GRADE IX

Page 1 of 47
 Foreword

Frustration, anxiety, anguish, .............. Words rarely used by competent adults in

ordinary life, stream forth when people are asked to describe feelings evoked by
Mathematics. It is strange that Mathematics, which is thought to be a rational subject,
should elicit such emotion-laden language.

This book has been compiled keeping in mind the student’s need to understand the
concept and to reinforce it in a gradual manner. Most of us do realize that practice
makes a man perfect and to avoid the above said anxiety and anguish it befits us to put
in enough hours of work as drill and practice to achieve excellence.

The very idea of reinforcement of concepts and practice of questions from previous
examinations has been kept foremost before making the assignments. A synopsis at the
beginning of each chapter helps you recall the chapter at a glance.

A successful completion of the assignments will be very beneficial as it will help you to
tackle any question with confidence and clarity. Students should keep the following
points in mind:

❖ Practice: -The more you practice answering maths problems, the better.
❖ Review:-If you have made any mistakes, you should review them and understand
where your problem-solving skills let you down
❖ Understand your doubts: - Don’t skip the questions that you didn’t understand,
clear the doubts that will help you to progress to the rest of the questions
❖ Apply maths to real ‘world – problems’. As much as possible, try to apply real
world problems when approaching maths

On behalf of the Mathematics Department I wish the students success in all their
endeavors.

Baby Rajasekhar

H.O.D. - Department Of Mathematics

Page 2 of 47
 A catalog containing different symbols or acronyms used in
the AW and their purpose. For example, symbols used to
differentiate between different types of questions

FACTUAL / SIMPLE

ABOVE AVERAGE

INTERESTING!

HOT

MULTIDISCIPLINARY

Page 3 of 47
 TERM-1

CONTENTS

Sl. No. Chapter Name Page Number

1 Coordinate Geometry 5
2 Number Systems 20
3 Polynomials 29
4 Introduction To Euclid’s Geometry 39

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 Chapter 3
COORDINATE GEOMETRY

SYNOPSIS

1. The system used for describing the position of a point in a plane is called Cartesian system.
2. To locate the position of a point in a plane, we require two perpendicular lines.
3. The plane is called Cartesian or co-ordinate plane and the lines are called the coordinate
axes. The horizontal line is called X-axis and vertical line is called Y-axis.
4. The horizontal axes divide the plane into four parts called quadrants.
5. The point of intersection of axes is called the origin.
6. The distance of a point from y-axis is called X-coordinate or abscissa, and the distance of the
point from x-axis is called y-coordinate, or ordinate.
7. If the abscissa of a point is x and ordinate is y, then (x, y) are called the coordinates of the
point.
8. The coordinate of a point on the x-axis are of the form (x, 0) and that of the point on the y-
axis are (0, y).
9. The coordinate of the origin are (0, 0).
10. Signs of coordinates of a point in the first quadrant are (+, +), in the second quadrant (-,+), in
the third quadrant (-,-) and in the fourth quadrant (+,-).

A Very Short Answer Questions (SA) 1 Mark Level

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1. In which quadrant does ( -2 , -3) lie C
a) third quadrant b) second quadrant c) first quadrant d) fourth
quadrant

2. Given a point P ( 3, 4) , what is the distance of the point from x – axis U

a) 3 b) 4 c) 7 d) 1

3. Where will you find all the points with positive abscissa and negative C
ordinate
a) first quadrant b) fourth quadrant c) second quadrant d) third
quadrant
4. Where will you find all points ( a, b) when a < 0 ,b > 0 U
a) x – axis b) first quadrant c) y – axis d) second quadrant

5. If p( -1 , 1) ,Q ( 3,- 4 ) , R ( 1, -1 ) ,S ( -2 , -3 ) and T ( -4 , 4) are plotted on A

the graph paper ,then the points in the fourth quadrant are
a) P and T b) Q and R c) only S d) P and R
6. The points which lies on y – axis at a distance of 5 units in the negative U
direction of y
– axis is
a) (0, 5) b) ( 5, 0 ) c) ( 0, -5) d) ( -5 , 0 )
7. Which of the points P ( 0,3) ,Q ( 1, 0 ) R( 0,-1 ) S ( -5, 0) T ( 1, 2) do not A
lie on the x- axis
a) P and R only b) Q and S c) P , R and T d) Q, S and T
8. The perpendicular bisector of a line segment AB passes through the U
origin .If the coordinate of A are ( -2 , 0) the coordinate of B are
a) ( 0, 2) b) ( 2, 0) c) ( 0, -2) d) ( -2 , 0)

9. The point ( 5, 0) lies on C

a) + ve x- axis b) + ve y axis c) – ve x –axis d) –ve y- axis

10. If ( x 2 , y+1 ) = ( 5, 5 ) then HOT

a) x =  5 , y = 5 b) x = 5,y= 5+1
c) x =  5 , y = 5 - 1 d) x =  5 , y = 5
11. The abscissa of a point is -7 and the ordinate is 2 , then the point is C
a) ( 2, -7) b) ( -7 , 2 ) c) (-2 , 7) d) ( 7 , -2)

12. A point which lies in third quadrant have sign C

a) ( + , + ) b) ( - , + ) c) ( + , -) d) ( - , -)

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 13. The vertical line drawn to determine the position of a point in the C
Cartesian plane is
a) origin b) x – axis c) y – axis d) xy plane

14. The distance of the point ( -1 , -6) from y –axis is A

a) -1 units b) -6 unit c) 1 unit d) 6 unit

15. The coordinates of two points A and B are ( 4, 3) and ( 4, -5) respectively. A
The coordinates the point at which the line segment AB meets the x-
axis are:
a) (0, 4) b) ( 4, 0) c) ( 3, 0 ) d) ( 5, 0)
16. The co-ordinate axes divide the plane into ______________ parts C

17. The co ordinates of a point which lies on x and y both axes ___________ A

18. The point of intersection of x-axis and y-axis in the cartesian plane is U
__________

19. The x- coordinate of a point gives the distance from __________ C

20. The quadrilateral formed by P( -2,2 ) , Q ( -8, 2) , R( -2 , -4 ) and S( -8 , -4) HOT

is _________________

B Short Answer Questions (SA) 2 Marks Level

21. Write the abscissa and ordinate of each of the following points C
i) ( -2 , -1 ) ii) ( 3, 4)

22. In which quadrant each of the following lie U

i) ( -3, -7) ii) ( -5 , 6) iii) ( 2, 1 ) iv) ( 1, -1) v) ( -3 , 2)

23. Plot the point P( 2, -6) on a graph paper and from it draw PM and A
PN are
Perpendiculars to x- axis and y-axis respectively. Write the co-
ordinates of the points M and N

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24. Name the quadrilateral formed by P( -2,2 ) , Q ( -8, 2) , R( -2 , -4 ) U
and S( -8 , -4)

25. What is the point of intersection of x-axis and y-axis in the C

Cartesian plane?

26. The perpendicular bisector of a line segment AB passes through the U

origin .If the coordinate of A are (-2 , 0) Find the coordinate of B

27. Find a point which lies on y – axis at a distance of 5 units in the C

negative direction of y – axis is

28. If (x 2 , y+1 ) = ( 5, 5 ) then, find x and y U

29. The ar ( OAB ) = ar ( OPQ ). Both coordinate axes intersect at HOT

O. The coordinates of P (-2, 6) and A( 3, a+1) .PQ and AB are
perpendicular to x-axis .Find the coordinate of a point A.

P A

B
Q

30. A point lies on X-axis at a distance of 9 units from Y-axis. What HOT
are its co-ordinates? What will be its co-ordinates if it lies on Y-
axis at a distance of -9 units from X-axis?

31. Shown below is the seating arrangment in a classroom. The C

coordinates of Teacher’s position is (0,0) and the coordinates of the
student at the top left corner is (-3,-1). Find the coordinates of the
students Uma, Hari and David.

Page 8 of 47 Uma
a
 Hari

David

32. The grid below shows the location of 3 places in the neigbourhood. C
If the post office is 2 units directly south of the school, write the
coordinates the Post Office.

C Short Answer Questions (L) 3 Marks level

33. From fig ,find the area of triangle ABC MD

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34. Three vertices of a rectangle ABCD are A(1, 3) B( 1,-1) and C(-1,- MD
1). Plot the following points on a graph paper and hence use it to
find the co-ordinates of the 4th vertex D. Also find the area of the
rectangle.

35. The centre of a circle is at the origin .What is the diameter of the U
circle?

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36. From the fig write the following U
a) the point identified by the points ( 1, 2)
b) the abscissa of point D
c) ordinate of point A
d) coordinates of point E
e) point identified by ( 0, 3)
f) coordinates of point C

37. Plot the following points and check, whether they are collinear or U
not?

(1,3), (-1,-1), (-2,-3)

38. Without plotting the points, indicate the quadrant in which they will C
lie if,
(a) ordinate is 5 and abscissa is -3
(b) ordinate is -5 and abscissa is -3
(c) ordinate is -5 and abscissa is 3
(d) ordinate is 5 and abscissa is 3

39. Write the co-ordinates of the point U

(a) Which lies on x and y axes both
(b) Whose ordinate is -4 and which lies on Y axis.
(c) Whose abscissa is 5 and which lies on x-axis.

40. Write the coordinates of the vertices of a rectangle whose length HOT
and breadth are 5 and 3 units respectively, one vertex at the origin,
the longer side on the X-axis and one of the vertices lies in the third
quadrant.

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 D Long Answer Questions (SA) 4 Marks level
41. Plot the points P ( 4, 0 ) ,Q ( 4, 4) ,R( ( 0, 4) on a graph paper. MD
Join OP, PQ and QR and RO. Name the fig and find its area.

42. ( a) Plot the points A( -2 , 4) ,B ( -2 , -3 ) C ( 4, -3) and D ( 4, 4) on U

the graph paper
( b) Draw the segments AB , BC ,CD and DA. What is the name of
the geometric fig formed
( c) What are the coordinates of the point where the segment AD
cuts the y- axis

43. In the given figure, ABC and ABD are equilateral triangles. The HOT
coordinates of A( -a,0) and B( a, 0) Find the coordinates of point C
and D

X
A B

44. Plot the points A (1,-1) and B (4,5). HOT

a) Draw a lint segment joining these points. Write the coordinates

of a point on this line segment between the points A and B.

b) Extend this line segment and write the coordinates of a point on

this line which lies outside the line segment AB.

45. Eco club students of a school wants to plan an Eco garden in the MD
school premise and marking the boundary on the ground. A square
of side 5 m has to be drawn starting from vertex (1, 1). Plot the other
vertices and mark the boundary by considering only the positive
quadrant. If the cost of levelling the ground is Rs. 10 per square
meter, find the cost of levelling the ground. What values are depicted
by the students?

Page 12 of 47
46. In the figure below, ABCD is a rectangle and its sides AB and CD HOT
are parallel to X axis. The coordinates of A and C are given in the
figure. Find the coordinates of B and D.

47. MD

Find the following,

(a) Write the Coordinates of T.
(b) Abscissa of R – Ordinate of P
(c) Area of PQSR.
48. Allen is participating in a marathon walk for his favorite charity. The HOT
organizers used a coordinate grid to plot the course. The starting
point is the centre of city which is the origin. There are two water
stations A and B to make sure the walkers stay hydrated. The position
of A is at a distance of 2km along west from the starting point, and

Page 13 of 47
 the position of B is at a distance of 3 km along north from A and the
ending point is 5km along east from B.

i) Plot the positions of the starting point, water stations and the
ending point.
ii)Find the distance between the two water stations

49. Mohan is standing at a distance of 4 units from the origin in the A

negative direction of the x- axis. His friend Sohan is standing at a
distance of 7 units from the origin in the
negative direction of the y- axis. Find the distance between them.

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ACTIVITY: Finding Coordinates
Find the coordinate (x, y) of the various cities of India, mentioned in the worksheet
below using the figure 1:

CITIES COORDINATES CITIES COORDINATES

New Delhi Jaipur
Mumbai Chandigarh
Kolkata Guwahati
Chennai Patna
Bangalore Ernakulam
Lucknow Bhubaneshwar

Find the distance between the various cities of India using distance formula, mentioned
in the worksheet below using the figure 1: Note: One unit measures 142.52 km

Jaipur Bhopal Chandigarh Guwahati Patna

New Delhi

Mumbai

Chennai

Bangalore

Kolkata

Lucknow

Hyderabad

Ernakulam

Bhubaneshwar

Page 15 of 47
Page 16 of 47
 Coordinate Geometry

Learning Objective Achieved Working Needs

towards reinforcement

I understood the Cartesian system

I know to plot a point in the plane if its
coordinates are given
I can relate my learning to real life
situations like spotting a specific location
in a map

Teacher’s feedback: ______________________________________________________________

_______________________________________________________________________________

Student’s feedback: ______________________________________________________________

________________________________________________________________________________

Next step in
Learning:__________________________________________________________________________

__________________________________________________________________________________

Page 17 of 47
 Chapter3 Coordinate Geometry
ANSWERS
1. third quadrant
2. 4
3. fourth quadrant
4. second quadrant
5. Q and R
6. ( 0 , -5)
7. P , R and T
8. ( 2, 0)
9. + ve x- axis
10. x=  5,y= 5 -1
11. ( -7 , 2)
12. (-,-)
13. y – axis
14. 1 units
15. ( 4, 0)
16. four parts
17. ( 0, 0)
18. (0,0)
19. y – axis
20. Square
21. i) abscissa -2 , ordinate -1 ii ) abscissa 3 , ordinate 4

22. i) third quadrant ii ) second quadrant iii) first

quadrant iv) fourth quadrant v) second quadrant
23. M( 2,0) N (0,-6)
24. Square
25. Origin
26. (2,0)
27. (0,-5)
28. x=  5,
y= 5 -1
29. A( 3, 4)
30. (a) (9,0) and (-9,0) (b) (0,-9)
31. Uma (1,-1), Hari (2,-3), David (-2,-4)
32. (8,5)
33. 3 square units
34. D (-1,3) area = 8 sq units
35. 4 units
Page 18 of 47
36. a) B b) 2 c) 2 d) ( -1, 0 ) e) F f) ( -2 , -1 )
37. Not Collinear
38. (a) II (b) III (c) IV (d) I
39. (a) (0,0) (b) (0,-4) (c) (5,0)
40. (0,0), (-5,0), (-5,-3), (0,-3)
41. square , 16 sq. units
42. Rectangle ; (0, 4)
43. C (0, a√3) D (0, -a√3)
44. a) (2,1) b) (5,7)
45. A (1,1), B(6,1), C(6,6), D(1,6)
Area = 25 sq.cm
Cost = Rs.250/-
46. B (3,4), D (-2,-2)
47. (a) T (6,6)
(b) -2
(c) 14 square units
48. Starting Point (0,0), Ending Point (3,3), A (-2,0), B (-2,3)
Distance = 3 Km.
49. √65 units

Page 19 of 47
 CHAPTER 1

NUMBER SYSTEMS

SYNOPSIS
❖ Rational Numbers
A number r is called a rational number, if it can be written
in the form p, q, r where p and q are integers and q ≠ 0.

❖ Irrational Numbers

A number s is called a irrational number, if it cannot be

written in the form p/q, where p and q are integers and q ≠ 0.

❖ The decimal expansion of a rational number is either terminating or

non-terminating recurring.
❖ Moreover, a number whose decimal expansion is terminating or
non-terminating recurring is rational
❖ Irrational Numbers
The decimal expansion of an irrational number is non-terminating non-recurring. Moreover,
a number whose decimal expansion is non-terminating non-recurring is irrational.
❖ Real numbers
All the rational and irrational numbers make up the collection
of real numbers. There is a unique real number corresponding to
every point on the number line. Also, corresponding to each real
number, there is a unique point on the number line.

❖ If r is rational and s is irrational, then r + s and r – s are irrational numbers, and rs and
r/s are irrational numbers, r ≠ 0.

❖ Operations on Real Numbers

For positive real numbers a and b, the following identities hold:
• √𝑎𝑏 = √𝑎 × √𝑏
𝑎 √𝑎
• √𝑏 = √𝑏
• (√𝑎 + √𝑏)(√𝑎 − √𝑏) = 𝑎 − 𝑏
2
• (√𝑎 + √𝑏) = 𝑎 + 2√𝑎𝑏 + 𝑏
1 √𝑎−√𝑏
❖ To rationalize the denominator of , we multiply this by where a and b are
√𝑎+√𝑏 √𝑎−√𝑏
integers
Page 20 of 47
❖ Laws of exponents for Real Numbers

Let a > 0 be a real number and ‘m’ and ‘n’ be rational numbers. Then

Page 21 of 47
 A. Very Short Answer Questions (VSA) 1 Mark Level
Multiple Choice Questions
1. Between two rational numbers there are U
a) Infinite rational numbers
b) one and only one rational numbers
c) no rational numbers
d) no irrational numbers

2 Which of the following is a rational number? C

a) √5
b) 0.33333……..
c)0.101001000……
d) 0.85723652……

3 An irrational number is U
a) A terminating decimal
b)a non terminating decimal
c) a non terminating repeating decimal
d)a non terminating non repeating decimal

4 An irrational number between 0.3101……. and C

0.33333…………. is
a) 0.32010010000……… b)
0.1010010001………….
c) 0.343434…….. d) 0.333…

5 2 C
The number (√5 + √3) is
a) a rational number
b) an irrational number
c) neither an irrational nor a rational
d) cannot say

6 672 C
gives a
625
a) a terminating decimal
b) a non terminating decimal

Page 22 of 47
 c)a non terminating repeating decimal
d) a non terminating non repeating

7 An irrational number between

1
and
1
C
3 2
a) 0.2020020000….
b) 0.303303330…….
c) 0.4344344443…
d) 0.310033033003….

8 Rationalizing factor of 2√7 is C

a) √2 b) 2 c) 7 d) √7

9 a and b are rational numbers then (√𝑎 + √𝑏) U

(√𝑎 − √𝑏)
a) a rational number
b) an irrational number
c) neither an irrational nor a rational
d) cannot say

10 1 U
is equal to
√8−3√2
1 1
a) √2 b) −√2 c) d) −
√2 √2

FILL IN THE BLANKS

11. 1
= _____________
√8−3√2

12. 0.757575 = _____________( write in p/q form) C

13. The simplified form of

6
= C
(3√2−2√3)
_________________

Page 23 of 47
 14. If X = 2 +√3 then X+
1
= ______________________ C
𝑋

𝑝
15. 1.875 when expressed in the form 𝑞 =_______________ C

16. The number of irrational numbers between 15 and 18 = C

__________________

17. Every point on a number line is = _________________ C

18. (3-√7) (3 + √7) = _______________ U

19 2√5 + 3√7 = _______________ U

20. (25)
1⁄
3) X (5)
1⁄
3 = _______________________ U

Short Answer Questions I (SA) 2 Marks level

21. If x = 3+√8
1
find the value of (𝑥 2 + 𝑥 2 ) U

22. Express 0.363636….. as a fraction in simplest form C

23. Rationalise the denominator of

6
U
√5+√2

24. Given √10 =3.162 find the value of

1
correct to 3 decimal places. U
√10

25. If a = 9-4√5 find the value of a −

1
C
𝑎

26. If x = 3 + 2 √2 find the value of 𝑥 2 + 𝑥 2

1
U

C Short Answer Questions II (SA) 3 Marks Level

27. 1 3
a= 1-√2 find the value of (𝑎 − 𝑎)

Page 24 of 47
28. √7−1 √7+1 U
Find the value of a and b if - = a + b √7
√7+1 √7−1

𝑝
29. Express 1.277777… as in the form 𝑞 form. MD

30. Represent √3 on number line HOT

31. Represent √7.5 on number line HOT

32 Represent √5 on number line MD

33. Represent √8 on number line

34. 3−1 32
−3
MD
Find the value of ( 3 7 )

D Long Answer Questions (LA) 4 Marks Level

35. HOT
Show that:
36. Simplify :
1
+
1
+
1
+ ……………… +
1 HOT
1+ √2 √2+ √3 √3+ √4 √8+ √9

37. Evaluate
15
by taking √5 = 2.236 , √10 = 3.162 U
√10+ √20+ √40− √5− √80

38. Determine rational numbers p and q if HOT

39. √𝑝+2𝑞+ √𝑝−2𝑞 MD

If x = then prove that qx2 – px + q = 0
√𝑝+2𝑞− √𝑝−2𝑞

40. Simplify
2√6 6√2
+ 6+ 3 U
√2+√3 √ √

Page 25 of 47
ACTIVITY: Colouring the Legoman
COLOUR THE SQUARES CONSISTING OF IRRATIONAL NUMBERS BLACK AND THE
SQUARES CONSISTING OF RATIONAL NUMBERS PURPLE.

Page 26 of 47
 Learning Objective Achieved Working Needs reinforcement
towards

I understood the concept of rational

numbers, irrational numbers and real
numbers, and their decimal expansions
I understood to locate irrational numbers like
√2, √3 etc on the number line.
I understood the method finding irrational
numbers or rational numbers between the
given real numbers.
I understood the process of representing a real
number on the number line by the method of
successive magnification
I understood operations on real numbers, laws
of exponents and rationalizing the
denominator of an irrational number

Teacher’s feedback: ______________________________________________________________

_______________________________________________________________________________

Student’s feedback: ______________________________________________________________

________________________________________________________________________________

Next step in
Learning:__________________________________________________________________________

__________________________________________________________________________________

Page 27 of 47
 Answers
Number Systems
1 a
2 b
3 d
4 a
5 d
6 b
7 a
8 c
9 d
10 a
11 1
−
√2
12 25
33
13 3√2 + 2√3
14 4
15 15
8
16 4
17 Real number
18 2
19 Not possible
20 5
21 34
22 4
11
23 2(√5 - √2)
24 0.316
25 -8√5
26 34
27 8
28 a = 0 , b = -2/3
29 14
11
34 3 18
37 5.398
38 P =0, q = -1/11
40 6√2-2√6

Page 28 of 47
 Chpater2

POLYNOMIALS
SYNOPSIS
1. A polynomial p(x) in one variable x is an algebraic expression in x of the form p(x)
= anxn + an–1xn – 1 + . . . + a2x2 + a1x + a0, where a0, a1, a2, . . ., an are constants and an
≠ 0. a0, a1, a2, . . ., an are respectively the coefficients of x0, x, x2, . . ., xn, and n is
called the degree of the polynomial. Each of anxn, an–1 xn–1, ..., a0, with an ≠ 0, is
called a term of the polynomial p(x).
2. A polynomial of one term is called a monomial.
3. A polynomial of two terms is called a binomial.
4. A polynomial of three terms is called a trinomial.
5. A polynomial of degree one is called a linear polynomial.
6. A polynomial of degree two is called a quadratic polynomial.
7. A polynomial of degree three is called a cubic polynomial.
8. A real number ‘a’ is a zero of a polynomial p(x) if p(a) = 0. In this case, a is also
called a root of the equation p(x) = 0.
9. Every linear polynomial in one variable has a unique zero, a non-zero constant
polynomial has no zero, and every real number is a zero of the zero polynomial.
10. Remainder Theorem : If p(x) is any polynomial of degree greater than or equal to 1
and p(x) is divided by the linear polynomial x – a, then the remainder is p(a).
11. Factor Theorem : x – a is a factor of the polynomial p(x), if p(a) = 0. Also, if x – a
is a factor of p(x), then p(a) = 0.
Important Identities
12. (x + y)2 = x2 +2xy + y2
13. (x - y)2 = x2 - 2xy + y2
14. x2 – y2 = (x - y) (x + y)
15. (x + a) (x + b) = x2 +(a+b)x + ab
16. (x + y + z)2 = x2 + y2 + z2 + 2xy + 2yz + 2zx
17. (x + y)3 = x3 + y3 + 3xy(x + y)
18. (x – y)3 = x3 – y3 – 3xy(x – y)
19. x3 + y3 = (x + y)( x2 – xy + y2)
20. x3 - y3 = (x - y)( x2 + xy + y2)
21. x3 + y3 + z3 – 3xyz = (x + y + z) (x2 + y2 + z2 – xy – yz – zx
Page 29 of 47
 SECTION A
1 Which of the following is not a polynomial C
a) 2+ √3y b) 5√z – 6 c) 1 d) x105 – 1

2 An example of a monomial of degree 14 is U

a) 14x2 b) y13 + y c) p14 – 5 d) 10x14

3 For p(x) = 9x 5 –5x ³ + 6x ² - 7x – 21 , the coefficient of x is U

a) 7 b) -7 c) -7x d) 7x

4 The degree of the polynomial x − x 3 is U

a) 0 b) 1 c) 2 d) 3

5 The zero of the polynomial p(x) = ax where a ≠ 0 is U

a) 0 b) 3 c) 5 d) 15

6 When p(x) is divided by (ax – b) then the remainder is U

a) p(a+b) b) p(-b/a) c) p(b/a) d) b/a

7 Value of (- 10)3 + 73 + 33 is U
a) 35 b) 100 c) -630 d) -1260

8 One of the factors of (9x – 1) – (1+3x) is HOT

a) 3 + x b) 3 - x c) 3x - 1 d) 3x +1

9 For what value of a , (x-3) is a factor of x3 + x2 – 17x + a U

a) 18 b) 12 c) 15 d) -5

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10 The value of (x-y)3 + (y-z)3 + (z-x)3 is A
a) xyz b) 3xyz c) (x-y)(y-z)(z-x) d) 3(x-y)(y-
z)(z-x)

FILL IN THE BLANKS

11 If p(x) = x3 – x2 + x +1 , then the value of p(1) + p(-1) is………. C

12 If (x-1) is a factor of mx - √2x +1 ,then the value of m is …… U

13 √2 is a polynomial of degree …… C

14 1
If x –𝑥 = 3 then x2 + 1/x2 is ……… U

15 𝑦 1
The coefficient of y2 in 3 ( 6y – 2 ) is ………… HOT

16 The remainder, when x6 – 3x5 + 2x2 + 5 is divided by x+2 , is …….. U

17 The zero of P(x) = lx+m is ……… U

18 If x3-3x+5a is divisible by x-2 , then the value of a is …….. U

19 If a+b+c=0 , then a3+b3+c3 is ………… U

20 The coefficient of x in the expansion of (x+3)3 is ………. U

a. Short Answer Questions I (SA) 2 Marks level

1. Use the factor theorem to determine whether x+1 is a factor of C

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 x³ + x² + 2x + 2

2. Simplify (a + b)3 + (a - b)3 + 6a(a2 – b2) C

3. If 2(a2 + b2) = (a + b)2, then show that a = b. U

4. Show that p – 1 is a factor of p10 – 1 and also of p11 – 1. U

5. If x2 + 1/x2 = 38 then find the value of ( x – 1/x ). U

6. Evaluate 105 x 106 without direct multiplication. A

7. Find the value of a) 553 – 253 – 303 HOT

b) 993

a. Short Answer Questions II (SA) 3 Marks Level

8.  a2   b2   c2  C
If a + b + c = 0 then prove that   +   +   = 3.
 bc   ca   ab 

9. 1
If (x-3) and (x- 3 ) are both the factors of ax2 + 5x + b then show that U

a=b.

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10. Find the value of U

x3 + y3 +15xy – 125 when x + y = 5.

11. Find the value of x3 – 8y3 – 36xy – 216, when x = 2y + 6 A

12. Factorise x3 - 10x2 - 53x - 42 A

13. Factorise a2 + b2 + 2(ab – ac – bc) HOT

14. Let R1 and R2 are the remainders e=when the polynomials MD

f(x) = 4x3+3x2-12ax -5 and g(x) = 2x3+ax2-6x +2 are divided by (x-1)
and (x+2) respectively. If 3R1 + R2 + 28 = 0, find the value of a.

a. Long Answer Questions (LA) 4 Marks Level

15. Let p and q be the remainders when the polynomials x3+2x2-5ax-7 and U
x3 +ax2-12x+6 are divided by (x+1) and (x-2) respectively . If 2p + q
=6 , find the value of a.

16. Show that (x+a) is a factor of xn + an for any odd positive integer HOT
n.

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17. When f(x) = x4 – 2x3 + 3x2- ax + b is divided by x+1 and x – 1, we get reminders HOT
as 19 and 5 respectively, find the values of a and b. Hence find the remainder
if f(x) is divided by x – 2.

18. If x2 - 1 is a factor of ax4 + bx3 + cx2 + dx + e then HOT

show that a + c + e =b + d = 0

19. If both x – 2 and x – 1 2 are factors of px2 + 5x + r, show that p = r. MD

20. If a, b, c are all non-zero and a + b + c = 0, prove that MD

𝑎2 𝑏2 𝑐2
𝑏𝑐
+ 𝑐𝑎 + 𝑎𝑏 = 3.

21. If 𝑎 + 𝑏 + 𝑐 = 5 and 𝑎𝑏 + 𝑏𝑐 + 𝑐𝑎 = 10, then U

prove that a3 + b3 + c3 –3abc = – 25.

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ACTIVITY: Remainder And Factor Theorem Help
Reema to find out her missing cards:

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Page 36 of 47
 Learning Objective Achieved Working Needs
towards reinforcement

I can understand various algebraic

identities, remainder theorem and
factor theorem.
I can describe the method of finding
the remainder, factors and long
division method of algebraic
expressions.
I can find the factors of algebraic
expressions using long division method.
I can relate my learning to real life
examples.

Teacher’s feedback: ______________________________________________________________

_______________________________________________________________________________

Student’s feedback: ______________________________________________________________

________________________________________________________________________________

Next step in
Learning:__________________________________________________________________________

__________________________________________________________________________________

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 POLYNOMIALS-ANSWERS

Section A (MCQ and Fill in the blanks)

1. b 2. d 3. b 4. d

5. a 6. c 7. c 8. c

9. c 10. d 11. zero 12. √2-1

13. Zero 14. 11 15. 2 16. 173

17. -m/l 18. -2/5 19. 3abc 20. 27

Short Answer Questions (2-M)

1) yes 2) 8a3 5) 6 6) 11,130 7) a) 123750

b)970299
Short Answer(3-M)

10) 0 13) (a+b)(a+b-2c) 14) a =1

12) (x+1)(x+3)(x-14)
11) 0
Long Answers(4-M)

15) 2 17) when a = 5, b = 8, R = 10

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 CHAPTER 5

SYNOPSIS
❖ The word 'Geometry' is derived from the Greek words 'Geo' means 'Earth' and
'Metron' means to 'Measure'. Around 325 BC Euclid, a teacher of

mathematics at Alexandria in Egypt, collected all the known work and

arranged it in his famous treatise, called 'Elements'. He divided the 'Elements'
into thirteen chapters, each called a book. These books influenced the whole

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 world's understanding of geometry for generations to come. Euclid listed 23

definitions in book 1 of the 'Elements'.

❖ Few of the Euclid's Definitions:

1. A point is that which has no part.

2. A line is breathless length.
3. The ends of a line are points.
4. A straight line is a line which lies evenly with the points on itself.
5. A surface is that which has length and breadth only.
6. The edges of a surface are lines.
7. A plane surface is a surface which lies evenly with the straight lines on
itself.

The definitions of a point, a line, and a plane, are not accepted by

mathematicians. Therefore, these terms are taken as undefined.
❖ Axioms or postulates are the assumptions which are obvious universal truths.
They are not proved.
An axiom is a statement which is accepted to be true without proof.
The assumptions that are specific to geometry are called postulates.
❖ Euclid's Postulates:
1. A straight line can be drawn from any point to any point.
2. A terminated line can be produced indefinitely.
3. It is possible to describe a circle with any center any distance.
4. All right angles are equal to one another.
5. If a straight line falling on two straight lines makes the interior angles on

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 the same side of it taken together less than two right angles, then the two
straight lines, if produced indefinitely, meet on that side on which the sum of
angles is less than two right angles.
❖ Two equivalent versions of the Fifth Euclid’s postulates:
(i) ‘For every line l and for every point P not lying on l, there exists a unique
line m passing through P and parallel to l’.
(ii) Two distinct intersecting lines cannot be parallel to the same line.

All the attempts to prove the fifth postulate of Euclid using the first four
postulates and the other axioms as theorem failed. But those efforts led to the
creation of several other geometries called the non-Euclidean geometries

Euclid's Axioms:

1. Things which are equal to the same things are also equal to one another.
2. If equals are added to equals, then the wholes are equal.
3. If equals are subtracted from equals, then the remainders are equal.
4. Things which coincide with one another are equal to one another.
5. The whole is greater than the part.
6. Things which are double of the same things are equal to one another.
7. Things which are halves of the same things are equal to one another.

Theorems are mathematical statements which are proved using definitions,

axioms and already proved statements and deductive reasoning.

A. Very Short Answer Questions (VSA) 1 Mark Level

1 Two lines in a plane which do not intersect are called C
a) Perpendicular b) parallel c) concurrent d) all
these

2. ------------- or more lines passing through the same point are U

called concurrent lines.
a) one b) two c) three d) A and B
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3. Things which coincide with one another are --------------- to one HOT
another.
a) Equal b) unequal c) greater d) smaller

4. Two distinct points in a line determines a ---------------- line. HOT

a) Parallel b) unique c) perpendicular d) none of these

5. If a point P be midpoint of a line segment MN then MP=NP =--- U

-------- MN
a) Half b) 2 c) one fourth d) none of these

6. One and only one line passes through -------------- distinct points U
a) 1 b) 2 c) 3 d) 4

7. Two distinct ------------ in a plane cannot have more than one U

point in common.
a) Lines b) planes c) surfaces d) none of these

8. According to Euclid, a line is formed by U

a) Points b) surfaces c) A&B d) planes

9. If l, m, and n be three distinct lines such that l ‖ m, and l ‖ n then MD

the correct statement is
a) m‖n b) m is not parallel to n c) l‖m‖n d) A & C

10. According to Euclid a plane has HOT

a) Length but no breadth and thickness
b) Length and breadth and no thickness
c) No length, no breadth and no thickness
d) Length, breadth and thickness.

11. Given the collinear points A and B and C. They determine the HOT
line segments that are
a) AB, BC, CB b) AB, BA, BC c) AC ,CA, AB d) AB,
AC, BC

12. Two distinct intersecting lines cannot both be parallel to the ----- U
----- lines.
a) Same b) different c) intersecting d) none of these

13. If equals are added to equals then the whole are ----------------- U
a) Same b) different c) equal

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14. Through one point ------- lines can be drawn. HOT
a) 1 b) 2 c) 0 d) infinite

15. A ray has -------------- length. MD

a) Finite b) infinite c) length is zero d) none of these

16. The step from point to solid are HOT

a) Points---lines---surface-----solids
b) Point ----surface----line--- solids
c) Solid------surface-----line---- point
d) Lines-----points ----- surfaces---solids

17. Lines are parallel if they do not intersect is stated in the form of U
a) a definition b) postulate c) proof d) axioms

18. Into how many chapters did Euclid divide the elements? U
a) 10 b) 11 c) 12 d) 13

19. All right angles are equal is stated in the form of HOT
a) a definition b) postulate c) proof d) axioms

20. The line segments end in U

a) Points b) surface c) curve d) ray

Short Answer Questions I (SA) 2 Marks level

21. State Euclid’s axioms. C

22. State Euclid’s postulates. C

23. State the equivalent version of Euclid’s fifth postulate U

24. Does the Euclid’s fifth postulate imply the existence of U

parallel lines? Explain.

Short Answer Questions II (SA) 3 Marks Level

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25. MD

26. MD

27. U

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28. MD

29. HOT

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 Introduction to Euclid’s Geometry

Learning Objective Achieved Working Needs

towards reinforcement

I can understand and examine

facts about Euclid’s Geometry
I can describe the postulates and
theorems of Euclid’s Geometry.
I can apply the postulated and
theorems in solving problems.
I can relate my learning to real
life when I solve questions
based on geometry.

Teacher’s feedback:
______________________________________________________________
____________________________________________________________________
___________
Student’s feedback:
______________________________________________________________
____________________________________________________________________
____________
Next step in
Learning:__________________________________________________________________________
__________________________________________________________________________________

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ANSWERS
1. b 2. c 3. a 4. b 5. a 6. a
7. a 8. a 9. d 10.b 11.d 12.a
13.c 14.d 15.b 16.a 17.b 18.d
19.b 20.a 24. yes

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