1
−31
7. 61, –143 8.
4
9. (i) –3, 3, – 39 (ii) – 4, –3, 0
10. (i) False (ii) True (iii) False (iv) True (v) True
1 7
11. (i) 4 (ii) (iii) (iv) 0
2 2
12. 0 13. x3 + x2 + x + 1, 2
3 −136
14. (i) 0 (ii) 62 (iii) (iv)
2 27
15. (i) No (ii) No 17. (i) 19. 1
3
20. 21. –2 22. 2
2
23. (i) (x + 6) (x + 3) (ii) (3x –1) (2x + 3)
(iii) (x – 5) (2x + 3) (iv) 2(7 + r) (6 – r)
24. (i) (x – 2) (x + 3) (2x – 5) (ii) (x – 1) (x – 2) (x – 3)
(iii) (x + 1) (x – 2) (x + 2) (iv) (x – 1) (x + 1) (3x – 1)
25. (i) 1092727 (ii) 10302 (iii) 998001
 1  5
26 . (i) (2x + 5)2 (ii) (3y – 11z) 2 (iii)  3x –  x+ 
 6  6
27. (i) 3(x – 1) (3x – 1) (ii) (3x – 2) (3x – 2)
29052014
ANSWERS 155
28. (i) 16a 2 + b 2 + 4c2 – 8ab – 4bc + 16ac

(ii) 9 a2 + 25b2 +c2 – 30ab +10bc – 6ac
(iii) x2 + 4y2 + 9z2 – 4xy – 12yz + 6xz
29. (i) (3x + 2y – 4z) (3x + 2y – 4z) (ii) (–5x + 4y + 2z) (–5x + 4y + 2z)
(iii) (4x – 2y + 3z) (4x – 2y + 3z)
30. 29
1 y y2 y 3
31. (i) 27a 3 – 54a2b + 36ab2 – 8b 3 (ii) + + +
x3 x2 3x 27
16 4 1
(iii) 64 − + 2 –
x 3x 27 x3
 1  1 1
32. (i) (1– 4a) (1 – 4a) (1 – 4a) (ii)  2 p +   2 p +   2 p + 
 5  5 5
x3
33. (i) + 8 y 3 (ii) x6 – 1
8
34. (i) (1+ 4x) (1– 4x + 16x2) (ii) (a – 2b ) (a 2

+ 2 ab + 2b 2 )
35. 8x3– y3 + 27z3 + 18xyz
36. (i) (a –2b – 4c) (a 2+4b2+16c2 + 2ab – 8bc + 4ac)
(ii) ( 2a + 2 b – 3c ) (2a 2
+ 4b 2 + 9 c2 – 2 2 ab + 6 bc + 3 2 ac )
5
37. (i) − (ii) – 0. 018 38. 3(x – 2y) (2y –3z) (3z – x)
12
39. (i) 0 (ii) 0
40. One possible answer is:
Length = 2a – 1, Breadth = 2a + 3
EXERCISE 2.4
1. –1 2. a = 5; 62 5. –120x2 y – 250y3 6. x3– 8y3– z 3– 6xyz
29052014
EXERCISE 3.1
1. (B) 2. (C) 3. (C) 4. (A) 5. (D)
6. (A) 7. (C) 8. (C) 9. (D) 10. (C)
11. (C) 12. (D) 13. (B) 14. (B) 15. (B)
16. (D) 17. (B) 18. (D) 19. (B) 20. (C)
21. (B) 22. (C) 23. (C) 24. (A)
EXERCISE 3.2
1. (i) False, because if ordinate of a point is zero, the point lies on the x-axis.
(ii) False (1, –1 ), lies in IV quadrant and (–1, 1) lies in II quadrant.
(iii) False, because in the coordinates of a point abscissa comes first and then
the ordinate .
(iv) False, because a point on the y-axis is of the form (0, y).
(v) True, because in the II quadrant, signs of abscissa and ordinate are –, +,
respectively.
EXERCISE 3.3
1. P(1, 1), Q(–3, 0), R(–3, –2), S(2,1), T(4, –2), O(0,0)
2. Trapezium
4. (i) Collinear (ii) Not collinear (iii) Collinear
5. (i) II (ii) III (iii) II (iv) I
6. (i) P(3, 2), R(3, 0), Q(3, –1) (ii) 0
7. II, IV, x-axis, I, III
8. C, D, E, G 10. (7, 0), (0, –7) 11. (i) (0, 0) (ii) (0,– 4) (iii) (5, 0)
EXERCISE 3.4
1. C(–2, – 4) 2. (0, 0), (–5, 0), (0, –3) 3. (4, 3)
4. (i) A, L and O
(ii) G, I and O
(iii) D and H
5. (i) (2, 1), (ii) (5, 7)
29052014
ANSWERS 157
EXERCISE 4.1
1. (C) 2. (A) 3. (A) 4. (A) 5. (D)
6. (B) 7. (C) 8. (A) 9. (B) 10. (A)
11. (C) 12. (B) 13. (A) 14. (C) 15. (C)
16. (B) 17. (C) 18. (C) 19. (D)
EXERCISE 4.2
1. True, since (0, 3) satisfies the equation 3x + 4y = 12.
2. False, since (0, 7) does not satisfy the equation.
3. True, since (–1, 1) and (–3, 3) satisfy the given equation and two points determine
a unique line.
4. True, since this graph is a line parallel to y-axis at a distance 3 units (to the right)
from it.
5. False, since the point (3, – 5) does not satisfy the given equation.
6. False, since every point on the graph of the equation represents a solution.
7. False, since the graph of a linear equation in two variables is always a line.
EXERCISE 4.3
1. Graph of each equation is a line passing through (0, 0).
2. (2, 3)
3. Any line parallel to x-axis and at a distance of 3 units below it is given by y = –3
5
4. x + y = 10 5. y = 3x 6.
3
7. (i) one (ii) Infinitely many solutions
8. (i) (4, 0) (ii) (0, 2)
8 − 2x
9. c= , x≠ 0 10. y = 3x; y = 15.
x
EXERCISE 4.4
2. The graph cuts the x-axis at (3, 0) and the y-axis at (0, 2).
 3
3. The graph cuts the x-axis at (2, 0) and the y-axis  0,  .
 2
29052014
°
−160
4. (i) 30°C (ii) 95°F (iii) 32°F, C
9
(iv) – 40
5. (i) 104°F (ii) 343°K
6. y = mx, where y denotes the force, x denotes the acceleration and m denotes the
constant mass.
(i) 30 Newton (ii) 36 Newton
EXERCISE 5.1
1. (A) 2. (C) 3. (B) 4. (A) 5. (A)
6. (A) 7. (A) 8. (B) 9. (B) 10. (D)
11. (A) 12. (B) 13. (A) 14. (C) 15. (B)
16. (A) 17. (C) 18. (C) 19. (A) 20. (A)
21. (C) 22. (B)
EXERCISE 5.2
1. False, it is valid only for the figures in the plane.
2. False, boundaries of the solids are surfaces.
3. False, the edges of surfaces are line.
4. True, one of the Euclid’s axioms.
5. True, because of one of Euclid’s axioms.
6. False, statements that are proved are theorms.
7. True, it is an equivalent version of Euclid’s fifth postulate.
8. True, it is an equivalent version of Euclid’s fifth postulate.
9. True, these geometries are different from Euclidean geometry.
EXERCISE 5.4
1. Answer this question on the same manner as given in the solution of Sample Question 1
in (E).
3. No 4. No 5. Consistent
29052014
ANSWERS 159
EXERCISE 6.1
1. (C) 2. (D) 3. (A) 4. (A) 5. (D)
6. (A) 7. (C) 8. (B)
EXERCISE 6.2
1. x + y must be equal to 180°. For ABC to be a line, the sum of the two adjacent
angles must be 180°.
2. No, angle sum will be less than 180°.
3. No, angle sum cannot be more than 180°.
4. None, angle sum cannot be 181°.
5. Infinitely many triangles. sum of the angles of every triangle is 180°.
6. 136°.
7. No, each of these will be a right angle only when they form a linear pair.
8. Each will be a right angle. Linear pair axiom .
9. l || m because 132° + 48° = 180°, p is not parallel to q, because 73° + 106° ≠ 180°.
10. No, they are parallel
EXERCISE 6.3
7. 90° 8. 40°, 60, 80°
EXERCISE 7.1
1. (C) 2. (B) 3. (B) 4. (C) 5. (A)
6. (B) 7. (B) 8. (D) 9. (B) 10. (A)
11. (B)
EXERCISE 7.2
1. QR; They will be congruent by ASA.
2. RP; They will be congruent by AAS.
3. No; Angles must be included angles.
4. No; Sides must be corresponding sides.
29052014
5. No; Sum of the two sides = the third side.

6. No; BC = PQ.
7. Yes; They are corresponding sides.
8. PR; Side opposite the greater angle is longer.
9. Yes; AB + BD > AD and AC + CD > AD.
10. Yes; AB + BM > AM and AC + CM > AM.
11. No; Sum of two sides is less than the third side.
12. Yes, because in each case the sum of two sides is greater than the third side.
EXERCISE 7.4
1. 60°, 60°, 60°
3. It is defective to use ∠ABD = ∠ACD for proving this result.
19. ∠B will be greater.
EXERCISE 8.1
1. (D) 2. (B) 3. (C) 4. (C) 5. (D)
6. (C) 7. (D) 8. (C) 9. (B) 10. (D)
11. (C) 12. (C) 13. (C) 14. (C)
EXERCISE 8.2
1. 6 cm, 4 cm; Diagonals of a parallelogram bisect each other.
2. No; Diagonals of a parallelogram bisect each other.
3. No; Angle sum must be 360°.
4. Trapezium.
5. Rectangle.
6. No; Diagonals of a rectangle need not be perpendicular.
7. No; sum of the angles of a quadrilateral is 360°.
1
8. 3.5 cm, as DE = AC.
2
9. Yes; because BD = EF and CD = EF.
10. 55°, ∠F = ∠A and ∠A = ∠C.
11. No; Angle sum of a quadrilateral is 360°.
29052014
ANSWERS 161
12. Yes, Angle sum of a quadrilateral is 360°.

13. 145° 14. 4 cm
EXERCISE 8.3
1. 84° 2. 135° each 3. 120°, 60°, 120°, 60° 4.120°, 60°, 120°, 60°
EXERCISE 8.4
2. 4 cm.
EXERCISE 9.1
1. (A) 2. (D) 3. (D) 4. (C) 5. (C)
6. (A) 7. (B) 8. (D) 9. (B) 10. (B)
EXERCISE 9.2
1. False, since ar (AXCD) = ar (ABCD) – ar (BCX) = 48 – 12 = 36 cm2
1
2. True, SR = (13) 2 − (5) 2 = 12, ar (PAS) = ar (PQRS) = 30 cm
2
3. False, because area of ∆ QSR = 90 cm2 and area of ∆ ASR < area of ∆ QRS.
ar BDE 3 (BD) 2 (BC) 2 1

4. True, = = 2
=
ar ABC 3 (BC) 2 (BC) 4
4
1
5. False, because ar (DPC) = ar (ABCD) = ar (EFGD)
2
EXERCISE 9.3
3. (i) 90 cm2 (ii) 45 cm2 (iii) 45 cm2
7. 12 cm 2
EXERCISE 10.1
1. (D) 2. (A) 3. (C) 4. (B) 5. (D)
6. (A) 7. (C) 8. (B) 9. (C) 10. (D)
29052014
EXERCISE 10.2
1. True. Because the distances from the centre of two chords are equal.
2. False. The angles will be equal only if AB = AC.
3. True. Because equal chords of congruent circles subtend equal angles at the
respective centres.
4. False. Because a circle through two points cannot pass through a point which
is collinear to these two points.
5. True. Because AB will be the diameter.
6. True. As ∠C is right angle, AC2 + BC2 = AB 2.
7. False, as ∠A + ∠C = 90°+ 95° = 185° ≠ 180°.
8. False, because there can be many points D such that ∠BDC = 60° and each such
point cannot be the centre of the circle through A,B,C.
9. True. Angles in the same segment.
10. True. ∠B = 180° –120° = 60° , ∠CAB = 90° – 60° = 30°.
EXERCISE 10.3
1. 1:1 9. 60° 14. 30° 15. 100° 16. 50°
17. 40° 19. 278 20. ∠BOC = 66°, ∠AOC = 54°
EXERCISE 10.4
13. x = 30°, y = 15° 14. 30°
EXERCISE 11.1
1. (B) 2. (A) 3. (D)
EXERCISE 11.2
210°
1. True. As 52.5° = and 210° =180° + 30° which can be constructed.
4
1
2. False. As 42.5° = × 85° and 85° cannot be constructed.
2
3. False. As BC + AC must be greater than AB which is not so.
4. True. As AC – AB < BC, i.e., AC < AB + BC.
29052014
ANSWERS 163
5. False. As ∠B + ∠C = 105° + 90° = 195° >180°.

6. True. As ∠B + ∠C = 60° + 45° = 105° < 180°.
EXERCISE 11.3
2. Yes.
EXERCISE 12.1
1. (A) 2. (D) 3. (C) 4. (A) 5. (D)
6. (B) 7. (C) 8. (A) 9. (B)
EXERCISE 12.2
1. False, area of the triangle is 12 cm2 .
1
2. True, area of the triangle = × 4 × 4 = 8 cm2
2
3. True, Each of equal side = 3 cm.
4. False, area of the triangle 16 3 cm 2 .

5. True, the other diagonal will be 12 cm.
6. False, the area of the parallelogram is 35 cm2.
7. False, area is the sum of all the six equilateral triangles.
8. True, area = 306 m2.
9. True, area of the triangle = 12 105 cm 2 .
EXERCISE 12.3
1. Rs 10500 2. Rs 84, 000 3. 300 3 cm 4. 32 2 cm2
5. 180 cm2 6. 600 15 m 2 7. 2100 15 m 2 8. 24 ( 6 + 1) cm 2

9. Rs 960 10. 114 m2
29052014
EXERCISE 12.4
1. Yelllow : 484 m2; Red : 242 m2; Green : 373.04 m2
2. 20 30 cm 2 3. 23 cm, 27 cm 4. 374 cm2
5. Rs 19200 6. 3 cm 7. 45 cm, 40 cm
8. 1632 cm2, 1868 cm 2
EXERCISE 13.1
1. (D) 2. (C) 3. (B) 4. (C)
5. (B) 6. (B) 7. (A) 8. (B)
9. (A) 10. (A)
EXERCISE 13.2
4 3 2 2
1. True, πr = πr (2 r )
3 3
2
1 r 1
2. False, since new volume = π   ⋅ 2 h = (Original volume)
3 2  2
3. True, since r2 + h 2 = l 2
h
4. True, 2πrh = 2π(2r) .
2
1 2 2
5. True, since volume of cone = πr ⋅ (2r ) = πr 3 = volume of hemisphere
3 3
6. True, since V1 = volume of cylinder = πr2h
1 2
since V2 = volume of cone = πr h Therefore, V1 = 3V 2
3
1 2 2 3
7. True, V1 = πr r , V2 = πr , V3 = πr2 r
3 3
8. False, 3a = 6 3 = a = 6 Therefore, edge = 6 cm
29052014
ANSWERS 165
9. True, V1 (volume of cube) = a3
a 4 a3
Radius of sphere = .V2 (Volume of sphere) = π
2 3 8
V1 : V2 = 6 : π
2  h
10. True, new volume = π(2 r ) ⋅   = 2 [ πr h ] .Therefore, volume is doubled.
2
 2
EXERCISE 13.3
1. 488 cm3 2. 7.5 cm3 3. 14.8 cm3 4. 471.42 m2
5. 5 cm 6. 739.2 litres 7. 200 revolutions 8. 40 days

9. 8 laddoos 10. 304 cm , 188.5 cm2
3
EXERCISE 13.4
1. 8800 cm3 2. 677.6 cm3 3. 110, 241.7 cm3 4. 668.66 m3
5. 16 : 9 6. 30.48 cm3 7. 50% 8. (i) 9152 cm2
(ii) 55440 cm3
EXERCISE 14.1
1. (B) 2. (D) 3. (B) 4. (C) 5. (B)
6. (B) 7. (B) 8. (C) 9. (B) 10. (D)
11. (D) 12. (C) 13. (B) 14. (D) 15. (B)
16. (B) 17. (C) 18. (B) 19. (D) 20. (B)
21. (C) 22. (C) 23. (C) 24. (B) 25. (D)
26. (C) 27. (C) 28. (C) 29. (C) 30. (D)
EXERCISE 14.2
1. Not correct. The classes are of varying widths, not of uniform widths.
2. Median will be a good representative of the data, because
(i) each value occcurs once,
(ii) The data is influenced by extreme values.
29052014
3. Data has to be arranged in ascending (or descending ) order before finding the
median.
4. No, the data have first to be arranged in ascending (or descending) order before
finding the median.
5. It is not correct. In a histogram, the area of each rectangle is propotional to the
frequency of its class.
6. It is not correct. Reason is that differnce between two consecutive marks should
be equal to the class size.
7. No. Infact the number of children who watch TV for 10 or more hours a week
is 4 + 2, i.e., 6.
8. No, since the number of trials in which the event can happen cannot be negative,
and the total number of trials is always positive.
9. No, since the number of trials in which the event can happen cannot be greater
than the total number of trials.
10. No. As the number of tosses of a coin increases, the ratio of the number of
1 1
heads to the total number of tosses will be nearer to , not exactly .
2 2
EX ERCISE 14.3
1. Blood Group Number of Students
(frequency)
A 12
B 8
AB 4
O 6
Total 30
2. Digit 0 1 2 3 4 5 6 7 8 9
Frequency 1 2 5 6 3 4 3 2 5 4
29052014
ANSWERS 167
3. Scores 48 58 64 66 69 71 73 81 83 84
Frequency 3 3 4 7 6 3 2 1 2 2
4. Class 0 - 10 10 - 20 20 - 30 30 - 40 40 - 50
Frequency 4 8 13 12 6
Class size = 10
5. Class intervals Frequency

149.5 - 153.5 7
153.5 - 157.5 7
157.5 - 161.5 15
161.5 - 165.5 10
165.5 - 169.5 5
169.5 - 173.5 6
153.5 is included in the class interval 153.5-157.5 and 157.5 in 157.5 - 161.5.
9. 20 10. 8.05 11. 72.2 12. 80.94 13. 20
14. Median = 12, mode = 10

150 - 200 50
200 - 250 30
250 - 300 35
300 - 350 20
350 - 400 10
Total 145
3
16. (i) 0.06 (ii) 0.19 (iii)
400
29052014
17. (i) 0.06 (ii) 0.086 (iii) 0.282 (iv) 0.254

4 59 669
18. (i) (ii) (iii)
7 350 700
19. (i) 0.25 (ii) 0.75 (iii) 0.73 (iv) 0
20. (i) 0.675 (ii) 0.325 (iii) 0.135 (iv) 0.66
EXERCISE 14.4
1.
Class 0 - 9 10 - 19 20 - 29 30 - 39 40 - 49 50 - 59 60 - 69 70 - 79 80 - 89 90 - 99
Frequency 1 2 5 6 3 4 3 2 5 4

0 - 10 4
10 - 20 7
20 - 30 5
30 - 40 10
40 - 50 5
50 - 60 8
60 - 70 5
70 - 80 8
80 - 90 5
90 - 100 3
10. a = 5, frequency of 30 is 28 and that of 70 is 24.

11. 2 : 1
12. Mean = 75.64, Median = 77, Mode = 85
29052014

Mathematics 1

Uploaded by

Copyright:

Available Formats

Mathematics 1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Mathematics 1

Uploaded by

Copyright:

Available Formats

MATHEMATICS

First Edition ALL RIGHTS RESERVED

OFFICES OF THE PUBLICATION

Navjivan Trust Building

Professor Yash Pal

CHAPTER 1 Number Systems 1

(A) Main Concepts and Results

Further, if r is a non-zero rational, then rs and r are irrationals.

• For positive real numbers a and b :

• If p and q are rational numbers and a is a positive real number, then

(B) Multiple Choice Questions

2. Between two rational numbers

8. A rational number between 2 and 3 is

(A) 2 6 (B) 6 (C) 3 3 (D) 4 6

7+2 7–2 7+2 7+2

(A) 2.4142 (B) 5.8282

18. The product 3

(C) Short Answer Questions with Reasoning

3 + 2 and 3 − 2 are two irrational numbers.

(viii) (1 + 5) – (4 + 5 ) (ix) 10.124124... (x) 1.010010001...

(D) Short Answer Questions

Sample Question 1: Locate 13 on the number line.

so, 10x = 1.23

or 10x – x = 1.23 – 0.123 = 1.2333 ... – 0.12333 ...

Sample Question 3 : Simplify : ( 3 5 − 5 2 )( 4 5 + 3 2) .

Therefore, 3 2+2 3 = 3 2−a 3

Sample Question 5: Simplify :  1 1 34

(i) 0.2 (ii) 0.888... (iii) 5.2 (iv) 0.001

(v) 0.2555... (vi) 0.134 (vii) .00323232... (viii) .404040...

(E) Long Answer Questions

(A) Main Concepts and Results

(B) Multiple Choice Questions

(A) 0 (B) 1 (C)

7. If p(x) = x + 3, then p(x) + p(–x) is equal to

(A) 1 2 (B) 477 (C) 487 (D) 497

(C) Short Answer Questions with Reasoning

(D) Short Answer Questions

2. Determine the degree of each of the following polynomials :

22. If x + 1 is a factor of ax3 + x2 – 2x + 4a – 9, find the value of a.

(E) Long Answer Questions

(A) Main Concepts and Results

• The coordinates of the origin are (0, 0),

(B) Multiple Choice Questions

18. The points whose abscissa and ordinate

(C) Short Answer Questions with Reasoning

(D) Short Answer Questions

From the graph, we see that M(– 6, 0)

x 1.25 0.25 1.5 – 1.75

(E) Long Answer Questions

LINEAR EQUATIONS IN TWO VARIABLES

(A) Main Concepts and Results

(A) a ≠ 0, b ≠ 0 (B) a = 0, b ≠ 0 (C) a ≠ 0, b = 0 (D) a = 0, c = 0

9. The equation of x-axis is of the form

(C) Short Answer Questions with Reasoning

represent some of the solutions of the equation 2x + 2 = y.

represent some of the solutions of the equation

(D) Short Answer Questions

Sample Question 4 : Draw the graph of the equation

1. Draw the graphs of linear equations

(E) Long Answer Questions