Resonance Kota Class 9 Mathematics Book

CBSE
CLASS – IX
MATHEMATICS
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PREFACE
Dear Student,
Nothing glitters like success. In today's highly competitive world, a student has to withstand immense
pressure in order to succeed. Students aspire to get through various competitive exam to get the
exposure at National and International platforms. Also to prepare for your career goals, you will be
appearing for various prestigious exams and compete with the country's brilliant minds for limited
coveted seats. Students with thorough understanding of the fundamental concepts and logical problem
solving skills are able to succeed in that. Now to select an appropriate career path for your future
endeavor, a conceptual & systematically designed study material is required to be in the competitive
race.
The material we have prepared is not the effort of a single person. It is in fact, written and designed by
a well-qualified faculty team of Resonance Pre-foundation Division. I am sure that this material is best
in its segment as our faculty team cover all important realms of the related topic followed by a set of
extremely good questions of different level. It will not only cater the need of students in school exams
but also prepare you to appear in any of the competitive exam at any level. With a quote mentioned
below, I wish all the students a great journey ahead.
"You have to dream before your dreams come true"
Pre-foundation Career Care Programmes (PCCP) Division
Every effort has been taken to make our study material error free, however any suggestion to
improve is welcome in this regard.
How to use this book?
An Important Note to Parents and Students
Dear Student,
If you are reading this, it means you are serious about performing in your class especially for National
Talent Search Examination (NTSE). To help you achieve your potential, this book is designed in a
way which is highly beneficial for students. Let’s see how to use the different components of the book :
 Theory Part : The theory part has been redesigned with perfect blend of solved examples, text and
important notes. At relevant checkpoints, in theory exercises have been inserted to enhance the
reading experience of a student.
 Board Level Exercise : This feature has been added in class X module because of the reintroduction
of Board examination in CBSE. The exercise covers important questions from NCERT and Exemplar
books as well as previous year question papers of class X.
 Exercise 1 : This exercise is a Concept Building Exercise (CBE). The questions in this exercise are
simple and direct application of the theory which is being covered in the chapter. This helps student in
absorbing the concepts included in the chapter (hence the name). The question patterns which are
covered in this exercise are according to the patterns being asked in school examinations which give
student an edge in the practice of school examinations. The important point is that the homework of this
exercise should be neatly maintained in a separate copy.
 Exercise 2 : This exercise is Competitive Level Exercise (CLE). After attempting exercise 1 and thus
absorbing the important concepts, students are ready to implement their learning in slightly higher level
questions. These questions are in accordance to the level being asked in the National Level
Competitive Examinations. These questions are must for all the students to strengthen their concepts.
 Exercise 3 : This exercise consists of questions from previous year papers of competitive examinations
especially NTSE. This exercise is included for students to determine their current proficiency level of
that chapter with respect to the competitive examination.
After reading the theory and completing the exercises, a student should be able to have a conceptual
framework and problem solving aptitude in that particular chapter. For best results, all exercises
should be solved in a fair notebook and all the solutions should be maintained so that when
time of revision comes, this notebook proves to be a handy one.
I would like to request parents to regularly check the homework of student. You don’t have to check the
full copy. Just check that the solutions of all questions are maintained or not. This simple monitoring
serves the dual purpose. First, your child thinks that his/ her education is important for you which is why
you are taking time to check his homework. Second, he/ she regularly completes the homework.
In the end, I hope you like this book and sincerely believe that by collective efforts of student, parent
and teacher, we can produce maximum results from this book.
CONTENTS
TOPIC PAGE NO.
1. Number Systems 01 - 33
2. Polynomials 34 - 64
3. Coordinate Geometry 65 - 71
4. Linear Equations 72 - 86
5. Introduction to Euclid's Geometry 87 - 96
6. Lines and Angles 97 - 119
7. Triangles 120 - 139
8. Quadrilaterals 140 - 162
9. Area of parallelogram and triangles 163 - 184
10. Circles 185 - 218
11. Constructions 219 - 233
12. Heron's formula 234 - 248
13. Surface Areas and Volumes 249 - 273
14. Statistics 274 - 305
15. Probability 306 - 315

NUMBER SYSTEM
NUMBER SYSTEM

A. INTRODUCTION TO NUMBER SYSTEM & RATIONAL NUMBERS
(a) Classification of Numbers
(i) Natural numbers : Counting numbers are known as natural numbers.
N = { 1, 2, 3, 4, ... }.
(ii) Whole numbers : All natural numbers together with 0 form the collection of all whole numbers.
W = { 0, 1, 2, 3, 4, ... }.
(iii) Integers : All whole numbers and negative of natural numbers form the collection of all
integers.
I or Z = { ..., – 3, – 2, – 1, 0, 1, 2, 3, ... }.
p
(iv) Rational numbers : The numbers which can be expressed in the form of , where p and q are
q
integers and q  0.
2 37
For example : ,  .
3 15
 All natural numbers, whole numbers and integers are rational.
(v) Real numbers : Numbers which can represent actual physical quantities in a meaningful way
are known as real numbers. They can be represented on the number line.
 Real numbers include all rational and irrational numbers.
(vi) Prime numbers : Prime numbers are natural numbers greater than 1 and each of which is
divisible by 1 and itself only. For example : 2, 3, 5, 7, 11, 13, 17, 19, 23, ... etc.
(vii) Composite numbers : All natural numbers greater than 1 which are not prime numbers.
 1 is neither prime nor composite number.

(viii) Co-prime Numbers : If the H.C.F. of the given numbers (not necessarily prime) is 1 then they
are known as co-prime numbers. For example : 4, 9 are co-prime as H.C.F. of (4, 9) = 1.
 Any two consecutive numbers will always be co-prime.
(ix) Even Numbers : Integers divisible by 2
E = { ..., – 2, 0, 2, ... }.
(x) Odd Numbers : Integers not divisible by 2
O = { ..., – 3, –1, 1, 3, ... }.
(b) Rational number in decimal form
(i) Terminating Decimal :
Let x be a rational number whose decimal expansion terminates. Then, x can be expressed in the
p
form , where p and q are co-prime, and prime factorization of q is of the form 2m × 5n, where m, n
q
are non-negative integers. In such rational numbers finite decimal number of digit occurs after
decimal.
1 11 3
For example : = 0.5, = 0.6875, = 0.15 etc.
2 16 20
(ii) Non-Terminating and Repeating (Recurring Decimal) :
p
Let x = be a rational number, such that the prime factorization of q is not of the form 2m × 5n,
q
where m, n are non - negative integers. Then, x has a decimal expansion which is non - terminating
repeating. In this a set of digits or a digit is repeated continuously.
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CLASS - IX - 1
Toll Free : 1800 258 5555 | CIN: U80302RJ2007PLC024029
NUMBER SYSTEM
2 5
For example :  0.6666.....  0.6 and  0.454545.....  0.45 .
3 11
(c) Representation of rational number on a real number line
 Representing terminating Decimals on Number line :
The process of visualization of number on the number line through a magnifying glass is known as
successive magnification.
Sometimes, we are unable to check the numbers like 3.765 and 4.26 on the number line. We seek
the help of magnifying glass by dividing the part into subparts and subparts into again equal
subparts to ensure the accuracy of the given number.
 Method to Find Such Numbers on the Number Line
1. Choose the two consecutive integral numbers in which the given number lies.
2. Choose the two consecutive decimal points in which the given decimal part lies by dividing the
two given decimal parts into required equal parts.
3. Visualize the required number through magnifying glass.
(d) Conversion of recuring decimal into fraction

(i) Long Method :

Step 1 : Take the mixed recurring decimal and let it be equal to x.
Step 2 : Count the number of nonrecurring digits after the decimal point. Let it be n.
Step 3 : Multiply both sides of equation by 10n so that only the repeating decimal is on the right
hand side of the decimal point.
Step 4 : Multiply both sides of equation obtained in step 3 by 10m where m is the number of
repeating digits in the decimal part.
Step 5 : Subtract the equation in step 3 from equation obtained in step 4.
Step 6 : Divide both sides of the resulting equation by the coefficient of x.
p
Step 7 : Write the rational number thus obtained in the simplest form.
q
(ii) Direct Method :
Step1 : To obtain numerator subtract the number formed by non-repeating digits from the complete
number without decimal. (Consider repeated digits only once.)
Step2 : To obtain denominator take number of nines = Number of repeating digits & after that put
number of zeros = number of non-repeating digits.
(e) Finding Rational Numbers Between Two Integral Number :

Method - I
Let a & b are two given rational numbers such that a < b.
If n rational numbers are inserted between a & b.
n1
Then, multiply numerator and denominator of a and b by .
n1
n1 n1
a=a× and b = b × .
n1 n1
Then, as we increase the value of numerator we get rational numbers between a & b.
Method - II
Let a & b are two given rational numbers such that a < b then, a < b
 a+a<b+a [adding a both sides]
ab
 2a < a + b  a<
2
CLASS - IX - 2
NUMBER SYSTEM
Again, a < b
 a + b < b + b. [adding b both sides]
ab
 a +b < 2b  < b.
2
ab ab
 a< < b. i.e. lies between a and b.
2 2
ab
Hence 1st rational number between a and b is .
2
a  b 2a  a  b
a
2  2 3a  b
For next rational number 
2 2 4
3a  b a  b
 a   b.
4 2
ab
b
2 a  b  2b a  3b
next  
2 22 4
3a  b a  b a  3b
 a    b. and continues like this.
4 2 4
Example.1
Is (39, 93) a coprime ?
Sol. HCF of (39, 93) is 3.
 (39, 93) is not coprime.
Example.2
3
Represent on a real number line.
7
Sol. (i) Draw a line XY which extends endlessly in both the directions.
(ii) Take a point O on it and let it represent O (zero).
(iii) Taking the fixed length, called unit length, mark off OA = 1 unit, as shown in figure below
3
(iv) Divide OA into 7 equal parts. OP represents of a unit.
7
3
7
O A
X 0 1 Y
P
Example.3
7
Represent on a real number line.
5
7 2
Sol. =1
5 5
(i) Draw a line XY which extends endlessly in both the directions.
(ii) Take a point O on it and let it represent 0 (zero).
(iii) Taking the fixed length, called unit length, mark off OA = 1 unit and OB = 2 unit.
7
(iv) Divide OA and AB into 5 equal parts. OP represents the rational number .
5
7
5
O A B
X 0 1 P 2 Y
CLASS - IX - 3
NUMBER SYSTEM
Example.4
13
Represent  on a real number line.
4
13 1
Sol.  = 3
4 4
(i) Draw a line XY which extends endlessly in both the directions.
(ii) Take a point O on it and let it represent 0 (zero).
(iii) Taking the fixed length, called unit length, mark off OA = 1 unit and OB = 2 unit and OC = 3
unit on the left side of O.
13
(iv) Divide OA, AB, BC and CD into 4 equal parts. OP represents the rational number  of a
4
unit.
1
–34
D C B A O
X Y
–4 P –3 –2 –1 0
Example.5
Represent 2.5 on a real number line.
Sol.
Example.6
Represent 2.65 on a real number line by process of magnification.
0 1 2 3 4
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2 3
Sol.
2.67
2.61
2.62
2.63
2.64
2.66
2.68
2.69
2.6 2.7
2.65
Example.7
Visualize the representation of 5.37 on the number line upto four decimal places.
Sol.
CLASS - IX - 4
NUMBER SYSTEM
Example.8
p
Express 0.6 to form.
q
Sol. Let x = 0.6
i.e. x = 0.6666..... ...(i)
Multiply both sides of eq.(i) by 10.
10x = 6.666..... ...(ii)
Subtract eq.(i) from eq.(ii)
10x = 6.666....
– x = – 0.666....
9x = 6
6
x=
9
2
x= .
3
Example.9
p
q
Sol. Let x = 0.47
i.e. x = 0.474747..... ...(i)
100x = 47.474747..... ...(ii)
Subtract eq.(i) from eq.(ii)
100x = 47.474747....
– x = – 0.474747....
99x = 47
47
x= .
99
Example.10
p
q
Sol. Let x = 0.123
i.e. x = 0.12333..... ...(i)
100x = 12.333..... ...(ii)
Multiply both sides of eq.(ii) by 10
1000x = 123.333..... ...(iii)
Subtract eq.(ii) from eq.(iii)
1000 x = 123.333....
– 100 x = –12.333....
–––––––––––––––
900 x = 111.000
111 3  37 37
x= x=  .
900 900 300
Example.11
p
Express the following to form using direct method :
q
(i) 0.45 (ii) 0.737 (iii) 0.46573
CLASS - IX - 5
NUMBER SYSTEM
45 – 0 45 5 737 – 7 730 73
Sol. (i) 0.45    (ii) 0.737    .
99 99 11 990 990 99
46573 – 46 46527
(iii) 0.46573   .
99900 99900
Example.12
Find 4 rational numbers between 2 and 3.
Sol. Steps :
(i) Multiplying 2 and 3 in Nr and Dr with (4+1).
2  (4  1) 10 3  (4  1) 15
(ii) 2=  &  .
(4  1) 5 (4  1) 5
11 12 13 14
(iii) So, the four required numbers are , , , .
5 5 5 5
Example.13
1 1
Find 3 rational numbers between & .
3 2
1 1 23

Sol. 3 2  6  5
2 2 12
 1 5 1
, , 
3 12 2
1 5 4 5

 3 12  12  9 
2 2 24
  1 9 5 1
, , ,
3 24 12 2
5 1 5 6
 
12 2  12 12  11
2 2 24

1 9 5 11 1
 , , , , .
3 24 12 24 2
9 5 11
So, the required 3 rational number are , , 
24 12 24

3
1. Represent the number on the number line.
5
3 2
2. Find a fraction between and .
8 5
3. Insert 5 rational numbers between 3 and 4.
4. Which of the following fractions yield a recurring decimal ?

5 7 9 5 12 6
; ; ; ; ;
3 16 14 7 5 11
5. Represent 1. 129129129…… as a fraction.
Answers
31 19 20 21 22 23 5 9 5 6
2. 3. , , , , 4. , , ,
80 6 6 6 6 6 3 14 7 11
1128
5. x= .
999
CLASS - IX - 6
NUMBER SYSTEM

B. IRRATIONAL NUMBERS
All real number which are not rational are called irrational numbers. These are non-recurring as well
as non-terminating type of decimal numbers.
3 4 7
i.e. 2, 4 , 2 3 , 2 3 , 3 , , etc..
(a) Proof of irrationality of numbers

To prove the irrationality of a given number, a process is done by contradiction method. In logic,
proof by contradiction is a form of proof, and more specifically a form of indirect proof, that
establishes the truth or validity of a proposition. It starts by assuming that the opposite proposition is
true, and then shows that such an assumption lead to a contradiction.
(b) Insertion of irrational numbers between two real numbers
Let a and b are two given real numbers, then irrational number between a and b is a  b Provide a
 b is not a perfect square.
(c) Irrational Number on a Number Line

Irrational Number in Decimal Form :
2 = 1.414213............... i.e. it is non-recurring as well as non-terminating.
3 = 1.732050807.......... i.e. it is non-recurring as well as non-terminating.
Properties of Irrational Number :

(i) Negative of an irrational number is an irrational number. e.g. – 3, – 4 5 are irrational.
(ii) Sum and difference of a rational and an irrational number is always an irrational number.
(iii) Sum, product and difference of two irrational numbers is either rational or irrational number.
(iv) Product of a rational number with an irrational number is either rational or irrational.
(d) Geometrical representation of real numbers
To represent any real number x on number line we follow the following steps :
STEP I : Obtain the positive real number x (say).
STEP II : Draw a line and mark a point A on it.
STEP III : Mark a point B on the line such that AB = x units.
STEP IV : From point B mark a distance of 1 unit and mark the new point as C. Such that ABC is a
straight line.
STEP V : Find the mid-point of AC by drawing the perpendicular bisector of line segment AC and
mark the point as O.
STEP VI : Draw a semi circle with centre O and radius OC.
STEP VII : Draw a line perpendicular to AC passing through B and intersecting the semi circle at D.
Length BD is equal to x .
STEP VIII : Taking B as centre and BD as radius, draw an arc cutting OC produced at E. Distance
BE represents x .
CLASS - IX - 7
NUMBER SYSTEM
EXPLANATION :
We have,
AB = x units and BC = 1 unit.
  AC = (x + 1) units
x 1
  OA = OC = units
2
x 1
 OD = units [ OA = OC = OD]
2
x 1 x 1
Now, OB = AB – OA = x  =
2 2
Using Pythagoras Theorem in OBD, we have
OD2 = OB2 + BD2  BD2 = OD2 – OB2
 BD2
2
 x  1  x  1
= 
2
 BD =
x 2

 2x  1  x 2
 2x  1
  
 2   2  4
4x
  BD =  BD = x
4
 This shows that x exists for all real numbers x > 0.
Example. 14
Prove that 2 is an irrational number.
Sol. Let assume on the contrary that 2 is a rational number.
a
Then, there exists positive integer a and b such that 2 = where, a and b are coprime i.e. their
b
HCF is1.
2
a a2
 ( 2 )2 =    2=
b b2
 a2 = 2b2  a2 is a multiple of 2
 a is a multiple of 2 ...(i)
a = 2c for some integer c.
 a2 = 4c2   2b2 = 4c2
 b2 = 2c2  b2 is a multiple of 2
 b is a multiple of 2 ....(ii)
From (i) and (ii), a and b have at least 2 as a common factor. But this contradicts the fact that a and
b are co-prime. This means that 2 is an irrational number.
CLASS - IX - 8
NUMBER SYSTEM
Example.15
Prove that 3 – 5 is an irrational number.
Sol. Let assume that on the contrary that 3 – 5 is rational.
Then, there exist co-prime positive integers a and b such that,
a a
3– 5 =  3– = 5
b b
3b  a 3b  a
 = 5  5 is rational [ a, b are integer  is a rational number]
b b
This contradicts the fact that 5 is an irrational number.
Hence, 3 – 5 is an irrational number.
Example.16
Insert an irrational number between 2 and 3.
Sol. 23  6 .
Example.17
Find two irrational number between 2 and 2.5.
Sol. 1st Method : 2  2.5  5

Since, there is no rational number whose square is 5. So, 5 is an irrational number.
Also, 2  5 is an irrational number.

2nd Method : 2.101001000100001............. is between 2 and 5 and it is non-recurring as well as non-
terminating.
Also, 2.201001000100001 ............. and so on.
Example.18
Plot 2, 3, 5 on a number line.
Sol. Let X’OX be a horizontal line, taken as the x - axis and let O be the origin. Let O represents 0 (zero).
Take OA = 1 unit and draw AB OA such that AB = 1 unit.
Join OB. Then,
OB = OA 2  AB 2 = 12  12 = 2 units.
With O as centre and OB as radius, draw an arc, meeting OY at P.
Then, OP = OB = 2 units.
Thus the point P represents 2 on the real line.
Now draw BC OB such that BC = 1 unit.
Join OC. Then,
2
OC = OB 2  BC2 =  2  12 = 3 units.
With O as centre and OC as radius, draw an arc, meeting OY at Q.

Then, OQ = OC = 3 units.
Thus the point Q represents 3 on the real line.
Now draw CD OC such that CD = 1 unit.
Join OD. Then,
2
OD = OC2  CD2 =  3  12 = 4 = 2 units.
Now draw DE OD such that DE = 1 unit.

Join OE. Then,
CLASS - IX - 9
NUMBER SYSTEM
OE = OD2  DE2 =  2 2  12 = 5 units.

With O as centre and OE as radius, draw an arc, meeting OY at R.
Then, OR = OE = 5 units.
1
D
1
C
E 1
3 B
4
2
5 1
1 A
–
X 0 1 P Q R Y
2 3 5
 Another Method for :
(i) Plot 2, 3
Draw a number line and mark a point O, representing zero, on it. Suppose a point A represents 1.
Then
OA = 1. Now draw a right triangle OAB such that AB = OA = 1.
By pythagoras theorem,
OB = OA 2  AB 2 = 12  12 = 2 units.
Now, draw an arc with centre O and radius OB. It cuts the number line at C.
Then, OC = OB = 2 units.
Thus the point C represents 2 on the real line.
Now, draw a right triangle OEC such that CE = AB = 1 unit.
Again by pythagoras theorem,
2
OE = OC2  CE 2 =  2  12 = 3 units.
Now, draw an arc with centre O and radius OE. It cuts the number line at D.
Then, OD = OE = 3 units.
BE
1 1
1
–
O A C D 2
0 1 2 3
1. Which of the following numbers are not rational?

1.256; 0.45454545…; 0.05005000500005 …; 5.51551555151…; 2.012340123401234…;
2. Find two irrational numbers between 5 and 6.
3. Prove that 3 is irrational number.
4. Represent 6 on the number line.
5. Represent 7.3 on the number line.
Answers
1. 0.05005000500005 …; 5.51551555151…; 2. 5.1 , 5.2


CLASS - IX - 10
NUMBER SYSTEM
(C) SURDS AND THEIR APPLICATION

(a) Surds
n
An irrational number of the form a is given a special name Surd, where ‘a’ is called radicand and
n
it should always be a rational number. Also the symbol is called the radical sign and the index
1
n
n is called order of the surd. a is read as ‘nth root of a’ and can also be written as a n .
(b) Law of Surds

n
(i)  a
n n
 an = a (ii) n
a  n b  n ab
n a
(iii) a nb  n (iv) nm
a  nm a  m n a
b
np n np
(v) n
a ap or am  amp
(c) Operation on Surds
(i) Addition and Subtraction of Surds :

Addition and subtraction of surds are possible only when order and radicand are same i.e. only for
like surds.
The addition of surds follow the following rules. Summation of same degree surds is distributive.
a n p  b n p  (a  b)n p
The subtraction of surds follow the following rules. Subtraction of same degree surds is distributive.
a n p  bn p  (a  b)n p
(ii) Multiplication and Division of Surds :
For multiplication and division we have to check the order if it is not same then first we make the
order of surd same by using LCM of indices. Then we follow the following rule
a n p  b n q  (a  b)n p  q
an p a p
  n  
bn q b q
(iii) Comparison of Surds :

n n
It is clear that if x > y > 0 and n > 1 is a positive integer then x > y.
(d) Rationalization of Surds

Rationalizing factor : Product of two surds is a rational number then each of them is called the
rationalizing factor (R.F.) of the other. The process of converting a surd to a rational number by
using an appropriate multiplier is known as rationalization.
When the denominator of an expression contains a term with a square root ( or a number with
radical sign), the process of converting it to an equivalent expression whose denominator is a
rational number is called rationalizing the denominator.
1 1
1
 Rationalizing factor of a n is a n where a is a real number.
CLASS - IX - 11
NUMBER SYSTEM
Example.19
75  45  50  32
Sol. 75  45  50  32
= 5 3 3 5 5 2 4 2
= 5 3 3 5  2.
Example.20
Simplify : 5 3 250  7 3 16 – 14 3 54
Sol. 5 3 250  7 3 16 –14 3 54 = 5 3 125  2  7 3 8  2 – 14 3 27  2
= 5  5 3 2  7  2 3 2 – 14  3  3 2 = (25  14 – 42) 3 2 = – 3 3 2 .
Example.21
3
Simplify : 243 .
3
Sol. 243
12
= 24  12 33 [order should be made same]
12
= 24  33 = 12
16  27 = 12
432 .
Example.22
3
Simplify : 8a5b  4a2b2
3 6
Sol. 8a5b  4a2b2 = 83 a15b3  6 42 a 4b4
6
= 213 a19 b7 = 22 a3 b 6
2ab = 4a3 b 6
2ab .
Example.23
Divide : 24  3 200 .
24 6
(24)3 216
Sol. 24  3 200 = 3
  6 .
200 6
(200) 2 625
Example.24
Which is greater :
3 5 1 1
(i) 6 and 8 (ii) and 3
2 3
3
Sol. (i) 6 and 5 8
L.C.M. of 3 and 5 is 15.
3
6  35 65  15 7776
5
8  35 83  15 512
 15 7776  15 512  3
6  58.
1 1
(ii) and 3
2 3
L.C.M. of 2 and 3 is 6.
3 2
 1  1
6
  and 6
 
2 3
CLASS - IX - 12
NUMBER SYSTEM
1 1  1 1
6 and 6
 As 89  
8 9  8 9 
1 1 1 1
So, 6  6   3 .
8 9 2 3
Example.25
3 4
Arrange 2, 3 and 5 in ascending order.
3 4
Sol. 2 , 3 and 5
L.C.M. of 2, 3, 4 is 12.
26
 2 26  12 64
  3
3  34 3 4  12 81
4
5  43 53  12 125
As, 64 < 81 < 125.
 12
64  12 81  12 125  2  33  45 .
Example.26
1
Rationalize the denominator .
162
1 1
Sol. =
162 81 2
1 2 2
= × = .
9 2 2 18
 Rationalising factor of a + b c is a – b c where a,b,c are rational numbers.
Example.27
1
Rationalize the denominator .
75 3
1 1 75 3
Sol. = ×
75 3 75 3 75 3
75 3 75 3 5 3 7
= = = .
49  75 26 26
Example.28
a2
Rationalize the denominator of .
a2  b2  b
a2 a2  b2  b
Sol. 
a2  b2  b a2  b2  b
a2  a2  b2  b  a2  a2  b2  b =
= 2
= 2 2 2  
a2  b2  b .
 a2  b2  – (b)2
a b –b
Example.29
32 2
If = a  b 2 , where a and b are rationals in reduced form then, find the values of a and b.
3 2
32 2 (3  2 2) (3  2)
Sol. LHS =
3 2 (3  2 ) (3  2 )
CLASS - IX - 13
NUMBER SYSTEM
93 2 6 2 4 13  9 2 13 9
= = =  2
92 7 7 7
13 9
  2  = ab 2
7 7
Equating the rational and irrational parts
13 9
We get a  , b .
7 7
Example.30
1
If x  , find the value of x3 – x2 – 11x + 3.
2 3
1
Sol. As, x  = 2 3  x–2=– 3
2 3
2
 (x – 2)2 =  3   [By squaring both sides]
 x2 + 4 – 4x = 3  x2 – 4x + 1 = 0
Now, x3 – x2 – 11x + 3 = x (x2 – 4x + 1) + 3 (x2 – 4x + 1) = x (0) + 3 (0) = 0 + 0 = 0.
Example.31
1
If x = 3 – 8 , find the value of x3 + .
x3
Sol. x=3– 8
1 1 1
    3 8
x 3 8 x
1
Now, x 3 8 3 8  6
x
3
1  1 1 1 1
 x3    x    3x  x    x3  = (6)3 – 3(6)
x3  x x x x3
1 1
 x3  3
= 216 – 18  x3  = 198.
x x3
Example.32
3 4
If 5 = 2.236 and 2 = 1.414, then evaluate : 
5 2 5 2
Sol.
3

4
=
3  5 2 4  5  2
5 2 5 2  5 2  5  2
3 5 3 2 4 5 4 2 7 5 2 7 5 2 7  2.236  1.414
= = = =
52 52 3 3
15.652  1.414 17.066
= = = 5.689 (approximately)
3 3
1. What is the simplest form of 200  50 ?
5
2. Rationalise the denominator of .
10  5
3. If x = 2 – 1 what is the value of x – 1/x ?
CLASS - IX - 14
NUMBER SYSTEM
4. Simplify ( 5 + 1)2 + ( 5 – 1)2.
5 2 1
5. If x = , find the value of x  .
52 x
Answers
1. 5 2 2. 10  5 3. –2 4. 12 6. 18


D. EXPONENTS
(a) Exponents of Real Numbers
(i) Positive Integral Power :
For any real number a and a natural number ‘n’ we define an as :
an = a × a × a × ..........................× a (n times)
an is called the nth power of a. The real number ‘a’ is called the base and ‘n’ is called the exponent
of the nth power of a.
e.g. 23 = 2 × 2 × 2 = 8
NOTE :
For any non –zero real number ‘a’ we define a0 = 1.
0
3
e.g.: Thus, 3º = 1, 5º ,   = 1 and so on.
4
(ii) Negative Integral Power :
For any non–zero real number ‘a’ and positive integer ‘n’ we define a–n = 1 .
n
a
Thus we have defined an for all integral values of n, positive, zero or negative. an is called the nth
power of a.
(iii) Rational Exponents of a Real number
Principal of nth Root of a Positive Real Numbers :

f ‘a’ is a positive real number and ‘n’ is a positive integer, then the principal nth root of a is the
unique positive real number x such that xn = a.
The principal nth root of a positive real number a is denoted by a1/n or n a .
 REMARK : 
 If ‘a’ is negative real number and ‘n’ is an even positive integer, then the principal nth root of a is
not defined, because an even power of a real number is always positive. Therefore (–9)1/2 is a
meaningless quantity, if we confine ourselves to the set of real number, only.
(b) Law of Rational Exponents
The following laws hold the rational exponents
(i) am × an = am+n (ii) am an = am–n
1
(iii) (am)n = amn (iv) a–n = n
a
m
(v) am/n = (am)1/n = (a1/n)m i.e. am/n = n
am =  a
n
(vi) (ab)m = ambm
m
a am
(vii)   = m (viii) abn = ab + b + b.....n times
b b
where a, b are positive real numbers and m, n are rational numbers.
CLASS - IX - 15
NUMBER SYSTEM
Example.33
Evaluate each of the following :
3
3
(i) 58  53 (ii)  
4
Sol. Using the laws of indices, we have :
58
(i) 58  53   583  55  3125 . [ am an = am – n ]
53
3
3 1 1 1 64 1
(ii) 4     [ a–n = ]
  3
3
33 27 27 an
4 43 64
 
Example.34
Evaluate each of the following :
5 4 1 3 3 2
 1   2   3  2 2 3
(i)       (ii)      
2  3  5 3 5 5
Sol. (i) We have,
 
5
 1   2   3 
4 5 4 1
 1   2   1  1
=       = 5 
5
 2  4  5
     
2  3  5 2  3   3  2 34 3
 
5
1 16  5 5 5
= = = .
32  81 3 2  81 3 486
(ii) We have,
3 3 2
2 2 3 23 1 32 23  53  32 5
      = 3  3
 2
= 3 3 2
= .
3 5 5
  3 2 / 5 5 3  2  5 3
Example.35
Simplify :
(i)
 25 3 / 2   243 3 / 5 (ii)
16  2n 1  4  2n
16 5 / 4   8 4 / 3 16  2n 2  2  2n 2
Sol. We have,
3/2 3/5
(i)
 25 3 / 2   243 3 / 5 =
5  2
 
 35
=
523 / 2  353 / 5
=
53  33
=
125  27 3375
=
16 5 / 4   8 4 / 3 2  4
5/4
 2  3
4/3
2 45 / 4
2 3  4/3
2 25 4 32  16 512
16  2n 1  4  2n 32  2n  4  2n 2n (32  4) 1
(ii) n 2 n 2
= n n
= n
= .
16  2  22 64  2  8  2 2 (64  8) 2
Example.36
3 / 4  25  3 / 2  5 3 
 81 
Simplify .         .
 16   9   2  
Sol. We have,
3 / 4 3 / 4  2 3 / 2 3 
 81   25  3 / 2  5 3   34  5  5 
 16        =  4    2   
   9   2   2  3 2 
    
3 / 4 3 / 2
 3 4   5 2   5 3   3 43 / 4  5 23 / 2  5 3 
=            =        
 2    3    2    2   3   2  
CLASS - IX - 16
NUMBER SYSTEM
3   5  3  5  3  3 3 3
3  2   3   2   23  33 23  23  33 53 
=          =          = 3   3  3  = 3   3  3  = 1.
2  3   2    3   5   5   3  5 5  3  5 2 
Example.37
x 1 x 1 2y 2
Prove that :  = .
x 1  y 1 x 1  y 1 y2 – x2
1 1 1 1
x 1 x 1 x x x
Sol.  = + = + x .
x 1  y 1 x 1  y 1 1 1

1 1
–
yx y–x
x y x y xy xy
xy xy
= +
x(y  x) x(y – x)
xy(y – x)  xy(y  x) y(y – x)  y(y  x)
= 2 2
=
x(y – x ) y 2 – x2
y2 – xy  y 2  xy 2y 2
= = .
y2 – x2 y2 – x2
Example.38
x 2x
3 5 125
Find the value of x :      .
5 3 27
x 2x
3 5 125
Sol.     
5 3 27
x 2x
5 5 125
    
3 3 27
2x  x
5 125
   .
3 27
x 3
5 5
   
3 3
Because the base is same, so comparing the powers x = 3.
Example.39
If 25x – 1 = 52x – 1 – 100, find the value of x.
Sol. We have,
x 1
 25x – 1 = 52x – 1 – 100  5 
2
 52x 1  100
 52x 2  52x 1  100  52x 2  52x  2.51  100

 52x – 2 (1 – 5) = – 100  52x – 2 (– 4) = – 100
 52x 2  52  2x – 2 = 2
 2x = 4  x = 2.
Example.40
Assuming that x is a positive real number and a, b, c are rational numbers, show that :
a b c
 xb   xc   xa 
 c   a   b   1
x  x  x 
a b c
 xb   xc   xa  a b c
Sol.  c  . a
x  . b
x  = x
b c
  . x  . x 
c a a b
 x ab ac .xbc ba .xac bc
x     
= x ab ac bc ba ac bc  x0  1.
CLASS - IX - 17
NUMBER SYSTEM
1. Find the value of the following:

(i) 811/4 (ii) 641/3 (iii) 323/5 (iv) 272/3
2. Simplify the following:

1/ 2
4 1/ 3 3
(i) 31/3 . 32/5 (ii)  
9
(iii) 22/3.32/3 (iv) 2 
3. Simplified value of 2n × 4n × 81-n
4. Find x, if 8 x  16
5. Find x, y, z if 153 x122 x164  2 x x3 y x5 z
Answers
1. (i) 3 (ii) 4 (iii) 8 (iv) 9
2. (i) 311/15 (ii) 2/3 (iii) 62/3 (iv) 2
3. 8 4. 4/3 5. x = 20, y = 5, z = 3

CLASS - IX - 18
NUMBER SYSTEM
TYPE (I) : VERY SHORT ANSWER TYPE QUESTIONS : [01 MARK EACH]
1. Find the product of any two irrational numbers.
2. Find a rational number between 2 & 3.
p
3. Find the value of 1.999... in the form , where p and q are integers and q  0.
q
1
4. Find the number obtained on rationalising the denominator of .
7 –2
7
5. After rationalising the denominator of , what will be the denominator
3 3 –2 2
32  48
6. Find the value of .
8  12
43
7. Simplify 22 .
8. Simplify 4
(81)–2 .
TYPE (II) : SHORT ANSWER TYPE QUESTIONS : [02 MARKS EACH]
2 –1
9. If 2 = 1.4142, then find the value of .
2 1
3
10. Find the product 2.4 2.12 32 .
11. Find the value of (256)0.16 × (256)0.09.
12. 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  0 , p, q both are integers.
q
(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
13. Locate 13 on the number line.
p
14. Express 0.123 in the form , where p and q are integers and q  0.
q
6
15. Find the value of a in the following : = 3 2 –a 3
3 2 –2 3
CLASS - IX - 19
NUMBER SYSTEM
1
  1 3
1  4
16. Simplify : 5  8 3  27 3   .

   
   
17. Represent the following numbers on the number line :

–3 – 12
7, 7.2, ,
2 5
TYPE (III) : LONG ANSWER TYPE QUESTIONS : [03 MARK EACH]
18. Find three rational numbers between

5 6 1 1
(i) – 1 and – 2 (ii) 0.1 and 0.11 (iii) and (iv) and
7 7 4 5
19. Insert a rational number and an irrational number between the following :
1 1 –2 1
(i) 2 and 3 (ii) and (iii) and (iv) 2 and 3
3 2 5 2
(v) 0.0001 and 0.001
20. Locate 5 , 10 and 17 on the number line.
21. Represent geometrically the following numbers on the number line :

(i) 4.5 (ii) 2.3
22. Simplify the following :

24 54 4
(i) 45 – 3 20  4 5 (ii)  (iii) 12  7 6
8 9
7 2
(iv) 4 28  3 7  3 7 (v) 3 3  2 27 
3
(vi)  3– 2 
3 1 2 3 3
(vii) 4
81 – 8 3 216  15 5 32  225 (viii)  (ix) –
8 2 3 6
23. Rationalise the denominator of the following :

2 40 3 2 16
(i) (ii) (iii) (iv)
3 3 3 4 2 41 – 5
2 3 6 3 2 3 5 3
(v) (vi) (vii) (viii)
2– 3 2 3 3– 2 5– 3
4 3 5 2
(ix)
48  18
24. Find the values of a and b in each of the following :

52 3 3– 5 19
(i) =a–6 3 (ii) =a 5–
74 3 32 5 11
2 3 7 5 7– 5 7
(iii) =2– b 6 (iv) – =a+ 5b
3 2 –2 3 7– 5 7 5 11
CLASS - IX - 20
NUMBER SYSTEM
1
25. If a = 2 + 3 , then find the value of a – .
a
1
26. If a = 5  2 6 and b = , then what will be the value of a2 + b2 ?
a
4 3
27. If 2 = 1.414, 3 = 1.732 , then find the value of  .
3 3 –2 2 3 3 2 2
TYPE (IV): VERY LONG ANSWER TYPE QUESTIONS [04 MARK EACH]
28. 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
29. Simplify :
–2
1 4 –12 6
3 8  32   1 3
(i) 13
 3
2 33 2
 (ii)  
5
 
5

 5 
 (iii)  27 
 
2
 1  1 1
1 – –
 –  4  3 1  1 2
2 9  27 2 –
(iv)   625 
   (v) 1 2
(vi) 64 3 3 3
64 – 64 
   –  
   36 3 3
1 1
8 3  16 3
(vii) 1
–
32 3
3 5 1
30. If a = , then find the value of a2 + 2 .
2 a
31. If x = 3  2 and y = 3 – 2 , then find the value of x2 + y2.

3– 2 3 2
p
32. 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
33. Simplify : – – .
10  3 6 5 15  3 2
4 1 2
34. Find the value of 2
 3
 1
.
– – –
(216) 3 (256) 4 (243) 5
CLASS - IX - 21
NUMBER SYSTEM
SUBJECTIVE QUESTIONS
Section (A) : Introduction to number system & rational numbers
2
A.1 Express in decimal form.
11
A.2 Give three rational numbers between – 2 and – 1.
3 4
A.3 Find five rational numbers between and .
5 5
A.4 Express the following in the form of p/q.

—
(i) 0 .37 (ii) 43.54 (iii) 5.3245 (iv) 4.621
Section (B) : Irrational numbers
B.1 Write three irrational number between 3 and 5.
5 9
B.2 Find three different irrational numbers between and .
7 11
B.3 Give one example where the product of two different irrational number is rational.
B.4 Prove that 7  3 is an irrational number.
B.5 Represent 4, 5, 10 on the real number line.
B.6 Represent 8.3 on the number line.
Section (C) : Surds and their application
C.1 Multiply 3 28 by 2 7
C.2 Find the value of 2 5  3 5 .
C.3 What is the square root of the number 0.04 in fraction form?
3
C.4 Simplify the expression .
48  75
6
C.5 Find the value of , if being given that 3 = 1.732 and 5 = 2.236.
5 3
3 6
C.6 Multiply 27a3b2c 4 × 128a7b9 c 2 × 729ab12c 2 .
CLASS - IX - 22
NUMBER SYSTEM
C.7 Simplify :
3 2 4 3 2 3 7 3 5 2
(i)   (ii)
6 3 6 2 6 2 48  18
C.8 Find the value of a and b :

11  7 3 6
(i)  a  b 77 (ii) =a+b 3
11  7 3 2
3 1
C.9 If x  , find the value of 4x3 + 2x2 – 8x + 7.
2
1 1 1 1 1
C.10 Prove that :     5
3 8 8 7 7 6 6 5 5 2
3 6 9
C.11 Arrange the following surds in ascending order of magnitude : 2, 3, 4.
1
C.12 If x = 2 + 3 , find the value of x3  .
x3
Section (D) : Exponents
D.1 Find the value of x : 5x – 2 × 32x – 3 = 135.
3 3  62  98
D.2 Evaluate : .
4 / 3
52  3 1  15   31/ 3
25
1 1 1
D.3 Simplify : ba c a
 a b c b
 a c
.
1 x x 1 x x 1 x  xb  c
 n
9n  32  3n / 2  2   27  1
D.4 If    , then prove that m – n = 1.
3m 3 27
3 2
1 1 2
D.5 If ax = b y = cz and b2 = ac, then prove that   .
x z y
OBJECTIVE QUESTIONS
Section (A) : Introduction to number system & rational numbers
27
A.1 The decimal representation of is :
400
(A) Terminating (B) Non terminating recurring
(C) Non terminating non recurring (D) None of these
A.2 2.234 is :
(A) Non-terminating only (B) Non-repeating only
(C) Non-terminating and repeating (D) Non-terminating and non-repeating
A.3 How many rational numbers exist between any two distinct rational numbers?
(A) 2 (B) 3 (C) 11 (D) Infinite
CLASS - IX - 23
NUMBER SYSTEM
A.4 The rational form of 2.7435 is :

27161 27 27161 27161
(A) (B) (C) (D)
9999 99 9900 9000
Section (B) : Irrational numbers
B.1 Which of the following number is irrational ?

(A) 16 – 4 (B) (3 – 3 ) (3 + 3 ) (C) 5+3 (D) – 25
B.2 The decimal expansion of 2 is :

(A) Finite decimal (B) 1.4121
(C) Non-terminating recurring (D) Non - terminating non recurring
B.3 The product of a non -zero rational number with an irrational number is :
(A) Irrational number (B) Rational number (C) Whole number (D) Natural number
3 3
B.4 The number is :
3 3
(A) rational (B) irrational (C) both (D) can’t say
B.5 Every point on a number line represents :

(A) A natural number (B) A real number (C) A rational number (D) A irrational number
B.6 A rational number lying between 2 and 3 is :

2 3
(A) (B) 6 (C) 1.6 (D) 1.9
2
Section (C) : Surds and their application
1
C.1 If 3 = 1.732 and 2 = 1.414, the value of is :
3 2
1
(A) 0.318 (B) 3.146 (C) (D) 1.732  1.414
3.146
 1
C.2 If x = 2 + 3 , then  x   equals to :
 x
(A) 2 3 (B) 2 (C) 4 (D) 4 2 3
C.3 The exponential form of 2 3 is :

(A) 61/ 2 (B) 61/3 (C) 61/ 4 (D) 6
C.4 The simplest rationalisation factor of 50 is :

(A) 5 (B) 2 (C) 50 (D) 50
1 1
C.5 If x  3  8 and y  3  8 then 2
 =
x y2
(A) – 34 (B) 34 (C) 12 8 (D) 12 8
CLASS - IX - 24
NUMBER SYSTEM
3 7
C.6 If = a  b 7 then (a, b) =
3 7
(A) (8, – 3) (B) (– 8, – 3) (C) (– 8, 3) (D) (8, 3)
C.7 Which one is greatest in the following :

3 3 3
(A) 2 (B) 3 (C) 4 (D) 2
C.8 The value of 5

 32 3 is :
(A) 1/8 (B) 1/16 (C) 1/32 (D) None of these
3 2 3 2
C.9 If x  and y  the value of x 2  xy  y 2 is :
3 2 3 2
(A) 99 (B) 100 (C) 1 (D) 0
2 1 3
C.10 Simplify :   .
5 3 3 2 5 2
(A) 1 (B) 0 (C) 10 (D) 100
C.11 Which of the following is smallest :

4 5
(A) 5 (B) 4 (C) 4 (D) 3
3
C.12 The product of 3 and 5 is :
6 6 6 6
(A) 375 (B) 675 (C) 575 (D) 475
C.13 The value of 20  5 is :

(A) 10 (B) 2 5 (C) 20 5 (D) 4 5
54
C.14 3 equals :
250
3
9 3 27 2
(A) (B) (C) (D)
25 5 125 5
Section (D) : Exponents

D.1 The value of x, if 5x – 3 . 32x – 8 = 225, is :
(A) 1 (B) 2 (C) 3 (D) 5
35x  (81)2  6561

D-2. = 37, then
32x
(A) x = – 2 (B) x = – 3 (C) x = – 1 (D) x = 0
D-3. 3n × 9n × 271 – n =
1
(A) 9 (B) 27 (C) 3 (D)
3
D-4. (3–1 + 5–1 + 2–1)–1 =

29 31 30
(A) (B) (C) (D) None
30 29 31
D-5. If 2x = 4y = 8z , then find x : y : z.

(A) 1 : 2 : 3 (B) 3 : 2 : 1 (C) 2 : 3 : 1 (D) 6 : 3 : 2
CLASS - IX - 25
NUMBER SYSTEM
OBJECTIVE QUESTIONS
6
1. The digit at the 100th place in the decimal representation of , is :
7
(A) 1 (B) 2 (C) 4 (D) 5
2. xy is a number that is divided by ab where xy < ab and gives a result 0.xyxyxy... then ab equals :
(A) 11 (B) 33 (C) 99 (D) 66
3. When the repeating decimal 0.45454545....... is written in simplest fractional form, the sum of the
numerator and denominator is :
(A) 5 (B) 11 (C) 55 (D) 16
4. If 9  (n  2)2 is a real number, then the number of integral values of n is :

(A) 3 (B) 5 (C) 7 (D) Infinitely many
5. If x is a positive integer less than 100, then the number of x which make 1  2  3  4  x an integer
is:
(A) 6 (B) 7 (C) 8 (D) 9
954  484  704  625 0.0004

6. If = . Then approximate value of x is
0.00155 (0.009)2 .x
(A) 123.456  (B) 0.01234 (C) 12.34 (D) 12345.67
7. If n is a perfect square, then the next perfect square greater than n is :

(A) n2 + 1 (B) n2 + n (C) n + 2 n + 1 (D) 2n + 1
8. If x  x  x  x  .......  2 then x equals

(A) 2 – 2 (B) 2  2 (C) 2  2 (D) 2 – 3
9. The four digit number 2652 is such that any two consecutive digits from it make a multiple of 13.
Another number N has this same property, is 100 digits long, and begins in a 9. The last digit of N, is
(A) 2 (B) 3 (C) 6 (D) 9
10. The expression

1 1 1   1 1 1   1 1 1  1 1 1 
 2  3  .......  2008   1  2  3  .......  2007  –  1  2  3  .......  2008   2  3  .......  2007 
       
simplifies to :
1 1 2
(A) 0 (B) (C) (D)
2007 2008 2007
1 x
11. If = , then x is equal to :
1 1 36

1 1 1 1
 
1 1 1 1 1 1 1 1
   
x 2 x 2 x 2 x 2
(A) 70 (B) 72 (C) 36 (D) 68
CLASS - IX - 26
NUMBER SYSTEM
2 2 2 2
 1  1  1  1
12. The value of  1    1    1   .......  1   is equal to :
 3  4  5  n
2 2 2 2
 1 2 3 4
(A)   (B)   (C)   (D)  
n n n n
1
13. If x = (7 + 4 3 ), then the value of x + is :
x
(A) 8 (B) 6 (C) 5 (D) 4
3 2 3 2
14. If x  and y  the value of x 2  xy  y 2 is :
3 2 3 2
(A) 99 (B) 100 (C) 1 (D) 0
1 1 1
15. The value of the expression    .....upto 99 terms is equal to
2 1 3 2 4 3
(A) 9 (B) 3 (C) 1 (D) 0
4
16. The simplest rationalising factor of 48 is :
4 4 3
(A) 9 (B) 27 (C) 9 (D) None of these
6r  s  12r –s
17. Let r and s be integer. The is an integer if :
8r  9r  2s
(A) r + s  0 (B) s  0 (C) r  0 (D) r  s
18. If 2a > 4c and 3b > 9a and a, b, c all positive, then :

(A) c < a < b (B) b < c < a (C) c < b < a (D) a < b < c
19. If 22008 – 22007 – 22006 + 22005 = k . 22005 then the value of k is equal to :
(A) 2 (B) 3 (C) 4 (D) 5
20. If 2x = 3y = 6–z, then is equal to :

3 1
(A) 0 (B) 1 (C) (D) –
2 2
21. If 4x – 4x-1 = 24, then the value of (2x)x equals :

(A) 5 5 (B) 5 (C) 25 5 (D) 25
22. 273 – 272 – 271 is the same as :

(A) 269 (B) 270 (C) 271 (D) 272
23. If x = – 0.5 then which one of the following has the smallest value :
1
1 1
(A) 2 x (B) (C) 2x (D)
x –x
CLASS - IX - 27
NUMBER SYSTEM
NTSE PROBLEMS (PREVIOUS YEARS)

1 1 1 24
1. If 2x = 4y = 8z and + + = , then the value of z is (Rajasthan NTSE Stage-1 2005)
2x 4y 6z 7
7 7 7 7
(A) (B) (C) (D)
16 32 48 64
x –1 x–3
a b
2. If     then the value of x is - (Rajasthan NTSE Stage-1 2005)
b a
(A) 1 (B) 2 (C) 3 (D) 4
3. If ax = b, by = c and cz = a, then value of xyz is (Rajasthan NTSE Stage-1 2007)

(A) 1 (B) 0 (C) –1 (D) a + b + c.
5
4. An equivalent expression of after rationalizing the denominator is
3 5
(Rajasthan NTSE Stage-1 2013)
5  5 5  5
(A)   ( 3 + 5) (B)    ( 3 + 5 ) (C)   ( 3 – 5 ) (D)    ( 3 – 5 )
2  2 2  2
2100
5. Value of is : (Rajasthan NTSE Stage-1 2013)
2
(A) 1 (B) 50100 (C) 250 (D) 299
q
6. If xp = (xp )q , then p = (Haryana NTSE Stage-1 2013)
1 1
(A) q q (B) 1 (C) qq (D) q q1
7. If ax = b, by = c and cz = a, then the value of x2y2z2 is ..............

[Madhya Pradesh NTSE Stage-1 2013]
1
(A) a2b2c2 (B) 1 (C) 4 (D) 2 2 2
a b c
8. H.C.F. (28, 35, 91) = ........... [Gujarat NTSE Stage-1 2013]
(A) 1 (B) 5 (C) 7 (D) 14
1
9. Which of the following time expressions is right for the fraction ?
4
[Gujarat NTSE Stage-1 2014]
(A) 15 minute (B) 30 minute (C) 45 minute (D) 10 minute
10. Which real number lies between 2 and 2.5 (Chandigarh NTSE Stage-1 2014)
3 3
(A) 11 (B) 8 (C) 7 (D) 9
11. Of the following four numbers the largest is : (Harayana NTSE Stage-1 2014)
(A) 3210 (B) 7140 (C) (17)105 (D) (31)84
a
12. The rationalizing factor of n is (Karnataka NTSE Stage-1 2014)
b
a a an–1 an1
(A) ab n (B) n (C) n (D) n
b b bn–1 bn 1
CLASS - IX - 28
NUMBER SYSTEM
13. In a number is divided by 6, the remainder is 3 then what will be the remainder when the square of
the same number is divided by 6 again [Uttar Pradesh NTSE Stage-1 2014]
(A) 0 (B) 1 (C) 2 (D) 3
 1 
14. If x = (3 + 8 ), then  x2  2  will be- [Uttar Pradesh NTSE Stage-1 2014]
 x 
(A) 38 (B) 36 (C) 34 (D) 30
x–1 x–3
a b
15. If   =   then the value of x will be- [Uttar Pradesh NTSE Stage-1 2014]
b a
(A) –1 (B) 1 (C) 2 (D) 3
3
16. The simplest rationalizing factor of 72 is [Madhya Pradesh NTSE Stage-1 2014]
1 1 1 1
(A) 23 (B) 33 (C) 32 (D) 2 2
1 1 1
 xb  bc  xc  ca  xa  ab
17. The value of  c  .  a  .  b  on simplifying is : (Rajasthan NTSE Stage-1 2015)
x
  x  x 
(A) x (B) 1/x (C) 1 (D) – 1
x y
18. If x = 2 + 3 and xy = 1 then + = ............ (Bihar NTSE Stage-1 2015)
2 x 2 y
5 –2 5 2
19. Simple form of + is ............. [Madhya Pradesh NTSE Stage-1 2015]
5 2 5 –2
(A) 9 + 5 (B) 18 (C) 18 + 5 (D) 9
20. If the L.C.M. of two numbers is 2520 and H.C.F. is 12.Its one number is 504, then the other number
will be ........ [Madhya Pradesh NTSE Stage-1 2015]
(A) 50 (B) 65 (C) 40 (D) 60
5
21. Which number is the inverse of the opposite of – ? [Gujarat NTSE Stage-1 2015]
8
5 3 2 8
(A) 1 (B) 1 (C) 2 (D) –
8 5 5 5
22. lf x = 4 16 + 4
625 ,then what is x = ? [Gujarat NTSE Stage-1 2015]
(A) 7 (B) 29 (C) 12 (D) 5
1 1
23. The simplified value of + is [Delhi NTSE Stage-1 2015]
2 3 5 2 3 5
1
(A) 1 (B) 0 (C) 2 (D)
2
24. Raj wanted to type the first 200 natural numbers, how many times does he have to press the keys
[Delhi NTSE Stage-1 2015]
(A) 489 (B) 492 (C) 400 (D) 365
CLASS - IX - 29
NUMBER SYSTEM
6 3
25. Which is the greatest among 100 , 12 and 3 [Delhi NTSE Stage-1 2015]
6 3
(A) 3 (B) 100 (C) 12 (D) cannot be determined
26. Among the numbers 2250, 3200, 4150 and 5100, the greatest is (West Bengal NTSE Stage-1 2016)
(A) 2250 (B) 3200 (C) 4150 (D) 5100
27. What is the square root of 9 + 2 14 ? (Bihar NTSE Stage-1 2016)

(A) 1 + 2 2 (B) 2 7 (C) 3 6 (D) 2 5
127
28. 3 1 is equal to (Bihar NTSE Stage-1 2016)
343
5 1 4 2
(A) (B) 1  (C) (D) 1 
9 7 7 7
29. What is the value of 2.6 – 1.9 ? (Bihar NTSE Stage-1 2016)
(A) 0.6 (B) 0.9 (C) 0.7 (D) 0.7
5
30. An equivalent expression of after rationalizing the denominator is
74 5
20 5  35 20 5  35 35  20 5 35  20 5
(A) (B) (C) (D)
31 129 31 121
31. Four positive integers sum to 125. If the first of these numbers is increased by 4, the second is
decreased by 4. the third is multiplied by 4 and the fourth is divided by 4 then we get four equal
numbers then four original integers are [Delhi NTSE Stage-1 2016]
(A) 16, 24, 5, 80 (B) 8, 22, 38, 57 (C) 7, 19, 46, 53 (D) 12, 28, 40, 45
32. If a  6  5 , b  6  5 the find the value of 2a2  5ab  2b2 [Maharashtra NTSE Stage-1 2016]
(A) 36 (B) 37 (C) 39 (D) 41
k
33. m 4n 4  6 m2 n2  3 m 2 n2   mn  , then find the value of k. [Maharashtra NTSE Stage-1 2017]
(A) 6 (B) 3 (C) 2 (D) 1
34. If p, q, r and s are distinct prime numbers such that p + q + r = 72, p + r + s = 74, q + r + z = 89. The
largest of these, p, q, r and s is? (Delhi NTSE Stage-1 2019)
(A) r = 53 (B) q = 53 (C) s = 53 (D) s = 49
3 5 7 17 19
35. The value of + + + ………… + + is (Bihar NTSE Stage-1 2019)
4 36 144 5184 8100
(A) 0.95 (B) 0.98 (C) 0.99 (D) 1
36. Read the following statements carefully and choose the correct alternative.
(Maharashtra NTSE STAGE-I 2018)
(A) The ratio of the circumference of a circle to its diameter is denoted by the Greek letter 
22  22 
(B)  is non-terminating, recurring decimal fraction and its exact value is   
7  7 
Alternatives :
(A) Statements A and B false (B) Statement A and B correct
(C) Statement A correct but B false (D) Statement A false but B correct
CLASS - IX - 30
NUMBER SYSTEM
BOARD LEVEL EXERCISE

7 2
1. Rational or Irrational 2. 1.5 3. 2 4.
3
1
7(3 3  2 2 ) 1
5. 6. 2 7. 26 8.
19 9
9. 0.4142 10. 2 11. 4
12. (i) False (ii) False (iii) False (iv) True

(v) False (vi) False (vii) False
37
13. OA = 2 units and AB = 3 units. 14. 15. a=–2 16. 5
300
18. (i) – 1.1, – 1.2, – 1.3 (ii) 0.101, 0.102, 0.103
51 52 53 17 18 19
(iii) , , (iv) , ,
70 70 70 80 80 80
5 5
19. (i) (ii) (iii) 0 (iv) 1.5 (v) 0.0001131331333….
2 12
7 6 28 8
22. (i) 5 (ii) (iii) 218.311 (iv) 3
12 3 7
34 5 2
(v) (vi) 5–2 6 (vii) 0 (viii)
3 4
3
(ix)
2
2 3 2 30 3 2 2
23. (i) (ii) (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
24. (i) a = 11 (ii) a= (iii) (iv) a=0,b=1
11 6
25. 2 3 26. 98 27. 2.063
28. (i) 2.309 (ii) 2.449 (iii) 0.463 (iv) 0.414

(v) 0.318
2025
29. (i) 6 (ii) (iii) 9 (iv) 5
64
–1
(v) 3 3 (vi) –3 (vii) 16
167
30. 7 31. 98 32. 33. 1 34. 214
90
CLASS - IX - 31
NUMBER SYSTEM
EXERCISE - 1
Section (A)
7 3 5 19 2 7 11 23
A.1 0.1818 A.2  ,  ,  A.3 , , , ,
4 2 4 30 3 10 15 30
37 479 53192 4159
A.4 (i) (ii) (iii) (iv)
99 11 9990 900
Section (B)
B.1 1.801001....,1.901001......,2.01001........
B.2 0.7507500750007......,0.7670767007670007..... , and 0.808008000800008.....
B.3 (3 + 2 ) (3 – 2)
Section (C)
1
C.1 84 C.2 5 5 C.3 C.4 – 3
5
114 – 41 6
C.5 11.904. C.6 36 a4 b6 c3 6 108 C.7 (i) 0 (ii)
30
9 1
C.8 (i) a= &b= . (ii) a = 0 and b = 1. C.9 10
2 2
9 6 3
C.11 4 < 3< 2 C.12 52
Section (D)
D.1 3 D.2 28 2 D.3 1
OBJECTIVE QUESTIONS
Section (A)
A.1 (A) A.2 (C) A.3 (D) A.4 (C)
Section (B)
B.1 (C) B.2 (D) B.3 (A) B.4 (B) B.5 (B)
B.6 (C)
Section (C)
C.1 (B) C.2 (C) C.3 (C) C.4 (B) C.5 (B)
C.6 (D) C.7 (C) C.8 (A) C.9 (A) C.10 (B)
C.11 (B) C.12 (B) C.13 (A) C.14 (B)
Section (D)
D.1 (D) D-2. (B) D-3. (B) D-4. (C) D-5. (D)
CLASS - IX - 32
NUMBER SYSTEM
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans. A C D C B B C A D C A B D A B
Ques. 16 17 18 19 20 21 22 23
Ans. B B A B A C C B
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans C B A B D D B C A D C C D C C
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans B C A B D B A D B C B B B A A
Ques. 31 32 33 34 35 36
Ans A C B A C C
CLASS - IX - 33
POLYNOMIALS
POLYNOMIALS


A. INTRODUCTION AND CLASSIFICATION OF POLYNOMIALS
(a) General Terms
(i) Constant : A symbol having a fixed numerical value is called a ‘constant’
e.g. ‘2’ has a definite value. So, it is a constant
(ii) Variable : A symbol which takes on various numerical values is called a ‘variable’.
e.g. x,y .......
(iii) Coefficient : In the product of a constant and a variable, each is called the coefficient of the
other.
e.g. In 6x, 6 is the coefficient of x.
(iv) Algebraic expression : Combination of constants and variables with (+), (–), (), () is called an
‘Algebraic expression’.
e.g. 17 – x, 3x2 – 4x + 12, etc.
(v) Equation : Two expressions combined with equality symbol (=) is called an equation
e.g. 17 – x = 0, 3x2 – 4x + 12 = 2x2 – 3x. etc.
(vi) Degree of an expression : The highest number of times the variable is present in the terms of
an expression is the degree of an expression.
(b) Types of Polynomial
An algebraic expression f(x) of the form f(x) = a0 + a1x + a2x2 +...........+ anxn, where a0, a1,
a2,............,an are real numbers and all the index of ‘x’ are non-negative integers is called a
polynomial in x.
• Identification of Polynomial :
For this, we have following examples :
(i) 3 x2 + x – 5 is a polynomial in variable x as all the exponents of x are non negative integers.
(ii) 3 x2 + x – 5x is not a polynomial as the exponent of second term ( x = x1/2) is not a non
negative integer.
5 5
(iii) 5x3 + 2x2 + 3x – + 6 is not a polynomial as the exponent of fourth term – is not non–
x x
negative integer.
• Degree of the Polynomial :

Highest index of x in algebraic expression is called the degree of the polynomial, here a0, a1x,
a2x2,............., anxn, are called the terms of the polynomial and a0, a1, a2,.........., an are called various
coefficients of the polynomial f(x).
For example:
(i) p(x) = 3x4 – 5x2 + 2 is a polynomial of degree 4
(ii) q(x) = 5x4 + 2x5 – 6x6 – 5 is a polynomial of degree 6
(iii) f(x) = 2x3 + 7x – 5 is a polynomial of degree 3.
• Different Types of Polynomials :
Generally, we divide the polynomials in the following categories.
CLASS - IX - 34
POLYNOMIALS
(i) Based on degrees : There are four types of polynomials based on degrees. These are listed
below :
 Zero degree polynomial : Any non-zero number (constant) is regarded as a polynomial of
degree zero or zero degree polynomial. i.e. f(x) = a, where a  0 is a zero degree polynomial,
since we can write f(x) = a as f(x) = axo.
 Linear Polynomial : A polynomial of degree one is called a linear polynomial. The general form
of linear polynomial is ax + b, where a and b are any real constant and a  0.
 Quadratic Polynomial : A polynomial of degree two is called a quadratic polynomial. The
general form of a quadratic polynomial is ax2 + bx + c, where a 0.
 Cubic Polynomial : A polynomial of degree three is called a cubic polynomial. The general
form of a cubic polynomial is ax3 + bx2 + cx + d, where a 0.
Biquadratic (or quartic) Polynomials : A polynomial of degree four is called a biquadratic
(quartic) polynomial. The general form of a biquadratic polynomial is ax4 + bx3 + cx2 + dx + e,
where a 0.
NOTE : A polynomial of degree five or more than five does not have any particular name. Such a
polynomial usually called a polynomial of degree five or six or ....... etc.
(ii) Based on number of terms

There are three types of polynomials based on number of terms. These are as follows :
  Monomial : A polynomial is said to be a monomial if it has only one term. e.g. x, 9x 2, 5x3 all are
monomials.
x
  Binomial : A polynomial is said to be a binomial if it contains two terms. e.g. 2x2 + 3x, + 5x3,
2
– 8x3 + 3, all are binomials.
5
  Trinomials : A polynomial is said to be a trinomial if it contains three terms. e.g. 3x3 – 8x + ,
2
5 – 7x + 8x9, 7 x10 + 8x4 – 3x2 are all trinomials.
NOTE : A polynomial having four or more than four terms does not have particular name. These are
simply called polynomials.
(c) Operation on polynomials


(i) Arithmetic operations over polynomials
(I) Addition : Addition of all like terms in given polynomials gives the sum of polynomials.

(II) Subtraction : The difference between the like term in given polynomials is known as subtraction
of the given polynomials.

(III) Multiplication : multiply each term of the multiplicand by each term of the multiplier and take the
algebraic sum of the products. This gives the product of the given polynomials.
(d) Division algorithm for polynomial

If p(x) and g(x) are any two polynomials with g(x)  0, then we can find polynomials r(x) and q(x)
such that p(x) = g(x) × q(x) + r(x)
i.e. Dividend = (Divisor x Quotient) + Remainder
where r(x)=0 or degree of r(x) < degree of g(x).

(i) If r(x) = 0, g(x) is a factor of p(x)


(ii) If deg(p(x)) > deg(g(x)), then deg(q(x)) = deg(p(x)) –deg(g(x))


(iii) If deg(p(x)) = deg(g(x)), then deg(q(x)) = 0 and deg(r(x)) < deg(g(x))
CLASS - IX - 35
POLYNOMIALS
(i) Value of a Polynomial :

The value of a polynomial f(x) at x =  is obtained by substituting x =  in the given polynomial and
is denoted by f().
Consider the polynomial f(x) = x3 – 6x2 + 11x – 6,
If we replace x by – 2 everywhere in f(x), we get
f(– 2) = (– 2)3 – 6(– 2)2 + 11(– 2) – 6
f(– 2) = – 8 – 24 – 22 – 6
f(– 2) = – 60 .
So, we can say that value of f(x) at x = – 2 is – 60.
(ii) Zero or Root of a Polynomial :
The real number  is a root or zero of a polynomial f(x), if f( = 0.
Consider the polynomial f(x) = 2x3 + x2 – 7x – 6,
If we replace x by 2 everywhere in f(x), we get
f(2) = 2(2)3 + (2)2 – 7(2) – 6 = 16 + 4 – 14 – 6 = 0
Hence, x = 2 is a root of f(x).
(iii) Remainder Theorem:
Let ‘p(x)’ be any polynomial of degree greater than or equal to one and a be any real number and If
p(x) is divided by (x – a), then the remainder is equal to p(a).
(iv) Factor Theorem:
Let p(x) be a polynomial of degree greater than or equal to 1 and ‘a’ be a real number such that
p(a) = 0, then (x – a) is a factor of p(x). Conversely, if (x – a) is a factor of p(x), then p(a) = 0.
Example.1

Find the sum of the following : P(x) = 4t3 – 3t2 + 2, Q(x) = t4 – 2t3 + 6 and R(x) = t3 + 4t2 – 4

Sol. P(x) = 4t3 – 3t2 + 2

Q(x) = t4 – 2t3 + 6
R(x) = t3 + 4t2 – 4
P(x) + Q(x) + R(x) = t4 + 3t3 + t2 + 4
Example.2

Subtract g(x) from f(x) where f(x) = 2 + x 2 + 4x3, g(x) = x4 + x2 + 3x + 5.


Sol. f(x) = 4x3 + x2 + 0.x + 2 = 0.x4 + 4x3 + x2 + 0.x + 2

g(x) = x4 + 0.x3 + x2 + 3x + 5
f(x) – g(x) = (0.x4 + 4x3 + x2 + 0.x + 2) – (x4 + 0x3 + x2 + 3x + 5)
f(x) – g(x) = ( 0 – 1)x4 + (4 – 0) x3 + (1 – 1) x2 + (0 – 3) x + (2 – 5)
= – x4 + 4x3 + 0. x2 – 3x – 3 = – x4 + 4x3 – 3x – 3.
Example.3
Multiply : (x2 – 5x + 2) by (3x2 + 2x – 5)
Sol. We have x2 – 5x + 2
x 3x2 + 2x – 5
__________________
3x4 – 15x3 + 6x2
+ 2x3 – 10x2 + 4x
– 5x2 – 25x + 10
____________________________
3x4 – 13x3 – 9x2 + 29x – 10
–––––––––––––––––––––––––––––
CLASS - IX - 36
POLYNOMIALS
Example.4
If p(x) = x2 – 2x + 1 and q(x) = x3 – 3x2 + 2x – 1. Find p(x)  q(x) and check the degree of p(x)  q(x)
Sol. p(x)  q(x) = (x2 – 2x + 1)  (x3 – 3x2 + 2x – 1)
= x2(x3 – 3x2 + 2x – 1) – 2x(x3 – 3x2 + 2x – 1) + 1 (x3 – 3x2 + 2x – 1)
= (x5 – 3x4 + 2x4 + 2x3 + 6x3 + x3 – x2 – 4x2 – 3x2 + 2x + 2x – 1
= x5 – 5x4 + 9x3 – 8x2 + 4x – 1
The degree of p(x)  q(x) is ‘5’
Example.5
What must be added to 3x3 + x2 – 22x + 9 so that the result is exactly divisible by 3x2 + 7x – 6.
Sol. Let p(x) = 3x3 + x2 – 22x + 9 and q(x) = 3x2 + 7x – 6
We know if p(x) is divided by q(x) which is quadratic polynomial then the remainder be r(x) and
degree of r(x) is less than q(x) or Divisor.
By long division method
x 2
3x 2  7x  6 3x 3  x 2  22x  9
 3x3 
7x 2  6x
6x 2  16x  9
2
 6x 
  14x 

12
2x  3
Hence if in p(x) we added 2x + 3 then it is exactly divisible by 3x2 + 7x – 6.
Example.6
What must be subtracted from x3 – 6x2 – 15x + 80 so that the result is exactly divisible by x2 + x – 12.
Sol:  Let p(x) = x3 – 6x2 – 15x + 80 so that it is exactly divisible by q(x) = x2 + x – 12.
We know if p(x) is divided by q(x) which is quadratic polynomial then the remainder be r(x) and
degree of r(x) is less than q(x) or Divisor.
By long division method
x 7
x  x  12 x  6x 2  15x  80
2 3
 x3  x 2  12x
 7 x 2  3x  80
 7x2  7 x  84
4x  4
Hence, if in p(x) we subtract 4x – 4 then it is exactly divisible by x2 + x – 12.
Example.7
4
If x = is a root of the polynomial f(x) = 6x3 – 11x2 + kx – 20 then find the value of k.
3
Sol. f(x) = 6x3 – 11x2 + kx – 20 
3 2
4 4 4 4
  f    6   – 11   k   – 20  0
3 3 3 3
64 16 4k
 6 – 11  – 20  0
93 9 3
 128 – 176  12k – 180  0
 12k  128 – 356  0 
  12k  228
 k = 19.
CLASS - IX - 37
POLYNOMIALS
Example.8
If x = 2 & x = 0 are two roots of the polynomial f(x) = 2x3 – 5x2 + ax + b. Find the values of a and b.
Sol. f (2) = 2 (2)3 – 5 (2)2 + a (2) + b = 0
 16 – 20 + 2a + b = 0
 2a + b = 4 ...(i)
f (0) = 2 (0)3 – 5 (0)2 + a (0) + b = 0
 b=0
Put b = 0 in eq. (i)
 2a + 0 = 4
So, 2a = 4
 a = 2.
Hence, a = 2, b = 0.
Example. 9
Find the remainder, when f(x) = x3 – 6x2 + 2x – 4 is divided by g(x) = 1 – 2x.
Sol. f(x) = x3 – 6x2 + 2x – 4
Let, 1 – 2x = 0
2x = 1
1
x=
2
 1
Remainder = f  
2
3 2
 1  1  1  1
f   =   – 6   2  – 4
2 2 2 2
1 3
= –  1– 4
8 2
1– 12  8 – 32 35
= – .
8 8
Example.10
The polynomials ax3 + 3x2 – 13 and 2x3 – 5x + a are divided by x + 2 and if the remainder in each
case is the same, find the value of a.
Sol. p(x) = ax3 + 3x2 – 13 and q(x) = 2x3 – 5x + a
When p(x) & q(x) are divided by x + 2
Let x+2=0 x = – 2.
 Remainder are same.
So, p (– 2) = q(– 2)
 a (– 2)3 + 3 (– 2)2 – 13 = 2 (– 2)3 – 5 (– 2) + a
 – 8a + 12 – 13 = –16 + 10 + a
5
 – 9a = – 5  a= .
9
Example.11
If f(x) = x4 – 2x3 + 3x2 – ax + b is a polynomial such that when it is divided by x – 1 and x + 1, the
remainders are respectively 5 and 19. Determine the remainder when f(x) is divided by (x – 2).
Sol. When f(x) is divided by (x – 1) and (x + 1) the remainders are 5 and 19 respectively.
 f(1) = 5
 14 – 2(1)3 + 3(1)2 – a(1) + b = 5
 1–2+3–a+b=5
 –a+b=3 ...(i)
and f(–1) = 19
CLASS - IX - 38
POLYNOMIALS
 (–1)4 – 2(–1)3 + 3(–1)2 – a (– 1) + b = 19

 1 + 2 + 3 + a + b = 19
 a + b = 13 ...(ii)
From equation (i) and (ii)
We have a = 5 and b = 8
So, f(x) = x4 – 2x3 + 3x2 – 5x + 8
The remainder when f(x) is dividing by (x – 2) is equal to f(2).
f(2) = 24 – 2(23) + 3(2)2 – 5(2) + 8
= 16 – 16 + 12 – 10 + 8
= 10.
Example.12
The polynomials ax3 + 3x2 – 3 and 2x3 – 5x + a when divided by (x – 4) leaves remainder R1 & R2
respectively then find the value of ‘a’ if 2R1 – R2 = 0.
Sol. Let f(x) = ax3 + 3x2 – 3 and g(x) = 2x3 – 5x + a
R1 = f(4) = a (4)3 + 3 (4)2 – 3
R1 = 64 a + 45.
R2 = g(4) = 2 (4)3 – 5 (4) + a
= 128 – 20 + a
= 108 + a.
Given : 2R1 – R2 = 0
2 (64 a + 45) – (108 + a) = 0
128 a + 90 – 108 – a = 0
127 a = 18
18
a= .
127
Example.13
Show that x + 1 and 2x – 3 are factors of 2x3 – 9x2 + x + 12.
Sol. To prove that (x + 1) and (2x – 3) are factors of 2x3 – 9x2 + x + 12 it is sufficient to show that p(–1)
3
and p   both are equal to zero.
2
p (– 1) = 2 (– 1)3 – 9 (– 1)2 + (– 1) + 12 = – 2 – 9 – 1 + 12 = – 12 + 12 = 0.
3 2
3 3 3 3 27 81 3
And, p   = 2   – 9       12 = –   12
2 2 2 2 4 4 2
27 – 81  6  48 – 81  81
= = = 0.
4 4
 Hence, (x + 1) and (2x – 3) are the factors 2x3 – 9x2 + x + 12.
Example.14
Find the values of a and b so that the polynomials x3 – ax2 – 13x + b has (x – 1) and (x + 3) as
factors.
Sol. Let f(x) = x3 – ax2 – 13x + b
Because (x – 1) and (x + 3) are the factors of f(x),
 f(1) = 0 and f(– 3) = 0
f(1) = 0
 (1)3 – a(1)2 – 13(1) + b = 0
 1 – a – 13 + b = 0
 – a + b = 12 .... (i)
f(–3) = 0
 (– 3)3 – a(– 3)2 – 13(– 3) + b = 0
 – 27 – 9a + 39 + b = 0
CLASS - IX - 39
POLYNOMIALS
 – 9a + b = –12 ....(ii)
Subtracting equation (ii) from equation (i)
(– a + b) – (– 9a + b) = 12 + 12
 – a + 9a = 24
  8a = 24
  a = 3.
Put a = 3 in equation (i)
– 3 + b = 12
  b = 15.
Hence, a = 3 and b = 15.
Example.15
If ax3 + bx2 + x – 6 has x + 2 as a factor and leaves a remainder 4 when divided by (x – 2), find the
values of a and b?
Sol. Let p(x) = ax3 + bx2 + x – 6 be the given polynomial.
Now, (x + 2) is a factor of p(x).
p(– 2) = 0
a(– 2)3 + b(– 2)2 + (– 2) – 6 = 0
– 8a + 4b – 2 – 6 = 0
– 8a + 4b = 8 .... (i)
It is given that p(x) leaves remainder 4 when it is divided by (x – 2).
p( 2) = 4
a(2)3 + b(2)2 + (2) – 6 = 4
8a + 4b + 2 – 6 = 4
8a + 4b = 8 .... (ii)
Add equation (i) & (ii)
– 8a + 4b + 8a + 4b = 8 + 8
8b = 16 b = 2.
Put b = 2 in equation (i)
– 8a + 4(2) = 8
– 8a + 8 = 8
– 8a = 0 a = 0.
Hence, a = 0 and b = 2.

1. Classify the following polynomials based on number of terms.

(a) x+3 (b) x2 + x + 2 (c) x3 + 1 (d) 8x3
3 2
x x
(e) 7x2 + 8x + 3 (f) (g) x  (h) x2  x  3
12 2
2. Classify the following polynomials based on their degree.
x
(a) 3x2 + 4x (b) 2x 3  3 (c) 7x + 2 (d) 5x2
2
(e) x 3  2x 2  1 (f) x3 – 1 (g) 8x + 3
3. Find zeroes of the following polynomials

(a) 7x – 14 (b) 8x + 1 (c) x2 – 5x – 6 (d) 2x2 + 3x + 1
4. Divide 6x2 + 13x + 16 by 2x + 3 and find the quotient and remainder.
5. The polynomial 5x2 + 7x + 3 is divided by x – 2. Find the remainder by using remainder theorem.
6. Examine whether (a – 1) is a factor of a3 – 3a2 + 3a – 1.
CLASS - IX - 40
POLYNOMIALS
Answers
1. (a) binomial (b) trinomial (c) binomial (d) monomial
(e) trinomial (f) monomial (g) binomial (h) trinomial
2. (a) quadratic (b) cubic (c) linear (d) quadratic
(e) cubic (f) cubic (g) linear
1 1
3. (a) x=2 (b) x (c) x = –1 or 6 (d) x   or  1
8 2
4. q = 3x + 2, r = 10 5. 37 6. Yes it’s a factor

B. ALGEBRAIC IDENTITIES
Some important identities are :
(i) (a + b)2 = a2 + 2ab + b2
(ii) (a – b)2 = a2 – 2ab + b2
(iii) a2 – b2 = (a + b) (a – b)
(iv) (a + b + c)2 = a2 + b2 + c2 + 2ab + 2bc + 2ca
(v) a3 + b3 = (a + b) (a2 – ab + b2)
(vi) a3 – b3 = (a – b) (a2 + ab + b2)
(vii) (a + b)3 = a3 + b3 + 3ab (a + b)
(viii) (a – b)3 = a3 – b3 – 3ab (a – b)
(ix) a3 + b3 + c3 – 3abc = (a + b + c) (a2 + b2 + c2 – ab – bc – ac)
Special case : if a + b + c = 0 then a3 + b3 + c3 = 3abc.
Value Form :
(i) a2 + b2 = (a + b)2 – 2ab, if a + b and ab are given.
(ii) a2 + b2 = (a – b)2 + 2ab, if a – b and ab are given.
(iii) a + b =  a  b 2  4ab , if a – b and ab are given.
(iv) a – b =  a  b 2  4ab , if a + b and ab are given.
2
1  1 1
(v) a2 + =  a   – 2, if a + is given.
a2  a a
2
1  1 1
(vi) a2 + 2
=  a   + 2, if a – is given.
a  a  a
(vii) a3 + b3 = (a + b)3 – 3ab (a + b), if (a + b) and ab are given.
(viii) a3 – b3 = (a – b)3 + 3ab (a – b), if (a – b) and ab are given.
3
1  1  1 1
(ix) a3  =  a   – 3  a   , if a + is given.
a3  a   a  a
3
1  1  1 1
(x) a3  3
=  a   + 3  a   , if a – is given.
a  a  a a
(xi) a4 – b4 = (a2 + b2) (a2 – b2) = [(a + b)2 – 2ab](a + b) (a – b).
NOTE : (i) (xn – an) is divisible by (x – a) for all the values of n.

(ii) (xn – an) is divisible by (x + a) and (x – a) for all the even values of n.
(iii) (xn + an) is divisible by (x + a) for all the odd values of n.
CLASS - IX - 41
POLYNOMIALS
Example.16
a2  ab b2 b2  bc  c 2 c 2  ca  a2
 xa   xb   xc 
 b   c   a  1
x  x  x 
a2  ab  b2 b2  bc  c 2 c 2  ca a2
 xa   xb   xc 
Sol.  b   c   a 
x  x  x 
a2  abb2 b2 bc c 2 c 2  ca a2

= xa b   xb  c   xc a  
= xa
3
 b3
 x  x 
b3  c 3 c 3  a3
3
 b3 b3  c 3  c 3  a3
= xa = x0 = 1.
Example.17
Expand :
2
 1  2
(i)  2x 


3x 
(ii) 3x 2
 5y 
2
1 1 
(iii)  2x  3y  2x  3y  (iv)  a  b  1
4 2 
2
 1  2  1  1 4 1
Sol. (i)  2x   = (2x) – 2(2x)   + 2
= 4x2 – + 2 .
 3x   3x  3x  3 9x
(ii) (3x2 + 5y)2 = (3x2)2 + 2(3x2)(5y) + (5y)2 = 9x4 + 30x2y + 25y2
(iii) ( 2 x – 3y)( 2 x + 3y) = ( 2 x)2 – (3y)2 = 2x2 – 9y2
2 2 2
1 1  1   1  2 1   1   1  1 
(iv)  a  b  1 =  a  +   b  +(1) + 2  a    b  + 2   b  (1) + 2(1)  a 
4 2  4   2  4   2   2  4 
1 2 1 2 ab a
= a + b +1– –b+ .
16 4 4 2
Example.18
Simplify :
 1  1  2 1   4 1 
(i)  x  x   x  x  x  2   x  4 
   x  x 
(ii)  2x  y   2x  y   4x 2
 y2 
(iii) (x + y – 2z) – x – y – 3z +4xy
2 2 2 2
 1  1  2 1   4 1   2 1   2 1   4 1 
Sol. (i) x  x  x  x  x  2  x  4  = x  2  x  2  x  4 
   x  x   x  x  x 
 2
 1    1   4 1  4 1 
= (x 2 )2   2    x 4  4 = x  4  x  4 
  x    x   x  x 
2
 1 
= (x4)2 –  4 
x 
1
= x8 – .
x8
(ii) (2x + y)(2x – y)(4x2 +y2) = [(2x)2 – (y)2](4x2 + y2)
= (4x2 – y2)(4x2 + y2) = (4x2)2 – (y2)2 = 16x4 – y4.
CLASS - IX - 42
POLYNOMIALS
(iii) (x + y – 2z)2 – x2 – y2 – 3z2 + 4xy

= x2 + y2 + (– 2z)2 + 2(x)(y) + 2(y) (– 2z)+ 2(– 2z)(x) – x2 – y2 – 3z2 + 4xy
= x2 + y2 + 4z2 + 2xy – 4yz – 4zx – x2 – y2 – 3z2 + 4xy
= z2 + 6xy – 4yz – 4zx.
Example.19
Evaluate :
(i) (107)2 (ii) (94)2 (iii) (0.99)2
Sol. (i) (107)2 = (100 + 7)2
= (100)2 + (7)2 + 2 ×100 × 7
= 10000 + 49 + 1400
= 11449
(ii) (94)2 = (100 – 6)2
= (100)2 + (6)2 – 2 × 100 × 6
= 10000 + 36 – 1200
= 8836
(iii) (0.99)2 = (1 – 0.01)2
= (1)2 + (0.01)2 – 2 × 1 × 0.01
= 1 + 0.0001 – 0.02
= 0.9801
Example.20
1  1  1  1 
If x2 + 2
= 23, find the values of  x   ,  x   and  x 4  4 .
x  x  x  x 
1
Sol. x2 + = 23 …(i)
x2
1
 x2 + + 2 = 25 [Adding 2 on both sides of (i)]
x2
2
 1 1
 (x2) +   + 2  x  = 25
x x
2
 1
 x   = (5)
2

 x
1
 x+ =5
x
2
 1 1
x   = x + 2 – 2
2
 x x
2
 1
  x   = 23 – 2 = 21
 x
 1
  x  x  =  21 .
 
2
 2 1   4 1 
x  2  = x  4 + 2
 x   x 
2
 4 1   2 1 
 x  4  = x  2  – 2
 x   x 
 4 1 
 x  4  = (23) – 2 = 529 – 2
2

 x 
 4 1 
  x  4  = 527.
 x 
CLASS - IX - 43
POLYNOMIALS
Example. 21
1 2 2 2
Prove that : a2 + b2 + c2 – ab – bc – ca =  a  b   b  c   c  a 

2 
Sol. Here, L.H.S. a2 + b2 + c2 – ab – bc – ca
1
= 2a2  2b2  2c 2  2ab  2bc  2ca 
2 
1 2
=
2 
(a  2ab  b2 )  (b2  2bc  c 2 )  c 2  2ca  a2 
  
1 2
= (a  b)2  (b  c)2   c  a   = RHS Hence Proved.
2 
 
Example.22
If a + b + c = 9 and ab + bc + ca = 23, then find the value of a2 + b 2 + c2.
Sol. (a + b + c)2 = a2 + b2 + c2 + 2(ab + bc + ca)
(9)2 = a2 + b2 + c2 + 2(23)
a2 + b2 + c2 = 81 – 46
a2 + b2 + c2 = 35.
Example.23
Expand :
3
 1 2  3
(i)    (ii)  4  3x 
 3x 5y 
3
 1 2 
Sol. (i)   
 3x 5y 
3 3
 1   2   1   2   1 2 
=   –  5y  –3       
 3x     3x   5y   3x 5y 
1 8 2  1 2 
= 3
– 3
–   
27x 125y 5xy  3x 5y 
1 8 2 4
= – 3
– 2
+
27x 3
125y 15x y 25xy 2
(ii) (4 + 3x)3
= (4)3 + (3x)3 + 3(4)(3x)(4 + 3x)
= 64 + 27x3 + 36x (4 + 3x)
= 64 + 27x3 + 144x + 108x2
Example.24
Simplify :
3 3
 2  2
(i) (3x + 4)3 – (3x – 4)3 (ii) x    x  
 x  x
Sol. (i) (3x + 4)3 – (3x – 4)3
= [(3x)3 + (4)3 + 3 (3x) (4) (3x + 4)] – [(3x)3 – (4)3 – 3 (3x) (4) (3x – 4)]
= [27x3 + 64 + 36x (3x + 4)] – [27x3 – 64 – 36x (3x – 4)]
= [27x3 + 64 + 108x2 + 144x] – [27x3 – 64 – 108x2 + 144x]
= 27x3 + 64 + 108x2 + 144x – 27x3 + 64 + 108x2 – 144x
= 128 + 216x2.
3 3
 2  2
(ii) x   + x  
 x   x
CLASS - IX - 44
POLYNOMIALS
3 3
2 2  2 2 2  2
= x3 +   + 3(x)   3
 x  x  + x –  x  – 3(x)  x  x  x 
x x        
8 12 8 12
= x3 + 3
+ 6x + + x3 – 3 – 6x +
x x x x
24
= 2x3 + .
x
Example.25
Evaluate :
(i) (1005)3 (ii) (997)3
Sol. (i) (1005) = (1000 + 5)
3 3
= (1000)3 + (5)3 + 3 (1000) (5) (1000 + 5)

= 1000000000 + 125 + 15000 (1000 + 5)
= 1000000000 + 125 + 15000000 + 75000
= 1015075125.
(ii) (997)3 = (1000 – 3)3
= (1000)3 – (3)3 – 3 × 1000 × 3 × (1000 – 3)
= 1000000000 – 27 – 9000 × (1000 – 3)
= 1000000000 – 27 – 9000000 + 27000
= 991026973.
Example.26
1 1
If x – = 5, find the value of x3 – 3 .
x x
1
Sol. We have, x – =5 ...(i)
x
3
 1
 x   = (5) [Cubing both sides of (i)]
3

 x
1 1  1 1  1
 x3 – – 3x   x   = 125  x3 – – 3  x   = 125
x 3 x  x x3
 x
1  1
 x3 – 3
– 3 × 5 = 125 [Substituting  x   = 5]
x  x
1 1
 x3 – 3
– 15 = 125  x3 – = (125 + 15) = 140.
x x3
Example.27
Find the products of the following expression :
(i) (4x + 3y) (16x2 – 12xy + 9y2)
(ii) (5x – 2y) (25x2 +10xy + 4y2)
Sol. (i) (4x + 3y) (16x2 – 12 xy + 9y2)
= (4x + 3y) [(4x)2 – (4x) × (3y) + (3y)2]
= (a + b) (a2 – ab + b2) [Where a = 4x, b = 3y ]
= a3 + b3
= (4x)3 + (3y)3 = 64x3 + 27y3.
(ii) (5x – 2y) (25x2 + 10xy + 4y2)
= (5x – 2y) [(5x)2 + (5x) × (2y) + (2y)2]
= (a – b) (a2 + ab + b2) [Where a = 5x, b = 2y]
= a3 – b3
= (5x)3 – (2y)3
= 125x3 – 8y3.
CLASS - IX - 45
POLYNOMIALS
Example.28
Find the product of following expression :
(i) (3x – 4y + 5z) (9x2 + 16y2 + 25z2 +12xy – 15zx + 20yz)
(ii) (2a – 3b – 2c) (4a2 + 9b2 + 4c2 + 6ab – 6bc + 4ca)
Sol. (i) (3x – 4y + 5z)(9x2 + 16y2 + 25z2 + 12xy –15zx + 20yz)
Let, a = 3x, b = – 4y, c = 5z
= (a + b + c)(a2 + b2 + c2 – ab – bc – ca)
= (a3 + b3 + c3 – 3abc)
= (3x)3 + (– 4y)3 + (5z)3 – 3(3x)(– 4y)(5z)
= 27x3 – 64y3 + 125z3 +180 xyz
(ii) (2a – 3b – 2c)(4a2 + 9b2 + 4c2 + 6ab – 6bc + 4ca)
Let x = 2a, y = – 3b, z = – 2c
= (x + y + z)(x2 + y2 + z2 – xy – yz – zx)
= (x3 + y3 + z3 – 3xyz)
= (2a)3 + (– 3b)3 + (– 2c)3 – 3(2a)(– 3b)(– 2c)
= 8a3 – 27b3 – 8c3 – 36abc
Example.29
If a + b + c = 9 and ab + bc + ac = 26, find the value of a3 + b3 + c3 – 3abc.
Sol. We have a + b + c = 9 ...(i)
 (a + b + c)2 = 81 [On squaring both sides of (i)]
 a + b + c + 2(ab + bc + ac) = 81
2 2 2
 a2 + b2 + c2 + 2 × 26 = 81 [ ab + bc + ac = 26]
 a2 + b2 + c2 = (81 – 52)
 a2 + b2 + c2 = 29.
Now, we have
a3 + b3 + c3 – 3abc
= (a + b + c) (a2 + b2 + c2 – ab – bc – ac)
= (a + b + c) [(a2 + b2 + c2) – (ab + bc + ac)]
= 9 × [(29 – 26)]
= (9 × 3) = 27.
Example.30
3 3 3
Simplify :
a 2
 b2   b 2
 c2   c 2
 a2  .
3 3 3
a  b  b  c   c  a 
Sol.      
Here, a2  b2  b2  c 2  c 2  a2  0
3 3 3
  a  b   b  c   c  a 
2 2 2 2 2 2
= 3 a 2
 b2  b2
 c2  c 2
 a2 
Also,  a  b    b  c   c  a  0
3 3 3
 a  b  b  c    c  a  = 3  a  b  b  c   c  a 
=
 
3 a2  b2 b2  c 2 c 2  a2  
3  a  b  b  c  c  a 
3  a  b  a  b b  c b  c  c  a c  a 
=
3  a  b  b  c  c  a 
=  a  b  b  c  c  a  .
CLASS - IX - 46
POLYNOMIALS
Example.31
Prove that : (x – y)3 + (y – z)3 + (z – x)3 = 3(x – y) (y – z) (z – x).
Sol. Let (x – y) = a, ( y – z) = b and ( z – x) = c.
Then, a + b + c = (x – y) + (y – z) + ( z – x) = 0
a3 + b3 + c3 = 3abc
or (x – y)3 + (y – z)3 + (z – x)3 = 3 (x – y) (y – z) (z – x).
Example.32
Find the value of (28)3 – (78)3 + (50)3.
Sol. Let a = 28, b = – 78, c = 50
Then, a + b + c = 28 – 78 + 50 = 0
a3 + b3 + c3 = 3abc.
So, (28)3 + (–78)3 + (50)3 = 3 × 28 × (–78) × 50 = – 327600.
1. Expand : (2x + 3y – 2z)2.

2. If a + b = 7 and ab = 12, find the value of a3 + b3.
1 1
3. If a   5 then a 2  2 is equal to ?
a a
1 1
4. If a   4 then a 3  3 is equal to ?
a a
5. If p – q = 9, prove that p3 – q3 – 27pq = 729.
Answers
1. 4x2 + 9y2 + 4z2 + 12 xy – 12 yz – 8 xz 2. 91 3. 23
4. 52

C. FACTORIZATION
To express a given polynomial as the product of polynomials, each of degree less than that of the
given polynomial such that no such a factor has a factor of lower degree, is called factorization.
(a) Factorization by taking out the common factor :
Working Rule: When each term of an expression has a common factor, divide each term by this
factor and take out as a multiple.
(b) Factorization by grouping :
Working Rule:Sometimes in a given expression it is not possible to take out a common factor
directly.However, the terms of the given expression are grouped in such a manner that we may
have a common factor.This can be factorized as discussed above.
(c) Factorization by making a perfect square :
Working Rule : a2 + 2ab + b2 = (a + b)2
(d) Factorization the difference of two squares :
Working Rule: a2 – b2 = (a + b) (a – b)
CLASS - IX - 47
POLYNOMIALS
(e) Factorization of a Quadratic Polynomial by Splitting the Middle Term :

Working Rule:
Case 1: Polynomials of the form x2 + bx + c
we find integers p and q such that p + q = b and pq = c. Then,
x2 + bx + c = x2 + (p + q)x + pq
= x2 + px + qx + pq
= x(x + p) + q(x + p)
= (x + p)(x + q)
Case 2: Polynomials of the form ax2 + bx + c
we find integers p and q such that p + q = b and pq = ac. Then,
pq
ax2 + bx + c = ax2 + (p + q) x +
a
= a2x2 + a(p + q)x + pq
= ax(ax + p) + q(ax + p)
= (ax + p)(ax + q)
(f) Factorization of an algebraic expression as the sum or difference of two cubes

Working Rule: (i) a3 + b3 = (a + b) (a2 – ab + b2)
(ii) a3 – b3 = (a – b) (a2 + ab + b2)
(g) Factorization of an algebraic expression of the form a3 +b3 + c3 – 3abc :
Working Rule: a3 + b3 + c3 – 3abc = (a + b + c) (a2 + b2 + c2 – ab – bc – ac)
Special case : if a + b + c = 0 then a3 + b3 + c3 = 3abc.
Example.33
Factorize :
(i) 2a (x + y) – 3b (x + y) (ii) x(x + y)3 – 3x2y(x + y)
(iii) 8(3a – 2b)2 – 10(3a – 2b)
Sol. (i) 2a (x + y) – 3b (x + y)
= (x + y) (2a – 3b).
(ii) x(x + y)3 – 3x2y(x + y)
= x(x + y) [(x + y)2 – 3xy]
= x(x + y) [x2 + y2 + 2xy – 3xy]
= x(x + y) [x2 + y2 – xy]
= x(x3 + y3).
(iii) 8 (3a – 2b)2 – 10 (3a – 2b)
= 2 (3a – 2b) [4 (3a – 2b) – 5]
= 2 (3a – 2b) [12a – 8b – 5].
Example.34
Factorize :
1 2
(i) x2  2
 2  2x  (ii) (x2 + 3x)2 – 5 (x2 + 3x) – y (x2 + 3x) + 5y
x x
2
1 2  1  1  1  1 
Sol. (i) x2   2  2x  =  x   – 2  x   =  x    x   2 .
x2 x  x  x  x  x 
(ii) (x2 + 3x)2 – 5 (x2 + 3x) – y (x2 + 3x) + 5y
= (x2 + 3x) (x2 + 3x – 5) – y (x2 + 3x – 5)
= (x2 + 3x– 5) (x2 + 3x– y).
CLASS - IX - 48
POLYNOMIALS
Example.35
Factorize :
(i) 4 (x – y)2 – 12 (x – y) (x + y) + 9 (x + y)2 (ii) 2a2 +2 6 ab + 3b2
(iii) 25x2 + 4y2 + 9z2 – 20xy – 12yz + 30xz
Sol. (i) 4 (x – y)2 – 12 (x – y) (x + y) + 9 (x + y)2
Let, x – y = a & x + y = b
= 4a2 – 12ab + 9b2
= (2a)2 – 2(2a)(3b) + (3b)2
= (2a – 3b)2
= [2(x – y) – 3(x + y)]2
= [2x – 2y – 3x – 3y]2
= [– x – 5y]2.
(ii) 2a2 +2 6 ab + 3b2
2 2
= 2a  2  2a  3b   3b 
2
= 2a  3b  .
(iii) 25x2 + 4y2 + 9z2 – 20xy – 12yz + 30xz
= (5x)2 + (– 2y)2 + (3z)2 + 2(5x)(–2y) + 2(–2y)(3z) + 2 (3z)(5x)
= (5x – 2y + 3z)2.
Example.36
Factorize :
(i) x8 – y8 (ii) x4 + 5x2 + 9 (iii) x4 + 4x2 + 3 (iv) x4 + x2y2 + y4
Sol. (i) x –y
8 8
= (x4)2 – (y4)2
= (x4 + y4)(x4 – y4)
= (x4 + y4) [(x2)2 – (y2)2]
= (x4 + y4) (x2 + y2 )(x2 – y2)
= (x4 + y4) (x2 + y2 )(x – y)(x + y).
(ii) x4 + 5x2 + 9
= (x2)2 + 5x2 + (3)2
= (x2)2 + 6x2 + (3)2 – x2
= (x2 + 3)2 – (x)2
= (x2 + 3 + x) (x2 + 3 – x).
(iii) x4 + 4x2 + 3
= (x2)2 + 2(2)x2 + (2)2 – 1
= (x2 + 2)2 – (1)2
= (x2 + 2 + 1)(x2 + 2 – 1)
= (x2 + 3)(x2 + 1).
(iv) x4 + x2y2 + y4
= (x2)2 + 2.x2.y2 + (y2)2 – x2y2
= (x2 + y2)2 – (xy)2
= (x2 + y2 + xy)(x2 + y2 – xy).
Example.37
Factorize :
(i) x2 + 6 2 x + 10 (ii) 5 5 x2 + 20x + 3 5
5 1
(iii) 2x2 – x+ (iv) 7(x – 2y)2 – 25 (x – 2y) + 12
6 12
Sol. (i) x2 + 6 2 x + 10 = x2 + 5 2 x + 2 x + 10
= x(x + 5 2 ) + 2 (x + 5 2 ) = (x + 5 2 )(x + 2 )
CLASS - IX - 49
POLYNOMIALS
(ii) 5 5 x2 + 20x + 3 5 = 5 5 x2 + 15x + 5x + 3 5

= 5x ( 5 x + 3) + 5 ( 5 x + 3) = (5x + 5 )( 5 x + 3) = 5 ( 5 x + 1) ( 5 x + 3)
2
5 1 24x  10x  1
(iii) 2x2 – x+ =
6 12 12
1 1 1
= (24x2 – 4x – 6x +1) = [4x(6x – 1) – 1(6x –1)] = (6x – 1)(4x – 1).
12 12 12
(iv) 7(x – 2y)2 – 25 (x – 2y) + 12
Let, x – 2y = a = 7a2 – 25a + 12
= 7a2 – 21a – 4a + 12 = 7a(a – 3) – 4(a – 3) = (a – 3)(7a – 4) = (x – 2y – 3)(7x – 14y – 4)
Example. 38
What are the possible expressions for the dimensions of the cuboid whose volume is 3x2 – 12x.
Sol. Volume of cuboid = 3x2 – 12x = 3x ( x – 4)
Possible dimensions are :
Length = 3 unit, Breadth = x unit and Height = ( x – 4) unit.
Example.39
Factorize :
(i) 27a3 + 125b3 (ii) (a – 2b)3 – 512b3
1 2
(iii) x9 – y9 (iv) a3   2a 
a3 a
Sol. (i) 27a3 + 125b3
= (3a)3 + (5b)3
= (3a + 5b) [(3a)2 + (5b)2 – (3a) (5b)]
= (3a + 5b) [9a2 + 25b2 – 15ab].
(ii) (a – 2b)3 – 512b3
= (a – 2b)3 – (8b)3
= (a – 2b – 8b) [(a – 2b)2 + (8b)2 + (a – 2b)(8b)]
= (a – 10b) [a2 + 4b2 – 4ab + 64b2 +8ab – 16b2]
= (a – 10b) [a2 + 52b2 + 4ab]
(iii) x9 – y9
= (x3)3 – (y3)3
= (x3 – y3) [(x3)2 + x3y3 + (y3)2]
= (x – y) (x2 + xy + y2) (x6 + x3y3 + y6]
1 2
(iv) a3  3  2a 
a a
1  1
= a3  3
 2a  
a  a
 1  1   1
=  a   a2  1  2  – 2a  a 
 a  a   
 1  1 
=  a   a2  1  2  2 
 a  a 
 1  1 
=  a   a2  2  1 .
 a  a 
CLASS - IX - 50
POLYNOMIALS
Example.40
0.87  0.87  0.87  0.13  0.13  0.13
Prove that : = 1.
0.87  0.87  0.87  0.13  0.13  0.13
0.87  0.87  0.87  0.13  0.13  0.13
Sol.
0.87  0.87  0.87  0.13  0.13  0.13
Let 0.87 = a and 0.13 = b
a3  b3 a  b   a2  ab  b2 
= = = a + b = 0.87 + 0.13 = 1.0
a2  ab  b2 a2  ab  b2
Example.41
Factorize :
(i) 2 2a3  8b3  27c 3  18 2abc (ii) (2x – 3y)3 + (4z – 2x)3 + (3y – 4z)3
(iii) p3 (q – r)3 + q3 (r – p)3 + r3 (p – q)3
3
Sol. (i) 2 2a3  8b3  27c 3  18 2abc =  2a   (2b)3  ( 3c)3  3( 2a)(2b)(3c)
2
=  2a  2b  3c   2a  2
  2b    3c  
2
 
2a  2b    2b  3c    3c   
2a 

=  2a  2b  3c   2a 2
 4b2  9c 2  2 2ab  6bc  3 2ac 

(ii) (2x – 3y)3 + (4z – 2x)3 + (3y – 4z)3
Let a = 2x – 3y, b = 4z – 2x and c = 3y – 4z
So, (2x – 3y)3 + (4z – 2x)3 + (3y – 4z)3 = a3 + b3 + c3
Now, a + b + c = 2x – 3y + 4z – 2x +3y – 4z = 0
So, a3 + b3 + c3 = 3abc = 3(2x – 3y) (4z – 2x) (3y – 4z).
(iii) p3 (q – r)3 + q3 (r – p)3 + r3 (p – q)3
Let x = p(q – r), y = q(r – p), z = r(p – q)
So, p3 (q – r)3 + q3 (r – p)3 + r3 (p – q)3 = x3 + y3 + z3
Now, x + y + z = p(q – r) + q(r – p) + r(p – q) = pq – pr + qr – qp + rp – rq = 0
So, x3 + y3 + z3 = 3xyz = 3p(q – r) q(r – p) r(p – q) = 3pqr(q – r)(r – p)(p – q).
Example.42
If p = 2 – a, then find the value of a3 + 6ap + p3 – 8.
Sol. p=2–a
a+p–2=0
Now, a3 + 6ap + p3 – 8 = a3 + p3 + (–2)3 – 3(a)(p)(–2)
= (a + p – 2) (a2 + p2 + 4 – ap + 2p + 2a) = (0)(a2 + p2 + 4 – ap + 2p + 2a) = 0.

1. Factorize: x2(xy + 5) – 2y2(xy + 5)

2. Factorize: 3x2 + 8x + 4
3. Factorize: 2a + 4b – ac – 2bc
4. Factorize: 27a3 – b3 + c3 + 9abc.
5. Factorize: 32x3 – 4d3

Answers
1. (xy + 5) (x2 – 2y2) 2. (x + 2) (3x + 2) 3. (2 – c) (a + 2b)
4. (3a – b + c) (9a2 + b2 + c2 + 3ab + bc – 3ac) 5. 4 (2x – d) (4x2 + 2xd + d2)

CLASS - IX - 51
POLYNOMIALS
1. What is the degree of polynomial 25 ?
2. What is the degree of the zero polynomial ?
3. If p(x) = x2 – 2 2x  1 , then find the value of p( 2 2 )
4. If x2 + kx + 6 = (x + 2) (x + 3) for all x, then find the value of k.
5. If x51 + 51 is divided by x + 1, find the remainder.
6. Find the coefficient of x in the expansion of (x + 3)3.

 1  1
7. If 49x2 – b =  7x    7x –  , then find the value of b.
 2  2
8. If a + b + c = 0, then find the value of a3 + b3 + c3.
9. If x + 1 is a factor of ax3 + x2 – 2x + 4a – 9, find the value of a.
10. Factorise :
(i) x2 + 9x + 18 (ii) 6x2 + 7x – 3
(iii) 2x2 – 7x – 15 (iv) 84 – 2r – 2r2
11. Using suitable identity, evaluate the following :

(i) 1033 (ii) 101 × 102 (iii) 9992
12. (i) Check whether p(x) is a multiple of g(x) or not, where

p (x) = x3 – x + 1, g(x) = 2 – 3 x
(ii) Check whether g(x) is a factor of p(x) or not, where
x 1
p (x) = 8 x3 – 6 x2 – 4 x + 3, g(x) = –
3 4
13. Find the value of a, if x – a is a factor of x3 – ax2 + 2x + a – 1.
14. (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.
x3  2x  1 7 2
15. For the polynomial – x – x 6 , write
5 2
(i) the degree of the polynomial (ii) the coefficient of x3
(iii) the coefficient of x 6
(iv) the constant term
16. Give an example of a polynomial, which is:

(i) monomial of degree 1 (ii) binomial of degree 20
(iii) trinomial of degree 2
CLASS - IX - 52
POLYNOMIALS
 1
17. If p(x) = x2 – 4x + 3, evaluate : p(2) – p(– 1) + p   .
2
18. By actual division, find the quotient and the remainder when the first polynomial is divided by the
second polynomial : x4 + 1; x – 1
19. Show that :

(i) x + 3 is a factor of 69 + 11x – x2 + x3 .
(ii) 2x – 3 is a factor of x + 2x3 – 9x2 + 12 .
20. Find the value of m so that 2x – 1 be a factor of 8x4 + 4x3 – 16x2 + 10x + m.
TYPE (III) : LONG ANSWER TYPE QUESTIONS: [04 MARK EACH]
21. Factorise :
(i) a3 – 8b3 – 64c3 – 24abc (ii) 2 2 a3 + 8b3 – 27c3 + 18 2 abc.
22. Find the value of

(i) x3 + y3 – 12xy + 64, when x + y = – 4
(ii) x3 – 8y3 – 36xy – 216, when x = 2y + 6
23. If x + y = 12 and xy = 27, find the value of x3 + y3.
24. 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.
25. Multiply x2 + 4y2 + z2 + 2xy + xz – 2yz by (– z + x – 2y).
26. If a + b + c = 5 and ab + bc + ca = 10, then prove that a3 + b3 + c3 –3abc = – 25.
27. Simplify (2x – 5y)3 – (2x + 5y)3.
28. Without actual division, prove that 2x4 – 5x3 + 2x2 – x + 2 is divisible by x2 – 3x + 2.
29. The polynomial p(x) = x4 – 2x3 + 3x2 – ax + 3a – 7 when divided by x + 1 leaves the remainder 19.
Find the value of a. Also find the remainder when p(x) is divided by x + 2.
30. Prove that (a + b + c)3 – a3 – b3 – c3 = 3(a + b ) (b + c) (c + a).


CLASS - IX - 53
POLYNOMIALS

Section (A) : Introduction and classification of polynomials
A.1 What is the degree of the polynomial 5.
A.2 Find the coefficient of x in the expansion of (x–4)2
A.3 A zero polynomial has how many zeroes?
A.4 If x – 3 is the factor of ax2 + 5x + 12 find the value of a.
A.5 Determine whether x – 3 is a factor of polynomial p(x) = x3 – 3x2 + 4x – 12.
A.6 Using factor theorem, prove that p(x) is divisible by g(x) if P(x) = 4x4 + 5x3 – 12x2 – 11x + 5,
g (x) = 4x + 5.
A.7 If the polynomial 2x3 + ax2 + 3x – 5 and x3 + x2 – 4x + a leave the same remainder when divided by
x – 2, find the value of a.
A.8 Find the value of p and q so that x4 + px3 + 2x2 – 3x + q is divisible by x2 – 1.
Section (B) : Algebraic identity
B.1 Evaluate : (999)3.
B.2 If x+y+z=0 then find the value of x3+y3+z3.
B.3 Evaluate :
2
 1
(i) (5x + 4y)2 (ii) (4x – 5y)2 (iii)  2x  
 x
B.4 Without actually calculating the cubes, evaluate the expression 303+(–18)3+(–12)3.
B.5 If x = 7  5 ,y = 5  3 ,z = 3  7 , then find the value of x3 + y3 + z3 – 2xyz.
B.6 If a + b = 10 and a2 + b2 = 58, find the value of a3 + b3.
B.7 If x + y = 3 and xy = – 18, find the value of x3 + y3.
1 1
B.8 If a4 + 4
= 119, then find the value of a3 – .
a a3
(a – b)2 (b – c)2 (c – a)2
B.9 Evaluate :   .
(b – c)(c – a) (a – b)(c – a) (a – b)(b – c)
B.10 Prove that a2 + b2 + c2 – ab – bc – ca is always non - negative for all values of a, b & c.
1 2 2 2
B.11 Prove that : a3  b3  c3  3abc = (a  b  c)  a  b   b  c    c  a  
2 
 
CLASS - IX - 54
POLYNOMIALS
B.12 If a + b + c = 15, a2 + b2 + c2 = 83, then find the value of a3 + b3 + c3 – 3abc.
B.13 Find the value of x3 – 8y3 – 36xy – 216 when x = 2y + 6.
Section (C) : Factorization
C.1 Factorize :
(i) 25x2 – 10x + 1 – 36y2 (ii) 2x2 + 3 5 x + 5
 2 1   1
(iii)  x  2   4 x  x   6 (iv) 2y3 + y2 – 2y – 1
 x   
C.2 Factorize :
(i) (x + 1)(x + 2)(x + 3)(x + 4) – 3 (ii) 64a3 – 27b3 – 144a2b + 108ab2
(iii) x4 + 2x3y – 2xy3 – y4 (iv) x4 + x3 – 7x2 – x + 6
(v) x3 – 23x2 + 142x – 120 (vi) x3 + 13x2 + 32 x + 20
OBJECTIVE QUESTIONS
Section (A) : Introduction and classification of polynomials
A.1 If x51 + 51 is divided by (x + 1) the remainder is :

(A) 0 (B) 1 (C) 49 (D) 50
A.2 2 is a polynomial of degree :

1
(A) 2 (B) 0 (C) 1 (D)
2
A.3 The remainder obtained when the polynomial p(x) is divided by (b – ax) is :
 –b  a b  –a 
(A) p   (B) p   (C) p   (D) p  
 a  b a  b 
A.4 The coefficient of x2 in (3x2 – 5) (4 + 4x2) is :

(A) 12 (B) 5 (C) – 8 (D) 8
A.5 Which of the following is a quadratic polynomial in one variable ?

(A) 2x3  5 (B) 2x2 + 2x–2 (C) x2 (D) 2x2 + y2
x x3
A.6 If p (x) = 2 +  x2  , then p (–1) is :
2 3
15 17 1 13
(A) (B) (C) (D)
6 6 6 6
A.7 If (x + a) is a factor of x2 + px + q and x2 + mx + n then the value of a is :

m–p n–q nq mp
(A) (B) (C) (D)
n–q m–p mp nq
A.8 If x2 – 4 is a factor of 2x3 + ax2 + bx + 12, where a and b are constant. Then the values of a and b
are :
(A) – 3, 8 (B) 3, 8 (C) –3, – 8 (D) 3, – 8
CLASS - IX - 55
POLYNOMIALS
A.9 The value of p for which x + p is a factor of x2 + px + 3 – p is :

(A) 1 (B) – 1 (C) 3 (D) – 3
A.10 Which of the following is cubic polynomial.

(A) x3 + 3x2 – 4x + 3 (B) x2 + 4x -7 (C) 3x2 + 4 (D) 3(x2 + x + 1)
Section (B) : Algebraic identity

B.1 The product of ( x + a) (x + b) is :
(A) x2 + (a + b) x + ab (B) x2 – (a – b) x + ab (C) x2 + (a – b)x + ab (D) x2 + (a – b) x – ab.
B.2 The value of 150 × 98 is :

(A) 10047 (B) 14800 (C) 14700 (D) 10470
B.3 The expansion of (x + y – z)2 is :

(A) x2 + y2 + z2 + 2xy + 2yz + 2zx (B) x2 + y2 – z2 – 2xy + yz + 2zx
(C) x2 + y2 + z2 + 2xy – 2yz – 2zx (D) x2 + y2 – z2 + 2xy – 2yz – 2zx
B.4 The value of (x + 2y + 2z)2 + (x – 2y – 2z)2 is :

(A) 2x2 + 8y2 + 8z2 (B) 2x2 + 8y2 + 8z2 + 8xyz
(C) 2x2 + 8y2 + 8z2 – 8yz (D) 2x2 + 8y2 + 8z2 + 16yz
B.5 The value of 25x2 + 16y2 + 40 xy at x = 1 and y = – 1 is :

(A) 81 (B) – 49 (C) 1 (D) None of these
B.6 On simplifying (a + b)3 + (a – b)3 + 6a(a2 – b2) we get :

(A) 8a2 (B) 8a2b (C) 8a3b (D) 8a3
a3  b3  c3 – 3abc
B.7 Find the value of , when a = – 5, b = – 6, c = 10.
ab  bc  ca – a2 – b2 – c 2
(A) 1 (B) –1 (C) 2 (D) –2
B.8 If (x + y + z) = 1, xy + yz + zx = –1, xyz = –1, then value of x3 + y3 + z3 is :

(A) –1 (B) 1 (C) 2 (D) –2
1 1 1
B.9 If 3
x  y 3 z 3 = 0 then which one of the following expression is correct :
1 1 1
(A) x3 + y3 + z3 = 0 (B) x + y + z = 3 x 3 y3 z3
(C) x + y + z = 3xyz (D) x3 + y3 + z3 = 3xyz
Section (C) : Factorization

C.1 Factors of (a + b)3 – (a – b)3 is :
(A) 2ab(3a2 + b2) (B) ab(3a2 + b2) (C) 2b(3a2 + b2) (D) 3a2 + b2
C.2 Factors of (42 – x – x2) are :

(A) (x – 7)(x – 6) (B) (x + 7)(x – 6) (C) (x + 7)(6 – x) (D) (x + 7)(x + 6)
 x 1
C.3 Factors of  x2  –  are :
 6 6
1 1 1 1
(A) (2x + 1)(3x + 1) (B) (2x + 1)(3x – 1) (C) (2x – 1)(3x – 1) (D) (2x – 1)(3x + 1)
6 6 6 6
C.4 Factors of polynomial x3 – 3x2 – 10x + 24 are :
(A) (x – 2)(x + 3)(x – 4) (B) (x + 2)(x + 3)(x + 4)
(C) (x + 2)(x – 3)(x – 4) (D) (x – 2)(x – 3)(x – 4)
CLASS - IX - 56
POLYNOMIALS
C.5 One of the factors of the expression (2a + 5b)3 + (2a – 5b)3 would be :
(A) 4a (B) 10b (C) 2a + 5b (D) 2a – 5b
C.6 One of the factors of (x–1) – (x2 – 1) is:

(A) x2 – 1 (B) x +1 (C) x – 1 (D) x + 4
OBJECTIVE QUESTIONS
1 x4  1
1. If x + = 5, the value of is :
x x2
(A) 21 (B) 23 (C) 25 (D) 30
2. Which two of the following can be factorised with integral coefficients ?

I. x4 + x2 + 1
II. x4 + 2x + 2
III. x4 – 2x2 + 1
IV. x4 = x + 1
(A) I and II (B) I and IV (C) II and III (D) I and III
3. A factor of x3– 6x2 – 6x + 1, is :

(A) x + 1 (B) x – 1 (C) x – 2 (D) 2x + 1
4. Let x = (2008)1004 + (2008)–1004 and y = (2008)1004 – (2008)–1004 then the value of (x2 – y2) is equal to :
(A) 4 (B) – 4 (C) 0 (D) None
1 1
5. If x2 + 2
= 62, then the value of x4 + is :
x x4
(A) 84 – 28 – 2 (B) 84 + 2 (C) 84 – 28 + 2 (D) 84 + 28 – 2
a2 b2 c 2
6. If a + b + c = 0 then value of   is :
bc ca ab
(A) 1 (B) – 1 (C) 0 (D) 3
7. If x + y = – 4, then the value of x3 + y3 – 12xy + 64 will be

(A) 0 (B) 128 (C) 64 (D) – 64
 a2 – 5ab a2 – b2 
8. The value of  2 2
  is :
 a – 6ab  5b a2  ab 
a 1
(A) – 1 (B) (C) (D) 1
b a
(a – b)2 (b – c)2 (c – a)2
9. Evaluate :   .
(b – c)(c – a) (a – b)(c – a) (a – b)(b – c)
(A) 0 (B) 1 (C) 2 (D) 3
a b
10. If (a2 + b2)3 = (a3 + b3)2 then + =
b a
2 3 5 6
(A) (B) (C) (D)
3 2 6 5
CLASS - IX - 57
POLYNOMIALS
x 3  y 3
11. =
x 3 y 1  (xy)2  y 3 x 1
1 1 1 1
(A) x + y (B) y – x (C) – (D) +
x y x y
2
12. If
 a– b   4 ab
=
5
, then the value of a : b is :
a–b 3
(A) 1 : 16 (B) 1 : 4 (C) 4 : 1 (D) 16 : 1
13. If the polynomial P(x) = 2x4 + x3 – 5x2 – x + 1 is divided by the polynomial Q(x) = x2 – x then the
remainder is a linear polynomial R(x) = ax + b. Then (a + b) equals :
(A) – 2 (B) –1 (C) 1 (D) 2
14. The polynomial P(x) = x4 + 4x3 + 5x + 8 is :

(A) divisible by (x + 2) but not divisible by (x + 1)
(B) divisible by (x + 1) as well as (x + 2)
(C) divisible by (x + 1) but not divisible by (x + 2)
(D) neither divisible by (x + 1) nor by (x + 2)
15. The value of k for which x + k is a factor of x3 + kx2 – 2x + k + 4 is :

4 6
(A) – 5 (B) 2 (C) – (D)
3 7
16. If a + 1 = b + 2 = c + 3 = d + 4 = a + b + c + d + 5, then (a + b + c + d) is equal to :

(A) – 5 (B) – 10/3 (C) – 7/3 (D) 5/3
4
17. If x = 2  2 , then x4 + is :
x4
(A) 2(3 – 2) (B) 6 – 2 (C) 6 – 2 (D) 12

1. One of the factors of the expression x4 + 8x is: [Raj. NTSE Stage-1 2006]
(A) x2 + 2 (B) x2 + 8 (C) x + 2 (D) x – 2
2. One of the factors of the expression (2x – 3y)2 – 7 (2x – 3y) – 30 is : [Raj. NTSE Stage-1 2007]
(A) 2x – 3y – 10 (B) 2x – 3y + 10 (C) 3x – 2y + 5 (D) 6x – 4y – 15
1 1
3. If x + = 3, then the value of x6 + 6 is : [Raj. NTSE Stage-1 2013]
x x
(A) 927 (B) 114 (C) 364 (D) 322
4. If (a – 5)2 + (b – c)2 + (c– d)2 + (b + c + d – 9)2 = 0, then the value of (a + b + c) (b + c + d) is :

[Harayana NTSE Stage-1 2013]
(A) 0 (B) 11 (C) 33 (D) 99
5. If x + y + z = 1, then 1-3x2 -3y2-3z2 + 2x3 + 2y3 +2z3 is equal to : [Harayana NTSE Stage-1 2013]
(A) 6xyz (B) 3xyz (C) 2xyz (D) xyz
CLASS - IX - 58
POLYNOMIALS
1 1
6. If x + = 4, then the value of x6 + 6 is : [Delhi NTSE Stage - 1 2013]
x x
(A) 927 (B) 114 (C) 364 (D) 2702
7. If a + b = 6 and ab = 8, then a3 + b3 = ............. [Gujarat NTSE Stage - 1 2013]

(A) 18 (B) 36 (C) 54 (D) 72
8. If polynomial P(x) = 3x3 – x2 – ax – 45 has one zero of 3, then a = ................

[Gujarat NTSE Stage - 1 2013]
(A) 3 (B) 6 (C) 9 (D) 12
9. lf one factor of 27x3 + 64y3 is (3x + 4y) what is the second factor ?
(A) (3x – 4y)
2
(B) (3x + 12xy + 4y )
2 2
(C) (9x +12xy –16y2) (D) (9x2 –12xy + 16y2)
2
10. Which one of the following is a factor of the expression (a + b)3 – (a – b)3 ?
[Madhya Pradesh NTSE Stage-1 2013]
(A) a (B) 3a2 – b (C) 2b (D) (a + b) ( a – b)
11. If x + 3 divides x3 + 5x2 + kx, then k is equal to : [Odisha NTSE Stage-1 2013]
(A) 2 (B) 4 (C) 6 (D) 8
12. If x2 – x – 1 = 0 , then the value of x3 – 2x +1 is [Harayana NTSE Stage-1 2014]

1 5 1 5
(A) 0 (B) 2 (C) (D)
2 2
13. If x% of y is equal to 1% of z, y% of z is equal to 1% of x and z% of x is equal to 1% of y, then the

value of xy + yz + zx is - [Harayana NTSE Stage-1 2014]
(A) 1 (B) 2 (C) 3 (D) 4
14. If (x + a)2 + (y + b)2 = 4 (ax + by), where x, a, y, b are real, the value of xy – ab is :
[West Bengal NTSE Stage-1 2014]
(A) a (B) 0 (C) b (D) None of these
15. If a + b + c = 0 and a2 + b2 + c2 = k (a2 – bc) then k = ......... . [Bihar NTSE Stage-1 2014]
(A) 0 (B) 1 (C) 2 (D) 3
16. If (x – 2) is a factor of polynomial x3 + 2x2 – kx +10. Then the value of k will be :

[Chattisgarh NTSE Stage-1 2014]
(A) 10 (B) 13 (C) 16 (D) 9
xa x b xc
17. If + + + 3 = 0, a > 0, b > 0, c > 0, then the value of x is :
bc ca ab
[Delhi NTSE Stage - 1 2014]
(A) – (a2 + b2 + c2) (B) (a + b + c) (C) – (a + b + c) (D) abc
1
18. If x = , then value of x2 + 2x + 3 is : [Delhi NTSE Stage - 1 2014]
1 2
(A) 3 (B) 0 (C) 4 (D) 1
1 1 5 1
19. If x + = 5, then x3 – 5x2 + x + 3 – 2 + = .......... : [Bihar NTSE Stage-1 2014]
x x x x
(A) –5 (B) 0 (C) 5 (D) 10
CLASS - IX - 59
POLYNOMIALS
20. If x + y = 1 then x3 + y3 + 3xy = ..... [Jharkhand NTSE Stage - 1 2014]

21. If x – y = 5, xy = 24 then the value of x2 + y2 will be - [Uttar Pradesh NTSE Stage-1 2014]
(A) 23 (B) 73 (C) 65 (D) 74
1 1
22. If x + = 2 then x + will be – [Uttar Pradesh NTSE Stage-1 2014]
x x
(A) 2 (B) 2 (C) 2+1 (D) 1
23. If x + y = 8, xy = 15, the value of x2 + y2 will be [Uttar Pradesh NTSE Stage-1 2014]
(A) 32 (B) 34 (C) 36 (D) 38
24. If p – q = – 8 and p.q. = – 12 then the value of p3 – q3 is : [Madhya Pradesh NTSE Stage-1 2014]
(A) 224 (B) – 224 (C) 242 (D) – 242
25. (a + b + c) (ab + bc + ca) – abc is equal to the [Madhya Pradesh NTSE Stage-1 2014]
(A) (a + b) (c + b) (c + a) (B) (a – b) (b + c) (c + a)
(C) (a + b) (b – c) (c + a) (D) (a + b) (b + c) (c – a)
26. Find the factors of the polynomial 8a3 + 27b3 + 64c3 – 72abc. [Maharashtra NTSE Stage-1 2014]
(A) (2a + 3b + 4c) (4a2 + 9b2 + 16c2 – 6ab + 12bc – 8ac)
(B) (2a + 3b + 4c) (4a2 + 9b2 + 16c2 + 6ab – 12bc + 8ac)
(C) (2a + 3b + 4c) (4a2 + 9b2 + 16c2 – 6ab – 12bc – 8ac)
(D) (2a + 3b + 4c) (4a2 + 9b2 + 16c2 – 6ab – 12bc + 8ac)
23 7
p q p  q
27. If + = 2, what is the value of   +   [Delhi NTSE Stage - 1 2015]
q p  q p
(A) 0 (B) 2 (C) –2 (D) None of these
 1  1  1  
28. Value of x  1    1   1  1 is [Delhi NTSE Stage - 1 2015]
 x  x  1  x  2  
(A) 3 (B) 2x (C) 5x (D) 1
3.75  3.75  1.25  1.25  2  3.75  1.25

29. Simplify the value of [Delhi NTSE Stage - 1 2015]
3.75  3.75  1.25  1.25
(A) 5.0 (B) 0.5 (C) 2.5 (D) 1.5
30. lf p(x)= 2x3 – 3x2 + 5x – 4 is divided by (x – 2), what is remainder ?

(A) 12 (B) 8 (C) 10 (D) –10
31. What is the co-efficient of x2y2 in the expansion of (x + y)4 ? [Gujarat NTSE Stage - 1 2015]
(A) 3 (B) 4 (C) 5 (D) 6
32. Zeroes of which quadratic polynomial are 4 and 3. [Gujarat NTSE Stage - 1 2015]
(A) x + 7x + 12
2
(B) x – 7x + 12
2
(C) x + 7x – 12
2
(D) x2 – 7x – 12
1
33. If x2 – 3x + 1 = 0, then the value of x5 + [Jharkhand NTSE Stage - 1 2015]
x5
(A) 87 (B) 123 (C) 135 (D) 201
CLASS - IX - 60
POLYNOMIALS
xy xz yz
34. If = a, = b and = c, where a, b, c are non-zero numbers, then the value of x ?
xy xz yz
[Jharkhand NTSE Stage - 1 2015]
2abc 2abc abc 2abc
(A) (B) (C) (D)
ab  ac  bc ac  bc  ab ab  bc  ac ab  bc  ac
 1 1 1 
35. If pqr = 1, then the value of    1 
[Odisha NTSE Stage-1 2015]
 1 p  q
1
1 q  r 1
1  r  p 
(A) 0 (B) pq (C) 1 (D) pq
2 2
 2ab a2 b2
36. The square root of xb xb x is [Rajasthan NTSE Stage-1 2016]
2
a b  a b 
2 a  b 
(A) x (B) x 2 (C) x 2 (D) Xa + b
37. If a + b + c = 0, then the value of

 a  b 2   b  c 2   c  a 2 is [Rajasthan NTSE Stage-1 2016]
ab bc ca
(A) 1 (B) 2 (C) 3 (D) – 3
38. One of the factors of 81a + (x – 2a) (x – 5a) (x – 8a) (x – 11a) is [Haryana NTSE Stage-1 2016]
4
(A) x2 –13ax+ 31a2 (B) x2 +13ax+ 31a2 (C) x2 +18ax– 31a2 (D) x2 –18ax+ 31a2
 1 1
39. If f  2x   = x2 + + 1(x  0), the value of f(x) is [West Bengal NTSE Stage-1 2016]
 x  4x2
2 2
1 1 1 2  1
(A) 4x2 (B)  2x   (C) x (D) 4  2x  
4 x 4  x
40. If 2r = h  r 2  h2 , the value of r : h is (r, h  0) [West Bengal NTSE Stage-1 2016]

(A) 4 : 3 (B) 3 : 4 (C) 1 : 2 (D) 2 : 1
41. Let a, b, x, y be real numbers such that a2 + b2 = 81, x2 + y2 = 121 and ax + by = 99. Then the values
of ay – bx is : [West Bengal NTSE Stage-1 2016]
(A) –1 (B) 1 (C) 0 (D) None of these
(0.03)2  (0.01)2
42. The value of is [Bihar NTSE Stage-1 2016]
0.03  0.01
(A) 0.02 (B) 0.004 (C) 0.4 (D) 0.04
43. If (x+ 2), is a factor of 2x - 5x + k, then the value of k is
3
[Raj. NTSE Stage-1 2016]
(A) 6 (B) – 6 (C) 26 (D) -26
2 2 2
a  b b  c  c  a 
44. If a + b + c = 0, then the value of   is [Raj. NTSE Stage-1 2016]
ab bc ca
(A) 1 (B) 2 (C) 3 (D) -3
45. The simplified form of the expression given below is [Delhi NTSE Stage - 1 2016]
4 4 3
y –x y
–
x(x  y) x
y 2 – xy  x2
(A) 1 (B) 0 (C) –1 (D) 2
4xy a  2x a  2y
46. If a = , the value of + in most simplified form is [Delhi NTSE Stage - 1 2016]
xy a – 2x a – 2y
(A) 0 (B) 1 (C) –1 (D) 2
CLASS - IX - 61
POLYNOMIALS
47. If x, y, z are real numbers such that x – 1  y – 2  z – 3 = 0 then the values of x, y, z are
respectively [Delhi NTSE Stage - 1 2016]
(A) 1, 2, 3 (B) 0, 0, 0 (C) 2, 3, 1 (D) 2, 4, 1
48. If x – 2 is a factor of 3x4 – 2x3 + 7x2 – 21x + k, then the value of k is
(A) 2 (B) 9 (C) 18 (D) – 18
49. If 2x +3y + z = 0 then 8x3 + 27y3 + z3  xyz is equal to
[Uttar Pradesh NTSE Stage-1 2017]
(A) 0 (B) 6 (C) 18 (D) 9
1 1
50. If p = x  then the value of p – will be- [Uttar Pradesh NTSE Stage-1 2017]
x p
3 x4  x2  1 x 4  3x 2  1
(A) 3x (B) (C) (D)
x x3  x x3  x
1 2
51. Factors of c – 2c – 9 are- [Uttar Pradesh NTSE Stage-1 2017]
3
1  1  1   1
(A)  c  3  (c  3) (B)  c  3  (c  3) (C)  c  3  (c  3) (D)  c   (3c  1)
3  3  3   3
52. If x2 + 4y2 + 9z2 – 4xy – 12yz + 6xz = 0, then (Rajasthan NTSE STAGE-I 2018)
(A) x = 2y – 3z (B) x = y – 3z (C) 2x = y – 3z (D) x = 3y – 2z
53. If any polynomial f(x) is divided by x2 – 9, then remainder is 3x + 2. If it is divided by (x – 3) the
remainder will be : (Chhattisgarh NTSE Stage-1 2019)
(A) – 7 (B) 7 (C) 11 (D) – 11
2019 6 x  2019 6 x
54. If 2019x + 2019–x = 3, then the value of is: (Delhi NTSE Stage-1 2019)
2019 x  2019  x
(A) 3 (B) 6 (C) 9 (D) 12
6 3
1 1 1 x x
55. If   , then the value of      is:– (Delhi NTSE Stage-1 2019)
xy x y y y
1
(A) 0 (B) (C) 1 (D) 2
2
56. If f(x) = x4 + ax3 + bx2 + cx + d is a polynomial such that f(1) = 5, f(2) = 10, f(3) = 15, f(4) = 20. Find
f (12)  f ( 8)
the value of (Delhi NTSE Stage-1 2019)
100
(A) 198 (B) 198.4 (C) 198.2 (D) 199.2
3 1 3 3
57. If N = 4  3 2  1 , then the value of 3
 2
 is: (Delhi NTSE Stage-1 2019)
N N N
(A) 2 (B) 4 (C) 7 (D) 1
58. The polynomial, f(x) = (x – 1)2 + (x – 2)2 + (x – 3)2 + (x – 4)2 has minimum value, when x =…………..
(Bihar NTSE Stage-1 2019)
(A) 40 (B) 20 (C) 10 (D) 2.5
CLASS - IX - 62
POLYNOMIALS

1. 0 2. Not defined 3. 1 4. 5 5. 50
6. 27 7. ¼ 8. 3abc 9. a=2
10. (i) (x + 3) (x + 6) (ii) (3x – 1) (2x + 3) (iii) (2x + 3) (x – 5) (iv) 2 (6 – r) (r + 7)
11. (i) 1092727 (ii) 10302 (iii) 998001
12. (i) NO (ii) YES 13. 1/3
14. (i) 77760 (ii) 3 (x – y) (y – z) (z – x)
15. (i) 6 (ii) 1/5 (iii) – 1 (iv) 1/5

16. (i) 10x (ii) x20 + 1 (iii) 2x2 – x – 1
– 31
17. 18. Q = x3 + x 2 + x + 1 ; R = 2 20. m=–2
4
21. (i) (a – 2b – 4c) (a2 + 4b2 + 16c2 + 2ab – 8bc + 4ac)

(ii) ( 2a + 2b – 3c) (2a2 + 4b2 + 9c2 – 2 2ab + 6bc + 3 2ac )
22. (i) 0 (ii) 0 23. 756 24. –1
25. x3 – 8y3 – z3 – 6xyz 27. – 250y3 – 120x2y
29. 62
EXERCISE - 1
Section (A)
A.1 0 A.2 –8 A.3 infinite A.4 –3 A.5 yes
13
A.7 A.8 p = 3, q = – 3
3
Section (B)
B.1 997002999 B.2 3xyz
1
B.3 (i) 25x2 + 16y2 + 40xy (ii) 16x2 + 25y2 – 40xy (iii) 4x2 + – 4.
x2
B.4 19440 B.5 –4 5 + 2 3 + 2 7 B.6 370. B.7 189.
B.8 – 36. B.9 3. B.12 180. B.13 0
Section (C)
C.1 (i) (5x – 1 – 6y) (5x – 1 + 6y). (ii) (x + 5 ) (2x + 5 ).
2
 1 
(iii)  x   2 (iv) (2y + 1) ( y + 1)( y – 1)
 x 
CLASS - IX - 63
POLYNOMIALS
C.2 (i) (x2 + 5x + 3) (x2 + 5x + 7). (ii) (4a – 3b)3.
(iii) (x + y)3 (x – y). (iv) (x – 1) (x + 1) (x + 3) (x – 2).
(v) (x – 12) (x – 10) and (x – 1) (vi) (x +1)(x + 2)(x + 10).
OBJECTIVE QUESTIONS
Section (A)
A.1 (D) A.2 (B) A.3 (C) A.4 (C) A.5 (C)
A.6 (B) A.7 (B) A.8 (C) A.9 (C) A.10 (A)
Section (B)
B.1 (A) B.2 (C) B.3 (C) B.4 (D) B.5 (C)
B.6 (D) B.7 (A) B.8 (B) B.9 (B)
Section (C)
C.1 (C) C.2 (C) C.3 (B) C.4 (A) C.5 (A)
C.6 (C)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans. B D A A C D A D D A B D A C C
Ques. 16 17
Ans. B D
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans C A D D A D D C D C C B C B C
Ques. 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Ans B C C B B B B B B A C B A B C
Ques. 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
Ans D B B B C C C C C A C D A C C
Ques. 46 47 48 49 50 51 52 53 54 55 56 57 58
Ans D A D C C C A C D D C D D
CLASS - IX - 64
COORDINATE GEOMETRY
COORDINATE GEOMETRY


A. INTRODUCTION TO COORDINATE GEOMETRY

(a) Co-ordinate system
In two dimensional coordinate geometry, we use generally two types of co-ordinate system.
(i) Cartesian or Rectangular co-ordinate system : In Cartesian co-ordinate system we represent
any point by ordered pair (x, y), where x and y are called X and Y co-ordinate of that point
respectively.
(ii) Polar co-ordinate system : In polar co-ordinate system we represent any point by ordered pair
(r, ) where ‘r’ is called radius vector and ‘’ is called vectorial angle of that point.
(b) Rectangular Coordinates
Take two perpendicular lines X’OX and Y’OY intersecting at the point O. X’OX and Y’OY are called
the co-ordinate axes. X’OX is called the X-axis, Y’OY is called the Y-axis and O is called the origin.
Lines X’OX and Y’OY are also called rectangular axes.
Y
X' X
O
Y'
(i) Co-ordinates of a Point :
Let P be any point as shown in figure. Draw PL and PM perpendiculars on Y- axis and X - axis,
respectively. The algebric length LP (or OM) is called the x - coordinate or the abscissa of point P
and MP is called the y-coordinate or the ordinate of point P. A point whose abscissa is x and
ordinate is y is named as the point (x, y) or P (x, y).
Y
L P(x, y)
ordinate (= y)
X' X
O M
abscissa (= x)
Y'
The two lines X’OX and Y’OY divide the plane into four parts called quadrants. XOY, YOX’, X’OY’
and Y’OX are, respectively, called the first, second, third and fourth quadrants. The following table
shows the signs of the coordinates of points situated in different quadrants :
X- Y-
Quadrant Point
coordinate coordinate
First quadrant + + (+, +)
Second quadrant – + (–, +)
Third quadrant – – (–, –)
Fourth quadrant + – (+, –)
CLASS - IX - 65
COORDINATE GEOMETRY
REMARKS :
• Abscissa is the algebraic perpendicular distance of a point from y-axis. (i.e., positive to the right of
y-axis or negative to the left of y-axis)
• Ordinate is positive above x-axis or negative below x-axis.
• Abscissa of any point on y-axis is zero.
• Ordinate of any point on x-axis is zero.
• Co-ordinates of the origin are (0,0).
(ii) Points on Axes :
If point P lies on X-axis then clearly its distance from X-axis will be zero, therefore we can say that
its Y-coordinate will be zero. Similarly if any point Q lies on Y-axis, then its distance from Y-axis
will be zero therefore we can say its X-coordinate will be zero.
Y
Q(0, y)
X' X
O
P(x, 0)
Y'
(iii) Plotting the Points :
In order to plot the points in a plane, we may use the following algorithm.
Step I : Draw two mutually perpendicular lines on the graph paper, one horizontal and other vertical.
Step II : Mark their intersection point as O (origin).
Step III : Choose a suitable scale on X-axis and Y-axis and mark the points on both the axis.
Step IV : Obtain the coordinates of the point which is to be plotted. Let the point be P(a,b). To plot
this point start from the origin and move ‘a’ units along OX or OX’ according as ‘a’ is positive or
negative respectively. Suppose we arrive at point M. From point M move vertically upward or
downward ’b’ through units according as ‘b’ is positive or negative. The point where we arrive finally

is the required point P (a, b).
Example. 1
Plot the point (3, 4) on a graph paper.
Sol. Let x’ox and y’oy be the coordinate axis. Here given point is P(3,4), first we move 3 units along ox
as 3 is positive then we arrive at point M. Now from M we move vertically upward as 4 is positive.
Then we arrive at P(3,4).
Y
4 P(3, 4)
3
4 unit
2
1
3 unit
X' X
O
1 2 3 4
M
Y'
Example. 2
Write the quadrants for the following points.
(i) A (3, 4) (ii) B (– 2, 3) (iii) C (– 5,– 2)
(iv) D (4, – 3) (v) E (– 5,– 5)
Sol. (i) Here both coordinates are positive therefore point A lies in st quadrant.
(ii) Here x is negative and y is positive therefore point B lies in IInd quadrant.
(iii) Here both coordinates are negative therefore point C lies in IIIrd quadrant.
(iv) Here x is positive and y is negative therefore point D lies in IVth quadrant.
(v) Here both coordinates are negative therefore point E lies in IIIrd quadrant.
CLASS - IX - 66
COORDINATE GEOMETRY
Example. 3
Plot the following points on the graph paper and also specify the quadrants or co-ordinate axes in
which they lies :
(i) A (2, 5) (ii) B (– 5,– 7) (iii) C (3, – 2)
(iv) D (0, 5) (v) E (5, 0)
Sol. Let XOX’ and YOY’ be the coordinate axis. Then the given points may be plotted as given below :
Y
D(0,5) A(2,5)
5
4
3
2
1
E(5,0)
X' X
–5 –4 –3 –2 –1 O 1 2 3 4 5
–1
–2 C(3,–2)
–3
–4
–5
–6
B(–5,–7) –7
Y'
(i) Here, both coordinates are positive therefore point A lies in st quadrant.
(ii) Here both coordinates are negative therefore point B lies in IIIrd quadrant.
(iii) Here x coordinate is positive and y coordinate is negative therefore point C lies in IVth
quadrant.
(iv) Here x coordinate is zero and y coordinate is positive therefore point D lies on positive
y- axis.
(v) Here x is positive and y is zero therefore point E lies on positive x - axis.
1.

Write down the quadrants in which the following points lie.

(a) (3, –7) (b) (–3, 7) (c) (– 2, –9) (d) (6, 0)
(e) (–2, 0) (f) (0, 8) (g) (4, 7)
2. What is the distance of the point (8, 3) from the

(i) x-axis (ii) y axis?
3. What is the distance of the point (4, 7) from the point (11, 7)?
4. What is the distance of the point (9, 8) from the point (9, – 12)?
5. What will be the figure obtained when the points A(4, 3), B(4, – 3), C(– 2, – 3) and D(– 2, 3) are
connected in order? Plot the points.
Answers
1. (a) IV quadrant (b) II quadrant (c) III quadrant

(d) on positive x axis (e) on Negative x axis
(f) on Positive y axis (g) I quadrant
2. (i) 3 (ii) 8 3. 7 4. 20
5. Rectangle

CLASS - IX - 67
COORDINATE GEOMETRY
1. Point (–3, 5) lies in which quadrant ?
2. What are the signs of the abscissa and ordinate of a point in the second quadrant ?
3. Find the abscissa of all the points on the y-axis ?
4. Find the quadrant of a point whose both the coordinates are negative ?
5. If y coordinate of a point is zero, then this point always lies ?
6. If P (– 1, 1), Q (3, – 4), R(1, –1), S(–2, –3) and T (– 4, 4) are plotted on the graph paper, then find
the point(s) which lies in the fourth quadrant ?
7. If the coordinates of the two points are P (–2, 3) and Q(–3, 5), then find (abscissa of P) – (abscissa
of Q) ?
8. The points whose abscissa and ordinate have different signs will lie in which quadrant ?
9. Find the point whose ordinate is 4 and which lies on y-axis ?
10. Find the perpendicular distance of the point P (3, 4) from the y-axis ?
11. 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.
12. 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)
13. Plot the points (x, y) given by the following table :

x 2 4 –3 –2 3 0
y 4 2 0 5 –3 0
14. 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)
15. 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
16. 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).
17. 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 ?
18. 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.
CLASS - IX - 68
COORDINATE GEOMETRY
19. 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)
20. 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.
21. 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.
22. Three vertices of a rectangle are (3, 2), (– 4, 2) and (– 4, 5). Plot these points and find the
coordinates of the fourth vertex.

Section (A) : Introduction to Coordinate Geometry
A-1. Plot the points in the plane if its co-ordinates are given as A (5, 0), B (0, 3), C (7, 2), D (– 4, 3),
E (– 3, – 2) and F(3, –2). Also find the quadrant or co-ordinate axes on which they lies.
A-2. Plot the following pairs of numbers as points in the Cartesian plane.
x –3 – 2.5 8 4 0 –5
y 5 0 3.5 8 –2 –1
A-3. Plot the points and find out the quadrants or axis on which the following point lies :
 3 
(i) P ( – 7, 6) (ii) Q ( 0, 5.5 ) (iii) R  – , –2.5  (iv) S ( 6, –9 )
 2 
A-4. In the figure given below, determine :
Y
a
P
X' O X
b
R
Q
Y'
(i) Abscissa of point Q (ii) Ordinate of point Q
(iii) Coordinate of point Q
A-5. Write the coordinates of a point :

(a) above x-axis, lying on y-axis and at a distance of 6 units.
(b) lying on x-axis to the left of origin and at distance of 3 units.
A-6. With rectangular axes, plot the points O (0, 0), A (4, 0) and C (0, 6). Find the coordinates of the
fourth point B such that OABC forms a rectangle.
A-7. Plot the points P (–3, 1) and Q (2, 1) in a rectangular coordinate system and find all possible
coordinates of other two vertices of a square having P and Q as two adjacent vertices.
CLASS - IX - 69
COORDINATE GEOMETRY
OBJECTIVE QUESTIONS
Section (A) : Introduction to Coordinate Geometry
A-1. The abscissa of a point is distance of that point from :
(A) X-axis (B) Y-axis (C) Origin (D) None of these
A-2. The y co-ordinate of a point is distance of that point from :

(A) X-axis (B) Y-axis (C) Origin (D) None of these
A-3. If both co-ordinates of any point are negative then that point will lie in :
(A) First quadrant (B) Second quadrant (C) Third quadrant (D) Fourth quadrant
A-4. If the abscissa of any point is zero then that point will lie :
(A) on X-axis (B) on Y-axis (C) at origin (D) None of these
A-5. The distance of the point (3, 5) from X-axis is :

A-6. Position of point (– 6, 0) on graph paper is :

(A) OY' (B) OX'
(C) in the second quadrant (D) in the fourth quadrant
A-7. Point (0,4) lies :
(A) In I quadrant (B) On x axis (C) On y axis (D) In IV quadrant
A-8. The points (-5,2) and (2,–5) lie in the :

(A) same quadrants (B) II and III quadrants respectively
(C) II and IV quadrants respectively (D) IV and III quadrants respectively
A-9. Which of the following points lie on the negative side of x -axis ?
(A) (–4,0) (B) (– 3, 2) (C) (0, – 4) (D) (5, –7)
A-10. Ordinate of a point is negative in :

(A) III and IV quadrant (B) III quadrant only (C) II and III quadrant (D) IV quadrant only
CLASS - IX - 70
COORDINATE GEOMETRY

1. Second Quadrant 2. (–,+) 3. 0 4. Third Quadrant
5. On x-axis 6. Q&R 7. 1
8. Second & Fourth Quadrants 9. (0 , 4) 10. 3
11. M(– 6, 0) and N(0, 2). 12. Trapezium PQRS.
14. (i) Yes (ii) No (iii) Yes
15. (i) Second Quadrant (ii) Third Quadrant
(iii) Second Quadrant (iv) First Quadrant
16. C , D , E, G 17. (7 , 0) & (0 – 7)
18. (i) (0,0) (ii) (0 , – 4) (iii) ( 5 , 0)
20. (0, 0), (– 5, 0) , (0, – 3) & (– 5, – 3) 21. (4, 3 ) 22. (3, 5)
EXERCISE - 1
Section (A)
A-1. A (5, 0) -positive x - axis.
B (0, 3) -positive y - axis.
C (7, 2) - Ist quadrant.
D (– 4, 3) -IInd quadrant.
E (– 3, – 2) - IIIrd quadrant.
F (3, – 2) - IVth quadrant.
A-3. P (– 7, 6) - IInd quadrant.

Q (0, 5.5) - positive y - axis.
R (– 1.5, – 2.5) - in IIIrd quadrant.
S (6, – 9) - IVth quadrant.
A-4. (i) – a (ii) – b (iii) (– a, – b)
A-5. (a) (0, 6) (b) (– 3, 0)

A-6. (4, 6). A-7. R’ (2, – 4) and S’ (– 3, – 4). or R (2, 6) and S (– 3, 6)
OBJECTIVE QUESTIONS
Section (A)
A-1. (B) A-2. (A) A-3. (C) A-4. (B) A-5. (C)
A-6. (B) A-7. (C) A-8. (C) A-9. (A) A-10. (A)
CLASS - IX - 71
LINEAR EQUATIONS
LINEAR EQUATIONS

(A) INTRODUCTION TO EQUATION

(a) Linear equation in one variable
An equation of the form ax + b = 0 where a and b are real numbers, a  0 and ‘x’ is a variable, is called
a linear equation in one variable.
Here ‘a’ is called coefficient of x and ‘b’ is called as a constant term. i.e. 3x + 5 = 0,
7x – 2 = 0 etc.
(b) Linear equation in two variable
An equation of the form Ax + By + C = 0 is called a linear equation.
Where A is called coefficient of x, B is called coefficient of y and C is the constant term (free from x & y)
A, B, C R [  belongs to, R  Real No.]
But A and B can not be simultaneously zero.
 If A  0, B = 0 equation will be of the form Ax + C = 0. [Line || to Y-axis]
 If A = 0, B  0, equation will be of the form By + C = 0. [Line || to X-axis]
If A  0, B  0, C = 0 equation will be of the form A x + By = 0. [Line passing through origin]
If A  0, B  0, C  0 equation will be of the form A x + By + C = 0.
 It is called a linear equation in two variable because the two unknowns (x & y) occurs only in the first
power, and the product of two unknown quantities does not occur.
 Since it involves two variables therefore a single equation will have infinite set of solution i.e.
indeterminate solution. So we require a pair of equation i.e. simultaneous equations.
(c) Solution of a Linear equation in two variable

A linear equation in two variables has infinitely many solutions. A solution means an ordered pair(x, y) of
values which satisfy the given equation. To find solutions we express one variable in terms of another
variable. Then we put the values of the first variable to get the values of the second variable.
Example 1
Prove that x = 3, y = 2 is a solution of 3x – 2y = 5.
Sol. x = 3, y = 2 is a solution of 3x – 2y = 5, because L.H.S.= 3x – 2y = 3 × 3 – 2 × 2 = 9 – 4 = 5 = R.H.S.
i.e. x = 3, y = 2 satisfied the equation 3x – 2y = 5 .
It is a solution of the given equation.
Example 2
Find 3 solutions of the equation, 5x – 6y + 6 = 0
Sol. To make calculations easier, we rewrite the equation as, y = (5x + 6)/6
Now we may substitute any value for x and calculate the corresponding value of y.
Take x = 0, then y = 1.
Take x = 6, then y = 6
Take x =– 6, then y = – 4
Therefore three solutions are, x = 0, y = 1; x = 6, y = 6 and x =  6, y = 4
CLASS - IX - 72
LINEAR EQUATIONS
Example 3
Find 3 solutions of the equation, 2x = 6 – 5y
Sol. Rewrite the equation as x = (6 – 5y)/2
Take y = 0, then x = 3
Take y = 2, then x = 8
Take y = 2, then x = 2
Therefore 3 solutions are: x = 3, y = 0; x = 8,
y =  2; x =  2, y = 2
1. Which of the following equations are linear?

(a) 4x + y2 – 1 = 0 (b) x–y=0 (c) y2 = 4x – 1
(d) 9x + 5 = 4y – 1 (e) 3x – 5 = 0
2. Express the following equations in the form ax + by + c = 0, and write the values of a, b and c
(a) 5x = 7y + 1 (b) 8y – 3x = 1 (c) 3x = 5y
(d) 9x – 4 = 0 (e) 7y + 4 = 0
3. Express the following equations in the form y = mx + c and write the values of m and c.
(a) 6x + 7y = 3 (b) 3x – 4y + 2 = 0
(c) 6y + 7x – 2 = 0 (d) 3x – 5y – 2 = 0
4. Write down any 3 solutions of the following equations.

(a) 4x – 7y + 2 = 0 (b) 2x – y = 6
(c) x + 3y – 6 = 0 (d) 10x – 9y + 5 = 0
5. Rahul purchased some red Tshirts and some white Tshirts at Rs 150 and Rs 225 respectively. If
number of red T-shirts is x and the number of white T-shirts is y, then write a linear expression in x and
y to denote his total bill which came out to be Rs 900.
Answers
1. (b), (d), (e)
2. (a) 5x – 7y – 1 = 0 ; a = 5, b = -7, c = – 1 (b) – 3x + 8y – 1 = 0 ; a = -3, b = 8, c = – 1
(c) 3x – 5y = 0 ; a = 3, b = – 5, c = 0 (d) 9x – 4 = 0 ; a = 9, b = 0, c = – 4
(e) 7y + 4 = 0 ; a = 0, b = 7, c = 4
6 3 6 3 3 1 3 1
3. (a) y x ;m= ,c= (b) y x ;m = ,c=
7 7 7 7 4 2 4 2
7 1 7 1 3 2 3 2
(c) y x ;m= ,c= (d) y x ;m = ,c=
6 3 6 3 5 5 5 5
4. (a) x = 3, y = 2; x = –4, y = –2 ; x =10, y = 6 (b) x = 3, y = 0; x = 4, y = 2 ; x = 5, y = 4
(c) x = 6, y = 0 ; x = 3, y = 1 ; x = 0, y = 2 (d) x = 4, y = 5; x = –5, y = –5 ; x =13, y = 15
5. 150x + 225y = 900


CLASS - IX - 73
LINEAR EQUATIONS
(B) METHODS OF SOLVING LINEAR EQUATION IN TWO VARIABLE

(a) Graphical Method of Solving Linear Equations in Two Variables
(i) Graphs of the type ax + 0.y = c are parallel to y - axis
(ii) Graphs of the type 0.x + b.y = c are parallel to x - axis
(iii) Graphs of the type ax + by + c = 0 makes intercept on x-axis and y-axis
Example 4
Solve the equation 2x + 1 = x – 3, and represent the solution(s) on (i) the number line, (ii) the Cartesian plane
Sol. We solve 2x + 1 = x – 3, to get
2x – x = –3 – 1
i.e., x = –4
(i) The representation of the solution on the number line is shown in Figure, where x = – 4 is treated as
an equation in one variable
(ii) We know that x = – 4 can be written as x + 0.y = – 4 which is a linear equation in the variables x and
y. This is represented by a line. Now all the values of y are permissible because 0.y is always 0.
However, x must satisfy the equation x = – 4. Hence, two solutions of the given equation are x = – 4, y =
0 and x = – 4, y = 2. Note that the graph AB is a line parallel to the y-axis and at a distance of 4 units to
the left of it (see Figure).
Example 5
Draw the graph of following :
(i) x=2 (ii) 2x = 1 (iii) x+4=0 (iv) x=0
Sol. (i) x=2
x + 0.y = 2
Y
5
4
x =2
3
2 (2, 2)
1
x 2 2 2 (2, 0)
X' X
–2 –1 O1 3 4
y –1 0 2 –1 (2, – 1)
–2
Y'
(ii) 2x = 1
1
x + 0.y =
2
x 0.50 0.50 0.50

y –1 0 2
CLASS - IX - 74
LINEAR EQUATIONS
(iii) x+4=0
  x + 0.y = – 4
Y
x+4=0
2
(– 4, 1)
x –4 –4 –4 1
(– 4, 0)
X' X
y –1 0 1 –4 –3 –2 –1 O 1
–1
2
(– 4, – 1)
–2
Y'
(iv) x=0
x + 0.y = 0
Y
x=0
4
3
0 0 0 (0, 2) 2
x (0, 1)
(0, 0)
y 0 1 2 X'
–2 –1 O1 2
X
–1
–2
Y'
Example 6
(i) y=0 (ii) y–2=0 (iii) 2y + 4 = 0
Sol. (i) y=0
x.0 + y = 0
Y
3
2
y=0
1
(0, 0) (1, 0)
x 0 1 2 X' X
–3 –2 –1 O1 2 (2, 0)
–1
y 0 0 0
–2
–3
Y'
(ii) y–2=0
x.0 + y = 2
Y
y=2 3
(–1, 2) (1, 2)
2
(–2, 2)
1
x –2 –1 1 X' X
–3 –2 –1 O 1 2
–1
y 2 2 2 –2
–3
Y'
(iii) 2y + 4 = 0
y=–2
Y
3
2
1
x 0 2 –2
X' X
–3 –2 –1 O 1 2
y –2 –2 –2 –1 y=–2
(0, – 2)
–2
(2, – 2) (2, – 2)
–3
Y'
CLASS - IX - 75
LINEAR EQUATIONS
Example 7
(i) x=y (ii) x=–y
Sol. (i) x=y
4–
(4,4)
3–
y
=
2– x
(–2,2)
x 1 –3 0
1–
y 1 –3 0 (0,0) (1,1)
–3 –2 –1 1 2 3 4
(–1,–1) –1 (1,–1)
x
=
–2
–
y
–3
(–3,–3)
–4
(ii) x = –y
x 1 –2 0
y –1 2 0
Example 8
Draw the graph of the line x – 2y = 3, from the graph find the coordinate of the point when
(i) x=–5 (ii) y=0
Sol. Here given equation is x – 2y = 3.
x–3
Solving it for y we get 2y = x – 3  y 
2
Y
2
1
(3, 0)
X' X
–5 –4 –3 –2 –1 O 1 2 3 4
–1
(1, – 1)
(–1, – 2)
–2
–3
–4
(–5, – 4)
Y'
1– 3
Let, x = –1, then y =
 2
2
1– 3
x = 1, then y =  1
2
3–3
x = 3, then y = 0
2
Hence we get
x –1 1 3
y –2 –1 0
Clearly, when x = – 5 then y = – 4 and when y = 0 then x = 3.
CLASS - IX - 76
LINEAR EQUATIONS
Example 9
Draw the graphs of the lines represented by the equations x + y = 4 and 2x – y = 2 in the same graph.
Also, find the coordinate of the point where the two lines intersect.
Sol. Given equations are
x+y=4 ...(i)
2x – y = 2 ...(ii)
(i) We have y=4– x
x 0 2 4
y 4 2 0
(ii) We have y = 2x – 2
x 1 0 3
y 0 –2 4
By drawing the lines on a graph paper, clearly we can say that P is the point of intersection where
coordinates are x = 2, y = 2.
Example 10
Draw the graph of the equation 3x + 2y = 6.Find the co-ordinates of the point where the graph cuts the
x - axis and y - axis.
Sol. 3x + 2y = 6
2y = 6 – 3x
6  3x
y=
2
Y
(– 2, 6) 6
3x
5
+2
y=
4
6
3
(0, 3)
2
x –2 0 2 1
(2, 0)
X' X
y 6 3 0 –4 –3 –2 –1 O1 2 3 4
–1
–2
–3
Y'
Line cuts the x-axis at (2, 0) and y-axis at (0, 3).

CLASS - IX - 77
LINEAR EQUATIONS
1. Does the line 2x – 5y + 31 = 0 pass through the point (  3, 5)?
2. Does the line 7y + 3x = 0 pass through the origin?
3. Identify without plotting, the lines parallel to the x or y axis:

(a) 5x + 3 = 0 (b) 3 – 7y = 0 (c) 10x – 1 = 0 (d) 4x + 9 = 0
4. Draw the graphs of the following linear equations.

(a) 5x – 6y + 3 = 0 (b) x – 6y = 12 (c) 3y + 5x = 9
(d) 4x – 5y = 0 (e) x = 7 + 2y (f) 3x – y = 0
(g) 5x + 6 = 0 (h) 4y – 12 = 0 (i) x–7=0
(j) y+4=0
5. Draw the graphs of 3x – 6 = 0 and 5y + 15 = 0. Find the coordinates of the point of intersection of the
lines from the graphs.
Answers
1. yes 2. Yes
3. (a) parallel to y-axis (b) parallel to x-axis
(c) parallel to y- axis (d) parallel to y-axis
4. x = 2 and y = –3 i.e., (2, –3)
CLASS - IX - 78
LINEAR EQUATIONS
1. If (2, 0) is a solution of the linear equation 2x + 3y = k, then find the value of k.
2. The graph of the linear equation 2x + 3y = 6 cuts the y-axis at which point ?
3. Any point on the x-axis is of which form ?
4. Any point on the line y= x is of which form ?
5. The equation of x-axis is of which form ?
6. The graph of the linear equation 2x + 3y = 6 is a line which meets the x-axis at which point ?
7. 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.
5
8. Determine the point on the graph of the equation 2x + 5y = 20 whose x-coordinate is times its
2
ordinate.
9. Draw the graph of the equation represented by the straight line which is parallel to the x-axis and is 4
units above it.
1
10. Determine the point on the graph of the linear equation 2x + 5y = 19, whose ordinate is 1 times its
2
abscissa.
11. How many solution(s) of the equation 2x + 1 = x – 3 are there on the :
(i) Number line (ii) Cartesian plane
12. Find the solution of the linear equation x + 2y = 8 which represents a point on
(i) x-axis (ii) y-axis
13. If the value of x and y in the equation 2x + cy = 8 are 4 and 5 respectively, then find the value of c
14. Show that the points A (1, 2), B (- 1, - 16) and C (0, - 7) lie on the graph of the linear equation
y = 9 x - 7.
15. 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.
16. Draw the graph of the linear equation 3x + 4y = 6. At what points, the graph cuts the x-axis and the y-
axis.
17. 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 rn/sec2.
CLASS - IX - 79
LINEAR EQUATIONS
18. The linear equation that converts Fahrenheit (F) to Celsius (C) is given by the relation C = 5F – 160
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 ?
19. 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.


Section (A) : Introduction to equation
A-1. Determine whether x = 5, y = 4 is a solution of the equation x – 2y = – 3.
A-2. Find the value of k if (3,4) is a solution of the equation 5x-2y=k. Find one more solution of the equation.
A-3. If the point ( – 3, 4) lies on the linear equation ay = 5x + 11, then find the value of a.
1
A-4. If p = 3x + 1, q = (9x + 13) and p : q = 6 : 5 then find x
3
A-5. I am three times as old as my son. Five years later, I shall be two and half times as old as my son.
Taking my age as x year and son’s age as y year, write the linear equation so formed
2x  7 4x  3
A-6. If  , find the value of x3 + x2 + x + 1.
x2 2x – 7
9
A-7. The following linear equation converts Fahrenheit to Celsius, F  C  32
5
(i) If the temperature is 30º C, what is the temperature in Fahrenheit .
(ii) If the temperature is 95º F, what is the temperature in Celsius.
(iii) Find the temperature which is numerically same in both the scales of temperature.
A-8. A man hires an auto rickshaw to cover a certain distance. The fare is Rs. 10 for first kilometer and Rs 7
for subsequent kilometers. Taking total distance covered as x km and total fare as Rs y,
(i) Write a linear equation for this.
(ii) The man covers a distance of 16 km and gave Rs 120 to the auto driver. Auto driver said, “It is
not the correct amount” and returned him the balance. Find the correct amount paid back by the
auto driver.
CLASS - IX - 80
LINEAR EQUATIONS
Section (B) : Methods of solving Linear Equation in two variables

B-1. Draw the graph of the equation, 2x + 3y = 6. Find the length of intercept on both co-ordinate axes.
B-2. Write the equations of line parallel to x - axis at a distance of 3 unit.

B-3. Express y in terms of x, given that 2y-4x=7. Check whether (-1,-1) is a solution of the line ?
B-4. Saloni goes to market with Rs. 100 and buys 2 kg of apples at the rate of Rs. x per kg and 5 kg of
potatoes at the rate of Rs. y per kg and has no money left. Write an equation for this statement and
draw the graph.
B-5. Draw a triangle whose sides are represented by x = 0, y = 0 and x + y = 3 in the cartesian system. Also,
find the coordinates of its vertices.
B-6. Draw the graph of the lines 4x – y = 5 and 5y – 4x = 7 on the same graph paper and find the
coordinates of their point of intersection.
B-7. The taxi fare in a city as follows : For the first kilometer, the fare is Rs. 8 and for the subsequent
distance it is Rs. 5 per km. Taking the distance covered as x km and total fare is Rs. y, write a linear
equation for this information, and draw the graph.
B-8. The points (2, 3) lies on the graph of the linear equation 3x-(a-1)y=2a-1. If the same point also lies on
the graph of the linear equation 5x + (1-2a)y=3b, then find the value of b.
OBJECTIVE QUESTIONS
Section (A) : Introduction to equation
A-1. Which of the following equations is not linear equation :
2
(A) 2x + 3 = 7x – 2 (B) x + 5 = 3x – 4 (C) x2 + 3 = 5x – 3 (D) (x – 2)2 = x2 + 8
3
A-2. Solution of equation 3 x – 2  2 3  4 is :

(A) 2( 3 – 1) (B) 2(1 – 3 ) (C) 1 + 3 (D) 2(1 + 3 )
6x  5 3x  5
A-3. The value of x which satisfy  is :
4x  7 2x  6
(A) –1 (B) 1 (C) 2 (D) –2
A-4. One fourth of one third of one half of a number is 12, then number is :
(A) 284 (B) 286 (C) 288 (D) 290
A-5. A linear equation in two variables has maximum :

(A) only one solution (B) two solution (C) infinite solution (D) None of these
A-6. Solution of the equation x – 2y = 2 is/are :

(A) x = 4, y = 1 (B) x = 2, y = 0 (C) x = 6, y = 2 (D) All of these
A-7. If x = 1, y = 1 is a solution of equation 9ax + 12ay = 63 then, the value of a is :

(A) – 3 (B) 3 (C) 7 (D) 5
A-8. An ordered pair that satisfies an equation in two variables is called its :
(A) Zero (B) Root (C) Solution (D) Both (B) and (C)
CLASS - IX - 81
LINEAR EQUATIONS
Section (B) : Methods of solving Linear Equation in two variables

B-1. The graph of line 5x + 3y = 4 cuts Y-axis at the point :
 4  3 4  5 
(A)  0,  (B)  0,  (C)  , 0  (D)  , 0 
 3   4   5   4 
B-2. Equation representing the given graph is :
Y
(2,2)
2
X
-5 -4 -3 -2 -1 0 1 2
1
(-2,-1)
2
(-4,-2.5) 3
35
(A) 3x – 7y = 10 (B) y – 2x = 3 (C) 8y – 6x = 4 (D) 5x + y = 25
2
B-3. Which equation is another form of – x + 6y = 12 ?
1
(A) y = – x + 2 (B) x = 6y + 12 (C) x = 6y – 12 (D) 6y = 12 – x
6
2
B-4. Which is an equation of the line with the coefficient of x is and that passes through the point (4, – 1) ?
3
1 2 2 2 5 2 11
(A) y = – x + (B) y = –4x + (C) y = x – (D) y = x –
4 3 3 3 3 3 3
B-5. Geometric representation of y = 4 as an equation in one variable is :
y y
X
(A) -5 -4 -3 -2 -1 0 1 2
(B) -2 -1 0 1 2 3 4
2
1
0
-1
(C) -2
(D) Both (A) and (B) are correct
-3
y -4
B-6. The set of equations representing the given graph is :
3
2 (2, 2)
–5 –4 –3 –2 –1 1 2 3 4 5
(–2, –1) –1
(–1, –1)
–2
(–4, –2.5)
–3
–4
(–5, –4)
35y
(A) 2x + 7y = 11 ; 5x + = 25 (B) 3x – 4y = 1 ; 8y – 6x = 4
2
(C) 7x + 2y = 11 ; y – 2x = 3 (D) 3x – 7y = 10 ; 8y – 6x = 4
CLASS - IX - 82
LINEAR EQUATIONS
B-7. Which of the following statement is correct :

(A) x = 0 represents the equation of y axis
(B) y = 2 represents a line parallel to x axis
(C) (2,–3) is the solution of linear equation 2x + 4y = – 8
(D) All of these
OBJECTIVE QUESTIONS
1. If one-fourth of the sum of a number and seven is four less than three times the number, then the
number is
23 11 22 46
(A) (B) (C) (D)
11 23 46 22
3x  6 11x  8 x 3x x  7
2. If   =  , then the value of x is
8 24 3 4 24
(A) x = 1 (B) x = 2 (C) x = 3 (D) x = 4
3. The parking charges of a car at certain place in Delhi is Rs.50 for first one hour and Rs. 10 for
subsequent hours. Write down the equation and draw the graph for the data. Find the charges from the
graph for 8 hours.
(A) y = 10x – 40, Rs. 120 (B) y = 10x + 40, Rs. 120
(C) y = 40x + 10, Rs. 120 (D) y = – 10x + 40, Rs. 120
4. At what point does the graph of the linear equation 2x+3y=9 meet a line which is parallel to the y-axis, at
a distance of 4 units from the origin and on the right of the y-axis is
 1  3  3
(A)  4,  (B)  4,  (C)  4,   (D) None of these
 3   1   1
5. If the point (-1,-5) lies on the graphs of 3x = ay + 7 and y = bx + 7, then the value of a + b is
(A) 10 (B) 11 (C) 12 (D) 14

15 2
1. If   17 and x = 3, then value of y is : [Raj. NTSE Stage-1 2006]
x y
1 1 1 1
(A) (B) (C) – (D) –
6 5 6 5
2. If 5x – 2y = k one of answer is ( 2, – 2), then k = ................ [Gujarat NTSE Stage-1 2013]

(A) – 40 (B) 6 (C) 14 (D) 10
3. Age of Ramesh is x. Ramesh is 5 years older than Mahesh, but 3 years younger than Suresh, then
Suresh's age is ............years. [Gujarat NTSE Stage-1 2013]
(A) x + 3 (B) x + 5 (C) x – 5 (D) 8 – x
CLASS - IX - 83
LINEAR EQUATIONS
2x x
4. Solve equation : +1= + 3, then x = ............... [Gujarat NTSE Stage-1 2013]
5 3
(A) 10 (B) 40 (C) 30 (D) 15
5. A farmer divides his herd of x cows among his 4 son's such that first son gets one-half of the herd, the
second son gets one fourth, the third son gets one-fifth and the fourth son gets 7 cows, then the value of
x is : [M.P. NTSE Stage-1 2013]
(A) 100 (B) 140 (C) 160 (D) 180
6. In three given numbers. The second number is twice than the first number and thrice than the third
number. If the average of the three numbers. is 44, what is the largest number ?
(A) 24 (B) 72 (C) 36 (D) 8
x x
7. lf + 7 = 15 – , then find the solution ? [Gujarat NTSE Stage-1 2015]
3 5
(A) x = 20 (B) x = 15 (C) x = 21 (D) x = 18
8. Line x + y = 2 passes through the ____ quadrants. [Gujarat NTSE Stage-1 2016]
(A) 1st and 3 rd both (B) 2nd and 3rd both (C) 3rd and 4th both (D) 1st, 2nd, 4th
9. 3 year ago the sum of ages of father and his son was 40 years. After 2 years, the sum of ages of the
father and his son will be: [Gujarat NTSE Stage-1 2016]
(A) 40 (B) 46 (C) 50 (D) 60
10. A father is 7 times as old as his son. Two years ago, the father was 13 times as old as his son. Father’s
present age is [U.P. NTSE Stage-1 2017]
(A) 24 years (B) 28 years (C) 30 years (D) 32 years
11. The sum of the digits of a two digit number is 14. If 18 is subtracted from the number, digits are
reversed. Find the number (Rajasthan NTSE STAGE-I 2018)
(A) 86 (B) 77 (C) 68 (D) 76
CLASS - IX - 84
LINEAR EQUATIONS

1. 4 2. (0, 2) 3. (x, 0) 4. (a, a) 5. y=0
6. (3, 0) 7. (2, 3) 8. (5, 2) 10. (2, 3)
11. (i) 1 (ii) Infinite 12. (i) (8, 0) (ii) (0, 4)
 3
13. 0 15. y = 4x + 6 16.  0, 2  , (2, 0)
 
17. (i) 30 N (ii) 36 N

 160 
18. (i) 30°C (ii) 95° F (iii)  9  C (iv) – 40
 
19. (i) 104° F (ii) 343 K
EXERCISE - 1
Section (A)
A-1. Yes A-2. k=7 A-3. a = – 1. A-4. x = – 7.
A-5. 2x – 5y = 15 A-6. –104.
A-7. (i) 86º F. (ii) 35º C. (iii) – 40
A-8. (i) 7x + 3 = y (ii) Balance = Rs. 5
Section (B)
B-1. 3 unit, 2 unit B-2. y = 3 or y = – 3. B-3. Not a solution
B-4. 2x + 5y = 100. B-5. (0, 0), (0, 3), (3, 0) B-6. (2, 3) B-7. y = 5x + 3.
1
B-8. b=
3
OBJECTIVE QUESTIONS
Section (A)
A-1. (C) A-2. (D) A-3. (B) A-4. (C) A-5. (C)
A-6. (D) A-7. (B) A-8. (D)
CLASS - IX - 85
LINEAR EQUATIONS
Section (B)
B-1. (A) B-2. (C) B-3. (C) B-4. (D) B-5. (B)
B-6. (B) B-7. (D)
EXERCISE - 2
OBJECTIVE QUESTIONS
Ques. 1 2 3 4 5
Ans. A C B A D
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11
Ans A C A C B B B D C B A
CLASS - IX - 86
INTRODUCTION TO EUCLID’S GEOMETRY
INTRODUCTION TO EUCLID'S GEOMETRY



(A) INTRODUCTION TO EUCLID GEOMETRY

The credit for introducing geometrical concepts goes to the distinguished Greek mathematician
‘Euclid’ who is known as the “Father of Geometry” and the word ‘geometry’ comes from the
Greek words ‘geo’ which means ‘Earth’ and ‘metreon’ which means ‘measure’.
(a) Euclid’s definitions
(i) A point is that which has no part.
(ii) A line is breadthless length.
(iii) The ends of a line segment are points.
(iv) A straight line is that which has length only.
(v) A surface is that which has length and breadth only.
(vi) The edges of a surface are lines.
(vii) A plane surface is that which lies evenly with the straight lines on itself.
(b) Some Undefined terms
There are three basic concept in geometry, namely,’’point”,”line” and “plane”. It is not possible to
define these three concepts precisely. We can, however have a good idea of these concept by
considering examples given below
Point: A point is represented by a fine dot made by sharp pencil on a sheet of paper. A Point is
denoted by capital letter A,B,P,Q,R etc.
Plane: The surface of a smooth wall or the surface of a sheet of paper or the surface of a smooth
black board are close example of a plane.
Line:If we fold a piece of paper, the crease in the paper represents a geometrical straight line. The
edge of ruler ,the edge of the top of a table, the meeting place of two walls of a room are close
examples of a geometrical straight line.
(c) Some Geometrical concepts

Axioms:The basic facts which are taken for granted, without proof, are called axioms.
Ex. Halves of equal are equal.
Statements:A sentence which can be judged to be true or false is called a sentence.
Ex.The sum of the angles of a triangle is 180º, is a true statement.
Theorems:A statement that requires a proof, is called a theorem. Establishing the truth of a
theorem is known as proving the theorem.
Ex. The sum of all angles around a point is 360º
Corollary: A statement whose truth can easily be decided from a theorem, is called its corollary.
Conjecture: In mathematics, a conjecture is a conclusion or proposition based on incomplete
information, for which no proof has been found. Ex. Goldbach Conjecture state that every even
integer greater than two is the sum of two prime numbers.
(d) Some terms related to geometry

Point : A point is an exact location. A fine dot represent a point. Point is denoted by capital letter
A, B, P, Q, R etc.
CLASS - IX - 87
Line segment: The straight path between two points A and B is called the line segment AB . The
point A and B are called the end points of the line segment AB .A line segment has a definite length.
Line : A line segment AB when extended indefinitely in both direction is called the line AB . A line
has no end points. A line has no definite length. Sometime, we label lines by small letters l, m, n etc.
l
A B
Interior point of a line segment : A point R is called an interior point of a line segment PQ if R lies
between P and Q but R is neither P nor Q.
R
P Q
Congruence of line segment : Two line segments AB and CD are congruent if trace copy of one
can be superposed on the other so as to cover it completely and exactly in this case we write
AB CD. In other words we can say two lines are congruent if their lengths is same.
Distance between two points : The distance between two points P and Q is the length of line
segment PQ

Ray : Directed line segment is called a ray. If AB is a ray then it is denoted by AB . Point A is called
initial point of ray.
A B
Opposite rays : Two rays AB and AC are said to be opposite rays if they are collinear and point A
is the only common point of the two rays.
C A B
Collinear points : Three or more points are said to be collinear if there is a line which contains all of
them.
l
P Q R S T
Concurrent Lines : Three or more lines are said to be concurrent if there is a point which lies on all
of them.
t
n
m
P
Intersecting lines : Two lines are intersecting if they have a common point. The common point is
called the “point of intersection”.
m
l
Parallel lines : Two lines l and m in a plane are said to be parallel lines if they do not have a
common point.
l
m
Plane : A plane is a surface such that every point of the line joining any two points on it lies on it.
(e) Euclid’s Axioms

(i) Things which are equal to the same thing are equal to one another.
(ii) If equal are added to equals, the wholes are equal.
CLASS - IX - 88
(iii) If equal are subtracted from equals, the remainders are equal.
(iv) The things which coincide with one another are equal to one another.
(v) The whole is greater than the part.
(vi) The thing which are double of the same thing are equal to one another.
(vii) The thing which are halves of the same thing are equal to one another.
(f) Euclid’s Five Postulates

(i) A straight line may be drawn from any one point to any other point.
(ii) A terminated line or a line segment can be produced infinitely.
A B
(iii) A circle can be drawn with any centre and of any radius.
(iv) All right angles are equal to one another.
(v) If a straight line falling on two straight lines makes the interior angles on the same side of it taken
together less than two right angles, then the two straight lines if produced infinitely meet on that side
on which the sum of angles are less than two right angles.
(g) Incidence Axioms

(i) A line is the collection of infinite number of points.
(ii) Through a given point, an infinite lines can be drawn.
m
p
n
O
(iii) Given two distinct points, there is one and only one line that contains both the points.
(h) Parallel Axioms

If P is a point outside a line , then one and only one line can be drawn through P which is parallel
to .
P m
m || l
l
The above axioms may also be re stated as follows: ”Two intersecting lines cannot both be parallel
to the same line’”.
(i) Some more results

(i) Two distinct lines can not have more than one point in common.
m
l
P
(ii) Two lines which are both parallel to the same line, are parallel to each other.
i.e. l n, m n  l m
l
m
CLASS - IX - 89
Example.1
1
If a point C lies between two points A and B such that AC = BC, then prove that AC = AB. Explain
2
by drawing the figure.
Sol. According to the given statement, the figure will be as shown alongside in which the point C lies
between two points A and B such that AC = BC.
Clearly, AC + BC = AB
 AC + AC = AB [ AC = BC]
 2AC = AB
B
And, AC = 1 AB
2
Example.2
Give a definition for each of the following terms. Are there other terms that need to be defined first ?
What are they, and how might you define them ?
(i) parallel lines (ii) perpendicular lines
(iii) line segment (iv) radius
Sol. (i) Parallel lines : Lines which don’t intersect any where are called parallel lines.
(ii) Perpendicular lines : Two lines which are at a right angle to each other are called perpendicular
lines.
(iii) Line segment : It is a terminated line.
(iv) Radius : The length of the line-segment joining the centre of a circle to any point on its
circumference is called its radius.
Example. 3
How would you rewrite Euclid's fifth postulate so that it would be easier to understand ?
Sol. Two distinct intersecting lines cannot be parallel to the same line.
Example. 4
Does Euclid's fifth postulate imply the existence of parallel lines? Explain.
Sol. If a straight line l falls on two straight lines m and n such that sum of the interior angles on one side
of l is two right angles, then by Euclid's fifth postulate the line will not meet on this side of l. Next,
we know that the sum of the interior angles on the other side of line lalso be two right angles.
Therefore they will not meet on the other side. So, the lines m and n never meet and are, therefore
parallel.
Theorem : If l, m, n are lines in the same plane such that l intersects m and n || m, then l intersects
n also.
Given : Three lines l , m, n in the same plane s.t. l intersects m and n || m.
To prove : Lines l and n are intersecting lines.
l
n
Proof : Let l and n be non intersecting lines. Then, l || n.
But, n || m [Given]
CLASS - IX - 90
l|| n and n || m  l || m
 l and m are non-intersecting lines.
This is a contradiction to the hypothesis that l and m are intersecting lines.
So our supposition is wrong.
Hence, l intersects line n.
Example. 5
If lines AB, AC, AD and AE are parallel to a line l, then prove that points A, B, C, D and E are
collinear.
Sol. Lines AB, AC, AD and AE are parallel to a line l.
To prove : A, B , C, D, E are collinear.
Proof : Since AB, AC, AD and AE are all parallel to a line l. Therefore point A is outside land lines
AB, AC, AD, AE are drawn through A and each line is parallel to l.
But by parallel lines axiom, one and only one line can be drawn through the point A outside it and
parallel to l.
This is possible only when A, B, C, D and E all lie on the same line. Hence, A, B, C, D and E are
collinear.
1. Define :
(i) Axiom (ii) Theorem
2. Define:
(i) Collinear point (ii) Concurrent lines
3. How many lines can be drawn through two points?
4. In the figure below CA = BD. Show that CB = AD.
5. If a line segment can be drawn through 3 points A, B and C, what can you say about these points?
Answers
3. 1 5. Points A, B, C are collinear points
CLASS - IX - 91
1. Find the number of dimension, a point has.
2. A pyramid is a solid figure, which plane figure forms the base of it ?
3. It is known that if x + y = 10 then x + y + z = 10 + z. Write the Euclid's axiom that illustrates this
statement.
4. Write whether the following statements are True or False? Justify your answer
(i) Euclidean geometry is valid only for curved surfaces.
(ii) The boundaries of the solids are curves.
(iii) The edges of a surface are curves.
(iv) The things which are double of the same thing are equal to one another.
(v) 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.
(vi) The statements that are proved are called axioms.
(vii) "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.
5. Solve the equation a - 15 = 25 and state which axiom do you use here.
6. In figure, 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.
7. In the figure, we have
1 1
BX = AB, BY = BC and AB = BC. Show that BX = BY.
2 2
8. In the figure, we have 1 = 3 and 2 = 4. Show that A = C.
CLASS - IX - 92
9. In the figure,
(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.
10. 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.
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.
11. 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.
12. 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.
13. 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.

Section (A) : Introduction to Euclid Geometry
A-1. How many lines can pass through :

(i) One point (ii) Two distinct points
A-2. Find the number of points in which two distinct straight lines may intersect.
A-3. A, B and C are three collinear points such that point A lies between B and C. Name all the line
segments determined by these points and write the relation between them.
C
A
B
CLASS - IX - 93
A-4. If AB is a line and P is a fixed point, outside AB, how many lines can be drawn through P which are :
(i) Parallel to AB (ii) Not parallel to AB.
A-5. Out of the three lines AB, CD and EF, if AB is parallel to EF and CD is also parallel to EF, then what
is the relation between AB and CD.
A-6. If A, B and C three points on a line, and B lies between A and C, then prove that AB + BC = AC.
A-7. In the given figure, if AB = CD ; prove that AC = BD.

D
A-8. (i) How many lines can be drawn to pass through three given point if they are not collinear ?
(ii) How many line segments can be drawn to pass through two given points ?
A-9. Define
(a) line segment (b) radius of a circle
A-10. Define
(a) square (b) perpendicular lines
1
A-11. If a point C lies between two points A and B such that AC =BC , then prove that AC= AB. Explain
2
by drawing the figure.
A-12. Prove that every line segment has one and only one midpoint.
A-13. L,M,N are three lines in the same plane such that L intersect M and M || N. Show that L also
intersects N
A-14. Using Euclid axiom find x, if 3x + 5=17.
OBJECTIVE QUESTIONS
Section (A) : Introduction to Euclid Geometry
A-1. A proof is required for :

(A) Postulate (B) Axiom (C) Theorem (D) Definition
A.2. How many number of lines does pass through two distinct points.
(A) 1 (B) 2 (C) 3 (D) 4
A-3. Which of the following is an example of a geometrical line.

(A) Black Board (B) Sheet of paper
(C) Meeting place of two walls (D) Tip of the sharp pencil
A-4. Given four points such that no three of them are collinear, then the number of lines that can be
drawn through any of the two points is :
(A) 2 lines (B) 4 lines (C) 6 lines (D) 8 lines
A-5. Two planes intersect each other to form a :

(A) plane (B) point (C) straight line (D) angle
CLASS - IX - 94
A-6. ‘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
A-7. Select the wrong statement :

(A) Only one line can pass through a single point
(B) Only one line can pass through two distinct points
(C) A line consists of infinite number of points.
(D) If two circles are equal, then their radii are equal
A-8. Number of dimension(s) a surface has :

(A) 0 (B) 1 (C) 2 (D) 3
A-9. The number of line segments determined by three collinear points is :

(A) Two (B) Three (C) Only one (D) Four
A-10. If the point P lies in between M and N and C is midpoint of MP, then :
(A) MC + PN = MN (B) MP +CP = MN (C) MC +CN = MN (D) None of these
CLASS - IX - 95

1. 0 2. Any polygon 3. Second axiom
4. (i) False (ii) False (iii) False (iv) True
(v) True (vi) False (vii) True
5. (using Euclid's second axiom) a = 40
EXERCISE - 1
Section (A)
A-1. (i) Infinite (ii) Only one A-2. One
A-3. BA, AC & BC ; BA + AC = BC A-4. (i) Only one (ii) Infinite
A-5. AB || CD A-8. (i) 0 (ii) one
A-14. x=4
OBJECTIVE QUESTIONS
Section (A)
A-1. (C) A-2. (A) A-3. (C) A-4. (C) A-5. (C)
A-6. (B) A-7. (A) A-8. (C) A-9. (B) A-10. (C)
CLASS - IX - 96
LINES AND ANGLES
LINES AND ANGLES




A. ANGLES AND THEIR TYPES
(a) Lines
A line has length but no width and no thickness.
(b) Angles
An angle is the union of two non-collinear rays with a common initial point. The common initial point
is called the ‘vertex’ of the angle and two rays are called the ‘arms’ of the angles.
A
O
B
REMARK :
Every angle has a measure and unit of measurement is degree.
One right angle = 90º
1º = 60’ (minutes)
1’ = 60” (Seconds)
Angle addition axiom : If X is a point in the interior of BAC, then m BAC = m BAX + m XAC.
C
A X
B
(c) Types of Angles :
(i) Right angle : An angle whose measure is 90º is called a right angle.
B
0
90
O A
(ii) Acute angle : An angle whose measure is less than 90º is called an acute angle.
B
O A
00 < BOA < 900
(iii) Obtuse angle : An angle whose measure is more than 90º but less than 180º is called an
obtuse angle.
B
O A
90º < AOB < 180º.
CLASS - IX - 97
LINES AND ANGLES
(iv) Straight angle : An angle whose measure is 180º is called a straight angle.
l
A O B A O B
(v) Reflex angle : An angle whose measure is more than 180º is called a reflex angle.
A
O
B
180º < AOB < 360º.
(vi) Complementary angles : Two angles, the sum of whose measures is 90º are called
complementary angles.
B
C
O A
  AOC & BOC are complementary as their sum is 90º.
(vii) Supplementary angles : Two angles, the sum of whose measures is 180º, are called the
supplementary angles.
C
B A
O
AOC & BOC are supplementary as their sum is 180 . º
(viii) Angle Bisectors : A ray OX is said to be the bisector of AOB, if X is a point in the interior of
AOB, and AOX = BOX.
B
X
O A
(ix) Adjacent angles : Two angles are called adjacent angles, if

(I) they have the same vertex,
(II) they have a common arm,
(III) non common arms are on either side of the common arm.
B
X
O A
AOX and BOX are adjacent angles, OX is common arm, OA and OB are non common arms and
lies on either side of OX.
(x) Linear pair of angles : Two adjacent angles are said to form a linear pair of angles, if their
non common arms are two opposite rays.
B O lA
 AOC + BOC = 180º.
CLASS - IX - 98
LINES AND ANGLES
(xi) Vertically opposite angles : Two angles are called a pair of vertically opposite angles, if their
arms form two pairs of opposite rays.
B D
O
C A
 AOC & BOD form a pair of vertically opposite angles. Also AOD & BOC form a pair of
vertically opposite angles.
If two lines intersect, then the vertically opposite angles are equal i.e. AOC = BOD and
BOC = AOD.
Example.1
Two supplementary angles are in ratio 4 : 5, find the angles.
Sol. Let angles are 4x & 5x.
Angles are supplementary.
So, 4x + 5x = 180º
9x = 180º
180º
x=  20º .
9
Angles are, 80º & 100º .
Example.2
If an angle differs from its complement by 10º, find the angle.
Sol. Let angle is xº then its complement is 90 – x0.
Now given,
xº – (90 – xº) = 10º
xº – 90º + xº = 10º
2xº = 10º + 90º = 100º
100º
xº = = 50º.
2
Required angle is 50º.
Example.3
In figure, OP and OQ bisects BOC and AOC respectively. Prove that POQ = 90º.
Q
C
P
A O B
Sol.  OP bisects BOC
1
 POC = BOC ...(i)
2
Also, OQ bisects AOC
1
  COQ = AOC ...(ii)
2
 OC stands on AB
 AOC + BOC = 180º [Linear pair]
1 1 1
 AOC  BOC   180º
2 2 2
 COQ  POC  90º [Using (i) & (ii)]
  POQ  90º [By angle sum property] Hence Proved.
CLASS - IX - 99
LINES AND ANGLES
Example.4
In figure, lines AB, CD and EF intersect at O. Find the measures of AOC, DOE and BOF.
C
F
0 0
A 40 O 35 B
E D
Sol. Given  AOE = 40º &  BOD = 35º
Clearly AOC =  BOD [Vertically opposite angles]
AOC = 35º
 BOF = AOE [Vertically opposite angles]
 BOF = 400
Now, AOB = 180º [Straight angles]
 AOC + COF + BOF = 180º [Angles sum property]
 35ºCOF + 40º = 180º
 COF = 180º – 75º = 105º
Now, DOE = COF [Vertically opposite angles]
 DOE = 105º.
1. Find the supplement of 100° 48.
2. Find the angle such that an angle is equal to its supplement.
3. Find the angle such that an angle is equal to its complement.

4. In the given figure below, find the value of y.
C
D
5yº 2yº
B O A
5yº
E F
5. In figure PQR is a straight line and PQS : SQR = 7 : 5 . Find SQR
Answers
1. 79° 12. 2. 90° 3. 45° 4. 15° 5. 75°

B. ANGLES MADE BY TRANSVERSAL
(a) Parallel Lines
Parallel Lines : Two lines  and m in the same plane are said to be parallel lines if they do not
intersect when produced indefinitely in either direction and we write  || m which is read as  is
parallel to m.
CLASS - IX - 100
LINES AND ANGLES
Clearly, when  || m, we have m || .


(b) Parallel Rays

Two rays are parallel if the corresponding lines determined by them are parallel. In other words, two
rays in the same plane are parallel. If they do not intersect each other even if extended indefinitely
beyond their initial points.
In fig. ray OA || ray PQ.
O A
P Q
(c) Parallel segments :

Two segments are parallel if the corresponding lines determined by them are parallel.
In other words, two segments which are in the same plane and do not intersect each other even if
extended indefinitely in both directions are said to be parallel.
A B
C D
(d) Angles made by a transversal with two lines

A line which intersects two or more given lines at distinct points is called a transversal to the given
lines.
n
2
1
P
3
4
6 5 m
Q
7 8
(i) Exterior angles : The angles whose arms do not include the line segment PQ are called exterior
angles. In fig. angles 1, 2, 7 and 8 are exterior angles.
(ii) Interior angles : The angles whose arms include line segment PQ are called interior angles. In
fig. angles 3, 4, 5 and 6 are interior angles.
(iii) Corresponding angles : A pair of angles in which one arm of both the angles is on the same
side of the transversal and their other arms are directed in the same sense is called a pair of
corresponding angles. In fig.1, 5 ; 2, 6 ; 3, 7 and 4, 8 are four pairs of corresponding
angles.
(iv) Alternate interior angles: A pair of angles in which one arm of each of the angles is on
opposite side of the transversal and whose other arm include the segment PQ is called a pair of
alternate interior angles. In fig 35 ; 4 and 6 are alternate interior angles.
(v) Alternate exterior angles : A pair of angles in which one arm of each of the angles is on
opposite sides of the transversal and whose other arms are directed in opposite direction and do not
include segment PQ is called a pair of alternate exterior angles. In fig. 2, 8 ; 1 and 7 are
alternate exterior angles.
CLASS - IX - 101
LINES AND ANGLES
NOTE :
Lines in a plane are parallel, if they do not intersect when produced indefinitely in either direction.
The distance between two intersecting lines is zero.
The distance between two parallel lines is the same everywhere and is equal to the perpendicular
distance between them.
(e) Angles made by transversal to two parallel lines

If two parallel lines are intersected by a transversal, then
(i) Pairs of alternate (interior or exterior) angles are equal.
(ii) Pairs of corresponding angles are equal.
(iii) Interior angles on the same side of the transversal are supplementary.
If two non-parallel lines are intersected by transversal then none of (i), (ii) and (iii) hold true.
If two lines are intersected by a transversal, then they are parallel if anyone of the following is true:
(i) Pair of corresponding angles are equal.
(ii) Pair of alternate interior angles are equal.
(iii) Pair of interior angles on the same side of the transversal are supplementary.
Example.5
In figure if, and  1 = 85º find 2.
n p
m
1 3
2
l
Sol.  and m is transversal.

 1 = 3 = 85º [Corresponding angles]
Also & p is transversal.
 2 + 3 = 180º [Co - interior angles]
 2 + 85º = 180º
 2 = 180º – 85º
 2 = 95º.
Example.6
In the given Figure, AB || CD and AC || BD. If EIC = 40º, FDG = 55º, HIB = xº, then the value of x is
H
A
x B
I
F
E C D
K G
CLASS - IX - 102
LINES AND ANGLES
Sol.
A H
x B
J I
40°
F
E C D 55°
K G
(i) AIH = EIC (Vertically opp s)
  AIH = 40°
(ii) BDC = FDG (Vertically opp s)
 BDC = 55°
 ICE = BDC (Corresponding s)
 ICE = 55°
 AIJ = ICE (Corresponding s)
 AIJ = 55°
 x = 180° – (AIJ + HIA) {Linear pair}
 x = 180° – (55° + 40°)
 x = 180° – 95° = 85°
Example.7
In the given figure AB || CD. Find FXE.
F
A 50º
B
X
110º 30º
C D
E
Sol. BFE = CEF = 110° [Alternate interior angles]
So, XFE = BFE – BFX
= (110° – 50°) = 60°
CEF + FEX + XED = 180º  110° + FEX + 30° = 180° 
  FEX = 40°
Now, XFE + FEX + FXE = 180°  60° + 40° + FXE = 180°
 FXE = 80°.
1. In the following diagram, list out
(i) Pairs of corresponding angles.

(ii) Pairs of alternate angles (Do not produce the segments).
2. In the figure, 4 = 4x, 3 = 2.5x + 24°, find the value of x, given that AD || CB.
CLASS - IX - 103
LINES AND ANGLES
3. In the given figure find x, if m || n.
4. In the figure, AB || CD || EF, find x and y.
Answers
1. (i) No pair of corresponding angles (ii)  1 &  6,  2 &  5 2. 16°
3. 37.5° 4. x = 105°, y = 75°

C. TRIANGLES
A plane figure bounded by three lines in a plane is called a triangle. Every triangle have three sides
and three angles. If ABC is any triangle then AB, BC & CA are three sides and A,B and C are
three angles.
C
A B
(a) Types of triangles :

(i) On the basis of sides we have three types of triangle.
• Scalene triangle – A triangle in which no two sides are equal is called a scalene triangle.
• Isosceles triangle – A triangle having two sides equal is called an isosceles triangle.
• Equilateral triangle – A triangle in which all sides are equal is called an equilateral
triangle.
 (ii) On the basis of angles we have three types :
• Right triangle – A triangle in which any one angle is right angle is called right triangle.
• Acute triangle – A triangle in which all angles are acute is called an acute triangle.
• Obtuse triangle – A triangle in which any one angle is obtuse is called an obtuse
triangle.
SOME IMPORTANT THEOREMS :
Theorem : The sum of interior angles of a triangle is 180º.
To Prove : A + B + C = 180º or 1 + 2 + 3 = 180º.
CLASS - IX - 104
LINES AND ANGLES
Construction : Through A, draw a line  parallel to BC.

Proof : Since  || BC. Therefore,
A
4 5
1
2 3
B C
2 = 4 [Alternate interior angles]
3 = 5 [Alternate interior angles]
 2 + 3 = 4 + 5
1 + 2 + 3 = 1 +4 + 5 [Adding 1 both sides] 1 + 2 + 3 = 180º
[Sum of angles at a point on a line is 180º]
A + B + C = 180º.
Theorem : if the bisectors of angles ABC and ACB of a triangle ABC meet at a point O,
1
then BOC = 90º + A.
2
Given : A ABC such that the bisectors of ABC and ACB meet at a point O.
1
To Prove : BOC = 90º + A.
2
A
1 2
B C
Proof : In BOC, we have
1 + 2 + BOC = 180º
1 + 2 = 180º – BOC .... (i)
In ABC, we have
A + B + C = 180º
A + 2 1 + 2 2 = 180º
A
+ 1 + 2 = 90º
2
1
1 + 2 = 90º – A ...(ii)
2
From (i) and (ii)
1
180º – BOC = 90º – A
2
1
 BOC = 90º + A. Hence Proved
2
Exterior Angle of a Triangle :
If the side of the triangle is produced, the exterior angle so formed is equal to the sum of two interior
opposite angles.
Given : A triangle ABC. D is a point on BC produced, forming exterior angle 4.
To Prove : 4 = 1 + 2 i.e. ACD = CAB + CBA.
Proof : In triangle ABC, we have
1 + 2 + 3 = 180º ...(i)
A
1
3 4 D
2
B C
Also, 3 + 4 = 180º [ 3 and 4 form a linear pair] ..(ii)
CLASS - IX - 105
LINES AND ANGLES
From (i) and (ii), we have

1 + 2 + 3 = 3 + 4
 1 + 2 = 4
Hence, ACD = CAB + CBA.
Corollary : An exterior angle of a triangle is greater than either of the interior opposite angles.
A
1
3 4 D
2
B C
Proof : Let ABC be a triangle whose side BC is produced to form exterior angle A.
Then,  1 + 2 = 4   4 > 1 and 4 > 2
i.e.,  ACD > CAB and ACD > CBA
Theorem : The sides AB and AC of a ABC are produced to P and Q respectively. If the bisectors
1
of PBC and QCB intersect at O, then BOC = 90º – A.
2
Given : A ABC in which sides AB and AC are produced to P and Q respectively.
The bisectors of PBC and QCB intersect at O.
A
B C
1 2
P O Q
1
To Prove : BOC = 90º – A.
2
Proof : Since ABC and CBP form a linear pair.
 ABC + CBP = 180º
 B + 21 = 180º
[BO is the bisector of CBP  CBP = 21]
 21 = 180º – B
1
 1 = 90º – B ...(i)
2
Again, ACB and QCB form a linear pair.
 ACB + QCB = 180º
 C + 22 = 180º
[ OC is the bisector of QCB  QCB = 22]
 22 = 180º – C
1
 2 = 90º – C ...(ii)
2
In BOC, we have
1 + 2 + BOC = 180º
1 1
 90º – B + 90º – C + BOC = 180º [Using (i) and (ii)]
2 2
1
 180º – (B + C) + BOC = 180º
2
1
 BOC = (B + C)
2
1
 BOC = (180º – A) [  A + B + C = 180º B + C = 180º – A]
2
1
 BOC = 90º – A.
2
CLASS - IX - 106
LINES AND ANGLES
Example.8
In figure, if QT  PR, TQR = 40º and SPR = 30º, find x and y.
Sol.
P
30
º
40º y x
Q R
S
In TQR
TQR + QTR + TRQ = 180º
 40º + 90º + TRQ = 180º  TRQ = 180º – 130º = 50º
 x = 50º
In PSR, using exterior angle property, we have
PSQ = PRS + RPS
 y = x + 30º  y = 50º + 30º = 80º.
Example.9
The side BC of a ABC is produced, such that D is on ray BC. The bisector of A meets BC in L as
shown in figure. Prove that ABC + ACD = 2ALC.
Sol. In ABC, we have
A
1 2
B L C D
ext. ACD = B + A
 ext. ACD = B + 21 ...(i) [ AL is the bisector of A  A = 21]
 ACD = B + 21
In ABL, we have
ext. ALC = B + BAL
 ext.ALC = B +1
 2ALC = 2B + 21 ...(ii) [Multiplying both sides by 2]
Subtracting (i) from (ii), we get
2ALC – ACD = B
 ACD + B = 2ALC  ACD + ABC = 2 ALC.
Example.10
In figure, TQ and TR are the bisectors of Q and R respectively. If QPR = 80º and PRT = 30º,
determine TQR and QTR.
Sol. Since the bisectors of Q and R meet at T.
P
80º
T
30
º
Q R
1
 QTR = 90º + QPR
2
1
 QTR = 90º + (80º)
2
CLASS - IX - 107
LINES AND ANGLES
 QTR = 90º + 40º = 130º

In QTR, we have
TQR + QTR + TRQ = 180º
 TQR + 130º + 30º = 180º [ TRQ = PRT = 30º ]
 TQR = 20º
Thus, TQR = 20º and QTR = 130º.
1. The sum of the acute angles of an obtuse triangle is 70° and their difference is 10°. Find the bigger
acute angle.
2. If one angle of a triangle is equal to the sum of the other two, then determine the type of triangle
3. In ABC, 2A = 3B, 5B = 2C then determine the angles of the triangle
4. If one angle of a triangle is equal to half the sum of the other two equal angles, then determine type
of the triangle.
5. In the figure if AB = AC, CH = CB and HK || BC then find HCK.
Answers
1. 40° 2. right angle triangle 3. A=54°, B=36°,C=90°
4. Equilateral triangle 5. 30°
CLASS - IX - 108
LINES AND ANGLES
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 ?
2. In Figure, if AB || CD || EF, PQ || RS, RQD = 25° and CQP = 60°, then QRS = ?
3. An exterior angle of a triangle is 105° and its two interior opposite angles are equal. What is the
measure of each of these equal angle.
4. In Figure, POQ is a line. Find the value of x is
5. Angles of a triangle are in the ratio 2 : 4 : 3. Find the smallest angle of the triangle ?
6. In Figure, AB, CD and EF are three lines concurrent at O. Find the value of y.
7. In Figure, x = y and a = b. Prove that l || n.
CLASS - IX - 109
LINES AND ANGLES
8. In Figure, 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.
C
D
A O B
9. 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 (see Figure). Show that AP || BQ.
M
10. In Figure, BA || ED and BC || EF. Show that ABC + DEF = 180°.
11. In Figure, DE || QR and AP and BP are bisectors of EAB and RBA, respectively. Prove that
APB = 90°.
12. The angles of a triangle are in the ratio 2 : 3 : 4. Find the angles of the triangle.
13. In Figure, m and n are two plane mirrors perpendicular to each other. Show that incident ray CA is
parallel to reflected ray BD.
CLASS - IX - 110
LINES AND ANGLES
14. Bisectors of angles B and C of a triangle ABC intersect each other at the point O. Prove that 
1
BOC = 90°+ A.
2
15. Bisectors of interior B and exterior  ACD of a  ABC intersect at the point T. Prove that
1
BTC  BAC .
2
16. Prove that through a given point, we can draw only one perpendicular to a given line.
Section (A) : Angles and their types
A-1. In figure, find COD when AOC + BOD = 1000 .

C D
A O B
A-2. In figure, x : y : z = 5 : 4 : 6. If XOY is a straight line find the values of x, y and z.

P Q
y0
x
0
z0
X O Y
A-3. In the given figure, AB is a mirror, PO is the incident ray and OR, the reflected ray. If POR = 1120
find POA.
P R
1120
A B
O
A-4. The supplement of an angle is one third of itself. Determine the angle and its supplement.
A-5. If two complementary angles are in the ratio 13:5, then find the angles.
CLASS - IX - 111
LINES AND ANGLES
A-6. In figure, if x + y = w + z then prove that AOB is a straight line.

C
B
y x
o w
z
A
A-7. Two complementary angles are such that two times the measure of one is equal to three times
measure of the other. Find the measure of the larger angle.
A-8. Find the complement of each of the following angles :

(i) 360 40 (ii) 420 25 36
A-9. Write the supplementary angles of the following angles.

(i) 540 28’ (ii) 980 35’ 20”
A-10. In figure, POQ is a line. Ray OR is perpendicular to line PQ. OS is another ray lying between rays
1
OP and OR. Prove that ROS = (QOS – POS).
2
S R
P O Q
Section (B) : Angles made by transversal

B-1. In figure, AB || DE and ABC = 300, EDC = 700 then find x0.
B D
C
300 700
x
A E
B-2. In figure, AB || CD and CD || EF. Also EA  AB, if BEF = 55º, find the values of x, y and z.
C E
A z
55º
D
y
B x
F
B-3. If two parallel lines are intersected by a transversal, prove that the bisectors of the interior angles on
the same side of transversal intersect each other at right angles.
B-4. If two parallel lines are intersect by a transversal, prove that the bisectors of the two pairs of interior
angle enclose a rectangle.
CLASS - IX - 112
LINES AND ANGLES
B-5. In the diagram, If AB = AD = BD = DC, then find xº.

B
xº
A C
D
B-6. In figure, if and y : z = 3 : 7, find x.

I
K
A x B
y G
C D
z
E H F
J
B-7. In figure, if AB ||CD, EF  CD and GED = 1260, find AGE, GEF and FGE.
A G F B
C E D
Section (C) : Triangles

C-1.  ABC is an isosceles triangle in which B = C and L & M are points on AB & AC respectively
such that LM || BC. If A = 500 find LMC.
C-2. In figure if AB DF , AD FG , BAC = 65º, ACB = 55º Find FGH.

A F
650
550 C E
B
G H
D
1
C-3. In figure, PS is the bisector of QPR and PT  QR. Show that TPS = (Q – R) .
2
P
Q T S R
C-4. In figure, if PQ  PS, PQ || SR, SQR = 28º and QRT = 65º, then find the value of x and y.
P Q
x
º
28
y
65º
S R T
C-5. Prove that sum of all the angles of a triangle is 180o. Also, find the angle of a triangle, if they are in
the ratio 5:6:7.
CLASS - IX - 113
LINES AND ANGLES
OBJECTIVE QUESTIONS
Section (A) : Angles and their types
A-1. Two parallel lines have :
(A) a common point (B) two common point
(C) no common point (D) infinite common points
A-2. An angle is 140 more than its complementary angle then angle is :
(A) 380 (B) 520 (C) 500 (D) none of these
A-3. The angle between the bisectors of two adjacent supplementary angles is :
(A) acute angle (B) right angle (C) obtuse angle (D) none of these
A-4. X lies in the interior of BAC. If BAC = 700 and BAX = 420 then XAC =
(A) 280 (B) 290 (C) 270 (D) 300
A-5. If the supplement of an angle is three times its complement, then angle is :
(A) 400 (B) 350 (C) 500 (D) 450
4a
A-6. Two angles forms a linear pair whose measures are a & b are such that 2a – 3b = 600 then =?
5b
8 1 2
(A) 0 (B) (C) (D)
5 2 3
A-7. The complement of (90º – a) is :

(A) – aº (B) 90º + a (C) 90º – a (D) aº
Section (B) : Angles made by transversal
B-1. If two lines intersected by a transversal, then each pair of corresponding angles so formed is :
(A) Equal (B) Complementary (C) Supplementary (D) None of these
B-2. In the given figure, AB || CD, ABF = 45º and CFD = 110º. Then, FDC is :
A B
45º
F
110º
C D
(A) 25º (B) 45º (C) 35º (D) 30º
B-3. In the given figure PQ II RS, QPR = 70º, ROT = 20º. Then, find the value of x.
P Q
70º
T
x R S
20º
O
(A) 20º (B) 70º (C) 110º (D) 50º
Section (C) : Triangles

C-1. If one angle of triangle is equal to the sum of the other two then triangle is :
(A) acute a triangle (B) obtuse triangle (C) right triangle (D) none
CLASS - IX - 114
LINES AND ANGLES
C-2. In the adjoining figure, AD = BD = AC ; CAE = 75º and ACD = xº. Then the value of x is :
E
A 75º
xº
B D C
1
(A) 45º (B) 50º (C) 60º (D) 37 º
2
C-3. In the given figure, PQR is :
75º
P
105º
Q R
(A) 40° (B) 50° (C) 30° (D) 105°
C-4. A triangle can have :
(A) Two right angles (B) Two obtuse angles
(C) All angles more than 60º (D) Two acute angles
C-5. In the given figure, the ratio ABD : ACD is :
A
B C
(A) 1 : 1 (B) 2 : 1 (C) 1 : 2 (D) 3 : 1
OBJECTIVE QUESTIONS
1. If one angle of a triangle is 72° and the difference of the other two angles is 12°, Find the ratio of
other two angles.
(A) 4 : 5 (B) 2 : 1 (C) 3 : 4 (D) 5 : 3
2. An angle is 18° less than its complementary angle. The measure of this angle is
(A) 36° (B) 48° (C) 83° (D) 81°
3. In ABC,  A : B :  C = 2 : 3 : 5, then angle at B is
(A) 54° (B) 126° (C) 136° (D) 64°
4. Which of the following statement is not false ?
(A) If two angles forming a linear pair, then each of these angle is 90°.
(B) Angles forming a linear pair can both be acute angles.
(C) Both of the angles forming a linear pair can be obtuse.
(D) Bisectors of the adjacent angles forming linear pair form a right angle.
5. If two interior angles on the same side of a transversal intersecting two parallel lines are in the ratio
5: 4, then the greatest angle is
(A) 54° (B) 100° (C) 120° (D) 136°
CLASS - IX - 115
LINES AND ANGLES
6. If angle with measure x and y form a complementary pair, then angles with which of the following
measures will form a supplementary pair ?
(A) (x + 47°), (y + 43°) (B) (x – 23°), (y + 23°)
(C) (x – 43°), (y – 47°) (D) No such pair is possible
7. If one angle of a triangle is equal to the sum of the other two angles, then triangle is a/an
(A) Acute angled triangle (B) Obtuse angled triangle
(C) Right angled triangle (D) None of these
8. In figure, lines AB and CD intersect at O. If AOC + BOE = 100° and BOD = 60°, Find BOE
and reflex  COE respectively.
C E
A O B
D
(A) 40°, 280° (B) 40° , 260° (C) 30 , 260° (D) 30° , 250°
9. In the diagram if ABC and PQR are equilateral. The CXY equals
(A) 35º (B) 40º (C) 45º (D) 50º
10. In the figure shown, BEA = 100°. Point F is chosen inside DBEA so that line FA bisects EAB and
line FB bisects EBA. The measure of BFA, is :
(A) 140° (B) 145° (C) 150° (D) 155°
11. The altitudes of triangle are 12, 15 and 20 units. The largest angle in the triangle is :
(A) 75º (B) 90º (C) 120º (D) 135º
12. Lines PS, QT and RU intersect at a common point O, as shown P is joined to Q, R to S and T to U,
to form triangles. The value of P + Q + R + S + T + U is :
P
U
O
Q T
R S
(A) 270º (B) 360º (C) 450º (D) 540º
13. Triangle ABC is isosceles with AB = AC. The measure of angle BAD is 30º and AD = AE. The
measure of angle EDC, is :
A
B C
D
(A) 5º (B) 10º (C) 15º (D) 20º
CLASS - IX - 116
LINES AND ANGLES
14. Given triangle PQR with RS bisecting R, PQ extended to D and n a right angle, then :
R
m
n
p q d
P Q D
S
1 1 1 1
(A) m = (p – q) (B) m = (p + q) (C) d = (q + p) (D) d = m
2 2 2 2
15. In a rectangle ABCD, as shown in figure, a point P is taken on the side CD such that PC = 9, BP =
15 and AB = 14 then the correct relation between angles of APB is :
A D
)
14
) P
15
9
)
B C
(A)  > >  (B)  > >  (C)  > >  (D)  > > 
16. In the figure, AB = BC = CD = DE = EF = FG = GA, then DAE is equal to :

E
C
G
A B F D
180º
(A) 24° (B) 25° (C) 27° (D)
7

1. In the given figure mA + mB + mC + mD + mE + mF + mG = _________.
[U.P. NTSE Stage-1 2012]
(A) 360° (B) 500° (C) 520° (D) 540°
2. In a given figure PQ || ST, PQR = 110°, RST = 130° then value of QRS is
S T
P 130°
Q
110°
R
(A) 20° (B) 50° (C) 60° (D) 70°
CLASS - IX - 117
LINES AND ANGLES
3. In figure, if QT  PR, TQR = 40° and SPR = 30°, then y is [Raj. NTSE Stage-1 2014]
P
30° T
90°
40° y
Q R
S
(A) 70° (B) 110° (C) 90° (D) 80°
4. In given figure AB || CD, ABE = 120º DCE = 110º and BEC = xº then xº will be –
C D
110°
B
A
120°
x°
E [U.P. NTSE Stage-1 2014]

(A) 60º (B) 50º (C) 40º (D) 70º
5. In a  PRS, PRS = 120°.A point Q is taken on PR such that PQ = QS and QR = RS then

QPS = ........ [Bihar NTSE Stage-1 2014]
(A) 15° (B) 30° (C) 45° (D) 12°
6. In the figure given below, equilateral triangle EDC surmounts square ABCD. Find the angle DEB
represented by x [Delhi NTSE Stage-1 2015]
(A) 60° (B) 15° (C) 30° (D) 45°
7.
[Maharashtra NTSE Stage-1 2016]

In the above figure APQ, P – B – C - Q and AB = AC = PB = CQ. Find the angle congruent to
PAQ
(A) ACP (B) ABP (C) APC (D) BAQ
8. In the given figure, AB || ED and BC || EF, then the value of ABC + DEF is
F
A E
B
C
(Rajasthan NTSE STAGE-I 2018)
(A) 90° (B) 180° (C) 120° (D) 360°
CLASS - IX - 118
LINES AND ANGLES


 1
1. 108° 2. 145° 3.  52  4. 20° 5. 40°
 2
6. 20° 12. 40°, 60°, 80°
EXERCISE - 1
Section (A)
A-1. COD = 80º . A-2. x = 60º, y = 48º, z = 72º. A-3. POA = 34º.
A-4. Angle = 135º and supplement = 45º. A-5. 65, 25
A-7. 54º A-8. (i) 53º 20  (ii) 47° 34 24
A-9. (i) 125º 32´ (ii) 81º 24º 40´´
Section (B)
B-1. 260° B-2. x = y = 125º, z = 35º. B-5. x = 30º.
B-6. x = 126º. B-7. AGE = 126°, GEF = 36°, FGE = 54°
Section (C)
C-1. LMC =115º. C-2. FGH = 125° C-4. y = 53º, x = 37°
OBJECTIVE QUESTIONS
Section (A)
A-1. (C) A-2. (B) A-3. (B) A-4. (A) A-5. (D)
A-6. (B) A-7. (D)
Section (B)
B-1. (D) B-2. (A) B-3. (D)
Section (C)
C-1. (C) C-2. (B) C-3. (C) C-4. (D) C-5. (A)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Ans. A A A D B A C A B A B B C B A D
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8
Ans D C D B A D B B
CLASS - IX - 119
TRIANGLES
TRIANGLES


A. CONGRUENT TRIANGLES
(a) Congruent figures
The figures are called congruent if they have same shape and same size. In other words, two
figures are called congruent if they are having equal length, width and height.
    
 
     Fig.(i) Fig.(ii)
In the above figures {fig.(i) and fig.(ii)} both are equal in length, width and height, so these are
congruent figures.
(b) Congruent Triangles

Two triangles are congruent if and only if one of them can be made to superimposed on the other,
so as to cover it exactly.
D
E F
If two triangles ABC and DEF are congruent then A = D, B = E, C = F and AB = DE,
BC = EF, AC = DF.
If two ABC & DEF are congruent then we write ABC  DEF, we can not write as
ABC  DFE or ABC  EDF.
Hence, we can say that “two triangles are congruent if and only if there exists a one-one
correspondence between their vertices such that the corresponding sides and the corresponding
angles of the two triangles are equal.
(c) Sufficient Conditions for Congruence of two Triangles :

(i) SAS Congruence Criterion :
A P
B C Q R
Two triangles are congruent if two sides and the included angle of one are equal to the
corresponding sides and the included angle of the other triangle.
(ii) ASA Congruence Criterion :
A P
B C Q R
CLASS - IX - 120
TRIANGLES
Two triangles are congruent if two angles and the included side of one triangle are equal to the
corresponding two angles and the included side of the other triangle.
(iii) AAS Congruence Criterion :
A P
B C Q R
If any two angles and a non included side of one triangle are equal to the corresponding angles and
side of another triangle, then the two triangles are congruent.
(iv) SSS Congruence Criterion :
A P
B C Q R
Two triangles are congruent if the three sides of one triangle are equal to the corresponding three
sides of the other triangle.
(v) RHS Congruence Criterion :
A P
B C Q R
Two right triangles are congruent if the hypotenuse and one side of one triangle are respectively
equal to the hypotenuse and one side of the other triangle.
NOTE :
If two triangles are congruent then their corresponding sides and angles are also congruent by
CPCT (corresponding parts of congruent triangles are also congruent).
• Theorem : Angles opposite to equal sides of an isosceles triangle are equal.
Given : ABC in which AB = AC.
To Prove : B = C.
Construction : We draw the bisector AD of A which meets BC in D.
A
B C
D
Proof : In ABD and ACD we have
AB = AC [Given]
 BAD = CAD [ AD is bisector of A]
And, AD = AD [Common side]
By SAS criterion of congruence, we have
 ABD  ACD
 B = C [By CPCT] Hence Proved.
• Converse : If two angles of a triangle are equal, then sides opposite to them are also equal.
• Theorem : If the bisector of the vertical angle bisects the base of the triangle, then the triangle is
isosceles.
CLASS - IX - 121
TRIANGLES
Given : A ABC in which AD is the bisector of A meeting BC in D such that BD = CD.

To Prove : ABC is an isosceles triangle.
Construction : We produce AD to E such that AD = DE and join EC.
A
B C
D
E
Proof : In ADB and EDC we have
AD = DE [By construction]
 ADB = CDE [Vertically opposite angles]
BD = DC [Given]
By SAS criterion of congruence, we get
 ADB  EDC
AB = EC and, BAD = CED [By CPCT]
But,  BAD = CAD
 CAD = CED [ AD is the bisector of A ]
AC = EC [Sides opposite to equal angles are equal]
AC = AB. [By equation (i)] Hence Proved.

Example. 1
Prove that measure of each angle of an equilateral triangle is 60º.
Sol. Let ABC be an equilateral triangle, then we have
A
B C
AB = BC = CA ... (i)
 AB = BC
 C = A ... (ii) [Angles opposite to equal sides are equal]
Also, BC = CA
A = B ... (iii) [Angles opposite to equal sides]
By (ii) & (iii) we get A = B = C
Now in ABC 
  A + B + C = 1800
3A = 1800 [A = B = C]
 A = 600 = B = C. Hence Proved.
Example. 2
1
If D is the mid-point of the hypotenuse AC of a right triangle ABC, prove that BD = AC.
2
Sol. Given : ABC is a right triangle such that B = 900 and D is mid point of AC.
A E
B C
CLASS - IX - 122
TRIANGLES
1
To prove : BD = AC.
2
Construction : Produce BD to E such that BD = DE and join EC.
Proof :
In ADB and CDE
AD = DC [Given]
BD = DE [By construction]
And, ADB = CDE [Vertically opposite angles]
 By SAS criterion of congruence we have
 ADB  CDE
 EC = AB and CED = ABD ... (i) [By CPCT]]
But CED & ABD are alternate interior angles
 CE || AB
 ABC + ECB = 1800 [Consecutive interior angles]
 90 + ECB = 1800
 ECB = 900.
Now, In ABC & ECB we have
AB = EC [By (i)]
BC = BC [Common]
And,  ABC = ECB = 900
 By SAS criterion of congruence
 ABC  ECB
 AC = EB [By CPCT]
1 1
 AC = EB
2 2
1
 BD = AC. Hence Proved.
2
Example. 3
In a right angled triangle, one acute angle is double the other. Prove that the hypotenuse is double
the smallest side.
Sol. Given : ABC is a right triangle such that B = 900 and ACB = 2CAB.
A
2x
D C
B
To Prove : AC = 2BC.
Construction : Produce CB to D such that BD = CB and join AD.
Proof : InABD and ABC we have
BD = BC [By construction]
AB = AB [Common]
 ABD = ABC = 900
 By SAS criterion of congruence we get
 ABD  ABC
 AD = AC and DAB = CAB [By cpctc]
 AD = AC and DAB = x [CAB = x]
Now, DAC = DAB + CAB = x + x = 2x
 DAC = ACD
 DC = AD [Side Opposite to equal angles]
 2BC = AD [DC = 2BC]
 2BC = AC [AD = AC] Hence Proved.
CLASS - IX - 123
TRIANGLES
Example. 4
In figure, two sides AB and BC and the median AM of a ABC are respectively equal to sides DE
and EF and the median DN of DEF. Prove that ABC  DEF.
A D
B C E F
M N
Sol.  AM and DN are medians of ABC & DEF respectively
 BM = MC & EN = NF
1 1
 BM = BC & EN = EF
2 2
But, BC = EF BM = EN ... (i)
In ABM & DEN we have
AB = DE [Given]
AM = DN [Given]
BM = EN [By (i)]
 By SSS criterion of congruence we have
 ABM  DEN
 B = E ... (ii) [By CPCT]
Now, In ABC & DEF
AB = DE [Given]
 B =E [By (ii)]
BC = EF [Given]
By SAS criterion of congruence we get
 ABC  DEF Hence Proved.
Example. 5
Prove that the medians of an equilateral triangle are equal.
Sol. Given : A ABC in which AB = BC = AC, and AD, BE and CF are its medians.
A
F E
C
B D
To prove : AD = BE = CF.
Prove : In ADC and BEA, we have :
1 1
DC = EA [BC = AC  BC = AC]
2 2
ACD = BAE [Each equal to 60º]
AC = AB [Given]
 ADC BEA [SAS criteria]
So, AD = BE [By CPCT]
Similarly, BE = CF
Hence, AD = BE = CF.
CLASS - IX - 124
TRIANGLES
Example. 6
In the given figure, AY  ZY and BY  XY such that AY = ZY and BY = XY. Prove that AB = ZX.
A
Z
Y X
B
Sol. BYX = 90º and AYZ = 90º.
BYX = AYZ
 BYX + AYX = AYZ + AYX
 AYB = ZYX
Now, in AYB and  ZYX
AY = ZY [Given]
BY = XY [given]
AYB = ZYX [proved above]
 AYB ZYX [By SAS congruency]
Hence, AB = ZX [By CPCT]
Example. 7
In the given figure, AB = AC and OB = OC. Prove that ABO = ACO.
A
B C
Sol. AB = AC 
 So B = C ...(i)
and OB = OC 
  OBC = OCB ....(ii)
Subtract equation (ii) from (i)
 B – OBC = C – OCB
ABO = ACO.
Example. 8
In the adjoining figure, X and Y are respectively two points on equal sides AB and AC of ABC such
that AX = AY. Prove that CX = BY.
A
X Y
B C
Sol. In AXC and AYB
AX = AY [Given]
AC = AB [Given]
A = A [Common]
So, by SAS congruency
AXC AYB
So, by CPCT
CX = BY.
CLASS - IX - 125
TRIANGLES
Example. 9
In the given figure, if x = y and AB = CB, then prove that AE = CD.
B D A
x°
F
E y°
Sol. In ABE and CDB

AB = CB [Given]
 ABE = CBD [Common]
and AEB = CDB [ xº = yº  180º – xº = 180º – yº CDB = AEB]
So, by AAS Congruency
 ABE CBD
  By CPCT, AE = CD.
Example. 10
In ABC, D is the midpoint of BC. If DL  AB and DM  AC such that DL = DM, prove that AB = AC.
A
L M
B D C
Sol. In BDL and DMC
DL = DM [Given]
DLB = DMC [Each 90º]
BD = DC [D is the midpoint of BC]
DLB DMC [By RHS congruency]
So, by CPCT
B = C
Hence, AB = AC.
Example. 11
In the given figure, ABC is an equilateral triangle; PQ || AC and AC is produced to R such that CR =
BP. Prove that QR bisects PC.
A
C
B P M
R
Sol. Let QR intersect PC at M.
BPQ = BCA [Alternate interior anglesPQ ||AR]
So, B = BPQ = BQP = 60º
 BQP is an equilateral triangle.
So, PQ = BP = CR.
In PMQ and CMR
QMP = RMC [Vertically opposite angles]
MQP = MRC [Alternate angles]
PQ = CR [CR = BP and BP = PQ]
So, PMQ CMR [By AAS congruency]
 By CPCT
PM = MC.
Hence, QR bisects PC.

CLASS - IX - 126
TRIANGLES
1. In the following example the data is marked on the diagrams. Write criterion of congruence that
supports your conclusion. If more than one criterion is involved state all.
B
(i) (ii) (iii) D A
C
2. Given AB = 4 cm, DC = 4 cm, AD = BC. Prove  ABC   ADC.
3. Given AD bisects BC and AB = AC. Prove  ADB   ADC.

A
B C
D
4. Given AB = CF, EF = BD and Prove  AFE   CBD.
D
B F C
A
E
5. Given, PQ = RQ. Prove  PQT   RQS
6. Given AB = AC, AD = AE, BD = CE. Prove  BAE   CAD
7. Through any point on the bisector of an angle, a straight line is drawn parallel to either arm of an
angle. Prove that the triangle so formed is isosceles
8. In a quadrilateral ABCD, AB || DC. The bisectors of angles D and C meet at E. Prove that
AB = AD + BC.

CLASS - IX - 127
TRIANGLES
(B) SOME INEQUALITY RELATIONS IN A TRIANGLE

Theorem : If two sides of a triangle are unequal, the longer side has greater angle opposite to it.
Given : A ABC in which AC > AB.
To Prove : ABC > ACB.
Construction : Mark a point D on AC such that AB = AD. Join BD.
Proof : In ABD, we have
AB = AD [By construction]
 1 = 2 ...(i)
[Angle opposite to equal sides are equal]
Now, consider BCD. We find that 2, is the exterior angle of BCD and an exterior angle is always
greater than interior opposite angle. Therefore,
A
2 D
B C
2 > DCB
 2 > ACB ....(ii) [ ACB = DCB]
From (i) and (ii), we have
1 = 2 and 2 > ACB
 1 > ACB ....(iii)
But, 1 is a part of ABC.
 ABC > 1 ....(iv)
From (iii) and (iv), we get
ABC > ACB.
Theorem : The sum of any two sides of a triangle is greater than the third side.
Given : A ABC.
To Prove : AB + AC > BC, AB + BC > AC and BC + AC > AB.
Construction : Produce side BA to D such that AD = AC. Join CD.
D
B C
Proof : In ACD, we have
AC = AD [By construction]
 ADC = ACD [Angles opposite to equal sides are equal]
 ACD = ADC
 BCA + ACD > ADC [ BCA + ACD > ACD]
 BCD > ADC
 BCD > BDC [ ADC = BDC]
 BD > BC [ Side opposite to greater angle is larger]
 BA + AD > BC
 BA + AC > BC [ AC = AD (By construction)]
 AB + AC > BC
Thus, AB + AC > BC
Similarly, AB + BC > AC and BC + AC > AB.
Theorem : Of all the line segments that can be drawn to a given line, from a point, not lying on it,
the perpendicular line segment is the shortest.
CLASS - IX - 128
TRIANGLES
Given : A straight line  and a point P not lying on . PM   and N is any point on other than M.
P
M N
To Prove : PM < PN.
Proof : In PMN, we have
M = 90º
 N < 90º [ M = 90º  MPN + PNM = 90º] 
  P + N = 90º   N < 90º  N < M
 PM < PN [Side opposite to greater angle is larger]
Thus, PM < PN.
Hence, PM is the shortest of all line segments from P to .
Theorem : Prove that the difference between any two sides of a triangle is less than its third side.
Given : A ABC.
To Prove :
A
2 D
3
4
B C
(i) AC – AB < BC (ii) BC – AC < AB (iii) BC – AB < AC
Construction : Let AC > AB. Then, along AC, set off AD = AB. Join BD.
Proof : AB = AD  1 = 2.
Side CD of BCD has been produced to A.
 2 > 4 [ exterior angle > each interior opposite angle]
Again, side AD of ABD has been produced to C.
 3 > 1 [ exterior angle > each interior opposite angle]
Consequently, 3 > 2 [ 1 = 2]
Now, 3 > 2 and 2 > 4  3 > 4.
 BC > CD [side opposite to greater angle is longer]
 CD < BC  AC – AD < BC
 AC – AB < BC [ AD = AB]
Hence, AC – AB < BC. Similarly, BC – AC < AB and BC – AB < AC.
Example. 12
Prove that any two sides of the triangle are together greater than twice the median drawn to the third side.
Sol. Given :ABC and AD is the median.
A
D
B C
E
To prove : AB + AC > 2AD
Construction : Produce AD to E such that AD = DE. Join EC.
CLASS - IX - 129
TRIANGLES
Proof : In ADB and CDE

AD = DE [By construction]
BD = DC [AD is the median]
 ADB =  CDE [Vertically opposite angles] 
  ADB  CDE [By SAS congruency]
So, by CPCT
AB = EC
In AEC
AC + EC > 2AD. [Sum of two sides of a triangle is always greater than the third side]
So, AC + AB > 2AD. [As EC = AB].
Example. 13
In figure, PQ = PR, show that PS > PQ.
P
S R
Q
Sol. In PQR
PQ = PR
PRQ = PQR ... (i)
In PSQ, SQ is produced to R
 Ext. PQR > PSQ ... (ii)
 PRQ > PSQ [From equation (i) and (ii)]
 PRS > PSR
 PS > PR [Side opposite to greater angle is larger]
But, PR = PQ 
  PS > PQ Hence Proved.
Example. 14
In figure, T is a point on side QR of PQR and S is a point such that RT = ST. Prove that
PQ + PR > QS
Sol. In PQR we have

Q
S T
R P
PQ + PR > QR
 PQ + PR > QT + TR
 PQ + PR > QT + ST ... (i) [ RT = ST]
In QST
QT + ST > SQ ... (ii)
From (i) & (ii)
 PQ + PR > SQ. Hence Proved.
CLASS - IX - 130
TRIANGLES
1. In the figure, compare BCD with A
2. If  ABC   CDE, compare FED with B
A
3. If AB = BC and B  , prove that AB > AC?
2
4. List all sides of ABC in the increasing order of their length.
5. List the angles of the triangle ABC in the increasing order of their magnitude.
Answers
1. BCD > A (Exterior angle of a triangle is greater than either of the two interior opposite angles).
2. FED  B 4. CA < BC < AB 5. B < A < C
CLASS - IX - 131
TRIANGLES
1. In  ABC, AB = AC and  B = 50°. Then find C.
2. In PQR, R = P and QR = 4cm and PR = 5 cm. Find the length of PQ.
3. It is given that ABC  FDE and AB = 5 cm, B = 40° and A = 80°. Then find DF ?
4. In  PQR, if R > Q, then which is longer between PQ and PR ?
5. In triangles ABC and DEF, AB = FD and A = D. The two triangles will be congruent by SAS
axiom then find the side corresponding to AC.
6. 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? Give reason for your answer.
7. In Figure, PQ = PR and Q = R. Prove that PQS PRT.
8. In Figure, two lines AB 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.
9. In Figure, PQ > PR and QS and RS are the bisectors of Q and R, respectively. Show that SQ >
SR.
10. ABC is an isosceles triangle with AB = AC and BD and CE are its two medians. Show that BD = CE.
11. CDE is an equilateral triangle formed on a side CD of a square ABCD (according to figure). Show
that ADE  BCE.
CLASS - IX - 132
TRIANGLES
12. D is any point on side AC of a  ABC with AB = AC. Show that CD < BD.
13. In Figure, 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.
14. In Figure, AD is the bisector of BAC. Prove that AB > BD.
15. In Figure, ABC is a right triangle and right angled at B such that BCA = 2 BAC. Show that
hypotenuse AC = 2 BC.
16. 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.
17. If the bisector of an angle of a triangle also bisects the opposite side, prove that the triangle is
isosceles.
18. S is any point in the interior of  PQR. Show that SQ + SR < PQ + PR.
19. ABCD is a quadrilateral in which AB = BC and AD = CD. Show that BD bisects both the angles ABC
and ADC.
20. 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.
21. 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.
22. In a right triangle, prove that the line-segment joining the mid-point of the hypotenuse to the
opposite vertex is half the hypotenuse
23. ABCD is quadrilateral such that AB = AD and CB = CD. Prove that AC is the perpendicular bisector
of BD.
CLASS - IX - 133
TRIANGLES
24. 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 Figure. Prove that the image is as far behind the mirror as the object is in
front of the mirror.
25. Show that in a quadrilateral ABCD, AB + BC + CD + DA < 2 (BD + AC).
26. Line segment joining the midpoints 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.
27. 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.
28. Prove that in a triangle, other than an equilateral triangle, angle opposite the longest side is greater
2
than of a right angle.
3

Section (A) : Congruent triangles
A-1 In figure, it is given that AB = CF, EF = BD and AFE = CBD. Prove that AFE  CBD.
D
A
C
B F
A-2 In figure, it is given that A = C and AB = BC. Prove that ABD CBE.
B
E D
A C
A-3 In the figure, AB = AC = AD, prove that BCD is a right angle.

D
B C
CLASS - IX - 134
TRIANGLES
A-4 ABC is a triangle and D is the mid point of BC. The perpendiculars from D to AB and AC are equal.
Prove that the triangle is isosceles.
A-5 In figure AC = BC, DCA = ECB and DBC = EAC. Prove that triangles DBC and EAC are
congruent, and hence DC = EC and BD = AE.
D E
A B
C
A-6 In figure, BD and CE are altitudes. If BE = CD, prove that BD = CE.

A
E D
B C
A-7 In figure,  ABC is a right angled triangle at B. ADEC and BCFG are squares. Prove that AF = BE.
D
E
A
B C
G F
A-8 ABC and DBC are two isosceles triangle on the same base BC, and vertices A and D are on the
same side of BC. If AD is extended to intersect BC at P, show that
(i) ABD  ACD (ii) ABP  ACP
(iii) AP bisects A as well as D (iv) AP is the perpendicular bisector of BC.
Section (B) : Some Inequalities in triangles

B-1. If D is any point on the base BC produced, of an isosceles triangle ABC, prove that AD > AB.
B-2. In PQR, S is any point on the side QR. Show that PQ + QR + RP > 2 PS.
B-3. Prove that the perimeter of a triangle is greater than the sum of its three medians.
B-4. O is any point in the interior of a triangle ABC. Prove that :

(i) AB + AC > OB + OC
(ii) AB + BC + CA > OA + OB + OC
1
(iii) OA + OB + OC > (AB + BC + AC).
2
B-5. PQRS is a quadrilateral in which diagonal PR and QS intersect in O. Show that :
(i) PQ + QR + RS + SP > PR + QS
(ii) PQ + QR + RS + SP < 2( PR + QS)
B-6. Prove that the sum of three altitudes of a triangle is less than the sum of three sides of the triangle.
CLASS - IX - 135
TRIANGLES
OBJECTIVE QUESTIONS
Section (A) : Congruent Triangles

A-1. If the three altitudes of a are equal then triangle is :
(A) isosceles (B) equilateral (C) right angled (D none
A-2. ABCD is a square and P, Q, R are points on AB, BC and CD respectively such that AP = BQ = CR
and PQR = 90º, then QPR :
(A) 45º (B) 50º (C) 60º (D) 70º
A-3. In a XYZ, LM || YZ and bisectors YN and ZN of Y & Z respectively meet at N on LM. Then
YL + ZM =
(A) YZ (B) XY (C) XZ (D) LM
A-4. In AOC and XYZ, A = X, AO = XZ, AC = XY, then by which congruence rule is AOC  XZY
(A) SAS (B) ASA (C) SSS (D) RHS
A-5. Two equilateral triangles are congruent when :

(A) their angles are equal (B) their sides are equal
(C) their sides are proportional (D) their areas are proportional
A-6. In the given figure, if AB = AC and BD = DC.  ABD and  ACD are congruent by which criterion.
A
B C
D
(A) SSS (B) ASA (C) SAS (D) RHS
A-7. In the given figure, AD is the median, then BAD is :

A
40º
B D C
(A) 55º (B) 50º (C) 100º (D) 40º
A-8. ABC  PQR. If AB = 5cm, B = 40º and A = 80º, then which of the following is true ?
(A) QP = 5 cm, P = 60º (B) QP = 5cm, R = 60º
(C) QR = 5 cm, R= 80º (D) QR = 5cm, Q = 40º
Section (B) : Some inequalities in triangles
B-1. In a PQR, PS is bisector of P and Q = 70º R = 30º, then :

(A) QS > PQ > PR (B) QS < PQ < PR (C) PQ > QS > SR (D) PQ < QS < SR
B-2. If D is any point on the side BC of a ABC, then :

(A) AB + BC + CA > 2AD (B) AB + BC + CA < 2AD
(C) AB + BC + CA > 3 AD (D) None
B-3. If length of the largest side of a triangle is 12 cm, then other two sides of triangle can be :
(A) 4.8 cm, 8.2 cm (B) 3.2 cm, 7.8 cm (C) 6.4 cm, 2.8 cm (D) 7.6 cm, 3.4 cm
CLASS - IX - 136
TRIANGLES
B-4. It is not possible to construct a triangle when its sides are :

(A) 8.3 cm, 3.4 cm, 6.1 cm (B) 5.4 cm, 2.3 cm, 3.1 cm
(C) 6 cm, 7 cm, 10 cm (D) 3cm, 5 cm, 5cm
B-5. P is point on side BC of ABC such that AP bisects BAC, then :

(A) BP = CP (B) BA = BP (C) BP > BA (D) CP < CA
B-6. In the given figure, which of the following statement is true ?

A
16cm 15cm
B 19 cm C
(A) B = C (B) B is the greatest angle in triangle
(C) B is the smallest angle in triangle (D) A is the smallest angle in triangle
OBJECTIVE QUESTIONS
1. A square board side 10 centimeters, standing vertically, is tilted to the left so that the bottom-right
corner is raised 6 centimeters from the ground. 6 cm
By what distance is the top-left corner lowered from its original position ?
(A) 1 cm (B) 2 cm (C) 3 cm (D) 0.5 cm
2. In a right angled triangle ABC, P is mid point of AC. Which one is true ?
AC AC
(A) PA = (B) PB = (C) PA = PB (D) All of these
2 2
3. In the given figure AC = CB, PCA = QCB and PBC = QAC, then the true statement is :
P Q
A C B
(A) PB > QA (B) CPB  CQA (C) PC  QC (D) PCB  QCA
4. For given figure, which one is correct :
(A) ABC  DEF (B) ABC  FED (C) ABC  DFE (D) ABC  EDF
CLASS - IX - 137
TRIANGLES
5. The sides of a triangle with positive area have lengths 4, 6 and x. The sides of a second triangle
with positive area have length 4, 6 and y. The smallest positive number that is not the possible value
of |x – y| is (x and y are integers) :
(A) 2 (B) 4 (C) 6 (D) 8
6. The sides of a triangle are in the ratio 4 : 6 : 11. Which of the following words best described the
triangle?
(A) obtuse (B) isosceles (C) acute (D) impossible
7. The number of triangles with any three of the lengths 1, 4, 6 and 8 cm, are :
(A) 4 (B) 2 (C) 1 (D) 0
8. The perimeter of a triangle is :

(A) greater than the sum of its altitudes (B) less than the sum of its altitudes
(C) equal to the sum of its altitudes (D) none of these
9. In the given diagram B = C = 65º and D = 30º, then the true statement is :
A
65º 65º 30º

B D
C
(A) BC = CA (B) CA > CD (C) BD > AD (D) AC = AD
10. In a PQR, PS is bisector of P, Q = 70º and R = 30º, then :

(A) QR < PR > PQ (B) QR > PR > PQ (C) QR = PR = PQ (D) QR < PR = PQ
1. In ABC and DEF, AC =BC=DF=EF, length AB=2FH, where FHDE. Which of the following
statements is (are) true ?
I. ACB and DFE are complementary II. ACB and DFE are supplementary
III. Area of ABC = Area of DEF IV. Area of ABC = 1.5x (Area of DEF)
[Harayana NTSE Stage-1 2013]
(A) II only (B) III only (C) I and III only (D) II and III only
2. The length of sides of triangle are integers and its perimeter is 14. How many such distinct triangles
are possible? [Bihar NTSE Stage-1 2015]
(A) 6 (B) 5 (C) 4 (D) 3
CLASS - IX - 138
TRIANGLES
1. 50° 2. 4 cm 3. 5 cm 4. PQ > PR 5. DE
6. QR, ASA criterion
EXERCISE - 1
OBJECTIVE QUESTIONS
Section (A)
A-1. (B) A-2. (A) A-3. (D) A-4. (A) A-5. (B)
A-6. (A) A-7. (B) A-8. (B)
Section (B)
B-1. (B) B-2. (A) B-3. (A) B-4. (B) B-5. (D)
B-6. (C)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10
Ans. B D D C D D C A C B
EXERCISE - 3
Ques. 1 2
Ans. D C
CLASS - IX - 139
QUADRILATERALS
QUADRILATERALS


(A) QUADRILATERALS
(a) Quadrilaterals
A quadrilateral is a four sided closed figure.
D
A C
 B
Let A, B, C and D be four points in a plane such that :
(i) No three of them are collinear.
(ii) The line segments AB, BC, CD and DA do not intersect except at their end points, then figure
obtained by joining A, B, C & D is called a quadrilateral.
(i) Convex Quadrilaterals : A quadrilateral in which the measure of each interior angle is less than
180° is called a convex quadrilateral. In figure, PQRS is convex quadrilateral.
R
S
P Q
(ii) Concave Quadrilaterals : A quadrilateral in which the measure of one of the interior angles is
more than 180° is called a concave quadrilateral. In figure, ABCD is concave quadrilateral.
D B
A
(b) Special Quadrilaterals :
(i) Parallelogram : A parallelogram is a quadrilateral in which both pairs of opposite sides are
parallel. In figure, AB || DC, AD || BC therefore, ABCD is a parallelogram.
D C
A B
Properties :
(a) A diagonal of a parallelogram divides it into two congruent triangles.
(b) In a parallelogram, opposite sides are equal.
(c) The opposite angles of a parallelogram are equal.
(d) The diagonals of a parallelogram bisect each other.
CLASS - IX - 140
QUADRILATERALS
(ii) Rectangle : A rectangle is a parallelogram, in which each of its angle is a right angle. If ABCD is
a rectangle then A = B = C = D = 90°, AB = CD, BC = AD and diagonals AC = BD.
D C
900
A B
(iii) Rhombus : A rhombus is a parallelogram in which all its sides are equal in length. If ABCD is a
rhombus then, AB = BC = CD = DA.
D C
A B
The diagonals of a rhombus are perpendicular to each other.
(iv) Square : A square is a parallelogram having all sides equal and each angle equal to right
angle. If ABCD is a square then AB = BC = CD = DA, diagonal AC = BD and A = B = C =
D = 90°.
D C
900
A B
The diagonals of a square are perpendicular to each other.

(v) Trapezium : A trapezium is a quadrilateral with one pair of opposite sides parallel. In figure,
ABCD is a trapezium with AB || DC.
D C
A B
(vi) Kite : A kite is a quadrilateral in which two pairs of adjacent sides are equal. If ABCD is a kite
then AB = AD and BC = CD.
C
B D
A
(vii) Isosceles trapezium : A trapezium is said to be an isosceles trapezium, if its non-parallel
sides are equal. Thus a quadrilateral ABCD is an isosceles trapezium, if AB || DC and AD = BC.
D C
A B
In isosceles trapezium A = B and C =D.
CLASS - IX - 141
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NOTE : (i) Square, rectangle and rhombus are all parallelograms.

(ii) Kite and trapezium are not parallelograms.
(iii) A square is a rectangle.
(iv) A square is a rhombus.
(v) A parallelogram is a trapezium.
(c) Important theorems related to Quadrilaterals :
(i) Theorem : A diagonal of a parallelogram divides the parallelogram into two congruent triangles.
Given : A parallelogram ABCD.
To Prove : A diagonal divides the parallelogram into two congruent triangles.

i.e., if diagonal AC is drawn then ABC  CDA.
and if diagonal BD is drawn then ABD  CDB
Construction : Join A and C.
Proof : Since, ABCD is a parallelogram.
 AB || DC and AD || BC.
In ABC and CDA
BAC = DCA [Alternate angles]
BCA = DAC [Alternate angles]
And, AC = AC [Common side]
ABC  CDA [By ASA congruency]
Similarly, we can prove that
ABD  CDB Hence Proved.
(ii) Theorem : The diagonals of a parallelogram bisect each other.
Given : A parallelogram ABCD. Its diagonals AC and BD intersect each other at point O.
To Prove : Diagonals AC and BD bisect each other
D C
A B
i.e., OA = OC and OB = OD.
Proof : In AOB and COD
 AB || DC and BD is a transversal line.
 ABO = CDO [Alternate angles]
 AB || DC and AC is a transversal line.
 BAO = DCO [Alternate angles]
And, AB = DC
AOB COD [By ASA congruency]
OA = OC and OB = OD [By CPCT] Hence Proved.
(iii) Theorem : The diagonals of a rhombus are perpendicular to each other.
Given : A rhombus ABCD whose diagonals AC and BD intersect at O.
D C
A B
To prove : BOC = DOC = AOD = AOB = 90º.
CLASS - IX - 142
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Proof : Parallelogram is a rhombus, if all of its sides are equal.

AB = BC = CD = DA . ..(i)
Since the diagonals of a parallelogram bisect each other.
 OB = OD and OA = OC ... (ii)
In BOC and DOC
BO = OD [From (ii)]
BC = DC [From (i)]
OC = OC
So, by SSS criterion of congruence
BOC  DOC
BOC = DOC [By CPCT]
But, BOC + DOC = 180º [Linear pair]
BOC = DOC = 90º
Similarly, AOD = AOB = 90º
Hence, BOC = DOC = AOD = AOB = 90º.
Example. 1
The angles of a quadrilateral are in the ratio 3 : 5 : 9 : 13. Find all the angles of the quadrilateral.
Sol. Let the angles be 3x, 5x, 9x and 13x.
 3x + 5x + 9x + 13x = 360º
360º
 30x = 360º and x = = 12º
30
 1st angle = 3x = 3 × 12º = 36º,
2nd angle = 5x = 5 × 12º = 60º,
3rd angle = 9x = 9 × 12º = 108º,
And, 4th angle = 13 × 12º = 156º.
Example. 2
Use the informations given in adjoining figure to calculate the value of x.
D C
80º x
73º 105º
E A B
Sol. Since, EAB is a straight line.
 DAE + DAB = 180º
 73º + DAB = 180º
 DAB = 180º – 73º = 107º.
Since, the sum of the angles of quadrilateral ABCD is 360º.
 107º + 105º + x + 80º = 360º
 292º + x = 360º
 x = 360º – 292º
 x = 68º.
Example. 3
Prove that the angle bisectors of a parallelogram form a rectangle.
Sol. A parallelogram ABCD in which bisectors of angles A, B, C, D intersect at P, Q, R, S to form a
quadrilateral PQRS.
CLASS - IX - 143
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A D
R
S Q
P
B C
Since, ABCD is a parallelogram, so AD || BC and transversal AB intersects them at A and B
respectively.
A + B = 180º
1 1
 A + B = 90º
2 2
 BAS + ABS = 90º ....(i) [AS and BS are bisectors of A and B respectively]
 BAS + ABS +ASB = 180º
 90º + ASB = 180º
 ASB = 90º
 RSP = 90º [ASB and RSP are vertically opposite angles]
Similarly, SRQ = 90º, RQP = 90º and SPQ = 90º.
Hence, PQRS is rectangle.
Example. 4
The diagonals of a parallelogram ABCD intersect at O. A line through O intersects AB at X and DC
at Y. Prove that OX = OY.
Sol. Since AB || CD.
D Y C
2
4
O
3
1
A X B
In OAX and OCY
1 = 2 [Alternate angles]
OA = OC diagonals of parallelogram bisect each other
and 3 = 4 [Vertically opposite angles]
So, by ASA criterion of congruence,
OAX  OCY  OX = OY. [By CPCT]
Example. 5
In the adjoining figure, ABCD is a parallelogram and X, Y are the points on diagonal BD such that
DX = BY. Prove that CXAY is a parallelogram.
D C
X
Y
A B
Sol. Join AC, meeting BD at O.
D C
X
O
Y
A B
Since the diagonals of a parallelogram bisect each other.
OA = OC and OD = OB
Now, OD = OB and DX = BY
OD – DX = OB – BY
OX = OY
CLASS - IX - 144
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Now, OA = OC and OX = OY.

 CXAY is a quadrilateral whose diagonal bisect each other.
 CXAY is a parallelogram.
Example. 6
In the adjoining figure, ABCD is a parallelogram and the bisector of A bisect BC at X. Prove that
AD = 2AB.
A 1
D
1
2
B X C
Sol. ABCD is a parallelogram.
 AD || BC and AX cuts them.
1
 BXA = DAX = A [Alternate interior angles]
2
1
 2 = A.
2
1
Also, 1 = A
2
 2 = 1 AB = BX
1 1
 AB = BC AB = AD
2 2
 AD = 2 AB.
Example. 7
ABCD is a trapezium in which AB || CD and AD = BC. Show that :
(i) A = B (ii) C = D
(iii) ABC  BAD (iv) diagonal AC = diagonal BD.
Sol.
A B E
D C
(i) Extend AB and draw a line through C parallel to DA intersecting AB produced at E.
Since, AD || CE and transversal AE cuts them at A and E respectively.
  A + E = 180º
 180º – E = A
Since, AB || CD and AD || CE
  AECD is a parallelogram.
 AD = CE
 BC = CE
Thus, in BCE
BC = CE
 CBE = CEB
 180º – B = E
 180º – E = B
 A = B.
(ii) Consecutive interior angles on the same side of a transversal are supplementary.
  A + D = 180º and E + C = 180º
 A + D = E + C
 B + D = E + C
 D = C [B = E]
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(iii) In ABC and BAD

AB = BA
 B = A
and BC = AD
So, by SAS congruence criterion
 ABC  BAD
(iv) Since,  ABC  BAD
AC = BD
Hence, diagonal AC = diagonal BD.
Example. 8
In ABC, lines are drawn through A, B and C parallel respectively to the sides BC, CA and AB,
1
forming PQR. Show that BC = QR.
2
Sol.
Q A R
B C
P
AQ || CB and AC || QB
 AQCB is parallelogram.
 BC = AQ [Opposite sides of a ||gm are equal]

AR || CB and AB || RC
 ARCB is parallelogram.
 BC = AR [Opposite sides of a ||gm are equal]
So, AQ = AR
1
 AQ = AR = QR
2
1
 BC = QR.
2
1. Show that the diagonals of a rhombus are perpendicular to each other.
2. If ABCD is a rhombus, find AOD, where O is the point of intersection of the diagonals.
3. If AD = (x + 2y) cm, BC = (2x + 3) cm, DC = (x + 7) cm and AB = (3y + 2) cm find AB and BC in

parallelogram ABCD.
4. Given a parallelogram ABCD. DE perpendicular to AC and BF perpendicular to AC.

Prove that: DE = BF
CLASS - IX - 146
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5. Given a parallelogram ABCD, EF || AD, GH || CB. Prove that EFHG is a parallelogram.
6. Given a parallelogram PQRS in which QX || SY. Prove that QX = SY
7. The diagonals of a square intersect at O. From AB a part AQ = AO is cut off. Prove that AOQ =
3BOQ
Answers
2. 90º 3. AB = 8 cm, BC = 5 cm.

(B) MID POINT THEOREM AND ITS CONVERSE

(a) Mid point theorem
In a triangle, the line segment joining the mid-points of any two sides is parallel to the third side and
is half of it.
A
–
P Q R
–
B C
Given : A triangle ABC in which P is the mid-point of side AB and Q is the mid-point of side AC.
1
To Prove : PQ is parallel to BC and is half of it i.e., PQ || BC and PQ = BC.
2
Construction : Produce PQ upto point R such that PQ = QR. Join R and C.
Proof : In APQ and CRQ
PQ = QR [By construction]
AQ = QC [Given]
And, AQP = CQR [Vertically opposite angles]
So, APQ  CRQ [By SAS]
 AP = CR [By CPCT]
CLASS - IX - 147
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And, APQ = CRQ [By CPCT]

But, APQ and CRQ are alternate angles and whenever the alternate angles are equal, the lines
are parallel.
 AP || CR
 AB || CR
 BP || CR
AP = BP [Given, P is mid-point of AB]
 CR = BP [As, AP = CR]
Now, BP = CR and BP || CR
 BCRP is a parallelogram.
[When any pair of opposite sides are equal and parallel, the quadrilateral is a parallelogram]
BCRP is a parallelogram and opposite sides of a parallelogram are equal and parallel.
 PR = BC and PR || BC
Since, PQ = QR
1 1
PQ = PR = BC [As, PR = BC]
2 2
Also, PQ || BC [As, PR || BC]
1
 PQ || BC and PQ = BC Hence Proved.
2
(b) Converse of mid point theorem
The line drawn through the mid-point of one side of a triangle parallel to the another side; bisects the
third side.
A
Q
P R
B C
Given : A triangle ABC in which P is the mid-point of side AB and PQ is parallel to BC.
To prove : PQ bisects the third side AC i.e., AQ = QC.
Construction : Through C, draw CR parallel to BA, which meets PQ produced at point R.
Proof : Since, PQ || BC i.e., PR || BC [Given]
and CR || BA i.e., CR || BP. [By construction]
 Opposite sides of quadrilateral PBCR are parallel.
 PBCR is a parallelogram
 BP = CR
Also, BP = AP [As, P is mid-point of AB]
 CR = AP
 AB || CR and AC is transversal, PAQ = RCQ [Alternate angles]
 AB || CR and PR is transversal, APQ = CRQ [Alternate angles]
In APQ and CRQ
CR = AP, PAQ = RCQ and APQ = CRQ
 APQ CRQ [By ASA]
 AQ = QC [By CPCT] Hence Proved.
NOTE : In quadrilateral ABCD, if side AD is parallel to side BC; ABCD is a trapezium.

A D
P Q
B C
1
Now, P and Q are the mid-points of the non-parallel sides of the trapezium; then PQ= (AD + BC).
2
CLASS - IX - 148
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i.e. The length of the line segment joining the mid-points of the two non-parallel sides of a trapezium
is always equal to half of the sum of the length of its two parallel sides.
(c) Intercept theorem

Theorem : If there are three or more parallel lines and the intercepts made by them on a transversal
are equal, then the corresponding intercepts on any other transversal are also equal.
Given : Three parallel lines l, m and n i.e., l || m || n. A transversal p meets these parallel lines at
points A, B and C respectively such that AB = BC. Another transversal q also meets parallel lines l,
m and n at points D, E and F respectively.
p q
A D
l
B P E m
C Q F n
To Prove : DE = EF
Construction : Through point A, draw a line parallel to DEF; which meets BE at point P and CF at
point Q.
Proof : In ACQ, B is mid-point of AC and BP is parallel to CQ and we know that the line through
the mid-point of one side of the triangle and parallel to another side bisects the third side.
 AP = PQ ... (i)
When the opposite sides of a quadrilateral are parallel, it is a parallelogram and so its opposite sides
are equal.
 AP || DE and AD || PE
 APED is a parallelogram.
 AP = DE ...(ii)
And PQ || EF and PE || QF
 PQFE is a parallelogram
 PQ = EF ...(iii)
From above equations, we get
DE = EF Hence Proved.
Example. 9
ABCD is a rhombus and P, Q, R and S are the mid-points of the sides AB, BC, CD and DA
respectively. Prove that the quadrilateral PQRS is a rectangle.
Sol.
D R C
S Q
A P B
1
In ABC, PQ || AC and PQ = AC ... (i) [By mid-point theorem]
2
1
In ADC, SR || AC and SR = AC ... (ii) [By mid-point theorem]
2
 PQ = SR and PQ || SR [From (i) and (ii)]
  PQRS is a parallelogram.
CLASS - IX - 149
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Now, PQRS will be a rectangle if any angle of the parallelogram PQRS is 90º.
PQ || AC [By mid-point theorem]
QR || BD [By mid-point theorem]
But, AC  BD [Diagonals of a rhombus are perpendicular to each other]
 PQ QR [Angle between two lines = angle between their parallels]
 PQRS is a rectangle. Hence Proved
Example. 10
ABCD is a trapezium in which AB || DC, BD is a diagonal and E is the mid-point of AD. A line is
drawn through E parallel to AB intersecting BC at F (Figure). Prove that F is the mid-point of BC.
D C
E F
P
A B
Sol. Given line EF is parallel to AB and AB || DC.
EF || AB || DC.
According to the converse of the mid-point theorem, in ABD, E is the mid-point of AD and EP is
parallel to AB. [As EF || AB]
 P is the mid-point of side BD.
[The line through the mid-point of a side of a triangle and parallel to the other side, bisects the third
side]
Now, in BCD, P is mid-point of BD and, PF is parallel to DC. [As EF || DC]
 F is the mid-point of BC
[The line through the mid-point of a side of a triangle and parallel to the other side, bisects the third
side] Hence Proved.
Example. 11
In the given figure, E and F are respectively, the mid-points of non-parallel sides of a trapezium
ABCD.
A B
E F
P D C
Prove that :
1
(i) EF || AB (ii) EF = (AB + DC).
2
Sol. Join BE and produce it to intersect CD produced at point P. In AEB and DEP, AB || PC and BP is
transversal.
ABE = DPE [Alternate interior angles]
AEB = DEP [Vertically opposite angles]
And AE = DE [E is mid-point of AD]
So, AEB  DEP [By AAS congruency]
BE = PE [By CPCT]
And AB = DP [By CPCT]
Since, the line joining the mid-points of any two sides of a triangle is parallel and half of the third
side, Therefore, in BPC,
E is mid-point of BP [As, BE = PE]
and F is mid-point of BC [Given]
1
 EF || PC and EF = PC
2
1
 EF || DC and EF = (PD + DC)
2
1
 EF || AB and EF = (AB + DC) [As, DC || AB and PD = AB] Hence Proved.
2
CLASS - IX - 150
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Example. 12
1
AD and BE are medians of ABC and BE || DF. Prove that CF = AC.
4
Sol.
A
E
F
B D C
In BEC, DF is a line through the mid - point D of BC and parallel to BE intersecting CE at F.
Therefore, F is the midpoint of CE. Because the line drawn through the mid point of one side of a
triangle and parallel to another sides bisects the third side.
Now, F is the mid point of CE
1 1 1 1
 CF = CE  CF = ( AC)  CF = AC.
2 2 2 4
Example.13
Prove that the figure formed by joining the mid - points of the pairs of consecutive sides of a
quadrilateral is a parallelogram.
Sol. ABCD is a quadrilateral in which P, Q, R and S are the midpoints of the sides AB, BC, CD and DA
respectively.
Join A and C.
D R C
S Q
A P B
In ABC, P and Q are the midpoints of sides AB and AC respectively.
1
 PQ || AC and PQ = AC [By midpoint theorem]
2
In ABC, P and Q are the midpoints of sides AB and AC respectively.
1
 RS || AC and RS = AC [By midpoint theorem]
2
 PQ = RS and PQ || RS.
Thus in quadrilateral PQRS one pair of opposite sides are equal and parallel.
Hence, PQRS is a parallelogram.
1. Prove that the median to the hypotenuse of a right angled triangle is half the length of the
hypotenuse.
2. The diagonals of a quadrilateral ABCD are perpendicular to each other. Show that the quadrilateral,
formed by joining the middle points of its sides is a rectangle.
CLASS - IX - 151
QUADRILATERALS
3. Perpendiculars dropped from the mid points of two sides of a triangle to the third side are equal.
4. In ABC, the medians CD and BE are produced to X and Y such that CD = DX and BE = EY. Prove
that the points X, A, Y are collinear.
5. Show that the three line segments which join the middle points of the sides of a triangle, divide it into
four triangles which are congruent to each other.

CLASS - IX - 152
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1. Diagonals of a parallelogram ABCD intersect at O. If BOC = 90º and BDC = 50º, then find
OAB.
2. Three angles of a quadrilateral are 75º, 90º and 75º. Find the fourth angle
3. A diagonal of a rectangle is inclined to one side of the rectangle at 25º. Find the acute angle
between the diagonals.
4. ABCD is a rhombus such that ACB = 40º. Then find ADB.
5. If angles A, B, C and D of the quadrilateral ABCD, taken in order, are in the ratio 3:7:6:4, then
identify the type of quadrilateral ABCD ?
6. If APB and CQD are two parallel lines, then find the type of quadrilateral formed by the bisectors of
the angles APQ, BPQ, CQP and PQD.
7. 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.
8. One angle of a quadrilateral is of 108º and the remaining three angles are equal. Find each of the
three equal angles.
9. 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.

10. ABCD is a rhombus in which altitude from D to side AB bisects AB. Find the angles of the rhombus.
11. E and F are points on diagonal AC of a parallelogram ABCD such that AE = CF. Show that BFDE is
a parallelogram.
12. D, E and F are the mid-points of the sides BC, CA and AB, respectively of an equilateral triangle
ABC. Show that  DEF is also an equilateral triangle.
13. Points P and Q have been taken on opposite sides AB and CD, respectively of a parallelogram
ABCD such that AP = CQ see figure. Show that AC and PQ bisect each other.
14. A diagonal of a parallelogram bisects one of its angle. Prove that it will bisect its opposite angle also.
CLASS - IX - 153
QUADRILATERALS
15. Show that the quadrilateral formed by joining the mid-points the sides of a rhombus, taken in order,
form a rectangle.
16. 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.
17. 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.
18. ABCD is a quadrilateral in which AB || DC and AD = BC. Prove that A = B and C = D.
19. E is the mid-point of a median AD of ABC and BE is produced to meet AC at F. Show that
1
AF = AC.
3
20. 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.
21. 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.
22. Prove that the line joining the mid-points of the diagonals of a trapezium is parallel to the parallel
sides of the trapezium.
23. 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.

Section (A) : Quadrilaterals
A-1. In the following figure, ABCD is a parallelogram DAO = 40º, BAO = 35º and COD = 65º. Find :
D C
65º
O
40º
35º
A B
(i) ABO (ii) ODC (iii) ACB (iv) CBD
CLASS - IX - 154
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1
A-2. ABCD is a parallelogram. P is a point on AD such that AP = AD. Q is a point on BC such that
3
1
CQ = BC. Prove that AQCP is a parallelogram.
3
A-3. In the following figure, ABCD is a parallelogram in which A = 60º. If the bisectors of A and B
meet at P, prove that APB = 90º. Also, prove that AD = DP, PC = BC and DC = 2AD.
P
D C
60º
A B
A-4. In a parallelogram ABCD, the bisector of A also bisects BC at P. Prove that AD = 2AB.
A-5. ABCD is a parallelogram and X and Y are points on the diagonal BD such that DX = BY. Prove that
(i) AXCY is a parallelogram (ii) AX = CY, AY = CX
(iii) AYB CXD (iv) AXD CYB
Section (B) : Mid-point theorem and its converse
B-1. In the following figure, AD is a median and DE || AB. Prove that BE is a median.
A
B C
D
B-2. ABCD is a trapezium in which side AB is parallel to side DC and E is the mid-point of side AD. If F is
1
a point on side BC such that segment EF is parallel to side DC. Prove that EF = (AB + DC).
2
B-3. Prove that the line joining the mid-points of the diagonals of a trapezium is parallel to each of the
parallel sides and is equal to half of the difference of these sides.
B-4. In figure, ABCD is a parallelogram. E and F are the mid-points of the sides AB and CD respectively.
Prove that the line segments AF and CE trisect (divide into three equal parts) the diagonal BD.
A D
Q
E F
P
B C
B-5. P is the mid-point of side AB of a parallelogram ABCD. A line through B parallel to PD meet DC at Q
and AD produced at R. Prove that :
(i) AR = 2BC (ii) BR = 2BQ
CLASS - IX - 155
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B-6. In the adjoining figure, D, E, F are the midpoints of the sides BC, CA and AB of ABC. If BE and DF
1
intersect at X while CF and DE intersect at Y, prove that XY = BC.
4
A
F E
X Y
B C
D
OBJECTIVE QUESTIONS
Section (A) : Quadrilaterals
A-1. In a parallelogram ABCD, D = 105º, then the A and B will be :

(A) 105º, 75º (B) 75º, 105º (C) 105º, 105º (D) 75º, 75º
A-2. When the diagonals of a parallelogram are perpendicular to each other then it is called :
(A) square (B) rectangle (C) rhombus (D) parallelogram
A-3. ABCD is a rhombus with ABC = 56º, then the ACD will be :
(A) 56º (B) 62º (C) 124º (D) 34º
A-4. In an Isosceles trapezium ABCD if A = 45º then C will be :

(A) 90º (B) 135º (C) 120º (D) none of these
A-5. In the adjoining figure, AP and BP are angle bisectors of A and B which meets at P on the
parallelogram ABCD. Then 2APB =
A D
1
2
3
4
B C
(A) C + D (B) A + C (C) B + D (D) 2C
A-6. In a quadrilateral ABCD, AO & DO are angle bisectors of A and D and given that C = 105º,
B = 70º, then the AOD is :
(A) 67.5º (B) 77.5º (C) 87.5º (D) 99.75º
A-7. From the figure, find the value of SQP and QSP of parallelogram PQRS.
S R
50º
70º
P Q
(A) 60º, 50º (B) 60º, 45º (C) 70º, 35º (D) 35º, 70º
A-8. Two opposite angles of a parallelogram are (3x – 2)º and (50 – x)º then the value of x will be:-
(A) 17º (B) 16º (C) 15º (D) 13º
CLASS - IX - 156
QUADRILATERALS
A-9. Which of the following properties are not TRUE for parallelogram ?
(A) Its diagonals are perpendicular to each other
(B) The diagonals divide the figure into four congruent triangles
(C) Its diagonals are equal
(D) All of the above
A-10. If the diagonals of a parallelogram are equal then it is a :

(A) rectangle (B) trapezium (C) rhombus (D) square
A-11. The diagonals of a rectangle ABCD meet at O. If BOC = 44°, then OAD is :
(A) 68º (B) 44º (C) 54º (D) None of these
A-12. If ABCD is a trapezium in which AB || CD and AD = BC, then A is equal to :

(A) 180° (B) 90° (C) B (D) None of these

A-13. In the adjoining figure ABCD is a parallelogram, then the measure of x is :
D E F C
60º
O
30º 60º
A B
(A) 45º (B) 60º (C) 90º (D) 135º
A-14. ABCD is a parallelogram and AP and CQ are the perpendiculars from A and C on its diagonal BD,
respectively. Then AP is equal to :
(A) DP (B) CQ (C) PQ (D) AB
A-15. In fig. ABCD is a parallelogram. P and Q are mid points of the sides AB and CD, respectively. Then
PRQS is :
D Q C
S R
A P B
(A) parallelogram (B) trapezium (C) rectangle (D) none of these
Section (B) : Mid-point theorem and its converse.
B-1. In a triangle, P, Q and R are the mid-points of the sides BC, CA and AB respectively. If AC = 16 cm,
BC = 20 cm and AB = 24 cm, then the perimeter of the quadrilateral ARPQ will be :
(A) 60 cm (B) 30 cm (C) 40 cm (D) none of these
B-2. LMNO is a trapezium with LM || NO. If P and Q are the mid-points of LO and MN respectively and
LM = 5 cm and ON = 10 cm, then PQ =
(A) 2.5 cm (B) 5 cm (C) 7.5 cm (D) 15 cm
B-3. In a right angle triangle ABC is right angled at B. Given that AB = 9 cm, AC = 15 cm and D, E are
the mid-points of the sides AB and AC respectively, then the area of ADE =
(A) 67.5 cm2 (B) 13.5 cm2 (C) 27 cm2 (D) data insufficient
B-4. In ABC, AD is the median through A and E is the mid-point of AD. BE produced meets AC in F.
Then
1 1 1
(A) AF = AC (B) AF = AC (C) AF = AC (D) None of these
4 3 2
CLASS - IX - 157
QUADRILATERALS
OBJECTIVE QUESTIONS
1. In given figure, ABCD is a parallelogram. Compute the values of x and y.
A D
28°
60°
(10x)
(4y)
B C
(A) x = 6° and y = 7° (B) x = 3° and y = 2°
(C) x = 5° and y = 6° (D) None of these
2. If an angle of an a parallelogram is two-third the adjacent angles, Then find both angles of a
parallelogram.
(A) 60°, 120° (B) 36°, 144° (C) 72°, 108° (D) None of these
3. A quadrilateral having only one pair of opposite sides parallel is called a

(A) Square (B) Rhombus (C) Trapezium (D) Parallelogram
4. The angles of a quadrilateral are x°, (x – 10)° , (x + 30°) and (2 x)° , the smallest angle is equal to
(A) 68° (B) 52° (C) 58° (D) 47°
5. In the given figure, ABCD is a rhombus. If  A = 70°, then  CDB is equal to
D C
x
70°
A B
(A) 65° (B) 55° (C) 75° (D) 80°
6. Which is not correct about rectangle EFGH ?

(A)  E =  F =  G =  H = 90° (B) EG = FH
(C) EF = GH and HE = FG (D) EG and FH are angle bisectors.
7. PQRS is a square, PR and SQ intersect at O. The measure of  POQ is

(A) 45° (B) 90° (C) 180° (D) None of these
8. The measure all the angles of a parallelogram, If an angle is 24° less than twice the smallest angle,
is
(A) 37° , 143° , 37° , 143° (B) 108° , 72° , 108° , 72°
(C) 68° , 112° , 68° , 112° (D) None of these

9. To construct rhombus uniquely it is necessary to know atleast ____of its parts.
(A) 1 (B) 2 (C) 3 (D) 5
10. ABCD is a trapezium in which AB || CD. If ADC = 2ABC, AD = a cm and CD = b cm, then the
length (in cm) of AB is :
a 2 2
(A) + 2b (B) a + b (C) a+b (D) a + b
2 3 3
11. ABCD is a quadrilateral whose diagonals intersect each other at the point O such that
OA = OB = OD. If OAB = 30º, then the measure of ODA is :
(A) 30º (B) 45º (C) 60º (D) 90º
CLASS - IX - 158
QUADRILATERALS
5xº 7xº
12. A quadrilateral ABCD has four angles xº, 2xº, and respectively. What is the difference
2 2
between the value of biggest and the smallest angles.
(A) 40º (B) 100º (C) 80º (D) 20º
13. z In the figure, z =
y
2xy xy
(A) (B) x y (C) x2  y2 (D)
xy 2
14. In the trapezium shown, AB II DC, and E and F are the midpoints of the two diagonals. If DC = 60
and EF = 5 then the length of AB is equal to :
(A) 40 (B) 45 (C) 50 (D) 55
15. Suppose the triangle ABC has an obtuse angle at C and let D be the midpoint of side AC. Suppose
E is on BC such that the segment DE is parallel to AB. Consider the following three statements.
(i) E is the midpoint of BC
(ii) The length of DE is half the length of AB
(iii) DE bisects the altitude from C to AB
(A) only (i) is true (B) only (i) and (ii) are true
(C) only (i) and (iii) are true (D) all three are true.
16. The line joining the mid points of the diagonals of a trapezium has length 3. If the longer base is 97,
then the shorter base is :
(A) 94 (B) 92 (C) 91 (D) 90
1. In the given diagram, ABCD is a parallelogram. Bisectors of A and B meet at the point X. Then
the value of A X B is - [Raj. NTSE Stage-1 2005]
D C
A B
(A) 150º (B) 120º (C) 90º (D) 60º
2. The short diagonal of a rhombus is equal to its side, then the value of angle opposite to its longer
diagonal is [Raj. NTSE Stage-1 2005]
(A) 30º (B) 60º (C) 90º (D) 120º
CLASS - IX - 159
QUADRILATERALS
3. The bisectors of angles of a parallelogram makes a figure which is [Raj. NTSE Stage-1 2013]
(A) Rectangle (B) Circle (C) Pentagon (D) Octagon
4. PQRS is a parallelogram and M, N are the mid-points of PQ and RS respectively. Which of the
following is not true ? [M.P. NTSE Stage-1 2013]
P S
N
M
Q R
(A) RM trisects QS (B) PN trisects QS
(C) PSN  RQM (D) MS is not parallel to QN
5. An obtuse angle of a rhombus is greater than twice the acute angle by 30°. Find the measure of
each angle. [Maharashtra NTSE Stage- 1_2014]
(A) 50° (B) 130° (C) 80° (D) 60°
6. ABCD is a rhombus and P, Q, R, S are respectively mid points of sides AB, BC, CD, DA. Then
RSP is : [MP NTSE Stage-I_2014]
(A) 120° (B) 90° (C) 60° (D) 30°
7. If the angle bisectors of DAB and CBA of any quadrilateral ABCD intersects at the Point P, then
find 2mAPB : [Maharashtra NTSE Stage- 1_2014]
D C
° ×
° ×
A B
(A) C + D (B) C + B (C) A + B (D) A + D
1
8. The side of a rhombus is 10 cm. The smaller diagonal is of the greater diagonal. Find the length
3
of the greater diagonal : [MP NTSE Stage-I_2015]
(A) 6 10 cm (B) 10 10 cm (C) 6 10 cm (D) 5 10 cm
9. Sides AB and CD of a quadrilateral. ABCD are extended as in figure. Then a + b is equal to

(A) x+2y (B) x-y (C) x+y (D) 2x+y.
CLASS - IX - 160
QUADRILATERALS
10. Angle at A in trapezium ABCD if AB = 18 cm, BC = 10 cm, CD = 12 cm, DA = 8cm, AB || CD, will be
[West Bengal NTSE Stage-1 2016]
(A) 80° (B) 45° (C) 90° (D) None of these
11. The line segment joining the mid-points of the adjacent sides of a quadrilateral form :
[MP NTSE Stage-I_2016]
(A) parallelogram (B) Square (C) Rhombus (D) Rectangle
12. In a rhombus of side 10 cm, one of the diagonal is 12 cm long, the length of second diagonal will be
[MP NTSE Stage-I_2016]
(A) 4 cm (B) 8 cm (C) 12 cm (D) 16 cm
13. Choose the correct figure that has all the following properties.(Maharashtra NTSE STAGE-I 2018)
(A) Both the diagonals are congruent
(B) It is called as rectangle
(C) The perimeter of the figure is four times its length or breadth
(D) It is a rhombus
(A) Rhombus (B) Rectangle (C) Trapezium (D) Square
14. Shape made by the bisectors of angles of a parallelogram is. (M.P. NTSE STAGE-I 2018)
(A) Rectangle (B) Square (C) Circle (D) Straight line
CLASS - IX - 161
QUADRILATERALS

1. 40° 2. 120° 3. 50° 4. 50°
5. Trapezium 6. Rectangle 7. AC = 6 cm, BD = 4 cm
8. 84° 9. 60°, 120°, 60°, 120° 10. A = C = 60°, B = D = 120°
16. 4 cm
EXERCISE - 1
Section (A)
A-1. (i) 80º (ii) 80º (iii) 40º (iv) 25º
OBJECTIVE QUESTIONS
Section (A)
A-1. (B) A-2. (C) A-3. (B) A-4. (B) A-5. (A)
A-6. (C) A-7. (A) A-8. (D) A-9. (D) A-10. (A)
A-11. (A) A-12. (C) A-13. (C) A-14. (B) A-15. (A)
Section (B)
B-1. (C) B-2. (C) B-3. (B) B-4. (B)
EXERCISE - 2
OBJECTIVE QUESTIONS
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Ans. A C C C B D B C B B C B D C D C
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Ans C D A D B B A A C C A D D A
CLASS - IX - 162
AREA PARALLELOGRAMS AND TRIANGLES
AREA OF PARALLELOGRAMS AND TRIANGLES



(A) AREA OF PARALLELOGRAMS AND TRIANGLES
(a) Polygon region
Polygon region can be expressed as the union of a finite number of triangular regions in a plane
such that if two of these intersect, their intersection is either a point or a line segment. It is the
shaded portion including its sides as shown in the figure.
E D
F C
A B
Area Axioms :
Every polygonal region R has an area, measured in square units and denoted by ar(R).
(i) Congruent area axiom : If R1 and R2 be two regions such that R1  R2 then ar(R1) = ar (R2).
(ii) Area addition axiom : If R1 and R2 are two polygonal regions, whose intersection is a finite
number of points & line segments such that R = R1  R2, then ar (R) = ar (R1) + ar (R2).
(iii) Rectangular area axiom : If AB = a metre and AD = b metre then,
ar (Rectangular region ABCD) = ab sq.m.
(b) Area of a parallelogram
Base and Altitude of a Parallelogram :
(i) Base : Any side of a parallelogram can be called its base.
(ii) Altitude : The length of the line segment which is perpendicular to the base from the opposite
side is called the altitude or height of the parallelogram corresponding to the given base.
D C
A L B
(i) DL is the altitude of ||gm ABCD, corresponding to the base AB.
(ii) DM is the altitude of ||gm ABCD, corresponding to the base BC.
Theorem : A diagonal of a parallelogram divides it into two triangles of equal area.
Given : A parallelogram ABCD whose one of the diagonals is BD.
To prove : ar (ABD) = ar (CDB).
Proof
D C
A B
CLASS - IX - 163
In ABD and CDB

AB = DC [Opposite sides of a ||gm]
AD = BC [Opposite sides of a ||gm]
BD = BD [Common side]
ABD  CDB [By SSS congruency]
ar (ABD) = ar (CDB) Hence Proved.
Theorem : Parallelograms on the same base and between the same parallels lines are equal in
area.
F D E C
A B
Given : Two || ABCD and ABEF on the same base AB and between the same parallels AB and
gms
FC.
To prove : ar(||gm ABCD) = ar(||gm ABEF)
Proof : In ADF and BCE, we have
AD = BC [Opposite sides of a ||gm]
AF = BE [Opposite sides of a ||gm]
DAF = CBE [ AD || BC and AF || BE]
[Angle between AD and AF = Angle between BC and BE]
 ADF  BCE [By SAS congruency]
 ar(ADF) = ar(BCE) ...(i)
 ar(|| ABCD) = ar( ABED) + ar(BCE)
gm
= ar(ABED) + ar(ADF) [Using (i)]

= ar(||gm ABEF).
Hence, ar(||gm ABCD) = ar(||gm ABEF). Hence Proved.
Theorem : The area of parallelogram is the product of its base and the corresponding altitude.
L D M C
A B
Given : A ||gm ABCD in which AB is the base and AL is the corresponding height.
To prove : Area (||gm ABCD) = AB × AL.
Construction : Draw BM DC, so that rectangle ABML is formed.
Proof : ||gm ABCD and rectangle ABML are on the same base AB and between the same parallel
lines AB and LC.
ar(||gm ABCD) = ar(rectangle ABML) = AB × AL.
area of a ||gm = base × height. Hence Proved.
(c) Area of a Triangle
Theorem : If a triangle and a parallelogram are on the same base and between the same parallels,
the area of the triangle is equal to half of the parallelogram.
Given : A ABC and a parallelogram BCDE on the same base BC and between the same parallels
BC and AD.
1
To prove : ar (ABC) = ar (parallelogram BCDE)
2
Construction : Draw AL  BC and DM  BC, meeting BC produced in M.
Proof : Since, E and D are collinear and BC || AD
 AL = DM ..............(i) [ distance between parallel lines is always same]
1
Now, ar (ABC) = (BC × AL)
2
CLASS - IX - 164
A E D
B L C M
1
 ar (ABC) = (BC × DM) [ AL = DM (from (i)]
2
1
 ar (ABC) = ar (parallelogam BCDE).
2
Theorem : Two triangles on the same base (or equal bases) and between the same parallels are
equal in area.
Given : Two triangles ABC and PBC on the same base BC and between the same parallel lines BC
and AP.
To prove : ar(ABC) = ar(PBC)
Construction : Through B, draw BD || CA intersecting AP produced in D and through C, draw
CQ || BP, intersecting PA produced in Q.
D P A Q
B C
Proof : BD || CA [By construction]
And, BC || DA [Given]
 Quadrilateral BCAD is a parallelogram.
Similarly, Quadrilateral BCQP is a parallelogram.
Now, parallelogram BCQP and BCAD are on the same base BC, and between the same parallels.
 ar (||gm BCQP) = ar (||gm BCAD) ....(i)
Diagonals of a parallelogram divides it into two triangles of equal area.
1
 ar (PBC) = ar (||gm BCQP) ...(ii)
2
1
And ar (ABC) = ar (||gm BCAD) ..(iii)
2
Now, ar (||gm BCQP) = ar (||gm BCAD) [From (i)]
1 1
 ar (||gm BCAD) = ar (||gm BCQP)
2 2
Hence, ar (ABC) = ar (PBC) [Using (ii) and (iii)] Hence Proved.
Theorem : The area of a trapezium is half the product of its height and the sum of the parallel sides.
b
L D C
h h
A N B
a
Given : Trapezium ABCD in which AB || DC, AL  DC, CN  AB and AL = CN = h (say), AB = a,
DC = b.
1
To prove : ar(trapezium ABCD) = h × (a + b).
2
CLASS - IX - 165
Construction : Join AC.

Proof : AC is a diagonal of quad. ABCD.
 ar(trapezium ABCD) = ar(ABC) + ar(ACD)
1 1 1
= h × a + h × b = h(a + b). Hence Proved.
2 2 2
Theorem : Median of a triangle divides it into two triangles of equal area.
Given : A ABC in which AD is the median.
To Prove : ar (ABD) = ar(ADC)
Construction : Draw ALBC
Proof : Since, AD is the median of ABC. Therefore, D is the mid point of BC.
A
B L D C
1
  ar (ABD) = (BD × AL) .. (i)
2
1
 ar (ADC) = (CD × AL)
2
1
 ar (ADC) = (BD × AL) .. (ii) [BD = CD, AD is the median of ABC]
2
From (i) & (ii)
ar (ABD) = ar(ADC). Hence Proved.
Example. 1
In a parallelogram ABCD, AB = 8 cm. The altitudes corresponding to sides AB and AD are
respectively 4 cm and 5 cm. Find AD.
Sol. Area of a ||gm = Base × corresponding altitude
D C
N
5c
m
4 cm
A M 8 cm B
Area of parallelogram ABCD = AD × BN = AB × DM
AD × 5 = 8 × 4
84
AD = = 6.4 cm.
5
Example.2
The diagonals of a parallelogram ABCD intersect in O. A line through O meets AB in X and the
1
opposite side CD in Y. Show that ar (quadrilateral AXYD) = ar(parallelogram ABCD).
2
Sol. AC is a diagonal of the parallelogram ABCD.
D Y C
A X B
1
ar (ACD) = ar(|| gm ABCD) ...(i)
2
CLASS - IX - 166
Now, in s AOX and COY,

AO = CO [Diagonals of a parallelogram bisect each other]
AOX = COY [Vertically opposite s]
OAX = OCY [Alternate interior s]
[ AB || DC and transversal AC intersects them]
AOX  COY [By ASA congruency]
ar(AOX) = ar(COY) ...(ii)
Adding ar(quad. AOYD) to both sides of (ii), we get
ar(quad. AOYD) + ar(AOX) = ar (quad. AOYD) + ar (COY)
 ar(quad. AXYD) = ar(ACD)
1
= ar(|| gm ABCD) Hence Proved.
2
Example. 3
ABCD is a trapezium with AB || DC. A line parallel to AC intersects AB at X and BC at Y. Prove that
ar(ADX) = ar(ACY).
Sol.
D C
A X B
Join CX, DX and AY.
Clearly, triangles ADX and ACX are on the same base AX and between the parallels AB and DC.
 ar (ADX) = ar (ACX) ... (i)
Also,  ACX and  ACY are on the same base AC and between the parallels AC and XY.
 ar (ACX) = ar (ACY) ...(ii)
From (i) and (ii), we get
ar (ADX) = ar (ACY).
Example. 4
ABCD is a quadrilateral. A line through D, parallel to AC, meets BC produced in P as shown in
figure. Prove that ar (ABP) = ar(quad. ABCD).
A
B C P
Sol. Since s ACP and ACD are on the base AC and between the same parallels AC and DP.
  ar(ACP) = ar(ACD) 
  ar(ACP) + ar(ABC) = ar(ACD) + ar(ABC)
  ar(ABP) = ar(quad. ABCD).
Example. 5
In figure, E is any point on median AD of a ABC. Show that ar(ABE) = ar(ACE).
A
B G F D C
Sol. Construction : From A, draw AGBC and from E draw EFBC.
CLASS - IX - 167
BD  AG DC  AG
Proof : ar(ABD) = and ar(ADC) =
2 2
But, BD = DC [D is the mid-point of BC, AD being the median]
 ar(ABD) = ar(ADC) ... (i)
BD  EF DC  EF
Again, ar(EBD) = and ar(EDC) =
2 2
But, BD = DC
ar(EBD) = ar(EDC) .. (ii)
Subtracting (ii) from (i), we get
ar(ABD) – ar(EBD) = ar(ADC) – ar(EDC)
 ar(ABE) = ar(ACE). Hence Proved.
Example. 6
Triangles ABC and DBC are on the same base BC; with A, D on opposite sides of the line BC, such
that ar(ABC) = ar(DBC). Show that BC bisects AD.
Sol. Construction : Draw AL BC and DM BC
Proof :
A
B M C
L O
D
ar(ABC) = ar(DBC) [Given]
BC  AL BC  DM
 = 
2 2
 AL = DM ...(i)
Now in s OAL and OMD
AL = DM [From (i)]
 ALO = DMO [Each = 90º]
 AOL = MOD [Vertically opposite s]
 OLA  OMD [By AAS congruency]
 OA = OD [By CPCT]
i.e., BC bisects AD. Hence Proved.
Example. 7
ABC is a triangle in which D is the mid-point of BC and E is the mid-point of AD. Prove that the area
1
of BED = area of ABC.
4
Sol. Given : A ABC in which D is the mid-point of BC and E is the mid-point of AD.
1
To prove : ar(BED) = ar(ABC).
4
Proof :  AD is a median of ABC.
1
 ar (ABD) = ar(ADC) = ar (ABC) ... (i)
2
CLASS - IX - 168
–
B D C
[ Median of a triangle divides it into two triangles of equal area]
Again,
 BE is a median of ABD.
1
 ar (BEA) = ar(BED) = ar (ABD)
2
[ Median of a triangle divides it into two triangles of equal area]
1 1 1
And ar(BED) = ar(ABD) = × ar (ABC) [From (i)]
2 2 2
1
ar (BED) = ar(ABC). Hence Proved.
4
Example. 8
If the medians of a ABC intersect at G, show that
1
ar(AGB) = ar(AGC) = ar(BGC) = ar(ABC).
3
Sol. Given : A ABC and its medians AD, BE and CF intersect at G.
To prove :
1
ar(AGB) = ar(AGC) = ar(BGC) = ar(ABC).
3
A
F E
G
B D C
Proof : A median of a triangle divides it into two triangles of equal area.
In ABC, AD is the median.
 ar(ABD) = ar(ACD) ...(i)
In GBC, GD is the median.
ar(GBD) = ar(GCD) ...(ii)
Subtract equation (ii) from (i), we get
ar(ABD) – ar(GBD) = ar(ACD) – ar(GCD)
ar(AGB) = ar(AGC) ..(iii)
Similarly, ar(AGB) = ar(BGC) ..(iv)
From (iii) & (iv)
ar(AGB) = ar(AGC) = ar(BGC)
But, ar(ABC) = ar(AGB) + ar(AGC) + ar(BGC) = 3 ar (AGB)
1
ar(AGB) = ar(ABC).
3
1
Hence, ar(AGB) = ar(AGC) = ar(BGC) = ar(ABC). Hence proved.
3
CLASS - IX - 169
Example. 9
D, E and F are respectively the mid points of the sides BC, CA and AB of a ABC. Show that :
1
(i) BDEF is a parallelogram (ii) ar(||gmBDEF) = ar(ABC)
2
1
(iii) ar(DEF) = ar(ABC)
4
Sol.
A
F E
B D C
(i) In ABC,
 F is the mid-point of side AB and E is the mid point of side AC.
  EF || BD
[ Line joining the mid-points of any two sides of a  is parallel to the third side.]
Similarly, ED || FB.
Hence, BDEF is a parallelogram. Hence Proved.
(ii) Similarly, we can prove that AFDE and FDCE are parallelograms.
 FD is a diagonal of parallelogram BDEF.
 ar(FBD) = ar(DEF) ...(i)
Similarly, ar(FAE) = ar(DEF) ...(ii)
And , ar(DCE) = ar(DEF) ...(iii)
From above equations, we have
ar(FBD) = ar(FAE) = ar(DCE) = ar(DEF)
and ar (FBD) + ar (DCE) + ar (DEF) + ar (FAE) = ar (ABC)
 2 [ar(FBD)+ ar(DEF)] = ar(ABC) [By using (ii) and (iii)]
1
 2 [ar. (IIgm BDEF)] = ar (ABC)  ar (||gm BDEF) = ar (ABC).
2
(iii) Since, ABC is divided into four non-overlapping triangles FBD, FAE, DCE and DEF.
 ar(ABC) = ar(FBD) + ar(FAE) + ar(DCE) + ar(DEF)
 ar (ABC) = 4 ar (ABC) [Using (i), (ii) and (iii)]
1
 ar(DEF) = ar(ABC). Hence Proved.
4
Example.10
In figure, P is a point in the interior of a rectangle ABCD. Show that
D M C
P
E F
A L B
1
(i) ar(APD) + ar(PBC) = ar(rectangle ABCD)
2
(ii) ar(APD) + ar(PBC) = ar(APB) + ar(PCD)
Sol. Construction : Draw EPF || AB || CD and LPM || AD || BC.
Proof :
(i) EPF || AB and DA cuts them.
 DEP = EAB = 90º [Corresponding angles]
CLASS - IX - 170
 PE  AD.
Similarly, PF  BC; PL  AB and PM  DC.
1  1  1
ar(APD) + ar(BPC)    AD  PE     BC  PF   AD  (PE  PF) [BC = AD]
 2   2  2
1 1
= × AD × EF = × AD × AB [EF = AB]
2 2
1
= × ar(rectangle ABCD).
2
1  1  1
(ii) ar (APB) + ar(PCD)    AB  PL     DC  PM    AB  (PL  PM) [ DC = AB]
2  2  2
1 1
= × AB × LM = × AB × AD [ LM = AD]
2 2
1
= × ar(rect. ABCD).
2
 ar(APD) + ar(PBC) = ar(APB) + ar(PCD) Hence Proved.
1. Find the area of the parallelogram whose base is 8.5 cm and height 4 cm.
2. Find the base of a parallelogram whose area is 85 sq. cm and the altitude is 17 cm.
3. Prove that the area of a rhombus is equal to half the product of its diagonals.
4. In  ABC, P is any point on the base BC. Q is the mid point of AP. Show that area of the
1
QBC = area of ABC.
2
5. ABC is a triangle and a straight line DE, drawn parallel to BC cuts the sides AB and AC at D and E
respectively. Prove that area of  ABE = area of  ACD.
CLASS - IX - 171
6. In the quadrilateral ABCD, diagonal BD bisects AC at right angles. If P and Q are the middle points
3
of AB and AD respectively, prove that PQC = quadrilateral ABCD.
8
7. ABCD is a quadrilateral. A line drawn through D parallel to AC meets BC produced at P. Prove that
(i) Area of BAP = Area of quadrilateral ABCD
(ii) Area of AOD = Area of COP
8. ABCD is a parallelogram whose diagonals AC and BD meet at O. M and N are the mid points of OB
and OD respectively. Prove that AMCN is a parallelogram whose area is half that of ABCD.
9. In the figure ABCD is a parallelogram. P, Q, R and S are the mid points of AB, BC, CD and DA
respectively. Prove that the area of the parallelogram PQRS in equal to the half the area of the
parallelogram ABCD.
10. In the figure ABCD is a trapezium and YX || AC. Show that area of triangle BCX is equal to area of
triangle ACY.
Answers
1. 34 cm2 2. 5 cm


CLASS - IX - 172
1. Find 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.
2. In which of the following figures (Figure), you find two polygons on the same base and between the
same parallels?
(i) (ii)
(iii) (iv)
3. Name the figure obtained by joining the mid-points of the adjacent sides of a rectangle of sides 8 cm
and 6 cm and also find its area.
4. 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 x (ar ABC). Find x.
5. If a triangle and a parallelogram are on the same base and between same parallels, then find the
ratio of the area of the triangle to the area of parallelogram.
1
6. If in Figure, PQRS and EFRS are two parallelograms, then prove that ar (MFR) = ar (PQRS).
2
7. PQRS is a rectangle inscribed in a quadrant of a circle of radius 13 cm. A is any point on QR.
If PS = 5 cm, then prove that ar (PAS) = 30 cm2.
8. ABC and BDE are two equilateral triangles such that D is the mid-point of BC. Then prove that ar
1
(BDE) = ar (ABC).
4
9. PQRS is a square. T and U are respectively, the mid-points of PS and QR (Figure). Find the area of
OTS, if PQ = 8 cm, where O is the point of intersection of TU and QS.
CLASS - IX - 173
10. ABCD is a parallelogram and BC is produced to a point Q such that AD = CQ (Figure).

If AQ intersects DC at P, show that ar (BPC) = ar (DPQ)
11. In Figure, 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).
12. 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 Figure). Prove that ar (LZY) = ar (MZYX)
13. The area of the parallelogram ABCD is 90 cm2 (see Figure). Find
(i) ar (ABEF) (ii) ar (ABD) (iii) ar (BEF)

14. ABCD is a square. E and F are respectively the mid- points of BC and CD. If R is the mid-point of EF
(Figure), prove that ar (AER) = ar (AFR)

15. ABCD is a trapezium with parallel sides AB = a cm and DC = b cm (Figure). E and F are the mid-
points of the non-parallel sides. Then find ratio of ar (ABFE) and ar (EFCD).
CLASS - IX - 174
16. ABCD is a parallelogram in which BC is produced to E such that CE = BC (Figure). AE intersects

CD at F. If ar (DFB) = 3 cm2, find the area of the parallelogram ABCD.
17. 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 (Figure).
[Hint: Join BD and draw perpendicular from A on BD.]

18. In Figure 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
ar (ABCQ) = ar (ABCDP)
1
19. In Figure, BD || CA, E is mid-point of CA and BD = CA. Prove that ar (ABC) = 2ar(DBC).
2
20. 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)
21. 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.
22. The medians BE and CF of a triangle ABC intersect at G. Prove that the area of GBC = area of the
quadrilateral AFGE.
23. In Figure, CD || AE and CY || BA. Prove that ar (CBX) = ar (AXY)
CLASS - IX - 175
24. In Figure, ABCD is a parallelogram. Points P and Q on BC trisects BC in three equal parts. Prove
1
that ar (APQ) = ar (DPQ) = ar (ABCD)
6
25. ABCD is a trapezium in which AB || DC, DC = 30 cm and AB = 50 cm. If X and Y are, respectively
7
the mid-points of AD and BC, prove that ar (DCYX) = ar (XYBA).
9
26. In Figure, 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)
1
27. If the medians of a ABC intersect at G, show that ar (AGB) = ar (AGC) = ar (BGC) = ar (ABC).
3
28. In Figure, 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).
29. In Figure, ABCD and AEFD are two parallelograms. Prove that ar (PEA) = ar (OFD)
[Hint: Join PD].


CLASS - IX - 176
Section (A) : Area of parallelograms and triangles
A-1 ABCDE is a pentagon. A line through B parallel to AC meets DC produced at F. Show that :
(i) ar (ACB) = ar (ACF) (ii) ar (AEDF) = ar (ABCDE)
A B
D F
C
A-2. P and Q are any two points lying on the sides DC and AD respectively of a parallelogram ABCD.
Prove that : ar (APB) = ar (BQC).
A-3. In the figure, PQRS and ABRS are parallelograms and X is any point on side BR. Prove that :
P A Q B
S R
1
(i) ar(||gm PQRS) = ar(||gm ABRS) (ii)
ar(||gm PQRS) ar(AXS) =
2
A-4. BD is one of the diagonals of a quadrilateral ABCD. If AL BD and CM BD, show that :
1
ar(quadrilateral ABCD) = × BD × (AL + CM).
2
D
L C
M
A B
A-5. In the adjoining figure, PQRS and PABC are two parallelograms of equal area. Prove that QC || BR.
P C S
Q R
O
A B
A-6. O is any point on the diagonal BD of the parallelogram ABCD. Prove that ar (OAB) = ar(OBC).
D
C
O
P
A B
CLASS - IX - 177
A-7. In figure, AP || BQ || CR. Prove that ar(AQC) = ar(PBR).

A P
B Q
C R
1 1
A-8. The base BC of ABC is divided at D such that BD = DC. Prove that ar(ABD) = ar(ABC).
2 3
A-9. In the given figure, XY is a line parallel to side BC of a ABC. BE || AC and CF || AB meet XY in E
and F respectively. Show that ar(ABE) = ar(ACF).
A
E F
X Y
B C
A-10. Diagonals AC and BD of a quadrilateral ABCD intersect at O, such that OB = OD. If AB = CD, then
show that :
D A
C B
(i) ar (DOC) = ar (AOB) (ii) ar (DCB) = ar (ACB)
(iii) DA || CB or ABCD is a parallelogram.
A-11. In figure, ABCD is a parallelogram and BC is produced to point Q such that AD = CQ. If AQ intersect
DC at P, show that ar(BPC) = ar(DPQ).
A B
D C
P
Q
A-12. In figure, ABCD is a trapezium in which AB || DC and DC = 40 cm and AB = 60 cm. If X and Y are,
respectively, the mid-points of AD and BC, prove that :
D C
X Y
A B
(i) XY = 50 cm (ii) DCYX is a trapezium
9
(iii) Area (trapezium DCYX) = Area (trapezium XYBA)
11
CLASS - IX - 178
A-13. In ABC, D is the midpoint of AB. P is any point on BC. CQ || PD meets AB in Q. Show that
1
ar(BPQ) = ar(ABC) .
2
A
C
B P
A-14. D is the midpoint of side BC of ABC and E is the midpoint of BD. If O is the midpoint of AE, prove
1
that ar(BOE) = ar(ABC).
8
A
B C
E D
OBJECTIVE QUESTIONS
Section (A) : Area of parallelograms and triangles
A-1. In parallelogram ABCD, AB = 12 cm. The altitudes corresponding to the sides AB and AD are
respectively 9 cm and 11 cm. Find AD.
A 12cm B
N 9 cm
11 c
m
D C
M
108 108 99 108
(A) cm (B) cm (C) cm (D) cm
11 10 10 17
A-2. ABCD is a parallelogram. Points P and Q, on BC trisects it in three equal parts. PR and QS are also
drawn parallel to AB, then ar(APQ) = ........... ar(ABCD).
A R S D
B P Q C
1 1 1 1
(A) (B) (C) (D)
3 2 4 6
A-3. In the figure, D and E are the mid-point of the sides AC and BC respectively of ABC.
If ar(BED) = 12 cm2, then ar (AEC) =
A
D
C
B E
(A) 48 cm2 (B) 24 cm2 (C) 36 cm2 (D) none of these
CLASS - IX - 179
A-4. In ABC, AD is a median and P is a point on AD such that AP : PD = 1 : 2, then the area of ABP =
1 2 1 1
(A) × Area of ABC (B) × Area of ABC (C) × Area of ABC (D) × Area of ABC
2 3 3 6
A-5. In ABC, if AD divides BC in the ratio m : n then area of ABD : area of ABC is :
A
B C
D
(A) m : n (B) (m + 1) : n (C) m : (n + m) (D) n : m
A-6 The area of 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
A-7. In figure, if ar(ABC) = 28 cm2 then ar (AEDF) =

A
F E
B D C
(A) 21 cm2 (B) 18 cm2 (C) 16 cm2 (D) 14 cm2
ar( ABP)
A-8. If the area of ABC is 120 cm2 and the median AD is bisected at point P. then find
ar( ACD)
1 1 1 1
(A) (B) (C) (D)
4 3 6 2
OBJECTIVE QUESTIONS
1. In quadrilateral ABCD, diagonals AC and BD intersect at point E. Then
(A) ar (AED) + ar (BCE) = ar (ABE) + ar (CDE) (B) ar (AED) – ar (BCE) = ar (ABE) – ar (CDE)
(C) ar (AED) ÷ ar (BCE) = ar (ABE) ÷ ar (CDE) (D) ar (AED) × ar (BCE) = ar (ABE) × ar (CDE)
2. AD is a median of ABC. If X is any point on AD, then find ratio of ar (ABX) to the ar(ACX).
1
(A) 1 (B) (C) 2 (D) None of these
2
ar(BPD)
3. In ABC, P is mid-point of median AD. Then =
ar(ABC)
1 1 1 1
(A) (B) (C) (D)
2 3 4 6
4. In ABC, D is a point on BC such that it divides BC in the ratio 3 : 5 i.e., BD : DC = 3 : 5 . Find ar

(ADC) : ar (ABC).
(A) 3 : 5 (B) 5 : 8 (C) 3 : 8 (D) None of these
CLASS - IX - 180
5. In the given figure, ABC and BDE are two equilateral triangles and D is the mid-point of BC. Then
ar(BDE)
=
ar(ABC)
A
B D C
1 1 1 1
(A) (B) (C) (D)
2 3 4 6
6. In the figure, ABCD is a parallelogram and PBQR is a rectangle.
R Q
D C
A P B
If AP : PB = 1 : 2 = PD : DR, what is the ratio of the area of ABCD to the area of PBQR ?
(A) 1 : 2 (B) 2 : 1 (C) 1 : 1 (D) 2 : 3
1
7. ABCD is a parallelogram. DEC is drawn such that BE = AE. Sum of the areas of ADE and
3
BEC is:
D C
A F E B
1 1
(A) area of parallelogram ABCD (B) area of parallelogram ABCD
3 2
2 1
(C) area of DEC (D) area of DEC
3 2
8. E is the midpoint of diagonal BD of a parallelogram ABCD. If the point E is joined to a point F on DA
1
such that DF = DA, then the ratio of the area of DEF to the area of quadrilateral ABEF is :
3
(A) 1 : 3 (B) 1: 4 (C) 1 : 5 (D) 2 : 5
12
9. ABCD (in order) is a rectangle with AB = CD = and BC = DA = 5. Point P is taken on AD such
5
that BPC = 90º. The value of (BP  PC) is equal to :
(A) 5 (B) 6 (C) 7 (D) 8
10. In the diagram, ABCD is a rectangle and point E lies on AB. Triangle DEC has DEC = 90º, DE = 3
and EC = 4. The length of AD is :
A E B
D C
(A) 2.4 (B) 2.8 (C) 1.8 (D) 3.2
CLASS - IX - 181
11. In the figure PQRS is a rectangle, which one is true?
(A) area of  APS = area of  QRB (B) PA = RB

(C) area of  PQS = area of  QRS (D) all of these
12. ABCD is parallelogram, AE DC and CF AD. If AB = 16 cm, AE = 8 cm, CF = 10 cm, find AD.
(A) 16 cm (B) 12 cm (C) 12.8 cm (D) 10.2 cm
13. The perimeter of an isosceles triangle is 32 cm and its base is 12 cm. One of its equal sides forms
the diagonal of a parallelogram. Find the area of parallelogram.
(A) 48 cm2 (B) 38 cm2 (C) 96 cm2 (D) None of these

1. The area of a rhombus is 36 cm2. If one diagonal is double of second, then the length of bigger
diagonal is [RAJASTHAN NTSE Stage-1 2005]
(A) 6 cm (B) 12 cm (C) 16 cm (D) 36 cm
2. In the following figure, the area of the shaded portion is [RAJASTHAN NTSE Stage-1 2007]
25 cm
60 cm
(A) 85 cm2 (B) 420 cm2 (C) 750 cm2 (D) 1500 cm2
1 1
3. In the figure AD = DB, BE = EC and CF = AF. If the area of ABC = 120 cm2, the area (in cm2)
2 3
of DEF is : [Harayana NTSE Stage-1 2013]
A
D F
B C
E
(A) 21 (B) 35 (C) 40 (D) 45
4. ABCD is a trapezium, AB || DC. Diagonals of trapezium intersect to each other at point
O : Ar (AOB) = 3 sq.cm, Ar (COD) = 12 sq. cm, Ar ( ABCD) = ...................... .
[MAHARASHTRA NTSE Stage-1 2013]
A 10 cm B
D C
20 cm
(A) 27 sq. cm (B) 45 sq. cm (C) 36 sq. cm (D) 18 sq. cm
CLASS - IX - 182
5. In the figure given below, points P and Q are mid points on the sides AC and BP respectively. Area
of each part is shown in the figure, then find the value of x + y. [Maharashtra NTSE Stage-1 2013]
A
y P
R Q
3 x
7
B C
(A) 11 (B) 4 (C) 7 (D) 18
6. PQRS is a parallelogram and M, N are the mid-points of PQ and RS respectively. Which of the
following is not true ? [M.P. NTSE Stage-1 2013]
P S
N
M
Q R
(A) RM trisects QS (B) PN trisects QS
(C) PSN  RQM (D) MS is not parallel to QN
7. In ABC, E divides AB in the ratio 3 : 1 and F divides BC in the ratio 3 : 2, then the ratio of areas of
BEF and ABC is : [Jharkhand NTSE Stage-1 2014]
(A) 3 : 5 (B) 3 : 10 (C) 1 : 5 (D) 3 : 20
8. In the figure, the area of square ABCD is 4 cm2 and E any point on AB. F, G, H and K are the mid
point of DE, CF, DG, and CH respectively. The area of KDC is - [Delhi NTSE Stage-1 2016]
A E B
F
G
H K
D C
1 1 1 1
(A) cm2 (B) cm2 (C) cm2 (D) cm2
4 8 16 32
9. ABCD is a square of area of 4 square units which is divided into 4 non overlapping triangles as
shown in figure, then sum of perimeters of the triangles so formed is [Delhi NTSE Stage-1 2016]
(A) 8 (2 + 2) (B) 8 (1 + 2) (C) 4 (1 + 2) (D) 4 (2 + 2)

10. In the diagram ABCD is a rectangle with AE = EF = FB, the ratio of the areas of triangle CEF and
that of rectangle ABCD is [Delhi NTSE Stage-1 2016]
(A) 1 : 6 (B) 1 : 8 (C) 1 : 9 (D) 1 : 10
CLASS - IX - 183

1
1. 48 cm2 2. (iv) 3. a rhombus of area 24 cm2 4. ar (ABC)
2
5. 1:2 9. 8 cm2
13. (i) 90 cm2 (ii) 45 cm2 (iii) 45 cm2
15. (3a + b) : (a + 3b) 16. 12 cm2
EXERCISE - 1
OBJECTIVE QUESTIONS
Section (A)
A-1. (A) A-2. (D) A-3. (B) A-4. (D) A-5. (C) A-6 (A)
A-7. (D) A-8. (D)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13
Ans. D A C B C A B C C A D C C
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10
Ans. B C B A D D D B B A
CLASS - IX - 184
CIRCLES
CIRCLES

A. INTRODUCTION AND CHORD PROPERTIES OF CIRCLES

(a) Definition
Circle : The collection of all the points in a plane, which are at a fixed distance from a fixed point in
the plane, is called a circle.
The fixed point is called the centre of the circle and the fixed distance is called the radius of the
circle.
In figure, O is the centre and the length OP is the radius of the circle. So the line segment joining
the centre and any point on the circle is called a radius of the circle.
Chord : If we take two points P and Q on a circle, then the line segment PQ is called a chord of the
circle.
P Q
Diameter : The chord which passes through the centre of the circle, is called the diameter of the
circle.
B
O
A diameter is the longest chord and all diameters of same circle have the same length, which is
equal to two times the radius. In figure, AOB is a diameter of circle.
Arc : A piece of a circle between two points is called an arc. The longer one is called the major arc
PQ and the shorter one is called the minor arc PQ. The minor arc PQ is also denoted by PQ and
the major arc PQ by QP . When P and Q are ends of a diameter, then both arcs are equal and each
is called a semi circle.
R
Major arc PQ
P Minor arc PQ Q
P Q
Circumference : The length of the complete circle is called its circumference.
CLASS - IX - 185
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Segment : The region between a chord and either of its arcs is called a segment of the circular
region or simply a segment of the circle. There are two types of segments which are the major
segment and the minor segment (as in figure).
Major segment
P Minor segment Q
Sector : The region between an arc and the two radii, joining the centre to the end points of an arc
is called a sector. Minor arc corresponds to the minor sector and the major arc corresponds to the
major sector. When two arcs are equal, then both segments and both sectors become the same
and each is known as a semicircular region.
Major sector Semicircular

O region
O
P Q
Minor Semicircular
sector region
P Q
(b) Important theorems related to chords
Theorem : Equal chords of a circle subtend equal angles at the centre.
Given : AB and CD are the two equal chords of a circle with centre O.
A O D
B C
To Prove : AOB = COD.
Proof : In AOB and COD,
OA = OC [Radii of a circle]
OB = OD [Radii of a circle]
AB = CD [Given]
 AOB  COD [By SSS congruency]
 AOB = COD. [By CPCT] Hence Proved.
Converse : If the angles subtended by the chords of a circle at the centre are equal, then the
chords are equal.
Theorem : The perpendicular from the centre of a circle to a chord bisects the chord.
A M B
Given : A circle with centre O. AB is a chord of this circle. OM  AB.
To Prove : MA = MB.
Construction : Join OA and OB.
Proof : In right triangles OMA and OMB,
OA = OB [Radii of a circle]
OM = OM [Common]
  OMA = OMB [90º each]
OMA  OMB [By RHS]
MA = MB [By CPCT] Hence Proved.
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Converse : The line drawn through the centre of a circle to bisect a chord is perpendicular to the
chord.
Theorem : There is one and only one circle passing through three given non-collinear points.
Proof : Take three points A, B and C, which are not in the same line, or in other words, they are not
collinear [as in figure ]. Draw perpendicular bisectors of AB and BC say, PQ and RS respectively.
Let these perpendicular bisectors intersect at one point O.(Note that PQ and RS will intersect
because they are not parallel) [as in figure].
C
P
R O S
A
Q B
 O lies on the perpendicular bisector PQ of AB.
 OA = OB
[Every point on the perpendicular bisector of a line segment is equidistant from its end points]
Similarly,
 O lies on the perpendicular bisector RS of BC.
 OB = OC
[Every point on the perpendicular bisector of a line segment is equidistant from its end points]
So, OA = OB = OC
i.e., the points A, B and C are at equal distances from the point O.
So, if we draw a circle with centre O and radius OA it will also pass through B and C. This shows
that there is a circle passing through the three points A, B and C. We know that two lines
(perpendicular bisectors) can intersect at only one point, so we can draw only one circle with radius
OA. In other words, there is a unique circle passing through A, B and C. Hence Proved.
Example. 1
In figure, AB = CB and O is the centre of the circle. Prove that BO bisects ABC.
B
O
A C
Sol. Given : In figure, AB = CB and O is the centre of the circle.

To Prove : BO bisects ABC.
Construction : Join OA and OC.
Proof : In OAB and OCB,
OA = OC [Radii of the same circle]
AB = CB [Given]
OB = OB [Common]
OAB  OCB [By SSS congruency]
ABO = CBO [By CPCT]
BO bisects ABC. Hence Proved.
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Example. 2
Two circles with centres A and B intersect at C and D. Prove that ACB = ADB.
Sol. Given : Two circles with centres A and B intersect at C and D.
C
A B
D
To Prove : ACB = ADB.
Construction : Join AC, AD, BC, BD and AB.
Proof : In ACB and ADB,
AC = AD [Radii of the same circle]
BC = BD [Radii of the same circle]
AB = AB [Common]
ACB  ADB [By SSS congruency]
ACB = ADB. [By CPCT] Hence Proved.
Example. 3
In figure, AB  AC and O is the centre of the circle. Prove that OA is the perpendicular bisector of
BC.
Sol. Given : In figure, AB  AC and O is the centre of the circle.

To Prove : OA is the perpendicular bisector of BC.
Construction : Join OB and OC.
Proof :
 AB  AC [Given]
 chord AB = chord AC.
[If two arcs of a circle are congruent, then their corresponding chords are equal]
 AOB = AOC ...(i)
[ Equal chords of a circle subtend equal angles at the centre]
In  OBD and OCD,
 DOB = DOC [From (i)]
OB = OC [Radii of the same circle]
OD = OD [Common]
OBD  OCD [By SAS congruency]
 ODB = ODC ...(ii) [By CPCT]
And, BD = CD ...(iii) [By CPCT]
But BDC = 180º
 ODB + ODC = 180º
ODB + ODB = 180º [From equation(ii)]
2ODB = 180º
ODB = 90º
 ODB = ODC = 90º ...(iv) [From (ii)]
So, by (iii) and (iv), OA is the perpendicular bisector of BC. Hence Proved.
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Example. 4
Prove that the line joining the mid-points of the two parallel chords of a circle passes through the
centre of the circle.
Sol. Let AB and CD be two parallel chords of a circle whose centre is O.
Let L and M be the mid-points of the chords AB and CD respectively. Join OL and OM.
Draw OX || AB or CD.
 L is the mid-point of the chord AB and O is the centre of the circle

OLB = 90º [ The perpendicular drawn from the centre of a circle to a chord bisects the chord]
But, OX || AB
 LOX = 90º ...(i)
[Sum of the consecutive interior angles on the same side of a transversal is 180º]
 M is the mid-point of the chord CD and O is the centre of the circle
 OMD = 90º
[ The perpendicular drawn from the centre of a circle to a chord bisects the chord]
But OX || CD ...(ii)
[ Sum of the consecutive interior angles on the same side of a transversal is 180º]
 MOX = 90º
From above equations, we get
LOX + MOX = 90º + 90º = 180º
 LOM = 180º
LM is a straight line passing through the centre of the circle. Hence Proved.
Example. 5
 is a line which intersects two concentric circles (i.e., circles with the same centre) with common
centre O at A, B, C and D (as in figure). Prove that AB = CD.
Sol. Given :  is a line which intersects two concentric circles (i.e., circles with the same centre) with
common centre O at A, B, C and D.
To Prove : AB = CD.
Construction : Draw OE  .
D
O C
B
A
Proof : The perpendicular drawn from the centre of a circle to a chord bisects the chord.
AE = ED ...(i)
And BE = EC ...(ii)
Subtracting (ii) from (i), we get

AE – BE = ED – EC
AB = CD. Hence Proved.
CLASS - IX - 189
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Example. 6
PQ and RS are two parallel chords of a circle whose centre is O and radius is 10 cm. If PQ = 16 cm
and RS = 12 cm, find the distance between PQ and RS, if they lie
(i) on the same side of the centre O.
(ii) on the opposite sides of the centre O.
Sol. (i) Draw the perpendicular bisectors OL and OM of PQ and RS respectively.
L
P Q
R M S
 PQ || RS
 OL and OM are in the same line.  O, L and M are collinear.
Join OP and OR.
In right triangle OLP,
OP2 = OL2 + PL2 [By Pythagoras Theorem]
2
1 
 (10)2 = OL2 +   PQ 
2 
[ The perpendicular drawn from the centre of a circle to a chord bisects the chord]
2
1 
 100 = OL2 +   16 
2 
 2
100 = OL + (8) 2
 100 = OL2 + 64
 OL2 = 100 – 64
 OL2 = 36 = (6)2
 OL = 6 cm
In right triangle OMR,
OR2 = OM2 + RM2 [By Pythagoras Theorem]
2
1 
 OR2 = OM2 +   RS 
2 
2
1 
 (10)2 = OM2 +   12 
2 
 2 2
(10) = OM + (6) 2
 OM2 = (10)2 – (6)2 = (10 – 6)(10 + 6) = (4)(16) = 64 = (8)2.

 OM = 8 cm
 LM = OM – OL = 8 – 6 = 2 cm.
Hence, the distance between PQ and RS, if they lie on the same side of the centre O,
is 2 cm.
(ii) Draw the perpendicular bisectors OL and OM of PQ and RS respectively.
R M
S
P L Q
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 PQ || RS
 OL and OM are in the same line.
 L, O and M are collinear.
Join OP and OR.
In right triangle OLP,
OP2 = OL2 + PL2 [By Pythagoras Theorem]
2
1 
 OP2 = OL2 +   PQ 
2 
[The perpendicular drawn from the centre of a circle to a chord bisects the chord]
2
1 
(10)2 = OL2 +   16 
2 
2
100 = OL + (8) 2
100 = OL2 + 64
OL2 = 100 – 64
OL2 = 36 = (6)2
OL = 6 cm.
In right triangle OMR,
OR2 = OM2 + RM2 [By Pythagoras Theorem]
2
1 
 OR2 = OM2 +   RS 
2 
2
1 
 (10)2 = OM2 +   12 
2 
 2 2
(10) = OM + (6) 2
 OM2 = (10)2 – (6)2 = (10 – 6)(10 + 6) = (4)(16) = 64 = (8)2.

 OM = 8 cm
 LM = OL + OM = 6 + 8 = 14 cm
Hence, the distance between PQ and RS, if they lie on the opposite side of the centre O,
is 14 cm.
Theorem : Equal chords of a circle (or of congruent circles) are equidistant from the centre (or
centres).
C
A O
N
M
B D
Given : A circle have two equal chords AB & CD. i.e. AB = CD and OM  AB, ON  CD.
To Prove : OM = ON
Construction : Join OB & OD
Proof : AB = CD (Given)
[ The perpendicular drawn from the centre of a circle to a chord bisects the chord]
1 1
 AB = CD  BM = DN
2 2
In  OMB & OND
OMB = OND = 90º [Given]
OB = OD [Radii of same circle]
BM = DN [Proved above]
 OMB  OND [By R.H.S. congruency]
 OM = ON [By CPCT] Hence Proved.
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Convers : Chords equidistant from the centre of a circle are equal in length.
Example. 7
AB and CD are equal chords of a circle whose centre is O. When produced, these chords meet at E.
Prove that EB = ED.
Sol. Given : AB and CD are equal chords of a circle whose centre is O. When produced, these chords
meet at E.
To Prove : EB = ED.
A
P
B
O E
D
Q
C
Construction : From O draw OP  AB and OQ  CD. Join OE.
Proof :  AB = CD [ Given]
   OP = OQ [ Equal chords of a circle are equidistant from the centre]
Now in OPE and OQE,
OPE = OQE [Each 90º]
OE = OE [ Common]
OP = OQ [ Proved above]
  OPE  OQE [By RHS congruency]
  PE  QE [By CPCT]
1 1
 PE – AB = QE – CD [AB = CD (Given)]
2 2
 PE – PB = QE – QD
 EB = ED. Hence Proved.
Example. 8
AB and CD are the chords of a circle whose centre is O. They intersect each other at P. If PO be the
bisector of APD, prove that AB = CD.
OR
In the given figure, O is the centre of the circle and PO bisects the angle APD. Prove that AB = CD.
Sol. Given : AB and CD are the chords of a circle whose centre is O. They intersect each other at P. PO
is the bisector of APD.
To Prove : AB = CD.
Construction : Draw OR  AB and OQ  CD.
A
R
C
P O
B Q
D
Proof : In OPR and OPQ,
OPR = OPQ [Given]
OP = OP [Common]
And ORP = OQP [Each = 90º]
   OPR  OPQ [By AAS congruency]
 OR = OQ [By CPCT]
  AB = CD [Chords of a circle which are equidistant from the centre are equal].
CLASS - IX - 192
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1. Find the number of least non-collinear points required to draw a circle passing through them.
2. Given an arc of a circle, show how to complete the circles ?
3. If two circles intersect each other, prove that the line joining their centres bisects the common chord
at right angle.
4. Find the length of a chord which is at a distance of 16 cm from the centre of a circle whose radius is
20 cm.
5. Two circles of radii 10 cm and 17 cm intersect at two points and the distance between their centres
is 21 cm. Find the length of the common chord.
Answers
1. 3 4. 24cm 5. 16cm

B. RESULTS ON ANGLES SUBTENDED BY ARCS AND CYCLIC

QUADRILATERAL

(a) Result on angles subtended by arcs
In figure, the angle subtended by the minor arc PQ at O is POQ and the angle subtended by the
major arc PQ at O is reflex angle POQ.
P Q
Theorem : The angle subtended by an arc at the centre is double the angle subtended by it at any
point on the remaining part of the circle.
Given : An arc PQ of a circle subtending angles POQ at the centre O and PAQ at a point A on the
remaining part of the circle.
To Prove : POQ = 2PAQ.
Construction : Join AO and extend it to a point B.
A
A
A
P P Q
O O O
B
B Q Q
B
P
(A) (B) (C)
Proof : There arises three cases:-
(A) arc PQ is minor (B) arc PQ is a semi-circle (C) arc PQ is major.
In all the cases, BOQ = OAQ + AQO ...(i)
[An exterior angle of a triangle is equal to the sum of the two interior opposite angles]
In OAQ,
OA = OQ [Radii of a circle]
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 OQA = OAQ ...(ii)

[Angles opposite equal sides of a triangle are equal]
From (i) and (ii)
BOQ = 2OAQ ...(iii)
Similarly,
BOP = 2OAP ...(iv)
Adding (iii) and (iv), we get
BOP + BOQ = 2(OAP + OAQ)
POQ = 2PAQ. ...(v)
NOTE : For the case (C), where PQ is the major arc, (v) is replaced by reflex angles.
Thus, reflex POQ = 2PAQ.
Theorem : Angles in the same segment of a circle are equal.
Proof : Let P and Q be any two points on a circle to form a chord PQ, A and C any other points on
the remaining part of the circle and O be the centre of the circle. Then,
A C
P Q
POQ = 2PAQ ...(i)
And POQ = 2PCQ ...(ii)
[Angle subtended at the centre is double than the angle subtended by it on the remaining part of the
circle]
From equation (i) & (ii)
2PAQ = 2PCQ
PAQ = PCQ. Hence Proved.
Theorem : Angle in the semicircle is a right angle.
A C
P Q
O
Proof : PAQ is an angle in the segment, which is a semicircle.

1 1
 PAQ = POQ = × 180º = 90º [POQ is straight line angle or POQ = 180º]
2 2
If we take any other point C on the semicircle, then again we get
1 1
PCQ = POQ = × 180º = 90º. Hence Proved.
2 2
(b) Cyclic quadrilaterals
A quadrilateral ABCD is called cyclic if all the four vertices of it lie on a circle.
D
A
B C
Theorem : The sum of either pair of opposite angles of a cyclic quadrilateral is 180º.
Given : A cyclic quadrilateral ABCD.
CLASS - IX - 194
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D
C
B
To Prove : A + C = B + D = 180º.
Construction : Join AC and BD.
Proof : ACB = ADB ...(i)
And BAC = BDC ...(ii) [Angles of same segment of a circle are equal]
Adding equation (i) & (ii)
 ACB + BAC = ADB + BDC
ACB + BAC = ADC.
Adding ABC to both sides, we get
ACB + BAC + ABC = ADC + ABC.
 ADC + ABC = 180º
i.e., D + B = 180º 
  A + C = 360º – (B + D) = 180º [ A  B  C  D  360º ]. Hence Proved.
Example. 9
If a side of a cyclic quadrilateral is produced, then the exterior angle is equal to the interior opposite
angle.
Sol. Let ABCD be a cyclic quadrilateral inscribed in a circle with centre O. The side AB of quadrilateral
ABCD is produced to E. Then, we have to prove that CBE = ADC.
D
C
O
A
B E
Since the sum of opposite pairs of angles of a cyclic quadrilateral is 180°

 ABC + ADC = 180°
But ABC + CBE = 180° [ABC and CBE form a linear pair]
 ABC + ADC = ABC + CBE
 ADC = CBE or CBE = ADC. Hence proved
Example. 10
In figure, ABC = 69º, ACB = 31º, find BDC.
D
A
69º 31º
B C
Sol. In ABC,
BAC + ABC + ACB = 180º
 BAC + 69º + 31º = 180º
 BAC + 100º = 180º
 BAC = 180º – 100º = 80º
Now, BDC = BAC = 80º. [Angles in the same segment of a circle are equal]
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Example. 11
ABCD is a cyclic quadrilateral whose diagonals intersect at a point E. If DBC = 70º, BAC = 30º,
find BCD. Further, if AB = BC, find ECD.
A B
30º
70º
E
C
D
Sol. CDB = BAC = 30º ...(i) [Angles in the same segment of a circle are equal]
DBC = 70º ...(ii)
In BCD,
BCD + DBC + CDB = 180º
 BCD + 70º + 30º = 180º [Using (i) and (ii)]
 BCD + 100º = 180º
 BCD = 180º – 100º
 BCD = 80º ...(iii)
In ABC, AB = BC
 BCA = BAC = 30º ...(iv) [ Angles opposite to equal sides of a triangle are equal]
 BCA + ECD = 80º  30º + ECD = 80º
 ECD = 80º – 30º  ECD = 50º.
Example. 12
In figure, find the measures of ABD, CDP, PDA, CAB and CBD.
A
85°
D P 90°
E
60° B
C
Sol. Clearly, ABD and ACD are in the same segment determined by chord AD.
ABD = ACD
ABD = 60° [Given ACD = 60°]
Now, CPD = BPA [Vertically opp. angles]
CPD = 90° [Given BPA = 90°]
In CPD , we have
CDP +CPD +PCD = 180°
CDP + 60° + 90° = 180°
CDP + 150° = 180°
CDP = 180° – 150° = 30°
Since EDF and ADC are vertically opposite angles.
ADC = EDF
ADC = 85°
PDA + PDC = 85°
PDA + 30° = 85°
PDA = 85° – 30° = 55°
Since, CDB = CDP and CAB are the angles in the same segment determined by chord CB.
CAB = CDP
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CAB = 30°
In ACD, we have
CAD + ACD + ADC = 180°
CAD + 60° + 85° = 180°
CAD = 180° – (60° + 85°) = 35°
Clearly, CAD and CBD are angles in the same segment determined by chord CD.
CBD = CAD = 35°.
Example. 13
If the non parallel side of a trapezium are equal, prove that it is cyclic.
Sol. Given : ABCD is a trapezium whose two non-parallel sides AD and BC are equal.
A B
D E C
To Prove : Trapezium ABCD is a cyclic.
Construction : Draw BE || AD.
Proof : AB || DE [Given]
and AD || BE [By construction]
Quadrilateral ABED is a parallelogram.
BAD = BED ...(i) [Opp. angles of a ||gm]
And AD = BE ...(ii) [Opp. sides of a ||gm]
But AD = BC ...(iii) [Given]
From (ii) and (iii),
BE = BC
BCE = BEC ...(iv) [Angles opposite to equal sides]
BEC + BED = 180º [Linear Pair Axiom]
BCE + BAD = 180º [From (iv) and (i)]
Trapezium ABCD is cyclic.
[If a pair of opposite angles of a quadrilateral is 180º, then the quadrilateral is cyclic]
Hence Proved.
Example. 14
Prove that a cyclic parallelogram is a rectangle.
Sol. Given : ABCD is a cyclic parallelogram.
To Prove : ABCD is a rectangle.
A B
2
1
D C
Proof : ABCD is a cyclic quadrilateral

1 + 2 = 180º ...(i)
[ Opposite angles of a cyclic quadrilateral are supplementary]
ABCD is a parallelogram
1 = 2 ...(ii) [Opp. angles of a || gm]
From (i) and (ii),
1 = 2 = 90º
Parallelogram ABCD is a rectangle. Hence Proved.
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Example. 15
In figure, PQ is a diameter of a circle with centre O. If PQR = 65º, SPR = 40º, PQM = 50º, find
QPR, PRS and QPM.
S R
40º
65º
P Q
O 50º
M
Sol. (i) QPR
 PQ is a diameter
 PRQ = 90º [Angle in a semi-circle is 90º] In PQR,
QPR + PRQ + PQR = 180º
 QPR + 90º + 65º = 180º
 QPR + 155º = 180º
 QPR = 180º – 155º
 QPR = 25º.
(ii) PRS
 PQRS is a cyclic quadrilateral.
PSR + PQR = 180º[ Opposite angles of a cyclic quadrilateral are supplementary]
 PSR + 65º = 180º
 PSR = 180º – 65º
 PSR = 115º
In PSR,
 PSR + SPR + PRS = 180º
 115º + 40º + PRS = 180º
155º + PRS = 180º
 PRS = 180º – 155º
 PRS = 25º.
(iii) QPM
 PQ is a diameter
 PMQ = 90º [ Angle in a semi-circle is 90º]
In PMQ,
PMQ + PQM + QPM = 180º
 90º + 50º + QPM = 180º 140º + QPM = 180º
 QPM = 180º – 140º QPM = 40º.
Example. 16
In figure, O is the centre of the circle. Prove that x + y = z.
A
B D
C
O y
z
E F
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1 1
Sol. EBF = EOF = z
2 2
[Angle subtended by an arc of a circle at the centre is twice the angle subtended by it at any point of
the remaining part of the circle]
1
ABF = 180º – z ...(i) [Linear Pair Axiom]
2
1 1
EDF = EOF = z
2 2
[Angle subtended by any arc of a circle at the centre is twice
the angle subtended by it at any point of the remaining part of the circle]
1
ADE = 180º –
z ...(ii) [Linear Pair Axiom]
2
BCD = ECF = y [Vertically Opp. Angles]
BAD = x
In quadrilateral ABCD
ABC + BCD + CDA + BAD = 2 × 180º
1 1
180º – z + y + 180º – z + x = 2 × 180º x + y = z. Hence Proved.
2 2
Example. 17
AB is a diameter of the circle with centre O and chord CD is equal to radius OC. AC and BD
produced meet at P. Prove that CPD = 60º.
Sol. Given : AB is a diameter of the circle with centre O and chord CD is equal to radius OC. AC and BD
produced meet at P.
A O B
C D
P
To Prove : CPD = 60º.
Construction : Join AD.
Proof : In OCD,
OC = OD ...(i)
[Radii of the same circle]
OC = CD ...(ii) [Given]
From (i) and (ii),
OC = OD = CD
 OCD is an equilateral triangle.
 COD = 60º
1 1
 CAD = COD = (60º) = 30º
2 2
[Angle subtended by any arc of a circle at the centre is twice the angle subtended by it at any point
of the remaining part of the circle]
 PAD = 30º . ..(iii)
And , ADB = 90º ...(iv) [Angle in a semi-circle]
 ADB + ADP = 180º [Linear Pair Axiom]
 90º + ADP = 180º [From (iv)]
 ADP = 90º ...(v)
In ADP,
APD + PAD + ADP = 180º
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 APD + 30º + 90º = 180º [From (iii) and (v)]

 APD + 120º = 180º
 APD = 180º – 120º = 60º
 CPD = 60º. Hence Proved.
Example. 18
Prove that the quadrilateral formed by angle bisectors of a cyclic quadrilateral is also cyclic.
Sol. Given : ABCD is a cyclic quadrilateral. Its angle bisectors form a quadrilateral PQRS.
A
2
3
B
R
S 14 Q
P
5 6
D C
To Prove : PQRS is a cyclic quadrilateral.
Proof : In APB
1 + 2 + 3 = 180º ...(i)
In DRC
4 + 5 + 6 = 180º ...(ii)
1 + 2 + 3 + 4 + 5 + 6 = 360º ...(iii)
[ Adding (i) and (ii)]
1 1
But 2 + 3 + 6 + 5 = [A + B + C + D] = (360º) = 180º
2 2
 1 + 4 = 360º – (2 + 3 + 6 + 5) = 360º – 180º = 180º.
 PQRS is a cyclic quadrilateral.
[ If the sum of any pair of opposite angles of a quadrilateral is 180º, then the quadrilateral is a
cyclic] Hence Proved.
Example. 19
Two concentric circles with centre O have A, B, C, D as the points of intersection with the line as
shown in the figure. If AD = 12 cm and BC = 8 cm, find the length of AB, CD, AC and BD.
Sol. Since OM  BC, a chord of the circle,
A B C D l
M

  It bisects BC.
1 1
 BM = CM = (BC) = (8) = 4 cm
2 2
Since, OM  AD, a chord of the circle, 
  It bisects AD.
1 1
 AM = MD = AD = (12) = 6 cm
2 2
Now, AB = AM – BM = 6 – 4 = 2 cm
CD = MD – MC = 6 – 4 = 2 cm
AC = AM + MC = 6 + 4 = 10 cm
BD = BM + MD = 4 + 6 = 10 cm
CLASS - IX - 200
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Example. 20
OABC is a rhombus whose three vertices A, B and C lie on a circle with centre O. If the radius of the
circle is 10 cm. Find the area of the rhombus.
Sol. Since, OABC is a rhombus
A
10 cm
B O
C
 OA = AB = BC = OC = 10 cm
1 1
Now, OD  BC  CD = BC = (10) = 5 cm
2 2
 By pythagoras theorem,
OC2 = OD2 + DC2
 OD2 = OC2 – DC2 = (10)2 – (5)2 = 100 – 25 = 75
 OD = 75 = 5 3
1 1
 Area (OBC) = BC × OD = (10) × 5 3 = 25 3 sq. cm.
2 2
Area of Rhombus = 2 (Area of OBC) = 2 (25 3 ) = 50 3 sq. cm.
Example. 21
In the given figure, AB is the chord of a circle with centre O. AB is produced to C such that BC = OB.
CO is joined and produced to meet the circle in D. If  ACD = yº and  AOD = xº, prove that
xº = 3yº.
Sol. Since BC = OB [Given]
C
B yº
xº O
 OCB = BOC = yº [ Angles opposite to equal sides are equal]

OBA = BOC + OCB = yº + yº = 2yº.
[Exterior angle of a  is equal to the sum of the opposite interior angles]
Also OA = OB [Radii of the same circle]
OAB = OBA = 2yº [Angles opposite to equal sides of a triangle are equal]
 AOD =  OAC +  OCA = 2yº + yº = 3yº
[Exterior angle of a  is equal to the sum of the opposite interior angles]
Hence, xº = 3yº. Hence Proved.

1. Two angles in the same segment of a circle are (2x + 10)° and (x + 45°). Then find the value of x.
2. One angle of a cyclic quadrilateral is twice its opposite angle. Then find the smaller of the two
angles
CLASS - IX - 201
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3. In the figure, O is the centre of the circle, find PQR
4. In the figure, O is the centre and ACB = 20°,find AOD -
5. In this figure, find sum of Q and S.
Answers
1. 35º 2. 60º 3. 123º 4. 140° 5. 90º
CLASS - IX - 202
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1. In figure, 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 find the ratio of arcs A X
B and A 'Y B'.
O
A 25°
75°
Y
X
B
2. In figure, 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 find APQ ?
3. In figure O is the centre of circle, if OA = 5 cm, AB = 8 cm and OD is perpendicular to AB, then find
CD.
4. If AB = 12 cm, BC = 16 cm and AB is perpendicular to BC, then find the radius of the circle passing
through the points A, B and C.
5. In figure O is the centre of circle, if ABC = 20º, then find AOC.
CLASS - IX - 203
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6. In figure O is the centre of circle, if AOB is a diameter of the circle and AC = BC, then find CAB.
7. In figure O is the centre of circle, if OAB = 40º, then find ACB.
8. In figure, if DAB = 60º, ABD = 50º, then find ACB.

D C
60° 50°
A B
9. In figure O is the centre of circle, BC is a diameter of the circle and BAO = 60º. Then find ADC.

1
10. In figure O is the centre of circle, AOC is a diameter of the circle and arc AXB = arc BYC. Find
2
BOC.
CLASS - IX - 204
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11. In figure O is the centre of circle, ABC = 45º, prove that OA  OC.
12. 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.
13. ABCD is such a quadrilateral that A is the centre of the circle passing through B, C and D. Prove
1
that CBD + CDB =  BAD
2
14. 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.
15. In figure, AB is a diameter, ADC = 130° and chord BC = chord BE. Find CBE.
16. 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 = 2OO'.
17. In figure, AOB is a diameter of the circle with centre O and C, D, E are any three points on the semi-
circle. Find the value of ACD + BED
D
C
E
A B
O
18. In figure O is the centre of circle, OAB = 30º and OCB = 57º. Find BOC and AOC.
CLASS - IX - 205
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19. 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.
20. 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.
21. 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.
22. If two chords AB and CD of a circle AYDZBWCX intersect at right angles (see Figure), prove that arc
CXA + arc DZB = arc AYD + arc BWC = semicircle.
23. In figure O is the centre of circle, AB and CD are two chords of a circle intersecting each other at
point E. Prove that AEC = 1/2 (Angle subtended by arc CXA at centre + angle subtended by arc
DYB at the centre).
24. 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.
25. 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 = p2 + 3r2.
CLASS - IX - 206
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Section (A) : Introduction and chord properties of Circles
A-1. The radius of a circle is 13 cm and the length of one of its chords is 10 cm. Find the distance of the
chord from the centre.
A-2. In figure, O is the centre of the circle of radius 5 cm. OP  AB, OQ  CD, AB || CD, AB = 6 cm and
CD = 8 cm. Determine PQ.
O
Q
C D
P
A B
A-3. AB and CD are two parallel chords of a circle such that AB = 10 cm and CD = 24 cm. If the chords
are on the opposite side of the centre and the distance between them is 17 cm, find the radius of the
circle.
A-4. In a circle of radius 5 cm, AB and AC are two chords such that AB = AC = 6 cm. Find the length of
the chord BC.
A-5. A circular park of radius 20 m is situated in a colony. Three boys Ankur, Syed and David are sitting
at equal distances on its boundary each having a toy telephone in his hands to talk to each other.
Find the length of the string of each phone.
Section (B) : Results on angles subtended by arcs and Cyclic quadrilateral
B-1. In the given figure, BC is diameter bisecting ACD, find the values of a, b (O is centre of circle).
A
b
B a C
O
D
B-2. In figure O is the centre of circle, find the value of a and b.
O
30º
a
A B
B-3. A chord of a circle is equal to the radius of the circle, find the angle subtended by the chord at a
point on the minor arc and also at a point on the major arc.
CLASS - IX - 207
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B-4. In figure O is the centre of circle, find the value of a and b.

D C
130º b
A a
B
O
B-5. Find the value of a and b, if b = 2a.

F
D b
C
30
A a
E
B
B-6. In the given figure, the chord ED is parallel to the diameter AC. Find CED.
B
50º
P O
A C
1 2
3
E D
B-7. In the given figure, P is the centre of the circle. Prove that : XPZ = 2 (XZY + YXZ).
Y
X Z
B-8. In a circle with centre O, chords AB and CD intersects inside the circumference at E. Prove that
AOC + BOD = 2AEC.
O
A D
E
C B
B-9. In figure, P is any point on the chord BC of a circle such that AB = AP. Prove that CP = CQ.
A
P
B C
CLASS - IX - 208
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B-10. If two sides of a cyclic quadrilateral are parallel, prove that the remaining two sides are equal and
the diagonals are also equal.
B-11. D is a point on the circumcircle of ABC in which AB = AC such that B and D are on the opposite
side of line AC. If CD is produced to a point E such that CE = BD, prove that AD = AE.
A E
O
D
B C
B-12. Two circles intersect at two points B and C. Through B, two line segments ABD and PBQ are drawn
to intersect the circles at A, D and P, Q respectively as shown in figure. Prove that ACP = QCD.
P
B
A D
Q
C
B-13. In the figure given below, two circles intersect at A and D, and AC, AB are respectively the
diameters of the circles. Prove that the points C, D, B are collinear.
A
O O'
B C
D
B-14. ABCD is a parallelogram. The circle through A, B, C intersects CD (produced if necessary) at E.

Prove that AD = AE.
B-15. Bisectors of angles A, B and C of a triangle ABC intersect its circumcircle at D, E and F respectively.
1 1 C
Prove that the angles of the triangle DEF are 90º – A, 90º – B and 90º – .
2 2 2
OBJECTIVE QUESTIONS
Section (A) : Introduction and chord properties of Circles
A-1. In a circle of radius 10 cm, the length of chord whose distance is 6 cm from the centre is :
(A) 4 cm (B) 5 cm (C) 8 cm (D) 16 cm
A-2. If = , then
A
D
B O
C
(A) AB = CD (B) AB  CD (C) AC  BD (D) AD = BC
CLASS - IX - 209
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A-3. O is the centre of a circle, AB and CD are two chords of the circle. OM  AB and ONCD.
If OM = ON = 3 cm and AM = BM = 4.5 cm, then CD =
A
M
B
O
C N D
(A) 9 cm (B) 10 cm (C) 8 cm (D) 6 cm
A-4. In figure O is the centre of circle and  , then :
O
1 4
A 2
D
3
B C
(A) 1 = 2 (B) 3 = 4 (C) 2 = 3 (D) None of these.
Section (B) : Results on angles subtended by arcs and Cyclic quadrilateral

B-1. In the given circle ABCD, O is the centre and BDC = 42o. The ACB is equal to :
D C
42o
O
A B
(A) 48o
(B) 45 o
(C) 42o (D) 60o
B-2. In the diagram, O is the centre of the circle. The angles CBD is equal to :
D
O C
50º
B
A
(A) 25o (B) 50o (C) 40o (D) 130o
B-3. In the given figure, CAB = 80o, ABC = 40o. The sum of DAB + ABD is equal to :
D
C
80º 40º
A B
(A) 80o (B) 100o (C) 120o (D) 140o
B-4. In the given figure, if C is the centre of the circle and PQC = 25o and PRC = 15o, then QCR is
equal to :
P
º C15
25 º
Q R
(A) 40o
(B) 60 o
(C) 80o (D) 120o
CLASS - IX - 210
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B-5. The sides BA and CD of a cyclic quadrilateral ABCD are produced to meet at P, the sides DA and
CB are produced to meet at Q. If ADC = 85o and BPC = 40o, then CQD equals :
(A) 50o (B) 45o (C) 30o (D) 75o
B-6. In the given figure, if ACB = 40º, DPB = 120º, then y will be :
C D
P
y
A B
(A) 40º (B) 20º (C) 0º (D) 60º
B-7. In a cyclic quadrilateral if A – C = 70º, then the greater of the angles A and C is equal to :
(A) 95º (B) 105º (C) 125º (D) 115º
B-8. The length of a chord of a circle is equal to the radius of the circle. The angle which this chord
subtends on the longer segment of the circle is equal to :
(A) 30o (B) 45o (C) 60o (D) 90o
B-9. In the given figure, AB = BC = CD, If BAC = 25º, then value of AED is :
C
D
B
25º
A
E
(A) 50º (B) 60º (C) 65º (D) 75º
B-10. A, B and C are three points on the circle whose centre is O. If BAC = x, CBO = y, BOC = t,
reflex BOC = z, then :
A
x
B y
C
y
t
z O
(A) x + y = 90° (B) x – y = 90° (C) t + 2y° = 90° (D) None of these
B-11. O is the centre of the circle. BC is a chord of the circle and point A lies on the circle. If BAC = x,
OBC = y, then x + y :
A
x
y
B C
(A) > 90° (B) = 90° (C) < 90° (D) > 180°
CLASS - IX - 211
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OBJECTIVE QUESTIONS
1. Let P be a point on the circumference of a circle. Perpendiculars PA and PB are drawn to points
A and B on two mutually perpendicular diameters. If AB = 36 cm, the diameter of the circle is :
(A) 16 cm (B) 24 cm (C) 36 cm (D) 72 cm
2. A semicircle is drawn with AB as its diameter. From C, a point on AB, a line perpendicular to AB is
drawn meeting the circumference of the semicircle at D. Given that AC = 2 cm and CD = 6 cm, the
area of the semicircle is:
(A) 32 (B) 50 (C) 40 (D) 36
3. In the figure given below, A and B are the centers of the two congruent circles with radius 17 units.
If AB = 30 units, the length of the common chord DC is :
C
A B
D
(A) 25 units (B) 18 units (C) 10 units (D) 16 units
4. In the diagram the circle contains the vertices A, B, C of triangle ABC. Now ABC is 30° and the
length of AC is 5. The diameter of the circle is :
(A) 5 3 (B) 8 (C) 10 (D) 5 5
5. Find the measure of angle y in the figure if P is the centre of the circle :
(A) 99° (B) 105° (C) 90° (D) 109°
6. The centre of a circle is at O. AB and CD are two chords of length d and  respectively. If P is the
mid point of CD, then the length OP is :
B
O
D
A P
C
1 2 1 2
(A) d2   2 (B) d2 – 2 (C) d  2 (D) d – 2
2 2
CLASS - IX - 212
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7. BC is the diameter of a circle. Points A and D are situated on the circumference of the semi circle 
ABD = 35º and BCD = 60º, ADB equals to :
A D
35º
60º
B C
(A) 20º (B) 25º (C) 30º (D) 115º
8. Find the value of a + b, if b = 2a.

F
D b
C
30
A a
E
B
(A) 40o (B) 80o (C) 120o (D) 160o

9. In the given figure AB is the diameter of circle, then the value of 'a' is :
D C
130º b
a
A B
O
(A) 30º (B) 40º (C) 60º (D) 90º
10. ABCD is a cyclic quadrilateral inscribed in a circle with the centre O. Then OAD is equal to :
C
50º
D
O
30º
40º
A B
(A) 30º (B) 40º (C) 50º (D) 60º
11. In figure, O is centre, then  BXD =

E
B D
X
O
95°
A C
(A) 65° (B) 60° (C) 70° (D) 55°
12. Which of the following shapes of equal perimeter, the one having the largest area is :
(A) circle (B) equilateral triangle (C) square (D) regular pentagon
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13. Let XYZ be right angle triangle, with right angle at Z. Let Ax denotes the area of the circle with
diameter YZ. Let Ay denote the area of the circle with diameter XZ and let Az denotes the area of the
circle diameter XY. Which of the following relations is true ?
(A) Az = Ax + Ay (B) Az = A 2x  A 2y (C) A 2z  A 2x  A 2y (D) A 2z  A 2x  A 2y
14. A triangle with side lengths in the ratio 3 : 4 : 5 is inscribed in a circle of radius 3. The area of the
triangle is equal to :
(A) 8.64 (B) 12 (C) 6 (D) 10.28
15. Two legs of a right triangle are 8  and 9  as shown. A circle is drawn so that the area inside
the circle but outside the triangle equals the area inside the triangle but outside the circle. The
radius of the circle is (Use  = 22/7)
(A) 6  (B) 6 (C) 5 (D) 8

16. In the diagram O is the centre of a circle. AE + EB = CE + ED. OP  AB and OQ  CD, then true
relation between OP and OQ is :
D
Q
O B
E
P
A C
1
(A) OP > OQ (B) OP < OQ (C) OP = OQ (D) OP = OQ
2

1. In the following figure, O is the centre of the circle. The value of x is :
[RAJASTHAN NTSE Stage-1 2006]
120º x
O
(A) 60º (B) 45º (C) 40º (D) 80º

2. In the figure, O is the centre of the circle and OABC is rectangle : [KERALA NTSE Stage-1 2007]
B
C
A
O 3cm2cm
What is the length of AC ?

(A) 4 cm (B) 4.5 cm (C) 5 cm (D) 5.5 cm
3. In a circle, a 16 unit long chord is at a distance 6 units away from the centre. Find the distance of a
12 unit long chord from the centre. [GUJRAT NTSE Stage-1 2007]
(A) 5 (B) 6 (C) 7 (D) 8
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4. In the following figure. O is the centre of the circle. The value of x is

[Rajasthan NTSE Stage-1 2007]
A D
50º
x
O
45º
B C
(A) 45º (B) 65º (C) 85º (D) 95º

5. The chord of maximum length in a circle is called : [RAJASTHAN NTSE Stage-1 2013]
(A) Radius (B) Arc (C) Diameter (D) Point
6. In figure, A, B, C and D are four point on a cirlcle. AC and BD intersect at a point E such that
BEC = 125° and ECD = 30°. Then BAC = [RAJASTHAN NTSE Stage-1 2013]
A D
E
125° 30°
B C
(A) 95° (B) 110° (C) 85° (D) 105°
7. AB and CD are two parallel chords of a circle such that AB = 10 cm and CD = 24 cm. If the chords
are on the opposite sides of the centre and the distance between them is 17 cm, the radius of the
circle is : [DELHI NTSE Stage-1 2013]
(A) 14 cm (B) 10 cm (C) 13 cm (D) 15 cm
8. If two equal circles of radius r passes through centre of the other then the length of their common
chord is [U.P. NTSE Stage-1 2014]
r 3
(A) (B) r 3 (C) r (D) r 2
3 4
9. In the following figure O is the centre of circle and BAC = nº, OCB = mº then
A
n°
m°
B C
(A) mº + nº = 90º (B) mº + nº = 180º (C) mº + nº = 120º (D) mº + nº = 150º
10. AB and AC are equal chord of a circle with centre O. Then by which angle OA bisects BC.
[M.P. NTSE Stage-1 2014]
(A) 30° (B) 60° (C) 90° (D) 120°
11. In the given figure find PQR (where O is centre of the circle) [U.P. NTSE Stage-1 2014]
Q
80° 120°
P O
R
(A) 60° (B) 80° (C) 100° (D) 120°
CLASS - IX - 215
CIRCLES
12. If two chords of a circle are equidistance from the centre of the circle, then they are............
(A) Equal to each other (B) Not equal to each other.
(C) Intersect each other. (D) None of these
13. In the given figure, DBC = 22° and DCB = 78° then BAC is equal to
A D
78°
22°
B C
(A) 90° (B) 80° (C) 78° (D) 22°
14. The lengths of two parallel chords of a circle are 6 cm and 8 cm. If the smaller chord is at distance
4 cm from the centre, then the distance of the other chord from the centre is
(A) 5 cm (B) 4 cm (C) 3 cm (D) 2 cm
15. In the figure, the radius of the larger circle is 2 cm and the radius of the smaller circle is 1 cm and
the larger circle passes through the centre of the smaller circle. The length (in cm) of the chord AB is
[HARYANA NTSE Stage-1 2016]
A
15 3 5 34
(A) (B) 2 (C) (D)
2 2 17
16. In the figure O is the centre of the circle and  POR = 80º. Then  RQS is
S R
Q 80° O
P
(A) 30º (B) 40º (C) 1400 (D) 50º
17. In the figure, the semicirlce centered at O has a diameter 6 cm. The chord BC is parallel to AD and
1
BC = AD. The area of the trapezium ABCD in cm2, is : [HARYANA NTSE Stage-1 2016]
3
(A) 4 (B) 4 2 (C) 8 (D) 8 2
CLASS - IX - 216
CIRCLES
18. In the given figure, BC is the diameter of a circle and BAO = 60° then ADC is equal to
A
B C
O
D
(Rajasthan NTSE STAGE-I 2019)
(A) 30° (B) 45° (C) 60° (D) 90°
19.
P Q R
A x B y C z D
In the figure. Semi-circles are drawn whose centre are X, Y, Z respectively. Points X, Y, Z are
collinear points (X – Y – Z), AX = 2.5, BY = 6.5, CZ = 8.5 and AP + QC = 16; QC + CR = 27 and
CR + AP =19 then find the value of AP + PB + BQ + QC + CR + RD = ?
(Maharashtra NTSE STAGE-I 2018)
(A) 37 (B) 41 (C) 53 (D) 47
CLASS - IX - 217
CIRCLES

1. 3:1 2. 75° 3. 2 cm 4. 10 cm 5. 40°
6. 45° 7. 50° 8. 70° 9. 60° 10. 120°
17. 270° 18. BOC = 66° and AOC = 54°
EXERCISE - 1
Section (A)
A-1. 12 cm. A-2. 1 cm. A-3. 13 cm. A-4. 9.6 cm. A-5. 20 3 m.
Section (B)
B-1. a = 45º & b = 90º. B-2. a = 140º and b = 70º B-3. 30º , 150º
B-4. a = 40º and b = 90º. B-5. 40º, 80º. B-6. 40º.
OBJECTIVE QUESTIONS
Section (A)
A-1. (D) A-2. (A) A-3. (A) A-4. (C)
Section (B)
B-1. (A) B-2. (A) B-3. (C) B-4. (C) B-5. (A)
B-6. (B) B-7. (C) B-8. (A) B-9. (D) B-10. (B)
B-11. (B)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Ans. D B D C D D B C B D C A A A B D
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ans A C D C C A C B A C B A B C A
Ques. 16 17 18 19
Ans B D C D
CLASS - IX - 218
CONSTRUCTIONS
CONSTRUCTIONS

A. CONSTRUCTIONS
(a) To construct the bisector of a line segment
STEPS :
(i) Draw a line segment AB of given length.
(ii) With centre A and radius more than half of AB, draw arcs, one on each side of AB.
(iii) With B as centre and the same radius as before, draw arcs, cutting the previously drawn
arcs at E and F respectively.
(iv) Join EF intersecting AB at M. Then M bisects the line segment AB as shown in figure.
E
A B
M
F
Justification : Let us see how the above steps of construction give us the perpendicular bisector of
AB. Join A and B both to E and F to form EA, EB, FA and FB.
In triangles EAF and EBF, we have
AE = BE [ Arcs of equal radii are equal]
AF = BF [ Arcs of equal radii are equal]
EF = EF [Common]
So, by SSS - criterion of congruence, we have
 EAF EBF
 AEM = BEM
In triangles EMA and EMB, we have
EA = EB [ Arcs of equal radii are equal]
EM = EM [Common]
AEM = BEM [From (i)]
So, by SAS congruence criterion, we have
EMA  EMB
 AM = BM and EMA = EMB
But, EMA and EMB form a linear pair.
 EMA + EMB = 180°
 EMA = EMB = 90° [ EMA = EMB]
Thus, we have
AM = BM and EMA = EMB = 90°
Hence, EF is the perpendicular bisector of AB.
Following examples will illustrate the above procedure.
(b) To construct the bisector of a given angle

Let ABC be the given angle to be bisected.
A
B
C
CLASS - IX - 219
CONSTRUCTIONS
STEPS :
(i) With B as centre and a suitable radius, draw an arc which cuts ray BA at point D and ray BC
at point E.
(ii) Taking D and E as centres and with equal radii draw arcs which intersect each other at
point F. In this step, each equal radius must be more than half the length DE.
(iii) Join B and F and produce to get the ray BF.
Ray BF is the required bisector of the given angle ABC.
Justification : Join DF and EF.
A
D
)
)
F
B
E C
In  BDF and  BEF :

BD = BE [Radii of the same arc]
DF = EF [Radii of the equal arcs]
BF = BF [Common]
   BDF   BEF [By SSS]
   DBF =  EBF [By cpctc]
i.e.,  ABF =  CBF   BF bisects  ABC. Hence Proved.
(c) To construct the required angle

(i) To Construct the Required Angle of 60º :
A
B C
D
STEPS :
(I) Draw a line BC of any suitable length.
(II) With B as centre and any suitable radius, draw an arc which cuts BC at point D.
(III) With D as centre and radius same, as taken in step (II), draw one more arc which cuts previous
arc at point E.
(IV) Join BE and produce upto any point A. Then, ABC = 60º
(ii) To Construct an Angle of 120º :
A
F E
D C
B
STEPS :
(I) Draw a line BC of any suitable length.
(II) Taking B as centre and with any suitable radius, draw an arc which cuts BC at point D.
CLASS - IX - 220
CONSTRUCTIONS
(III) Taking D as centre, draw an arc of the same radius, as taken in step (II), which cuts the first arc
at point E.
(IV) Taking E as centre and radius same, as taken in step (II),
draw one more arc which cuts the first arc at point F.
(V) Join BF and produce upto any suitable point A.
Then,  ABC = 120º
(iii) To Construct an Angle of 30º :
A
F D
)
)
B E C
STEPS :
(I) Construct angle ABC = 60º by compass.
(II) Draw BD, the bisector of angle ABC. Then,  DBC = 30º
(iv) To Construct an Angle of 90º :
P
A
E
G
C
B D
STEPS :
(I) Construct angle ABC = 120º by using compass.
(II) Draw PB, the bisector of angle EBG. Then,  PBC = 90º
Alternative Method :
P
))
O C
E B D
(I) Draw a line segment BC of any suitable length.
(II) Produce CB upto an arbitrary point O.
(III) Taking B as centre, draw an arc which cuts OC at points D and E.
(IV) Taking D and E as centres and with equal radii draw arcs
which cut each other at point P. [The radii in this step must be of length more than half of DE.]
(V) Join BP and produce. Then,  PBC = 90º
(v) To Construct an Angle of 45º :
P
A
))
E )
)
C
B D
CLASS - IX - 221
CONSTRUCTIONS
STEPS :
(I) Draw  PBC = 90º
(II) Draw AB which bisects angle PBC.
Then,  ABC = 45º
Alternative Method :
A
E
F
D
B C
O
STEPS :
(I) Construct  ABC = 60º.
(II) Draw BD, the bisector of angle ABC.
(III) Draw BE, the bisector of angle ABD.
Then,  EBC = 45º
(vi) To Construct an Angle of 105º :
O P
A
E
F
C
B D
STEPS :
(I) Construct  ABC = 120º and  PBC = 90º
(II) Draw BO, the bisector of  ABP.
Then,  OBC = 105º
(vii) To Construct an Angle of 150º.
STEPS :
(I) Draw line segment BC of any suitable length. Produce CB upto any point O.
(II) With B as centre, draw an arc (with any suitable radius) which cuts OC at points D and E.
(III) With D as centre, draw an arc of the same radius, as taken in step (II), which cuts the first arc at
point F.
(IV) With F as centre, draw one more arc of the same radius, as taken in step (II), which cuts the first
arc at point G.
(V) Draw PB, the bisector of angle EBG.
Now FBD =  GBF =  EBG = 60º
Then,  PBC = 150º
CLASS - IX - 222
CONSTRUCTIONS
(viii) To Construct an Angle of 135º.

Q
P G F
O C
E B D
STEPS :
(I) Construct  PBC = 150º and  GBC = 120º
(II) Construct BQ, the bisector of angle PBG.
Then,  QBC = 135º
(d) To construct a Triangle
(i) To construct an equilateral triangle when its one side is given.
In order to construct an equilateral triangle when the measure (length) of its side is given, we follow
the following steps :
STEPS :
(I) Draw a ray AX with initial point A.
Y C
A X
B
(II) With centre A and radius equal to length of a side of the triangle draw an arc BY, cutting the ray
AX at B.
(III) With centre B and the same radius draw an arc cutting the arc BY at C.
(IV) Join AC and BC to obtain the required triangle.
(ii) When the base of the triangle, one base angle and the sum of other two sides are given.
STEPS :
(I) Obtain the base, base angle and the sum of other two sides. Let AB be the base, A be the base
angle and  be the sum of the lengths of other two side BC and CA of ABC.
X
A B
(II) Draw the base AB.
(III) Draw BAX of measure equal to that of A.
(IV) From ray AX, cut off line segment AD equal to  (the sum of other two dies).
(V) Join BD
(VI) Draw the perpendicular bisector of BD meeting AD at C.
(VII) Join BC to obtain the required triangle ABC.
Justification : Let us now see how do we get the required triangle.
Since point C lies on the perpendicular bisector of BD. Therefore,
CD = CB
Now, AC = AD – CD
 AC = AD – BC [ CD = CB]
 AD = AC + CB
CLASS - IX - 223
CONSTRUCTIONS
(iii) When the base of the triangle, one base angle and the difference of the other two sides
are given.
X X
C
C
D B
A
D
B
X'
A
(i) (ii)
STEPS :
(I) Obtain the base, base angle and the difference of two other sides. Let AB be the base, A be the
base angle and l be the difference of the other two sides BC and CA of ABC. i.e., l = AC – BC,
if AC > BC or, l = BC – AC, if BC > AC
(II) Draw the base AB of given length.
(III) Draw BAX of measure equal to that of A.
(IV) If AC > BC, then cut off segment AD = AC – BC from ray AX. [in figure (i)]. If AC < BC, then
extend XA to X'; on opposite side of AB and cut off segment AD = BC – AC from ray AX'
[in figure (ii)].
(V) Join BD.
(VI) Draw the perpendicular bisector of BD which cuts AX or AX', as the case may be, at C.
(VII) Join BC to obtain the required triangle ABC.
Justification : Let us now see how do we get the required triangle. Since C lies on the
perpendicular bisector of DB.
 CD = CB
So, AD = AC – CD = AC – BC.
(iv) When the perimeter of the triangle and both the base angles are given.
D E
X Y
B C
STEPS :
(I) Obtain the perimeter and the base angles of the triangle. Let ABC be a triangle of perimeter p cm
and base BC.
(II) Draw a line segment XY equal to the perimeter p of ABC.
(III) Construct YDX and XYE.
(IV) Draw bisectors of angles YXD and XYE and mark their intersection point as A.
(V) Draw the perpendicular bisectors of XA and YA meeting XY in B and C respectively.
(VI) Join AB and AC to obtain the required triangle ABC.
CLASS - IX - 224
CONSTRUCTIONS
Justification : For the justification of the construction, we observe that B lies on the perpendicular
bisector of AX.
 XB = AB   AXB = BAX
Similarly, C lies on the perpendicular bisector of AY.
 YC = AC   AYC = YAC
Now, XY = XB + BC + CY  XY = AB + BC + AC
In AXB, we have
ABC = AXB + BAX = 2AXB = BXD = B
In AYC,
ACB = AYC + YAC = 2AYC = CYE = C.
Example.1
Draw a line segment of length 7.8 cm, draw the perpendicular bisector of this line segment.
Sol. Let the given line segment be AB = 7.8 cm.
STEPS :
A o B
(i) Draw the line segment AB = 7.8 cm.

(ii) With point A as centre and a suitable radius, more than half the length of AB, draw arcs on both
the sides of AB.
(iii) With point B as centre and with the same radius draw arcs on both the sides of AB. Let these arc
cut at points P & Q as shown in the figure.
(iv) Draw a line through the points P and Q. The line so obtained is the required perpendicular
bisector of given line segment AB.
Line PQ is perpendicular bisector of AB.
(A) PQ bisects AB i.e., OA = OB.
(B) PQ is perpendicular to AB
i.e., POA = POB = 90º.
A o B
Proof : In  APQ and  BPQ : AP = BP [By construction]

AQ = BQ [By construction]
PQ = PQ [Common]
   APQ   BPQ [By SSS]
   APQ =  BPQ [By cpctc]
CLASS - IX - 225
CONSTRUCTIONS
Now, in  APO &  BPO

AP = BP [By construction]
OP = OP [Common side]
 APO =  BPO [Proved above]
   APO   BPO [By SAS]
  OA = OB
180º
And,  POA =  POB = = 90º [  POA +  POB = 180º]
2
  PQ is perpendicular bisector of AB.
Example. 2
Draw an equilateral triangle having each side of 2.5 cm.
Sol. Given one side of the equilateral triangle be 2.5 cm.
Q P
B C
STEPS :
(i) Draw a line segment BC = 2.5 cm.
(ii) Through B, construct ray BP making angle 60º with BC.
i.e.,  PBC = 60º
(iii) Through C, construct CQ making angle 60º with BC
i.e.,  QCB = 60º
(iv) Let BP and CQ intersect each other at point A.
Then, ABC is the required equilateral triangle.
Proof : Since,  ABC =  ACB = 60º
  BAC = 180º – (60º + 60º) = 60º
 All the angles of the  ABC drawn are equal.
 All the sides of the  ABC drawn are equal.
  ABC is the required equilateral triangle. Hence Proved.
Alternative method :
If one side is 2.5 cm, then each side of the required equilateral triangle is 2.5 cm.
A
m
2.5
c
2.5
cm
B 2.5 cm C
STEPS :
(i) Draw BC = 2.5 cm
(ii) With B as centre, draw an arc of radius 2.5 cm
(iii) With C as centre, draw an arc of radius 2.5 cm
(iv) Let the two arcs intersect each other at point A. Join AB and AC.
CLASS - IX - 226
CONSTRUCTIONS
Example. 3
Construct a triangle with 3 cm base and sum of other two sides is 8 cm and one base angle is 60º.
Sol. Given the base BC of the triangle ABC be 3 cm, one base angle  B = 60º and the sum of the other
two sides be 8 cm i.e., AB + AC = 8 cm.
P
)
D
O
A
B C
STEPS :
(i) Draw BC = 3 cm
(ii) At point B, draw PB so that PBC = 60º
(iii) From BP, cut BD = 8 cm.
(iv) Join D and C.
(v) Draw perpendicular bisector of CD, which meets BD at point A.
(vi) Join A and C.
Thus, ABC is the required triangle.
P
D
)
O
A
B C
Proof : Since, OA is perpendicular bisector of CD
  OC = OD
AOC = AOD = 90º
Also, OA = OA [Common]
  AOC  AOD [By SAS]
  AC = AD
  BD = BA + AD = BA + AC = Given sum of the other two sides
Thus, base BC and B are drawn as given and BD = BA + AC. Hence Proved.
Then, ABC is the required equilateral triangle.
Example. 4
Construct a right triangle, when one side is 3.8 cm and the sum of the other side and hypotenuse is
6 cm.
Sol. Here, if we consider the required triangle to be  ABC, as shown alongside.
Clearly, AB = 3.8 cm,  B = 90º and BC + AC = 6 cm.
C
A B
CLASS - IX - 227
CONSTRUCTIONS
STEPS :
(i) Draw AB = 3.8 cm
(ii) Through B, draw line BP so that  ABP = 90º
(iii) From BP, cut BD = 6 cm
(iv) Join A and D.
(v) Draw perpendicular bisector of AD, which meets BD at point C.
P
D
A C
B
Example. 5
Construct a triangle with base of 8 cm and difference between the length of other two sides is 3 cm
and one base angle is 60º.
Sol. Given the base BC of the required triangle ABC be 8 cm i.e., BC = 8 cm, base angle B = 60º and the
difference between the lengths of other two sides AB and AC be 3 cm.
i.e., AB – AC = 3 cm or AC – AB = 3 cm.
(I) When AB – AC = 3 cm i.e., AB > AC :
STEPS :
(i) Draw BC = 8 cm
(ii) Through point B, draw BP so that  PBC = 60º.
(iii) From BP cut BD = 3 cm.
(iv) Join D and C.
(v) Draw perpendicular bisector of DC ; which meets BP at point A.
(vi) Join A and C.
Thus, ABC is the required triangle.
Proof :Since, OA is perpendicular bisector of CD

  OD = OC
 AOD =  AOC = 90º
And,OA = OA [Common]
   AOD   AOC [By SAS]
  AD = AC [By cpctc]
CLASS - IX - 228
CONSTRUCTIONS
Now, BD = BA – AD = BA – AC [ AD = AC]
= Given difference of other two sides.
Thus, the base BC and  B are drawn as given and BD = BA – AC. Hence Proved.
(II) When AC – AB = 3 cm i.e., AB < AC :
STEPS :
(i) Draw BC = 8 cm
(ii) Through B, draw line BP so that angle PBC = 60º.
(iii) Produce BP backward upto a suitable point Q.
(iv) From BQ, cut BD = 3 cm.
(v) Join D and C.
(vi) Draw perpendicular bisector of DC, which meets BP at point A.
(vii) Join A and C.
Thus, ABC is the required triangle.
Proof : Since, OA is perpendicular bisector of CD

  OD = OC
 AOD =  AOC = 90º
And, OA = OA [Common]
   AOD   AOC [By SAS]
  AD = AC [By cpctc]
Now BD = AD – AB = AC – AB [ AD = AC]
= Given difference of other two sides.
Thus, the base BC and  B are drawn as given and BD = AC – AB. Hence Proved.
Example. 6
Construct a triangle ABC with AB + BC + CA = 12 cm,  B = 45º and  C = 60º.
Sol. Given the perimeter of the triangle ABC be 12 cm i.e., AB + BC + CA = 12 cm and both the base
angles be 45º and 60º i.e.,  B = 45º and  C = 60º.
STEPS :
(i) Draw a line segment PQ = 12 cm
(ii) At P, construct line PR so that  RPQ = 45º and at Q, construct a line QS so that  SQP = 60º.
(iii) Draw bisector of angles RPQ and SQP which meet each other at point A.
(iv) Draw perpendicular bisector of AP, which meets PQ at point B.
(v) Draw perpendicular bisector of AQ, which meets PQ at point C.
(vi) Join AB and AC.
CLASS - IX - 229
CONSTRUCTIONS

Proof : Since, MB is perpendicular bisector of AP
 PMB   AMB [By SAS]
PB = AB
Similarly, NC is perpendicular bisector of AQ.
   QNC   ANC [By SAS]
  CQ = AC [By cpctc]
Now, PQ = PB + BC + CQ
= AB + BC + AC
= Given perimeter of the  ABC drawn.
Also, BPA =  BAP [As PMB  AMB]
  ABC =  BPA +  BAP [Exterior angle of a triangle = sum of two interior opposite angles]
 ABC =  BPA +  BAP = 2  BPA =  RPB
=  ACB [Given]
R S
A
M N
Q
P B C
ACB = CQA + CQA
= 2  CQA [  QNC  ANC  CQA = CAQ]
=  SQC = Given base angle ACB.
Thus, given perimeter = perimeter of  ABC.
given one base angle = angle ABC
and, given other base angle = angle ACB.
1. Draw a line AB of length 8 cm divide it into two equal parts.
2. Construct the angles of the following measurement.

1°
(a) 30° (b) 22 (c) 15°
2
3. Construct a triangle ABC with the following data BC = 4.7 cm, B = 43°, AB + AC = 9.2 cm.
4. Construct a triangle ABC with the following data B = 43°, C = 37°, perimeter 6.8 cm.
5. Construct a triangle ABC with the following data BC = 6 cm, AC - AB = 2 cm, B = 60°.
CLASS - IX - 230
CONSTRUCTION
1. Find the difference of BC and AC for which construction of a triangle ABC in which AB = 4 cm,
A = 60° is not possible.
(Q.No. 2 to 7) : Write True or False in each of the following. Give reasons for your answer:
2. An angle of 52.5° can be constructed.
3. An angle of 42.5° can be constructed.
4. A triangle ABC can be constructed in which AB = 5 cm, A = 45° and BC + AC = 5 cm.
5. A triangle ABC can be constructed in which BC = 6 cm, C = 30° and AC – AB = 4 cm.
6. A triangle ABC can be constructed in which  B = 105°, C = 90° and AB + BC + AC = 10 cm.
7. A triangle ABC can be constructed in which  B = 60°, C = 45° and AB + BC + AC = 12 cm.
8. Draw an angle of 110° with the help of a protractor and bisect it. Measure each angle.
9. 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 ?
10. Draw an angle of 80° with the help of a protractor. Then construct angles of
(i) 40° (ii) 160° and (iii) 120°.
11. Construct a triangle whose sides are 3.6 cm, 3.0 cm and 4.8 cm. Bisect the smallest angle and
measure each part.
12. Construct a triangle ABC in which BC = 5 cm, B = 60° and AC + AB = 7.5 cm.
13. Construct a square of side 3 cm.
14. Construct a rectangle whose adjacent sides are of lengths 5 cm and 3.5 cm.
15. Construct a rhombus whose side is of length 3.4 cm and one of its angles is 45°.
(Q.No. 16 to 20) Construct each of the following and give justification :
16. A triangle if its perimeter is 10.4 cm and two angles are 45° and 120°.
17. A triangle PQR given that QR = 3cm,  PQR = 45° and QP – PR = 2 cm.
18. A right triangle when one side is 3.5 cm and sum of other sides and the hypotenuse is 5.5 cm.
19. An equilateral triangle if its altitude is 3.2 cm.
20. A rhombus whose diagonals are 4 cm and 6 cm in lengths.

CLASS - IX - 231
CONSTRUCTION
Section (A) : Constructions
A-1. For each angle, given below, make a separate construction. Draw a ray BC and an another ray BA
so that the  ABC is equal to :
1º 1º
(i) 15º (ii) 22 (iii) 75º (iv) 52
2 2
1º
(v) 67 (vi) 165º (vii) 135º
2
A-2. Construct an equilateral triangle with side :

(i) 5 cm (ii) 5.4 cm (iii) 6.2 cm
A-3. Construct a triangle ABC, in which :

(i) base AB = 5.4 cm,  B = 45º and AC + BC = 9 cm.
(ii) base BC = 6 cm,  B = 60º and AB + AC = 9.6 cm.
(iii) base AC = 5 cm,  C = 90º and AB + BC = 10.6 cm.
A-4. Construct a right triangle, with base = 4 cm and the sum of the other side and hypotenuse = 9.4 cm.
A-5. Construct a triangle ABC, in which :

(i) BC = 4.8 cm,  B = 45º and AB – AC = 2.4 cm.
(ii) BC = 4.8 cm,  B = 45º and AC – AB = 2.4 cm.
(iii) AB = 5.3 cm,  A = 60º and AC – BC = 2 cm.
(iv) AB = 5.3 cm,  A = 60º and BC – AC = 2 cm.
A-6. Construct a triangle ABC, with :

(i) perimeter = 12 cm,  B = 45º and  C = 60º.
(ii) perimeter = 11.6 cm,  B = 60º and  C = 90º.
(iii) perimeter = 11 cm,  A = 60º and  C = 45º.
(iv) perimeter = 10 cm,  B =  C = 60º.
A-7. Without finding the length of each side of the equilateral triangle construct it. If its perimeter is
16 cm.
A-8. Construct a  PQR in which base QR = 4 cm,  R = 30º and PR – PQ = 1.1 cm.
OBJECTIVE QUESTIONS
Section (A) : Constructions
A-1. With the help of a ruler and compass, it is possible of construct an angle of :
(A) 37° (B) 40° (C) 37.5° (D) 48.5°
A-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
CLASS - IX - 232
CONSTRUCTION
A-3. In figure, XYL = LYZ and LYM = MYZ . If XYZ = 90°, then XYM =
Z M
L
X
Y
1
(A) 60° (B) 75° (C) 45° (D) 67 °
2
A-4. In figure, BD = AB + AC and AQ CD at L, then :
D
Q
L
A
P C
B
(A) AC = AD (B) AC = AB (C) AC = CD (D) AC = AL
 
A-5. In figure, AN = AM = LN = LM. If AY bisects LM and AC bisects XAY, then BAC =
Y C
x
M L
A N B
(A) 60° (B) 45° (C) 75° (D) 85°
EXERCISE - 1
OBJECTIVE QUESTIONS
Section (A)
A-1. (C) A-2. (B) A-3. (D) A-4. (A) A-5. (C)
CLASS - IX - 233
HERON’S FORMULA
HERON’S FORMULA

A. HERON’S FORMULA
Heron (or Hero) of Alexandria (c. 10 – 70 AD) was an ancient Greek mathematician and engineer
who was active in his native city of Alexandria, Roman Egypt. He is considered the greatest
experimenter of antiquity and his work is representative of the Hellenistic scientific tradition.
Heron’s works as an inventor truly reveal his genius but he is also accredited as a mathematician
who delivered a lot to the field with his practical approach. From approximations of square roots and
formulating the area of a triangle to his treatise in geometry, Heron’s contributions are wide ranging.
The ‘Metrica’ is a series of three books, found by R.Schone in Istanbul in 1896, in which Heron
focuses on calculating areas and volumes of bodies such as pyramids, cones, cylinders, prisms etc.
‘Hero’s formula’ was found in this book which stated the area of a triangle with given sides.
If a, b, c denote the lengths of the sides of a triangle ABC. Then,
Area of ABC = s(s  a)(s  b)(s  c)
abc
s= is the semi - perimeter of ABC.
2
(a) Perimeter and Area of a Triangle :
(i) Right-angled triangle
For an right-angled triangle, let b be the base, h be the perpendicular and d be the hypotenuse.
Then Perimeter = b + h + d
1 1
Area = (Base × Height) = bh
2 2
A
d
h
B b C
Hypotenuse, d = b2  h2 [Pythagoras theorem]

(ii) Isosceles right-angled triangle
For an isosceles right-angled triangle, let a be the equal sides, then
Hypotenuse = a2  a2 = 2a
Perimeter = 2a + 2a
A
a 2a
B a C
1 1 1 2
Area = (Base × Height) = (a × a) = a.
2 2 2
CLASS - IX - 234
HERON’S FORMULA
(iii) Equilateral triangle

For an equilateral triangle, let each side be a, and the height of the triangle is h, then
A = B = C = 60º
A
a a
h
B C
D
a/2
a
BAD = CAD = 30º
AB = BC = AC = a (say)
a
BD = DC =
2
2
a 3a2
  + h = a   h2 =
2 2
2 4
3
 Height (h) = a
2
1 1 3 3 2
Area = (Base × Height) = ×a× a= a
2 2 2 4
Perimeter = a + a + a = 3a.
(b) Application of Heron's formula
With the help of heron's formula we can find the area of Quadrilateral whose all side and one
diagonal is given to us, Quadrilateral whose all sides and angle between any two adjacent side is
right angle, Trapezium whose all sides are given and we can find the area of Parallelogram and its
types.
Example. 1
The perimeter of a triangular field is 450 m and its sides are in the ratio 13 : 12 : 5. Find the area of
the triangle.
Sol. Let a = 13x, b = 12x and c = 5x
 Perimeter = 450
13x + 12x + 5x = 450
30x = 450
x = 15
So, the sides of the triangle are :
a = 13 × 15 = 195 m, b = 12 × 15 = 180 m and c = 5 × 15 = 75 m
2s = 195 + 180 + 75
2s = 450
s = 225.
Hence, Area = s(s  a)(s  b)(s  c)
= 225(225  195)(225  180)(225  75) = 225(30)(45)(150) = 6750 m2.
CLASS - IX - 235
HERON’S FORMULA
Example. 2
3
The perimeter of an isosceles triangle is 42 cm and its base is times each of the equal sides.
2
Find the length of each side of the triangle, area of the triangle and height of the triangle.
Sol. Let the equal sides be a and unequal side be b.
 2a + b = 42
3
Given : b = a
2
3
2a + a = 42
2
7
a = 42
2
a = 12 cm.
3
So, b= (12) = 18 cm.
2
Also, perimeter = 2s = 42 cm
s = 21 cm.
Area of triangle = 21(21  12)(21  12)(21  18) = 21(9)(9)(3) = 27 7 cm2
1
Area of triangle = × base × height
2
1
27 7 = × 18 × height
2
54 7
Height = = 3 7 cm.
18
Example. 3
A triangle and parallelogram have the same base and the same area. If the sides of the triangle are
26 cm, 28 cm and 30 cm, and the parallelogram stands on the base 28 cm, find the height of the
parallelogram.
26  28  30
Sol. s= = 42 cm.
2
 Area of the triangle = 42(42  26)(42  28)(42  30) = 42(16)(14)(12) = 336 cm2.
Let h be the height of the parallelogram.
It is given that the triangle and the parallelogram have the same base and same area.
 Area of the parallelogram = 336 cm2
336
 Base × height = 336  28 × h = 336  h= = 12 cm.
28
Example. 4
Find the area of a trapezium whose parallel sides are 25 cm, 13 cm and other sides are 15 cm and
15 cm.
Sol. Let ABCD be the given trapezium in which AB = 25 cm, CD = 13 cm, BC = 15 cm and AD = 15 cm.
Draw CE || AD.
D 13 cm
C
15 cm
A E L B
25 cm
CLASS - IX - 236
HERON’S FORMULA
Now, ADCE is a parallelogram is which AD || CE and AE || CD.

 AE = DC = 13 cm and BE = AB – AE = 25 – 13 = 12 cm.
In BCE, we have
15  15  12
s= = 21
2
 Area of BCE = s(s  a)(s  b)(s  c)
 Area of BCE = 21(21  15)(21  15)(21  12)
 Area of BCE = 21 6  6  9
= 18 21 cm2 ...(i)
Let h be the height of BCE, then
1
Area of BCE = (Base × Height)
2
1
= × 12 × h = 6h ..(ii)
2
From (i) and (ii), we have,
6h = 18 21  
  h = 3 21 cm
Clearly, the height of trapezium ABCD is same as that of BCE.
1
 Area of trapezium = (AB + CD) × h
2
1
 Area of trapezium = (25 + 13) × 3 21 cm2
2
= 57 21 cm2.
Example. 5
Find the percentage increase in the area of a triangle if its each side is doubled.
Sol. Let a, b, c be the sides of the given triangle and s be its semi-perimeter.
1
 s= (a + b + c) ...(i)
2
The sides of the new triangle are 2a, 2b and 2c.
Let s’ be its semi-perimeter.
1
 s’= (2a + 2b + 2c) = a + b + c = 2s [Using (i)]
2
Let  = Area of given triangle
 = s(s  a)(s  b)(s  c) ... (ii)
And, ’ = Area of new triangle
’ = s'(s' 2a)(s' 2b)(s' 2c)
= 2s(2s  2a)(2s  2b)(2s  2c) [Using (i)]

= 16s(s  a)(s  b)(s  c)
’ =4 [Using (ii)]
 Increase in the area of the triangle
= ’ – = 4– = 3
 3 
 % increase in area =   100  % = 300%.
  
CLASS - IX - 237
HERON’S FORMULA
Example. 6
An umbrella is made by stitching 10 triangular pieces of cloth of two different colours (see figure),
each piece measuring 20 cm, 50 cm and 50 cm. How much cloth of each colour is required for the
umbrella ?
Sol. The sides of a triangular piece are 20 cm, 50 cm and 50 cm.
a  b  c 20  50  50
s= = = 60 cm.
2 2
Area of one triangular piece = s(s  a)(s  b)(s  c)
= 60(60  20)(60  50)(60  50) = 60  40  10  10
= 240000 = 200 6 cm2
Area of cloth of each colour for five triangular pieces = 5 × 200 6 = 1000 cm2.
cm
50
cm
50
cm
20
Example. 7
A rhombus shaped field has green grass for 18 cows to graze. If each side of the rhombus is 30 m
and its longer diagonal is 48 m, how much area of grass field will each cow be grazing ?
Sol. Clearly, triangles ABC and ADC are congruent.
D 30 cm
C
30 cm cm
48
30 cm
A 30 cm B
 Area of ABC = Area of ADC
Let s be the semi - perimeter of ABC and ADC. Then,
30  30  48
s= = 54 m.
2
 Area of ABC = Area of ADC
= 54(54  30)(54  30)(54  48) = 54(24)(24)(6) = 432 m2
So, area of rhombus ABCD = 2 (Area of ABC) = 2 (432) = 864 m2
864
 Area of grass field each cow will graze = = 48 m2.
18
Example. 8
The sides of a quadriangular field, taken in order are 26 m, 27 m, 7 m and 24 m respectively. The
angle contained by the last two sides is a right angle. Find its area. [Take 14 = 3.751]
1 1
Sol. Area of ADC = (AD × DC) = × 24 × 7m2 = 84 m2
2 2
In ADC, we have
AC2 = AD2 + CD2
 AC2 = 242 + 72
 AC2 = 252
 AC = 25 m.
CLASS - IX - 238
HERON’S FORMULA
Thus, in ABC, we have

D 7m C
90º
24 m 27 m
A 26 m B
a = BC = 27 m, b = CA = 25 m and c = AB = 26 m
Let 2s be the perimeter of ABC. Then,
2s = a + b + c
2s = 27 + 25 + 26 = 78
 s = 39 m
  Area of ABC = s(s  a)(s  b)(s  c) = 39  12  14  13
 Area of ABC = 13  3  3  4  2  7  13 = 78 14 cm2 = 292.57 m2
Area of quadrilateral ABCD = 84 + 291.57 = 376.57 m2.
1. Find the area of the triangles whose sides are 25 m, 60 m and 65 m
2. Two sides of a triangular field are 85 m and 154 m and its perimeter is 324 m. Find its area.
3. Find the area of a triangle whose sides are 50 m, 78 m and 112 m and also find the length of the
perpendicular from the opposite vertex to the side of length 112 m.
4. Find the area of a trapezium whose parallel sides are 11 m and 25 m and the two non parallel sides
are 15 m and 13 m.
5. Find the area of a quadrilateral piece of land one of whose diagonals is 32 m long and the length of
the perpendiculars from the other two vertices are 20 m and 12 m.
Answers
1. 750 m2 2. 2772 m2 3. 1680 m2 , 30m 4. 216 m2
5. 512 m2
CLASS - IX - 239
HERON’S FORMULA
1. The base of a right triangle is 8 cm and hypotenuse is 10 cm. Find its area ?
2 An isosceles right triangle has area 8 cm2. Find the length of its hypotenuse.
3. The perimeter of an equilateral triangle is 60 m. Find its area ?
4. The sides of a triangle are 56 cm, 60 cm and 52 cm long. Find the area of the triangle ?
5. Find the area of an equilateral triangle with side 2 3 cm.
6. Find the length of each side of an equilateral triangle having an area of 9 3 cm2 ?
7. Find the area of an isosceles triangle having base 2 cm and the length of one of the equal sides
4 cm ?
8. The sides of a triangle are 35 cm, 54 cm and 61 cm, respectively. The length of its longest altitude ?

9. 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.
10. 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
11. 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.
12. Calculate the area of the shaded region in given figure.
13. 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
14. 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 cm2. Find the cost of painting.
CLASS - IX - 240
HERON’S FORMULA
15. Find the area of the trapezium PQRS with height PQ given in given figure.
16. 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.
17. 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.
18. In Figure, 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.
19. The dimensions of a rectangle ABCD are 51 cm × 25 cm. A trapezium PQCD with its parallel sides
QC and PD in the ratio 9 : 8, is cut off from the rectangle as shown in the Figure. If the area of the
5
trapezium PQCD is th part of the area of the rectangle, find the lengths QC and PD.
6
20. A design is made on a rectangular tile of dimensions 50 cm × 70 cm as shown in given figure. 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 tiles.
CLASS - IX - 241
HERON’S FORMULA
21. 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

22. If each side of a triangle is doubled, then find the ratio of area of the new triangle thus formed and
the given triangle.
23. 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 1m 2 of the
field, find the total cost of ploughing the field.
Section (A) : Heron's formula
A-1. Calculate the area of the triangle whose sides are 18 cm, 24 cm and 30 cm in length. Also, find the
length of the altitude corresponding to the smallest side of the triangle.
A-2. The sides of a triangle are 10 cm, 24 cm and 26 cm. Find its area and the longest altitude.
A-3. Two sides of a triangular field are 85 cm and 154 cm in length, and its perimeter is 324 cm. Find (i)
the area of the field, and (ii) the length of the perpendicular from the opposite vertex on the side
measuring 154 cm.
A-4. The sides of a triangular field are 165 cm, 143 cm and 154 cm. Find the cost of ploughing it at 12
paise per sq.cm.
A-5. If the height of an equilateral triangle is 3 cm. Then find the area of the triangle.
A-6. Students of a school staged a rally for cleanliness campaign. They walked through the lanes in two
groups. One group walked through the lanes AB, BC and CA; while other through AC, CD and DA
(figure). Then they cleaned the area enclosed within their lanes. If AB = 9 m, BC = 40 m, CD = 15 m,
DA = 28 m and B = 90º. Which group cleaned more area and how much ? Find the total area
cleaned by the students.
28 m
A D
15 m
9m
C
B
40 m
A-7. The perimeter of a right angle triangle is 40 cm. Its hypotenuse is 17 cm. Find the sides containing
the right angle. Also find the area of the triangle using heron’s formula.
A-8. Find the perimeter and area of the quadrilateral ABCD in which AB = 17 cm, AD = 9 cm,
CD = 12 cm, ACB = 90º and AC = 15 cm.
A-9. The perimeter of an isosceles triangle is 32 cm. The ratio of one of the equal sides to the base is
3:2. Find the area of the triangle.
CLASS - IX - 242
HERON’S FORMULA
A-10. Rajesh has a triangular field with sides 240 m, 200 m, 360 m, where he grew wheat. In another
triangular field with sides 240 m, 320 m, 400 m adjacent to the previous field, he wanted to grow
potatoes and onions as shown in figure. He divided the field in two parts by joining the mid-point of
the longest side to the opposite vertex and grew potatoes in one part and onions in the other part.
How much area (in hectares) has been used for wheat, potatoes and onions ?
[ 2 = 1.41 and 1 hectare = 10000 m2]
A 400 m D
E
Potatoes Onions
24
m
0m
0
32
360
Wheat C
200 m
B
A-11. A triangular park ABC has sides 120 m, 80 m and 50 m. A gardener Ramu has to put a fence all
around it and also plant grass inside. How much area does he need to plant? Find the cost of
fencing it with barbed wire at the rate of Rs. 20 per meter leaving a space 3 m wide for a gate on
one side.
mA 80 m
50
3m
B C
120 m
A-12. A field is in the shape of a trapezium whose parallel sides are 60 m and 77 m. The non-parallel
sides are 25 m and 26 m. Find the area of the field.
OBJECTIVE QUESTIONS
Section (A) : Heron's formula
1. The triangular side walls of a flyover have been used for advertisements from both sides. The sides
of each wall are 120 m, 110 m and 20 m. The advertisement yield and earning of Rs. 100 per m2 per
year. Find the amount of revenue earned in one year. [Take 7 = 2.65]
m
1 20
20m
20m
12
0m
110m 110m
(A) Rs. 3, 37, 500 (B) Rs. 3, 97, 500 (C) Rs. 5, 73, 300 (D) Rs. 4, 73, 500
2. If the adjacent sides of a parallelogram ABCD measure 34 cm and 20 cm, and the diagonal AC
measures 42 cm, then its area in cm2 is :
CLASS - IX - 243
HERON’S FORMULA
3. The lengths of four sides and a diagonal of the given quadrilateral are indicated in the diagram. If A
denotes the area of quadrilateral, then A in cm2 is :
m
5cm
7c
6cm
7c 5cm
m
(A) 12 6 (B) 6 (C) 6 6 (D) 3 6
4. If the sides of a triangle are doubled, then its area :

(A) Remains the same (B) Becomes doubled
(C) Becomes three times (D) Becomes four times
5. Find the cost of painting of a rhombus sheet, whose perimeter is 32 m and whose one diagonal is
10 m long is painted on both sides at the rate of Rs. 5 per m 2. [ Use 39 = 6.25]
(A) Rs. 500 (B) Rs. 600 (C) Rs. 625 (D) Rs. 650
6. Find the height of the trapezium in which parallel sides are 25 cm and 10 cm and non parallel sides
are 14 cm and 13 cm.
(A) 13 cm (B) 14 cm (C) 11.2 cm (D) 13.2 cm
7. Calculate the area of the shaded portion.

A B
12 cm 5 cm
D 15 cm
14 cm
C
(A) 30 cm2 (B) 84 cm2 (C) 144 cm2 (D) 54 cm2
8. The unequal side of an isosceles triangle is 6 cm and its perimetre is 24 cm. Find its area.
(A) 6 2 cm2 (B) 12 2 cm2 (C) 18 2 cm2 (D) 24 2 cm2
9. A triangle and a parallelogram have the same base and same area. If the sides of the triangle are
15 cm, 14 cm and 13 cm and the parallelogram stand on the base 15 cm, find the height of the
parallelogram.
(A) 5 cm (B) 5.6 cm (C) 6 cm (D) 6.2 cm
10. In triangle if each side of triangle is halfed then what is the % change in its area.
(A) 75% increase (B) 75% decrease (C) 25% increase (D) 25% decrease
OBJECTIVE QUESTIONS
1. All the 3 sides of a right triangle are integers and one side has a length 11 units. Area of the triangle
in square units lies between
(A) 1 and 100 (B) 100 and 200 (C) 200 and 300 (D) More than 300
CLASS - IX - 244
HERON’S FORMULA
2. In the figure given PM = 10 cm, MN = 15 cm and PN = 17 cm. Also QM = QX and XR = RN.

Perimeter of the PQR, is :
P
X R
Q
M N
(A) 32 (B) 27 (C) 25 (D) 21
3. A triangle EFG is inscribed in a unit square ABCD with E on AB, F on DA, G on CD such that
AE = DF = CG = 1/3. The area of the triangle EFG is :
5 1 5 4
(A) (B) (C) (D)
18 3 9 9
4. A triangle of area 9y cm2 has been drawn such that its area is equal to the area of an equilateral
triangle of side 6 cm. Then, the value of y is :
(A) 2 cm (B) 3 cm (C) 2 cm (D) 3 cm
5. A plot of land is in the shape of a right angled isosceles triangle. The length of the hypotenuse is
50 2 m. The cost of fencing it at Rs. 3 per metre will be :
(A) less than Rs. 300 (B) less than Rs. 400 (C) more than Rs. 500 (D) more than Rs. 600
6. The perimeter of an isosceles triangle is equal to 14 cm, the lateral side is to the base in the ratio 5 :
4. The area of the triangle is :
1 3
(A) 21 cm2 (B) 21 cm2 (C) 21 cm2 (D) 2 21 cm2
2 2
7. In a trapezium ABCD with bases AB and CD, where AB = 52, BC = 12, CD = 39 and DA = 5. The
area of the trapezium ABCD, is :
(A) 182 (B) 195 (C) 210 (D) 260
8. ABCD is a rectangle with AB = 12 cm and BC = 7 cm. Point E is on AD with DE = 2 cm. Point P is
on AB. How far to the right of point. A should point P be placed so that the shaded area comprises
exactly 40% of the area of the rectangle ?
D C
A B
P
(A) 8 (B) 8.4 (C) 8.2 (D) 8.6
9. Given an isosceles trapezium ABCD in order with AB = 6, CD = 12 and area 36 sq. units. Length of
the side BC is :
(A) 6 (B) 5 (C) 4.5 (D) 5.5
10. The length of the side of a rhombus is 10 units and its diagonals differ by 4. The area of the
rhombus is:
(A) 108 (B) 96 (C) 84 (D) 48
11. The side lengths of trapezium are 4 3 , 4 3 , 4 3 and 2 × 4 3 . Its area in the ratio of two relatively
prime positive integers, m and n. The value of (m + n) is equal to :
(A) 5 (B) 7 (C) 9 (D) 13
12. A rectangle is inscribed in a square creating four isosceles right triangle. If the total area of these
four triangles is 200. The length of the diagonal of the rectangle is :
(A) 10 (B) 15 (C) 20 (D) 25
CLASS - IX - 245
HERON’S FORMULA
13. The cost of levelling a rectangular ground at Rs.1.25 per sq. metre is Rs 900. If the length of the
ground is 30 metres, then the width is :
(A) 330 metres (B) 34 metres (C) 24 metres (D) 18 metres
14. A rectangular lawn 60 metres by 40 metres has two roads each 5 metres wide running in the middle
of it, one parallel to length and the other parallel to breadth. The cost of gravelling the roads at 60
paise per sq. metre is :
(A) Rs. 300 (B) Rs. 280 (C) Rs. 285 (D) Rs. 250
15. A child draws the figure of an aeroplane as given. Here the wings EDCF and AGHB are
parallelograms, the tail ADK is an isosceles triangle, the cockpit BLC is a semi-circle and the portion
ABCD is a square. Let FP CD & HQ  AB, AB = 6 cms. KD = 5 cms FP = HQ = 2 cms The area
of the figure is:[ = 3.14]
E F
D C
P
K L
Q
A B
G H
(A) 86.14 cm2 (B) 87.25 cm2 (C) 84.63 cm2 (D) 91.56 cm2
16. The area of a rhombus is 28 cm2 and one of its diagonals in 4cm. Its perimeter is :
(A) 4 53 cm (B) 36 cm (C) 2 53 cm (D) 53 cm
17. The area of a trapezium shaped field is 960 m2 the distance between two parallel sides is 30 m. and
one of the parallel side is 20 m. Find the length of other parallel side.
(A) 44 m. (B) 22 m. (C) 88 m. (D) 11 m.

1. A triangle with integral sides has perimeter 8 units. The area of the triangle is __________ sq units.
[UP NTSE Stage - 1 2012]
(A) 2 (B) 2 2 (C) 3 2 (D) 4
2. Area of triangle ABC whose sides are 24 m. 40 m. and 32 m. is : [Raj. NTSE Stage-1 2013]
(A) 96 m2 (B) 384 m2 (C) 43 m2 (D) 192 m2
3. The perimeters of a reqular hexagon and a square are equal. The ratio of the area of the square to
the area of the hexagon is : [Harayana NTSE Stage-1 2014]
(A) 3 : 2 (B) 2 : 3 3 (C) 1 : 3 (D) 3 : 2 3
4. In the figure given below, ABC is an equilateral triangle. D, E, F, G, H and I are the trisector points of
the sides as shown. If the side of the triangle ABC is 6 cm, then the area of the regular hexagon
DEFGHI is [Raj. NTSE Stage-1 2014]
A
H G
I F
B D E C
(A) 3 3 cm2 (B) 4 3 cm2 (C) 5 3 cm2 (D) 6 3 cm2
CLASS - IX - 246
HERON’S FORMULA
5. If every side of a triangle is doubled then a new triangle is formed. The ratio of areas of these two
triangles is [Raj. NTSE Stage-1 2016]
(A) 1 : 2 (B) 1 : 3 (C) 1 : 4 (D) 2 : 3
6. Equilateral triangles I, II, III and IV are such that the altitude of triangle I is the side of triangle II, the
altitude of triangle II is the side of triangle III and the altitude of the triangle is the side of triangle IV.
If the area of triangle I is 2 cm2, then the area (in cm2) of triangle IV is:
[Haryana NTSE Stage-1 2016]
3 9 27 45
(A) (B) (C) (D)
2 16 32 64
7. ABC is an equilateral triangle, we have BD = EG = DF = DE = EC, then the ratio of the area of the
shaded portion to area of ABC is [Delhi NTSE Stage-1 2016]
4 7 5 6
(A) (B) (C) (D)
11 9 12 7
8. The height of an equilateral triangle is 6 cm. Its area is : [MP NTSE Stage - 1 2016]
(A) 2 2 cm 2
(B) 6 2 cm 2
(C) 2 3 cm 2
(D) 3 3 cm2
9. The length of the side of a rhombus is 4 cm. If one of the diagonals is equal to the side of rhombus,
then the length of other diagonal in cm will be (Rajasthan NTSE STAGE-I 2018)
3
(A) (B) 3 (C) 2 3 (D) 4 3
2
10. The difference between the diagonals of a rhombus is 4 cm and the area of the rhombus is 96 cm2.
Then find the difference between the length of the smaller diagonal and the length of the side of the
rhombus. (Maharashtra NTSE STAGE-I 2019)
(A) 2 cm (B) 3 cm (C) 4 cm (D) 6 cm
CLASS - IX - 247
HERON’S FORMULA

1. 24 2. 32 3. 100 3 m2 4. 1344 cm2
5. 5.196 cm2 6. 6 cm 7. 15 cm2 8. 24 5
9. 2000 10. 32 2 cm2 11. 600 15 m2. 12. 1074.08 m2
13. 2100 15 m2 14. Rs. 960 15. 114 m2 16. 20 30 m2

17. 23 cm and 27 cm 18. 3 cm
19. QC = 45 cm, PD = 40 cm
20. Total area of design = 1632 cm2 , Remaining area of tile = 1869 cm2
21. 300 3 cm2 22. 4:1 23. Rs. 19200
EXERCISE - 1
Section (A)
A-1. 24 cm A-2. 24 cm. A-3. 2772 cm2 , 36 cm A-4. Rs. 1219.68
A-5. 3 3 cm2 A-6. 306 m2. A-7. 8 cm, 15 cm, 60 cm2. A-8. 46 cm, 114 cm2.
A-9. 32 2 cm2 A-10. 2.26 hectares, 1.92 hectares and 1.92 hectares.
A-11. Rs. 4940. A-12. 1644 m2.
OBJECTIVE QUESTIONS
Section (A)
A-1. (B) A-2. (B) A-3. (A) A-4. (D) A-5. (C)
A-6. (C) A-7. (D) A-8. (C) A-9. (B) A-10. (B)
EXERCISE - 2
OBJECTIVE QUESTIONS
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Ans. D B A B C D C B B B D C C C A A A
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10
Ans B B D D C C B C D A
CLASS - IX - 248
SURFACE AREA AND VOLUME


A. CUBE & CUBOID
(a) Cuboid
There are six faces (rectangular), eight vertices and twelve edges in a cuboid.
Total Surface Area (T.S.A.) : The area of surface from which cuboid is formed.
(i) Total Surface Area (T.S.A.) = 2 [ × b + b × h + h × ] sq. units
b

(ii) Lateral Surface Area (L.S.A.) = 2 [b × h + h × ]
(or Area of 4 walls) = 2 h [ + b] sq. units
(iii) Volume of Cuboid = (Area of base) × height = ( × b) × h cubic units
(iv) Length of diagonal =  2  b2  h2 unit
(b) Cube
Cube has six faces. Each face is a square.
x
x
(i) T.S.A. = 2 [x . x + x . x + x . x] = 2 [x 2 + x2 + x2] = 2 (3x2) = 6x2 sq. units
(ii) L.S.A. = 2 [x2 + x2] = 4x2 sq. units
(iii) Volume = (Area of base) × Height = (x2) × x = x3 cubic units
(iv) Length of diagonal = x 3 unit
Example. 1
Three equal cubes are placed adjacently in a row. Find the ratio of the total surface area of the new
cuboid to that of the sum of the surface areas of three cubes.
Sol. Let the side of each of the three equal cubes be a cm.
Then, surface area of one cube = 6a2 cm2
 Sum of the surface areas of three cubes = 3 × 6a2 = 18a2 cm2.
For new cuboid
length () = 3a cm
breadth (b) = a cm
height (h) = a cm
Total surface area of the new cuboid
= 2 ( × b + b × h + h × ) = 2[3a × a + a × a + a × 3a] = 2[3a2 + a2 + 3a2] = 14a2 cm2
Total surfacearea of the new cuboid 14a2 7
Required ratio = = = = 7 : 9.
Sum of the surface areas of three cubes 18a2 9
CLASS - IX - 249
Example.2
A class room is 7 m long, 6.5 m wide and 4 m high. It has one door 3 m × 1.4 m and three windows
each measuring 2 m × 1 m. The interior walls are to be colour-washed. The contractor charge
Rs. 15 per sq.m. Find the cost of colour washing.
Sol.  = 7 m, b = 6.5 m and h = 4 m
 Area of the 4 walls of room = 2( + b) h = 2(7 + 6.5) 4 = 108 m2
Area of 1 door = 3 × 1.4 = 4.2 m2
Area of 1 window = 2 × 1 = 2 m2
 Area of 3 windows = 3 × 2 = 6 m2
 Area of the walls of the room to be colour washed = 108 – (4.2 + 6) = 108 – 10.2 = 97.8 m2
 Cost of colour washing @ Rs. 15 per square metre = Rs. 97.8 × 15 = Rs. 1467.
Example.3
The dimensions of a cinema hall are 100 m, 50 m and 18 m. How many persons can sit in the hall, if
each required 150 m3 of air ?
Sol.  = 100 m, b = 50 m & h = 18 m
 Volume of the cinema hall = bh = 100 × 50 × 18 = 90000 m3
Volume occupied by 1 person = 150 m3
Volume of the hall 90000
 Number of persons who can sit in the hall = = = 600.
Volume occupied by 1person 150
Hence, 600 persons can sit in the hall.
Example. 4
The outer measurements of a closed wooden box are 42 cm, 30 cm and 27 cm. If the box is made
of 1 cm thick wood, determine the capacity of the box.
Sol. Outer dimensions
L = 42 cm, B = 30 cm & H = 27 cm
Thickness of wood = 1 cm
Inner dimensions
 = 42 – (1 + 1) = 40 cm
b = 30 – (1 + 1) = 28 cm
h = 27 – (1 + 1) = 25 cm
 Capacity of the box =  × b × h = 40 × 28 × 25 = 28000 cm3.
Example. 5
If v is the volume of a cuboid of dimensions a, b, and c and s is its surface area, then prove that
1 2  1 1 1 .
  
v s  a b c 
Sol. Volume of cuboid (v) = abc cubic unit.
Surface area of cuboid (s) = 2 (ab + bc + ca) sq. units
1 1
L.H.S. = = ... (i)
v abc
2 1 1 1
R.H.S. =  
s  a b c 
2  bc  ca  ab 
=
2(ab  bc  ca)  abc 

1
= .. (ii)
abc
1 2  1 1 1
From (i) and (ii) .    . Hence proved.
v s  a b c 
CLASS - IX - 250
Example. 6
Three cubes of metal with edges 3 cm, 4 cm and 5 cm respectively are melted to form a single cube.
Find the lateral surface area and volume of the new cube formed.
Sol. Volume of the new cube = (33 + 43 + 53) cm3 = 216 cm3
Let, the edge of this cube = a cm.
Then, a3 = 216.
 a = 6 cm.
Lateral surface area of the new cube = 4a2 = 4 (6)2 = 4 × 36 = 144 cm2.
Example. 7
An open wooden box 80 cm long, 65 cm wide and 45 cm high, is made of 2.5 cm thick wood.
Find
(i) the capacity of the box
(ii) volume of the wood used
(iii) weight of the box, it is being given that 100 cm3 of wood weighs 8 g.
Sol. External length of the box = 80 cm.
External breadth of the box = 65 cm.
External height of the box = 45 cm.
External volume of the box = (80 × 65 × 45) cu cm
= 234000 cm3
Internal length of the box = [80 – (2.5 × 2)] cm
= (80 – 5) cm = 75 cm
Internal breadth of the box = [65 – (2.5 × 2)] cm
= (65 – 5) cm = 60 cm
Internal height of the box = (45 – 2.5) cm = 42.5 cm
(i) Capacity of the box = Internal Volume of the box
= (75 × 60 × 42.5) cm3
= 191250 cm3.
(ii) Volume of wood used
= (External Volume) – (Internal Volume)
= (234000 – 191250) cm3 = 42750 cm3.
(iii) Weight of 100 cm3 of wood = 8 g
 8 
Weight of 42750 cm3 of wood =   42750  g
 100 
= 3420 g = 3 kg 420 g.
1. Find the volume and total surface area of the cuboid with the following data :
length = 80 cm breadth = 50 cm and height = 40 cm
2. Find the volume and total surface area of a cube of the following :
(i) side 40 cm (ii) side 120 cm (iii) side 15 cm
3. The perimeter of a rectangular hall is 250 m. If the cost of painting the walls at the rate of Rs. 10 per
square meter is Rs. 15000, find the height of the hall.
4. A village has a population of 8000. Each person needs 150 litres of water per day. The village has a
tank measuring 20 m × 15 m × 6 m. The tank is full. How many days will the water last?
CLASS - IX - 251
Answers
1. Volume = 160000 cm3 , Total surface area = 18400 cm2
2. (i) Volume = 64000 cm3 , Total surface area = 9600 cm2
(ii) Volume = 1728000 cm , Total surface area = 86400 cm2
3
(iii) Volume = 3375 cm3 , Total surface area = 1350 cm2

3. 6 meter. 4. 1.5 days

B. CYLINDER & CONE
(a) Cylinder
Curved surface area of cylinder (C.S.A.) : It is the area of surface from which the cylinder is
formed. When we cut this cylinder along its height, we will find a rectangle with length 2r and
breadth h units.
(i) C.S.A. of cylinder = (2r) × h = 2rh sq. units

(ii) T.S.A. = C.S.A. + Area of circular top & bottom
= 2rh + (r2) + (r2)
= 2rh + 2r2
= 2r (h + r) sq. units
(iii) Volume of cylinder = Area of base × height
= (r2) × h
= r2h cubic units
Hollow cylinder :
r
h
R
(i) C.S.A. of hollow cylinder = 2 (R + r) h sq. units

(ii) T.S.A. of hollow cylinder = 2 (R + r)h +2(R2 – r2) sq. units
(iii) Volume of hollow cylinder =  (R2 – r2)h cubic units
where, r = Inner radius of Cylinder
R = Outer radius of Cylinder
h = Height of the Cylinder
(b) Cone
CLASS - IX - 252
(i) C.S.A. of cone = r

(ii) T.S.A. of cone = C.S.A. + Base area = r + r2
= r ( + r)
1
(iii) Volume of cone =  r2h
3
Where, h = height
r = radius of base
 = slant height
Example. 8
A cylindrical vessel, without lid, has to be tin coated both of its surface (inner and outer). If the radius
1
of its base is m and its height is 1.4 m, calculate the cost of tin-coating at the rate of
2
Rs 50 per 1000 cm2.
1 1
Sol. Radius of the base (r) = m = × 100 cm = 50 cm
2 2
Height (h) = 1.4 m = 1.4 × 100 cm = 140 cm.
Surface area of cylinder to be tin-coated
= 2(2rh + r2)
= 2[2 × 3.14 × 50 × 140 + 3.14 × (50)2]
= 2[43960 + 7850] = 2(51810) = 103620 cm2
 Cost of tin-coating at the rate of Rs 50 per 1000 cm 2
50
= × 103620 = Rs 5181.
1000
Example. 9
The diameter of a roller 120 cm long is 84 cm. If it takes 500 complete revolutions to level a
22
playground, determine the cost of levelling at the rate of Rs 25 per square metre. [Use  = ]
7
Sol. 2r = 84 cm
84
 r= cm = 42 cm
2
h = 120 cm.
Area of the playground levelled in one complete revolution = 2rh
22
=2× × 42 × 120 = 31680 cm2
7
 Area of the playground levelled in 500 revolutions = 31680 × 500 cm2
31680  500 2
= m = 1584 m2.
100  100
 Cost of levelling @ Rs 25 per square metre
= Rs. 1584 × 25 = Rs. 39600.
Example. 10
A lead pencil consists of a cylinder of wood with a solid cylinder of graphite fitted into it. The
diameter of the pencil is 7 mm, the diameter of the graphite is 1 mm and the length of the pencil is
14 cm. Calculate
(i) Volume of the graphite
(ii) Volume of the wood
(iii) The weight of the whole pencil, if the specific gravity of the wood is 0.7 g/ cm3 and that of
the graphite is 2.1 g/cm3.
CLASS - IX - 253
Sol. (i) We have,

1
Diameter of the graphite cylinder = 1 mm = cm
10
1
  Radius of the graphite cylinder = cm
20
Length of the graphite cylinder = 14 cm
V1 = Volume of the graphite cylinder
22 1 1
= × × × 14 cm3 = 0.11 cm3
7 20 20
(ii) We, have,
7
Diameter of pencil = 7 mm = cm
10
7
  Radius of pencil = cm
20
and, Length of pencil = 14 cm
22 7 7
  V2 = Volume of pencil = × × × 14 cm3 = 5.39 cm3
7 20 20
Volume of wood V2 – V1 = (5.39 – 0.11) cm3 = 5.28 cm3
(iii) we have,
Specific gravity of wood = 0.7 gm/cm3
and Specific gravity of graphite = 2.1 gm/cm 3
   Weight of the pencil = Volume of wood × specific gravity of wood + Volume of graphite ×
specific gravity of graphite
= (5.28 × 0.7 + 0.11 × 2.1) gm = 3.927 gm.
Example. 11
How many metres of cloth of 1.1 m width will be required to make a conical tent whose vertical
height is 12 m and base radius is 16 m ? Find also the cost of the cloth used at the rate of Rs 14 per
metre.
Sol. h = 12 m
r = 16 m
 = r 2  h2
= (16)2  (12)2 = 256  144
= 400 = 20 m.
 Curved surface area = r
22
= × 16 × 20 .
7
7040 2
= m
7
Width of cloth = 1.1 m
7040 / 7 70400 6400
 Length of cloth = = = m
1.1 77 7
 Cost of the cloth used @ Rs 14 per metre
6400
= Rs × 14 = Rs 12800.
7
CLASS - IX - 254
Example. 12
The ratio of the volumes of the two cones is 4 : 5 and the ratio of the radii of their bases is 2 : 3. Find
the ratio of their vertical heights.
Sol. Let the radii of bases, vertical heights and volumes of the two cones be r1, h1, v 1 and r2, h2, v 2
respectively.
According to the question,
v1 4 r1 2
= ... (i) = ... (ii)
v2 5 r2 3
1 2
r1 h1
3 4
From (i), we have =
1 2 5
r2 h2
3
2 2
r12h1 4  r1  h1 4  2  h1 4
 =    =     = 
r22h2 5  r2  h2 5  3  h2 5
2
h1 4 3
  =   [Using (ii)]
h2 5 2
h1 9
 =
h2 5
Hence the ratio of their vertical height is 9 : 5.
Example. 13
If h, c and v be the height, curved surface and volume of a cone, show that 3vh3 – c2h2 + 9v2 = 0.
Sol. Let the radius of the base and slant height of the cone be r and  respectively. Then,
c = curved surface = r = r r 2  h2 ... (i)
1
v = volume = r2h ... (ii)
3
LHS
3vh3 – c2h2 + 9v2 = 3vh3 – c2h2 + 9v2
2
1  1 
= 3  r 2h  h3 – 2r2(r2 + h2) h2 + 9  r 2h  [Using (i) and (ii)]
3  3 
2 2 4 2 4 2 2 2 4 2 4 2
=  r h –  r h –  r h +  r h = 0. Hence proved.
Example. 14
How many meters of the cloth, 5 m wide, will be required to make a conical tent, the radius of whose
base is 7 m and the height is 24 m ?
Sol.
O
25 c
24 cm
A 7 cm
B
Radius of the tent, r = 7 m and its height, h = 24 m.

 Slant height,  = r 2  h2 =  (7)2  (24)2 m = 625 m = 25 m.
Area of the curved surface = (r) sq m
 22 
=  7  25  m2 = 550 m2.
 7 
Thus, the area of the cloth = 550 m2
CLASS - IX - 255
 area   550 
Length of the both required =  =   m = 110 m.
 width   5 
Hence, length of the cloth required is 110 m.
Example. 15
A bus stop is barricated from the remaining part of the road, by using 50 hollow cones made of
recycled card - board. Each cone has a base diameter of 40 cm and height 1 m. If the outer side of
each of the cones is to be painted is Rs. 12 per m2, what will be the cost of painting all these cones.
[Use  = 3.14 and 1.04 = 1.02]
Sol. We have,
r = radius of base = 20 cm = 0.2 m,
h = height of cone = 1 m.
 = r 2  h2 = 0.04  1 m = 1.04 m = 1.02 m
Curved surface area of a cone = r
= 3.14 × 0.2 × 1.02 m2
Cost of painting = Rs. [(3.14 × 0.2 × 1.02 × 12) × 50] = Rs. 384.34.
Example. 16
A conical tent is 9 m high and radius of its base is 12 m.
(i) What is the cost of the canvas required to make it, if a square meter canvas costs Rs. 10 ?
(ii) How many persons can be accommodated in the tent, if each person requires 2 square
meter on the ground and 15 m3 of space to breathe in ?
Sol. We have
r = Radius of the base of the conical tent = 12 m
h = Height of the conical tent = 9 m
 = Slant height of the conical tent = r 2  h2 = 122  92 m = 225 m = 15 m.
22
(i) Area of lateral surface = r = × 12 × 15 m2 = 565.7 m2
7
  Total cost of canvas = Rs (565.7 × 10) = Rs.5657
(ii) Area of the base of the conical tent
22
  r2 = × 12 × 12 m2 = 452.57 m2
7
Since each person requires 2 sq. metres of floor area.
452.57
  Max. no. of persons who will have enough space on the ground = = 226
2
Again, Volume of the conical tent
1
= × Area of the base × Height
3
1
= × 452.57 × 9 m3 = 1357.71 m3
3
Volume of the conical tent = 1357.71 m3.
We have, Air space required for each person = 15 m3
1357.71
  No. of persons who will have enough air space to breathe in = = 90.
15
Between 226 and 90, the smaller number is 90.
Hence 90 persons can be accommodated.
CLASS - IX - 256
1. Find the volume of cone having radius 7m and height 12 m.
2. Find the total surface area of cylinder having radius 7 m and height 15 m
3. The volume of cone is 4928 cm3 if its height is 24 m find its radius.
4. A right triangle with side 3, 4, 5 is revolved about the side 4 find the volume of solid so formed.
5. Find the volume of hollow cylinder having inner and outer radius is 7cm and 21 cm respectively and
have height 14 cm. then find its volume.
Answer :
1. 616 m3 2. 968m2 3. 140 cm 4. 37.71m3
5. 17248 cm3
C. SPHERE & HEMISPHERE

(a) Sphere
(i) T.S.A. of sphere = 4r2

4
(ii) Volume of sphere = r3
3
(b) Hemisphere
rr
(i) C.S.A. = 2r2

(ii) T.S.A. = C.S.A. + Base circular area
= 2r2 + r2 = 3r2
2
(iii) Volume = r3
3
Hollow Hemisphere :
r r
RR
(i) C.S.A. = 2 (R2 + r2)

(ii) T.S.A. = 2 (R2 + r2) + (R2 – r2)
2
(iii) Volume =  (R3 – r3)
3
CLASS - IX - 257
Example. 17
Find volume and surface area of a sphere of diameter 14 cm.
4 3 4 22 14 14 14 1
Sol. Volume = r       1437 cubic centimetre.
3 3 7 2 2 2 3
22 14 14
Surface area = 4r 2  4    = 616 square centimetre.
7 2 2
Example. 18
Find the volume of the metal used to make a hollow sphere of inner radius 3.5 cm and outer radius
4.2 cm.
Sol. Volume of metal used
4 4 22 3
= (R 3  r 3 )    4.2   (3.5)3 
3 3 7
4 22
   (74.088  42.875)
3 7
4 22
   31.213 = 130.7973 cubic centimetre.
3 7
Example. 19
If the surface area of a sphere is 616 square centimetre, find its volume.
Sol. Let the radius of the sphere be ‘r’
Surface area = 4r 2  616
616 7
r2    49 cm
4 22
 r = 7 cm
4 3 4 22 1
  The volume = r    7  7  7  1437 cubic centimetre
3 3 7 3
Example. 20
The internal and external diameters of a hollow hemispherical vessel are 42 cm and 45.5 cm
respectively. Find its capacity and the outer curved area.
42
Sol. Internal radius r   21 cm
2
45.5
External radius R   22.75 cm
2
Capacity of the vessel
2 3 2 22
= r    21 21 21 = 19404 cm3
3 3 7
22
Outer surface area = 2   (22.75)2 = 3253. 25 cm2
7
CLASS - IX - 258
Example. 21
2
Find the diameter of a sphere whose volume is 179 cubic metres
3
4 3 2 539
Sol. Volume = r  179 
3 3 3
539 3 7
r3   
3 4 22
343
r3 
8
7
 r  metres
2
Diameter, 2r = 7 metres.
1. Find the surface area and volume of the sphere having diameter 7 cm.
2. Surface areas of spheres is 154 cm2. Find its volumes
3. How much water will a hemispherical bowl, whose radius is 2 metres, contain?
4. A hollow hemisphere has inner radius of 5 cm and thickness 1 cm. Find the volume of the hollow
hemisphere.
5. A hemispherical dome of a building needs to be painted. If the circumference of the base of the
dome is 17.6 m, find the cost of painting it, given the cost of painting is Rs. 5 per 100 cm 2.
Answers
1. S=154 cm2 V=179.66m3 2. V = 179.66m3 3. 16761.90 liter
4. 190.66 cm3 5. Rs.24640

D. INTER CONVERSION AND MIXED PROBLEMS
In this section, we shall discuss problems pertaining to conversion of a solid (discussed in the
previous classes) into another solid of different shape. For example, a metallic sphere is melted and
recast into a cylindrical wire, the earth taken out by digging a well and spreading it uniformly around
the well to form an embankment in the form of a cylindrical shell from its original shape of right
circular cylinder, etc.
Example. 22
The base diameter of a solid in the form of a cone is 6 cm and the height of the cone is 10 cm. It is
melted and recast into spherical balls of diameter 1 cm. Find the number of balls, thus obtained.
Sol. Let the number of spherical balls be n. Then, the volume of the cone will be equal to the sum of the
volumes of the spherical balls. The radius of the base of the cone = cm = 3 cm
1
and the radius of the sphere = cm.
2
1
Now, the volume of the cone =  × 32 × 10 cm3 = 30 cm3
3
CLASS - IX - 259
3
4  1 
and, the volume of each sphere =    cm3 = cm3
3 2 6
Hence, we have

n = 30 n = 6 × 30 = 180
6
Hence, the required number of balls = 180.
Example. 23
The diameters of external and internal surfaces of a hollow spherical shell are 10 cm and 6 cm
2
respectively. If it is melted and recast into a solid cylinder of length of 2 cm, find the diameter of
3
the cylinder.
Sol. Let the radius of base of the cylinder be ‘r’ cm.
2 8
So, volume of metallic solid cylinder of height 2 cm ( cm) = Volume of metal in the spherical shell
3 3
8 4 4 3
 r2 × = (53 – 33)  r2 = × (98)  r2 = 49  r = 7 cm
3 3 3 8
Hence, diameter of the cylinder = 14 cm.
Example. 24
By melting a solid cylindrical metal, a few conical materials are to be made. If three times the radius
of the cone is equal to twice the radius of the cylinder and the ratio of the height of the cylinder and
the height of the cone is 4 : 3, find the number of cones which can be made.
Sol. Let R be the radius and H be the height of the cylinder and let r and h be the radius and height of
the cone respectively. Then,
3r = 2R and H : h = 4 : 3 ....(i)
H 4

h 3
3H = 4h ....(ii)
Let n be the required number of cones which can be made from the materials of the cylinder. Then,
the volume of the cylinder will be equal to the sum of the volumes of n cones. Hence, we have
n
 R2H =  r2h 3R2H = nr2h
3
9r 2 4h
2 3 
3R H 4 3 3r 4h
n= 2
 [From (i) and (ii), R = and H = ]
r h r 2h 2 3
39 4
= =9
3 4
Hence, the required number of cones is 9.
Example. 25
Water is flowing at the rate of 5 km per hour through a pipe of diameter 14 cm into a rectangular
tank, which is 50 m long and 44 m wide. Find the time in which the level of water in the tank will rise
by 7 cm
Sol. Let the level of water in tank will rise by 7cm in x hrs.
As rate of flow of water is 5km/hr.
 Its length in x hrs = 5x = 5000 x metres Water column forms a cylinder whose radius is
14 7
r= cm = m
2 100
CLASS - IX - 260
Volume of water flowing through the cylindrical pipe in x hrs.

2
22  7 
= r2h = ×   × 5000 x m = 77x m .
3
7  100 
7
Vol. of water that falls into tank = 50×40 × m3 = 154 m3
100
But, volume of water flowing through the cylindrical pipe in x hrs = Vol. of water that falls in tank in x
- hrs.
77x = 154
154
x= = 2 hr.
77
Example. 26
A field is 70 m long and 40 m broad. In one corner of the field, a pit which is 10 m long, 8 m broad
and 5 m deep, has been dug out. The earth taken out of it is evenly spread over the remaining part
of the field. Find the rise in the level of the field.
Sol. Area of the field = (70 × 40) m2 = 2800 m2.
Area of the pit = (10 × 8) m2 = 80 m2
Area over which the earth is spread over = (2800 – 80) m2 = 2720 m2
70 m
40 m
10 m
8m
Volume of the earth dug out = (10 × 8 × 5) m 3 = 400 m3.

 Volume of the earth dug out 
Rise in level of the field =  
 Area on which the earth is spread 
 400   400  100   250 
=   m=   cm =   cm = 14.70 cm
 2720   2720   17 
Example. 27
A well of diameter 2 m is dug 14 m deep. The earth taken out of it is spread evenly all around it to a
width of 5 m to form an embankment. Find the height of the embankment.
Sol. Let h be the required height of the embankment.
The shape of the embankment will be like the shape of a cylinder of internal radius 1 m and external
radius (5 + 1) m = 6 m.
The volume of the embankment will be equal to the volume of the earth dug out from the well. Now,
the volume of the earth dug out = volume of the cylindrical well =  × 12 × 14 m3 = 14  m3
Also, the volume of the embankment = (62 – 12) h cm3 = 35 h m3
6m 1m
14 m
Hence, we have
14 2
35 h = 14 h=
 = 0.4
35 5
Hence, the required height of the embankment = 0.4 m.

CLASS - IX - 261
1. How many balls, each of radius 1 cm, can be made from a solid sphere of lead of radius 8 cm ?
2. 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 of the cone.
3. What is the surface area and volume of the biggest sphere made out of cube of side 42 cm ?
4. How many spherical balls of radius 1 cm can be made by melting a bigger ball whose diameter is
8 cm ?
3
5. A hemispherical tank full of water and radius 1 metres is connected with a pipe which empties at
4
the rate of 7 litres per second. How long will it take to empty the tank?
Answers
1. 512 2. 3 cm 3. S = 1764 cm2, V = 12348  cm3
4. 64 5. 1604.16 second
CLASS - IX - 262
1. If the radius of a sphere is 2r. Find its volume.
2. If the total surface area of a cube is 96 cm2. Find the volume of the cube.
r
3. Find the total surface area of a cone whose radius is and slant height is 2 .
2
4. Find the length of the longest pole that can be put in a room of dimensions (10 m × 10 m × 5m).
5. If the length of the diagonal of a cube is 6 3 cm, then find the length of the edge of the cube.
6. If a sphere is inscribed in a cube, then find the ratio of the volume of the cube to the volume of the
sphere will be ?
7. 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. Find
the radius of the sphere.
8. The radii of two cylinders are in the ratio of 2:3 and their heights are in the ratio of 5:3. Find the ratio
of their volumes.
9. The radius of a hemispherical balloon increases from 6 cm to 12 cm as air is being pumped into it.
Find the ratios of the surface areas of the balloon in the two cases.
10. An edge of a cube measures r cm. If the largest possible right circular cone is cut out of this cube,
then find the volume of the cone (in cm3)
11. Find the amount of water displaced by a solid spherical ball of diameter 4.2 cm, when it is
completely immersed in water.
12. 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 ?
13. The volumes of the two spheres are in the ratio 64 : 27. Find the ratio of their surface areas.
14. A cube of side 4 cm contains a sphere touching its sides. Find the volume of the gap in between.
15. The surface area of a sphere of radius 5 cm is five times the area of the curved surface of a cone of
22
radius 4 cm. Find the height and the volume of the cone (taking  = ).
7
16. The radius of a sphere is increased by 10%. Prove that the volume will be increased by 33.1%
approximately
CLASS - IX - 263
17. 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  = 3.14]
18. 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.
19. 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  = 3.14)
20. 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?
21. A semi-circular sheet of metal of diameter 28cm is bent to form an open conical cup. Find the
capacity of the cup.
22. 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.
23. 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?
24. A cloth having an area of 165 m2 is shaped into the form of a conical tent of radius 5 m
5 2
(i) How many students can sit in the tent if a student, on an average, occupies m on the
7
ground ?
(ii) Find the volume of the cone.
25. 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.
Section (A) : Cube and Cuboid
A-1. Find the total surface area of a box whose length, breadth and height are 12 cm, 8 cm and 5 cm,
respectively.
A-2. An open box is made of wood 3 cm thick. Its external length, breadth and height are 1.48 m, 1.16 m
and 8.3 dm. Find the cost of painting the inner surface at Rs 5 per m 2.
1 1
A-3. A room 8 m long, 6 m broad and 3 m high has two windows 1 m × 1 m and a door 2 m × 1 m.
2 2
Find the cost of papering the walls with paper 50 cm wide at Rs. 40 per meter.
CLASS - IX - 264
A-4. The dimensions of a rectangular box are in the ratio 2 : 3 : 4 and the difference between the cost of
covering it with the sheet of paper at the rate of Rs. 8 and Rs. 9.50 per m2 is Rs. 1248. Find the
dimensions of box.
A-5. Find the number of bricks, each measuring 25 cm × 12.5 cm × 7.5 cm required to construct a wall 6
m long, 5 m high and 0.5 m thick, while the cement and sand mixture occupies 1/20 of the volume of
the wall.
Section (B) : Cylinder and Cone

B-1. The circumference of the base of 9 m high wooden solid cone is 44 m. Find the slant height of the
cone.
B-2. The curved surface area of a right circular cylinder is 4400 cm2. If the circumference of the base is
110cm, then find the height of the cylinder.
1
B-3. 50 circular plates, each of radius 7 cm and thickness cm, are placed one above the other to form
2
a solid right circular cylinder. Find the total surface area.
1
B-4. The total surface area of the solid cylinder is 462 cm2 and its curved surface area is of the total
3
surface area. Find the volume of the cylinder.
B-5. A tent is in the shape of a right circular cylinder surmounted by a right circular cone. The heights of
the cylindrical and the conical parts are 40 m and 21 m respectively. If the base diameter of the tent
is 56 m, find the area of the required canvas to make this tent, if 20% of the area of canvas is
consumed in folding and sewing.
B-6. A cylindrical metallic pipe is 14 cm long. The difference between the outside and inside surfaces is
44 cm2. If the pipe is made up of 99 cubic cm of metal, find the outer and inner radii of the pipe.
B-7. A right triangle ABC with its sides 5 cm, 12 cm and 13 cm is revolved about side 12 cm. Find the
volume of the solid so formed. If the triangle ABC is revolved about side 5 cm, then find the volume
of the solid so obtained. Find also the ratio of the two volumes obtained.
Section (C) : Sphere and Hemisphere

C-1. The internal and external diameters of a hollow hemispherical Vessal are 24 cm and 25 cm
respectively. The cost to paint 1 cm2 the surface is Rs. 0.05. Find the total cost to paint the vessel all
22
over. [Use  = ]
7
C-2 A dome of the building is in the form of a hemisphere. From inside, it was whitewashed at the cost of
Rs. 498.96. If the cost of white - washing is Rs. 2.00 per square meter, find the inside surface area
of the dome and volume of the air inside the dome.
C-3. Assuming the earth to be a sphere of radius 6370 km, how many square kilometers is area of the
land, if three fourth of the earth's surface is covered by water ?
C-4. A hemispherical bowl is made of steel 0.5 cm thick. The inside radius of the bowl is 4 cm. Find the
volume of steel used in making the bowl.
Section (D) : Inter conversion and mixed problems
D-1. A solid metallic sphere of diameter 28 cm is melted and recast into a number of smaller cones, each
2
of diameter 4 cm and height 3 cm. Find the number of cones so formed.
3
D-2. A toy is in the form of a right circular cylinder closed at one end and with a hemisphere on the other
end. The height of the toy and the radius of the base are 15 cm and 6 cm respectively. The radius of
the hemisphere and cylinder are same. Calculate the total surface area and the volume of the toy.
If the toy is painted at the rate of Rs. 2.50 per 10 cm2, find the cost of painting the toy.
CLASS - IX - 265
D-3. An iron pillar has some portion in the form of a right circular cylinder and remaining in the form of a
right circular cone. The radius of the base of each of the cone and the cylinder is 8 cm. The
cylindrical portion is 240 cm high and the conical part is 36 cm high. Find the weight of the pillar, if
one cubic cm of iron weighs 7.8 g.
D-4. A spherical canon ball, 28 cm in diameter is melted and cast into a right circular conical mould, the
base of which is 35 cm in diameter. Find the height of the cone, correct to one place of decimal.
OBJECTIVE QUESTIONS
Section (A) : Cube and Cuboid
3
A-1. The percentage increase in the surface area of a cube, when each side is increased to times the
2
original length is :
(A) 225 (B) 200 (C) 175 (D) 125
A-2. If 'l', 'b' and 'h' of a cuboid are increased, decreased and increased by 1%, 3% and 2% respectively,
then the volume of the cuboid :
(A) increases
(B) decreases
(C) increases or decreases depending on original dimensions
(D) can't be calculated with given data
A-3. If the volume of a cube is 216 cm3, then find its diagonals.
6
(A) 6 3 cm (B) 6 cm (C) cm (D) None of these
3
A-4. The whole surface of a rectangular block is 846 cm2. Find the length, breadth and height, if these
dimensions are in the ratio 5 : 4 : 3.
(A) 20 cm, 16 cm, 12 cm. (B) 15 cm, 12 cm, 9 cm.
(C) 10 cm, 8 cm, 6 cm. (D) None of these
Section (B) : Cylinder and Cone

B-1. The height of a conical tent at the centre is 5 m. The distance of any point on its circular base from
the top of the tent is 13 m. The area of the slant surface is :
(A) 144  sq m (B) 130  sq m (C) 156  sq m (D) 169  sq m
B-2. A rectangular sheet of paper 22 cm long and 12 cm broad can be curved to form the lateral surface
of a right circular cylinder in two ways by rolling along its length and breadth. Difference between the
22
volumes of the two cylinders thus formed is : [ Use = ]
7
(A) 200 c.c. (B) 210 c.c. (C) 250 c.c. (D) 252 c.c.
B-3. The radius and height of a cone are each increased by 20%, then the volume of the cone is
increased by :
(A) 20% (B) 40% (C) 60% (D) 72.8%
B-4. Consider a hollow cylinder of inner radius r and thickness of wall t and length . The volume of the
above cylinder is given by :
 t 
(A) 2(r2 – 2) (B) 2r t   1 (C) 2(r2 + t2) (D) 2r(r + t)
 2r 
B-5. How many meters of cloth, 5 m wide, will be required to make a conical tent, the radius of whose
base is 7 m and height is 24 m ?
(A) 550 m (B) 168 m (C) 110 m (D) 33.6 m
CLASS - IX - 266
r
B-6. Find the total surface area of a cone whose radius is and slant height is 2
2
 r
(A) 2 r ( + r) (B) r     (C) r ( + r) (D) 2 r
 4
B-7. In the given figure, ABC is revolved about AC and a solid in the shape of cone is formed. The
volume of the cone is :
A
cm
10 cm
34
2
B 6 cm C
(A) 24 34  cm 3
(B) 120  cm 3
(C) 12 34 cm3 (D) 240  cm3
Section (C) : Sphere and Hemisphere

C-1. A sphere of radius 3 cm is dropped into a cylindrical vessel of radius 4 cm. If the sphere is
submerged completely, then the height (in cm) to which the water rises, is :
(A) 2.35 (B) 2.30 (C) 2.25 (D) 2.15
C-2. The diameter of the moon is approximately one fourth of the diameter of the earth. What fraction of
the volume of the earth is the volume of the moon ?
1 1 1
(A) (B) (C) (D) None of these
8 64 512
C-3. Find the volume of the sphere whose surface area is 154 square cm.
77 49 539
(A) cm3 (B) cm3 (C) cm3 (D) None of these
3 3 3
C-4 A hemispherical bowl has inner diameter 11.2 cm. Find the volume of milk it can hold.
(A) 367.96 ml (B) 347.96 ml (C) 337.96 ml (D) 397.96 ml
Section (D) : Inter conversion and mixed problems

D-1. There is a cylinder circumscribing the hemisphere such that their bases are common. The ratio of
their volume is :
(A) 1 : 3 (B) 1 : 2 (C) 3 : 2 (D) 3 : 4
D-2. A cone and a cylinder have the same base area. They also have the same curved surface area.
If the height of the cylinder is 3m, then the slant height of the cone (in m) is :
(A) 3 (B) 4 (C) 6 (D) 7
D-3. 27 metal balls each of radius r are melted together to form one big sphere of radius R. Then the
ratio of surface area of the big sphere to that of a ball is :
(A) 27 : 1 (B) 3 :1 (C) 3 : 1 (D) 9 : 1
D-4. The radii of two cylinders are in the ratio 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
CLASS - IX - 267
OBJECTIVE QUESTIONS
1. The length, breadth and height of a room are in the ratio 3: 2: 1. If the breadth and height are halved
while the length is doubled, then the total area of the four walls of the room will :
(A) remain the same (B) decrease by 30%
(C) decrease by 15% (D) decrease by 18.75%
2. If the surface area of cube A is 64% of the surface area of cube B, then the volume of cube A is ‘k’
percent of the volume of cube B. The value of ‘k’ is
(A) 0.64 (B) 0.512 (C) 51.2 (D) 64
3. If the radius of a right circular cylinder is increased by 50% and height is decreased by 20% then the
percentage change in volume of cylinder is
(A) 40% (B) 50% (C) 60% (D) 80%
4. John’s birthday cake is a delightful cylinder of radius 6 inches and height 3 inches, If these friends
cut the cake into 8 equal sectors, the total surface area of a piece of birthday cake in sq. inches, is :
27 9
(A) 9( + 4) (B) (C) 4( + 4) (D) (3+ 8)
2 2
5. A rectangular tin sheet is 12 cm long and 5 cm broad. It is rolled along its length to form a cylinder
by making the opposite edges just to touch each other. The volume of the cylinder (in cm3) is :
180 120 100 60
(A) (B) (C) (D)
   
6. If the radius of the base of a right circular cylinder is halved, keeping the height same, what is the
ratio of the volume of the volume of the reduced cylinder to that of the original one ?
(A) 1 : 4 (B) 1 : 8 (C) 1 : 2 (D) 8 : 1
7. The radius of a wire is decreased to one-third. If volume remains the same, the length will become :
(A) 1 time (B) 3 times (C) 6 times (D) 9 times
8. Three solid spherical beads of radii 3 cm, 4 cm and 5 cm are melted into a spherical bead. Its radius
is
(A) 6 cm (B) 7 cm (C) 8 cm (D) 9 cm
9. If a solid sphere of radius 10 cm is moulded into 8 spherical solid balls of equal radius, then the
surface area of each ball (in sq. cm) is :
(A) 100 (B) 75 (C) 60 (D) 50
10. If the height and diameter of a right circular cylinder are 32 cm and 6 cm respectively, then the
radius of the sphere whose volume is equal to the volume of the cylinder is :
(A) 3 cm (B) 4 cm (C) 6 cm (D) None
11. A hollow spherical ball whose inner radius is 4 cm is full of water. Half of the water is transferred to a
conical cup and it completely filled the cup. If the height of the cup is 2 cm, then the radius of the
base of cone in cm is :
(A) 4 (B) 10 (C) 8 (D) 16
12. Radius and height of a cylinder are 7 cm and 14 cm respectively. It is divided along its axis vertically
into equal parts. The increase in its total surface area is :
(A) 392 sq. cm (B) 308 sq. cm (C) 196 sq. cm (D) 154 sq. cm
CLASS - IX - 268
13. The moon diameter is approximately one fourth of the diameter of the earth. Volume of moon is
what fraction the volume of earth :
1 1 1
64 8 4
14. The volume of a box is given by v = x 3 – 2x2 – 24x. If the depth of the box be the smallest, then the
depth is :
(A) (x – 3) (B) (x – 6) (C) (x – 4) (D) (x – 8)
15. A cone, a right cylinder and a hemisphere stand on equal bases and have the same height. Their
volumes are in the ratio :
(A) 1 : 2 : 3 (B) 1 : 3 : 2 (C) 2 : 3 : 1 (D) 2 : 1 : 3
16. If a sphere and a rectangular cylinder having equal radius, the height of the cylinder is double of its
radius, then the ratio of volumes of sphere and cylinder is :
(A) 1 : 2 (B) 2 : 1 (C) 2 : 3 (D) 3 : 2
17. The largest sphere is cut off from a cube of side 5 cm. The volume of the sphere will be :
125
(A) 27 cm3 (B) cm3 (C) 108 cm3 (D) 30 cm3
6
18. Find the volume of a cube whose surface area is 600 cm2.
(A) 900 cm3 (B) 1000 cm3 (C) 1500 cm3 (D) 810 cm3
1. The dimensions of a cuboid are 18 cm × 12 cm × 9 cm. How many cubes of side 3 cm can be made
by melting the cuboid ? [Raj. NTSE Stage-1 2006]
(A) 72 (B) 69 (C) 60 (D) 55
2. If radii of two cones are in the ratio 3 : 1 and heights are in the ratio 1:3, then the ratio of their
volumes is : [Raj. NTSE Stage-1 2007]
(A) 3 : 1 (B) 2 : 1 (C) 1 : 3 (D) 1 : 2
3. Areas of six surfaces of a cuboid are 12, 12, 20, 20, and 15, 15 sq. cm respectively. Volume of this
cuboid in cm3 is: [Raj NTSE Stage - I 2007]
(A) 12 (B) 15 (C) 60 (D) 94
4. On increasing each of the radius of the base and the height of a cone by 20%, its volume will be
increased by _________. [M.P. NTSE Stage-1 2012]
(A) 20% (B) 40% (C) 72.2% (D) 72.8%
5. If the radius of a cylinder is decreased by 50% and the height increased by 50% to form a new
cylinder, then the volume will be decreased by : [M.P. NTSE Stage-1 2013]
(A) 50% (B) 55% (C) 62.5% (D) 63%
6. If the volume and surface area of a sphere are numerically the same, then its radius is :
(A) 4 (B) 3 (C) 2 (D) 1
CLASS - IX - 269
7. A cone has radius r and height h. It is melted and 3 identical cones are formed each having the ame
H
radius as the original cone and height H. Then the value of is :[M.P. NTSE Stage-1 2013]
h
1 1 1
(A) (B) (C) (D) 1
4 3 2
8. From a 25 cm × 35 cm rectangular cardboard, an open box is to be made by cutting out identical
squares of area 25 cm2 from each corner and turning up the sides. The volume of the box is :
(A) 3000 cm 3
(B) 1875 cm 3
(C) 21875 cm 3
(D) 1250 cm3
9. The surface water in a swimming pool forms a rectangle of length 40 m and breadth 15m. The depth
of water increases uniformly from 1.2m at one end to 2.4m at the other end. The volume (in m 3) of
water in the pool is : [Harayana NTSE Stage-1 2013]
(A) 1080 (B) 720 (C) 600 (D) 540
10. A sphere of diameter 12.6 cm is melted and cast into a right circular cone of height 25.2 cm. The
diameter of the base of the cone is : [M.P. NTSE Stage-1 2013]
(A) 12.6 cm (B) 79.38 cm (C) 39.69 cm (D) 69.39 cm
11. The area of adjacent faces and surface area of a cuboid with volume v and sides a, b, c are
respectively x, y, z and s. Then which of the following is false. [M.P. NTSE Stage-1 2014]
1 2  1 1 1
(A) =   (B) v2 = x.y.z (C) s = 2(x + y + z) (D) s = x + y + z
v s  a b c 
12. If a right circular cone, with slant height  , and a right circular cylinder have the same radius r, same
–r
total surface area and heights h and h' respectively, then = [Haryana NTSE Stage-1 2014]
 r
(A) h/h’ (B) 2h/h' (C) h/2h' (D) 2h'/h
13. The diameter of a right circular cylinder is decreased by 10%. The volume of cylinder remains the
same then the percentage increase in height is : [Delhi NTSE Stage-1 2014]
(A) 20% (B) 23.45% (C) 5% (D) 20.5%
14. The surface area of a cylindrical pipe, open at both ends is 628 sq. m. The difference between its
radius and length is 15 m (the length being larger). If the pipe was closed at one end, the amount of
water that it can hold is : [Bihar NTSE Stage-1 2014]
(A) 500  cu. m (B) 525  cu. m (C) 550  cu. m (D) None of these
15. How many surfaces are there in solid cylinder : [Chattisgarh NTSE Stage-1 2014]
(A) 1 (B) 2 (C) 3 (D) 4
16. The area of three adjoining faces of cuboid are A, B and C respectively then its volume will be :
[Chattisgarh NTSE Stage-1 2014]
(A) ABC (B) ABC (C) A2B2C2 (D) none of these
17. Water flows at the rate of 10 metres per minute from a cylindrical pipe 5 mm. in diameter. The time
taken to fill up a conical vessel, whose diameter at the base is 40 cm and depth 24 cm., is :
[Jharkhand NTSE Stage-1 2014]
(A) 55 minute (B) 52 minute 1 sec (C) 51 minutes 12 sec (D) 48 minutes 15 sec
18. The radius of a sphere is r and radius of base of a cylinder is r and height is 2r. The ratio of their
volumes will be– [U.P. NTSE Stage-1 2014]
(A) 2 : 1 (B) 3 : 2 (C) 3 : 1 (D) 2 : 3
CLASS - IX - 270
19. A metallic spherical shell of internal and external diameters 4 cm. and 8 cm. respectively, is melted
and recast into the form of a cone of base diameter 8 cm. The height of the cone is
[Jharkhand NTSE Stage-1 2015]
(A) 12 cm. (B) 14 cm. (C) 15 cm. (D) 18 cm.
3
20. An empty pool being filled with water at a constant rate takes 8 hours to fill th of its capacity. How
5
much more time will it take to finish filling the pool? [Delhi NTSE Stage-1 2016]
(A) 5 hours 30 minutes (B) 5 hours 20 minutes
(C) 4 hours 48 minutes (D) 4 hours 50 minutes
21. If the volume of two cubes are in the ratio 27 : 64, then the ratio of their total surface area is
[Bihar NTSE Stage-1 2016]
(A) 27 : 64 (B) 3 : 4 (C) 9 : 16 (D) 3 : 8
22. The volume and whole surface area of a cylindrical solid of radius ‘r’ units are v and s respectively.
v
If the height of cylinder is 1 unit then is equal to [Delhi NTSE Stage-1 2016]
s
1 1  1 1  1 1 1  1
(A) 1– (B) 1 (C) 1–  (D) 1 
2  r  1  2  r  1  2  r 2  r
23. If the height of right circular cylinder is increased by 10% while the radius of base is decreased by
10% then curved surface area of cylinder [Delhi NTSE Stage-1 2016]
(A) Remains same (B) Decreases by 1% (C) Increases by 1% (D) Increases by 0.1%
24. The volume of a cube is 2744 cm3, its surface area is : [M.P. NTSE Stage-1 2016]
(A) 196 cm2 (B) 1176 cm2 (C) 784 cm2 (D) 588 cm2
25. If r is the radius of the base of a cylinder and h is the height of cylinder, then total surface area will
be : [M.P. NTSE Stage-1 2016]
2 2
(A) 2rh (B) 2rh + 2r (C) r h (D) None of these
26. The length of the longest pole that can be kept in a room of size 12 m × 9 m × 8 m is :
(A) 29 m (B) 17 m (C) 21 m (D) 19 m
27. The height of a cylinder is 14 cm and its curved surface area is 264 cm2, the volume of cylinder is :
(A) 308 cm 3
(B) 396 cm3
(C) 1232 cm 3
(D) 1848 cm3
CLASS - IX - 271

32 3  r
1. r 2. 64 cm3 3. r    4. 15 m
3  4 
5. 6 cm 6. 6 : . 7. 2.1 cm 8. 20 : 27
3
r
9. 1:4 10. 11. 38.81 cm 12. 471.42 m2
12
13. 16 : 9 14. 30.48 cm3 15. 3 cm , 50.29 cm2 17. 488 cm3
18. 301.7 cm3,188.5 cm2 19. 191 cm 20. 8800 cm
21. 622.38 cm3 22. 668.66 m3 23. 40 days
24. (i) 110 (ii) 241.7 m3
25. (i) 9152 cm2 (ii) 55440 cm3
EXERCISE - 1
Section (A)
A-1. 392 cm2 A-2. Rs. 27.97 A-3. Rs. 6240 A-4. 8m, 12m,16 m.
A-5. 6080.
Section (B)
B-1. 130 m B-2. 40 cm B-3. 1408 cm2 B-4. 539 cm3
B-5. 12650 m2. B-6. Outer radius = 2.5 cm, Inner radius = 2 cm.
B-7. 5 : 12.
Section (C)
C-1. Rs. 96.29 C-2 523.908 m3. C-3. 127527400 km2. C-4. 56.83 cm3.
Section (D)
D-1. 672 D-2. 678.86 cm2 , 1470.86 cm3 , Rs. 169.71 D-3. 395.37 kg
D-4. 35.84 cm
OBJECTIVE QUESTIONS
Section (A)
A-1. (D) A-2. (B) A-3. (A) A-4. (B)
Section (B)
B-1. (C) B-2. (B) B-3. (D) B-4. (B) B-5. (C)
B-6. (B) B-7. (B)
CLASS - IX - 272
Section (C)
C-1. (C) C-2. (B) C-3. (C) C-4 (A)
Section (D)
D-1. (C) D-2. (C) D-3. (D) D-4. (B)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Ans. B C D D A A D A A C C A A B B C B B
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Ans. A A C D C B B B A A D D B A C B C D B B
Ques. 21 22 23 24 25 26 27
Ans. C A B B B B B
CLASS - IX - 273
STATISTICS
STATISTICS

A. TABULAR REPRESENTATION OF STATISTICAL DATA

Statistics
Statistics deals with collection of numerical facts i.e., data, their classification & tabulation and their
interpretation.
(a) Collection of Data :
On the basis of methods of collection, data can be divided into two categories :
(i) Primary data : Data which are collected for the first time by the statistical investigator or with help
of his workers is called primary data.
(ii) Secondary data : These are the data already collected by a person or a society and these may
be in published or unpublished form. These are generally obtained from the following two sources.
 Published sources
 Unpublished sources
(b) Classification of Data :

When the data is compiled in the same form and order in which it is collected, it is known as Raw
Data, It is also called Crude Data. For example, the marks obtained by 20 students of class IX in
English out of 10 marks are as follows :
7 4 9 5 8 9 6 7 9 2
0 3 7 6 2 1 9 8 3 8
(i) Variate : The numerical quantity whose value varies in objective is called a variate, generally a
variate is represented by x. There are two types of variate.
 Discrete variate : Its magnitude is fixed. For example, the number of teachers in different
branches of a institute are 30, 35, 40 etc.
 Continuous variate : Its magnitude is not fixed. It is expressed in groups like 10 – 20, 20 – 30,
…etc.
(ii) Range : The difference of the maximum and the minimum values of the variable x is called
range.
(iii) Class frequency : In each class the number of times a data is repeated is known as its class
frequency.
Range
(iv) Class interval =
Number of classes
It is generally denoted by h or i.
(v) Class limits : The lowest and the highest value of the class are known as lower and upper limits
respectively of that class.
(vi) Class mark : The average of the lower and the upper limits of a class is called the mid value or
the class mark of that class. It is generally denoted by x.
 h h
If x be the mid value and h be the class interval, then the class limits are  x  , x   .
 2 2 
CLASS - IX - 274
STATISTICS
(c) Frequency distribution

The marks scored by 30 students of IX class, of a school in the first test of Mathematics out of 50
marks are as follows :
6 32 10 17 22 28 0 48 6 22
32 6 36 26 48 10 32 48 28 22
22 22 28 26 17 36 10 22 28 0
The number of times a mark is repeated is called its frequency. It is denoted by f.
Marks Marks
Obtained Tally mark Frequency Obtained Tally mark Frequency
0 II 2 26 II 2
6 III 3 28 IIII 4
10 III 3 32 III 3
17 II 2 36 II 2
22 I 6 48 III 3
Above type of frequency distribution is called ungrouped frequency distribution. Although this
representation of data is shorter than representation of raw data, but from the angle of comparison
and analysis it is quite big. So to reduce the frequency distribution, it can be classified into groups in
following ways and it is called grouped frequency distribution.
Class Frequency
1–10 8
11–20 2
21–30 12
31–40 5
41–50 3
(i) Kinds of Frequency Distribution :
Statistical methods like comparison, decision taken etc. depend on frequency distribution.
Frequency distribution are of three types :
(I) Individual frequency distribution : Here each item or original price of unit is written separately.
In this category, frequency of each variable is one. For example : Total marks obtained by 10
students in a class is given as follows :
S. No. 1 2 3 4 5 6 7 8 9 10
Marks
46 18 79 12 97 80 5 27 67 54
obtained
(II) Discrete frequency distribution : When number of terms is large and variable are discrete, i.e.
variate can accept some particular values only under finite limits and is repeated then it is called
discrete frequency distribution. For example the wages of employees and their numbers is shown
in following table.
Monthly wages No. of employees

4000 10
6000 8
8000 5
11000 7
20000 2
25000 1
CLASS - IX - 275
STATISTICS
The above table shows ungrouped frequency distribution the same facts can be written in grouped
frequency as follows :
Monthly wages No. of employees

0 – 10,000 23
11,000 – 20,000 9
21,000 – 30,000 1
NOTE : If variable is repeated in individual distribution then it can be converted into discrete frequency
distribution.
(III) Continuous frequency distribution : When number of terms is large and variate is continuous.
i.e., variate can accept all values under finite limits and they are repeated then it is called
continuous frequency distribution. For example age of students in a school is shown in the
following table :
Age (in year) Class No. of students

Less than 5 year 0–5 72
From 5 and less than 10 year 5 – 10 103
(ii) Classes can be made mainly by two methods :

(I) Inclusive series : In this method value of upper and lower limit are both contained in same class.
In this method the upper limit of class and lower limit of other class are not same. Some time the
value is not a whole number, it is a fraction or in decimals and lies in between the two intervals then
in such situation the class interval can be constructed as follows :
Class Frequency
1 – 10 4
11 – 20 7
21 – 30 6
31 – 40 3
41 – 50 3
(II) Exclusive series : In this method upper limit of the previous class and lower limit of the next
class is same. In this method the term of upper limit in a class is not considered in the same class, it
is considered in the next class.
Conversion of above inclusive frequency distribution into exclusive frequency distribution is as
follows :
Class Frequency
0.5 – 10.5 4
10.5 – 20.5 7
20.5 – 30.5 6
30.5 – 40.5 3
40.5 – 50.5 3
CLASS - IX - 276
STATISTICS
(d) Cumulative frequency

(i) Discrete frequency distribution : Here we add all previous frequency and get cumulative
frequency. It will be more clear from the following table :
Frequency Cumulative
Class Explanation
(f) frequency (cf)
4000 10 10 10
6000 8 18 10 + 8 = 18
8000 5 23 18 + 5 = 23
11000 7 30 23 + 7 = 30
20000 2 32 30 + 2 = 32
25000 1 33 32 + 1 = 33
(ii) Continuous frequency distribution :
Monthly No. of
income employee
variate (x) frequency (f)
0–5 72
5 – 10 103
10 – 15 50
15 – 20 25
Class Cumulative Frequency Explanation

Less than 5 72 72 = 72
Less than 10 175 72 + 103 = 175
Less than 15 225 175 + 50 = 225
Less than 20 250 225 + 25 = 250
From this table the number of students of age less than the upper limit of a class, i.e. number of
student whose age is less than 5, 10, 15, 20 year can determined by merely seeing the table but if
we need the number students whose age is more than zero, more than 5, more than 10 or more
than 15, then table should be constructed as follows :
Age
Class Frequency Cumulative Explanation
frequency
0–5 72 More than 0 250 = 250
5 – 10 103 More than 5 250 – 72 = 178
10 – 15 50 More than 10 178 – 103 = 75
15 – 20 25 More than 15 75 – 50 = 25
Example. 1
The mid values of a distribution are 54, 64, 74, 84 and 94. Find the class interval and class limits.
Sol. The class interval is the difference of two consecutive class marks, therefore class interval
(h) = 64 – 54 = 10.
Here the mid values are given and the class interval is 10.
So class limits are
CLASS - IX - 277
STATISTICS
10 10
For 1st class 54 – to 54 + or 49 to 59
2 2
10 10
For 2nd class 64 – to 64 + or 59 to 69
2 2
10 10
For 3rd class 74 – to 74 + or 69 to 79
2 2
10 10
For 4th class 84 – to 84 + or 79 to 89
2 2
10 10
For 5th class 94 – to 94 + or 89 to 99
2 2
Therefore class limits are 49 – 59, 59 – 69, 69 – 79, 79 – 89, and 89 – 99.
Example. 2
The blood groups of 30 students of class IX are recorded as follows :
A, B, O, O, AB, O, A, O, B, A, O, B, A, O, O,
A, AB, O, A, A, O, O, AB, B, A, O, B, A, B, O
Represent this data in the form of a frequency distribution table. Find out which is the most common
and which is the rarest blood group among these students.
Sol. Frequency distribution table :
Blood Group Frequency
A 9
B 6
O 12
AB 3
From the frequency table it is clear that most common blood group is O and AB is the rarest blood
group among the students.
Example. 3
For the following data of daily wages (in rupees) received by 30 labourers in a certain factory,
construct a grouped frequency distribution table by dividing the range into class intervals of equal
width, each corresponding to 2 rupees, in such a way that the mid - value of the first class interval
corresponds to 12 rupees :
14, 16, 16, 14, 22, 13, 15, 24, 12, 23, 14, 20, 17, 21, 22, 18, 18, 19, 20, 17, 16, 15, 11, 12, 21, 20,
17, 18, 19, 23.
Sol. Minimum daily wage = Rs. 11
Maximum daily wage = Rs. 24
 Range = Rs. 24 – Rs. 11 = Rs. 13
Size of class intervals = Rs. 2 [Given]
 Range 13 
 Number of class intervals = 7    6.5 
 Class size 2 
Since, the mid- value of first class interval is 12 and size of the class interval is Rs. 2
2
 Lower limit of first class interval = 12 – = 11
2
2
Upper limit of first class interval = 12 + = 13.
2
 First class intervals is 11 – 13.
Thus, the class intervals are :
11 - 13, 13 - 15, 15 -17, 17 -19, 19 - 21, 21 - 23, 23 - 25.
CLASS - IX - 278
STATISTICS
The frequency distribution table is as given under.
Daily wages ( in Rs.) Frequency
11 – 13 3
13 – 15 4
15 – 17 5
17 – 19 6
19 – 21 5
21 – 23 4
23 – 25 3
Total 30
Example. 4
Thirty children were asked about the number of hours they watched T.V. programs in the previous
week. The results were found as follows :
1, 6, 2, 3, 5, 12, 5, 8, 4, 8
10, 3, 4, 12, 2, 8, 15, 1, 17, 6
3, 2, 8, 5, 9, 6, 8, 7, 14, 12
(i) Make a grouped frequency distribution table for this data, taking class width 5 and one of
the class intervals as 5-10.
(ii) How many children watched television for 15 or more hours a week ?
Sol. (i) Frequency distribution table is as follows :
Class intervals Frequency
0-5 10
5 - 10 13
10 - 15 5
15 - 20 2
(ii) Numbers of children that watched 15 or more hours a week = 2 children.
Example.5
The weights in grams of 50 apples picked at random from a consignment are as follows :
131, 113, 82, 75, 204, 81, 84, 118, 104, 110, 80, 107, 111,141,136, 123, 90, 78, 90, 115, 110, 98,
106, 99,107, 84, 76, 186, 82, 100,109,128,115, 107,115,119, 93, 187,139,129,130, 68,195,123,
125, 111, 92, 86, 70, 126.
Form the grouped frequency table by dividing the variable range into intervals of equal width of 20 g,
such that the mid-value of the first class interval is 70 g.
Sol. Size of each class = 20.
Let the lower limit of the first class interval be a.
Then, its upper limit = (a + 20).
Mid-value of the first class interval = 70.
a  (a  20)
 = 70  2a = 120  a = 60.
2
 The first class interval is 60 – 80.
Frequency distribution table is as follows :
CLASS - IX - 279
STATISTICS
Weight (in grams) Frequency
60 – 80 5
80 – 100 13
100 – 120 17
120 – 140 10
140 – 160 1
160 – 180 0
180 – 200 3
200 – 220 1
Total 50
1. Find the mid value of the class interval (a – b) .
2. Consider the class intervals 1 – 10, 11 – 20, 21 – 30, etc., Here what is the class boundary of class
interval 11 – 20?
3. The following are data on the number of rooms occupied each day in a resort hotel during the month
of June:
55, 49, 37, 57, 46, 40, 64, 35, 73, 62, 61, 43, 72, 48, 54, 69, 45, 78, 46, 59, 40, 58, 56, 52, 49, 42,
62, 53, 46, 81.
Organize the data by grouping them into class intervals of size 5. Construct a frequency table.
4. Given the following series:
3, 3, 4, 3, 4, 3, 1, 3, 4, 3, 3, 3, 2, 1, 3, 3, 3, 2, 3, 2, 2, 3, 3, 3, 2, 2, 2, 2, 2, 3, 2, 1, 1, 1, 2, 2, 4, 1.
Construct a frequency distribution table for the data and draw the corresponding histogram. Draw
also the frequency polygon.
5. Construct a cumulative frequency table of both types for the table given below
Class interval Frequency

110 – 120 6
120 – 130 10
130 – 140 8
140 – 150 10
150 – 160 6
Total frequency 40
Answers
ab
1. 2. Upper limit 20, lower limit 11
2

B. GRAPHICAL REPRESANTION OF DATA
(a) Bar Graph :
A bar graph is a pictorial representation of the numerical data by a number of bars (rectangles) of
uniform width erected horizontally or vertically with equal spacing between them.
While constructing bar graphs the following points should be kept in mind :
CLASS - IX - 280
STATISTICS
(i) The width of the bars should be uniform throughout.

(ii) The gap between one bar and another should be uniform throughout.
(iii) Bars may be either horizontal or vertical.
(b) Histogram :
Histogram is a rectangular representation of grouped and continuous frequency distribution in
which class intervals are taken as base and height of rectangles are proportional to corresponding
frequencies. To draw the histogram class intervals are marked along x-axis on a suitable scale.
Frequencies are marked along y-axis on a suitable scale, such that the areas of drawn rectangles
are proportional to corresponding frequencies.
Construction of histograms are related with four different kinds of frequency distributions.
(i) When frequency distribution is grouped and continuous and class intervals are also equal.
(ii) When frequency distribution is grouped and continuous but class interval are not equal.
(iii) When frequency distribution is grouped but not continuous.
(iv) When frequency distribution is ungrouped and middle points of the distribution are given.
(c) Difference Between Bar Graph and Histogram
(i) In histogram there is no gap in between consecutive rectangle as in bar graph.
(ii) The width of the bar is significant in histogram. In bar graph, width is not important at all.
(iii) In histogram the areas of rectangles are proportional to the frequency, however if the class
size of the frequencies are equal then height of the rectangle are proportional to the frequencies.
(d) Frequency Polygon
A frequency polygon is also a form of graphical representation of frequency distribution. Frequency
polygon can be constructed in two ways :
(i) With the help of histogram
(ii) Without the help of histogram
Case I : Following procedure is useful to draw a frequency polygon with the help of histogram.
• Construct the histogram for the given frequency distribution.
• Find the middle point of each upper horizontal line of the rectangle.
• Join these middle points of the successive rectangle by straight lines.
• Join the middle point of the initial rectangle with the middle point of the previous expected class
interval on the x-axis.
Case II : Following procedure is useful to draw a frequency polygon without the help of histogram.
• Choose the class interval and mark the values on the horizontal axes
• Mark the mid value of each interval on the horizontal axes.
• Mark the frequency of the class on the vertical axes.
• Corresponding to the frequency of each class interval, mark a point at the height in the middle of
the class interval.
• Connect these points using line segment.
Example. 6
A family with monthly income of Rs. 20,000 had planned the following expenditure per month under
various heads. Draw bar graph for the data given below.
Expenditure
Heads
(in Rs. 1000)
Grocery 4
Rent 5
Education of children 5
Medicine 2
Fuel 2
Entertainment 1
Miscellaneous 1
Sol. Take the heads along x -axis and expenditure (in thousand rupees) along y - axis.
All the bar should be of the same width and same space should be left between the consecutive
bars.
CLASS - IX - 281
STATISTICS
Exp. (in thousand rupees)

7
6
5
4
3
2
1
y t e t X
O er Ren tion icin uel en ou
s
oc a d F inm ne
Gr duc Me t a lla
E ter sc
e
En Mi
Example. 7
Given below a table which shows the yearwise strength of a school. Represent this data by a bar
graph.
Year 2001- 02 2002 - 03 2003 - 04 2004 - 05 2005 - 06
No. of students 800 975 1100 1400 1625
Sol. Take the year along x -axis and number of students along y - axis.
All the bar should be of the same width and same space should be left between the consecutive
bars.
Y
1800
1600
Number of Students
1400
1200
1000
800
600
400
200
0 X
6
3
4
2
5
-0
-0
-0
-0
-0
05
02
03
01
04
20
20
20
20
20
Year
Example. 8
Draw a histogram of the following frequency distribution.
Class (Age in years) 0–5 5 – 10 10 –1 5 15 – 20
No. of students 72 103 50 25
Sol. Here frequency distribution is grouped and continuous and class intervals are also equal. So mark
the class intervals on the x-axis i.e., age in year (scale 1 cm = 5 year). Mark frequency i.e., number
of students (scale 1 cm = 25 students) on the y-axis.
Y
Frequency (No. of students)
125 –
100 –
75 –
50 –
25 –
0 X
5 10 15 20
Class interval (Age in year)
CLASS - IX - 282
STATISTICS
Example. 9
The weekly wages of workers of a factory are given in the following table. Draw histogram for it.
Weekly wages 1000 – 2000 2000 – 2500 2500 – 3000 3000 – 5000 5000 – 5500
No. of workers 26 30 20 16 3
Sol. Here frequency distribution is grouped and continuous but class intervals are not same. Under such
circumstances the following method is used to find heights of rectangle so that heights are
proportional to frequencies.
(i) Write interval (h) of the least interval, here h = 500.
(ii) Redefine the frequencies of classes by the using the following formula.
h
Adjusted frequency of class = × frequency of class interval.
class interval
So here the redefined frequency table is obtained as follows :
Weekly wages (in Rs.) No. of workers Adjusted Frequency
500
1000 - 2000 26  26  13
1000
500
2000 - 2500 30  30  30
500
500
2500 - 3000 20  20  20
500
500
3000 - 5000 16  16  4
2000
500
5000 - 5500 3  3  3
500
Now mark class interval on x-axis (scale 1 cm = 500) and no. of workers on y-axis (scale 1 cm = 5).
30 –
25 –
No. of workers
20 –
15 –
10 –
5–
0 X
1000 1500 2000 2500 3000 3500 4000 4500 5000 5500
Weekly wages
This is the required histogram of the given frequency distribution.
Example. 10
The following table shows the number of illiterate persons in the age - group (10 - 58) years in a
town :
Age group
10 - 16 17 - 23 24 - 30 31 - 37 38 - 44 45 - 51 52 - 58
(in years)
Number of
175 325 100 150 250 400 525
illiterate persons
Sol. The given frequency distribution is not continuous. So, first convert it into a continuous frequency
distribution.
CLASS - IX - 283
STATISTICS
The difference between the lower limit of a class and the upper limit of the preceding class is 1 i.e.
h = 1. To convert the given frequency distribution into a continuous frequency distribution subtract
h 1 h 1
= = 0.5 from each lower limit and add = = 0.5 to each upper limit. The distribution so
2 2 2 2
obtained is as given below :
Age group
9.5 - 16.5 16.5 - 23.5 23.5 - 30.5 30.5 - 37.5 37.5 - 44.5 44.5 - 51.5 51.5 - 58.5
(in years)
Number of
illiterate 175 325 100 150 250 400 525
persons
Now mark age group on X-axis (Scale 1 cm = 7yrs) and Number of persons on Y-axis
(Scale 1 cm = 100)
Y
600 –
No. of illiterate persons
500 –
400 –
300 –
200 –
100 –
0 X
9.5 16.5 23.5 30.5 37.5 44.5 51.5 58.5
Age group ( in years)
Example. 11
Construct a histogram from the following distribution of total marks obtained by 65 students of IX
class in the final examination :
Marks (mid-points) 150 160 170 180 190 200
No. of students 8 10 25 12 7 3
Sol. Since the difference between the second and first mid - point is 160 – 150 = 10.
h
 h = 10  =5
2
So, lower and upper limits of the first class are 150 – 5 and 150 + 5 i.e. 145 and 155 respectively.
 First class interval is 145 – 155.
Using the same procedure, we get the classes of other mid - points as under :
Marks 145 - 155 155 - 165 165 - 175 175 - 185 185 - 195 195 - 205
No. of students 8 10 25 12 7 3
The histogram of the above frequency distribution is as follows :
Y
28 –
24 –
20 –
No. of Students
16 –
12 –
8–
4–
0 X
145 155 165 175 185 195 205
Marks
CLASS - IX - 284
STATISTICS
Example. 12
For the following frequency distribution, draw a histogram and construct a frequency polygon with it.
Class 20 - 30 30 - 40 40 - 50 50 - 60 60 - 70
Frequency 8 12 17 9 4
Sol. The given frequency distribution is grouped and continuous, so we construct a histogram by the
method given earlier. Join the middle points P, Q, R, S, T of upper horizontal line of each rectangles
A, B, C, D, E by straight lines.
Y
18 – R
16 –
14 –
Q
12 –
S
10 –
Frequency
P
8–
6–
T
4–
2–
P' A B C D E T'
0 X
10 20 30 40 50 60 70 80
Class
Example. 13
Draw a frequency polygon of the following frequency distribution.
Age (in years) 0 - 10 10 - 20 20 - 30 30 - 40 40 - 50 50 - 60

Frequency 15 12 10 4 11 14
Sol. Here frequency distribution is grouped and continuous so here we obtain following table on the
basis of class.
Age (in years) 0 - 10 10 - 20 20 - 30 30 - 40 40 - 50 50 - 60
Class mark 5 15 25 35 45 55
Frequency 15 12 10 4 11 14
Now taking suitable scale on graph mark the points (5, 15), (15, 12), (25, 10), (35, 4), (45, 11),
(55, 14).
Since age can not be negative so instead of joining corner (5, 15) with middle point of zero
frequency of earlier assumed class, we draw vertical line from the lower limit of this class i.e., 0 and
point of half frequency on this line i.e., (0, 7.5) is joined by the end point. Join the last point (55, 14)
with the points of zero frequency of the next assumed class i.e., with (65, 0).
Y
16 (5, 15)
(55, 14)
14
12 (15, 12)
(45, 11)
No. of Students
10
(25, 10)
8
4 (35, 4)
2
(– 5, 0) (65, 0)
X
– 15 – 50 5 15 25 35 45 55 65
Age ( in years)

CLASS - IX - 285
STATISTICS
1. The following table gives the population of a village in 1000’s in different years:
Year 2008 2009 2010 2011 2012 2013
Population 10 15 16 20 23 25
Draw a bar graph.
2. The following table gives the number of runs scored by a team in the course of a cricket match.
Overs 1–5 5–10 10–15 15–20 20–25 25–30

No. of runs 20 32 45 25 30 15
Represent the data as a histogram.
3. Weights of 65 adults are given by the following table:

Weights 50 – 60 60 – 70 70 – 80 80 – 90 90 – 100 100 – 110 110 – 120
Fi 8 10 16 14 10 5 2
Construct the histogram.
4. Draw the histogram for the data given below.

Age(in yrs) 1–5 5–15 15–30 30–40 40–45 45–50
No. of person 10 14 36 22 12 10
Represent the data as a histogram.
5. Draw a frequency polygon for the following distribution.

Class interval Frequency
10 – 20 3
20 – 30 6
30 – 40 8
40 – 50 12
50 – 60 9
60 – 70 5
(i) using histogram
(ii) without using histogram:

C. MEASURES OF CENTRAL TENDENCY
The commonly used measure of central tendency are
(a) Mean (b) Median (c) Mode
(a) Mean :
The mean of a number of observation is the sum of the values of all the observations divided by the
total number of observations. It is denoted by the symbol , read as x bar.
CLASS - IX - 286
STATISTICS
Mean of raw data : If x1, x2, x3, ...... , xn are the n values (or observations) then, A.M. (Arithmetic
mean) is
n
_ x  x1  ....  xn
x i
x 1  i1
n n
_ n
n x = sum of observations = x
i1
i
i.e. product of mean & no. of items gives sum of observation.

Method for Mean of Ungrouped Data
xi fi fi xi
x1 f1 f1x1
x2 f2 f2x2
x3 f3 f3x3
fi  fi xi 
If x1, x2, x3, ...... , xn are the n values (or observations) and and f1, f2, f 3, ....... f n are corresponding
frequencies, then A.M. (Arithmetic mean) is :
n
_
f x  f x  ....  fn xn
f x i i
x 1 1 2 2  i 1
n
f1  f2  f3  .......fn
f
i 1
i
Properties of mean:
_
(a) If a constant real number ‘a’ is added to each of the observation than new mean will be x  a.
(b) If a constant real number ‘a’ is subtracted from each of the observation then new mean will be
_
x a .
_
(c) If a constant real number ‘a’ is multiplied with each of the observation then new mean will be a x .
_
x
(d) If each of the observation is divided by a constant no ‘a’ then new mean will be .
a
Grouped Frequency Distribution
Direct Method : for finding mean
Mean, x 
_
f x i i
f i
Uses of Arithmetic Mean

 It is used for calculating average marks obtained by a student.
 It is extensively used in practical statistics.
 It is used to obtain estimates.
 It is used by businessman to find out profit per unit article, output per machine, average monthly
income and expenditure etc.
CLASS - IX - 287
STATISTICS
(b) Median :
Median of a distribution is the value of the variable which divides the distribution into two equal
parts.
Median of ungrouped data
 Arrange the data in ascending order.
 Count the no. of observations (Let there be ‘n’ observations)
th
 n  1
If n is odd then median = value of   observation.
 2 
th th
n n 
 If n is even then median = value of mean of   observation and   1 observation or
2 2 
th th
n n 
 2  observation   2  1 observation
Median =    
2
(ii) Uses of Median :
 Median is the only average to be used while dealing with qualitative data which cannot be
measured quantitatively but can be arranged in ascending or descending order of magnitude.
 It is used for determining the typical value in problems concerning wages, distribution of wealth
etc.
(c) Mode :
(i) Mode of ungrouped data (By inspection only) : Arrange the data in an array and then count
the frequencies of each variate. The variate having maximum frequency is the mode.
(ii) Uses of Mode : Mode is the average to be used to find the ideal size, e.g., in business
forecasting, in manufacture of ready-made garments, shoes etc.
Empirical Relation between Mode, Median & Mean :
Mode = 3 Median – 2 Mean.
Example. 14
Find the mean of the factors of 10.
Sol. Factors of 10 are 1, 2, 5 & 10.
 1  2  5  10 18
x   4.5
4 4
Example. 15
If the mean of 6, 4, 7, P and 10 is 8 find P.
6  4  7  P  10
Sol. 8=  P = 13.
5
Example. 16
If the mean of five observations x, x + 2, x + 4, x + 6, x + 8 is 11, find the mean of first three
observations.
x  (x  2)  (x  4)  (x  6)  (x  8)
Sol. 11 = .
5
55 = 5x + 20
5x = 35
x = 7.
x  (x  2)  (x  4) 3x  6
Mean of first three observations = = = x + 2 = 7 + 2 = 9.
3 3
CLASS - IX - 288
STATISTICS
Example. 17
The mean of marks scored by 100 students was found to be 40. Later on it was discovered that a
score of 53 was misread as 83. Find the correct mean.
Sol. n = 100, x = 40
1 1
x=
n
 x    i 40 =
100
 x 
i
 Incorrect value of  x = 4000. i
Now, Correct value of  x = 4000 – 83 + 53 = 3970

i
correct value of  x i 3970

 Correct mean = = = 39.7
n 100
So, the correct mean is 39.7.
Example.18
The mean monthly salary of 10 members of a group is Rs. 1445, one more member whose monthly
salary is Rs. 1500 has joined the group. Find the mean monthly salary of 11 members of the group.
Sol. n = 10, = 1445
So, total monthly wages of 10 persons = 10 × 1445 = 14450.
Monthly salary of one more person who joined the group is Rs. 1500
Total monthly wages of 11 persons = Rs. 14450 + Rs. 1500 = Rs. 15950
15950
So, average monthly salary of 11 persons = = Rs. 1450.
11
Example. 19
Find the missing value of P for the following distribution whose mean is 12.58.
x 5 8 10 12 P 20 25
y 2 5 8 22 7 4 2
Sol. Given x = 12.58

Calculation of Mean :
xi fi fixi
5 2 10
8 5 40
10 8 80
12 22 264
P 7 7P
20 4 80
25 2 50
f i  50
f x
i i  524  7P
x
f x i i
 12.58 =
524  7P
 629 = 524 + 7P
f i
50
7P = 105, P = 15.
CLASS - IX - 289
STATISTICS
Example. 20
Find the mean for the following distribution :
Marks 10 - 20 20 - 30 30 - 40 40 - 50 50 - 60 60 - 70 70 - 80
Frequency 6 8 13 7 3 2 1
Sol.
Marks Mid values xi No. of students fi fixi
10 - 20 15 6 90
20 - 30 25 8 200
30 - 40 35 13 455
40 - 50 45 7 315
50 - 60 55 3 165
60 - 70 65 2 130
70 - 80 75 1 75
f i  40 f x
i i  1430
_
x
f x
i i

1430 143
  35.75
f i
40 4
Example. 21
Find the median of the following values : 37, 31, 42, 43, 46, 25, 39, 45, 32
Sol. Arranging the data in ascending order, we have
25, 31, 32, 37, 39, 42, 43, 45, 46
Here the number of observations n = 9 (odd)
th
 9  1
 Median = Value of   observation = Value of 5 observation = 39.
th
 2 
Example. 22
Following are the lives in hours of 15 pieces of the components of air craft engine.
Find the median :
715, 724, 725, 710, 729, 745, 649, 699, 696, 712, 734, 728, 716, 705, 719, 737.
Sol. Arranging the data in ascending order

649, 696, 699, 705, 710, 712, 715, 716, 719, 724, 725, 728, 729, 734, 737, 745
N = 16 (Even)
th th
 16   16 
 2  observation   2  1 observation
So, Median =    
2
8th Obs.  9 th Obs. 716  719
= = = 717.5
2 2
Example. 23
The median of the observation 11, 12, 14, 18, x + 2, x + 4, 30, 32, 35, 41 arranged in ascending
order is 24. Find the value of x.
Sol. Here, the number of observations n = 10. Since n is even, therefore
CLASS - IX - 290
STATISTICS
th th
n n 
 2  observation   2  1 observation 5th observation  6th observation
Median =      24 =
2 2
(x  2)  (x  4) 2x  6
 24 =  24 =  24 = x + 3  x = 21.
2 2
Hence, x = 21.
Example. 24
Find the mode of the following array of an individual series of scores 7, 7, 10, 12, 12, 12, 11, 13, 13,
17.
Sol. Arranging the data in the form of a frequency table :

Numbers 7 10 11 12 13 17
Frequency 2 1 1 3 2 1

 From the above table it is clear that 12 is occuring most number of times.
 Mode is 12.
1. The mean of the data 16, 20, 26, 40, 50, 60, 70, 30
2. Calculate the mean of the data:

xi 61 64 67 70 73
fi 5 18 42 27 8
xi
3. The mean of x1, x2, …. x50 is M, if every xi (i = 1, 2,….50) is replaced by , then find new mean.
50
4. While driving past stores, Tarun counted the number of cars in the parking lots. He counted: 19, 9,
1, 15, 19, 3 and 5. Determine the median and mode of the cars he counted.
5. Mode of some observation is 4 and the median is 3. Then find mean.
Answers
M
1. 39 2. 67.45 3. 4. Median = 9, Mode = 19
50
5. 2.5
CLASS - IX - 291
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1. Find the class-mark of the class 130-150.
2. Find the range of the data :

25, 18, 20, 22, 16, 6, 17, 15, 12, 30, 32, 10, 19, 8, 11, 20.
3. In a frequency distribution, the mid value of a class is 10 and the width of the class is 6. Then find
the lower limit of the class.
4. Let m be the mid-point and l be the upper class limit of a class in a continuous frequency
distribution. Then find the lower class limit of the class.
5. In the class intervals 10-20, 20-30, then find the number 20 is included in
6. 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.
Then find the frequency of the class 310-330.
n
7. If x represents the mean of n observations x1, x2, ......, xn, then find the value of  x  x .
i 1
i
8. Find the median of the data

78, 56, 22, 34, 45, 54, 39, 68, 54, 84 is
9. Mode of the data
15, 14, 19, 20, 14, 15, 16, 14, 15, 18, 14, 19, 15, 17, 15 is
10. Draw a histogram to represent the following frequency distribution :
Class interval 05-10 10-15 15-25 25-45 45-75

Frequency 6 12 10 8 15
11. The mean of five numbers is 30. If one number is excluded, their mean becomes 28. Then find the
excluded number is :
12. If the mean of the observations: x,x+3,x+5,x+7,x+ 10 is 9, then find the mean of the last three
observations.
13. The mean of 100 observations is 50. If one of the observations which was 50 is replaced by 150,
then find the resulting mean.
14. There are 50 numbers. Each number is subtracted from 53 and the mean of the numbers so
obtained is found to be – 3.5. Then find the mean of the given numbers
15. 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.
CLASS - IX - 292
STATISTICS
16. Prepare a continuous grouped frequency distribution from the following data:
17. 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

18. If x is the mean of x1, x2, ..........., x n, then for a  0, then prove that the mean of ax 1, ax2, ........., ax n,
x1 x2 x  1 x
, ,....., n is  a  
a a a  a 2
19. 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.
20. 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.
21. The lengths of 62 leaves of a plant are measured in millimetres and the data is represented in the
following table :
Draw a histogram representing the data above.

22. 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.
CLASS - IX - 293
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23. The marks obtained (out of 100) by a class of 80 students are given below :
Marks Number of students
Oct-20 6
20 - 30 17
30 - 50 15
50 - 70 16
70 - 100 26
Construct a histogram to represent the data above.
24. 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?
25. 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.

CLASS - IX - 294
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Section (A) : Tabular representation of statistical data
A-1. The class marks of a distribution are : 47, 52, 57, 62, 67, 72, 77, 82, 87, 92, 97, 102.
Determine the class size and the class limits.
A-2. The weights (in grams) of 40 oranges picked at random from a basket are as follows :
40, 50, 60, 65, 45, 55, 30, 90, 75, 85, 70, 85, 75, 80, 100, 110, 70, 55, 30, 35, 45, 70, 80, 85, 95, 70,
60, 70, 75, 40, 100, 65, 60, 40, 100, 75, 110, 30, 45, 84.
Construct a grouped frequency table by dividing the variable range into class intervals of equal width
of 10 g, such that the mid - value of the first class interval is 30 g.
A-3. 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.
A-4. Form a grouped frequency distribution from the following data by inclusive method taking 4 as the
magnitude of class intervals.
31, 23, 19, 29, 22, 20, 16, 10, 13, 34, 38, 33, 28, 21, 15, 18, 36, 24, 18, 15, 12, 30, 27, 23, 20, 17,
14, 32, 26, 25, 18, 29, 24, 19, 16, 11, 22, 15, 17, 10.
A-5. The relative humidity (in %) of a certain city for a month of 30 days are as follows :
98.1, 98.6, 99.2, 90.3, 86.5, 95.3, 92.9, 96.3, 94.2, 95.1, 89.2, 92.3, 97.1, 93.5, 92.7, 95.1, 97.2,
93.3, 95.2, 97.3, 96.2, 92.1, 84.9, 90.2, 95.7, 98.3, 97.3, 96.1. 92.1, 89.
(i) What is the range of this data ?
(ii) Construct a grouped frequency distribution table with classes 84 - 86, 86 - 88, etc.
Section (B) : Graphical representation of statistical data

B-1. Look at the graph given below :
Y
80
70
60
50
Marks
40
Social Science
30
Mathematics
20
Science
English
Hindi
10
0 X
Subjects
Read it carefully and answer the following questions.
(i) What information does the bar graph give ?
(ii) In which subject the student scored highest marks ?
(iii) In which subject the student scored lowest marks ?
(iv) What is the average of his marks ?
CLASS - IX - 295
STATISTICS
B-2. Given below is a table which shows the year wise strength of a school. Represent this data by a bar
graph.
Year 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10
No. of students 800 975 1100 1400 1625 1800
B-3. Draw a histogram to represent the following data :
C.I. 40 - 60 60 - 80 80 - 100 100 - 120 120 - 140 140 - 160 160 - 180 180 - 200
Freq. 20 40 30 50 30 20 10 40
B-4. Draw a histogram for the marks of students given below :
Marks 0 - 10 10 - 30 30 - 45 45 - 50 50 - 60
No. of students 8 32 18 10 6
B-5. Construct a histogram for the following frequency distribution :
C.I. 5 - 12 13 - 20 21 - 28 29 - 36 37 - 44 45 - 52
Frequency 6 15 24 18 4 9
B-6. The ages (in years) of 360 patients treated in a hospital on a particular day are given below :
Age
10 - 20 20 - 30 30 - 40 40 - 50 50 - 60 60 - 70
(in years
Number
90 40 60 20 120 30
of patients
Draw a f requency polygon to represent the above data.
B-7. Draw a histogram and frequency polygon on the same graph for the following distribution :
C.I. 1 - 10 11 - 20 21- 30 31 - 40 41 - 50 51 - 60
Frequency 8 3 6 12 2 7
Section (C) : Measure of central tendency

C-1. Find the mean of following data 13, 17, 16, 14, 11, 13, 10, 16, 11, 18, .12, 17.
C-2. Find the median of following data 38, 70, 48, 34, 42, 55, 63, 46, 54, 44.
C-3. Find the mode of following data 2, 2, 6, 5, 4, 3, 4, 5, 7, 9, 4, 5, 3, 1, 10, 4.
C-4. Find the value of p, if the median of following observations is 48.

14, 17, 33, 35, p – 5, p + 7, 57, 63, 69, 80. The given observation are in ascending order.
C-5. The mean of 16 items was found to be 30. On rechecking, it was found that the two items were
wrongly taken as 22 and 18 instead of 32 and 28 respectively. Find the correct mean.
C-6. If the mean of the following data is 18.75, find the value of p.
x 10 15 p 25 30
f 5 10 7 8 2
CLASS - IX - 296
STATISTICS
C-7. Find the mean of the following frequency distribution:

Variable (xi) 10 30 50 70 89
Frequency (fi) 7 8 10 15 10
C-8. The weights (in kg) of 16 students are : 31, 35, 27, 29, 32, 43, 37, 41, 34, 28, 36, 44, 45, 42, 30, 48.
Find the median. If the weights 44 kg is replaced by 46 kg and 27 kg by 25 kg, find the new median.
C-9. The mean age of a one group of persons is 40. Another group has mean age 48. If the ratio of
number of persons in two groups is 5 : 3, then find the mean age of all the persons.
OBJECTIVE QUESTIONS
Section (A) : Tabular representation of statistical data
A-1. If the class intervals in a frequency distribution are (72 – 73.9), (74 – 75.9), (76 – 77.9),(78 – 79.9)
etc., then the mid-point of the class (74 – 75.9) is :
(A) 74.50 (B) 74.70 (C) 74.95 (D) 75.00
A-2. In an examination, 10 students scored the following marks in Mathematics 35, 19, 28, 32, 63, 02,
47, 31, 13, 98. Its range is :
(A) 96 (B) 02 (C) 98 (D) 50
A-3. The difference between the maximum and the minimum value observations in the data is called :
(A) cumulative frequency (B) class interval
(C) range (D) frequency
A-4. Frequency of the class interval 4 – 8 is :
Class 0–4 4–8 8 – 12 12 – 16 16 – 20

Cumulative
6 15 23 27 30
Frequency (f)
(A) 15 (B) 4 (C) 9 (D) 8

A-5. In the class intervals 0-20 and 20-40, the number 20 is included in :
(A) 0-20 (B) 20-40 (C) both the intervals (D) None of these
A-6. For the following Class mark 25, 30, 35, 40, 45, 50 the third class interval is :
(A) 30 – 35 (B) 25 – 30 (C) 32.5 – 37.5 (D) 27.5 – 32.5
Section (B) : Graphical representation of statistical data

Direction : Each question is based on the histogram given in the adjacent figure.
50
40
Number of workers
30
20
10
200 250 300 350 400 450

Earning in Rupees
B-1. What is the number of worker earning Rs. 300 to 350 ?

(A) 50 (B) 40 (C) 45 (D) 130
CLASS - IX - 297
STATISTICS
B-2. In which class interval of wages there is the least number of workers ?
(A) 400-450 (B) 350-400 (C) 250-300 (D) 200-250
B-3. What is the upper limit of the class-interval 200-250 :

Section (C) : Measure of central tendency
C-1. The median of following series 520, 20, 340, 190, 35, 800, 1210, 50, 80 :
(A) 1210 (B) 520 (C) 190 (D) 35
C-2. If the arithmetic mean of 5, 7, 9, x is 9 then the value of x is :

(A) 11 (B) 15 (C) 18 (D) 16
C-3. The mode of the distribution 3, 5, 7, 4, 2, 1, 4, 3, 4 is :

(A) 7 (B) 4 (C) 3 (D 1
C-4. If the mean and median of a set of numbers are 8.9 and 9 respectively, then the mode will be :
(A) 7.2 (B) 8.2 (C) 9.2 (D) 10.2
C-5. A student got marks in 5 subjects in a monthly test is given below :

2, 3, 4, 5, 6, in these obtained marks, 4 is the
(A) Mean and median (B) Median but no mean
(C) Mean but no median (D) Mode
C-6. What is the mode from the following table :
Marks obtained 3 1 23 33 43
Frequency (f) 7 11 15 8 3
(A) 13 (B) 43 (C) 33 (D) 23
C-7. If the first five elements of a set replaced by (xi + 5), where i = 1, 2, 3, ....5 and the next five
elements are replaced by (xj –5), where j = 6, 7 .... 10 then the mean will change by :
(A) 25 (B) 10 (C) 5 (D) 0
C-8. The following numbers are given 61, 62, 63, 61, 63, 64, 64, 60, 65, 63, 64, 65, 66, 64. The
difference between their mean and median is (approximately) :
(A) 0.4 (B) 0.3 (C) 0.2 (D) 0.1
C-9. The average of 15 numbers is 18. The average of first 8 is 19 and that last 8 is 17, then the 8th
number is :
(A) 15 (B) 16 (C) 18 (D) 20
C-10. The average age of group of eight members is the same as it was 3 years ago, when a young
member is substituted for an old member. The incoming member is younger to the outgoing member
by :
(A) 11 years (B) 24 years (C) 28 years (D) 16 years
C-11. The average of n numbers x1, x2, x3,....,xn, is A. If x1 is replaced by (x + a) x1, x2 is replaced by (x + a)
x2, ...., xn is replaced by (x + a) xn ; then the new average is :
(n  1)A  xn (x  1)A  nxn nA  1(n  1)xn
(A) (B) (C) (D) (x + a)A
n n n
CLASS - IX - 298
STATISTICS
OBJECTIVE QUESTIONS
1. Range of 14, 12, 17, 18, 16 and x is 20. Find x (x > 0)
(A) 2 (B) 28 (C) 32 (D) Cannot be determined
2. The range of 15, 14, x, 25, 30, 35 is 23. Find the least possible value of x.
(A) 14 (B) 12 (C) 13 (D) 11
3. The width of each of nine classes in a frequency distribution is 2.5 and the lower class boundary of the
lowest class is 10.6. Which one of the following is the upper class boundary of the highest class ?
(A) 35.6 (B) 33.1 (C) 30.6 (D) 28.1
4. Let L be the lower class boundary of a class in a frequency distribution and m be the mid point of the
class. Which one of the following is the upper class boundary of the class ?
mL mL
(A) m + (B) L + (C) 2m – L (D) m – 2L
2 2
5. The arithmetic mean of the set of observations 1, 2, 3....n is :

n1 n  n 1
(A) (B)   1 (C) (D) (n – 1)
2 2  2 2
6. In a monthly test, the marks obtained in mathematics by 16 students of a class are as follows :
0, 0, 2, 2, 3, 3, 3, 4, 5, 5, 5, 5, 6, 6, 7, 8
The arithmetic mean of the marks obtained is :
(A) 3 (B) 4 (C) 5 (D) 6
7. Mean of a certain number of observation is m. If each observation is divided by x (x  0) and

increased by y, then the mean of new observation is :
mx  y m  xy
(A) mx + y (B) (C) (D) m + xy
x x
8. The mean of a variable x having 50 observations is 45. If a new variable is defined as U = x + 45,
the mean of the new variable is :
(A) 45 (B) 0 (C) 95 (D) 90
9. If the arithmetic mean of the observations x1, x2, x3 ....... xn is 1, then the arithmetic mean of
x1 x2 x3 x
, , , .... n (k > 1) is :
k k k k
(A) greater than 1 (B) less than 1 (C) equal to 1 (D) Both (A) or (B)
10. The mean of a set of observation is a. If each observation is multiplied by b and each product is
decreased by c, then the mean of new set of observation is.
a a
(A) +c (B) ab – c (C) –c (D) ab + c
b b
11. The arithmetic mean of 5 numbers is 27. If one of the numbers be excluded, their mean is 25. The
excluded number is :
(A) 28 (B) 26 (C) 25 (D) 35
12. The combined mean of three groups is 12 and the combined mean of first two groups is 3. If the
first, second and third groups have 2, 3 and 5 number of elements, then mean of third group is :
(A) 10 (B) 21 (C) 12 (D) 13
CLASS - IX - 299
STATISTICS
13. Out of 100 numbers, 20 were 5’s, 30 were 6’s and the remaining were 7’s. The arithmetic mean of
the numbers is :
(A) 6.3 (B) 5.4 (C) 6.1 (D) 6.5
14. While dividing each entry in a data by a non-zero number a, the arithmetic mean of the new data :
(A) is multiplied by a (B) does not change (C) is divided by a (D) is diminished by a
15. The arithmetic mean of 12 observations is 15. If two observations 20 and 25 are removed, then the
arithmetic mean of remaining observations is :
(A) 14.5 (B) 13.5 (C) 12.5 (D) 13
16. The median of 21 observations is 18. If two observations 15 and 24 are included to the observation,
then the median of new series is :
(A) 15 (B) 18 (C) 24 (D) 16
17. If the observations 20, 22, 23, 25, (x + 1), (x + 3), 36, 38, 39 and 41 have median 30, then the value
of x is :
(A) 28 (B) 29 (C) 30 (D) 32
18. If the difference of mode and median of a data is 24, then the difference of median and mean is :
(A) 12 (B) 24 (C) 8 (D) 36
19. The arithmetic mean and mode of a data is 24 and 12 respectively, then the median of the data is
(A) 25 (B) 18 (C) 20 (D) 22
20. Mean of salary of 10 employees is Rs. 5000. If salary of employees are Rs. 3000. Rs. 4000, Rs.
5000, Rs. 6000, Rs. x, Rs. 7000, Rs. 8000, Rs. 3800, Rs. 2200 and Rs. 9000 then value of x is :
(A) 2000 (B) 3000 (C) 4000 (D) 5000
21. A cricketer has a certain average run for 10 innings. In the 11th inning, he scores 100 runs, and now
his average run is increased by 9 runs. Then average of 11 innings is :
(A) 10 runs (B) 20 runs (C) 11 runs (D) 21 runs
22. The mean of six numbers is 15. If 2 is taken away from every number, the new mean would be :
(A) 13 (B) 4 (C) 17 (D) 8
23. Out of 50 observations the mean of 25 observation is 30 and mean of rest 25 observation is 32,
Then mean of 50 observation is :
(A) 34 (B) 33 (C) 32 (D) 31

1. From the following table, mode – mean is - [Rajasthan NTSE Stage-1 2005]
x 2 5 7 8
f 2 4 6 3
(A) 0 (B) 1 (C) 6 (D) 7
2. If the arithmetic mean of the marks 3, 4, 8, 5 , x, 3 ,2, 1 is 4, then the value of x is :

(A) 4 (B) 5 (C) 6 (D) 8
3. If the median of distribution 2, x, 7, 5, 0, 1 is 3, then the value of x is :

(A) 2 (B) 4 (C) 5 (D) 6
CLASS - IX - 300
STATISTICS
4. Mean temperature of last week of September was 24º C. If mean temperature of Monday, Tuesday,
Wednesday and Thursday was 22ºC and that of Thursday, Friday, Saturday and Sunday was 25º
then temperature on Thursday is : [Tamilnadu NTSE-Stage-1 2006 ]
(A) 24ºC (B) 23ºC (C) 22ºC (D) 20ºC
5. Which of these numbers is the average of the remaining three ? [Bangalore NTSE-Stage-1 2007]
(A) 26 (B) 39 (C) 30 (D) 61
6. If the arithmetic mean of the distribution x, 2x, 2x + 1, 2 is 7, then the value of x is :

27 26 25
(A) 5 (B) (C) (D)
5 5 6
7. The median of the following distribution [Rajasthan NTSE Stage-1 2007]
2, 3, 2, 6, 5, 4, 5, 5 is :
(A) 3 (B) 4 (C) 4.5 (D) 6.5
x x x x x x
8. If the median of , , ,x, , , is 8, then the value of x is __________.
7 5 6 4 3 2
(A) 8 (B) 24 (C) 32 (D) 48
9. The Arithmetic mean of a set of scores is X . If each score is first divided by ,   0, and then
increased by 10, the mean of the new score is : [M.P. NTSE Stage-1 2013]
X – 10 X  10 X  10 X  10
(A) (B) (C) (D)
   
10. The median and mode of a frequency distribution are 525 and 500 then mean of same frequency
distribution is : [Rajasthan NTSE Stage-1 2013]
(A) 75 (B) 107.5 (C) 527.5 (D) 537.5
1 1
11. If the mean of x and is M, then the mean of x2 and 2 is : [M.P. NTSE Stage-1 2013]
x x
2
M
(A) M2 (B) (C) 2M2 – 1 (D) 2M2 + 1
4
12. Positional mean is : [M.P. NTSE Stage-1 2013]

(A) Arithmetic mean (B) Geometric mean (C) Median (D) Harmonic mean
13. Four times the arithmetic mean of x and 10 is 70, then what is value of x ?
(A) 65 (B) 25 (C) 50 (D) 35
14. The mean of n numbers x1, x2, ...... xn is M. If x1 is replaced by 'a', the new mean is :
nM – x1  a M – x1  a nM – a  x1
n n n
15. Which of the following is correct for the given data 55, 38, 69, 24, 89 ?[Bihar NTSE Stage-1 2014]
(A) median = mode (B) mean = mode (C) mean = median (D) None of these
16. The mean of n numbers is M. If 1 is added to the first number, 2 is added to second number,......... n
is added to the nth number then the new mean is : [Bihar NTSE Stage-1 2014]
n1 n
(A) M + (B) M + (C) M + n (D) None of these
2 2
CLASS - IX - 301
STATISTICS
17. The median of first 12 prime numbers is [Rajasthan NTSE Stage-1 2014]
(A) 13 (B) 14 (C) 15 (D) 17.
18. Median of 4, 5, 10, 6, 7, 14, 9 and 15 will be : [Chattisgarh NTSE Stage-1 2014]
(A) 6 (B) 7 (C) 8 (D) 9
19. If the number 13, 15, 17, 18 and n are arranged is ascending order and their arithmetic mean and
median are equal then value of n will be : [Chattisgarh NTSE Stage-1 2014]
20. The average marks scored by Ajay in certain number of tests is 84. He scored 100 marks in his last
test. His average score of all these tests is 86, then the total number of tests he appeared is :
(A) 8 (B) 7 (C) 9 (D) 10
21. If the arithmetic mean of 9 observations is 100 and that of 6 observations is 80, then the combined
mean of all the 15 observations will be : [Jharkhand NTSE Stage-1 2014]
(A) 100 (B) 80 (C) 90 (D) 92
22. On 13 consecutive days the number of persons booked for violating speed limit of 40 km/hr. were as
follows : [Jharkhand NTSE Stage-1 2014]
59, 52, 58, 61, 68, 57, 62, 50, 55, 62 53 54, 51
The median number of speed violations per day is :
(A) 61 (B) 52 (C) 55 (D) 57
23. Which of the following is correct for the given data –1, 0, 1, 2, 3, 5, 5, 6, 8, 10, 11 ?
[ Jharkhand NTSE Stage-1 2014 ]
(A) mean = mode = median (B) mean = 5
(C) mean = mode (D) mode = median
n
24. If x is the mean of the terms x1, x2, x3 ........... xn and x = x
i1
i 1
+ x2 + x3 + ..... + xn then] value of
 x – nx
i1
i is [U.P. NTSE Stage-1 2014]
(A) 0 (B) 1 (C) n (D) x
25. If mean of 5, 10, 15, P, 20, 35, 40 is 21. Then the value of P will be - [U.P. NTSE Stage-1 2014]
(A) 18 (B) 22 (C) 25 (D) 30
26. The median of first 10 prime numbers will be- [U.P. NTSE Stage-1 2014]
(A) 5 (B) 11 (C) 12 (D) 13
27. If mode of any series is 9 and median is 7 then mean of that series will be-
(A) –6 (B) 6 (C) –5/3 (D) 5/3
28. The mean of the first ten even natural numbers is [Rajasthan NTSE Stage-1 2015]
(A) 10 (B) 11 (C) 12 (D) 13
29. The median of a series is 10. Two addition observations 7 and 20 are added to the series. The new
median will be : [Bihar NTSE Stage-1 2015]
(A) 9 (B) 20 (C) 7 (D) 10
30. The mean income of 50 persons was calculated as Rs. 169. Later it was found that one figure was
wrongly taken as 134 instead of the correct value 143. The correct mean should be
(A) Rs. 168 (B) Rs. 169.18 (C) Rs. 168.92 (D) Rs. 168.18
CLASS - IX - 302
STATISTICS
31. An additional value 15 is included in a series of 11 values and the mean remains unchanged. The
mean of the series was [Bihar NTSE Stage-1 2015]
32. The relation between mean, mode and median is [Jharkhand NTSE Stage-1 2015]
(A) Mode = 3 x Mean – 2 x Median (B) Mode = 3 x Median -2 x Mean
(C) Mean = 3 x Median – 2 x Mode (D) Median = 3 x Mean – 2 x Mode
33. The marks of 10 students in certain subject in a class are 20, 19, 50, 48, 50, 36, 35, 50, 40, 40. The
mean and mode are respectively as.............. [M. P. NTSE Stage-1 2015]
(A) 38.8,50 (B) 50, 40 (C) 40, 35 (D) 35, 40
34. The average weight (in kg) of all the students in a class equals the number of students in the class.
The increase in the average weight when a teacher to 21 kg is included equals the decrease in
average weight when a student of 19 kg is included. The strength of the class is
(A) 15 (B) 10 (C) 20 (D) 17
11
35. In a frequency distribution median is times the mean, and mode is 5.2. Find the median.
10
(A) 4.4 (B) 4.3 (C) 4.1 (D) 4.0
36. If number 6,8,2x,– 5 2x – 1 , 15, 17, 20 and 22 are in ascending order and its median is 14 then the
value of x will be- [ U.P. NTSE Stage-1 2017 ]
(A) 14 (B) 7 (C) 15 (D) 20
CLASS - IX - 303
STATISTICS

1. 140 2. 26 3. 7 4. 2m – l
5. 20-30 6. 6 7. 0 8. 54 9. 15
1
11. 38 12. 11 13. 51 14. 56.5 15. 64
3
17. 20 19. 80.94 20. Median = 12, Mode = 10
EXERCISE - 1
Section (A)
Weight in g No. of oranges
Relative humidity (%) No. of days
25 - 35 3
84 – 86 1
35 - 45 4
86 – 88 1
45 - 55 4
88 – 90 2
55 - 65 5 90 – 92 2
A-2. A-5. (i) 14.3 (ii)
65 - 75 7 92 – 94 7
75 - 85 7 94 – 96 6
85 - 95 4 96 – 98 7
95 - 105 4 98 – 100 4
105 - 115 2
Section (B)
B-1. (i) Bar graph gives the information about the marks obtained in different subjects.
(ii) Hindi (iii) Mathematics (iv) 58
Y
2000
1800
1600
Number of Students
1400
1200
B-2. 1000
800
600
400
200
0 X
0
6
8
5
9
-1
-0
-0
-0
-0
-0
09
05
06
07
04
08
20
20
20
20
20
20
Year
Section (C)
C-1. 14 C-2. 47 C-3. 4 C-4. 47. C-5. 31.25
C-6. 20 C-7. 55 C-8 35.5, 35.5 C-9. 43
CLASS - IX - 304
STATISTICS
OBJECTIVE QUESTIONS
Section (A)
A-1. (C) A-2. (A) A-3. (C) A-4. (C) A-5. (B)
A-6. (C)
Section (B)
B-1. (A) B-2. (D) B-3. (B)
Section (C)
C-1. (C) C-2. (B) C-3. (B) C-4. (C) C-5. (A)
C-6. (D) C-7. (D) C-8. (B) C-9. (C) C-10. (B)
C-11. (D)
EXERCISE - 2
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Ans. C B B C A B C D B B D B A C B B A A C A
Ques. 21 22 23
Ans. A A D
EXERCISE - 3
Ques. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Ans. B C B D B A C C C D C C B A C A C C B A
Ques. 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
Ans. D D D A B C B B D B B B A C A B
CLASS - IX - 305
PROBABILITY
PROBABILITY

A. PROBABILITY
(a) Experiment
The word experiment means an operation, which can produce well defined outcomes. There are
two types of experiment :
(i) Deterministic experiment (ii) Probabilistic or Random experiment
(i) Deterministic Experiment : Those experiment which when repeated under identical conditions,
produce the same results or outcome are known as deterministic experiment. For example,
Physics or Chemistry experiments performed under identical conditions.
(ii) Probabilistic or Random Experiment : In an experiment, when repeated under identical
conditions don’t produce the same outcomes every time. For example, in tossing a coin, one is not
sure that if a head or tail will be obtained. So it is a random experiment.
Sample space : The set of all possible outcomes of a random experiment is called a sample space
associated with it and is generally denoted by S. For example, When a dice is tossed then
S = { 1, 2, 3, 4, 5, 6 }.
Event : A subset of sample space associated with a random experiment is called an event. For
example, In tossing a dice getting an even number is an event.
Favourable Event : Let S be a sample space associated with a random experiment and A be
event associated with the random experiment. The elementary events belonging to A are known as
favourable events to the event A.
For example : In throwing a pair of dice, A is defined by “Getting 8 as the sum”. Then following
elementary events are as out comes : (2, 6) ,(3, 5), (4, 4) (5, 3), (6, 2). So, there are 5 elementary
events favourable to event A.
(b) Empirical Probability :
Suppose we perform an experiment, and let n be the total number of trials. The empirical probability
of happening of an event E is defined as
Number of trials in which the event happened
Thus, P(E) =
Total number of trials
And 0  P(A)  1
If, P(A) = 0, then A is called impossible event
If, P(A) = 1, then A is called sure event
P(A) + P( A ) = 1
Where P(A) = probability of occurrence of A.
P( A ) = probability of non - occurrence of A.
Example. 1
Two coins are tossed simultaneously 500 times and we get :
Two heads: 105 times ; one head: 275 times and no head: 120 times.
Find the probability of occurrence of each of these events.
Sol. Total number of possible cases : 500
(i) Two heads
Total number of favourable cases : 105
105 21
P (2 heads) = = = 0.21
500 100
(ii) One head
275 55
P (1 head) = = = 0.55
500 100
CLASS - IX - 306
PROBABILITY
(iii) No head
120 24
P (no head) = = = 0.24.
500 100
Example. 2
On one page of a telephone directory there were 200 telephone numbers. The frequency distribution
of their unit place digit (for example, in the number 25828573, the unit place digit is 3) is given in
following table:
Digit 0 1 2 3 4 5 6 7 8 9
Frequency 22 26 22 22 20 10 14 28 16 20
Without looking at the page the pencil is placed on one of these numbers i.e., the number is chosen
at random. What is the probability that the digit in its unit place is 6.
Sol. Total number of pages = 200.
Total number of favourable cases = 14
14 7
 P (digit in the unit place is 6) = = = 0.07.
200 100
Example. 3
1500 families with 2 children were selected randomly and the following data were recorded :
No. of girls in a family 2 1 0
No. of families 475 814 211
Compute the probability of a family chosen at random, having
(i) 2 girls (ii) 1 girl (iii) no girl.
Also, check whether the sum of these probabilities is 1 or not.
Sol. Here, total number of families = 1500.
(i) The number of families which have 2 girls = 475,
475 19
  P (2 girls) = =
1500 60
(ii) The number of families which have 1 girl = 814,
814 407
   P (1 girl) = = .
1500 750
(iii) The number of families which have no girl = 211.
211
  P (no girl) = .
1500
Now, sum of these probabilities:
19 407 211 475  814  211 1500
= + + = = = 1.
60 750 1500 1500 1500
Hence, the sum of these probabilities is 1.
Example. 4
A die is thrown 1500 times with the following frequencies for the outcomes 1, 2, 3, 4, 5 and 6 as
given below
Outcome : 1 2 3 4 5 6
Frequency : 279 250 157 249 275 290
Find the probability of getting :

(i) prime number (ii) even number
(iii) number greater than 4 (iv) odd number
CLASS - IX - 307
PROBABILITY
Sol. Total number of possible cases = 1500

(i) Favourable cases = { 2, 3, 5 }
Total number of favourable cases = 250 + 157 + 275 = 682
682 341
P (prime number) = = .
1500 750
(ii) Favourable cases = {2, 4, 6}
789 263
P (even number) = = .
1500 500
(iii) Favourable cases = {5, 6}
Total number of favourable cases = 275 + 290 = 565
565 113
P (number greater than 4) = = .
1500 300
(iv) Favourable cases = {1, 3, 5}
711 237
P (odd number) = = .
1500 500
Example.5
In a cricket match, a batsman hits a boundary 6 times out of 90 balls he plays. Find the probability
that he (i) hit a boundary (ii) did not hit a boundary.
Sol. We have
Total number of trials = 90
(i) Number of trials in which the batsman hit a boundary = 6.
  Probability that the batsman hit a boundary
Number of times he hit the boundary 6 1
= = = .
Total number of trials 90 15
(ii) Number of trials in which the batsman did not hit a boundary = 90 – 6 = 84.
  Probability that the batsman did not hit a boundary
No. of times he did not hit the boundary 84 14
= = = .
Total number of trials 90 15
Example. 6
The record of a weather station shows that out of the past 250 consecutive days, weather forecast
were correct 175 times. What is the probability that on a given days (i) it was correct ? (ii) it was not
correct ?
Sol. We have,
Total number of days for which the weather forecast was made = 250.
(i) Number of days for which the forecast was correct = 175.
Probability that the forecast was correct on a given day
Number of days for which the forecast was correct 175
= = = 0.7
Number of days for which the forecast was made 250
(ii) Number of days for which the forecast was not correct = 250 – 175 = 75
Probability that the forecast was not correct on a given day
Number of days for which the forecast was not correct 75
= = = 0.3.
Number of days for which the forecast was made 250
CLASS - IX - 308
PROBABILITY
Example. 7
Fifty seeds were selected at random from each of 5 bags of seeds, and were kept under
standardized conditions favourable to germination. After 20 days the number of seeds which had
germinated in each collection were counted and recorded as follows :
Bag 1 2 3 4 5
Number of seeds germinated 40 48 42 39 41
What is the probability of germination :

(i) more than 40 seeds is a bag ? (ii) 49 seeds in a bag ?
(iii) more than 35 seeds in a bag ? (iv) at least 40 seeds in a bag ?
(v) at most 40 seeds in a bag ?
Sol. Total number of bags = 5.
(i) Number of bags in which more than 40 seeds germinated out of 50 seeds = 3
3
  Probability of germination of more than 40 seeds in a bag =
5
(ii) Number of bags in which 49 seeds germinated = 0
0
  Probability of germination of 49 seeds = = 0.
5
(iii) Number of bags in which more than 35 seeds germinated = 5
5
  Probability of germination of more than 35 seeds = = 1.
5
(iv) Number of bags in which at least 40 seeds germinated = 4
4
  Probability of germination of at least 40 seeds =
5
(v) Number of bags in which at most 40 seeds germinated = 2
2
  Probability of germination of at most 40 seeds = .
5
1. Which of the below numbers cannot be the probability of an event ?

–0.2, 11/3, 0.678, 2/3, 0, 1, 44/55, 55/44
2. A jar contains 3 red marbles, 7 green marbles and 10 white marbles. If a marble is drawn from the
jar at random, what is the probability that this marble is white?
3. The blood groups of 200 people is distributed as follows: 50 have type A blood, 65 have B blood
type, 70 have O blood type and 15 have type AB blood. If a person from this group is selected at
random, what is the probability that this person has O blood type?
4. A spinner disc has numbers 0 to 7 printed at equidistant intervals like a clock dial. What is the
probability that the spinner (a) will stop on 5? (b) will not stop at 5?
5. In an experiment, E and F are the only two possible outcomes. If P(E)=0.72, then find P(F).
Answers
1. –0.2, 11/3, 55/44 2. 1/2 3. 7/20
4. (a) 1/8 (b) 7/8 5 0.28
CLASS - IX - 309
PROBABILITY
1. 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. Find the probability that the person has a high school certificate.
2. 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. Find the probability that he/she does not like to eat potato chips.
3. 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. Find the probability that he/she has blood group B.
4. 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 :
One bulb is selected at random from the lot. Find the probability that its life is 1150 hours.
5. Refer to the above question

Find the probability that bulbs selected randomly from the lot has life less than 900 hours.
6. Here is an extract from a mortality table.
(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?
7. 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?
CLASS - IX - 310
PROBABILITY
8. 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 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

9. 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
(iii) having age from 30 to 39 years
(iv) under 60 but over 39 years
Section (A) : Probability
2
A-1. If the probability of having rain on a certain day is , find the probability of not having rain on that
5
day.
A-2. A coin is tossed 750 times with the following frequencies. Head : 500 ; Tail : 250.
Compute the probability for each event.
A-3. A die is thrown once, find the probability of getting an even number & odd number.
A-4. An integer is chosen random from 1 to 10 positive integers. Find the probability that the integers is
prime.
A-5. The following data about girls in a family was recorded. A family is chosen at random.
Number of girls in a family 2 1 0
Number of families 475 514 11

Find the probability of having 2 girls chosen in a family.
CLASS - IX - 311
PROBABILITY
A-6. A die is thrown 100 times and following observations were recorded :
Number on die 1 2 3 4 5 6
Frequency 12 18 14 26 14 16
Find the probability that die shows.
(i) A number less than 3.
(ii) A number greater than 4
(iii) An even number
A-7. Following frequency distribution gives the weights of 38 students of a class :
Weight in Kg 31 – 35 36 – 40 41 – 45 46 – 50 51 – 55 56 – 60 61– 65 66 – 70 71 – 75
Number of
9 5 14 3 1 2 2 1 1
Students
Find the probability that weight of a student in the class is :

(i) at most 60 kg
(ii) at least 36 kg
(iii) not more than 50 kg
A-8. The percentage of marks obtained by a student in monthly unit tests are given below :
Unit test I II III IV V
Percentage of
60 71 73 68 75
marks obtained
Find the probability that the student gets :

(i) more than 70% marks.
(ii) less than 70% marks.
(iii) a distinction (at least 75% marks).
A-9. A bag contains 5 red balls, 8 white balls, 4 green balls and 7 black balls. If one ball is drawn at
random, find the probability that it is :
(i) Black (ii) Not red
(iii) Green (iv) Neither white nor black
A-10. A card is drawn from a well- shuffled deck of playing cards. Find the probability of drawing :
(i) a face card (ii) a red card
(iii) black king (iv) number 4 of spade
A-11. A letter is chosen at random from the letters of the word ‘ASSASSINATION’. Find the probability that
the letter chosen is a vowel.
A-12. Given below is the frequency distribution of wages (in Rs.) of 30 workers in a certain factory :
Wages
110 – 130 130 – 150 150 – 170 170 – 190 190 – 210 210 – 230 230 – 250
(in Rs)
No. of
3 4 5 6 5 4 3
workers
A worker is selected at random. Find the probability that his wages are :
(i) less than Rs.150
(ii) at least Rs. 210
(iii) more than or equal to 150 but less than Rs. 210.
CLASS - IX - 312
PROBABILITY
A-13. Cards marked with the numbers 2 to 101 are placed in a box and mixed thoroughly. One card is
drawn from this box, find the probability that the number on card is :
(i) An even number
(ii) A number less than 14
(iii) A number which is a perfect square
(iv) A prime number less than 20
A-14. The following table gives the life time of 400 neon lamps :
Life time
300 – 400 400 – 500 500 – 600 600 – 700 700 – 800 800 – 900 900 – 1000
(in hours)
Number of
14 56 60 86 74 62 48
lamps
A bulb is selected at random. Find the probability that the life time of the selected bulb is :
(i) less than 400 hours.
(ii) between 300 to 800 hours.
(iii) at least 700 hours.
A-15. A company selected 2400 families at random and survey them to determine a relationship between
income level and the number of vehicles in a home. The information gathered is listed in the table
below :
Monthly income Vehicles per family

(in Rs)
0 1 2 Above 2
Less than 7000 10 160 25 0

7000 – 10000 30 305 27 2
10000 – 13000 1 535 29 1

13000 – 16000 2 469 29 25
16000 or more 1 579 82 88
If a family is chosen, find the probability that the family is :

(i) earning Rs. 10000 – 13000 per month and owning exactly 2 vehicles.
(ii) earning Rs. 16000 or more per month and owning exactly 1 vehicle.
(iii) earning less than Rs. 7000 per month and does not own any vehicle.
(iv) earning Rs. 13000 – 16000 per month and owning more than 2 vehicle.
(v) owning not more than 1 vehicle.
(vi) owning at least one vehicle.
A-16. The table given below shows the age of 75 teachers in a school
Age (in years) 18-29 30-39 40-49 50-59

Number of Teachers 3 27 37 8
A teacher from this school is chosen at random.

What is the probability that the selected teachers is
(i) 40 or more than 40 yr old? (ii) Of an age lying between 30-39 yr (including both)?
(iii) 18 yr or more old? (iv) Above 60 yr of age?
A-17. In 1000 families, 650 families have 1 child, 250 families have 2 children and rest of families have
more than two children. Find the probability of having
(i) 1 child (ii) 2 children
(iii) More than two children. (iv) What value represents from this data?
CLASS - IX - 313
PROBABILITY
A-18. In a school, 100 students took part in Van Mahotsava and helped each other in planting the trees.
Name of Plant Rose Marigold Chameli Jasmine

Number of Plants 32 28 16 24
Find the probability of planting

(i) Rose (ii) Jasmine
(iii) Marigold (iv) Which value are represented here?
OBJECTIVE QUESTIONS
Section (A) : Probability
A-1. In a cricket match, a batswoman hits a boundary 6 times out of 30 balls she plays. Find the
probability that she did not hit a boundary.
(A) 0.8 (B) 0.6 (C) 0.5 (D) 0.2
A-2. A bag contains three green marbles, four blue marbles, and two orange marbles. If a marble is
picked at random, then the probability that it is not an orange marble is :
1 1 4 7
(A) (B) (C) (D)
4 3 9 9
A-3. A number is selected from numbers 1 to 27. The probability that it is prime is :
2 1 1 2
(A) (B) (C) (D)
3 6 3 9
A-4. If P(E) = 0.05, then P(not E) =
(A) – 0.05 (B) 0.5 (C) 0.9 (D) 0.95
A-5. A bulb is taken out at random from a box of 600 electric bulbs that contains 12 defective bulbs. Then
the probability of a non-defective bulb is :
(A) 0.02 (B) 0.98 (C) 0.50 (D) None
A-6. The probability of guessing the correct answer to a certain question is x/2. If the probability of not
guessing the correct answer to this question is 2/3, then x equals :
(A) 3 (B) 2/3 (C) 1/3 (D) 2
A-7. A bag contains 12 balls out of which x are white. If 6 more white balls are put in the box then the
probability of drawing a white ball will be double, then the value of x is :
(A)6 (B)3 (C)12 (D)9
A-8. Which of the following can not be the probability of any event :
2011 2012
(A) 1 (B) 0 (C) (D)
2012 2011
A-9. If E1, E2, E3,......., EN – 1, EN are the N elementary event associate to a random experiment then
P(E1) + P(E2) + P(E3) + ........ P(EN – 1) + P(EN) =
1
(A) 1 (B) 0 (C) (D) None of these
2
A-10. In a2 – b2 trials of a random experiment, if an event A happens a + b times then the probability of
happening of event A is given by :
1 1
(A) a – b (B) (C) a + b (D)
ab ab
CLASS - IX - 314
PROBABILITY

3 9
1. 0.8 2. 0.75 3. 4. 0 5.
10 16
460 232
6. (i) (ii) 7. (i) 4/7 (ii) 59/350 (iii) 669/700
1609 1149
8. (i) 0.25 (ii) 0.75 (iii) 0.73 (iv) 0
9. (i) 0.675 (ii) 0.325 (iii) 0.135 (iv) 0.66
EXERCISE - 1
Section (A)
3 1 2 3 2 19
A-1. A-2. P(T)= , P(H)= A-3. A-4. A-5.
5 3 3 6 5 40
3 3 6
A-6. (i) (ii) (iii)
10 10 10
17 29 31
A-7. (i) (ii) (iii)
19 38 38
A-8. (i) 0.6 (ii) 0.4 (iii) 0.2
7 19 1 3
A-9. (i) (ii) (iii) (iv)
24 24 6 8
3 1 1 1
A-10. (i) (ii) (iii) (iv)
13 2 26 52
6 7 7 8
A-11. A-12. (i) (ii) (iii)
13 30 30 15
1 3 9 2
A-13. (i) (ii) (iii) (iv)
2 25 100 25
7 29 23
A-14. (i) (ii) (iii)
200 40 50
29 579 1 1
A-15. (i) (ii) (iii) (iv)
2400 2400 240 96
523 589
(v) (vi)
600 600
A-16. (i) 0.6 (ii) 0.36 (iii) 1 (iv) 0
650 250 100
A-17. (i) (ii) (iii)
1000 1000 1000
32 24 28
A-18. (i) (ii) (iii)
100 100 100
OBJECTIVE QUESTIONS
Section (A)
A-1. (A) A-2. (D) A-3. (C) A-4. (D) A-5. (B)
A-6. (B) A-7. (B) A-8. (D) A-9. (A) A-10. (D)
CLASS - IX - 315

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below, I wish all the students a great journey ahead.

"You have to dream before your dreams come true"

Pre-foundation Career Care Programmes (PCCP) Division

5. Introduction to Euclid's Geometry 87 - 96

6. Lines and Angles 97 - 119

7. Triangles 120 - 139

8. Quadrilaterals 140 - 162

9. Area of parallelogram and triangles 163 - 184

10. Circles 185 - 218

11. Constructions 219 - 233

12. Heron's formula 234 - 248

13. Surface Areas and Volumes 249 - 273

14. Statistics 274 - 305

15. Probability 306 - 315

(i) Long Method :

(e) Finding Rational Numbers Between Two Integral Number :

4. Which of the following fractions yield a recurring decimal ?

(a) Proof of irrationality of numbers

(b) Insertion of irrational numbers between two real numbers

(c) Irrational Number on a Number Line

Properties of Irrational Number :

(d) Geometrical representation of real numbers

Sol. 1st Method : 2  2.5  5

Also, 2  5 is an irrational number.

With O as centre and OC as radius, draw an arc, meeting OY at Q.

Now draw DE OD such that DE = 1 unit.

OE = OD2  DE2 =  2 2  12 = 5 units.

1. Which of the following numbers are not rational?

2. Find two irrational numbers between 5 and 6.

3. Prove that 3 is irrational number.

4. Represent 6 on the number line.

5. Represent 7.3 on the number line.

1. 0.05005000500005 …; 5.51551555151…; 2. 5.1 , 5.2

(C) SURDS AND THEIR APPLICATION

(b) Law of Surds

(c) Operation on Surds

(i) Addition and Subtraction of Surds :

(ii) Multiplication and Division of Surds :

(iii) Comparison of Surds :

(d) Rationalization of Surds

1. What is the simplest form of 200  50 ?

3. If x = 2 – 1 what is the value of x – 1/x ?

4. Simplify ( 5 + 1)2 + ( 5 – 1)2.

Principal of nth Root of a Positive Real Numbers :

 52x 2  52x 1  100  52x 2  52x  2.51  100

1. Find the value of the following:

2. Simplify the following:

3. Simplified value of 2n × 4n × 81-n

5. Find x, y, z if 153 x122 x164  2 x x3 y x5 z

1. (i) 3 (ii) 4 (iii) 8 (iv) 9

2. (i) 311/15 (ii) 2/3 (iii) 62/3 (iv) 2

1. Find the product of any two irrational numbers.

2. Find a rational number between 2 & 3.

TYPE (II) : SHORT ANSWER TYPE QUESTIONS : [02 MARKS EACH]

11. Find the value of (256)0.16 × (256)0.09.