211 Maths EM

1
211
MATHEMATICS
SSC Course
(EM)
Andhra Pradesh Open School Society

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DIRECTOR
A.P. Open School Society
Guntur.

+, -. !
/ 0 " 12 34
$
ii
FOREWORD
The Andhra Pradesh Open School Society (APOSS) is the first State level Open School
established in 1991. The APOSS works with the motto of providing education to the learners,
who dropped out from their formal school education owing to the unexpected problems in
their lives. APOSS aims to offer quality education with the same academic standards on par
with formal education boards. Hence, APOSS has been endeavouring to update/revise the
text books as per changing conditions in the society and needs of the learners.
This text book is developed in accordance with The National Curriculum Frame Work-2005,
The Andhra Pradesh State Curriculum Frame Work - 2011 and curriculum of National institute
of open schooling. The text books are developed in open distance learning methodologies
keeping the distant learners academic standards in view. The textbooks will surely provide
knowledge to the learners in discharging their day-to-day responsibilities, for their higher studies
and in seeking employement. Though the textbooks are developed in self learning mode, the
learners are advised to attend personal contact programme for better understanding of the
subjects. The 30 days personal contact programme is meant for clarifying the doubts and full
time teaching may not be possible as in formal education. The learners are advised to go
through the text books before attending each of the personal contact programme sessions for
better understanding of the subjects.
I express my sincere gratitude to the Special Chief Secretary, School education, Govt.
of Andhra Pradesh for extending permission to develop the textbooks. I appreciate the efforts
of all the Professors, Lecturers and the Academicians who participated in the development
of Text Books. I also convey my gratitude to the Academic Department of the Andhra Pradesh
Open School Society.
My best wishes to learners ……
Dr. K.V. SRINIVASULU REDDY

Director,
Andhra Pradesh Open School Society,
Guntur, Amaravathi.
iii
Text Book Development Committee
Andhra Pradesh Open School Society – Amaravati
Chief Advisor
Dr. K. V. Srinivasulu Reddy, M.A., M.Ed., Ph.D.,
Director, AP Open School Society,
Guntur, Amaravathi
Chief Editor
Dr. B. Satyanarayana, Associate Professor,
Head, Dept. of Mathematics,
Acharya Nagarjuna University, Guntur,A.P.
Editors
Dr. B. Rami Reddy, Dr. A. Ganghadhara Rao, Prof. D.S.N. Sastry,
Associate Professor, HOD, Dept.of Mathematics & Rtd.Principal
HOD of Mathematics, Controller of Examinations, A.J.College of Education,
Hindu College, Guntur. VSR&NVR College,Tenali Machilipatnam.
Authors
Sri T. Sairama Krishna, H.M, Sri T.V. Rama kumar, H.M,
B.F.Mpl.High School, Samalkot, E.G.Dist. Z.P.PHS, Alaganipadu, SPS Nellore Dist.
Sri G.V.B.S.N. Raju, SA(Maths), Dr. T.S.V.S. Suryanarayana Murty,
Mpl.Cor.High School, Kaspa, SA(Maths),Z.P.High School(Boys),
Vizianagaram Dist. Amalapuram, E.G.Dist.
Sri B. Ajay Babu, SA(Maths), Sri S. Rajasekhara Reddy, SA(Maths),
Sri Prakasam G.G High School, Z.P.High School,
Addanki, Prakasam Dist. Midthur,Kurnool Dist
Sri D. Chandrasekhar, SA(Maths), Sri K. Mallikarjuna, SA(Maths),
Z.P. High School, Denkada, Z.P. High School, Enumulapalli,
Vizianagaram Dist. Ananthapuram Dist.
Sri M. Venkateswara Rao, SA(Maths), Sri K. Venugopala Rao, SA(Maths),
Jaihind Secondary School, Inagudurupet, Z.P.High School, Pedamakkena,Guntur Dist.
Machilipatnam, Krishna Dist.
Maths Co-Ordinators
Sri P. Sai Baba, Smt. M.Sailaja Lakshmi,
APOSS,Guntur APOSS,Guntur.
Design & Printing
Pavan Graphics
Sri Sunkara Koteswara Rao, Smt. Sunkara Sunitha,
B-31, F-3 Vignanpuri colony, Vidyanagar, Hyderabad - 500 044.
iv
A Note to the Learners
Dear Learner,
Mathematics is the needed aspect in the daily life of every human being. The income, expenditure,
measurements/calculations, shapes and different calculations can only be computed through the
study of Mathematics. Many of us feel that the studying of Mathematics is more difficult when
compared with all the other subjects. But, this textbook will surely dispel all such feelings as it is
developed in easy to learn and self learning mode.
The concepts that are useful in our daily life. Real Numbers, Business Mathematics, Algebraic
Expressions and Polynomials, Linear Equations, Quadratic Equations, Progressions, Triangles, Circles,
Co-Ordinate Geometry, Mensuration, Trigonometry, Statistics and Probability are introduced in
this textbook. The concepts in each chapter are presented in a systematic manner. The ‘Introduction’
given at the beginning of the chapter will remind you of your previous knowledge and foretell the
scope of the chapter. The ‘Objectives’ will explain what you are going to learn in the chapter.
Every concept is introduced with the help of illustrations taken from our daily life and many more
examples, diagrams and pictures are given to make clear the concepts. The ‘Intext questions’
are given to check your progress. The study of ‘summary’ given at the end of each chapter is
very much useful for you to recapitulate the subject you have studied. At the end of each chapter
the answers to the Intext questions are given to evaluate yourself, and clues / Hints are given to
solve Terminal Exercises by yourself. You can get your doubts clarified with your counselor
available in the personal contact programme (PCP).
This text book is useful not only for your academic excellence but also for attempting competitive
examinations. The Public Examination Model question paper is given at the end of the text
book for your guidance. You can try to solve them with the help of your subject counselor.
While preparing for the course, you decide yourself whether you have to study in the morning
or the evening, again based on the time available to you. If you are habituated to underline the
important points with pencil, while reading the subject, it will be easier for you to revise the concept.
When you have free time, you can read some additional books relevant to your subject, discuss
the doubtful concepts with your subject counselors in the contact programme. The hard work you
put up decides your level of conceptual understanding, leading further to your grand victory.
Hoping for the success in your efforts……………..
Coordinators, Mathematics
v
A Note to the Subject Counsellors
Andhra Pradesh Open School functions with the aim of providing education opportunities
to those who missed formal school education for various reasons. The learners who admit into
APOSS courses are of different age groups and academic capabilities. Hence the subject counsellors
play a pivotal role in Open Distance Education so as to create interest among learners of
heterogenous group.
The learner that approaches you does not have all the facilities that a regular student has.
The knowledge that he/she attained at earlier age might be forgotten. Hence, you must have
a lot of patience and endurance to clarify the doubts of the learners. Then only, they approach
you unreservedly. You must pull out your vigorous support for their blissful and joyful learning.
With a view to hand over the practical knowledge useful for daily life, the concepts related
to real numbers, business mathematics, algebraic expressions and polynomials, linear equations,
progressions, triangles, circles, co-ordinate geometry, mensuration, trigonometry, statistics and
probability are introduced in all of the chapters of this book. The scope of the chapter, the
objectives etc. are elucidated in detail with the help of many day-to-day examples, descriptions,
illustrations and pictures. The direct intraction of the subject counsellors with the learners in
PCP classes will be of more supportive for better understanding the self learning material.
The success of a text book depends not only on the writers and the publishers but also
on the subject counsellors who transmit the material successfully to the learners. So, discuss
all the topics and motivate the learners in your contact classes. You, make clear the information
provided under ‘Introduction’ given at the opening of each chapter. You can let them know
clearly the objectives they have to achieve through this course. Encourage learners to comeout
with the points on ‘Summary’ on their own after completion of the chapter. Give confidence
to them to solve the questions given at the end of each chapter on their own. This is for their
self-evaluation. The solutions for these are given at the end of the each chapter. The answers
to intext questions given at the end of the each chapter can be checked only after the solutions
are attained by the learners on their own and you have to motivate learners as such. Encourage
them to face the examinations happily.
Hoping that you can pave the golden pathway to the learners that come within your reach
………
Academic Department
vi
211 Mathematics
Contents
S. No. Name of the Chapter Page No.

Module - I
1. Number System 1 - 44
2. Business Mathematics 45 - 86
3. Algebraic Expressions and Polynomials 87 - 132
4. Linear Equations 133 - 162
5. Quadratic Equations 163 - 180
6. Progressions 181 - 200
7. Triangles 201 - 248
Module - II
8. Circles 249 - 280
9. Co-ordinate Geometry 281 - 310
10. Mensuration 311 - 346
11. Trigonometry 347 - 382
12. Statistics 383 - 426
13. Probability 427 -446
Model Question Paper 447 - 450
vii
Personal Contact Programme Schedule
S. No. Name of the Chapter P.C.P No.
Module - I
1. Number System 1, 2
2. Business Mathematics 3, 4
3. Algebraic Expressions and Polynomials 5, 6
4. Linear Equations 7, 8
5. Quadratic Equations 9, 10
6. Progressions 11, 12
7. Triangles 13, 14
Preparatory Exam - I 15
Module - II
8. Circles 16, 17
9. Co-ordinate Geometry 18, 19
10. Mensuration 20, 21
11. Trigonometry 22, 23
12. Statistics 24, 25
13. Probability 26, 27
Preparatory Exam - II 28
Revision of Syllabus and

Public Model Paper Explanation 29, 30
viii
Module - I
1
Number System
Invention of numbers is a symbol of human intelligence. Numbers are backbone to Mathematics.

The number system which we use is called as ‘Hindu Arabic System’. In this system we use 10
numerals. They are 1, 2, 3, 4, 5, 6, 7, 8, 9, 0. Numbers are formed by these numerals.
Numbers are interlinked in every aspect of our life. For example knowing pulse rate of patients
to doctors, estimation of total crop production to farmers, measurements used by workers in the
construction of buildings, engineers plans, collectors surveys, proportions of ingredients used in cooking,
temperature variances in different countries and even in different places with in the same country,
assets and debts of a country, ups and downs in a share market, shopping in e-commerce sector etc.
revolve around numbers.
Observe the following figure. R
S S or Q1 11
Q
3
5, 4 Z
tc.
2, 6
2 , 1 e
11 , 7 3, W
7 N
O 1, 2, 3, 4, .....
2 = 1.414
0.235678 ...
2 Mathematics
Objectives
After completing this chapter, you will be able to:
understand the need and necessity of Natural numbers, Whole numbers, Integers, Rational
numbers, irrational numbers and Real numbers.
know the properties of Natural numbers.
explain the properties of zero.
represent the Integers on a number line.
solve the problems on integers involving four fundamental operations.
· recognise and differentiate odd, even numbers, factors, multiples, prime and composite numbers,
square and cube numbers, perfect numbers and apply BODMAS Rule.
explain how N, W, Z are Rational numbers.
perform four fundamental operations on Rational numbers.
represent rational number on a number line.
write equivalent forms of given rational number, compare rational numbers.
understand the fundamental theorem of Arithmetic.
find L.C.M and HCF of given numbers.
insert rational numbers between any two rational numbers.
express rational numbers as terminating and non-terminating decimals.
give examples to the rational and irrational numbers.
exaplain some properties of irrational numbers.
understand the concept of real numbers.
1.1 Natural numbers and Whole numbers
Natural numbers (N)

The numbers 1, 2, 3, .... which we use for counting are known as Natural Numbers and are
denoted by ‘N’
N = 1, 2, 3, ....., f
Number System 3
Note : Smallest Natural Numbers is ‘1’

Note : Every natural number has its successor. So we cannot find greatest Natural Number.
Some properties of numbers

S.No. Property Definition Example Remarks
1 Closure property Natural numbers

(i) For Addition if a, b N, then 2, 3 N, 2 + 3 = 5 N satisfy closure
a+b N property under
(ii) For Multiplication if a, b N, then 2, 3 N, 2 u 3 = 6 N addition and
ab N multiplication
2. Commutative property Natural numbers
(i) For Addition a+b=b+a Let 2, 3 N satisfy commutative
2+ 3= 3+ 2= 5 property under
(ii) For multiplication au b = bu a 2u 3 = 3u 2 = 6 addition and
multiplication
3. Associative property Let 5, 6, 7 N Natural numbers
(i) For Addition (a+b)+c = a+(b+c) (5 + 6) + 7 = 5 +(6+7) satisfy associative
11 + 7 = 5 + 13 = 18 property under
(ii) For Multiplication (a u b) u c =a u (b u c) (5 u 6) u 7 = 5 u (6 u 7) addition and
30 u 7 = 5 u 42 multiplication
210 = 210
4. Identity property ‘0’ is Additive
(i) For Addition a+0=0+a=a 7+0=0+7=7 Identity
(ii) For Multiplication a u 1 = 1u a = a 8u1=1u8=8 ‘1’is Multiplicative
Multiplying by 1 will Identity
not change a number We cannot find ‘0’
in natural numbers
1
5. Inverse property Let 1, 2, A (Set) We cannot find
2
(i) For Addition a+(a) = 0 = (a)+a 2+(2) = 0 = (2)+2 negative numbers
and fractions in
1 1 1 1
a u
a u
2u = 1 =
2 u
(ii) For Multiplication = 1= a 2 Natural Numbers.
a 2
So Natural
numbers does not
satisfy inverse
property under
addition and
multiplication
4 Mathematics
6. Distributive property L et 2 , 3 , 5 N
a u (b+c) = a u b+a u c 2 u (3+5) = 2 u 3+2 u 5

2 u 8 = 6 + 10
16 = 16
(a+b) u c = a u c+b u c (2+3) u 5 = 2 u 5+3 u 5
5 u 5 = 10 + 15
25 = 25
Whole numbers [W]
You have four chocolates. All four chocolates are given to your friend. How many chocolates
are left with you? Now, 4 – 4 = 0, Yes Zero
But you cannot find ‘0’ in Natural Numbers. So Natural Numbers are extended by the number
zero(0) to get the system of whole numbers, which are denoted by ‘W’.
W = {0, 1, 2, 3, ..... }
Note : Smallest whole number is ‘0’ . There is no greatest whole number.
Properties of Zero
(i) 0 is additive identity, a + 0 = 0 + a = a.
(ii) If we multiply 0 with any defined number the result is zero only
0u a = 0 = au 0
(iii) Division by zero is not defined, a is not defined.

0
(iv) 0 is not determined.

0
Integers (Z)
The height of Mount Everest is +8,848 meters [Positive]
The depth of Pacific ocean is 10,994 meters [Negative]
The highest recorded temperatures in the world is +63.8 oC [Positive]
The lowest natural temperature ever on earth is 89oC [Negative]
Above situations demand us to know about negative numbers also.
The numbers which are positive, zero and negative numbers together are called as Integers and
denoted by Z.
Z = {......, 3, 2, 1, 0, 1, 2, 3, ......}
Number System 5
Representation of Integers on a Number line

Negative integers zero Positive integers
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
Both positive and negative numbers are extended infinitely.
On a number line, right side numbers are always greater than their left.
(i) 1 < 0 (ii) 10000 < 1 (iii) 0 > 105 (iv) 11 > 100 etc.
(the symbol ‘<’ read as less than and ‘>’ is read as greater than)
Subset : is symbol for subset
Every number in “N” is also a number in W
Every number in ‘W’ also a number in Z.
N W Z (read as N is subset of W and W is subset of Z.)
Every integer has its Additive inverse in integers.
Additive inverse of 2 is 2
Additive inverse of 9 is +9
Example 1 : Identify Natural Numbers, whole numbers and Integers of the following
1, 1, 3, 0, 100, 8, 17, 19.
Solution : Natural numbers are 1, 3, 8, 17
Whole numbers are 0, 1, 3, 8, 17
Integers are 100, 19, 1, 0, 1, 3, 8, 17
Example 2 : Which of the following statements are true and which are false?
(i) Every Natural Number is an integer
(ii) Every Integer is a whole number
(iii) Additive identity is ‘0’.
(iv) Positive Integers are nothing but Natural Numbers.
Solution (i) True (ii) False (iii) True (iv) True.
Example 3 : Write the following integers in ascending and descending order 100, 117, 205, 0,
76, 15, 12.
Solution : Ascending order (small to big) 205, 100, 76, 0, 12, 15, 117.
Descending order (big to small) 117, 15, 12, 0, 76, 100, 205
Example 4 : Find all the integers between 7 and 2? Let us observe Number line.
Solution :
7 6 5 4 3 2 1 0 1 2
From the above figure we can conclude that
Integers between 7 and 2 are 6, 5, 4, 3, 2, 1, 0, 1.
6 Mathematics
Four fundamental operations on Integers

Addition :
When two positive integers are added, we get a positive integer 3 + 5 = 8; 100 + 120 = 220.
When two negative integers are added, we get a negative integer
(–3) + (–5) = –8; (–100) + (–250) = –350
(Add given numbers but put ‘–’ sign)
When one positive and one negative integer are added, we have to do subtraction and put the
sign of the bigger Number.
Example 5 : (–3) + (5) = +2 Subtract 3 from 5 and put sign of 5 (bigger Number)
Example 6 : (–7) + 3 = –4 Subtract 3 from 7 and put sign of 7 (bigger Number)
Subtraction :
The subtraction of integers is the same as the addition of their additive inverse.
Example 7 : Find (–3) – (–5)
Solution : (–3) – (–5)
= –3 + 5 Change ‘–’ as + and
= +2 Write the Additive inverse of –5 which is +5 and do addition
Example 8 : Find (–100) – (+7)
Solution : (–100) – (+7)
= (–100) + (–7)
= –107
Multiplication :
The product of two negative integers is a positive integer.
Ex : (–4) u (–3) = +12; (–5) u (–10) = + 50.
The product of a positive and a negative integer is negative integer.
Ex : 6 u (–2) = –12; (–9) u (3) = –27.
Product of even number of negative integers is positive
Ex : (–2) u (–3) u (–5) u (–6) = +180 [Even number times of negatives 4 negatives are there
in problem]
Product of odd number of negative integers is negative
Ex : (–1) u (–2) u (–3) = –6 [Odd Number times of negative 3 numbers are there in problem]
Number System 7
Division :
If you have same signs in the numerator and the denominator of rational number. The (quotient)
result is positive
10 15
Ex : = +2; = +5
5 3
If you have opposite signs in numerator and denominater. The (quotient) result is negative.
6 8 8
Ex : = 3; = = 4
2 2 2
Some important facts

1. Multiple : A multiple of a number is that number multiplied by an integer.
Multiples of 7 are 7 u 1 = 7, 7 u 2 = 14, 7 u 3 = 21 ... etc.
7, 14, 21, 28, .... are multiples of 7.
2. Factors / Divisors : A number that divides a number exactly (No remainder) is known as factor.
Note : Every number has atleast two factors one and itself, other than 1.
Example 9 : Find all the factors of 42.
Solution : 1 u 42 = 42 42 u 1 = 42
2 u 21 = 42 If we use commutative property, we get. 21 u 2 = 42
3 u 14 = 42 14 u 3 = 42
6 u 7 = 42 7 u 6 = 42
? Factors of 42 are 1, 2, 3, 6, 7, 14, 21, 42
3. Even number : An even number is a number which is exactly divisible by 2
Even numbers have a digit of 0, 2, 4, 6, 8 in its units place.
Ex : 0, 2, 4, 6, 8, 10, 12, .... (even number)
4. Odd number : An odd number is a number which is not a multiple of 2.
Odd numbers have a digit of 1, 3, 5, 7, 9, in its units place.
Ex : 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, .... (odd number)
5. Prime number : A number which is greater than 1, having factors 1 and itself is called prime
number.
Note : Prime numbers have two distinct factors only.
Note : ‘2’ is an even prime, remaining all primes are odd numbers.
Ex: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, .... (prime numbers)
For example factors of 23 are 1, 23.
8 Mathematics
6. Composite Number : Composite Numbers are greater than ‘1’ and other than primes.
Composite Numbers have at least 3 factors.
Ex: 4, 6, 8, 9, 10, 12, 14, 15, ..... (composite numbers)
For example factors of 4 are 1, 2, 4.
7. Coprimes / Relatively prime numbers : Two numbers are said to be coprimes, if their highest
common factor is ‘1’
Ex : 2, 3 are coprimes; 2, 9 are coprimes. Their HCF is ‘1’
2, 4 are not coprime because HCF of 2, 4 is 2.
8. Square Number : The product of an integer multiplied by itself.
Ex : 1 u 1 = 12 = 1
2 u 2 = 22 = 4
3 u 3 = 32 = 9
(–4) u (–4) = (–4) 2 = 16.
#
17 u 17 = 172 = 289.
Ex : 1, 4, 9, 16, 25, 36, 49, 64, 81, 100 ... are square numbers.
9. Cube Number : The product obtained by multiplying three equal integers is called cube
number.
1 u 1 u 1 = 13 = 1 2 u 2 u 2 = 23 = 8
Ex : 1, 8, 27, 64, 125, 216, 343, 512, 729, 1000 are cubic numbers.
10. Perfect Number : A perfect number is a positive integer that is equal to the sum of its proper
positive factors.
Factors of 6 are 1, 2, 3, 6
Proper factors are 1, 2, 3
Sum of proper factors = 1 + 2 + 3 = 6
Next perfect number is 28.
11. BODMAS Rule
B : Bracket ( )
O : of of
D : Division y
M : Multiplication u
A : Addition +
S : Subtraction –
if we need to simplify, we must follow the above order.
Number System 9
Example 10 : Simplify : 100 + 50 u 2

Solution : 100 + 50 u 2 (Multiplication)
= 100 + 100 (Addition)
= 200
Example 11 : 5000 + 500 – 50
Solution : 5000 + 500 – 50
= 5500 – 50 (Addition)
= 5450 (Subtraction)
Intext Questions (1.1)

1. Identify Natural Numbers from the following.
5, 6, –1, 0, 3, 215, – 11, – 215
2. Identify those which are not whole numbers from the following.
6, 7, –8, –9, 0, –100.
3. Simplify the following
(i) (–2) + (–8) + 9 (ii) (–3) + (–9) + (–11)
(i) (–2) – (–8) (ii) (–256) + (–85)
(iii) (–18) + (–19) – (–110) (iv) (–975) + (–120) – (–18)
5. Find each of the following products.
(i) (–3) u (–8) u (–11)
1) u (–1) (ii) (–15) u 0 u (–19)
6. Solve the following
(i) 60 y 0 (ii) (–18) y (–6) (iii) (–125) y 5 (iv) 0 y 200
7. Simplify
(i) 18 u [7 + (–5)] (ii) 15 u (–20) u (–15 y 3)
8. Represent –7, –5, 0, 5, 7 on number line?
1.2 Rational numbers (Q)

Prasad has 1 acre of land. He wants to share it equally to his 2 chlidren.
1
What is the share of each child? Acre
2
Ratnamma worked hard and earned Rs. 2,00,000/-
10 Mathematics
Then she equally distributes her money to 7 oldage homes.
Each oldage home will get 2, 00, 000

7
1 , 2, 00, 000
are also numbers. But we can not find this type of numbers in Integers. That is
2 7
why the new type of numbers are introduced, which are called rational numbers defined as below.
p
The numbers which are expressed in the form of , where p and q are integers and q z 0 are
q
called rational numbers or quotient Numbers and denoted by ‘Q’ .
1 3 6 11 100 1
Ex : , , , , , , .... etc.
2 5 7 8 9 7
We can express any integer as Rational Number
3 6 9 12
Ex: 3 as or or or ..... etc.
1 2 3 4
From the above observation we can conclude that all natural numbers, all whole numbers and
all integers are also rational numbers N W Z Q.
Example 12 : Which of the following are rational numbers.

3 3 6
(i) (ii) 0 (iii) (iv) (v) 9
7 17 13
0 88 17
(vi) (vii) (viii)
0 16 u ( 4) 33
Solution : (i) (ii) (iii) (iv) (v) (vii) are Rational numbers (vi) (viii) are not Rational numbers.
0 17
Because is not defined and also not defined.
0 0
Note : When you represent Rational numbers.
(i) Dinominator must be positive integer.
(ii) Write Numerator and denominator in simplest form
Standard form of a Rational number (Lowest form)
p
A rational number , where p and q are integers and q z 0 in which q is positive (or made
q
positive) and p and q are co-primes said to be in standard form.
Number System 11
Example 13 : Write the following rational numbers in other lowest terms.

4 18 21
(i) (ii) (iii)
8 50 49
Solution :
4 2u2 1
(i) [HCF of numerator and denominator is 1]
8 2u2u2 2
1 4
is the lowest form of the rational number .
2 8
18 2 u 9 2 u 9 9
(ii)
50 2 u 25 2 u 25 25
9 18
25 50
21 7 u 3 7 u3 3
(iii)
49 7u7 7 u7 7
3 21
7 49
Equivalent forms of a Rational number

A rational number can be written in an equivalent form by multiplying or dividing numerator and
denominator of the given rational number by the same number.
For example
4 4 2 8
u
7 7 2 14
4 4 5 20
u
7 7 5 35
4 4 12 48
u
7 7 12 84
8 20 48 ,.... are equivalent, forms of the rational number 4 .
, ,
14 35 84 7
Similarly
2 2 10 20
u
5 5 10 50
2 2 15 30
u
5 5 15 75
12 Mathematics
2 2 35 70
u
5 5 35 175
20 30 70 , ... are equivalent forms of the rational number 2 .
, ,
50 75 175 5
Example 14 : Write the five equivalent forms of the following Rational numbers.
5 11
(i) (ii)
8 18
Solution :
5 5 2 10
(i) u
8 8 2 16
5 3 15
u
8 3 24
5 4 20
u
8 4 32
5 5 25
u
8 5 40
5 6 30
u
8 6 48
10 15 20 25 30 5
, , , , , ... are five equivalent forms of .
60 24 32 40 48 8
11 11 2 22
(ii) u
18 18 2 36
11 5 55
u
18 5 90
11 9 99
u
18 9 162
11 20 220
u
18 20 360
11 1000 11000
u
18 1000 18000
22 55 99 220 11000 , ... are equivalent forms of 11 .

, , , ,
36 90 162 360 18000 18
Number System 13
Rational numbers on the number line

Any rational number can be represented on the number line. Notice that in a rational number
the denominator tells the number of equal parts in which the each unit has been divided. The numerator
tells ‘how many’ of these parts are considered.
* Between any two rational numbers there is always another rational number. This property is
known as Density property.
Example 15 : Identify the rational number shown by A and B marked on the following number line?
0 A B 1
§ 0· § 6·
¨© ¸¹ ¨© ¸¹
6 6
Solution : Here a unit, 0 to 1 is divided into 6 equal parts.
A is representing 2 out of 6 parts.
2
So, A represents .
6
5
Similarly, B represents .
6
4
Example 16 : Represent on the number line?
9
4
Solution : lies between 0 and 1
9
So divide the number line between 0 and 1 into 9 equal parts.
0 1 2 3 4 5 6 7 8 1
0 9 9
9 9 9 9 9 9 9
9 9
4
Then mark 4th part (numerator) counting from 0 is the require rational number .
9
17
Example 17 : Represent on the Number line
5
17 2 2
3 3
5 5 5
17
Solution : lies between –3 and –4 on the Number line.
5
Divide the number line between –3 and –4 into 5(denominator) equal parts.
14 Mathematics
Mark 2nd part (numerator of part) counting from –3.

15 20
3 , 4
5 5
–4 17 –3
20 15
5
5 5
Comparison of Rational Numbers

The Rational Numbers that have the same denominators can be compared easily. The number
having the greater numerator is the greater rational number.
5 8
Example 18 : Compare and .
13 13
Solution : Here both rational numbers have same denominator 13. And in numerators 8 > 5.
8 5
So, !
13 13
Note : If two rational numbers are having different denominators, make their denominators equal by
taking their equivalent form and then compare the numerators of the resulting rational numbers.
2 3
Example 19 : Compare and .
5 7
Solution : Here denominators are not equal.
So first we make their denominators same in the following manner.
2 2 7 4 ª Denominator of second rational number º

u « First rational number u Denominator of second rational number »
5 5 7 35 ¬ ¼
3 3 5 15 ª Denominator of First rational number º

u «Second rational number u Denominator of First rational number »
7 7 5 35 ¬ ¼
15 14
As !
35 35
3 2
! .
7 5

1. Which of the following are rational numbers.
33 0 8
(i) (ii) (iii) (iv) 6
33 8 11
Number System 15
2. Which of the following rational numbers are integers.
(i) 24, 6 , 18 , 21 , 19 .

6 19 7 38
3. Write the lowest form of following rational numbers.
6 18 6057
(i) (ii) (iii)
12 50 2019
4. Write 5 rational numbers equivalent to given rational numbers.
2 6 18
(i) (ii) (iii)
7 11 5
5 5
5. Represent , on the number line.
3 3
1 5 3
6. Represent , , on the number line.
6 8 5
3 4
7. Compare and .
7 9
1.3 Four Fundamental operations on Rational Numbers

Addition of Rational Numbers
a c
(i) When Denominators are equal just add numerators. Suppose , are Rational numbers.
b b
a c ac

b b b
We never add denominators because denominators denotes only number of equal parts.
(ii) When denominators are not equal, using the concept of equivalent forms of Rational numbers
first we must convert the given rational numbers such that denominators are equal.
a c
Consider the two rational numbers and
b d
a c ad cb ad bc
+ =
b d bd db bd
4 9
Example 20 :
7 7
4 9 49 13
Solution : =
7 7 7 7
5 7
Example 21 :
8 9
5 7 5 9 7 8
Solution : + = u u
8 9 8 9 9 8
16 Mathematics
45 56
=
72 72
45 56
=
72
101
= .
72
Example 22 : Add each of the following rational numbers.
3 3 6 9 11
(i) 2 and (ii) and (iii) and
5 7 5 17 11 12
3
Solution : 2 and
5 7
2 + 3 = 2 u 7 3u 5
5 7 5u 7
14 15
35
29
= .
35
3 6
(ii) Solution : and
5 17
3 6
= +
5 17
3 17 6 5
= u u
5 17 17 5
51 30
=
85 85
51 30 21
=
85 85
(or)
Alternate Method :
3 6 3 u 17 6 u 5 51 30 21

5 17 5 u 17 85 85
9 11
(iii) and
11 12
§ 9 · § 11 ·
Solution : ¨ ¸ ¨ ¸
© 11 ¹ © 12 ¹
Number System 17
§ 9 12 · § 11 11 ·
= ¨ u ¸ ¨ u ¸
© 11 12 ¹ © 12 11 ¹
108 121
=
132 132
108 121
=
132
229
=
132
(or)
Alternate Method :
9 11

11 12
9 u 12 11 u 11 108 121 229

11 u 12 132 132
Subtraction of Rational Numbers

For subtraction of Rational numbers we follow same procedure as addition of Rational numbers.
Example 22 : Simplify the fillowing
8 7 8 § 9· 11 9
(i) (ii) ¨ ¸ (iii)
5 9 7 © 5¹ 12 5
8 7 8 u 9 7 u 5 72 35 37
Solution : (i) =
5 9 5u 9 45 45
8 § 9·
(ii) ¨ ¸
7 © 6¹
8 9
=
7 5
8 5 9 7
= u u
7 5 5 7
40 63
=
35 35
40 63 23
` =
35 35
11 9
(iii)
12 5
Solution : 11 u 5 9 u 12
12 5 5 12
18 Mathematics
55 108 55 108 53
= = .
60 60 60 60
Alternate Method :
11 9 11u 5 9 u 12 55 108 53
= .
12 5 12 u 5 60 60
2 3
Example 23 : Subtract from
7 5
3 2 3 7 2 5
Solution : = u u
5 7 5 7 7 5
21 10 21 10 31
= =
35 35 35 35
Multiplication of Rational numbers

§a· §c· ac
(i) Multiplication of two rational numbers ¨ ¸ and ¨ ¸ b z 0, d z 0 is the rational number
©b¹ ©d ¹ bd
bd z 0
Product of Numerators
i.e. =
Product of denominators
Note : Always rational number has to be written in its simplest form.
Example 24 : Multiply the following rational numbers

4 11 7 § 6· 5 § 3 ·
(i) and (ii) and ¨ ¸ (iii) and ¨ ¸
5 2 8 © 15 ¹ 12 © 7 ¹
4 11 4 u 11 2 u 2 u11 22
Solution : (i) u =
5 2 5u 2 5u 2 5
7 6 7 u (6) 7 u (3) u 2 7 u (1) 7
(ii) u
8 15 8 u 15 2 u 4 u 3u 5 4u5 20
5 § 3 · 5 u (3)
(iii) u¨ ¸
12 © 7 ¹ 12 u (7)
5 u (3) 5 u (1) 5 5
.
3 u 4 u (7) 4 u (7) 28 28
Division of Rational numbers

Dividing by a Rational number is equivalent to multiplying the number by the reciprocal of that
rational number.
Number System 19
a b a b
Note : Reciprocal of is Reciprocal of is
b a b a
a c
Let and are two rational numbers
b d
a c a d ad
y u
b d b c bc
Example 25 : Simplify the follwing
4 6 51 34
(i) y (ii) y
5 11 111 37
4 6 4 11 6 11
Solution : y = u [Reciprocal of is ]
5 11 5 6 11 6
Convert y as u and write reciprocal of second Number
4 u 11 2 u 2 u 11 2 u 11 22
5u 6 5u 2u 3 5u 3 15
51 34
(ii) y
111 37
51 37 § 34 37 ·
Solution : u ¨© Reciprocal of is ¸
111 34 37 34 ¹
51u 37 17 u 3 u 37 1
.
111u 34 37 u 3 u 17 u 2 2
2 1 7
Example 26 : Simplify (i) 5 y 5 (ii) 4 y (iii) y5
3 2 8
2
Solution : 5 y 5
3
17 2 5u 3 2 17
5y 5
3 3 3 3
5 3 17 3
= u Reciprocal of is
1 17 3 17
15
17
1 4 2 8
(ii) 4 y u = 8
2 1 1 1
7 7 5 7 1 7
(iii) y5 y u .
8 8 1 8 5 40
20 Mathematics

1. Simplify
1 2 8 2 3 § 8·
(i) (ii) (iii) ¨ ¸
7 7 15 15 5 © 5¹
2. Add the following rational numbers :

3 5 2 8 7 11
(i) , (ii) , (iii) ,
7 8 5 11 6 12
3. Subtract
7 8 8 9
(i) from (ii) from
5 9 3 14
4. Simplify
3 1 5 7 18 7
(i) 4 u (ii) 5 u 2 (iii) u (iv) u
2 3 6 11 35 108
5. Find the reciprocal of each of the following fractions.
5 13
(i) (ii)
8 7
3 5 8 1
(i) 18 y (ii) y (iii) 3 y 2
7 7 15 7
1.4 Rational numbers between two Rational numbers

Are there any natural numbers between 1 and 2 ?
Are there any whole numbers between 1 and 2 ?
Are there any Integers between 1 and 2 ?
No. we cannot find integers between any two successive integers.
let us write the rational numbers between 1 and 2.
ab
If ‘a’ and ‘b’ are any two rational numbers then is a rational number between them.
2
1
i.e. [a + b]
2
1 1 2 3 2
2 2
Number System 21
3
Thus 1 < <2
2
3
No let us try to find Rational numbers between 1 and
2
1 ª 3º 1 ª1 3 º 1 ª1 u 2 1 u 3 º
» = «
« 2 ¬ 1 u 2 »¼
i.e., 1 =
2 «¬ 2 »¼ 2 ¬1 2 ¼
1 ª 2 3º 1 ª5º 5
= «
2¬ 2 ¼ » = « »
2 ¬2¼
=
4
5 3
Thus 1 < < < 2.
4 2
3
Similarly the rational number between and 2 is
2
1 ª3 2º 1 ª3 u1 2 u 2 º 1 ª3 4º 7

2 «¬ 2 1 »¼ 2 «¬ 2 u 1 »¼ 2 «¬ 2 »¼ 4
3 3 7
Thus 1 < < < < 2.
4 2 4
In this way we can go on inserting rational numbers between any two rational numbers. Infact,
there are infinite rational numbers between any two rational numbers.
Alternate Method :
Using equivalent form of Rational number concept we can find any number of Rational numbers
between two rational numbers.
1 2
Example 27 : Find 9 rational numbers between and
2 3
1 1 3 3
Solution: = u =
2 2 3 6
2 2 2 4
u ;
3 3 2 6
Here denominators of Rational numbers are equal.
Now you can raise Rational numbers as per your need.
3 10 30 4 10 40
u ; u
6 10 60 6 10 60
22 Mathematics
30 40
Rational Numbers between and are
60 60
31 32 33 34 35 36 37 38 39
, , , , , , , , .
60 60 60 60 60 60 60 60 60
7 2
Example 28 : Insert 12 rational Numbers between and
8 3
7 7 3 21
Solution: u
8 8 3 24
2 2 8 16
u
3 3 8 24
Here denominators of Rational numbers are equal. But here we cannot find 12 Rational numbers
21 16
between and
24 24
So, again we will write equivalent forms of above Rational numbers.

21 3 63
u
24 3 72
16 3 48
u
24 3 72
7 2
The 12 rational number between and are
8 3
62 61 60 59 58 57 56 55 54 53 52 51 50 49
, , , , , , , , , , , , ,
72 72 72 72 72 72 72 72 72 72 72 72 72 72
Note : In this way we can find infinite rational numbers between two rational numbers. This property
is known as density property.

1. Find a rational number between the following rational numbers.
2 3 3 1
(i) and (ii) and
3 4 5 8
2 4
2. Find 9 rational numbers between and .
7 9
3 4
3. Find 10 rational numbers between and .
5 11
2
F Number System 23
1.5 Fundamental Theorem of Arithmetic
Every composite number can be expressed (Factorised) as a product of primes, and this factorization
is unique apart from the order in which the prime factors occur.
In general, given a composite number x, we factorize it as x = P1 P2 .... Pn where P 1 P2 ....

Pn are primes and written in ascending order i.e., P1 < P2 <.... < Pn . If we combine the equal primes.
We will get powers of prime once we have decided that the order will be ascending then the way
the number is factorised is unique.
Example 29 : Express 210 as a product of primes.
Solution: You have to take only prime numbers for factorisation of given numbers 2 210
3105
Some primes : 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, ... 5 35
210 = 2 u 3 u 5 u 7 77
1
Like this every composite number can be written as a product of primes which is unique.
Example 30 : Express 2310 as a product of primes
Solution: 2 2310
31155
5 385
2310 = 2 u 3 u 5 u 7 u 11
1
7 77
1111
Finding H.C.F and L.C.M of numbers by prime factorisation
H.C.F : Highest Common Factor.
L.C.M : Least Common multiple
H.C.F : The H.C.F of two or more than two numbers is the greatest number that divides each of them
exactly.
L.C.M : The Least number which is exactly divisible by each one of the given numbers is called their
L.C.M.
24 Mathematics
Example 31 : Find the L.C.M and HCF of 6 and 20 by the prime factorisation method.
Solution: 6 = 2 u 3 = 21 u 31 2 20
26
2 10
20 = 2 u 2 u 5 = 22 u 51 33 55
1 1
HCF (6, 20) = Product of the smallest power of each common prime factor of the given numbers.
= 21 (Here 21 smallest power of common prime factor)
=2
LCM (6, 20) = Product of the greatest power of each prime factor involved in the given numbers
= 22 u 31 u 51 (Here you have to take all the prime factors except the
common smallest power)
=4 u 3 u 5
= 60.
Observe product of given number = 6 u 20 = 120
product of their HCF and LCM = 2 u 60 = 120.
From this we conclude that

HCF(a, b) u LCM(a, b) = a u b
Example 32 : Find the HCF of 96 and 404 by the prime factorisation method. Hence find their
LCM.
Solution: The prime factrisation of 96 and 404 gives
2 96
2 48
2 24 2 404
2 12 2 202
26 101
33
1
96 = 2 u 2 u 2 u 2 u 2 u 3 = 25 u 3
404 = 2 u 2 u 101 = 22 u 101
HCF(96, 404) = 2 2 = 4
Number System 25
We know that
HCF (a, b) u LCM(a, b) = a u b
aub 96 u 404
LCM(a, b) =
HCF(a, b) 4
4 u 14 u 404
=
4
= 14 u 404
= 5656
Example 33 : Find the HCF and LCM of 12, 54, 90 using the prime factorisation method.
Solution: We have
2 12 2 54 2 90
26 3 27 3 45
33 39 315
1 33 55
1 1
12 = 2 u 2 u 3 = 22 u 31
54 = 2 u 3 u 3 u 3 = 21 u 33
90 = 2 u 3 u 3 u 5 = 21 u 32 u 5
Here 2 1 and 31 are the smallest power of the common factors 2 and 3 respectively.
HCF (12, 54, 90) = 2 1 u 31 =6
Here 2 2, 33, 51 are the greatest powers of the prime factors 2, 3 and 5 respectively
LCM (12, 54, 90) = 22 u 33 u 51
= 4 u 27 u 5
= 20 u 27
= 540.

1. Express each of the following numbers as product of its prime factors.
(i) 256 (ii) 3825 (iii) 7429
2. Find the LCM and HCF of the following integers by the prime factorization method.
(i) 12, 15 and 21 (ii) 72 and 108
(iii) 306 and 657 (iv) 84 and 180
26 Mathematics
3. Explain why 7 u 11
1 u 13 + 17 and 5 u 4 u 3 u 2 u 1 + 5 are composite numbers.
4. Find the L.C.M of 42 and 98 and then find H.C.F.
1.6 Decimal representation of a Rational number

I. Decimal Fractions : Fractions in which denominators are powers of 10 are known as decimal
Fractions.
3 45 156
Ex : , , ,....
10 100 1000
3
= 3 Tenth = 0.3
10
45
= 45 hundredth = 0.45
100
156
= 156 thousandths = 0.156
1000
II. Conversion of a Decimal into Vulgar Fraction
Put ‘1’ in the denominator under the decimal point and annex with it as many zeroes as is the
number of digits after the decimal point.
Now remove the decimal point and write it as numerator reduce the fraction to its lowest terms.
37
Thus 0.37 =
100
1235 247
1.235 =
1000 200
Understanding of decimal Representation
Fractions
Non Terminating Decimal Terminating Decimal
Recurring Decimal Non Recurring Decimal
Pure Recurring Decimal Mixed Recurring Decimal
Let us discuss about terminating decimals and non Terminating decimals.

Number System 27
Terminating Decimals and Non-terminating Decimal

p
We know that the rational numbers are in the form , q z 0 If q = 2m u 5n here m, n are
q
non negative integers. The factors of q must be either 2 or 5 or both. Then that rational number will
be terminating decimal. If not it is Non terminating recurring decimal.
11
Example 34 : Check whether is terminating or not. Verify..
20
Solution: Here denominator = 20
20 = 2 u 2 u 5.
In denominator we have only 2 and 5 as factors.
? It will be terminating decimal.

20) 11 (0.55
Verification : Let us verify using division 0
110
11
= 0.55 100
20
100
Here reminder is zero.
100
? It is a Terminating Decimal. 0
128
Example 35 : Write as decimal and check whether it is terminating or not.
70
128 2 u 64 64
Step 1 : Divide the numerator by the = denominator (simplest form)
70 2 u 35 35
Step 2 : Write the denominator as product of prime numbers observe is it in the form of 2 m5n.
? It is not in the form of 2 m . 5n. 35) 64 (1

35
So it is not a terminating decimal.
29
Step 3 : continue the division till the remainder left is less than the divisor.
29 < 35. 35) 64. (1.
Step 4 : Put a decimal point in the dividend and at the end of the quotient. 35
29
Step 5 : Put a zero on the right of decimal point in the dividend as well as right
of the remainder. Divide again just as whole numbers.
28 Mathematics
Step 6 : Repeat step 5 till either the remainder is zero or requisite number of decimal places have
been obtained. 35)64.0000000... (1.8285714
35
Here decimal fraction is going on ...
290
64 280
1.8285714285714 ...
35 m100
Here 285714 is recurring. 70
300
64
simply we write it as 1.8 285714 280
35
200
and read as one point eight bar two eight five seven one four. 175
It is called non terminating recurring decimal. 250
Note : If denominator is not in the form of 2 m.5n it will be 245
50
non terminating recurring decimal.
35
150
140
Repetetion started m 10
Example 36 : Write the following rational numbers in their decimal form and also state which are
terminating and which are non terminating repeating decimal.
11 3
(i) (ii)
60 75
11
Solution : (i)
60
60)11 (0.1833
0
110
60
500
480
200
180
20
11
= 0.183 , a Non Terminating recurring Decimal.
60
Number System 29
3 3 1 1 25) 1 (0.04
(ii) = (Least form)
75 3u 5u 5 5u 5 25 0
10
0
100
100
1 0
= 0.04, a Terminating Decimal.
25
Example 37 : Without performing division state whether the following rational numbers will have a
terminating decimal form or non terminating repeating decimal form.
51 77 129
(i) (ii) (iii)
170 210 2 .31.52
3
51 17 u 3 3 3
Solution: (i) Terminating decimal
170 17 u10 10 2u5
77 7 u 11 11
(ii) (least form)
210 7 u 2 u 3u 5 2 u 3u 5
After writing simplest form of rational number you have to observe denominator.
Here we have ‘3’ in denominator.
77
? is Non terminating recurring decimal.
210
129 3 u 43 43
(iii)
3 1 2 3 2 3 2
2 .3 .5 2 . 3.5 2 .5
Terminating Decimal.
Example 38 : Write the decimal expansion of the following rational numbers without actual division
7218 9
(i) (ii)
32.52 80
Step 1 : First write the given rational number in its simplest form.
Step 2 : Observe the denominator. Convert the denominator 2 m u 5n form which is equal to 10 n.
Step 3 : Write the decimal form.

30 Mathematics
Solution:
7218 2 7218
(i)
32.52 3 3609
31203
7218 2 u 32 u 401
= 401 401
32.52 32.52
2 u 401 1
= 7218 = 2 u 3 u 3 u 401
52
802
= = 2 u 32 u 401
52
802 2
= 2 u 2
5 2
802 u 4
=
(5 u 2)2
3208
=
(10) 2
3208
=
100
= 32.08
9 2 80
(ii)
80 2 40
9 9 2 20
= 80 = 2 u 2 u 2 u 2 u 5
80 2 u5
4
2 10
9 53 55
= u = 24 u 5
24 u 5 53 1
9 u 125 1125
= = 0.1125.
2 4 u 54 10 4
Non Terminating Recurring Decimals
Pure recurring decimal : A decimal fraction in which all the figures after the decimal point are repeated
is called pure recurring decimal.
Ex : 0.5, 0.27, 0.675,.... etc.
Converting a pure recurring decimal into vulgar Fraction

Step 1 : Write repeated figures only once in the numerator.
Step 2 : Take as many nines in the denominator as is the number of repeating figures.
Number System 31
3
Ex : (i) 0.3 =
9
49
(ii) 0.49
99
05067 5067
(iii) 0.05067
99999 99999
Mixed Recurring Decimal : A decimal fraction in which some figure do not repeat and some of
them are repeated, is called a mixed recurring decimal.
Ex : 0.25777... = 0.257
Converting a Mixed Recurring Decimal into vulgar fraction.

If the given decimal form is in the form of
xyz x
(i) 0.x yz =
990
Number formed by all the digits Number

formed by other than repeated digits
=
Number formed by keeping '9' for repeating
digits and keeping 0 for Non repeating digits
xyzd xy
(ii) x. y zd
990
xyzdab xyz
(iii) xy.zdab
9990
1523 15 1508 754
Ex: 1.523
990 990 495
2279 22 2257
0.2279
9900 9900
Non Terminating, Non Recurring Decimals
Consider the following decimals.

(i) 0.0234567891011 ....
(ii) 4.56777888899999 .....
Yes, the above numbers are neither Terminating nor repeating. This is Non terminating
Non recurring decimal.
32 Mathematics
p
We cannot write the above numbers in the form.
q
So these numbers are not rational numbers.
From this we conclude that a decimal expansion which is Non terminating and Non recurring
is called irrational numbers.
Inadequacy of Rational Numbers
Solve the equation (i) x2 = 4 (ii) x2 = 2
For the equation (i) x2 = 4
x = 4
x = + 2 Rational Number
For the equation (ii) x2 = 2
x = 2 we cannot find 2 in Rational Numbers.

So we need numbers other than rational numbers.
Note : If ‘n’ is a natural number other than a perfect square then n is an irrational number..
Finding the value of 2 by long division method.

Step 1 : Put commas between the numbers leaving 1 2.00,00,00,00,00 ... 1.41421
digit after digit. 1 ...
From right to left for integral part and 24 100
decimal part separately. 96
Step 2 : First consider the number which is left 281 400
Step 3 : Consider the perfect square 281
which is very near to 2. 2824 11900
Here it is 1 u 1 =1 11296
Step 4 : Complete the division process 28282 60400
Step 5 : Now bring down the digits 56564
upto the next dot. 282841 383600
282841
100759
Number System 33
Step 6 : Double the previous quotient and

write it on next step.
Here it is 1 u 2 = 2
Step 7 : Now you have to check by writing
Same numbers in divisor as well as
quotient and has to satisfy divisible.
2 1 u 1 = 21 very smaller than 100 and remainder will be greater than divisor
2 2 u 2 = 44 very smaller than 100
2 3 u 3 = 69 very smaller than 100
2 4 u 4 = 96 smaller than 100 (consider)
Step 8 : Continue the above process
Here we observe that 2 = 1.41421 .....
Which is non-terminating and non recurring decimal. so it is an Irrational number.
Theorem : Let P be a prime number. If p divides a2 (where a is a positive integer)
then p divides a.
i.e., If p|a2 then p/a (‘|’ denotes divides)
Ex : 2 | 42
2 |16 true 2 u 8 = 16
Noe we have to observe 2|4 or not

2 u 2=4
? 2|4.
Example 39 : Show that 3 is irrational.
Solution : Let us assume 3 is rational. (Indirect Method)

a
? 3 (a, b Z, b z 0, a, b are coprimes)
b
3b a
34 Mathematics
squaring on both sides we get

3b2 = a2
? 3 | a2
by the theorem 3|a ...(1) 3) a (c (say)

a
? a = 3c, for some c
0
Squaring both sides we get
a2 = (3c)2
a2 = 9c2
But a2 = 3b2
? 3b2 = 9c2
9 2
b2 = c
3
b2 = 3c2
? 3|b2
by the theorem
3|b ...(2)
From (1) and (2) we conclude that
3 is a common factor of a and b
But this contradicts the fact that a and b are coprimes.
? Our assumpiton is wrong.
Hence 3 is an irrational number..
Note 1 : The sum or difference of a rational and an irrational number is irrational.
Note 2 : The product or quotient of a non zero rational and irrational number is irrational.
4
Example : 5 + 3 , 3 2, 4 5 , are irrational numbers.
5
Real Numbers (R)
The collection of all rational and irrational numbers completely cover the line. This combination
makes a new collection and called real numbers denoted by R. Every point on the number line
represents a unique real number.
Number System 35

p
1. Express the given decimal in the form of
q
(i) 0.275 (ii) 0.0125 (iii) 32.25
2. Write the following rational numbers in decimal for m
2 41 18 5
(i) (ii) (iii) (iv)
25 90 125 11
3. Write the following rational numbers in their decimal form and also state which are terminating
and which are non terminating, repeating decimals.
5 343 216 3
(i) (ii) (iii) (iv)
16 400 600 7
4. Without performing division state whether the following rational numbers will have a terminating
decimal form or a non-terminating, repeating decimal form
27 91 441 21
(i) (ii) (iii) 3 2 2 (iv)
625 1300 2 .5 .7 24
5. Write the decimal expansion of the following rational numbers without actual division.
41 56 143
(i) (ii) 3 (iii)
25 2 .5 110
6. Write any four irrational numbers in decimal form.
p
7. Express the following in form.
q
(i) 0.6 (ii) 0.256 (iii) 0.2375
p
8. Express the following decimals in form.
q
(i) 15.725 (ii) 1.375 (iii) 20.0011 (iv) 3.42
Summary
N (Natural Numbers) : 1, 2, 3, 4, 5 ...
W (Whole Numbers) : 0, 1, 2, 3, 4, 5 ...
Properties of Natural Numbers under Addition and Multiplication.
‘O’ is called Additive Identity.
Additive Inverse of a is a and Vice Versa.
1
Multiplicative Inverse of a is and Vice Versa.
a
36 Mathematics
0
(i) 0 u any defined number = 0 (ii) 0
Any defined number
defined number 0
(iii) is not defined (iv) is not determined.
0 0
Z(Integers) : .... 4, 3, 2, 1, 0, 1, 2, 3, 4, 5 ....
We use negative numbers to represent debit, temperatures below the 0 0C, depth below
sea level etc.
Four fundamental operations can be performed over integers.
Integers Representation on number line.
Knowing about multiple, factor, even and odd numbers, prime and composite numbers,
square and cube numbers perfect numbers, coprimes and BODMAS Rule.
p
The numbers which are in the form of , (q z 0 p, q are integers) are called rational numbers
q
and is denoted by Q.
When q is made positive and p and q are coprimes then a rational number is said to be
in its standard form or lowest form.
A rational number can be written in an equivalent form by multiplying or dividing numerator
and denominator of the given rational number by the same number.
Representation of rational numbers on number line.
Between two rational numbers. We can find infinite and rational numbers.
We can perform four fundamental operations of rational numbers.
The rational numbers can be compared by reducing them with the same denominator and
comparing their numerators.
The fundamental theorem of Arithemetic states that every composite number can be expressed
(factorised) as a product of primes and this factorization is unique
Finding HCF and LCM by prime factorization
HCF (a, b) u LCM (a, b) = a u b
Understanting of decimals. conversion of decimals into regular fractions.
p
Let x = be a rational number such that the prime factorization of q is of the form
q
2m . 5n, where m and n are non negative integers. Then x has decimals expansion which
terminates. If q is not in the form of 2 m. 5n. There x has a decimal expansion which is
non terminating and repeating.
Number System 37
p
Writing non-terminating recurring decimals in form.
q
Inadequacy of Rational numbers. We cannot find solution for 2 ... etc. So other than
rational numbers needed.
Non Terminating Non repeating decimals are irrational numbers.
Finding the value of 2 ... etc using long division method.
If P is a prime and P divides a2, where ‘a’ is a positive integer, then P divides a.
Collection of Rational and irrational numbers are called real numbers denoted by R.
Terminal Exercise
1. Observe the following collection of numbers and pickout
18 59
2, 2, 17, , , 0.03, 18, 95, 100, 0.00023,.....,
7 8
(i) irrational numbers (ii) rational numbers
(iii) integers which are not whole numbers (iv) rational numbers which are not integers
2. Give one example to each of the following statements.
(i) A whole number which is not a natural number
(ii) A number which is a natural number, a whole number, an integer and a rational number
(iii) A number which is rational and irrational
(iv) A real number which is not a rational number
3. Find the numbers which satisfies following conditions.
(i) Even prime (ii) Odd composite numbers less than 30
(iii) Square and cube numbers, less than 1000 (iv) Neither prime nor composite
4. Represent following numbers on number line
7 8
(i) 11 (ii) 0 (iii) (iv)
9 3
5. Find the value of 5 upto 3 decimal places.
6. Find the value of 13 upto 4 decimal places.
7. Prove that 2 is an irrational

8. Prove that 3+ 5 is an irrational.
Hint : Prove 5 is irrational sum of rational and irrational numbers are irrational.
9. Show that 5 7 is an irrational.
38 Mathematics
10. Insert 3 rational numbers between

3 4 2 6
(i) and (ii) and
7 5 3 11
p
11. Represent the following decimals in form.
q
(i) 0.325 (ii) 15.025 (iii) – 0.3256 (iv) 110.257
p
12. Represent the following decimals in form.
q
(i) 15.625 (ii) 0.2343434 .... (iii) 4.5672 (iv) 0.425425425...
13. How many rational numbers and irrational numbers lie between the numbers 3 and 5.
14. Find the L.C.M and H.C.F of the following numbers by the prime factorization method. And
find the relation between given numbers and HCF, LCM of that numbers.
(i) 32, 48 (ii) 128 and 176
2 8 56 § 8 · 3 14 25 4 8
(i) 2 (ii) ¨ ¸ (iii) u u (iv) y
5 7 9 © 15 ¹ 5 15 21 7 63
Multiple Choice Questions

1. Which of the following is true ( )
(A) N W Z Q R (B) N W Z Q R
(C) N W Z Q S R (D) N Z Q R
2
2. Additive inverse of is ( )
3
3 3 2
(A) (B) (C) (D) 1
2 2 3
3. Additive identity is ( )
(A) 0 (B) 1 (C) 0 or 1 (D) 10
4. Which of the following statement is False ( )
(A) All integers are Rational numbers (B) All Rational numbers are real numbers
(C) All integers except ‘0’ are real numbers (D) All natural numbers are whole numbers
5. Sum of prime numbers below 10 ( )
(A) 15 (B) 17 (C) 28 (D) 26
6. 100 2 u 5 + 10 ( )
(A) 100 (B) 90 (C) 80 (D) 70
Number System 39
7. 3 3 3 u 0 0 y 7 ( )
5 7 25 5 0
(A) 1 (B) 3 (C) 0 (D) 2
8.
1 A 2
A is mid point of 1 and 2 then A denotes ( )
1 3 5
(A) (B) (C) (D) 3
2 2 2
9. H.C.F of 9, 12 is ( )
(A) 108 (B) 3 (C) 9 (D) 12

10. The sum of rational and irrational number is ( )
(A) Rational (B) Irrational
(C) Either rational or irrational (D) 0
Fill in the blanks
p
11. form of 0.175 is .................
q
12. The value of 2 is ...............
13. Non terminating non-recurring decimals are .................. numbers
7
14. Decimal form of is .....................
25
p
15. In a rational number , q = 2n . 5m where n, m are integers then rational number is .........
q
decimal
16. Smallest composite number in Natural numbers is ......................
9 § 3·
17. ¨ ¸ = ......................
15 © 5 ¹
18. L.C.M of 12, 20 is ......................
19. Collection of rational and irrational numbers are called .................
20. We can find infinite rational numbers between any two rational numbers. This property is known
as ................ property.
40 Mathematics
Match the following

21. Natural Numbers [ ] A. R
22. Whole Numbers [ ] B. Q
23. Integers [ ] C. N
24. Rational Numbers [ ] D. W
25. Irrational Numbers [ ] E. Z
F. S
6
26. [ ] G. 1
0
27. 0 u 0 [ ] H. O
28. 0 + 5 [ ] I. Not determined
29. 0 6 [ ] J. 6
5 2
30. [ ] K. 5
25
L. 7
Answers to Intext Questions

1.1
1. Natural numbers 3, 5, 6, 215
2. Numbers which are not whole Numbers are –8, –9, –100
3. (i) –1 (ii) –23
4. (i) +6 (ii) –341 (iii) +73 (iv) –1077
5. (i) +264 (ii) 0
6. (i) Division with zero not defined.
(ii) +3 (iii) –25 (iv) 0
7. (i) 36 (ii) +1500
8.
7 5 0 5 7
1.2
1. (i) Not a Rational number (ii) Rational number
(iii) Rational number (iv) Rational number
Number System 41
6 21
2. 24, 1, 3
6 7
1 9
3. (i) (ii) (iii) 3
2 25
4 6 8 10 12
4. (i) , , , ,
14 21 28 35 42
12 18 24 30 36
(ii) , , , ,
22 33 44 35 66
36 54 72 90 108
(iii) , , , ,
10 15 20 25 30
5.
4 1 0
2 5 1 1 4 5 2
3 3 3
3
6
3 3 3
3 3 3 3
6. (i)
0 1 1
0 6 6
6 6
(ii)
1 5 0
8 8 0
8 8
(iii)
0 3 1
0 5 5
5 5
3 4
7.
7 9
1.3
3 2 11
1. (i) (ii) (iii)
7 5 5
59 18 25
2. (i) (ii) (iii)
56 55 12
23 139
3. (i) (ii)
45 42
42 Mathematics
35 2 35 1
4. (i) 6 (ii) or 11 (iii) (iv)
3 3 66 30
8 7
5. (i) (ii)
5 13
75 7
6. (i) 42 (ii) (iii)
56 5
1.4
17 19
1. (i) (ii)
24 80
2. 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27
63 63 63 63 63 63 63 63 63
32 31 30 29 28
3. , , , , .
55 55 55 55 55
1.5
1. (i) 2 u 2 u 2 u 2 u 2 u 2 u 2 u 2 = 28 (ii) 3 u 3 u 5 u 5 u 17 = 32 u 52 u 17
(iii) 17 u 19 u 23
2. (i) L.C.M : 420, H.C.F : 3 (ii) LCM : 216, H.C.F : 36
(iii) LCM : 22,338, HCF : 9 (iv) LCM : 1260 HCF : 12
4. LCM : 294, HCF : 14
1.6
11 1 129
1. (i) (ii) (iii)
40 80 4
2. (i) 0.08 (ii) 0.45 (iii) 0.144 (iv) 0.45
3. (i) 0.3125Terminating (ii) 0.8575 Terminating
(iii) 0.36 terminating (iv) 0.428571 Non terminating

4. (i) 0.0432 (ii) 0.07 (iii) 0.045 (iv) 0.875
5. (i) 1.64 (ii) 1.4 (iii) 1.3
6. 0.3765627456 ......
Number System 43
0.4276234567 .....
1.3756728456723. .....
4.5634567891011 .....
6 256 2375
7. (i) (ii) (iii)
9 999 9999
7784 619 198011 113
8. (i) (ii) (iii) (iv)
495 450 9900 33
Terminal Exercise
1. (i) irrational numbers : 2, 0.00023....
18 59
(ii) rational numbers :2, 17, , , 0.03, 95
7 8
(iii) integers which are not whole numbers : 2, 18, 95, 100
18 59
(iv) rational numbers which are not integers : , , 0.03
7 8
2. (i) 0 (ii) All Natural Numbers
(iii) We cannot find a number which is rational and irrational
(iv) 5, 7, .... etc. all irrational numbers.
3. (i) 2 (ii) 9, 15, 21, 25, 27
(iii) 1, 64, 729
(iv) 1
4. (i)
11 10 9 8 7 6 5 4 3 2 1 0 1 2
(ii)
3 2 1 0 1 2 3
(iii)
1 7 0
9 0
9
9 9
(iv)
2 8 3
6 3 9
3 3
44 Mathematics
5. 2.236 .... 6. 3.6055 ...

43 73 99
10. (i) , ,
70 140 140
2 12 8
(ii) , ,
33 33 33
13 601 407 110257
11. (i) (ii) (iii) (iv)
40 40 1250 1000
15610 116 15209 425
12. (i) (ii) (iii) (iv)
999 495 3330 999
13. Infinite rational and irrational numbers.
14. (i) HCF : 16 LCM : 96
(ii) HCF : 16 LCM : 1408
LCM u HCF = Product of two numbers.
124 304 2 9
15. (i) (ii) (iii) (iv)
35 45 3 2
Answers to objective type questions.
1. A 2. C 3. A 4. C
5. B 6. C 7. C 8. B
9. B 10. B
Fill in the Blanks
175
11. 12. 1.414 13. irrational numbers 14. 0.28
999
18
15. terminating 16. 4 17. 18. 60
15
19. Real numbers 20. density property 21. C 22. D
23. B 24. B 25. F 26. I
27. H 28. K 29. J 30. G
Project Work / Tutor Mark Assignment (TMA)
1. Represent the following numbers on Number line
5 7
(i) 0 (ii) 3 (iii) 7 (v)
(iv)
6 9
2. Perform four fundamental operations on the following Rational numbers
2 7 5 8
(i) , (ii) ,
3 5 6 9
3. Prove that 7 is irrational.
2
Business Mathematics
In our daily life we come across with so many situations based on mathematical concepts. Isn’t
it? For example, we have to calculate a part in a whole, compare two or more quantities by using
ratio or percentage, sometimes we have to calculate what is the time taken to complete a work or
what is the time taken to travel a certain distance. Also we try to get profit in our purchasing and
shop keepers attract the customers through their advertisements of discount sale on their goods, finally
how to take money with low interest and lead our lives successfully and peacefully. All these are learnt
in this chapter.
Objectives
understand about types of fractions.
do problems on fractions based on four fundamental operations.
understand about ratio and proportion and types of proportion.
solve daily life problems based on ratio and proportion.
understand the utility of concepts of Time-work-distance in daily life.
understand the concept of percentage
explain the use of percentage in our daily life.
calculate profit and loss for the given situations.
develop business skills by using the concept of ‘discount’.
understand the concept of interest.
46 Mathematics
2.1 Fraction
We all used to say “half of the work is completed”, “two thirds of the tank is filled”, “one and
half a rupee”, . . . How do we represent these quantities numerically? Let us know
Half o 1 out of 2 equal parts of a thing o 1

2
2
Two thirds o 2 out of 3 equal parts of a thing o
3
One and half o one whole thing and half of another o 1 and 1 o 1 1 or
2 2
1 3
Three times of half o 3 u =
2 2
3
We also remember that 1 , 2 , , . . . are called fractions. In the fraction 2 , 2(selected parts)
2 3 2 3
is called numerator and 3(total number of parts) is called denominator.
Proper and Improper Fractions
Further 1 and 2 are called proper fractions because they represent part of one whole thing
2 3
3
and is called improper fraction because it is not a part of one whole thing and represents more
2
than one whole thing.
1 3
From the above examples it is clear that 1 =
2 2
1
Here 1 is another form of representing an improper fraction. It consists of a whole part and
2
a fraction part. This form is also called mixed fraction.
Example 1: Convert 7 2 into improper fraction.

3
Solution: Given mixed fraction = 7 2 whole number = 7, numerator = 2, denominator = 3
3
(Whole number u Denominator ) Numerator
Improper fractions =
Denominator
7 u3 2 21 2 23
= = =
3 3 3
Business Mathematics 47
23 Divisor o 4) 23 (5 m Quotient
Example 2: Convert into a mixed fraction
4 20
23 Remainder 3 m Remainder
Solution: Mixed fraction of = Quotient
4 Divisor
3
= 5
4
4
Example 3: An employee spends part of his monthly income 48,000/- and saves the remaining.
5
Find his savings.
Solution: Monthly income = 48000
4 4
Expenditure = of 48000 = u 48000 = 4 u 9600 = 38400
5 5
Savings = Income – expenditure = 48000 – 38400 = 9600
2
Example 4: If leg span of a man is yard, in how many steps he can reach his destination at
3
distance of 24 yards?
Solution: Distance to be covered = 24 yard
2
Leg span of the man = yard
3
2 3
No of steps to be walked = 24 y = 24 u = 36 steps
3 2
Addition and Subtraction of Fractions

In some instances of life, like purchasing wood pieces for carpentry, purchasing cloth for stitching,
division of available amount to different heads of expenditure in budget, we need to add or subtract
fractions. Let us remind the processes.
Fractions with unequal denominators are
1 2 3
Example 5: Find the sum of , 5 and 1 called unlike fractions.
2 3 4
1 3 These fractions can’t be added or subtracted
Solution: Sum of the fractions = 2
+5 +1
2 4 by mere adding or subtracting their
3
numerators. They must be made into like
1 17 7
= fractions by taking LCM of the denominators
2 3 4
and can be added or subtracted.
1 u 6 17 u 4 7 u 3
= 2 2, 3, 4
12
6 68 21 95 11 1, 3, 2
=
12 12
= 7
12 o |
LCM = 2 u 1 u 3 u 2 = 12
48 Mathematics
Example 6: A pump can fill a water tank in 30 minutes and another pump alone fills the same in
20 minutes. In how much time do they fill the tank together?
Solution: Time taken by first pump to fill the tank = 30 minutes
Time taken by second pump to fill the tank = 20 minutes
1
Part of the tank filled by first pump in one minute =
30
1
Part of the tank filled by second pump in one minute =
20
1 1
Part of the tank filled by both the pumps in one minute = (LCM of 20, 30 is 60)
20 30
3 2 5 1
= = =
60 60 12
Time taken by both the pumps to fill the tank = 12 minutes
2 1
Example 7: If a water pump fills part of the tank, another pump fills of the tank and a tap let
5 3
1
out of the tank in same time. Find the water in the tank.
4
2
Solution: Portion of water filled by first pump =
5
1
Portion of water filled by second pump =
3
1
Portion of water letout by the tap =
4
(Here two pumps fill the tank and one tap empties it. So, we add the part of filling the tank
and subtract the part of empty the tank)
2 1 1
Water filled in tank by all =
5 3 4
L.C.M of 5, 3 and 4 is 5 u 3 u 4 = 60
2 u 12 1 u 20 1 u 15 24 20 15
=
60 60
29
? Water in the tank = portion of the tank
60
Example 8 : Two pumps can fill a water tank in 20 minutes and 15 minutes individually. An out let
can empty the full tank in 30 minutes. If the out let is forgotten to be closed and pumps are switched
on, in how much time do all of them fill the tank together?
1
Solution: Part of the tank filled by first pump in 1 min =
20
1
Part of the tank filled by second pump in 1 min =
15
1
Part of the tank emptied by out let in 1 min =
30
1 1 1
Part of the tank filled by all the pumps are open in one minute =
20 15 30
3 4 2 5 1
= = =
60 60 12
Time taken to fill tank when all the pumps are open = 12 minutes
Example 9: A can paint a house in 9 days. B can do the same in 12 days individually. If both are
engaged in work simultaneously, in how many days work will be finished?
1
Solution: Part of the work done by A in a day =
9
1
Part of the work done by B in a day =
12
1 1
Part of the work done by both in a day =
9 12
43 7
= =
36 36
36 1
Time taken by both to complete the work = = 5 day..
7 7

1. Identify which of the following are proper and improper fractions.
5 6 125 2.5
a) b) c) d)
2 11 723 10
3
e) 4
2
2. Convert the following mixed fractions into improper fractions
5 2 21
a) 3 b) 5 c) 1 d) 21 2
6 7 24 3
5
e) 2
9
50 Mathematics
3. Convert the following into mixed fractions.

25 29 55 47
a) b) c) d)
7 10 34 5
35
e)
6
4. Simplify the following.
1 3 1 1 2 5 1 2
(a) + b) c) + d) 3 + 4
5 5 3 2 4 6 2 5
3 5 1 1 1 1 7
e) 7 2 f) 3 u 5u g) 7 y3 h) u5
6 8 2 3 2 2 10
4
5. Objects on Neptune weigh about of their weight on earth. If an object weighs 25 kg on
5
Earth, how much would it weigh on Neptune?
4
6. On his birth day, Bhaskar bought 21 chocolates. He gave one to each of his friends. If of
7
his chocolates were consumed, how many friends did he have?
1
7. Most the people get dreams about of the time they sleep. How long will you probably dream
4
tonight if you sleep for 8 hours?
8. Lalitha bought 14 m of cloth to stitch uniform shirts to her son. She cuts the cloth into pieces
3
of 1 m long to make each shirt. How many shirts did she stitch?
4
2.2 Ratio
Ratio – Definition
For more comprehension, we compare two things by expressing one in terms of the other, like
Raju’s age is 3 times to his son’s age,
I have double the money that you have,
If Sreedhar’s income is 45000 and his expenditure is 36000 then comparison of his income
and expenditure can be represented as
Income : Expenditure = 45000 : 36000 or in simple numbers 5 : 4
5 4
This also means that his income is times of his expenditure or his expenditure is times of
4 5
his income.
This type of representation of relevant pair of quantities in numbers is called Ratio.
Thus, a ratio is an ordered comparison of quantities of the same units.

We use the symbol : between the two numbers.
We read a : b as ‘a is to b’
a
A ratio a : b can also be represented as . It is in the form of a fraction but it is not a fraction.
b
In a ratio, two terms have certain relation, and in same units. But two terms of a fraction need
not have relation.
Example 10: In a class, there are 20 boys and 18 girls. Even if both the terms of a ratio can be
multiplied or divided by same constant,
What is the ratio between boys and girls? comparison does not be affected.
Solution: Boys : Girls = 20 : 18 a b
a : b = am : bm = :
n n
= 10 : 9
Example 11: Thickness of a metal rod is 2 cm and a metal The two quantities in ratio must
be of same units.
wire is 8 mm. Find the ratio of their thicknesses.
Solution: Ratio of thickness of rod and wire = 2 cm : 8 mm

= 20 mm : 8 mm (1 cm = 10 mm)
=5:2
Example 12 : Sudha distributed 24 chocolates to Suneel and Ravi in the ratio 5 : 3. How many
chocolates does each one get? If T is divided in the ratio a : b then
Solution: Total number of chocolates = 24 a
First share = T u
ab
Shares of Suneel : Ravi = 5:3
b
Suneels sharein the ratio Second share = T u
Suneels share = Total quantity u ab
Sum of the shares in the ratio
5 5
= 24 u = 24 u = 15 chocolates.
53 8
3 3
Ravi’s share = 24 u = 24 u = 9 chocolates.
53 8
Verification: Sum of the shares must be equal to total quantity.
15 + 9 = 24
24 = 24 verified
52 Mathematics
Example 13 : If Sameer and Shanwaz invested 35000 and 56000 respectively in a business,
find the ratio of their investments. What may be the ratio of their profits at the end of the year?
Solution: Investment of Sameer = 35000

The terms in a ratio must be in their
Investment of Shanwaz = 56000 least value.
Ratio of investments = 35000 : 56000 = 35 : 56 = 5 : 8
Ratio of profits = ratio of their investments
=5:8
Kinds of Ratios:
If a:b is a ratio with first term (antecedent) a and second term (consequent) b
1 1
Inverse ratio of a : b = b : a = : Compound ratio and combined ratios are
a b
different
Square ratio of a : b = a2 : b2
a c auc
Compound ratio of a : b and c : d = a u c : b u d u
b d bud
If P : Q = a : b and Q : R = c : d then combined ratio P : Q : R = ac : bc : bd
Example 14 : If ratio of lengths of two rectangles is 5 : 4 and their widths are in the ratio 3 : 4, then
find the ratio of the areas of those rectangles.
Solution : Ratio of lengths =5:4
Ratio of widths =3:4
5 3 15
Ratio of their areas = (5 : 4) u (3 : 4) u 15 :16
4 4 16
Example 15 : Sneha and Sadhu invested 50000 and 45000 in a business for 10 months and 12
months. Find the ratio of their profits.
Solution: Ratio of investments = 50000 : 45000 = 10 : 9
Ratio of periods = 10 : 12 = 5 : 6
10 10 100 25
Ratio of their profits = (10 : 9) u (10 : 12) u 25 : 27
9 12 108 27
Note : Do you know why we have calculated compound ratios in the above examples? Areas depend
upon both length and breadths. Profits are shared depending upon both investments and
durations.
Example 16 : If capacity of Nikhil and Neelesh in doing a work is in the ratio 4 : 5 and ratio of the
same between Neelesh and Anju is 3:2. Find the ratio of capacities of Nikhil, Neelesh and Anju.
Solution: Capacity of Nikhil : Neelesh =4:5 4:5
Capacity of Neelesh : Anju =3:2 3: 2
Capacity of Nikhil : Neelesh : Anju = 4 u 3 : 5 u 3 : 5 u 2 12 : 15 : 10
= 12 : 15 : 10

1. Sudha have 6 and Ramu has 5 times the money with Sudha. How much money does Ramu
has?
(i) What is the ratio of Ramu’s money and Sudha’s money?
(ii) What is the ratio of Sudha’s money and Ramu’s money?
2. Divide 60 marbles between Raju and Ravi in the ratio 5 : 7
3. A metal rod of length 38 cm is cut at a point so that it divides the rod in the ratio 9 : 10. Find
the length of each bit.
4. Ratio of weights of hydrogen and oxygen in water is 1 : 8. Calculate weights of hydrogen and
oxygen in 45 gm of water.
5. National flag in our school measures 48 cm at its length and 30 cm at its width. Find the ratio
of the length to the width.
6. The speed of a Garden-Snail is 50 meters per hour and that of the Cheetah is 120 km per hour.
Find the ratio of their speeds.
2.3 Proportion – Direct & Indirect Proportions

Consider spending 50ps out of 100 ps and in another case spending half a rupee out of one
rupee. You will definitely find that both the ratios are one and same.
i.e., 50 : 100 = 1 : 1 or 1 : 2
2
If two ratios are equal, i.e., the two ratios represent the same quantity, then they are said to be
in proportion.
If two ratios a : b and c : d are equal, we write a : b = c : d or a : b :: c : d
and read as ‘a is to b is as c is to d’
54 Mathematics
And say a, b, c, d are in proportion. means

a :b c:d
a c
Further a : b = c : d = extremes
b d
a c
= on cross multiplication a u d = b u c
b d
Product of extremes = product of means
Example 17 : If 5 : 3 and m : 9 are in proportion, then find m
Solution: 5 : 3 and m : 9 are in proportion
5 :3 =m: 9
Here extremes are 5, 9; means are 3, m
Product of extremes = Product of means
5 u 9 = 3 u m
5u 9
m = = 15
3
Example 18 : If 6 men are equal to 9 boys in doing work, how many boys are equivalent to 8 men?
Solution: 6 men are to 9 boys and let 8 men are to p boys
Then 6, 9, 8, p are in proportion

6: 9=8: p

6 u p = 9 u 8
9u8
p = = 12 boys.
6
? No. of boy’s equivalent to 8 men is 12.
There are various situations in day-to-day life, when a change in one quantity leads to a change
in the other quantity.
If the number of things purchased increases, the cost incurred also increases. Alternately, if
the number of things purchased decreases, the cost incurred also decreases.
If the number of persons in a list increases, their total weight increases. Alternatively, if the
number of persons decreases, the total weight also decreases.
In above cases the two quantities are inter-dependent and both increase or both decrease in
every instance. Then, we say that these two quantities are in Direct Proportion.
3
F If cost of 2 pens is 36 rupees and cost of 5 pens is 90 rupees.
Here we see that ratio of pens is proportional to ratio of their costs.
Then we say that 2:5 and 36:90 are in direct proportion
Example 19 : If 180 kg of rice is required for 30 students in a hostel for a month, how much rice
is required if the students are 36?
Solution: Let m kg of rice is required for 36 students.
No. of students and rice required are in direct proportion
Ratio of students = ratio of rice required
30 : 36 = 180 : m
30 u m = 36 u 180
36 u 180
m = = 216 kg.
30
In other situations in day to day life, we come across instances like
While certain articles are arranged in a box, if size of article increases the number of articles
in the box decreases.
If number of persons engaged to complete a work is increased, the number of days to
complete the work decreases and vice versa number of persons decreases the number of
days increases.
In the above cases two quantities are inter dependent and if one is decreasing other is increasing
and vice versa. Then, we say that the two quantities are in Indirect Proportion or Inverse Proportion.
If a : b and p : q are in inverse proportion, then a : b = inverse of p : q or a : b = q : p
in direct proportion
Example 20 : If a cake is cut into 15 pieces and each piece weighs 40 gm. What will be weight of
each piece if it is cut into 20 pieces?
Solution: Let weight of each of 20 pieces is m gm
Here number of pieces and weight of each piece are in inverse proportion
Ratio of No. of pieces 15 : 20 = inverse ratio of weight of each piece 40 : m

15 : 20 = m : 40
56 Mathematics
15 u 40 = 20 u m
15 u 40
m = = 30 gm.
20
Time and Work

In our daily life we need to calculate many things, for most of them proportion is more suitable
concept to solve. We discuss how about with examples.
Example 21: 20 men are required to lay road of 100 m in 4 days. How many men are required to
lay 175 m long road in 5 days?
Solution: Let number of men required be n
Ratio of the men in work = 20 : n
Here number of men and length of the road are in direct proportion
Also number of men and number of days are in inverse proportion
Ratio of No. of men 20 : n = ratio of length of roads 100 : 175 u inverse ratio of days 4 : 5
20 : n = (100 : 175) u (5 : 4)
100 5 5 Identify the different quantities
20 : n = u =5:7
175 4 7 which are inter dependent, decide which
Product of extremes = Product of means of them are in direct and which are in
20 u 7 = n u 5 inverse proportion with the required and
20 u 7 tabulate.
n = = 28 men
5
Alternate method
Let number of men required be n
Here number of men and length of the road are in direct proportion.
Also number of men and number of days are in inverse proportion.
Men Length Days
n 175 5
20 100 4
Required Direct Indirect

175 4
Number of men required n = 20 u u = 28 men
100 5
Example 22: If 12 kg of rice is required to feed a family of 6 members for 4 days, how much rice
is required to feed 10 people for 5 days?
Solution: Let the rice required = n kg
Here rice and number of members are in direct proportion
And rice and number of days are also in direct proportion
Rice Persons Days
n 10 5
12 6 4
Required Direct Direct
10 5
Rice required n = 12 u u = 25 kg
6 4
Steps to Solve
1. Always write required in downward arrow ( p )
2. Next write remaining numbers corresponding to it.
3. If they are in direct proportion, put down arrow.
4. If they are in inverse proportion, put upward arrow ( n )
5. While writing the equation, we write variable on left side of the symbol “=”. Write other number
in ‘required’ on right side.
6. Write fractions from 6 direction.
Example 23 : A company wants to spend some money to arrange a picnic to its employees. If picnic
is planned for 3 days with 130 participants at a rate of expenditure for a day to each participant is
600. How many employees may be invited if picnic is arranged for 2 day at the rate of expenditure
for a day to each participant is 650?
Solution: Let the number of employees be invited = n
Here number of employees and rate of expenditure are in inverse proportion.
And number of employees and number of days are in inverse proportion.
Employees Rate Days
n 650 2
130 600 3
Required Inverse Inverse
600 3
Number of employees to be invited = 130 u u = 180
650 2
58 Mathematics

1. Fill the following blanks so that the numbers are in proportion.
(i) 15 : __ : : 30 : 40 (ii) 22 : 11 : : __ : 6
(iii) __ : 30 : : 36 : 12 (iv) 32 : 64 : : 6 : __
2. 30 Cows can graze a field for 10 days. 20 cows can graze the same field for_____ days.
(i) 15 (ii) 18 (iii) 6 (iv) 8
3. 4 typists are employed to complete a work in 12 days. If two more typists are added, they will
finish the same work in _______ days.
(i) 7 (ii) 8 (iii) 9 (iv) 10
4. Bharathi buys 5 kg of potatoes at the market. If the cost of 4 kg is 100, how much will
Bharathi pay?
5. Suppose a 90 kg man weighs 15 kg on the moon, what will a 60 kg woman weigh on the moon?
6. A disaster relief team consists of engineers and doctors in the ratio of 2 : 5.
(i) If there are 18 engineers, find the number of doctors.
(ii) If there are 65 doctors, find the number of engineers.
2.4 Time and Distance

In this world we do travel a lot and we do business from far off places. For all these transportation
and time management, Time & Distance calculations are necessary.
Distance travelled by a body in unit time i.e., in 1 sec / 1 hour / 1 day is called Speed.
Before we go for calculations recollect the formulae regarding this context.
Distance Distance
Speed = Time =
Time Speed
Distance = Speed u Time

Units of speed : kilo meters per hour represented as kmph or km/h
(or)
Meters per second represented as m/s
1 km = 1000 m
1 hr = 3600 sec.
1000 5
1 km/h = = m/sec
3600 18
18
1 m/sec = km/hr..
5
5 18
1 km/h = m / s or 1 m/s = km / h
18 5
Short cuts : If a car travels a distance d1 at speed S1 kmph and another distance d2 at a speed
S2 kmph,
S1 u S2
average speed is = (d1 d 2 )kmph
S1d 2 S2 d1
If a car travels from X to Y at speed S 1 kmph and returns back from Y to X at a speed S 2
2S1 u S2
kmph, average speed is = kmph
S1 S2
If a vehicle travels at a speed S 1 kmph for time T1 next at a speed S 2 kmph for time T2, then
S1 u T1 S2 u T2
its average speed is = kmph
T1 T2
Example 24 : Find the time required to Ravi to cover a distance of 440 m by walking at a speed
of 8 mps.
Solution : Distance to be covered = 440 m
Walking speed = 8 m/s
Distance 440
Time required = 55 seconds
Speed 8
Example 25 : Jagadeesh travelled by bus from Thirupathi to Nellore at a speed of 60 kmph and
Nellore to Vijayawada by a car at a speed of 100 kmph. If the distance from Tirupathi to Nellore
is 136 km and from Nellore to Vijayawada is 284 km find average speed of Jagadeesh’s travel.
Solution : Distance from Tirupati to Nellore d1 = 136 km

Speed s1 = 60 kmph
Distance from Nellore to Vijayawada d2= 284 km
Speed s2= 100 kmph
S1 u S2 60 u100
Average speed (d1 d 2 ) = (136 284)
S1d 2 S2 d1 60 u 284 100 u136
6000
= u 420
30640
= 82.25 kmph.
60 Mathematics
Example 26 : Rani walked to school at a speed of 6 mps and walked back to home with a speed
of 4 mps. Find her average speed.
Solution : Speed of Rani from home to school S1 = 6 mps
Speed of Rani from school to home S2 = 4 mps
2S1 u S2 2u6u4 48
Average speed of Rani = 4.8 mps
S1 S2 64 10
Example 27 : A car during its journey travels for 40 minutes at a speed of 30 kmph and another 20
minutes at a speed of 60 kmph. Find the average speed of the car.
40 2
Solution : Time T1 = 40 m = hour = hour
60 3
20 1
Time T2 = 20 m = hour = hour
60 3
Speed S1 = 30 kmph
Speed S2 = 60 kmph
2 1
30 u 60 u
S uT S uT 3 3 20 20 40 40 kmph
Average speed = 1 1 2 2
T1 T2 2 1

2 1
1
3 3 3 3
Example 28 : A goods train of length 600 m crossed a man on the railway platform in 15 sec. Find
the speed of the train. If length of the platform is 1000 m, find the time taken by train to cross the
platform.
Solution : While crossing a standing man
distance travelled by the train d = length of the train = 600 m
Time taken to cross the man t = 15 s
Distance travelled 600
Speed of the train = 40 mps
Time taken 15
18
= 40 u 144 kmph
5
while crossing the platform
Distance travelled by the train d = Length of train + Length of the platform
= 600 + 1000 = 1600 m
Distance travelled 1600
Time taken to cross the platform = 40sec.
speed 40
Relative Speed : If two objects are moving along a line, speed of one of the objects with respect
to other is called relative speed. Distance covered between them depends on both the speeds. When
two vehicles are moving on the same line, opposite to one another, the relative speed is sum of their
individual speeds and when the vehicles are moving along the same direction the relative speed is
difference of their individual speeds.
S1 S2 Relative speed = S 1 + S2
S1 S2 and S1 > S2 Relative speed = S 1S2
Example 29 : Sudha starting from Nellore travels towards Chennai at a speed of 64 kmph. After
one hour Kumar started form Nellore and wished to reach Sudha by galloping at a speed of 96 kmph.
How much time Kumar takes to reach Sudha ? At what distance will he reach Sudha ?
Solution : Speed of Sudha = 64 kmph
Distance travelled in one hour = Speed u time
= 64 u 1 = 64 km
When he starts, distance between Kumar and Sudha = 64 km
Speed of kumar S 1 = 96 kmph
Relative speed of Kumar = S1 S2 = 96 64 = 32 kmph

Distance 64
Time taken to Kumar to reach Sudha = 2hours
RelativeSpeed 32
By the time when they meet Sudha has travelled for 1 + 2 = 3 hours
Distance travelled by Sudha in 3 hours = Speed u time = 64 u 3 = 192 km
? Kumar meets Sudha at 192 km from Nellore.
Example 30 : A boat can move in still water at a rate of 15 kmph. If the speed of stream in a river
is 5 kmph find the time taken by the boat to go for a distance of 30 km down the stream and return
back to initial point.
Solution : Speed of the boat in still water = 15 kmph

Speed of the stream = 5 kmph
Relative Speed of the boat down the stream = 15 + 5 = 20 kmph
Relative Speed of the boat up the stream = 15 5 = 10 kmph
Distance travelled by boat down the stream = 30 km

62 Mathematics
Distance 30
Time taken to travel 30 km down the stream = 1.5 hours
Speed 20
Distance 30
Time taken to travel 30 km up the stream = 3hours
Speed 10
Total time taken by boat to go down and up = 1.5 + 3 = 4.5 hours.

1. Express 36 kmph in meters per second speed.
2. A rabbit hops at 4 mps. Find its speed in kmph.

3. In how many hours Simhapuri Express train covers the distance between Nellore and Ongole
(120 km) if its speed is 120 kmph ?
4. Speed of boat up the stream and down the stream are 18 kmph and 30 kmph respectively.
Then speed of the stream is _______
5. Ramu and Mydhili started from A and B, which are 1.5 km apart, at the same time and walked
towards each other. If Ramu walks at the rate of 15 mps and meets Mydhili in 1 minute, find
the speed of Mydhili.
6. Distance covered by a train while crossing a bridge = Length of the bridge + _______
7. Example for a moving body with uniform speed is _________ .
2.5 Percentage
4
We know the meaning of fraction that means 4 out of 5 equal parts of a whole. Similarly
5
17 17
17 out of 100 equal parts can be represented as . ‘Cent’ means 100, so can be read as
100 100
17 per cent. Representation of this per-cent gradually transformed as under.
17
= 17 100 = 17% and ‘%’ became the symbol for ‘percent’.
100
In another form, the ratio, whose second term (consequent) 100 is called ‘percent’.
Ex: For most of the examinations pass mark is 35 out of 100 or 35 : 100 or 35%
Mutual conversion of a fraction, decimal and a percent:
We know that fraction and decimal numbers can be inter convertible. Let us find the ways of
converting fraction or decimals into percent.
3
Example 31 : Convert 4 into percent
5
3 4u53 23
Solution: 4 = = (converting mixed fraction into improper fraction)
5 5 5
23 20 460
= u = (writing equivalent fraction with denominator 100)
5 20 100
= 460 %
Alternate method
To convert a fraction into percent, we may
3 4u53 23
4 = = multiply the fraction by 100, simplify and
5 5 5
attach the symbol %
23
= u 100% = 460 %
5
Example 32 : Convert the following into fractions
1 6 To convert a percent into fraction, we remove
Solution: (a) 24% = 24 u =
100 25 1
the % symbol, multiply the number by
1 1 100
(b) 5% = 5 u = and simplify.
100 20
Example 33 : Convert the following decimals into percent.
9 9
(a) 0.9 = = u 100 = 90%
10 10 To convert a decimal into percent, we shift
42 42 decimal point two places to right and attach
(b) 0.42 = = u 100 = 42%
100 100 the symbol %
1523 1523 1523
(c) 1.523 = = u 100 = = 152.3%
1000 1000 10
53 53
(d) 0.053 = u 100 = = 5.3%
1000 10
Example 34 : Convert the following into decimals
1 8
(a) 8 % = 8 u = = 0.08 To convert a percent into decimal, we remove
100 100
% symbol and shift decimal point two places
1 15
(b) 15 % = 15 u = = 0.15 to left.
100 100
1 145
(c) 145% = 145 u = = 1.45
100 100
1 1.2
(d) 1.2% = 1.2 u = = 0.012
100 100
64 Mathematics
Applications:
In all circumistances of our daily life we use to compare numbers or quantities with a certain
number. To make this comparison a standard one we use to write every quantity as a percentage. Let
us understand the usage of percentage in daily life by the following examples.
Example 35 : Forest area in Andhra Pradesh is 21.54 %. If the area of Andhra Pradesh is
160205 sq.km find the forest area.
Solution: Land area in Andhra Pradesh = 160205 sq. km
Percentage of Forest area = 21.5
Area of the forests in Andhra Pradesh = 160205 u 21.5 %
21.5
= 160205 u = 34,444.075 sq km
100
Example 36 : A shop keeper bought 650 mangoes and was able to sell 598 only because the remaining
were damaged in transport. What percent of mangoes were damaged?
Solution: No of mangoes bought = 650
No of mangoes sold = 598
No of mangoes damaged = 52
52
Fraction of mangoes damaged =
650
52
Percentage of mangoes damaged = u 100% = 8%
650
Example 37 : In a survey it is found that the ratio of mass of water in human body to whole mass
is 2:5. Find the percentage of water in human body.
Solution: Ratio of water and whole mass = 2 : 5
2
Fraction of water in human body =
5
2
Percentage of water = u 100% = 40%
5
Example 38 : Population of Nellore District in 2019 is 33,22,000 and estimated growth per annum
is 1.2%. Estimate the population of Nellore District in 2020.
Solution : Population of Nellore District in 2019 = 3322000
Growth rate per annum = 1.2%
1.2
Growth in population = 3322000 u = 39864
100
Population in Nellore District in 2020 = 3322000 + 39864 = 33,61,864

1. Convert the following fractions into percentages.
4 2 23 7
a) b) 1 c) d) 2
5 3 25 20
17
e)
20
2. Convert the following percents into fractions
a) 25% b) 30% c) 175% d) 100%
e) 90%
3. Represent the following decimals in the form of percents
a) 0.025 b) 0.36 c) 6.2 d) 1.25
e) 1.0
4. Change the following percents into decimal form
a) 1% b) 15% c) 78% d) 250%
e) 400%
5. I bought a new Alto 800 car today for 450000. By next year its value will be depreciated
to 405000. What is the percentage of decrease?
6. Ranjitha has a basket full of bananas, oranges and mangoes. If 50% are bananas, 15% are
oranges, then what percent are mangoes?
7. On a rainy day, out of 105 students in a school 21 were absent. Find the percentage of students
absent from the school? What percentage of students are present?
2.6 Profit and Loss

Let us learn the terms and formulae related to profit and loss
The price at which an article is purchased is called it Cost Price (CP)
The price at which an article is sold is called it Selling Price (SP)
If SP > CP, SP CP = Profit or Gain
If SP < CP, CP SP = Loss
Everybody considers profit or loss on the basis of investment i.e., CP of the articles.
Calculation of Selling Price, Cost Price, Profit, Loss and percentages

Observe the following formulae regarding profit and loss
Profit
Profit percentage = u100
C.P
66 Mathematics
Loss
Loss percentage = u 100
C.P
§ 100 + Profit % · § 100 Loss % ·
Also SP = CP u ¨ ¸ = CP u ¨ ¸
© 100 ¹ © 100 ¹
§ 100 · § 100 ·
CP = SP u ¨ = SP u ¨ ¸
© 100 + Profit % ¸¹ © 100 Loss % ¹
Example 39 : Sudheer buys a cell phone for 12000/- and sells at 12600/-. Find the gain or loss
and calculate the percentage.
Solution: CP of the cell phone = 12000
SP of the cell phone = 12600
As SP > CP Sudheer gains
Gain = SP CP = 12600 12000 = 600
Gain 600
Gain percentage = u100 = u 100 = 5%.
C.P 12000
Example 40 : Raghava bought an old car for 2,50,000/- and spent 50,000/- for repairs. Then
he sold the car for 3,90,000. Find the profit percentage.
Solution: Cost of the car = 2,50,000
Repair charges = 50,000
? Total CP of the car = 3,00,000
SP of the car = 3,90,000
Profit = SP CP
= 3,90,000 3,00,000 = 90,000
Profit 90,000
Profit percentage = u 100 = u 100 = 30%
C.P 3,00,000
Example 41 : A road side vendor buys a gross of toys for 1000/- and sold each toy for 10.
If 14 toys were damaged and all others were sold calculate the gain or loss percentage.
Solution: CP of gross of toys = 1000
No of toys damaged = 14
No of toys sold = 144 14 = 130
SP of each toy = 10
SP of 130 toys = 130 u 10 = 1300
Here SP > CP Vendor gains

? Gain = SP CP
1 gross = 12 dozens
= 1300 1000 = 300
= 144 articles
Gain
Gain percentage = u100 1 dozen = 12 articles
C.P
300
= u 100 = 30%.
1000
Example 42 : Kishore bought a pair of bicycles for 7500/-. If he sold one of them at 10% gain
and other at 10% loss. Find the total gain or loss and calculate the percentage.
Solution: CP of two bicycles = 7500
CP of each bicycle = 3750
Gain on first = 10%
§ 100 + Gain% ·
? SP of first bicycle = CP u ¨ ¸¹
© 100
100 10
= 3750 u
100
110
= 3750 u = 4125

100
Loss on second = 10%
§ 100 Loss % ·
? SP of second bicycle = CP u ¨ ¸¹
© 100
100 10
= 3750 u
100
90
= 3750 u = 3375
100
SP of both the bicycles = 4125 + 3375
= 7500
Here SP = CP No loss or No gain.
Note : For problems with same CP as in the above example, what ever the CP and percentages,
there is no loss or no gain.
Example 43 : An agent sold two cars for 1,92,000 each. By selling so, he got 20% profit on one
car and 20% loss on the second car. Find whether he receives profit or loss. Calculate the percentage.
Solution: SP of each car = 1,92,000
Gain on first = 20%
68 Mathematics
§ 100 ·
? CP of first car = SP u ¨
© 100 + Gain% ¸¹
100
= 1,92, 000 u
100 20
16,000 100
= 1,92, 000u = 1,60,000
120
Loss on second = 20%
§ 100 ·
? CP of second car = SP u ¨
© 100 Loss % ¸¹
100
= 1,92, 000 u
100 20
24,000 100
= 1,92, 000u = 2,40,000
80
? CP of both the cars = 1,60,000 + 2,40,000 = 4,00,000
SP of both cars = 1,92,000 u 2 = 3,84,000
CP > SP agents got loss, loss = 16,000
Loss 16000
? Loss percentage = u 100 = u 100 = 4
CP 400000
Note : For problems like this when SP is same and Loss % = gain % = x there is an agregate loss
2
§ x·
percentage of ¨ ¸ % .
© 10 ¹
Example 44 : Lekhya sold a laptop at a loss of 60%. If she had sold for 3500 more, she would
have got only 55% loss. Find the cost price of laptop.
Solution: Let the CP of laptop = x
Loss = 60%
§ 100 Loss% · 100 60 2x
? SP = CP u ¨ ¸¹ = x
© 100 100 5
If the loss = 55%
100 55 9x
? SP = x
100 20
9x 2x
By the data = = 3500
20 5
9 x 8x
= 3500
20
20
x = 3500 u
1
? CP of the laptop = 70,000/-
Example 45 : A fruit seller bought mangoes at 2 kg per 100 and sold all mangoes at 3 kg per
200. Calculate the profit percentage.
Solution: CP of 2kg of mangoes = 100
100
CP of 1 kg of mangoes = = 50
2
SP of 3 kg of mangoes = 200
200
SP of 1 kg of mangoes =
3
200 200 150 50
Profit = SP CP = 50 =
3 3 3
Profit 50 / 3
Profit percentage = u 100 = u 100
CP 50
50 1
= u 100 33 %
3 u 50 3

1. If there is no profit or no loss in a business transaction, which of the following is correct?[ ]
a) SP > CP b) SP < CP c) SP = CP d) Non business
2. Percentage of profit, if 1 is gained on an article of CP 1. [ ]
a) No profit b) 50% c) 100% d) None
3. Calcuate the profit percentage when an electronic wrist watch is bought for 40 and sold for
45.
4. If a fruit seller sales 10 bannas at CP of dozen of them. Calculate the loss or profit percentage.
5. A scooter mechanic bought an old scooter for 19000, spent 1000 for repairs and sold for
23000. Calculate the gain and gain percentage.
70 Mathematics
2.7 Discount – CP-MP-SP- Successive discounts

We usually see these hoardings which attract us for shopping.
What do these advertisements say ? The shop keeper promises to reduce the selling price than
the price marked on it.
This promised reduction is called ‘Discount’ or ‘Rebate’. Some more terms regarding discounts.
- A shopkeeper purchases an article at CP and desires to sell the same at some higher price and
mark on it. It is called ‘Marked Price’ or ‘List price’.
- The amount reduced than the marked price is called ‘discount’.
- The actual selling price after discount is called ‘Net selling price’
of re d
§ 100 desired profit% · %
p r e si
it
CP u ¨ MP
d
MP ¸
© 100 ¹
Discount %
§ 100 Discount% · CP
SP MP u ¨ ¸
© 100 ¹ Ac
tu SP
or al p
§ 100 · lo s r o
MP SP u ¨ ¸ s % fit
© 100 Discount% ¹
Example 46 : A shop keeper announced 10% discount. How much does a buyer pay if he purchases
for 2700/- .
Solution : MP of the articles sold = 2700
Discount percentage = 10%
§ 100 10% · 100 10
? SP MP u ¨ ¸ 2700 u
© 100 ¹ 100
? Amount paid by buyer = 2430.
Example 47 : Raju purchased clothes at his friends shop for 7800. The shopkeeper reduced the
bill to 7020/-. Calculate the discount percentage that Raju had received.
Solution : MP of the articles purchased = 7800

Amount paid or net selling price SP = 7020

? Discount availed = 7800 7020 = 780
Discount 780
? Discount percentage = u 100 = u100 10%
MP 7800
Note : Discount is calculated on MP and loss or gain percentages are calculated on CP, but no
percentages are calculated on SP.
Example 48 : If a shop keeper marks the articles at 25% higher than their CP and allows 10%
discount to consumer, calculate the percentage of profit that he acquires.
Solution : Let the CP of the article = 100
Desired profit percentage = 25%
§ 100 d%) · 100 25
? MP CP u ¨ 100 u
© 100 ¸¹
125
100
Discount is allowed = 10%
§ 100 d%) · 100 10
? SP MP u ¨ ¸ 125 u 112.50
© 100 ¹ 100
? Actual profit = SP CP
= 112.50 100 = 12.50.
profit 12.50
? Actual profit percentage = u 100 = u 100 12.5%
CP 100
Example 49 : MRP of a TV set is 12,400. Distributor gave discount 20% to retailer. Retailer sold
the same by offering 15% to consumer. What is the net profit % gained by retailer ?
Solution : MRP on the TV set = 12, 400
Discount given by distributor = 20%
§ 100 d% · 100 20
SP at distributor = MP u ¨ ¸ 12, 400 u = 9920
© 100 ¹ 100
? CP of TV to Retailor = 9920
Discount offerd by retailor = 15%
100 15
? SP of TV at retailor = 12400 u
100
100 15
u
= 12400 10540

100
72 Mathematics
? Profit gained by the retailor = SP CP = 10540 9920
= 620.
profit 620 1
? Profit percentage = u 100 u 100 = 6 %.
CP 9920 4
Example 50 : A shop keeper used to sold his goods at 10% rebate. On a special event, he offered
a further discount 5%. Calculate the total discount percent.
Solution : Let MP of an article = 100
1st discount = 10%
100 d% 100 10
SP after 1st discount = MP u 100 u
100 100
MP of the article after 1st discount = 90
Second discount = 5%
100 5 19
95 171
? SP after second discount = 90 u u
90 = 85.50.
100 2
100 2
? Total discount to consumer = MP Final SP = 100 85.50 = 14.50
d 14.50
Percentage of aggregate discount = u100 = u100 14.5%
MP 100

1. Match the following
(a) Profit or loss % is calculated on ( ) 1. Rebate
(b) Desired profit % is fixed on ( ) 2. Cost Price
(c) MP is the base for calculating ( ) 3. Marked price
(d) SP is always less than ( ) 4. Discount %
5. Selling price
2. When sucessive discounts are given, sum of the discount percentages is _____________ aggregate
discount %.
(a) equal to (b) greater than
(c) less than (d) depends on situation
3. If a shop keeper fixes marked price of articles at 25% over the cost price and offer discount
25%, then final profit wll be
(a) No profit - no loss (b) Definetly loss (c) Definitely profit (d) 1% loss
4. A company fixes the MRP at 40% higher than manufacturing rate and gives 25% discount to
its distributors. Calculate the gain or loss % to the company.
5. Rajesh bought provisions in a super market for 2460. If 5% discount is allowed by super
market how much did Rajesh paid ?
2.8 Interest
Simple Interest
The basic amount that is borrowed is called ‘principle’ (P)
The additional amount paid over the principle borrowed for the period which the borrower used
in terms of percentage.
Promissed percentage is called ‘Rate of interest ‘ (R)
Principle amount u Rate of interest u Time
Interest =
100
PuTuR
I
100
Amount to be paid back at end is called ‘Amount’ (A)
A = Principle + Interest
PTR ª TR º
= P «1
¬ 100 »¼
=P+
100
Example 51 : Calculate the interests in the following instances
A. P = 300 R = 2 % per month T = 5 months
B. P = 5000 R = 18 % per annum T = 3 years
C. P = 12000 R = 24 % per annum T = 6 months
Solution :
A. P = 300 R = 2 % per month T = 5 months
PTR 2
Interest I = = 300 u u 5 = 30.
100 100
B. P = 5000 R = 18 % per annum T = 3 years
PTR 18
Interest I = = 5000 u u3 = 2700.
100 100
6 1
C. P = 12000 R = 24 % T = 6 months = year..
12 2
PTR 1u 24
Interest I = u
12000 = 1440.
100 2 u100

Note : Rate of Interest and time paid must be in same units.
74 Mathematics
Example 52 : Ashok borrowed 27000 from a money lender at a rate of interest 3% per month.
Find the amount that Ashok need to pay at the end of 10 months.
Solution : Principal P= 27000
Rate of interest R = 3%
Time of loan T = 10 months
ª TR º
? Amount to be paid = P «1
¬ 100 »¼
ª 10 u 3 º
= 27000 «1
¬ 100 »¼
10 3
= 27000 u 35,100.
10
Example 53 : Sarath borrowed 10,000 from Ganesh at the rate of 2% per month interest. Sarath
paid 5000 after 5 months and tried to repay the balance amount at the end of the year. How much
do Sarath have to pay to Ganesh (Note : interest is calculated only on the principal ].
Solution : Principle at the beginning P = 10,000
Rate of interest R = 2% per month
PTR
Interest for first 5 months I1 =
100
2
= 10000 u 5 u
100
= 1000/-
Repayment after 5 months = 5,000
Balance principle for next 7 months P1 = 10000 5000 = 5000

P1TR
Interest for next 7 months I2 =
100
2
= 5000 u 7 u
100
= 700
? Total amount to be paid at the end of the year = A = P1 + I1 + I2

= 5000 + 1000 + 700
= 6,700.
Example 54 : Pavani borrowed 3,000 from a money lender at an interest 18% and paid of the
debt at the end of 2 years. Evaluate how much she had paid off.
Solution : Principle (P) = 3,000 Similarly rate of interest is given
Rate of interest (R) = 18% per annum as only number, it should be
considered ‘per annum’
Time (T) = 2 years
ª TR º ª 18 º
Amount to be paid = P «1 » = 3000 «1 u 2»
¬ 100 ¼ ¬ 100 ¼
(100 36)
u
= 3000 30 u 136 = 4,080.

100
Example 55 : Stephen borrowed money from a bank at 24% rate of interest. He wished to clear
his debt after 9 months. How much interest did the bank charge him. If it had lent him 45,000.
Solution : Principle borrowed P = 45,000 Period of rate of interest and time

Rate of interest R = 24% per annum. should be in same units
9 3
Time T = 9 months = years
12 4
PTR 6
3 24
? Interst charged I = u u
= 45, 000
100 4 100

= 450 u 18 = 8,100.
Example 56 : Ramaiah wants to earn 1,80,000 by lending 5,00,000 for 2 years. At what rate
of interest should be lend his amount ?
Solution : Principle to lend (P) = 5,00,000
Time (T) = 2 years.
Expected interest (I) = 1,80,000
100I PTR
? Rate of interst (R) = [' I = ]
PT 100
100 u180000
= = 18%
500000 u 2
76 Mathematics
Example 57 : Find at what rate of interest per annum will 7,000 amount to 8,400 in 30 months.
Solution : Principle P = 7000
Amount A = 8400
? Interest (I) = A P = 8400 7000 = 1400
30 5
Time (T) = 30 months = years = years
12 2
100 I 100 u1400 u 2
Rate of interest (R) = = = 8% per annum.
PT 7000 u 5
Example 58 : Rajan borrowed some money from a money lender on simple interest and wished to
pay back 11,400 after 5 years. Instead he cleared his debt by paying 13,560 after 7 years.
Calculate how much had been borrowed and at what rate of interest.
Solution : Let the principle =P
and Rate of interest =R

PTR
We know amount A = P+
100
Pu7uR
Amount after 7 years A 7 =P+ 13560 ... (1)
100
P u 5u R
5 years A5 =P+ 11400 ... (2)
100
7PR 5PR
Subtraction = 2,160
100
2PR
= 2,160
100
2160 u100
PR = 108000 ...(3)
2
7PR
Substituting (3) in (1) we get P = 13,560
100
7 u108000
P = 13,560
100
P = 13560 7560
? Principle borrowed at the begining = 6,000.
substituting P = 6000 in (1), we get,

7PR
+ P = 13,560
100
7 u 6000 u R
+ 6000 = 13,560
100
420 R = 13560 6000
7560
R = 18%
420
Example 59 : A finance company promised double the amount in 8 years on every deposit in it. If
Ramu deposit some amount in the finance company and wish to recieve three times the amount how
long should Ramu deposit ?
Solution : Finance company may be calculating simple interest. (' No specifications are given)
Let the deposit (principle) =P
Time T = 8 years
Amount after 8 years = 2.P
? Interest for 8 years I = A P = 2P P = P
100I
We know R=
PT
100P 100
=
Pu8 8
25
= %
2
If amount 3P I = A P = 3P P = 2P
100 I 100 u 2P u 2
Then T =
PR P u 25
= 16 years.
? Deposit must be kept in company for 16 years to make the principal triple.
Example 60 : Annual savings of Joshi is 10,00,000/- He wish to invest 5,00,000 in a company

which assures 10% simple interest and 3,00,000 in another company which assures 8% simple
interest. If he wish to get overall 12% interest at what rate of interest should be invest his remaining
savings?
Solution : Josh is savings = 10,00,000
At the first company

78 Mathematics
Investment (principle) P 1 = 5,00,000

Rate of interest = 10%
P1TR 10
? Interest gained I1 = = 5, 00, 000 u1 u = 50,000
100 100
At the second company
Investment P2 = 3,00,000
Rate of interest = 8%
P2 TR 8
? Interest gained I2 = = 3, 00, 000 u 1u = 24,000.
100 100
But desired rate of interest on total savings = 12%

PTR 12
Desired Interest I = u 1u
= 10, 00, 000 = 1,20,000.
100
100
Balance savings = 10,00,000 (5,00,000 + 3,00,000)
Investment P3 = 2,00,000
Interest on P 3 I3 = I (I1 + I2) = 120000 (50000 + 24000) = 46,000
100 I3 u 46000
100 46
Rate of Interest R 3 R3 = = 23%
P3T u1
200000 2
? Joshi must invest his remaining savings 2,00,000 at 23% simple interest.

1. a) Rate of interest 24% per annum means ______ per month.
(b) 8% per quarter is equivalent to _____ per annum.
(c) Period of rate of interst and time must be ______
(d) In case of simple interst system, interest is always calculated on _______ only.
2. Calculate the following
(i) If P = 14,000, R = 4% per annum T = 2 years, find I
(ii) If P = 2500, R = 2% per month, I = 150 find time.
3. If a principle is doubled in 6 years, find rate of interest.
4. How much amount will gain 2400 simple interest in 2 years @ 24% per annum ?
5. 8,00,000 is deposited in a bank at 11% simple interest. Calculate interests at the end of 2
years, 3 years and 5 years.
6. Sithara deposited 2,00,000, 3,00,000 and 3,00,000 in successive years in a finance

company which assured an interest of 36% per annum. Calculate the amount that she receives
back at the end of the third year.
2.9 Compound Interest
In all the above examples, we have discussed about simple interest which will be calculated only
on the existing principle. But in banks and on debts of long duration in the society, interest will be
calculated for an interval and added to principle, so that interest will be calculated on the amount for
the next interval. This type of interest is called ‘Compound Interest’.
The time period after which the interest is added to the principle for the next time period is
called ‘conversion period’.
If P1 is the principle, R is rate of interest.

P1R ª R º
Amount at the end of first conversion period A 1 = P1 P1 «1
100 ¬ 100 »¼
ª R º
Principle for the second conversion period P 2 = A1 P1 «1
¬ 100 »¼
A1R § R ·
Amount at the end of second conversion period A 2 = A1 A1 ¨1 ¸
100 © 100 ¹
A2R § R ·
Similarly at the end of third conversion period A 3 = A 2 A 2 ¨1 ¸
100 © 100 ¹
We can also represent the above as
§ r · § r ·
Amount the end of second conversion period A = P ¨1 ¸ u ¨1 ¸
© 100 ¹ © 100 ¹
2
§ r ·
or A = P ¨1 ¸
© 100 ¹
3
§ r ·
Similarly amount at the end of third conversion period A = P ¨1 ¸
© 100 ¹
2
§ r ·
Compound interest by the end of 2 conversion periods I = A P = P ¨ 1 ¸ P
© 100 ¹
Example 61 : If a sum of 1,00,000 is borrowed at the rate of 10% per annum, compounded
annually find the amounts after 1 year, 2 years respectively.
Solution : Principle (P) = 1,00,000

80 Mathematics
Rate of interest (R) = 10% per annum
Conversion period = 1 year
Case - 1:
1
§ r · § 10 ·
Amount at the end of first year A 1 = P ¨1 ¸ = 100000 u ¨1 100 ¸
© 100 ¹ © ¹
11
= 100000 u = 1,10,000.
10
Case - 2 :
2 2
§ r · § 10 ·
Amount at the end of second year A 2 = P ¨1 ¸ = 100000 ¨1 ¸
© 100 ¹ © 100 ¹
11 11
= 100000 u u = 1,21,000.
10 10
Example 62 : Bharathi borrows 10000 at rate of 10% per annum for 2 years and lends the same
to Kumar at the rate of 10% per annum, compunded annually. Does she gain or loss ? How much?
Solution :
No. instruction is given means
Case 1: Bharathi borrows
interest is simple
Principle P= 10,000
Rate of interest R = 10% per annum
Time T = 2 years
ª RT º ª 10 º
? Amount A2 = P «1 » = 10000 «1 u 2 »
¬ 100 ¼ ¬ 100 ¼
12
= 10000 u = 12,000
10
Case 2 : Bharathi lends
Principle P = 10,000
Rate of interest R = 10% per annum compounded annually
Time T = 2 years
No. of conversion periods n =2
n 2
§ r · § 10 ·
? Amount AC = P ¨ 1 ¸ = 10000 ¨1 ¸
© 100 ¹ © 100 ¹
11 11
= 10000 u u 12,100
10 10
Second case amount is more that mean Bharathi gains.
? gain to Bharathi = AC A2
= 12100 12000 = 100.
1
Example 63 : 4,00,000 is borrowed at 18% compound interest for 1 years. Calculate the difference
2
between the amounts calculated with interest compounded annually, compounded semi annually.
Solution : Principle borrowed P = 4,00,000
Rate of interest R = 18% per annum
1
Time T = 1 years
2
Case 1 : When interest is compounded annually
1 1
§ r · § 18 ·
Amount at the end of 1 year A = P ¨1 ¸ = 4, 00, 000 ¨ 1 ¸
© 100 ¹ © 100 ¹
118
= 4, 00, 000 u = 4,72,000
100
1
Principle for next year = 4,72,000
2
18
Rate of interest R = % per half year
2
n = 1 (half year)
1
1 § 9 ·
? Amount at the end 1 year A = 4, 72, 000 u ¨1 ¸
2 © 100 ¹
109
= 4, 72, 000 u = 5,14,480.
100
Case 2 : When interest is compounded semi annually
18
Rate of interest R= 9% per semi annual
2
1
Time T=1 years
2
n = 3 conversion periods
n 3
1 § r · § 9 ·
? Amount at the end of 1 years = P ¨1 ¸ = 4, 00, 000 u ¨1 ¸
2 © 100 ¹ © 100 ¹
109 109 109
= 4, 00, 000 u u u = 5,18,011.60.
100 100 100
? Difference between two cases = 5,18,011.60 5,14,480
= 3,531.60.
82 Mathematics

1. Difference between simple and compound interests on a principle at same rate of interest for
1 year is _________
2. If R = 18% per annum, rate of interest for semi annual = _________ and for quarter _____
3. By using the compound interest formula we first calculate ________ and then __________
4. Calculate the compound interst on 5,000 for 9 months at 20% per annum, compounded quarerly.
5. Banks calculate _______ interest on both loans and deposits, where as hand loan between
person to person is generally is ______ in Interest.
6. In case of simple interest, partial payment before clearing the debt will be deducted from _____
but not from _________
7. A sum of money becomes 17,640 in two years and 18,522 in 3 years at the same rate of
interest, compounded annually. Find the principle and the rate of interest per annum.
Summary
Fractions - proper, improper and mixed fractions.
Addition and subtraction of fractions.
Ratio - Definition, kinds of ratio, antecedent, consequent.
Time and work.
Time and distance : Distance = Time u Speed.
Percentage : Percent means per 100.
Conversion : Fractions to decimals, fractions to percentage and vice verse.
Profit and loss :
Profit = SP CP; Loss = CP SP
Profit
Profit percentage = u 100
CP
Loss
Loss percentage = u 100
CP
§ 100+Profit % · § 100 Loss % ·
SP = CP u ¨© ¸¹ , SP CP u ¨© ¸¹
100 100
§ 100 · § 100 ·
CP = SP u ¨ , CP SP u ¨
© 100+Profit % ¸¹ © 100 Loss % ¸¹
Discount CP MP, SP Successive discounts.
§ 100 + Desired Profit % · § 100 ·

MP = CP u ¨ ¸¹ , MP SP ¨
© 100 © 100 Discount % ¸¹
§ 100 Discount % ·
SP = MP u ¨ ¸¹
© 100
Interest :
PTR
Simple interest (SI) or (I) =
100
PTR § TR ·
Amount A = P + I = P P ¨1
100 © 100 ¸¹
Compound Interest (C.I)
n
§ r ·
Amount A = P ¨1
© 100 ¸¹
n
§ r ·
C.I = AP = P ¨1 P
© 100 ¸¹
Terminal Exercise
1. A pump can fill a tank in 40 minutes and another pump alone fills the same in 60 minutes. In
how much time do they fill the tank together?
2. Two pumps can fill a tank in 24 minutes and 32 minutes respectively. If both the pipes are
opened simultaneously, after how much time the second tap should be closed so that the tank
is full in 18 minutes?
3. Siva, Ramu and Kiran can do a work in 20, 25 and 30 days respectively. They undertook to
finish the work together for Rs. 2,220/-, then find the shares of Siva, Ramu and Kiran.
4. Murty and Surya can do a piece of work in 6 days and Murty alone can do it in 9 days. What
is the time taken by Surya alone to do the work?
5. A train running at 25 km/hr. takes 18 seconds to pass a platform. Next, it takes 12 seconds
to pass a man walking at 5 km/hr. in the same direction. Find the length of the train and that
of the platform.
6. A train of length 150 m takes 10 seconds to pass over another train 100 meters long coming
from the opposite direction. If the speed of the first train be 30 kmph, then find the speed of
second train.
7. The population of Amalapuram is 1,76,400. If it increases annually at the rate of 5% per annum,
what will be its population after 2 years?
84 Mathematics
8. There would be 10% loss if rice is sold at 45/- per Kg. At what price should it be sold to
earn a profit of 20%?
9. A tradesman marks his goods at such a price that after allowing a discount of 15%, he makes
a profit of 20%. Find the marked price of an article which costs him 850/-.
10. While selling a watch, a shopkeeper gives a discount of 5%. If he gives a discount of 7%, he
earns 15 less as profit. Find the marked price of the watch.
1
11. A sum when reckoned at simple interest at 12 % per annum amounts to 2437-50 after
2
4 years. Find the sum.
8
12. A sum of money becomes of itself in 5 years at a certain rate of interest. Find the rate percent
5
per annum.
13. Find the compound interest on 50,000 at 16% per annum for 2 years, compounded annually.
2
14. Sowjanya travelled 120 km by air which formed of her trip. One third of the whole trip, she
5
travelled by car and the rest of the journey she performed by train. Find the distance travelled
by train.
15. The value of a machine depreciates every year at the rate of 10% on its value at the beginning
of that year. If the present value of the machine is 729, find the worth of the machine 3 years
ago.

2.1
1. (a) Improper fraction (b) Proper fraction (c) Proper fraction
(d) Proper fraction (e) Mixed fraction
23 37 45 65 23
2. (a) (b) (c) (d) (e)
6 7 24 3 9
4 9 21 2 5
3. (a) 3 (b) 2 (c) 1 (d) 9 (e) 5
7 10 34 5 6
4 1 4 79 39
4. (a) (b) (c) (d) (e)
5 6 3 10 8
35 17 7
(f) (g) (h)
6 7 2
5. 20 Kg 6. 12 7. 2 hrs 8. 8
2.2
1. (i) 5 : 1 (ii) 1 : 5 2. 25, 35 3. 18 cm, 20 cm
4. 5 gm, 40 gm 5. 8 : 5 6. 1 : 2400
2.3
1. (i) 20 (ii) 12 (iii) 90 (iv) 12
2. 15 3. 8 4. 125 5. 10 kg
6. (i) 45 (ii) 26
2.4
1. 10 m/s 2. 14.5 m/s 3. 0.74 hr 4. 6 kmph 5. 10 mps
6. Length of the train 7. Hands of clock
2.5
1. (a) 80% (b) 166.66% (c) 92% (d) 135% (e) 8.5%
1 3 7 9
2. (a) (b) (c) (d) 1 (e)
4 10 4 10
5
3. (a) % (b) 36% (c) 620% (d) 125% (e) 100%
2
4. (a) 0.01 (b) 0.15 (c) 0.78 (d) 2.5 (e) 4
5. 10% 6. 35% 7. 20%, 80%
2.6
25
1. C 2. C 3. % 4. 20% 5. 3,000, 15%
2
2.7
1. (a) 2 (b) 2 (c) 1 (d) 3
2. b 3. b 4. 5% 5. 2337
2.8
1. (a) 32% (b) 24% (c) in same units (d) principal amount
50
2. (i) 1120 (ii) 3 months 3. % 4. 5,000
3
5. (i) 176000 (ii) 264000 (iii) 440000
6. (i) 216000 (ii) 216000 (iii) 108000
86 Mathematics
2.9
1. Zero 2. 9% and 4.5%
3. Amount = A, Compound Interest = I
4. 788.125 5. C.I, SI
6. Principle, Amount 7. 5.56%
Answers to Terminal Exercise

1. 24 min. 2. 8 min.
3. Siva’s share is 900/-, Ramu’s share is 720/- Kiran’s share is 600/-
4. 18 days
5. Length of the train = 100 m; Length of the platform = 25 m
6. 60 kmph 7. 1,60,000
8. 60/- 9. 1,200/-
10. 750/- 11. 1,625/-
12. 12% 13. 17,280/-
14. 799 km 15. 1,000/-
2
1. Find the sum of 1 , 4 3 and 2 .
3 4 3
2. Two pumps can fill a water tank in 30 minutes and 20 minutes individually. An outlet empties
the full tank in 40 minutes. If the outlet is forgetten to be closed and pumps are suitched on,
in how much time do all of them fill the tank together?
3. Siva and Ramu invested 40,000 and 35,000 in a business for 10 months and 12 months.
Find the ratio of their profits.
4. If 150 kg of rice is required for 30 students in a hostel for a month, how much rice is required
for 25 students for the month ?
5. Find the amount, if P = 12,000, T = 3 years, R = 18%.
4
F
3
Algebraic Expressions and Polynomials
Algebra is a form of generalized arithmetic. The rules and methods of operations followed in
arithmetic apply to algebra as well. We use algebra quite frequently in our everyday lives, without
even realizing it ! We not only use algebra. We actually need algebra, to solve most of our problems
that involves calculations. We know that the numbers formed with the ten digits from 0-9 used in
arithmetic are called as constants in algebra. In addition, expressions and statements in algebra we
also use variables represented by letters of the alphabet to which different values may be assigned.
These letters are used either to generalize results or to represent unknown quantities they are known
as letter symbols.
Objectives
identify variables and constants in an expression
identify like and unlike terms.
write a repeated multiplication in exponential notation and vice versa.
state the laws of exponents and use them
understand and identify a polynomial as a special case of an algebraic expression
understand the types of polynomials basing on the number of terms and degree.
do four fundamental operations on algebraic expressions.
88 Mathematics
write formulae for special products (a + b)2, (a b)2, (a + b) (a b), (x + a) (x + b),

(a + b)3, (a b)3, (a3 + b3) and (a3 b3) etc. ...
calculate squares and cubes of numbers using formulae.
factorize polynomials of the form ax2 + bx + c (a z 0) by splitting the middle term.
find the value of a polynomial for given values of variables, including zeros of a polynomial.
understand remainder theorem and factor theorem.
draw the graphs of linear and quadratic polynomials.
understand relationship between the zeros and coefficients of a linear and quadratic polynomials.
3.1 Variables and Constants

The diameter ‘d’ of a circle with radius ‘r’ is given by the formula d = 2r. In this formula, 2
is a fixed number where as ‘d’ and ‘r’ are not fixed because they depend upon the size of a circle.
For circles of different sizes, the values of d and r will be different. Similarly the perimeter p of
a square with side s is given by the formula p = 4s.
In this formula, 4 is a fixed number, but the values of s and p vary because they depend on the
size of the square.
It follows from the above examples that in algebra, we come across two types of symbols,
namely constants and variables as defined below.
Constant : A symbol having a fixed numerical value is called a constant.
Variable : A symbol which takes various numerical values is called a variable.
In the formulae, d = 2r and p = 4s discussed above, 2 and 4 are constants where as d, r, p

and s are the variables.
Algebraic Terms
A term is a constant or a variable or a combination of constants and variables.
5x3y is an algebraic term in which 5 is a ‘numerical coefficient’ of x3y; x3y is the ‘variable
coefficient’ of 5. The constant 5 and the variables x and y are factors of that algebraic term.
Like Terms
Two or more algebraic terms having the same variable coefficients are known as like terms.
Ex : 2x2y, 5x2y, 10x2y, etc .....

Algebraic Expressions and Polynomials 89
Unlike Terms
If the variable coefficients of two or more algebraic terms are different, then they are known
as unlike terms.
Ex : 4x3y, 7xy3, 6xy etc .....
Constant term
A term with no variables is a constant term.
Ex : 10, 7, 6, etc....
Example 1 : The perimeter p of a rectangle with sides l and b is given by p = 2(l + b). In the formula
identify the constant and variables?
Solutions : Here, 2 is a constant
l and b are variables.
Example 2 : Write each of the following statement in symbolic form using numbers, variables and
signs of basic operations.
(i) 6 more than thrice a number x
(ii) 4 times x added to 7 times y.
(iii) Divide x by 5 and add y to the result.
Solutions :
(i) We have,
thrice a number x = 3x
? 6 more than thrice a number x = 3x + 6
(ii) We have,
4 times x = 4x and 7 times y = 7y
? 4 times x is added to 7 times y = 4x + 7y
(iii) We have,
x
Divide x by 5 =
5
x
? Add y to the result = + y.
5
Example 3 : Find the like terms in the following
7x2y, 3x, 6y2, 6x2, 2x, 4xy, 9y2.
Solution : Among these 3x and 2x ; 6y2 and 9y2 have same variable with same exponent. These
are called like terms.
90 Mathematics

1. Write each of the following statement using numbers, literals and the basic operations.
(i) Think of a number. Multiply it by 6, add 8 to the result and subtract y from this result.
What is the result ?
(ii) 3 times x taken away from one-third of y
(iii) 5 times the sum of x and y.
2. Classify the like terms and unlike terms from the following.
6y2, 3x, –7x2y, –4y2, 6x, 9y2x, 2y, –5xy
3. Write the coefficient of the following
(i) 3 in 3xy (ii) 2x in 2x2 (iii) 2y in y3 (iv) 7x2y in 21 x4y3z2.
3.2 Powers of Variables

In arithmetic the repeated product of a number with itself can be expressed in the exponential
form. For example, we can write
3 u 3 as 32
3 u 3 u 3 as 33
3 u 3 u 3 u 3 u 3 u 3 as 36 and so on.
Variable represents a number. Therefore, this short hand way of writing the repeated product
of a number with itself in the exponential form is also applicable to variables. Thus if n’
‘ is a variable,
then we write
n u n as n2 i.e., n2 = n u n
n u n u n as n3 i.e., n3 = n u n u n
n u n u n u n u n as n5 and so on.
Also we write
7 u n u n u n as 7n3
6 u n u n u b u b u b as 6n2b3
3 u n u n u b u b u c u c u c as 3n2b2c3.
We read n2 as the second power of n or square of n and so on. n squared.
n5 is read as fifth power of n or n raised to exponent 5 or n raised to power 5.
It is very clear that exponent in a power of variable indicates the number of times the variable
has been multiplied by itself. Thus, we have
n9 = n u n u n u ..... repeatedly multiplied 9 times
n15 = n u n u n u n u .... repeatedly multiplied 15 times.
Conventionally, for any variable n, n ' is simply written as n, i.e., n ' = n.

Also, we write
n u n u n u b u b = n3b2
6 u n u n u n u n = 6n4
5 u n u n u n u n u b u b u b = 5n4b3
Laws of Exponents :
We will study the laws of integer exponents of real numbers.
We have
am u an = (a u a u a ... to m factors) u (a u a ... to n factors)
am u an = a u a u a ... to (m + n) factors
am u an = am+n
First Law : If a is any real number and m, n are positive integers, then
am u an = am+n
5 3 5 3 8
ª2º ª2º ª2º ª2º
Example 4 : (i) 64 u 63 = 64+3 = 67 (ii) « » u « » «¬ 3 »¼ «¬ 3 »¼
¬3¼ ¬3¼
am
Second Law : If a is a non-zero real number and m, n are positive integers, then a m n
an
5 2 5 2 3
ª3º ª3º ª3º ª3º
Example 5 : (i) 65 y 63 = 653 = 62 (ii) « » y « » «¬ 2 »¼ «¬ 2 »¼
¬2¼ ¬2¼
Third Law : If a is any real number and m, n are positive integers, then
(am)n = amn = (an)m
3
ªª 5 º4 º ª5º
4u3
ª5º
12
Example 6 : (i) (3 2)5 = 32 u 5 = 310 (ii) « « » » «¬ 6 »¼ «¬ 6 »¼

«¬ ¬ 6 ¼ »¼
Fourth Law : If a, b are real numbers and m, n are positive integers, then
n
ªa º an
(i) (ab)n = an . bn (ii) « » ,bz0
¬b¼ bn
Example 7 : Solve the problems.
3
23
(ii) §¨ ·¸
2 8
(i) 64 = (2 u 3)4 = 24 u 34.
© 3¹ 3 3 27
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a
1. If a = 2, b = 3, then find the value of §¨ ·¸
1 1
© a b¹
4 2
2. Simplify 4 u 16 u 4 0
3. Find the value of ‘x’ such that 1 u 7 2 x 78

49
4. Write each of the following in exponential form
(i) a u a u a u a u ..... 10 times.
(ii) 13 u p u p u p u ..... (7 times) u q u q u q u ..... 12 times.
3.3 Algebraic Expressions

A collection of algebraic terms connected by the symbols of addition or substraction is known
as algebraic expression.
An algebraic expression is a single term or a combination of two or more terms, connected by

symbols plus (+) and minus ()
Ex : 8xy3, 5x4 2y2, a2 + 2ab + b2.
A monomial like 8x4y3, is an algebraic expression with only one algebraic term. Multinomials
are algebraic expressions with more than one algebraic term. Some polynomials are named by the
number of terms contained in them, such as :
Two terms - Binomial : Example : 3x + 2y, 7x3 4
Three terms - Trinomial : Example : a2 + 2ab + b2, 3x3 2x2 + 5x
Four terms - Quadrinomial : Example : a3 + 2a2b + 2b2a + b3, 5x4 4x3 3x2 + 2x
Algebraic expressions such as x2 + 5x, 7xy, x4 4x3 + 3x2 + 1, 5x 3, Sx2 etc are called
multinomials.
From the above examples, we have considered so far only non-negative integers as exponents
of the variables.
Consider the following examples

1 4
x 2 9, 5 xy, 3 x 2 5, 7 x 4
x
1 1
From the above x 2 9 is not a polynomial because the first term x 2 is a term with an exponent
§ 1· 4
that is not an integer ¨ i.e., ¸ and 3 x 5 is not a polynomial because it can be written as
2
© 2¹ x
3x2 4x1 + 5. Here the second term (4x1) has a negative exponent (i.e., 1). 5xy and 7x 4
are polynomials because they have non-negative integers.
Degree of the Expressions :

The sum of all exponents of the variables in a monomial is the degree of that monomial.
For example, 7x3y is a monomial
? The degree of 7x3y is 3 + 1 = 4.
The highest exponent of the different terms of an algebraic expression is called degree of that
algebraic expression.
Ex : 3x3 2x2 is a binomial.
The degrees of the individual terms are 3, 2. 3x3 is the term with highest exponent. Therefore,
the degree of the binomial 3x3 2x2 is 3.
Ex : 6x3y2 6z3y2x2 + 7z6 is a polynomial. The exponents of the individual terms are 5, 7 and 6
respectively, of which 6z3y2x2 is the term with the highest degree. The degree of the polynomial
6x3y2 6z3y2x2 + 7z6 is thus 7.
The degree of a polynomial is the degree of the term with the highest degree.
The degree of any term in the polynomial can only be positive integer.

1. Find the number of terms and name of the algebraic expressions.
5xy, x3y 4x, 9x2 + 5x + ay, 6x2y 7xy + 3y 8
2. Find the degree of the following algebraic terms
(i) 5x2y (ii) 7x2y2z (iii) 2x2y + 7y3z2

(iv) 5x2y3 + 6xy3z
3. Which of the following expressions are polynomials? Give reasons.
1 5
(iv) 2 x 7
2
(i) 3x2 + 5x 1 (ii) (iii) xy
y 1 x
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3.4 Operations on Algebraic Expressions

Addition of Algebraic Expressions
Only terms like algebraic expressions can be added. When two algebraic expressions are added,
the numerical coefficients of the like terms are added following the laws of addition of integers.
Method-1 : Vertical addition.
Example 8 : Add 7x2y + 4y2x 3xy + 6 and 3x2y 6y2x 2
+ 7x2y + 4y2x 3xy + 6
+ 3x2y 6y2x 2
10x2y 2y2x 3xy + 4
Thus, sum = 10x2y 2y2x 3xy + 4
Method - 2 : Horizontal addition.
Example 9 : Add 3x3 + 2y3 5z3 + 6xyz 12 and
5x3 2y3 + 7z3 7xyz + 10
(3x3 + 2y3 5z3 + 6xyz 12) + (5x3 2y3 + 7z3 7xyz + 10)
3x3 + 2y3 5z3 + 6xyz 12 + 5x3 2y3 + 7z3 7xyz + 10
= 3x3 + 5x3 + 2y3 2y3 5z3 + 7z3 + 6xyz 7xyz 12 + 10 (grouping like terms togehter).
= 8x3 + 2z3 xyz 2.
Subtraction of algebraic expressions

Only terms like algebraic expressions can be subtracted. When two algebraic expressions are
subtracted, the numerical co-efficients of the like terms are subtracted. The numerical co-efficients of
the like terms are subtracted by following laws.
Method -1 : 1. Vertical subtraction
Example 10 : Subtract 2xy + 9x2 from 12xy + 4x2 3y2
12xy + 4x2 3y2
2xy + 9x2
() ()
10xy 5x2 3y2
Method 2 : Horizontal subtraction

Example 11 : Subtract 12x2y 4y2x + 3xy 7 from 13x2y + 4y2x + 3xy 4
(13x2y + 4y2x + 3xy 4) (12x2y 4y2x + 3xy 7)
13x2y + 4y2x + 3xy 4 12x2y + 4y2x 3xy + 7 (changing signs of all terms)
13x2y 12x2y + 4y2x + 4y2x + 3xy 3xy 4 + 7 (grouping like terms together).
= x2y + 8y2x + 3.
Multiplication of algebraic expressions

In arithmetic, we have studied multiplication as the repeated addition. For example, 3 + 3 +
3 + 3 is called 4 times 3 and is written as 4 u 3. Similarly, if a is a variable, then a + a + a + a
is 4 times a and is written as 4 u a. Sometimes, the sign of multiplication is confused with the
letter x. To avoid such confusion we omit the sign of multiplication between a number and a variable.
Thus, when there is no sign between a variable and a number, it is understood that the two are
multiplied.
Thus, x + x + x + x + x = 5x
Similarly, the product of variables x and y is written as xy.
Multiplying a Monomial by a Monomial :

Multiplying two monimials.
We know that
6 u x = x + x + x + x + x + x = 6x
and 6 u (2x) = 2x + 2x + 2x + 2x + 2x + 2x = 12x
5x u 4y = 5 u 4 u x u y = 20xy.
Example 12 : Find the product of (i) 6x u 3y (ii) 4x u 3x2 (iii) (2x2) u (5x2)
Solution : (i) 6x u 3y = (6 u 3) u (x u y) = 18xy.
(ii) 4x u 3x2 = (4 u 3) u (x u x2) = 12x3
(iii) (2x2) u (5x2) = (2) (5) u x2 u x2 = 10x4.
Multiplying three or more monomials :
Example 13 : Find the product of 2x, 3y, 4z.
Solution : Method 1 :
2x u 3y u 4z = (2x u 3y) u 4z
= 6xy u 4z = 24xyz.
Method 2 :
2x u 3y u 4z = 2u x u 3u y u 4u z
= 2u 3u 4u x u y u z
= 24xyz. (first multiply numerical coefficients and then variables)
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Example 14 : Find the value of 4x2y u 3xy2 u 5x3y3

Solution : 4 u 3 u 5 u (x2y) u (xy2) u (x3y3)
= 60 u x2 u y u x u y2 u x3 u y3
= 60 u (x2 u x u x3) u (y u y2 u y3)
= 60 u x6 u y6 = 60x6y6
Example 15 : Find the product of 4x, 3xy, 2x2, 5y2, 6x3y2.
Solution : 4x u (3xy) u 2x2 u 5y2 u 6x3y2
= [4 u (3) u 2 u 5 u 6] u [x u x u x2 u x3] u [y u y2 u y2]
= 720x7y5
Example 16 : Find the volume of cuboid whose length, breadth and height are 3x2, 4x and 5 units.
Solution : Length of the cuboid = 3x2 units.
breadth = 4x units
height = 5 units
Volume of cuboid = length u breadth u height
= 3x2 u 4x u 5
= (3 u 4 u 5) u (x2 u x)
= 60x3 cubic units.
Multiplying a binomial by a monomial :
Multiplying 4x by 5y + 2. The steps involved in the multiplication are as follows:
Step Instruction Procedure
1. Write the product of monomial and binomial 4x u (5y + 2)

using multiplication symbol. or 4x (5y + 2)
2. Use distributive law : Multiply the monomial (4x u 5y) +
by the first term of the binomial. Then multiply (4x u 2)
the monomial by the second term of the
binomial and add their products.
3. Simplify the terms 20xy + 8x
Hence the multiplication of 4x and 5y + 2 can be written as

4x(5y + 2) = 4x u (5y + 2)
= (4x u 5y) + (4x u 2) = 20xy + 8x.
Example 17 : Find the product of (2m 3n2) and (6mn)

Solution : (2m 3n2) (6mn) = (2m 3n2) u (6mn)
= (6mn) u (2m 3n2)
= [(6mn) u 2m] [(6mn) u 3n2]
= 12m2n + 18mn3
Example 18 : Find the product of (6xy) and (3x y)
Solution : (6xy) (3x y) = (6xy) u (3x y)
= (6xy) u 3x (6xy) u ( y)
= 18x2y + 6xy2.
Multiplying a Trinomial by a monomial
Consider a monomial 3x and a trinomial (3x + 5y 7)
Their product = 3x u (3x + 5y 7)
= (3x u 3x) + (3x u 5y) + (3x u ( 7))
= 9x2 + 15xy 21x
Multiplying a Binomial by a Binomial
Consider two binomials 5x + 6y and 4x 3y
Now, the product of two binomials 5x + 6y and 4x 3y
Their procedure of multiplication is as follows
1. Write the product of two binomials. (5x + 6y) (4x 3y)

2. Use distributive law : Multiply the first term 5x(4x 3y) + 6y(4x 3y)
of the first binomial by the second binomial, = (5x u 4x)(5x u 3y)
Multiply the second term of the first binomial + (6y u 4x) 6y u 3y)
by the second binomial and add the products.
3. Simplify the terms (5x u 4x) (5x u 3y) +
(6y u 4x) (6y u 3y)
= 20x215xy 24xy 18y2
4. Add like terms 20x2 9xy 18y2
Hence the product of (5x + 6y) and (4x 3y)

= (5x + 6y) (4x 3y)
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= 5x (4x 3y) + 6y(4x 3y) (by using distribution),
= (5x u 4x) (5x u 3y) + (6y u 4x) (6y u 3y)

= 20x2 15xy + 24xy 18y2.
= 20x2 9xy 18y2.
Example 19 : Find the product of (2m l) (2l m)
Solution : = (2m l) (2l m)
= 2m(2l m) + l (2l m) (by using distribution)
= (2m u 2l) (2m u m) + (l u 2l) (l u m)
= 4lm 2m2 2l2 lm
= 2m2 + 3lm + 2l2.
Multiplying a Binomial by a Trinomial
Consider a binomial 3x + 2y and trinomial 2x + 3y 4z
Now, we multiply 3x + 2y by 2x + 3y 4z.
The process of mulitplication is
1. Write the product of binomials and (3x 2y) (2x + 3y 4z)

trinomial using multiplicative symbol.
2. Use distributive law : Multiply the first term of 3x(2x + 3y 4z) +
binomial by the trinomial and multiply the 2y(2x + 3y 4z)
second term of the binomial by trinomial and
then add the products.
3. Simplify (3x u 2x) (3x u 3y)
(3x u 4z) (2y u 2x)
+ (2y u 3y) (2y u 4z)
4. Add like terms 6x2 9xy 12xz + 4xy
+ 6y2 8yz
6x2 13xy 12xz 8yz + 6y2
Hence the product of (3x + 2y) (2x + 3y 4z) can be written as

= (3x + 2y) (2x 3y 4z)

= 3x (2x 3y 4z) + 2y(2x 3y 4z)
= (3x u 2x) (3x u 3y) (3x u 4z) (2y u 2x) (2y u 3y) (2y u 4z)
= 6x2 9xy 12xz 4xy + 6y2 8yz
= 6x2 13xy 12xz 8yz + 6y2.
Example 20 : Find the product of (x y) and (3x + 5y 6z)
Solution : = (x y) (3x + 5y 6z)
= (x u 3x) + (x u 5y) (x u 6z) + (y u 3x) + (y u 5y) (y u 6z)
= 3x2 5xy 6xz + 3xy + 5y2 6yz
= 3x2 8xy 6xz 6yz + 5y2.

1. Add 6x2 + 4xy + 3y2 and 3y2 2xy + 5x2.
2. Subtract 4xy + 2x2 5y2 from 10xy + 5x2 6y2
3. Find the product of 3x u 5x2.
4. Find the product of 6x2y2 u 4xy3 u 7x3y
5. Multiply (5x + 4y) (3x + 6y 2z)
6. Find the product of (7m 2n2) (5mn).
3.5 Algebraic Identities
Identity : An Identity is an equality which is true for all values of the variables.
We use symbol for denoting an identity is ‘ { ’ (read as identically equal to)
Some important identities :
Consider (a + b)2
Now (a + b)2 = (a + b) (a + b)
= a(a + b) + b(a + b)
= a2 + ab + b2 + ba (since ab = ba)
= a2 + ab + ab + b2
= a2 + 2ab + b2
Thus (a + b)2 = a2 + 2ab + b2
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Example 21 : Take a = 3; b = 2 and verify (a + b)2 = a2 + 2ab + b2.
Solution : We obtain, (LHS) = (a + b)2 = (3 + 2)2 = 52 = 25
(RHS) = a2 + 2ab + b2
= (3) (3) + (2) (3) (2) + (2) (2)
= 9 + 12 + 4 = 25
L.H.S. = R.H.S.
Identities :
(i) (a + b)2 = a2 + 2ab +b2
(ii) (a b)2 = a2 2ab + b2
(iii) (a + b) (a b) = a2 b2
(iv) (a + b + c)2 = a2 + b2 + c2 + 2ab + 2bc + 2ca
(v) (a + b)3 = a3 + 3ab(a + b) + b3
(vi) (a b)3 = a3 3ab(a b) b3
(vii) a3 + b3 = (a + b) (a2 ab + b2)
(viii) a3 b3 = (a b) (a2 + ab + b2)
Examples 22 : Expand each of the following using identities.
(i) (3x + 4y)2 (ii) (4x 3y)2 (iii) (3x y) (3x y)
Solution : We have,
(i) (3x + 4y)2 = (3x)2 + 2 u 3x u 4y + (4y)2 ' (a + b)2 = a2 + 2ab + b2
= 9x2 + 24xy + 16y2.
(ii) (4x 3y)2 = (4x)2 2 u 4x u 3y + (3y)2 ' (a b)2 = a2 2ab + b2
= 16x2 24xy + 9y2.
(iii) (3x y) (3x y) = (3x)2 (y)2 ' (a + b) (a b) = a2 b2
= 9x2 y2.
Example 23 : Evaluate each of the following by using Identity.

(i) 105 u 105 (ii) (96)2 (iii) 508 u 492
Solution : We have,
(i) 105 u 105 = (105)2 = (100 + 5)2
= (100)2 + 2 u 100 u 5 + (5)2
= 10000 + 1000 + 25 ' (a + b)2 = a2 + 2ab + b2
= 11025.
(ii) (96)2
Solution : We have,
(96)2 = (100 4)2 = (100)2 2 u 100 u 4 + (4)2
= (100)2 800 + 16
= 9216 ' (a b)2 = a2 2ab + b2
(iii) 508 u 492
Solution : We have
508 u 492 = (500 + 8) (500 8)
= (500)2 (8)2
= 250000 64 ' (a + b) (a b) = a2 b2
= 249936.
Example 24 : Expand (x + 2y + 3z)2 by using suitable identity.
Solution : We have,
(x + 2y + 3z)2 = x2 + (2y)2 + (3z)2 + 2(2xy + 3xz + 6yz)
>' (a + b + c)2 = a2 + b2 + c2 + 2(ab + ac + bc)]
(x + 2y + 3z)2 = x2 + 4y2 + 9z2 + 4xy + 6xz + 12yz.
Example 25 : Find the continued product of (2x + 2), (2x 2) and (4x2 + 4)
Solution : We have,
(2x + 2) (2x 2) (4x2 + 4)
= {(2x)2 (2)2} (4x2 4)
= (4x2 4) (4x2 4)
= (4x2)2 (4)2 = 16x4 16.
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Let us now study special products involving three terms.

Let x, a, b be three terms in two binomials. Then, we have
1. (x + a) (x + b) = x2 + xb + ax + ab
= x2 + x(a + b) + ab
2. (x a) (x b) = x2 bx ax + ab
= x2 x(a + b) + ab
3. (x + a)(x b) = x2 bx + ax ab
= x2 + x(a b) ab
4. (x a) (x + b) = x2 + bx ax ab
= x2 + x(b a) ab
Example 26 :
(i) Find the product of (x + 3) and (x + 5)
Soution : Applying (x + a) (x + b) = x2 x(a + b) + ab
(x + 3) (x + 5) = x2 + x(3 + 5) + (3 u 5)
= x2 + 8x + 15.
(ii) Find the product of (x 7) and (x 4)
Soution : Applying (x a) (x b) = x2 + x(a + b) + ab
(x 7) (x 4) = x2 x(7 + 4) + (7) (4)
= x2 11x + 28.
Having learnt and applied the two identities (a + b)2 and (a b)2, let us study some more
identities.
1. (a + b)3 = (a + b) (a + b) (a + b)
= (a2 + 2ab + b2) (a + b)
= a3 + 2a2b + ab2 + a2b + 2b2a + b3
= a3 + 3a2b + 3b2a + b3
= a3 + 3ab(a + b) + b3
Example 27 : Expand (3x + 2y)3
Solution : (3x + 2y)3 = (3x)3 + 3(3x) (2y) (3x + 2y) + (2y)3
= 27x3 + 18xy (3x + 2y) + 8y3
= 27x3 + 54x2y + 36y2x + 8y3
? (3x + 2y)3 = 27x3 + 54x2y + 36xy2 + 8y3.
2. (a b)3 = (a b) (a b) (a b)
= (a2 2ab + b2) (a b)
= a3 2a2b + b2a a2b + 2b2a b3
= a3 3a2b + 3ab2 b3
= a3 3ab(a b) b3
Example 28 : Expand (6 4x)3
Solution : (6 4x)3 = (6)3 3(6)(4x) (6 4x) (4x)3
= 216 72x (6 4x) 64x3
= 216 432x + 288x2 64x3
? (6 4x)3 = 216 432x + 288x2 64x3.
Sum and Difference of Cubes

a3 + b3 = (a + b)3 3ab(a + b)
a3 b3 = (a b)3 + 3ab (a b)
We can also express each of a3 + b3 and a3 b3 as the product two expressions. Consider
the product
(a + b) (a2 ab + b2) = a(a2 ab + b2) + b(a2 ab + b2)
(a + b) (a2 ab + b2) = a u a2 a u ab + a u b2 + b u a2 b u ab + b u b2
(a + b) (a2 ab + b2) = a3 a2b + ab2 + a2b ab2 + b3
(a + b) (a2 ab + b2) = a3 + b3
Thus, we have the following identity
a3 + b3 = (a + b) (a2 ab + b2)
Similarly, we have
(a b) (a2 + ab + b2) = a(a2 + ab + b2) b(a2 + ab + b2)
(a b) (a2 + ab + b2) = a u a2 + a u ab + a u b2 b u a2 b u ab b u b2
(a b) (a2 + ab + b2) = a3 + a2b + ab2 a2b ab2 b3
(a b) (a2 + ab + b2) = a3 b3
Thus we have the following identity
a3 b3 = (a b) (a2 + ab + b2)
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Example 29 : Find the following products (i) (x + 3y) (x2 3xy + 9y2)
(ii) (3a 5b) (9a2 + 15ab + 25b2)
Solution : We have
(i) (x + 3y) (x2 3xy + 9y2)
= (x + 3y) (x2 x u 3y + (3y)2)
(a + b) (a2 ab + b2) where a = x, b = 3y
= a3 + b 3 [' (a + b) (a2 ab + b2)= a3 + b3)]
= x3 + (3y)3 = x3 + 27y3
(ii) (3a 5b) (9a2 + 15ab + 25b2)
(3a 5b) ((3a)2 + (3a) (5b) + (5b)2)
= (3a)3 (5b)3 [' (a b) (a2 + ab + b2) = a3 b3]
= 27a3 125b3.

1. Expand ( 2 x 3 y ) 2 using suitable identity..
2. Evaluate 95 u 96 by using identity..
3. Simplify (3x y 4) (3x y + 5)
4. Find the coefficients of x2 and x in the product (x 3) (x + 7)
5. Evaluate 293 113 by using suitable identity.
6. Evaluate (999)3.
7. Expand (9x + 2y + z)2 by using identity.
3.6 Factorisation
Factorisation of an algebraic expression means finding two or more expressions which when
multiplied give the original expression as the product.
Method-I : Factorise 2x4y2 8x4y3 + 6x3y3 4x3y2
Solution : Find HCF of all terms in the expression
2x4y2 = 2 u x u x u x u x u y u y
8x4y3 = 2 u 2 u 2 u x u x u x u x u y u y u y
6x3y3 = 2 u 3 u x u x u x u y u y u y
4x3y2 = 2 u 2 u x u x u x u y u y
Thus, HCF of all terms in the expression =2 u x u x u x u y u y

= 2x3y2
Dividing the polynomial by the HCF, we get
2 x4 y 2 8 x 4 y 3 6 x3 y 3 4 x3 y 2

2 x3 y 2 2 x3 y 2 2 x3 y 2 2 x3 y 2
= x 4xy + 3y 2.
Thus, 2x4y2 8x4y3 + 6x3y3 4x3y2 = 2x3y2(x 4xy + 3y 2)
The factors are 2x3y2 and (x 4xy + 3y 2)
Example 30 : Factorize 3x2 + 6x2y + 9xy

Solution : Find HCF of all terms in the expression
3x2 =3 u x u x
6x2y =6 u x u x u y=2 u 3 u x u x u y
9xy2 = 9 u x u y u y = 3 u 3 u x u y u y
Thus, HCF of all terms in the polynomial = 3 u x = 3x
Dividing the polynomial by the HCF, we get
3 x 2 6 x 2 y 9 xy 2

3x 3x 3x
= x + 2xy + 3y2
Thus, 3x2 + 6x2y + 9xy2 = 3x(x + 2xy + 3y2)
Method -II : Factorization by the grouping method.
Example 31 : Factorise 4ab b2 2bc + 8ac
Solution : Step : 1) Check whether there are any common factors for all terms.
Step : 2) On regrouping the first two terms, we have
4ab b2 = b(4a b) ... (I)
Note that you need to change order of the last terms in the expression as 8ac 2bc.
Thus 8ac 2bc = 2c(4a b) ... (II)
Step: 3) Combining I and II, we get
4ab b2 2bc + 8ac = b(4a b) + 2c(4a b)
= (4a b) (b + 2c)
Hence the factors of 4ab b2 2bc + 8ac are (4a b) and (b + 2c).
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Example 32 : Factorise 6xy + 6x + 7y + 7

Solution : 6xy + 6x + 7y + 7
= 6x (y + 1) + 7(y + 1) (grouping terms with common factor)
= (6x + 7) (y + 1)
6xy + 6x + 7y + 7 = (6x + 7) (y + 1). Therefore (6x + 7) and (y + 1)

Example 33 : Factorise 18xy 9y + 30x 15
Solution : Taking 3 as common factor
= 3(6xy 3y + 10x 5)
= 3(6xy + 10x 3y 5) (grouping terms with common factor)
= 3{2x(3y + 5) 1(3y + 5)}
= 3(3y + 5) (2x 1)
Method-III Factorising the difference of two squares :
Example 34 : Factorise 81x4 16
Solution : 81x4 16 = (9x2)2 42
It is in the form of a2 b2. Then, we can write it as (a + b) (a b)
= (9x2 + 4) (9x2 4)
= (9x2 + 4) {(3x)2 22}
= (9x2 + 4) (3x + 2) (3x 2)
Example 35 : Factorise 144x4 121
Solution : 144x4 121 = (12x2)2 (11)2
= (12x2 + 11) (12x2 11).
1. Factorize x 2 2 3 x 3 by splitting the middle term.
2. Factorize the following algebraic expressions
(i) x2y xy2 (ii) p[(2a1) + q(12a)] (iii)x3 + x 3x2 3
3. Factorize 3x4 243.
4. Factorize (x + y)2 7(x + y) + 12.

Terminal Exercise - 1
1. Find the perimeter of triangle with sides 2x2 + 2xy + 3, 2x2 xy 1 and xy x2 + 2.
2. If a = 3x2 xy + 2y2 and b = 2x2 + xy 3y2, find a b and b a.
3. Find the product of the following.
(i) 2x2y (y2x + 3yx 2x + 1)
(ii) (3x2 + 5y2) (5x2 3y2)
(iii) (3x2 2y2 + z) (3x2 + 2y2 + z)
4. Expand the following
(i) (5x + 3y)2 (ii) (11 2x)2 (iii) (2x + 3y)3
(iv) (5 6x)3 (v) (x + 2y + 3z)2
5. Evaluate each of the following by using suitable identity.
(i) (103)2 (ii) (0.99)2 (iii) 103 u 97 (iv) 103 u 107
(v) 0.56 u 0.56 0.44 u 0.44
1 1
6. If x 6 , then find the value of x 2 2 .
x x
1 1
7. If x 2 2
= 27, find the value of x .
x x
8. If a2 + b2 + c2 = 250 and ab + bc + ca = 3 find the value of a + b + c.
9. Factorize the following expression 25a(x y) + 30b(y x)
10. Factorize x3 2x2y + 3xy2 6y3
11. Factorize x4 + 2x2 + 1.
3.7 Polynomial
Let x be a variable, n be a positive integer and a0, a1, a2, ..., an be constants (real numbers).
Then
f(x) = anxn + an1xn1 + ... + a1x + a0 is called a polynomial in variable x.
In the polynomial f(x) = anxn + an1xn1 + ... + a1x + a0, anxn, an1xn1, ..., a1x and a0 are
known as the terms of the polynomial and an, an1, an2, ..., a1 and a0 are their coefficients.
For example,
(i) p(x) = 4x 3 is a polynomial in variable x.
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(ii) q(y) = y2 5y + 6 is a polynomial in variable y.

(iii) f (u) = 3u3 2u2 + u 6 is a polynomial in variable u.
1 2
Note that the expressions like 4 x 2 x 3, ; 4 x 2 4 etc. are not polynomials.
x 2x 3
2
x
In the polynomial f (x) = 2x2 7x + 8, 2x2, 7x and 8 are its terms and 2, 7, 8 are the
coefficeints of x2, x and constant term respectively.
In the polynomial g(x) = 3x4 7x2 + 2x 3, the co-efficient of x3 = 0 where as the constant
term is 3.
Degree of a polynomial
The exponent of the highest degree term in a polynomial is known as its degree.
In other words, the highest power of x in a polynomial f (x) is called the degree of the polynomial
f (x).
For example,
1
(i) f (x) = 2x + is a polynomial in the variable x of degree.
2
(ii) g(y) = 3y2 2y + 7 is a polynomial in the variable y of degree 2.
(iii) p(x) = 5x3 2x2 + x 3 is a polynomial in the variable x of degree 3.
(iv) q(u) = 9u5 6u4 + u2 1 is a polynomial in the variable u of degree 5.
Constant polynomial : A polynomial of degree zero is called a constant polynomial.

4
For example, f (x) =6, g(x) = , h(y) = 3, p(t) = 1 etc. are constant polynomials.
5
The constant polynomial 0 or f (x) = 0 is called the zero polynomial.
The degree of the zero polynomial is not defined, because f (x) = 0, g(x) = 0x, h(x) = 0x3
etc. are all equal to zero polynomial.
Linear polynomial : A polynomial of degree 1 is called a linear polynomial.
For example, p(x) = 5x 3, q(y) = 4y, h(t) = 2t 6 etc are all linear polynomials.
Polynomials such as f (x) = 4x2 2, g(x) = 6 x2 etc are not linear polynomials.
More generally, any linear polynomial in variable x with real coefficients is of the form
f (x) = ax b, where a, b are real numbers and a z 0.
Quadratic polynomial : Polynomial of degree 2 is called a quadratic polynomial.
The name quadratic means ‘square’. It is derived from the word ‘quadrate’.
For example,
4
f (x) = 2 x 2 3 x ; g(y) = 4y2 6; h(u) = 2 u 2 2u etc.,
5
are quadratic polynomials with real coefficients.
More generally, any quadratic polynomial in variable x with real coefficients is of the form
f(x) = ax2 + bx + c, where a, b, c are real number and a z 0.
Cubic polynomial : A polynomial of degree 3 is called a cubic polynomial.
(i) f(x) = 9x3 2x2 + 6x 1 is a cubic polynomial in variable x.
(ii) g(y) = 3y3 + 4y 7 is a cubic polynomial in variable y.
2 3
(iii) h(u) = u 1 is a cubic polynomial in variable u.
3
The most general form of a cubic polynomial with coefficients as real numbers if
f(x) = ax3 bx2 + cx d, where a z 0, b, c, d are real numbers.
Biquadratic polynomial : A fourth degree polynomial is called a biquadratic polynomial.
For example,
(i) f (x) = 3x4 2x3 + 3x2 2 x 1 is a biquadratic polynomial with real coefficients in variable x.
(ii) g(y) = 3y4 + 4 is a biquadratic polynomial in variable y.
(iii) h(u) = 4u4 6u2 + 3 is a biquadratic polynomial in variable u.
The most general form of a biquadratic polynomial with real coefficients in variable x is
f (x) = ax4 bx3 + cx2 + dx + e, where a z 0, b, c, d, e are real numbers.
Value of a polynomial : If f (x) is a polynomial and a is any real number, then the real number
obtained by replacing x by a in f (x) is called the value of f (x) at x = a and is denoted by f (a).
The values of quadratic polynomial f (x) = 2x2 3x 2 at x = 1 and x = 2 are given by

f (1) = 2(1)2 3(1) 2
= 2 3 2 = 3
and, f (2) = 2(2)2 3(2) - 2
= 8 + 6 2 = 12.
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1
If f(x) = 2x3 13x2 + 17x + 12, then its value at x = is
2
3 2
§ 1· § 1· § 1· § 1·
f ¨ ¸ 2 ¨ ¸ 13 ¨ ¸ 17 ¨ ¸ 12
© 2¹ © 2¹ © 2¹ © 2¹
§ 1· 1 13 17
f ¨ ¸ 12 0
© 2¹ 4 4 2
Zero of a Polynomial : A real number ‘D’ is a zero of a polynomial f (x), if f (D) = 0. The
linear polynomial f (x) = ax + b, a z 0 has only one zero. D is given by
b constant term
D
a Coefficient of x
Linear polynomial Zero of the polynomial
x a a
x + a a
b
ax b
a
b
ax + b
a
Example 36 : Find the zero of the polynomial for 2x + 3.

Solution : p(x) = 2x + 3
2x + 3 = 0
3 § b ·
2x = 3 x = ¨©' ax b 0 x ¸
2 a¹
Example 37 : Find the zero of the polynomial for x 7.
Solution : p(x) = x 7
x 7 =0
x = 7 (' x a = 0 x = a)

1. Which of the given algebraic exprssions are polynomials ?
1
(i) x (ii) x2 + 7x + 9 (iii) 2 5 x
x
2. Write the polynomial in x using the given information.
(i) Monomial with degree 6 (ii) Binomial with degree 25.
3. Write the appropriate polynomials in the boxes.
Quadratic Polynomial x + 5 Binomial
x2
Cubic polynomial x3 + x2 + x + 4 Trinomial
3x2 + 6x + 9
Linear polynomial x3 + 9 Monomial
4x2 + 6x
4. Write the degree of the given polynomials

(i) x 0 (ii) 2n10 6 (iii) xyz + xy z (iv) 7z z3 + z5
5. Write the coefficients of n3 in each of the given polynomial.

(i) n3 (ii) 2 m 2n3 (iii) 7n3 5n2 + 6n 1
1
6. Write 7 y y 5 4 y 3 3 y 4 y 2 in standard form.
2
3.8 Graphical representation of Polynomials

The real number k is zero of the polynomial p(x) if p(k) = 0. The graph of the polynomial f (x)
is formed with smooth free hand curve passing through points (x1, y1) (x2, y2), (x3, y3) .... etc.
where y1, y2, y3, ... are values of polynomial f (x) at x1, x2, x3, ... respectively. The graphs of all
polynomials are smooth curves without breaks. It is important to notice that graphs of constant functions
and linear functions are always straight lines. In this section, we will discuss the construction of graph
of linear and quadratic polynomials.
In order to draw the graph of polynomial f (x), we follow the following algorithm.
Algorithm :
Step 1 : Find the values y1, y2, ..., yn of polynomial f(x) at different points x1, x2, ..., xn and prepare
a table that gives value of x.
x x1 x2 x3 .... x n1 xn
y = f(x) y1 = f(x1) y2 = f(x2) y3 = f(x3) .... f(xn1) y = f(xn)
Step 2 : Plot the points (x1, y1) (x2, y2), ...., (xn, yn) on co-ordinate system. In plotting these points
you may use different scales on X and Y axis.
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Step 3 : Draw a line passing through points plotted in step - 2 to set the graph of polynomial
of f(x).
Graph - 3.1
Graph of a Linear polynomial
Consider a liner polynomial f (x) = ax + b, a z 0. Since two points determine a straight line,
so only two points need to be plotted to draw the line y = ax + b. The line represented by
§ b ·
y = ax + b crosses the x-axis at exactly one point namely ¨© , 0¸¹ .
a
Example 38 :
Draw the graph of the polynomial f (x) = 2x 5.
Solution :
Let y = 2x 5
The following table lists the values of y corresponding to different values of x.
x 1 4
y 3 3
The points A(1, 3) and B(4, 3) are plotted on the graph paper with a suitable scale. A line
is drawn passing through these points to obtain the graph of the given polynomial.
Graph - 3.2
Graph of a Quadratic Polynomial

In this section, we will be interested to see what the graph of a quadratic polynomial
ax2 + bx + c, a z 0 looks like. We will learn the construction of the graph of a quadratic polynomial
without plotting many points on the graph paper.
Example 39 : Draw the graph of the polynomial, f (x) = x2 2x 8.
Solution : Let y = x2 2x 8.
The following table gives the values of y or f (x) for various values of x.
x 3 2 1 0 1 2 3 4 5
y = x2 2x 8 7 0 5 8 9 8 5 0 7
Let now plot the points (3, 7); (2, 0) ; (1, 5); (0, 8); (1, 9); (2, 8) ; (3, 5);
(4, 0); (5, 7) on graph paper and draw a smooth free hand curve passing through these points. The
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curve thus obtained represents the graph of the polynomial f (x) = x2 2x 8. This is called a
parabola. The lowest point P, called a minimum point, is the vertex of the parabola.
Vertical line passing through P is called the axis of the parabola. Parabola is symmetric about
the axis. So, it is also called the line of symmetry.
Graph - 3.3
Observations
From the graph of the polynomial f (x) = x2 2x 8, we make the following observations.
(i) The coefficient of x2 in f (x) = x2 2x 8 is 1 (a positive real number) and so the parabola
opens upwards.
(ii) The polynomial f (x) = x2 2x 8 = (x 4) (x + 2) is factorizable into two distinct linear

factors (x 4) and (x + 2). So, the parabola cuts X-axis at two distinct points (4, 0) and
(2, 0). The x coordinates of these points are zeros of f (x).
(iii) The zeroes of the polynomial f (x) = x2 2x 8 have two distinct zeros namely 4 and 2.
So, the parabola intersects X-axis at (4, 0) and (2, 0).
Example 40 : Draw the graph of the quadratic polynomial f (x) = x2 5x 6.
Solution : Let y = f (x) or y = x2 5x + 6.
Let us list a few values of y = x2 5x + 6 corresponding to a few values of x.
x 0 1 2 3 4 5
y = x2 5x + 6 6 2 0 0 2 6
Let us now plot the points (0, 6); (1, 2); (2, 0); (3, 0); (4, 2); (5, 6) on graph paper and draw
a smooth free hand curve passing through these points. The curve thus obtained represents the graph
of the polynomial f (x) = x2 5x + 6. Clearly, parabola is symmetric about the axis.
Graph - 3.4

1. Draw the graph of the polynomial f (x) = 2x + 3 and also find the coordinates of the point where
it intersets X-axis.
2. Draw the graph of the polynomial f (x) = x2 3x 4. Find its zeroes.

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3.9 Relation between the zeros and coefficients of a polynomial

We have learnt about the factorization of polynomials. We have studied that a polynomial of
degree n has exactly n zeros (real or imaginary). The zeroes of the polynomial are closely connected
to its coefficients. In this section, we will find the relationship between the zeores and the coefficients
of a polynomial.
Consider, the quadratic polynomial f (x) = x2 x 6. By the method of splitting the middle
term; we have
f (x) = x2 x 6
= x2 3x 2x 6
= x(x + 3) 2(x+3)
or f(x) = (x 2) (x + 3)
? f (x) = 0
(x 2) (x + 3) = 0
x 2 =0 or x+ 3= 0
x = 2 or x = 3
Hence, the zeros of x2 + x 6 are D = 2, E = 3.
We observe that,
Coefficient of x
Sum of its zeros = D + E = 2 3 = 1 =
Coefficient of x 2
Constant term
Product of its zeros = DE = 2 u 3 = 6 =
Coefficient of x 2
In general, Dand Eare the zeros of a quadratic polynomial f(x) = ax2 bx + c. By factor
theorem (x D) and (x E) are the factors of f(x).
? f(x) = k(x D) (x E) where k is a constant.
ax2 + bx + c = k{x2 (D + E)x + DE}
ax2 + bx + c = kx2 k(D + E)x + kDE
Comparing the coefficients of x2, x and constant terms on both sides, we get
a = k; b = k(D + E) and c = kDE
b c
D+E = ; DE =
a a
Coefficient of x Constant term
D+E = ; DE =
Coefficient of x 2 Coefficient of x 2
Hence,
b Coefficient of x
Sum of the zeros = =
a Coefficient of x 2
c Constant term
Product of the zeros = = .
a Coefficient of x 2
Example 41 : Find the zeros of the quadratic polynomial x2 + x 2, and verify the relation between
the zeros and its coefficients.
Solution : f (x) = x2 + x 2 = x2 + 2x x 2
f (x) = x(x + 2) 1(x + 2)
f (x) = (x 1) (x + 2)
The zeros of f (x) are given by f (x) = 0
x2 + 2x 2 = 0
(x 1) (x + 2) = 0
x 1 = 0 or x + 2 = 0
x = 1 or x = 2.
Thus, the zeros of f (x) = x2 + x 2 are D = 1, E = 2.
Now, Sum of the zeros = D E = 1 2 = 1
Coefficient of x 1
and, 2 =
1
Coefficient of x 1
? Product of the zeros = DE = (1) (2) = 2.

Constant term 2
and, 2 =
2.
Coefficient of x 1
Example 42 : Find the zeros of the quadratic polynomial f (x) = 6x2 3, and verify the relationship
between the zeros and its coefficients.
Solution : f (x) = 6x2 3
f (x) = ( 6 x ) 2 ( 3) 2
f (x) = ( 6 x 3) ( 6 x 3).
The zeros of f (x) are given by f (x) = 0
( 6 x 3) ( 6 x 3) 0
6 x 3 = 0 or 6x 3 = 0
3 3
x or x
6 6
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1 1
x or x
2 2
1 , E 1
Hence, the zeros of f (x) = 6x2 3 are D
2 2
1 1
Now, Sum of the zeros = D + E = =0
2 2
Coefficient of x 0
and, 2 =
0
Coefficient of x 6
1 1 1
Also, Product of the zeros = DE = u =
2 2 2
Constant term 3 1
and, 2 =
.
Coefficient of x 6 2
Example 43 : If D and E are the zeros of the quadratic polynomial f (x) = x2 px + q, then find
the values of
1 1
(i) D2 + E 2 (ii)
D E
Solution : Since D and E are the zeros of the polynomial f (x) = x2 px + q

ª pº q
? D + E = « » p and DE q
¬ 1 ¼ 1
(i) D2 + E 2 = (D + E)2 2DE
D2 + E 2 = p2 2q [' D + E = p; DE = q]
1 1 DE p
(ii)
D E DE q
Example 44 : If D and E are the zeros of the quadratic polynomial f(x) = ax2 + bx + c, then
evaluate
D E 1 1
(i) D2 + E 2 (ii) (iii) D3 + E 3 (iv) 3
E D D 3
E
Solution : Since D and E are the zeros of the quadratic polynomial f (x) = ax2 + bx + c
b c
D+ E= and DE =
a a
(i) D2 + E 2 = (D + E)2 2DE

2
ª b º 2c b 2 2ac
D2 + E2 = « »
¬ a ¼ a a2
2
§ b · § c·
D E D 2 E2 (D E)2 2DE ¨© ¸¹ 2 ¨© ¸¹
a a
(ii)
E D DE DE c
5
a
F
D E b 2 2ac

E D ac
(iii) D3 + E 3 = (D + E)3 3DE(D + E)
3
§ b · 3c § b · b3 3bc
D3 + E3 = ¨ ¸ ¨ ¸ 2
© a¹ a © a¹ a3 a
b3 3abc 3abc b3

= =
a3 a3
3abc b3
1 1 D 3 E3 a3
(iv) 3 =
D3 E (DE)3 § c·
3
¨© ¸¹
a
1 1 3abc b3

D 3 E3 c3
Example 45 : If D and E are the zeros of the polynomial f (x) = x2 5x + k such that
D E = 1. Find the value of k.
Solution : Since D and E are the zeros of the polynomial f (x) = x2 5x + k
ª 5 º k
D + E = « » 5 and DE = k
¬1¼ 1
Now, D E = 1
(D E)2 = 1
(D E)2 4DE = 1
(5)2 4(k) = 1
25 4k = 1
24 = 4k
k = 6
Hence, the value of k is 6.

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1. Find the zeroes of the quadratic polynomial x2 + 7x + 12 and verify the relation between zeroes
and its coefficients.
2. If x = 2 is a root of the polynomial f (x) = 2x2 3x + 7a, find the value of a.
3. If D and E are the zeroes of the quadratic polynomial f(t) = t2 4t + 3, find the value of
D2E + DE 2.
3.10 Division algorithm for polynomials
We know division of an integer by a non - zero integer. We obtain the quotient and the
remainder which is zero or less than the divisor. Also dividend, divisor, quotient and the remainder
always satisfy the following relation.
Dividend = Quotient u Divisor + Remainder

p(x) = q(x) u s(x) + r(x)
We will consider the division of a polynomial, first by a monomial and then by a polynomial.
Case 1 : Dividing a polynomial by a Monomial.

Step 1 : Divide each term of the polynomial by Monomial.
Step 2 : Divide the numerical coefficient of each dividend by the numerical coefficient of the divisor.
Step 3 : Divide the common variables leaving the uncommon variables unchanged.
Step 4 : Follow the rules for division of integers for assigning the sign to the quotient.
Example 46 : Divide 12x2y2 6x2y + 9y2x 3xy by 3xy

Solution : (12x2y2 6x2y + 9y2x 3xy) y 3xy
12 x 2 y 2 6 x 2 y 9 y 2 x 3xy

3xy 3xy 3xy 3xy
= 4xy 2x + 3y 1.
Example 47 : Divide 8x2y + 4y2 2z3y by 2y
Solution : Arrange them,
(8x2y + 4y2 2z3y) y 2y
8x2 y 4 y 2 2 z3 y

2y 2y 2y
= 4x2 + 2y z3.
Case 2 : Dividing a polynomial by a polynomial

Step 1 : Arrange the terms of the dividend in descending order of the power of its variable. If
there is a break in the order, insert as many zeroes as the number of missing terms.
Step 2 : Divide the first term of the dividend by the first term of the divisor. The quotient is the
first term of the quotient polynomial.
Step 3 : Multiply the firt term of the quotient with all the terms of the divisor and subtract the
product from the dividend.
Step 4 : The next term of the dividend is brought down and it, along with the remainder of the
above subtraction, forms the new dividend.
Step 5 : Steps 3 and 4 are repeated till the remainder is zero or it cannot be divided further.
Example 48 : Divide 6x2 + 10x 24 by 2x + 6
Solution : Let us write the polynomial in standard form
p(x) = 6x2 + 10x 24
3x 4
2 x 6 6 x 2 10 x 24
6x2 + 18x

8x 24
8x 24
+ +
0
Dividend = Divisor u quotient + Remainder

p(x) = q(x) u s(x) + r(x)
6x2 + 10x 24 = (2x + 6) u (3x 4) + 0

divisor [q(x)] = (2x + 6)
quotient [s(x)] = 3x 4
remainder [r (x)] = 0.
Example 49 : Divide 10x2 + 29xy 21y2 by 2x + 7y
Solution : Let us write the polynomial in the standard form
p(x) = 10x2 + 29xy 21y2

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2 x 7 y 10 x 2 29 xy 21 y 2 (5x 3y
10 x 2 35 xy

6 xy 21 y 2
6 xy 21 y 2

0
Dividend = Divisor u quotient + Remainder
p(x) = q(x) u s(x) + r(x)

10x2 + 29xy 21y2 = (2x + 7y) u (5x 3y) + 0
divisor [q(x)] = 2x + 7y
quotient [s(x)] = 5x 3y
remainder [r (x)] = 0.

1. Divide the polynomial (3x3 + 2x2 1) by (x + 2)
2. Divide a2 14a 32 by a + 2.
3. Divide the polynomial p(x) = 9x4 4x2 4 by the polynomial q(x) = 3x2 + x 1. Find
remainder.
3.11 Remainder Theorem
“If the polynomial p(x) is divided by (x a), then the remainder is p(a)”. This is known as
remainder theorem.
Example 50 : Divide x4 5x2 4x by x 3 and find the remainder
Solution : By Remainder theorem,
Polynomial p(x) = x4 5x2 4x
Divisor = x 3
zero of the polynomial x 3 = 0
x = 3
Take x = 3
? p(x) = x4 5x2 4x
By substituting the value of x in the given polynomial, we get
p(3) = (3)4 5(3)2 4(3)
= 81 45 12
p(3) = 24
remainder r(x) = 24.
Example 51 : By using remainder theorem, divide the polynomial x4 + 4x2 3x + 10 by x + 4
and find the remainder.
Solution : p(x) = x4 + 4x2 3x + 10
Divisor = x + 4
zero of the polynomial x+ 4 = 0
x = 4
By remainder theorem,
? p(x) = x3 4x2 3x + 10
By substituting the value of x in the given polynomial, we get
p(4) = (4)3 4(4)2 3(4) + 10
= 64 64 + 12 + 10 = 22
? Remainder r(x) = 22.
Example 52 : If the polynomial a3 3a2 ka + 50 is divided by (a 3), the remainder is 62. Find
the value of k.
Solution : When given polynomial is divided by (a 3) the remainder is 62. It means the value of
the polynomial when a = 3 is 62.
p(a) = a3 3a2 ka + 50
By remainder theorem,
remainder p(3) = (3)3 3(3)2 k(3) + 50
= 27 3(9) 3k + 50
= 27 27 3k + 50
= 3k + 50
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But remainder is 62.

? 3k + 50 = 62
3k = 62 50
3k = 12
12
k =
3
? k = 4.
If a polynomial p(x) is divided by (x a) then the remainder is

p(a) where ‘a’ is a real number.
p(x) = S(x) u (x a) + r(x) where degree of r(x) < 1 or r(x) = 0
In this equation by putting x = a, we get p(a) = 0 + r(a) = r(a)

Hence, if r(a) = 0, (x a) is a factor of p(x).
Factor Theorem
If 24 is divided by 6, then remainder is 0. Therefore, we say that 6 is a factor of 24. In the
same way, when a given polynomial is divided by the divisor polynomial and if the remainder is 0, then
we say that divisor polynomial is the factor of the dividend polynomial.
p(x) is a polynomial and a is any real number, if p(a) = 0, then (x a) is a factor of p(x).
Conversely, if (x a) is the factor of the polynomial p(x), then p(a) = 0.
This is known as Factor theorem.
Example 53 : Check whether, x 3 is a factor of the polynomial x3 3x2 + 4x 12 by using
factor theorem.
Solution : p(x) = x3 3x2 4x 12
Divisor = x 3
x = 3
By substituting the value of x in the polynomial, we get
? p(3) = (3)3 3(3)2 4(3) 12
= 27 27 + 12 12 = 0
? By factor theorem, (x 3) is a factor of the polynomial x3 3x2 + 4x 12.
Example 54 : If (x 1) is factor of the polynomial x3 2x2 + mx 4, then find the value of m.

Solution : (x 1) is factor of p(x) = x3 2x2 mx 4
Divisor = x 4
x = 1
? p(1) = 0
p(x) = x3 2x2 mx 4
p(1) = (1)3 2(1)2 m(1) 4
p(1) = 1 2 m 4 = 0
? 1 2 m 4 = 0
m 5 =0
m = 5.
Example 55 : Show that (3 2x) is a factor of the polynomial 2x3 9x2 x + 12.
Solution : Let p(x) = 2x3 9x2 x + 12
Divisor = 3 2x
zero of the polynomial 3 2x = 0
3
x=
2
3 2
§3· §3· §3· 3
? p¨ ¸ 2 ¨ ¸ 9 ¨ ¸ 12
©2¹ ©2¹ ©2¹ 2
§ 27 · § 9 · 3
= 2 ¨ ¸ 9 ¨ ¸ 12
© 8 ¹ ©4¹ 2
27 81 + 6 + 48
=
4
81 81 0
= = 0
4 4
?(3 2x) is a factor of the polynomial 2x3 9x2 x + 12.

1. Find remainder when 4x4 3x3 2x2 + x 7 is divided by x 1 using remainder theorem.
2. Find remainder when x3 + 1 is divided by x + 1.
3. Show that x + 1 and 2x 3 are factors of 2x3 9x2 x + 12.
4. Find the value of k if x 3 is a factor of k2x3 kx2 + 3kx 1.
126 Mathematics
Summary
In this chapter, you have studied the following points :
A term with a constant or a variable or a combination of constants and variables is called
algebraic term.
Laws of indicies
am
(i) am u an = am+n (ii) n
a mn
a
(iii) (am)n = amn (iv) (ab)n = an . bn
An algebraic expression is a single term or combination of two or more terms, connected
by symbols + and .
Polynomials are algebraic expressions with 1, 2, 3 and 4 terms are called monomial, binomial,
trinomial and quadrinomial respectively.
The highest degree among the degrees of different terms of an algebraic expression is called
degree of the algebraic expression.
The algebraic expressions with degrees 1 and 2 are called linear and quadratic algebraic
expressions respectively.
Identity is an equality which is true for all values of the variables.
Some important identities :
(i) (a + b)2 = a2 + 2ab + b2
(ii) (a b)2 = a2 2ab + b2
(iii) (a + b)(a b) = a2 b2
(iv) (a + b + c)2 = a2 + b2 + c2 + 2ab + 2bc + 2ca
(v) (a + b)3 = a3 + 3ab(a + b) + b3
(vi) (a b)3 = a3 3ab(a b) b3
(vii) a3 + b3 = (a + b)(a2 ab + b2)
(viii) a3 b3 = (a b) (a2 + ab + b2)
Special products :
(i) (x+a) (x+b) = x2 + x(a + b) + ab (ii) (x a) (x b) = x2 x(a + b) + ab
(iii) (x+a) (x b) = x2 + x(a b) ab (iv) (x a) (x + b) = x2 + x(ba) ab
Factorization of an algebraic expression means finding two or more expressions which
multiplied give the original expression as the product.
Polynomials of degrees 1, 2 and 3 are called linear, quadratic and cubic polynomials
respectively.
A quadratic polynomial in x with real coefficients is of the form ax2 + bx + c, where

a, b, c are real numbers and a z 0.
The zeroes of a polynomial p(x) are precisely the x-coordinate of the points, where the
graph of y = p(x) intersects the x-axis.
If D and E are the zeroes of the quadratic polynomial ax2 + bx + c, then
b c
D E ; DE
a a
The division algorithm states that given any polynomial p(x) and any non-zero polynomial
g(x), there are polynomials q(x) and r(x) such that
p(x) = g(x) q(x) + r(x)
where r(x) = 0 or degree r(x) < degree g(x).
Remainder theorem :
Let p(x) be any polynomial of degree greater than or equal to one and ‘a’ be a real number.
If p(x) is divided by (x a), then the remainder is equal to p(a).
Factor theorem :
Let p(x) by 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 factor of p(x). Conversely, if (x a) is a factor of p(x), then
p(a) = 0.
1. For each of the following polynomial, find p(1), p(0) and p(2)
(i) p(x) = x3 (ii) p(y) = x2 2x + 5 (iii) p(z) = z4 2z2 2
2. If the value of polynomial x3 + 2x + a is 12 for x = 2, then find the value of a.
3. If p(x) = 2 + 5x, then find the value of p(2) + p(2) p(1).
4. If p(x) = 2 x 2 5 3 x 5 , then find the value of p (5 3) .
5. Draw the graphs for the following quadratic polynomials and find the zeroes.
(i) f (x) = x2 6x + 9 (ii) f (x) = x2 + 7x + 10 (iii) f (x) = 2x2 4x + 5
6. If the polynomial x3 3x2 + kx + 50 is divided by (x 3), the remainder is 62, find the value
of k.
7. If the polynomial y3 5y2 + 7y + m is divided by y + 2, the remainder is 50, then find the
value of m.
128 Mathematics
8. If (x 2) is a factor of x3 mx2 + 10x 20, then find the value of m.

9. By using factor theorem, check whether q(x) is a factor p(x) or not.
(i) p(x) = x3 x2 x 1, q(x) = x 1
(ii) p(x) = 2x3 x2 45, q(x) = x 3
1
10. If x 2 and x are the factors of the polynomial nx2 5x + m, then show that
2
m = n = 2.
11. If the breadth of a rectangle is (5x + 7y) cm and its area is (5x3 8x2y 11y2x + 4y3)
cm2, then find its length.
12. Divide the polynomial f (x) = 3x2 x3 3x + 5 by the polynomial x x2 1 and verify the
division algorithm.
13. Divide the polynomial f (x) = 14x3 5x2 + 9x 1 by the polynomial g(x) = 2x 1. Find
the quotient and remainder.
14. Find the zeores of the following quadratic polynomials and verify the relationship between the
zeroes and co-efficients.
(i) 3x2 x 4 (ii) x2 2x 8 (iii) 4x2 4x + 1 (iv) 6x2 7x 3
15. Find the quadratic polynomial with the given number as the sum and product of its zeroes respectively.
1
(i) 4, 1 (ii) 2, iii) 3, 3
3
1. If x = 2 and y = 3, then the value of (x + y) is ( )
(a) 25 (b) 125 (c) 8 (d) 27
2. The degree of the polynomial 2x2 + x + x5 is ( )
(a) 1 (b) 2 (c) 5 (d) 8
3. The most suitable identity to solve 993 is ( )
(a) (a + b)3 (b) (a b)3 (c) a3 b3 (d) a3 + b3
1 1
4. If x = 3 then the value of x 2 2 is ( )
x x
(a) 2 (b) 3 (c) 7 (d) 9
5. Which of the following is not a polynomial ( )
1 x 1
(a) x + 1 (b) (c) x2 + 1 (d)
x 1 2
6. The general form of Quadratic polynomial with one variable ‘x’ is ( )

(a) a + b (b) ax + by + c (c) ax3 + bx2 + c (d) ax2 + bx + c
7. The sum of the zeroes of the polynomials x2 + 5x + 6 is ( )
(a) 5 (b) 5 (c) 6 (d) 6
8. The value of the polynomials of P(x) = x2 2x + 5 when x = 2 is ( )
(a) 5 (b) 8 (c) 12 (d) 13
9. If x 1 is a factor of x3 mx2 + 10x 20, then the value of m is ( )
(a) 9 (b) 9 (c) 10 (d) 11
10. The polynomial having whose sum and product of zeroes are 3, 4 is ( )
(a) x2 7x + 12 (b) x2 + 7x + 12 (c) x2 3x + 4 (d) x2 + 3x + 4

3.1
y
1. (i) 6x + 8 y (ii) 8x (iii) 5(x + y)
3
2. Like terms : 6x, 3x; 6y2 4y2 Unlike terms : 7x2y, 9y2 5xy, 2y
y2
3. (i) xy (ii) x (iii) (iv) 3x2y2z2
2
3.2
1. 25 2. 1 3. 5 4. (i) a10 (ii) 13p7 q12
36
3.3
1. (i) Monomial (ii) Binomial (iii) Trinomial (iv) Quadrinomial(multinomial)
2. (i) 3 (ii) 5 (iii) 5 (iv) 5
3. (i) Polynomial (Exponent of x2 and x have +ve integers)
(ii) Not a polynomial (Exponent of y + 1 have negative integer)
1
(iii) Not a polynomial ( x = x1/2 - Exponent of x is which is not an integer)
2
(iv) Not a polynomial [2x2 + 5(x)1 + 7, exponent of x is 1 which is negative integer].
3.4
1. 11x2 + 2xy + 6y2 2. 3x2 y2 + 6xy 3. 15x3
4. 168 x6y6 5. 15x2 + 24y2 + 42xy 8y2 10zx 6. 35m2n + 10 mn3
130 Mathematics
3.5
1. 2x2 6 2 xy + 9y2 2. 9120 3. 9x2 6xy + y2 + 3x y 20
4. Co-efficient of x2 is 1 Co-efficient of x is 4 5. 23058
6. 99700299 7. 81x2 + 4y2 + z2 + 36xy + 4yz + 18zx
3.6
1. (x + 3 ) (x + 3)
2. (i) xy (x y) (ii) (p q) (2a 1) (iii) (x 3) (x2 + 1)
3. 3(x 3) (x + 3) (x2 + 9) 4. (x + y 3) (x + y 4)
3.7
1. (i) Not a polynomial (ii) Polynomial (iii) Not a polynomial
2. (i) x5y, xy ..... (etc.) (ii) x25 + y, x20y5 + xy2 .... (etc)
3. Quadratic polynomial x2, 3x2 + 6x + 9, 4x2 + 6x
Cubic polynomial x3 + x 2 + x + 4
Linear polynomial x + 5
Binomial x + 5, x3 + 9, 4x2 + 6x
Trinomial 3x2 + 6x + 9
Monomial x2
4. (i) 0 (ii) 10 (iii) 3 (iv) 5
5. (i) 1 (ii) 2 (iii) 7
1
6. y5 + 3y4 + 4y3 y2 7y
2
3.8
1. §¨ , 0·¸
3
2. Zeroes of the polynomial 4 and 1.
© 2 ¹
3.9
2
1. Zeroes 3, 4 2. a = 3. 12
7
3.10
1. Quotient = 3x2 4x 8; Remainder 17
2. Quotient = a 16; Remainder = 0 3. Remainder = x + y
3.11
1
1. Remainder = 7 2. Remainder = 0 3. k =
3
Answers to Terminal Exercises

Terminal Exericse - 1
1. 3 x2 + 2xy + 4 [Hint : Perimeter of triangle is sum of its sides)
2. a b = x2 2xy + 5y2; b a = x2 + 2xy 5y2
3. (i) 2x3y3 + 6x3y2 4x3y + 2x2y (ii) 15x4 + 16x2y2 15y4

(iii) (3x3 + z)2 4y4 = 15x4 + 16x2z 4y4 + z2
4. (i) 25x2 + 30xy + 9y2 (use (a + b)2 identity)

(ii) 4x2 44x + 121 (use (a b)2 identity)
(iii) 8x3 + 27y3 + 36x2y + 54xy2 (use (a + b)3 identity)
(iv) 216x3 + 540x2 450x + 125 (use (a b)3 identity)
(v) x2 + 4y2 + 9z2 + 4xy + 12yz + 6xz (use (a + b + c)2 identity)
5. (i) 10609 (use (a + b)2 identity)

(ii) 0.9801 (use (a b)2 identity)
(iii) 9991 (use (a + b) (a b) = a2 b2 identity)
(iv) 11021 (use (x + a) (x + b) = x2(a + b)x + ab identity)
(v) 0.12 (use a2 b2 = (a + b) (a b) identity)
6. 34 (use (a + b)2 identity)

7. 5 (use (a b)2 identity)
8. 16 (use (a + b + c)2 identity)
9. (25a 30b) (x y)
10. (x2 + 3y2) (x 2y)
11. (x2 + 1) (x2 + 1)
Terminal Exericse - 2
1. (i) P(1) = 1, P(0) = 0, P(2) = 8
(ii) P(1) = 4, P(0) = 5, P(2) = 11
(iii) P(1) = 3, P(0) = 2, P(2) = 6
2. a = 0 3. 11 4. 80 6. k = 4
132 Mathematics
7. m = 92 8. m = 2
9. (i) q(x) is not a factor of P(x)

(ii) q(x) is a factor of P(x)
11. Length = (x2 3xy + 2y2) cm (Area of rectangle = length u breadth)
12. Quotient = x 2, Remainder = 3
13. Quotient = 7x2 + x + 5, Remainder = 4
4
14. (i) Zeroes = 1, (ii) Zeroes = 2, 4
3
1 1 1 3
(iii) Zeroes = , (iv) Zeroes = ,
2 2 3 2
1
15. (i) x2 + 4x + 4 (ii) x2 2x + (iii) x2 3x + 3
3
1. A 2. C 3. B 4. C
5. B 6. D 7. A 8. D
9. A 10. C

1. Draw the graph of the Quadratic polynomial P(x) = x2 3x + 2 and also find its zeroes.
2. If D and E are the zeroes of the Quadratic polynomial f(x) = ax2 + bx + c, then evaluate
D2 E2
(i) D2 + E 2 (ii)
E2 D2
1
3. If x 2 and x are both the factors of the polynomial nx2 5x + m, them show that
2
m = n = 2.
4. Divide the polynomial f(x) = 14x3 5x2 + 9x 1 by the polynomial g(x) = x x2 1 and
verify divison algorthm.
4
Linear Equations
We have learnt about basic concepts of ‘variable’ and ‘constant’. We have also learnt about
algebraic expressions, polynomials and their zeroes. We come across a situation such as “If 15 is
added to a certain number it becomes 18. To know that certain number, we get 3 as answer.” Have
you ever thought how it is possible? To solve such tricky arithmetic problems, we have a chapter,
Linear Equations. This chapter deals with such problems. We learn how to write linear equations with
one variable and two variables, the different methods to solve the equations are discussed in this
chapter.
Objectives
After completing this chapter, you will be able to
identify linear equations from a given collection of equations
give examples of linear equations
write linear equations in one variable.
find the solution of linear equations in one variable
write linear equations in two variables
give examples of linear equation in two variables.
find the solution of a linear equation in two variables
find the solution of a system of linear equations graphically as well as algebraically.
express real life problems in terms of linear equations in one or two variables and then solve
the same
134 Mathematics
4.1 Linear Equations

Mathematical statements are always either true or false. The statements which cannot be said
either true or false are known as open sentences. An open sentence having at least one variable and
a symbol ‘=’ is known as an equation.
The equality of two algebraic polynomials is known as an equation. All the equations should
have the symbol “=” as shown here under.
x + 2y = 4 ... (1)
x2 – 4 = 0 ... (2)
2y – 5 = 3y ... (3)
In the above equations you find the variables x and y in the (1) statement, variable x is in
the (2) and y is in the (3) statement. So the above three statements can be called as equations.
Every equation has two sides. The Left Hand Side to the ‘=’ symbol is referred to as L.H.S.
and the Right Hand Side is referred to as R.H.S.
For example,
1. 3x – y = 7, 3x – y is LHS, and 7 is known as RHS.
2. 2x2 – 32 = 0, LHS is 2x2 – 32, RHS = 0.
3. 3y + 8 = y + 10, LHS = 3y + 8 and RHS = y + 10.
If you observe the above statements (1) and (3) the exponent of the variable is 1, so the degree
of the equation is 1, They are called Linear Equations.
If the degree of the equation is 1, it is called a simple equation or a linear equation. The linear
equation having a single variable is called linear equation in one variable.
In the equation 3x + 4 = 7, the variable is x only. So, the equation is called linear equation
in one variable.
The general form of linear equation having x as variable is ax + b = 0
In the equation x + 3y = 4, x and y are two variables. So, this is called linear equation in two
variables.
Example 1 : Identify linear equations from the following, and write LHS and RHS.
(i) 3x + 5 = 8 (ii) x2 + 1 = x 6 (iii) y + 1 = 3y – 5 (iv) 3x + 4y = 7
Solution
(i) 3x + 5 = 8, the degree of the equation is 1. So, this is a linear equation having x as variable.
LHS = 3x + 5, RHS = 8.
Linear Equations 135
(ii) The degree of the given equation is 2. So, this is not a linear equation.
(iii) The degree of the given equation is 1. So, this is the linear equation.
LHS = y + 1, RHS = 3y 5.
(iv) The degree of the given equation is 1. So, this is the linear equation having two variables
x and y.
LHS = 3x + 4y, RHS = 7.
First degree linear equation in ‘x’ is ax + b = 0. LHS = ax + b, RHS = 0
Example 2 : Identify linear equation in one variable in the following

1. 3x – 1 = 2x + 9 2. 7y + 2 = 23 3. x + y = 5 4. 2x + 4 = x + 15
Solution
1. Linear equation in one variable. Variable is x.
2. Linear equation in one variable. Variable is y.
3. Linear equation, but not in one variable because there is two variables x and y.
4. Linear equation in one variable. Variable is x.

1. Identify linear equations from the following.
(i) 4x – 5 = 3 (ii) 2y + 1 = z + 10 (iii) 2x2 – 3x + 1 = 0
(iv) y2 + 4x – 4 = 1 (v) 3(t + 2) + 1 = t + 9
2. Identify linear equations in one variable and also write LHS and RHS
(i) 4x – 5 = 7 (ii) 3y – z = 2 (iii) 2(y + 1) = y + 5
(iv) x2 + 4y = 7 (v) x + 9 = 2x + 1
4.2 Express linear equation in one variable

Let us observe the following statements, and see how they are expressed in terms of equations.
1. If “5 is added to x, then it equals to 9” this can be expressed as x + 5 = 9.
2. If “1 is added to twice a number, then it equals to 11”. In this problem we assume the required
number as x. We can write as 2x + 1 = 11.
y
3. “If y is divided by 5, we get 8.” This can be expressed as = 8.
5
4. “Padmaja gave 3 bananas to Sarada 5 bananas are left with her. In this problem let the number
of bananas at Padmaja be x. This can be written as x 3 = 5.
136 Mathematics
5. “In a two digit number, the digit in units place is twice the digit in tens place. If we reverse
the number, it is more than 9, than the original number”. Let the digit in tens place be x. The
digit in the units place be 2x. Original number is 10x + 2x = 12x. If the digits in the original
numbers are reversed it is (2x u 10) + x = 20x + x = 21x. Then the equation form is
21x = 12x + 9x.
Example 3 : “If 8 is subtracted from the twice of a number, we get 6”. Express the statement in
the form of a linear equation.
Solution : Let the required number = y
Twice the number = 2y
After subtracting 8, we get 2y – 8. According to the given data it is 6.
Required equation to the given data is 2y – 8 = 6.

Express the following in the form of linear equation in one variable.
1. If 9 is subtracted from a number, the result is 7.
2. Rahul’s age is twice the Rishitha’s age. After 4 years sum of their ages is 17 years.
(Let the age of Rishitha is x)
3. Total runs made by Ravi and Suresh is 97. Runs made by Suresh is 17 more than Ravi.
4. A motor boat goes down stream in the river with the speed of 4 km. per hour and covered the
distance 24 km. in 2 hours (let the speed of the motor boat is x)
4.3 Solving linear equations in one variable

The value of the variable which satisfies the given equation is called the solution or root of the
equation.
Consider the equation x +3 = 5,
In it LHS = x + 3 and RHS = 5
Substitute 0 for x, we get 0 + 3 = 5, 3 z 5
Substitute 2 for x, we get 2 + 3 = 5, 5 = 5
Observe the results got after substitution.
Only when x = 2, the equation is balanced, i.e.
L.H.S. = R.H.S.
and in other cases, it is not so. So, the value which is substituted to make the LHS and RHS equal
is called the solution to the given equation. Solving the equation means finding its solution.
If we assume that the LHS and RHS are the two pans of a simple balance, the indicator at the
top, refers to the symbol ‘=’(equal). Solving the equation is nothing but sharing the material equally
in two pans.
To know which value balances the equation, we have substituted 0, 1, 2, 3, . . . . . in the place
of x. That means we had trials to know the exact number. In only one case we are succeeded and
in others we failed. This method is known as ‘trial and error method.
By using trial and error method, by substituting different values in the equation, we can solve
it. But it takes a lot of time in this method. So, we have to search for an easier method to solve.
The four fundamental operations Addition, Subtraction, multiplication and division-should be used
in solving the equations. We have to substitute the value in LHS and RHS and verify it accordingly.
Let us observe the following examples
Example 4 : Solve x+5=7
Solution : Given equation is x + 5 = 7
Subtracting ‘5’ on both sides, we get
x+5– 5 =7– 5
x+0 = 2
? x = 2.
Verification : LHS = x + 5 = 2 + 5 = 7 = RHS.
Therefore, LHS = RHS So, x = 2 is the solution to the given equation.
Example 5 : Solve x – 3 = 10
Solution : Given equation is x – 3 = 10
Adding ‘3’ on both sides, we get
x – 3 + 3 = 10 + 3
x + 0 = 13
? x = 13.
Verification : LHS = x – 3 = 13 – 3 = 10 = RHS.
Example 6 : Solve 5x + 2 = 17
Solution : Given equation is 5x + 2 = 17
138 Mathematics
Subtracting ‘2’ on both sides, we get

5x + 2 – 2 = 17 – 2
5x + 0 = 15
5x = 15
Dividing with 5 on both sides
5x 15
=
5 5
? x = 3.
Verification : LHS = 5x + 2 = 5 u 3 + 2
= 15 + 2 = 17 = RHS.
Therefore, LHS = RHS. So, x = 3 is the solution to the given equation.
2x
Example 7 : Solve +7=5
3
2x
Solution: Given equation is +7=5
3
2x
+7–7 =5–7 (subtracting by 7 on both sides)
3
2x
+0 = 2
3
2x
= 2
3
2x
3 u = 3 u (2) (Multiplied by 3 on both sides)
3
2x = 6
2x 6
= = 3 (divided by 2 on both sides)
2 2
? x = 3.
2x ( 3)
Verification : LHS = + 7 = 2u + 7 = 2 + 7 = 5 = RHS
3 3
Therefore, LHS = RHS. So, x = 3 is the solution to the given equation.
Example 8 : Solve 4(x + 3) + 1 = 8x +5
Solution: Given equation is 4(x + 3) + 1 = 8x +5
4x + 12 + 1 = 8x + 5 (brackets removed)
4x + 13 = 8x + 5
8x + 5 = 4x + 13 (LHS, RHS are changed)

8x = 4x + 13 – 5 (5 is changed from LHS to RHS.
8x = 4x + 8 The sign is changed “+” to “”)
8x – 4x = 8 (4x is changed from RHS to LHS.
4x = 8 The sign is changed “+” to “”)
8
x = = 2 (divided by 4 on both sides)
4
? x = 2.
Verification : LHS = 4(x + 3) + 1 = 4(2 + 3) + 1 = 4 u 5 + 1 = 20 + 1 = 21
RHS = 8 u 2 + 5 = 16 + 5 = 21
Observe the example 4.8 you can understand
* LHS and RHS can be changed simultaneously.
* The terms also can be shifted from LHS to RHS or RHS to LHS. This process is called transposing.
* When we transpose terms the signs become changed from + to –, from – to +. In the same
way signs of multiplication and division also get changed.
Let us observe one more example
Example 9 : Solve 2x 3 = x + 15
Solution: Given equation is 2x – 3 = x + 15
2x = x + 15 + 3 (3 is transposed to right side)
2x = x + 18
2x – x = 18 (x is transposed to left side)
? x = 18
Verification : LHS = 2x – 3 = 2 u 18 – 3 = 36 – 3 = 33,
RHS = x + 15 = 18 + 15 = 33.
Therefore LHS = RHS. So, x = 18 is the solution to the given equation.
Example 10 : Solve 3(2x 1) = x 8
Solution: Given equation is 3(2x 1) = x 8
6x 3 = x 8
6x = x 8 + 3
140 Mathematics
6x = x 5
6x x = – 5
5x = 5
5
x=
5
? x= 1
Verification : LHS = 3(2x 1) = 3(2 u (1) – 1) = 3(21) = 3 u 3 = 9
RHS = x – 8 = 1 8 = 9
In an equation the variable should always be in LHS only. It is a tradition.
Let us list out the steps involved in solving the equation.
1. If there are any brackets in the equation, remove the brackets and rewrite.
2. The constant in LHS should be transposed to RHS, and the variables in RHS should be transposed
to LHS
3. After transposing, +ve sign becomes ve sign, ve sign becomes +ve sign.
4. After transposing, multiplicative factor becomes multiplicative inverse and divisible factor becomes
its inverse
5. The variable in the equation should always be in LHS only.
6. Find the solution of the equation i.e., the value of variable.
7. Substitute the value of the variable in the given equation and verify whether LHS = RHS or
not.
Word Problems
You have learnt how to express day to day problems using a single variable as equations. Let
us see how they can be solved.
1 1
Example 11 : The sum of and of certain number is 9. What is the number?
4 5
Solution: Let the number be x
1 x
of x =
4 4
1 x
of x =
5 5
x x x x
Sum of , = +
4 5 4 5
Given sum = 9
x x
+ = 9
4 5
For equalizing all denominators of the equation, we can multiply with the product of the denominators
on both sides of the equation.
4 u 5 = 20 so, multiplying with 20 on both sides, we get
x x
20 u + 20 u = 20 u 9
4 5
5x + 4x = 180
9x = 180
180
x= = 20. The number is 20.
9
1 1
Verification : of 20 is 5 and of 20 is 4, sum of both 5 and 4 is 9
4 5
Therefore, 20 is the required number.
Example 12 : Yagnasri is 27 years younger than his father at present. After 3 years, sum of their
ages will be 57 years. Find the present age of Yagnasri?
Solution: Let the present age of Yagnasri’s father be ‘y’ years
Yagnasri’s age = (y – 27) years
After 3 years, age of her father = y + 3
age of Yagnasri = y – 27 + 3 = y – 24
sum of their ages = y + 3 + y – 24 = 2y – 21
according to given data sum = 57 years
2y – 21 = 57
2y = 57 + 21 = 78
78
y= = 39
2
? y = 39
Present age of father = 39 years, age of Yagnasri = 39 27 = 12 years
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Example 13 : Length of the rectangle is 5cm more than its breadth. Its perimeter is 70 cms. Find
the length and breadth of the rectangle?
Solution: Let the breadth of the rectangle be ‘x’ cm
Length =x+5
Perimeter = 2(length + breadth) = 2(l + b)
= 2(x + x + 5) = 2(2x + 5)
Given perimeter = 70 cms.
2(2x + 5) = 70.
4x + 10 = 70
4x = 70 – 10 = 60
60
x= = 15
4
x = 15
Therefore, breadth of the rectangle = 15 cm.
length of the rectangle = 15 + 5 = 20 cm.

1. Put appropriate answer in the brackets
(i) Equality sign of the following [ ]

A) ' B) = C) # D) z
(ii) Linear equation in one variable of the following is [ ]

A) x + 3 = y 4 B) 3t + 5 = 7 C) x2 1 = 0 D) y + z = 7
(iii) The equation that not representing a linear equation [ ]

A) 5 + 3x = y + 7 B) 7(x + y) = 4
C) 3x2 + 4x + 1 = 0 D) x + 4 = 3x 1
(iv) The value of the variable x that satisfies the equation 3x 4 = x + 6 [ ]

A) 3 B) 4 C) 5 D) 5
2. Solve the following equations

(i) 2a = a + 5 (ii) y + 4 = 7 – y (iii) 3z + 4 = 5z + 4
(iv) 4(x + 3) = 8(x + 2) (v) 3(t + 2) +1 = t + 9
3. If 4 is added to three times of a number then it becomes 58. Find the number.
4. The sum of ages of Sindhu and Sowmidhi is 34 years. Sindhu is 4 years older than Sowmidhi.
Find their ages.
2
5. In a class, the number of boys is of number of girls. If number of boys are 10. Find the
5
number of girls. (Can you find the total strength of the class).
4.4 Linear Equations in Two variables

Sudhakar bought 2 pens and 3 books and paid Rs. 40 to the shopkeeper. Sailaja bought
3 pens and 4 books of the same kind and paid Rs. 55. But Sudhakar did not know the cost of one
pen and one book seperately. Now, he wants to know the cost of each one without consulting the
shopkeeper.
We have already learnt about linear equation in one variable and how to solve it. In this example,
we have two unknown quantities. If the cost of one pen is Rs. x, then cost of 2 pens is Rs. 2x; the
cost of one boook is Rs. y, then the cost of 3 books is 3y and total cost is Rs. 2x + 3y. The amount
paid by Sudhakar is Rs. 40. It can be expressed as 2x +3y = 40 ..... (1). Sailaja paid Rs. 55 for
3 pens and 4 books of the same. It can be expressed as 3x + 4y = 55 ..... (2).
It is observed that we can express equation in two variables also. The degree of the above
equations is ‘1’. So, they are called linear equations in two variables.
First degree equation in two variables x, y is called linear equation in two variables.
The general form is ax + by + c = 0. Here a, b, c are real numbers and a or b non-zero
elements.
Observe the following table for the first equation 2x + 3y = 40
S. No. x y LHS RHS Result
1 5 10 2 u 5 + 3 u 10 = 40 40 Solution
2 14 4 2 u 14 + 3 u 4 = 40 40 Solution
3 11 6 2 u 11 + 3 u 6 = 40 40 Solution
4 8 8 2 u 8 + 3 u 8 = 40 40 Solution
All above values of x and y are satisfying the equation. Thus, a linear equation in two variables
has more than one solution.
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How can we decide the correct cost of the pen and the book? As we cannot dicide the cost
of pen and book with the help of above values, we may consider another equation with the same
values.
Table for 3x + 4y = 55 ... (2)
S. No. x y LHS RHS Result

1 5 10 3 u 5 + 4 u 10 = 55 55 Solution
2 14 4 3 u 14 + 4 u 4 = 58 55 Not a Solution
3 11 6 3 u 11 + 4 u 6 = 57 55 Not a Solution
4 8 8 3 u 8 + 4 u 8 = 56 55 Not a Solution
After observing the above two tables, LHS and RHS of the two equations are equal for
x = 5 and y = 10 only. Therefore the cost of the pen is Rs. 5 and the book is Rs. 10.
If we have only one equation in two variables, we can find many solutions. When we have
two variables, we need at least two independent equations to get unique solution.
Solving Linear Equation in Two Variables

The pair of values of the variables x and y, which satisfy both the equations at the same time
are called the solution to the equations. There are different methods to solve pair of equations. These
are graphical method and algebraic method. Now, we are going to discuss these two methods in this
chapter.
Example 14 : Verify, whether (i) x = 3, y = 1 and (ii) x = 1, y = 2 are the solution of the equation
3x + 4y = 13 or not.
Solution: Given equation is 3x + 4y = 13 ...... (1)
(i) Substituting x = 3, y = 1 in the given equation

LHS = 3 u 3 + 4 u 1 = 9 + 4 = 13 = RHS.
So, x = 3, y = 1 is the solution to the given equation.
(ii) Substituting x = 1, y = 2 in the given equation

LHS = 3 u 1 + 4 u 2 = 3 + 8 = 111 z RHS (“ z ” denotes is not equal to)
So, x = 1, y = 2 is not the solution.

1. “In a class total number of boys and girls is 37.” Express the statement in the form of equation.
2. “Total cost of 5 pens and 4 books is Rs. 85.” Express the statement in the form of linear
equation in two variables.
3. Verify, whether x = 0, y = 3 is the solution of the equation 3x + 2y 6 = 0.
4. Which of the following are the solution of 3x – 2y = 5
(a) x = 2, y = 3 (b) x = 3, y = 2 (c) x = 1, y = 1 (d) x = 1, y = 1.
4.5 Graphical Method
You might have seen paper with square boxes. This paper is called graph paper. Graph paper
is a printed paper, where you find boxes with uniform size. Each box is of one Sq. Cm.
This paper is used
* to enlarge or reduce the quantities of different sizes of pictures in proportion.
* to draw the exact shape in knitting and sewing.
* to organize statistical data, to draw histograms and other statistical graphs; and analyse.
* to solve mathematical problems and to find out values.
Now let us see how to solve linear equations through graph.
Step 1: We have to find at least two points (ordered pairs) to satisfy the given equation.
For example let us take the equation x + y = 4. Write this in the form of y = 4 x. By
substituting the x with different values, we find the value of y. The values can be shown in the form
of the table to find out points. Such points are called order pairs.
y = 4 – x Table
x – 2 0 2 3 4
y = 4–x y = 4–(–2) = 4+2 = 6 y = 4–0 = 4 y = 4–2 = 2 y = 4–3 = 1 y = 4–4 = 0

(x, y) (–2, 6) (0, 4) (2, 2) (3, 1) (4, 0)
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Step 2: On the graph paper, draw two perpendicular number lines. The horizontal line (X-axis),
and the vertical line (Y-axis). The point where the X-axis and Y-axis intersect is called the origin. We
have to take real numbers on both the axes with relevant scale. This system is also known as coordinate
plane. It is shown here
Step 3 : The numbers on a coordinate

plane are used to locate points. Each point
can be identified by an ordered pair of
numbers. Plot the points (2, 6), (0, 4),
(2, 2), 3, 1), (4, 0) which are obtained in
step 1. (Plot at least two points per each
equation). (Plotting of points etc. is dealt
in Coordinate geometry Chapter).
Fig. 4.1
Step 4: Draw a line on the graph paper joining the plotted points with scale. Observe the diagram
shown here after joining the points. It is a straight line.
So, the graph of the equation x + y = 4 is a straight line. All the points on this straight line
satisfy the equation x + y = 4. It means the first degree equation in x and y, ax + by + c = 0 always
represents a straight line. Let us conform above through another example.
Example 15 : Draw a graph to the equation 2x + y = 5. What did you find out.
Solution: Given equation is 2x – y = 5

After rewriting y = 2x 5
x 1 0 3
y = 2x5 y = 2(1)5 y = 2 u 05 y = 2(3) 5
= 25 = 7 = 0 5 = 5 = 65 = 1
(x, y) (1, 7) (0, 5) (3, 1)
the graph which is drawn for the given equation is

also a straight Line.
The equation ax + by + c = 0 always represents

a straight line
Fig. 4.2
The coordinates of the every point on the line satisfies the equation. If a point does not lie
on the line its coordinates will not satisfy the equation.
a1x + b1y + c1 = 0 and a2x + b2y + c2 = 0 are the general form of two linear equations where
a1, b1, c1, a2, b2, c2 are constants represents two straight lines. Only one of the following relation is
possible between them.
a1 b1
1. Intersecting lines : If a z b , the two lines intersect each other at a single point. This point
2 2
is the solution of the two equations. The lines are coincident. X coordinate of the intersecting
point represents x value, as well Y coordinate y value. In this case the two equations have only
one solution. These two equations are consistent pair of linear equations. They are independent.
The Pair of linear equations that represents intersecting lines has a unique
solution.
a1 b1 c1
2. Coincident lines : If the two lines represented by the equations have same set
a2 b2 c2
of points. Each point on the common line will give the solution. The pair of equations have
infinitely many solutions. In this case also the two linear equations are dependent and consistent.
The lines are coincident.
The Pair of linear equations that represents coincident lines has infinitely many
solutions.
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a1 b1 c1
3. Parallel Lines : If a z
2 b2 c2 then the two lines have no common point. Hence, the pair
of equations has no solution. In this case the two equations are called in consistent pair. The
lines are parallel.
The Pair of linear equations that represents parallel lines has no solution.
Example 16 : Solve the following equations by using graphical method.
x + y =7, x + 2y = 10
Solution: given equations are x+ y= 7 ...(1)
x + 2y = 10 ... (2)
from the given equation (1) from the given equation (2)
10 x
y= 7– x y=
2
10 x
y= 7 – x (x, y) x y= (x, y)
2
10 0
0 y=7 0 =7 (0, 7) 0 y= =5 (0, 5)
2
10 2
3 y=7 3 =4 (3, 4) 2 y= =4 (2, 4)
2
10 4
4 y=7 4 =3 (4, 3) 4 y= =3 (4, 3)
2
Ordered pairs (0, 7), (3, 4), (4, 3) Ordered pairs (0, 5), (2, 4), (4, 3)
Fig. 4.3
In the above graph, two straight lines represented by two equations are intersect at the point
(4, 3). Therefore, x = 4, y = 3 is the solution to the given equations.
Note: 1. Two points are sufficient to draw a line on the graph.
2. It is suggested that you should take three points for more accuracy of the graph.
x + y = 5, 2x + 2y = 10
Solution: given equations are x+y=5 ...(1)
2x + 2y = 10 ...(2)
10 x
y= 5– x y=
2
10 x
x y= 5– x (x, y) x y= (x, y)
2
10 0
0 y=5– 0=5 (0, 5) 0 y= = 5 (0, 5)
2
10 23
2 y=5– 2=3 (2, 3) 3 y= =2 (3, 2)
2
10 24
5 y=5– 5=0 (5, 0) 4 y= =1 (4, 1)
2
Fig. 4.4
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In the above graph, two straight lines represented by two equations coincide each other. Each
point on the common line will give the solution. So, they have infinitely many solutions.
x y =2, 2x 2y = 8
Solution: Given equations are x y = 2 ... (1)
2x 2y = 8 ... (2)
2x 8
y= x 2 y=
2
2x 8
x y= x – 2 (x, y) x y= (x, y)
2
2.0 8
0 y = 0 – 2 = –2 (0, –2) 0 y= 4 (0, –4)
2
2.4 8
2 y=2– 2=0 (2, 0) 4 y= 0 (4, 0)
2
2.3 8
5 y=5– 2=3 (5, 3) 3 y= 1 (3, –1)
2
Fig. 4.5
In the above graph, two straight lines represented by two equations are parallel lines. So, they
have no solution.
Steps involved to solve pair of linear equations graphically
6 1. Write order pairs to the given equations through tables.

F 2. Draw X-axis and Y-axis on the graph paper.
3. Plot the points which satisfy the first equation. And draw the line.
4. Similarly draw another line to the (2) equation.
5. After observing the two lines, if two lines are
(a) Intersecting, there will be unique solution. x coordinate of the intersecting point denotes
x value, y coordinate y value.
(b) Coincide, there is infinitely many solutions
(c) Parallel, there is no solution to the given pair of equations.

1. Write any four order pairs to the equation x + 2y = 6
2. How many solutions have a pair of equations, if they represent intersecting lines?
3. If a pair of straight lines coincides, how many solutions have a pair of equations?
4. Write an equation that represents a straight line?
4.6 Algebraic Method

It is observed that we need two independent equations to solve linear equations in two variables.
There are several algebraic methods to solve linear equations. Now we are going to discuss about
substitution method and elimination method here under.
Substitution Method
This method is useful for solving a pair of linear equations in two variables where one variable
can easily be written in terms of the other variable.
Let us solve some examples using Substitution method.
Example 19 : Solve the given equations x + y = 5, 3x – y = 7 using substitution method.
Solution: x + y = 5 ... (1)
3x – y = 7 ... (2)
Equation (1) can be written as y=5–x
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Substituting y value in (2) equation

3x – (5 – x) = 7
3x – 5 + x = 7
4x – 5 = 7
4x = 7 + 5 = 12
12
x= = 3
4
? x = 3
Substitute the value of x in equation (1), we get

3+ y= 5
y=5– 3=2
? y = 2
? x = 3 and y = 2
Verification : Substituting both the values in equation (2), we get

LHS = 3 u 3 – 2 = 9 – 2 = 7 = RHS
Therefore required solution is x = 3 and y = 2.
Example 20 : Solve the given equations x + 2y = 5, 2x + 3y = 8 using substitution method.

Solution: x + 2y = 5 ...(1)
2x +3y = 8 ...(2)
5 x 5 x
Equation (1) can be written as y= or
2 2 2
By, substituting y value in equation (2), we get
§5 x·
2x + 3 ¨ ¸ = 8
©2 2¹
15 3 x
2x + = 8
2 2
Multiplying both sides with 2 we get
15 3x
2 u 2x + 2 u – 2u =2 u 8
2 2
4x + 15 – 3x = 16
x = 16 – 15 = 1
x = 1
Substitute the value of x in equation (1), we get

x + 2y = 5
1 + 2y = 5
2y = 5 1 = 4
? y = 2
? x = 1 and y = 2
By, substituting both the values in equation (1)
LHS = 1 + 2 u 2 = 1 + 4 = 5 = RHS
Therefore required solution is x = 1 and y = 2.
Steps involved in the solution of linear equations – Substitution method.

Step 1 : Transpose one variable (which ever variable you are using) to the other side of the equality
symbol (“=”) and write in terms of second variable. Write y in terms of x. For example
2x + y = 7 as y = 7 2x.
Step 2 : The value of y, written in terms of x should be substituted in the second equation. Then
the second equation becomes linear equation in one variable.
Step 3 : By solving the equation that obtained from the 2 nd step, we get x value.
Step 4 : By substituting the value of x in either of the equations, we find the value of y.
Step 5 : The values of both x and y should be substituted in the second equation for the verification.
Elimination Method
We eliminate one of the variables from a pair of equations, and get the solution from the linear
equation in one variable.
Let us try to solve some examples
Example 21 : Solve the following pair of equations by elimination method
2x + 5y = 1, 2x y = 7
Solution: 2x + 5y = 1 ... (1)
2x y = 7 ... (2)
Subtracting (2) from (1) we get
2x + 5y = 1 ... (1) (coefficients of x variable are equal)
2x y = 7 ...(2)
By subtracting 6y = 6 (Linear equation in one variable)
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6
y = = 1
6
y = 1
Substituting y value in equation ( 2) we get
2x (1) = 7
2x + 1 = 7
2x = 7 1 = 6
6
x = = 3
2
? x = 3
? x = 3 and y = 1
Verification : Substituting both the values in equation (1), we get
LHS = 2 u 3 + 5 u (1) = 6 – 5 = 1 = RHS
Therefore solution for the pair of linear equations is x = 3, y = 1.
Example 22 : Solve the following pair of equations by eliminating method
2x + 5y = 13, 3x 2y = 10
Solution: 2x + 5y = 13 ... (1)

3x 2y = 10 ... (2)
The coefficients of x in the two equations are different. To make them equal, multiply the first
equation with the coefficient of x in 2nd equation and multiply the 2nd equation with the coefficient of
x in the 1st equation.
(1) u 3 6x + 15y = 39 ... (1)
(2) u 2 6x 4y = 20 ... (2)
By subtracting 19y = 19 (Here x is eliminated)
? It is linear equation in one variable i.e., y

19
y = = 1
19
y = 1
Substituting y value in equation (1), we get

2x + 5 u 1 = 13
2x + 5 = 13
2x = 13 5 = 8
8
x = = 4
2
? x = 4
? x = 4 and y = 1.
Verification : Substituting both the values in equation (2)

LHS = 3 u 4 2 u 1 = 12 2 = 10 = RHS.
Therefore solution for the pair of linear equations is x = 4, y = 1.
Steps involved in the solution of linear equations – Elimination method.

Step 1 : Write both the equations in the form of ax + by = c, then denote the variable which you
want to eliminate first.
Step 2 : Make the coefficients of one variable numerically equal by multiplying by suitable real numbers.
Step 3 : If the variable to be eliminated has the same sign in both the equations, subtract one equation
from the other equation. If they have opposite signs then add. One variable is eliminated
in this step. And we get a linear equation in one variable.
Step 4 : Solve this equation which is obtained from step 3 for the second variable.
Step 5 : Substitute the value of this variable in any one of the original equations and find the value
of the eliminated variable.

1. Solve the following problems by using substitution method
(i) 3x + y = 6, (ii) 2x + 3y = 1, (iii) 7x – 2y = 1 (iv) 3x + 2y = 11
x – y = –2 x – 2y = 4 3x + 4y = 15 2x + 3y = 4
2. Solve the following problems by using elimination method

(i) x + 3y = 7, (ii) x + y = 7, (iii) 2x + 3y = 13 (iv) 3x 5y = 8
2x 3y = 13 3x 2y = 1 5x 7y = 11 5x + 4y = 9
4.7 Word Problems

We express some word problems in linear equations. Here are some steps to follow.
1. Read the problem and understand it thoroughly.
2. Express the problem in linear equation.
3. Solve the problem using any one of the methods you learnt.
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Example 23 : 10 years back the age of Rushie is one fourth of his father’s age. Difference of their
present ages is 30 years. Find their present ages.
Solution : Let the present age of Rushie = x years
Age of his father = y years
Difference of their ages = y – x =30
x y = 30 ... (1)
10 years back Rushie age = (x 10) years
His father’s age = (y 10) years
According to given data, father’s age = 4 u Rushie age
y 10 = 4(x 10)
y 10 = 4x 40
4x 40 = y 10
4x y = 10 + 40 = 30
4x – y = 30 ... (2)
By applying elimination method
4x y = 30 ... (2)
x y= 30 ... (1)
by subtracting 3x = 60
60
x = = 20
3
? x = 20
by substituing x value in equation (2) we get
4 u 20 y = 30
80 y = 30
80 30 = y
? y = 50
therefore, present age of Rushie is 20 years and his father’s age is 50.
Verification: Difference between Rushie’s age and his father’s age is 50 20 = 30.
Example 24 : Two angles are complementary. The larger angle is 30 less than twice the measure of
the smaller angle. Find the measure of each angle.
Solution : If sum of two anles is 90 0 then the angles are called complementary.
Let the larger angle is x and smaller angle is y

According to the definition x + y = 90 ...(1)
Larger angle = 2 u smaller angle – 3
x = 2y 3
x 2y = 3 ...(2)
From the equation (1), we get y = 90 x
By substituting, y value in equation (2), we get
x 2(90 – x) = –3
x 180 + 2x = –3
3x = 180 – 3 = 177
177
x= = 59
3
substituting x value in equation (1), we get
59 + y = 90
y = 90 59 = 31
y = 31
Larger angle = 59 0, smaller angle = 31 0
Verification : Larger angle + smaller angle = 59 0 + 310 = 900
Example 25 : Sum of length and breadth of a rectangle is 12 cm. If the length is 2 cm more than
the breadth, then find length and breadth of rectangle.
Solution : Let the length is l and the breadth is b
The sum of length and breadth = l + b
Given sum = 12 cm.
l + b = 12 ...(1)
length = breadth + 2
l =b+2
l – b = 2 ...(2)
l + b = 12 ... (1)
l– b= 2 ...(2)
by adding 2l = 14
14
l= = 7
2
l = 7
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substituting l value in equation (1), we get

7 + b = 12
b = 12 – 7 = 5
b= 5
Therefore length of rectangle = 7 cm. and breadth = 5 cm.
Verification : Sum of length and breadth is 7 + 5 = 12

1. Sameera went to bank to withdraw Rs. 2000. She asked the cashier to give the cash in Rs.100
and Rs. 200 notes only. Sameera got 14 notes in all. Can you tell how many notes each of
Rs.100 and Rs. 200 she received.
2. Perimeter of a rectangle garden is 36 m if the length is 4 m more than the breadth find the length
and breadth of the garden.
Summary
Equality of two algebraic polynomials are called equation.
The first degree equation in one variable is called linear equation.
The general form of a linear equation in one variable is ax + b = 0, a z 0, a and b are real
numbers.
The value of the variable satisfies the linear equation is called its root or solution.
The general form is ax + by + c = 0. Here a, b, c are real numbers and a or b non-zero
elements.
The graph of a linear equation is always a straight line.
A pair of linear equations are necessary to solve linear euqation in two variables.
The existence of solutions through graph of linear equations in two variables as follows, the
straight lines
I. May intersect in a single point, the pair of equations has a unique solution
II. May be conincident, the equations have many solutions
III. May be parallel, the equations have no solutions.
Algebraic methods of solving system of linear equations are
I. Substitution method
II. Elimination method
We solve word problems, by expressing the given data into linear equations.
Terminal Exercise
(i) x 7 = 4 (ii) 3(x + 1) = 2(x 1)
3x 1
(iii) t + 2(t + 3) = 15 (iv) 5
2
2. Solve the following equations using graphical method
(i) x 2y = 7 (ii) 2x y = 4 (iii) 2x + y – 5 = 0 (iv) x + y = 7
x + y = 2 4x 2y = 6 3x 2y 4 = 0 x 3y = 5
(i) x + 2y 6 = 0 (ii) 2x + 3y = 1 (iii) x + 4y = 11 (iv) x y = 1
3x y 4 = 0 3x 2y = 8 2x + y = 8 x 2y = 1
4. Length of a rectangular field is twice its breadth. The perimeter of the field is 66 m. Find the
length and the breadth of the field.
5. Twice a number is added by 7 and get 19. Find the number?
6. Sum of One third and one fourth of a number is 14. Find the number?
7. Present ages of Chaitanya and Yugandhar are in the ratio of 4:5. After 8 years, the ratio of their
ages will be 5 : 6. Find their present ages?
8. A total of Rs.3000 is to be distribute among 9 prizes. The value of First prize is Rs.500 and
the second prize is Rs.200. Find the number of each type of prizes.?
9. Perimeter of a rectangular field is 32 m. If the length is increased by 2 m and the breadth is
decreased by 1 m. the area of the field remains the same. Find the length and breadth?
10. Sum of marks of Sekhar and Murali in mathematics is 39. Sekhar got 12 marks less the twice
the marks of Murali. Find their marks.

4.1
1. (i) Linear Equation (ii) Linear Equation (iii) Not a Linear Equation
(iv) Not a Linear Equation (v) Linear Equation
2. (i) Linear Equation in one variable LHS = 4x – 5, RHS = 7
(ii) Linear Equation. But not in single variable.
(iii) Linear Equation in one variable LHS = 2(y + 1), RHS = y + 5
(iv) Not a Linear Equation
(v) Linear Equation in one variable. LHS = x + 9, RHS = 2x + 1
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4.2
1. Required equation is x – 9 = 7.
2. Required equation is 3x + 8 = 17
4.3
1. (i) B (ii) B (iii) C (iv) D
2. (i) a = 5 (ii) y = 3/2 (iii) z = 0 (iv) x = –1
(v) t = 1
3. x = 18
4. Present age of Sowmidhi =15, Sindhu age =19
5. Number of girls = 25; Number of boys = 10; Total number of students = 35
4.4
1. x + y = 37
2. 5x + 4y = 85
3. Yes (Solution is x = 0, y = 3)
4. b (x = 3, y = 2 is the solution)
4.5
1. Ordered pairs are (0, 3), (2, 2), (6, 0), ( 2, 4)
2. Only one solution (UNIQUE)
3. Infinitely or many
4. 2x + y = 4 ... (1)
x – y = 5 ... (2)
4.6
1. (i) x = 1, y = 3 (ii) x = 2, y = –1
(iii) x = 1, y = 3 (iv) x = 5, y = 2
2. (i) x = 2, y = 3 (ii) x = 3, y=4
(iii) x = 2, y = 3 (iv) x = 1, y = –1
4.7
1. 100 notes = 8, 200 notes = 6
2. Length of the garden = 11 m, Breadth of the garden = 7 m.
1. (i) 11 (ii) 5
(iii) 3 (iv) 3
2. (i) Intersecting Lines. x = 1, y = 3
(ii) Parallel lines. no solution
(iii) Intersecting Lines x = 2, y = 1
(iv) Intersecting Lines x = 4, y=3
3. (i) x = 2, y = 2
(ii) x = 2, y = 1
(iii) x = 3, y = 2
(iv) x = 3, y = 2
4. Length = 22 m, Breadth = 11 m.
5. 6
6. 24
7. Chaitanya’s age = 32 years, Yugandhar’s age = 40

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8. No. of first Prizes = 4, No of second Prizes = 5
9. Length = 10 m., Breadth = 6 m.
10. Sekhar Marks = 22, Murali Marks = 17.
1. Solve 3(x + 4) 2(x 1) = x + 14
2x 7 x
2. Solve 3
3 2
3. Solve the following equations using elimination method
3x y = 9, 2x + 3y = 5
4. Solve the following equations using substitution method
5x 2y = 11, x 3y = 10.
5. Jyothi bought 3 kgs sugar, 2 kgs rice and paid Rs. 180. Vijaya bought 1 kg sugar, 3 kgs rice
from the same shop and paid Rs. 185. How much cost 1 kg sugar and 1 kg rice.
5
Quadratic Equations
Jahnavi said that Harika has seven chocolates less than her and the product of their chocolates
becomes 60. How many chocolates do Javhnavi have taken? How many chocolates have Harika? Let
us try to find the solution to the given situation.
The product of their chocolates 60 can split into the factor pairs, we get 10 u 6, 15 u 4,
12 u 5, 30 u 2 = 60, 60 u 1. From these pairs.
(a) If it is 10 u 6 = 60, at Jahnavi has 10 chocolates and has Harika are 6. 10 6 = 4, In this
case Harika has four chocolates less than Jahnavi. It is not correct answer to the given situation.
(b) If it is 15 u 4 = 60, Jahnavi has 15 chocolates and at Harika has 4 chocolates. 15 4 = 111
In this case Harika has eleven chocolates less than Jahnavi. It is not correct answer to the given
situation.
(c) If it is 12 u 5 = 60, Jahnavi has 12 chocolates and Harika has 5 chocolates. 12 5 = 7. In
this case Harika has seven chocolates less than Jahnavi. It is observed that this is the correct
answer to the given situation.
(d) If we try to solve the problems like, this, it will take a plenty of time; so let us try in another
way.
(e) If we consider the chocolates at Jahnavi as x. The chocolates at Harika is x 7. Then the
product of chocolates can be written as x(x 7) = 60. This can be written as x2 7x 60
= 0. We can easily find out the number of chocolates at Jahnavi by solving x2 7x 60 =
0. Let us learn how to solve this type of equation in this chapter.
You have learnt to write quadratic expressions and to find zero values for quadratic expressions.
You have already learnt to solve linear equations by different methods. In this chapter we will learn
to write quadratic equations and to find solutions by using different methods.
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Objectives
After completing this chapter, you will be able to :
recognise quadratic equations from the given equations
write quadratic equations with single variable and give examples
solve quadratic equations using different methods
apply the knowledge of quadratic equations in real life situations and find the solutions
5.1 Quadratic Equations

3x + 4 = 7 .... (1)
2x2 + 5x + 3 = 0 .... (2)
Which of the above is a linear equation? What is the degree of another equation? How many
terms are there in that? The teacher asked the above questions to respond.
Suneetha : In the first equation the degree of variable x is 1 so, it is the linear equation.
Manohar : In the 2nd equation degree of the variable in first and the second term is 2 and 1
respectively. How can we identify the degree?
Suneetha : The greatest degree of the variable is 2 so the degree of the second equation is 2.
And the the variable is only x.
Both : What do we call the equation of second degree?
Teacher : The second degree equation is called quadratic equation. Let us discuss now.
The quadratic polynomial which is equal to zero is called quadratic equation. The second degree
equation which has only one variable is called quadratic equation in one variable.
5x2 + 2x 5 = 0
7 x2 5x + 3 = 0
In the above equations, there are x2 term, x term and constant. So generally there are utmost
three terms in a quadratic equation in one variable.
Do you know? What happened if a = 0, in ax2 + bx + c = 0?
If a = 0, then the equation becomes a linear equation. So, it is clear that the x 2 coefficient
should not be 0 in ax2 + bx + c = 0
ax2 + bx + c = 0 is a quadratic equation in variable x where a, b, c are real numbers and a z 0.
Quadratic Equations 165
The equation in which the greatest degree of all the terms is 2, is called quadratic equation.
If a quadratic equation has only one variable, it is called as quadratic equation in one variable.
ax2 + bx + c = 0 is a quadratic equation with the one variable x. Here a, b, c are real numbers and
a z 0
1. 2x2 + 3x 9 = 0
2. x2 16 = 0
3. 6 x x2 = 0
By observing the above three equations the greatest degree of the equations is 2. So, these three
equations can be considered as quadratic equations.
The Second degree equation in variable x is called quadratic equation
Standard form of quadratic equations

2x2 + 5x + 3 = 0 by observing the given equation, it can be said that all the terms are arranged
in the descending order of exponents of their degree. So, this is the standard form.
If all the terms of a quadratic equation are arranged in the descending order of their degrees,
then that equation is said to be in the standard form. ax2 + bx + c = 0, a z 0 is the standard
form of general quadratic equation.
Example 1 : Identify the quadratic equations from the following.
(i) 2x + 5 = 7 (ii) x2 – 5x + 36 = 0 (iii) 5x = 4x2
(iv) x2 + x + 1 = 0 (v) (x + 2 ) (x – 1) = x + 1
Solution:
(i) 2x + 5 = 7 is an equation with the degree 1. So, it is not a quadratic equation.
(ii) x2 5x + 36 = 0 is an equation with the degree 2. So, it is a quadratic equation.
(iii) 5x = 4x2 is an equation with the degree 2. So, it is a quadratic equation.
(iv) x2 + x + 1 = 0 is not a quadratic equation because it is not a polynomial.
(v) (x + 2 )(x 1) = x + 1
(x + 2)(x 1) = x + 1 x2 + 2x x 2 = x + 1
x2 3 = 0. Its degree is 2. So, it is a quadratic equation.
Example 2 : Verify whether the following quadratic equations are in standard form or not. If not,
write them in the standard form.
(i) x2 4 + 3x = 0 (ii) 2y2 9y + 6 = 0
(iii) x + 1 = 4 2x 2 (iv) (x + 2)(x + 5) = 5x 3
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Solution:
(i) x2 4 + 3x = 0 is not in the standard form. Its standard form is x2 + 3x 4 = 0
(ii) 2y2 9y + 6 = 0 is in the standard form.
(iii) x + 1 = 4 2x2 is not in the standard form. Its standard form is 2x2 + x 3 = 0
(iv) (x + 2)(x + 5) = 5x 3 is not in the standard form.
Its standard form can be obtained like this

x2 + 7x + 10 = 5x 3 x2 + 7x + 10 5x + 3 = 0
x2 + 2x + 13 = 0

1. Which of these following equations are quadratic?
(i) (x + 1)2 = 2(x 3) (ii) x2 + 5x = 7 + x2
(iii) x3 +4x2 6 = 0 (iv) 7x 4 + x2 = 0
2. Observe whether the following quadratic equations are in standard form or not. If not write them
in the standard form
(i) 3y2 4 = 2y (ii) t2 3t + 2 = 0
(iii) (x + 4)(x 4) = 0 (iv) 5x2 1 + 2x = x + 1
5.2 Expressing as quadratic equations

Observe the following statements and express them as quadratic equations
1. Let us convert, “the product of two consecutive positive integers is 210”, into a quadratic equation
Let the required positive integers be x, x + 1.
Their product is x(x + 1).
According to the given data, their product is 210
Therefore x(x + 1) = 210
x2 + x = 210
x2 + x 210 = 0
2. Ganesh’s mother is 22 years older than him. 5 years ago the product of their ages is 104
Let the age of Ganesh = x years
Ganesh’s mother’s age = x + 22 yrs.
5 years ago, their ages were x 5 and x + 22 5 = x + 17 yrs.
Product of ages = (x 5) (x + 17) = x2 5x + 17x 85

According to given data product of ages = 104
Therefore, x2 5x + 17x 85 = 104
x2 5x + 17x 85 – 104 = 0
x2 + 12x 189 = 0
26
3. The sum of a number and its multiplicative inverse is
5
Let the number be x
1
The multiplicative inverse of x is
x
1
Sum of the number and its multiplicative inverse = x +
x
26
By the given data, this is equal to
5
1 26
x + =
x 5
x2 1 26
=
x 5
5x2 + 5 = 26x
5x2 26x + 5 = 0
This is the quadratic equation which represents the given statement.
Likewise, we can express our daily life situations in the form of quadratic equations.
Example 3 : The product of two consecutive even numbers is 440. Express this statement in the
form of a quadratic equation.
Solution : Let the two even consecutive numbers be x and x + 2
Their product is x(x + 2)
As per the problem this is equal to 440
? x(x + 2) = 440
x2 + 2x = 440
x2 + 2x 440 = 0 is the required form of quadratic equation
Example 4 : Each student collected an amount of 5 rupees more than the number of students in the
classroom and the total amount collected is 1800 rupees. Express this statement as a quadratic equation
Solution: Number of students in the class = x (Say)
Amount collected by each student = Rs. (x + 5)
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Total amount to be collected = Rs. x(x + 5)

Total amount collected = Rs. 1800
By the given data x(x + 5) = 1800
x2 + 5x = 1800
x2 + 5x 1800 = 0

Express the following problems in the form of quadratic equations
1. The product of two consecutive odd numbers is 143 (consider the odd number as x)
2. The length of rectangle is 3 centimetres more than its breadth and the area is 88 Sq. cm.
3. Sridevi is 28 years older than her son. The product of their ages is 60 years.
5.3 Solving Quadratic Equations

Solve the quadratic equation 2x2 + 3x 5 = 0
By substituting 1 instead of x in the LHS of the equation 2x2 + 3x 5 = 0, we get
LHS = 2(1)2 + 3(1) 5 = 2 u 1 + 3 5 = 2 + 3 5 = 5 5 = 0 = RHS
Here x = 1 is the solution or root of the quadratic equation 2x2 + 3x 5 = 0
The value of the variable which satisfies the given quadratic equation is called the solution or
root of the quadratic equation. Solving quadratic equation means finding its solution.
You have learnt that quadratic expression of the form ax2 + bx + c have two zeros. Similarly
LHS of the quadratic equation a x2 + bx + c = 0 is quadratic expression. Therefore ax2 + bx +
c = 0 will have two roots.
The values which satisfy a quadratic equation are called roots of that quadratic
equation
Finding solution through factorization method

Zero values of the quadratic expression and roots of the quadratic equation are both the same.
Factorizing a quadratic expression into two linear expressions is called factorization method. Factorization
method is useful to find out the roots of quadratic equations.
Let us try to solve x2 + 7x + 10 = 0 by factorized method step wise
Compare the given equation with standard form ax2 + bx + c = 0
a = 1, b = 7, c = 10
Multiply x2 coefficient and constant of the given equation.

ac = 1 u 10 = 10
Write all possible factor pairs to the product (ac)
10 = 1 u 10 and 10 = 2 u 5
Find the sum of the factors of each pair.
1 + 10 = 11 and 2 + 5 = 7
Verify which pair is equals to the coefficient of the mid-term (b) and rewrite with those numbers.
b = 2 + 5 = 7 is the required pair. Now, 7x is divided into 2x + 5x
x2 + 7x + 10 = x2 + 2x + 5x + 10
= (x u x) + (2 u x) + (5 u x) + (5 u 2)
Factor out common term from the first two terms and as well as from second pair.
x2 + 2x + 5x + 10 = (x u x) + (2 u x) + (5 u x) + (5 u 2)
= x(x + 2) + 5(x + 2)
Now, you can get an expression in two terms. Factor out common term again
x(x + 2) + 5(x + 2) = (x + 2) (x + 5)
Once the polynomial is factorised, set each factor to zero. Then we get two linear equations.
x2 + 7x + 10 = 0
(x + 2) (x + 5) = 0 Remember :
x + 2 = 0 or x + 5 = 0 If ab = 0 then either a = 0 or
x = 2 or x = 5 b = 0 or both a, b are zero.
? Roots of the equation are 2 and 5.
Observe some more examples

Example 5 : Solve the following quadratic equations by factorization method
(i) x2 – 4x + 3 = 0 (ii) x2 x 6 =0
(iii) x2 + 3x 28 = 0 (iv) 2x2 + x 3 = 0
Solutions:
(i) Given quadratic equation is x2 4x + 3 = 0

L.H.S. = x2 – 4x + 3 = x2 3x x + 3
(Here 3x2 is factorised into (3x) u (x)
By adding both, it is equal to mid-term 4x)
= x(x 3) 1 (x 3) = (x 3) (x 1)
Given equation is x2 4x + 3 = 0
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i.e., (x 3) (x 1) = 0
x 3 = 0 or x 1 = 0
x = 3 or x = 1
(ii) Given quadratic equation is x2 x 6 = 0

L.H.S. = x2 x 6 = x2 3x + 2x 6 = x(x 3) + 2(x 3) = (x 3) (x + 2)
Given equation is x2 x 6 =0
i.e., (x 3) (x + 2) = 0
x 3 = 0 or x + 2 = 0
x = 3 or x = 2
Note : The sign of the constant is ‘’. The product of x2 coefficient and constant is ‘6’. The factors
of 6 are 6 u 1 and 3 u 2. Since the coefficient of x term is ‘1’ we consider the factors
3 and 2. This sum must be equal to ‘1’ therefore, the middle term is split into 3x + 2x,
which results to ‘x’
(iii) Given quadratic equation is x2 + 3x 28 = 0

L.H.S. = x2 + 3x 28 = x2 + 7x 4x 28 = x(x + 7) 4(x + 7) = (x + 7) (x 4)
Given equation is x2 + 3x 28 = 0
i.e., (x + 7) (x 4) = 0
x + 7 = 0 or x 4 = 0
x = 7 or x = 4
(iv) Given quadratic equation is 2x2 + x 3 = 0

L.H.S. = 2x2 + x 3 = 2x2 + 3x 2x 3 = x(2x + 3) 1(2x + 3) = (2x + 3) (x 1)
Given equation is 2x2 + x 3 = 0
i.e., (2x + 3) (x 1) = 0
2x + 3 = 0 or x 1 = 0
3
x= or x = 1
2
Let us list out the steps involved in solving the equation.
Step 1 : Write the quadratic equation in the standard form.
Step 2 : Write the quadratic expression in the LHS into two factors.
Step 3 : Equalize the two linear factors to the RHS value zero. Then, we get two linear equations.
Step 4 : Finding the roots of each linear equation gives the roots of the given quadratic equation.

Solve the following quadratic equations by factorization method
(i) (x + 4) (2x + 3) = 0 (ii) x2 5x 6 =0
(iii) 3x2 – 5x + 2 = 0 (iv) x2 15x + 36 = 0
(v) x2 6x + 9 = 0
5.4 Solving quadratic equations using formula

Let us try to write the general quadratic equation ax2 + bx + c = 0 as a perfect square
ax2 + bx + c = 0
Multiplying both sides with 4a we get,
4a2x2 + 4abx + 4ac = 0
4a2x2 + 4abx = 4ac
(2ax)2 + 2.2ax.b = 4ac
To make this equation as a perfect square add b2 on both sides,
(2ax)2 + 2.2ax.b + b2 = b2 4ac
(2ax + b)2 = b2 4ac
2ax + b = r b 2 4ac
2ax = b r b 2 4ac
b r b 2 4ac
x =
2a
b b 2 4ac b b 2 4ac
x= or
2a 2a
By the above effort, we came to know that the quadratic equation ax2 + bx + c = 0 has two
b b 2 4ac b b 2 4ac
roots and those two roots are , .
2a 2a
Let us solve some quadratic equations by taking the above roots as formula.
Example 6 : Solve x2 9x + 14 = 0 by using the formula
Solution : Comparing given quadratic equation x2 9x + 14 = 0 with the general quadratic equation
ax2 + bx + c = 0 we get,
a = 1, b = 9, c = 14
b2 4ac = (9)2 4(1) (14) = 81 56 = 25
( 9) r 25 9r5
Roots of quadratic equation are x =
2 u1 2
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95 95
x = or
2 2
14 4
x = or
2 2
x = 7 or 2
Roots of quadratic equation x2 9x + 14 = 0 are, 7 or 2
Example 7 : Solve x2 + 5x + 5 = 0 using the formula
Solution : Comparing given quadratic equation x2 + 5x + 5 = 0 with the general quadratic equation
ax2 + bx + c = 0 we get, a = 1, b = 5, c = 5
b2 4ac = (5)2 4(1) (5) = 25 – 20 = 5
5 r 5 5 r 5
Roots of quadratic equation are x =
2 u1 2
5 5 5 5
x = or
2 2
Example 8 : Solve x2 + 6x + 10 = 0 using the formula
Solution: Comparing given quadratic equation x2 + 6x + 10 = 0 with the general quadratic equation
ax2 + bx + c = 0 we get, a = 1, b = 6, c = 10
b2 4ac = (6)2 4(1) (10) = 36 40 = 4
6 r 4 6 r 4
Roots of Q.E are x =
2 u1 2
The square root of a negative number is not a real number. So, given equation has no real roots.
Note: The Square of a real number is always positive.

Solve the following quadratic equations by using formula
(i) x2 + 3x 10 = 0 (ii) 4x2 4x + 1 =0
(iii) 6x2 7x + 2 = 0 (iv) x2 + 4x 1 = 0
(v) x2 3x + 7 = 0
5.5 Nature of Roots

So far we have learnt that roots of the quadratic equation, ax2 + bx + c = 0 are
b r b 2 4ac
x = .
2a
By observing the above formula, it is evident that the roots are dependent on b2 4ac.
b2 4ac is called the discriminant of the equation ax2 + bx + c = 0. It is denoted by D
Therefore D = b2 4ac. As D is a real number, three cases arise here. They are
1. D > 0 2. D = 0 3. D < 0
Case 1: Let us observe the nature of the roots when D > 0 by an example.
Example 9 : State the nature of the roots of 2x2 + 3x 5 = 0.
Solution: Comparing given quadratic equation 2x2 + 3x 5 = 0 with the general quadratic equation
ax2 + bx + c = 0 we get, a = 2, b = 3, c = 5
D = b2 4ac = (3)2 4(2) (5) = 9 + 40 = 49 > 0
D = b2 4ac > 0,
49 is a real number and is a perfect square
b r b 2 4ac 3 r 49 3 r 7
Roots of quadratic equation are x = =
2a 2u2 4
3 7 3 7 4 10 5
= or or = 1 or
4 4 4 4 2
The roots of given equation are real and different.
If b2 4ac > 0, the quadratic equation ax2 + bx + c = 0 has two real distinct roots
Case 2 : Let us know the nature of the roots when D = 0

Example 5.10 : State the nature of the roots of x2 4x + 4 = 0
Solution: Comparing given quadratic equation x2 4x + 4 = 0 with the general quadratic equation
ax2 + bx + c = 0 we get, a = 1, b = 4, c = 4
D = b2 4ac = (4)2 4(1) (4) = 16 16 = 0
D = b2 4ac = 0
b r b 2 4ac ( 4) r 0 4
Roots of quadratic equation are x = = = =2
2a 2 u1 2
The given equation has real and equal roots.
If b2 4ac = 0, the quadratic equation ax2 + bx + c = 0 has real and equal

b
roots and they are equal to .
2a
Case 3 : Let us know the nature of the roots when D < 0.
Example 11 : State the nature of the roots of x 2x + 2 = 0.
Solution: Comparing given quadratic equation x2 2x + 2 = 0 with the general quadratic equation
ax2 + bx + c = 0 we get, a = 1, b = 2, c = 2
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D = b2 4ac = (2)2 4(1) (2) = 4 8 = 4 < 0
D = b2 4ac < 0
b 2 4ac is not a real value.

The given equation has no real roots.
If b2 4ac < 0, the quadratic equation ax2 + bx + c = 0 has no real roots.
Observe some more examples

Example 12 : Find the discriminant and nature of roots of quadratic equation 2x2 3x + 1 = 0.
Solution : Comparing given quadratic equation 2x2 3x + 1 = 0 with the general quadratic equation
ax2 + bx + c = 0
we get, a = 2, b = 3, c = 1
D = b2 4ac = (3)2 4(2) (1) = 9 8 =1>0
D = b2 4ac > 0, the quadratic equation 2x2 3x + 1 = 0 has two real and distinct roots.
Example 13 : Find the nature of the roots of the following equations without finding their roots.
(i) 9x2 12x + 4 = 0 (ii) x2 + 3x + 8 = 0 (iii) x2 5x 36 = 0
Solution:
(i) Comparing given quadratic equation 9x2 12x + 4 = 0 with the general quadratic equation
ax2 + bx + c = 0 we get, a = 9, b = 12, c = 4
D = b2 4ac = (12)2 4(9) (4) = 144 144 = 0
D = b2 4ac = 0,
Therefore, the given quadratic equation has two real and equal roots.
(ii) Comparing given quadratic equation x2 + 3x + 8 = 0 with the general quadratic equation
ax2 + bx + c = 0 we get, a = 1, b = 3, c = 8
D = b2 4ac = (3)2 4(1) (8) = 9 32 = 23 < 0
D = b2 4ac < 0.
Therefore, the given quadratic equation has no real roots
(iii) Comparing given quadratic equation x2 5x 36 = 0 with the general quadratic equation
ax2 + bx + c = 0 we get, a = 1, b = 5, c = 36
D = b2 4ac = (5)2 4(1) (36) = 25 + 144 = 169 > 0
D = b2 4ac > 0.
Therefore, the given quadratic equation has two real and distinct roots.
Moreover 169 is a perfect square, therefore the roots are rational.
Example 14 : Find the value of k if the roots of x2 + kx + 36 = 0 are equal?

Solution: Comparing given quadratic equation ofx2 + kx + 36 = 0 with the general quadratic equation
ax2 + bx + c = 0 we get, a = 1, b = k, c = 36
D = b2 4ac = k2 4(1) (36) = k2 144
Roots of the quadratic equation are equal
Therefore b2 4ac = 0
k2 – 144 = 0
k2 = 144
k = 12 or 12
Sum and product of the roots

b b 2 4ac b b 2 4ac
Let D, E be the roots of ax2 + bx + c = 0 then D and E
2a 2a
b b 2 4ac b b 2 4ac
Sum of the roots = D E
2a 2a
b b 2 4ac b b 2 4ac 2b b Coefficient of x
=
2a 2a a Coefficient of x 2
§ b b2 4ac · § b b2 4ac ·
Product of the roots = DE ¨ ¸¨ ¸
© 2a ¹© 2a ¹
( b) 2 (b 2 4ac) 4ac c Constant term
=
4a 2 4a 2 a Coefficient of x 2
b
If D, E are the roots of ax2 + bx + c = 0, then sum of the roots = D E
a
c
and product of the roots = DE .
a
Example 15 : Find the sum and product of the roots of 3x2 + 10x 13 = 0.
Solution : Comparing given quadratic equation of 3x2 + 10x 13 = 0 with the general quadratic
equation ax2 + bx + c = 0 we get, a = 3, b = 10, c = 13
b 10
Sum of the roots = D E
a 3
c 13
Product of the roots = DE
a 3
1. Write the nature of the roots of the following equations without finding its roots
(i) 25x2 20x + 4 = 0 (ii) 2x2 + 15x + 27 = 0
(iii) x2 2x + 5 = 0 (iv) x2 + x 2 = 0
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2. Find the value of p if the roots of x2 + px + 1 = 0 are equal.

3. Find the sum and product of the roots of the following equations
(i) x2 + 8x + 15 = 0 (ii) 3x2 9x + 11 = 0
5.6 Word problems

Example 16 : Find the length and breadth of rectangle with the perimeter 28 m and its area as
45 sq. m.
Soulution : Length of the rectangle = l (say)
Breadth = b (say)
Perimeter = 2(l + b)
?The perimeter of the rectangle = 28 m.
2(l + b) = 28
l + b = 14
b = 14 l .... (1)
Area = lb
? Area of the rectangle = 45 sq. m.
lb = 45 .... (2)
Substituting the value of ‘b’ in (2), we get
l u (14 l) = 45
l2 14l + 45 = 0
l2 9l 5l + 45 = 0 (by Factorization)
l(l 9) 5 (l – 9) = 0
(l 9) (l – 5) = 0
l = 9 or l = 5
If l = 9 then b = 14 l = 14 9 = 5.
If l = 5 then b = 14 l = 14 5 = 9.
Therefore the length and breadth of the rectangle are 9 m, 5 m.
Example 17 : The sum of a real number and its square is 42. Find that number.
Soulution: Required number = x ( say)
Square of the number = x2
By the given data, x + x2 = 42
x2 + x 42 = 0
x2 + 7x 6x 42 = 0 (by Factorization)
x(x + 7) 6(x + 7) = 0
(x + 7) (x 6) = 0
x = 7 or x = 6
Therefore, x = 6 because x is positive real number.
4
Example 18 : Sum of two natural numbers is 12 and sum of their reciprocals is . Find those
9
numbers.
Soulution: Required number = x (say)
Other number = 12 x
1 1
Reciprocal of x = and reciprocal of 12 x =
x 12 x
1 1
Sum of Reciprocals =
x 12 x
4
By the given data, sum of the reciprocals = .
9
1 1 4
=
x 12 x 9
12 x x 4
=
x(12 x) 9
4 u x (12 x) = 9 u 12
x(12 x) = 9 u 3
12x x2 = 27
x2 12x + 27 = 0
(x 3) (x – 9) = 0
x = 3 or x = 9
If the first number is 3 then the other number is 12 3 = 9
If the first number is 9 then and the other number is 12 9 = 3
Therefore, required numbers are 3, 9.

1. Find two consecutive numbers such that the sum of their squares is 145.
3
2. Sum of two numbers is 15 and sum of their reciprocals is . Find those numbers.
10
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Summary
ax2 + bx + c = 0, a z 0 and a, b, c are real numbers is the standard form of quadratic
equation.
The value of the variable which satisfies the given quadratic equation is called the solution
or root of the quadratic equation.
The roots of the quadratic equation ax2 + bx + c = 0 can be find by factorizing and writing
as linear equations.
b r b 2 4ac
The roots of the quadratic equation ax2 + bx + c = 0, a z 0 are
2a
b2 4ac is called the discriminant of the equation ax2 + bx + c = 0. It is denoted by D
(a) If D > 0, the quadratic equation ax2 + bx + c = 0 has two distinct roots
(b) If D = 0, the quadratic equation ax2 + bx + c = 0 has real and equal roots and they
b
are equal to
2a
(c) If D < 0, the quadratic equation ax2 + bx + c = 0 no real roots.
b
If D, E are the roots of ax2 + bx + c = 0, then sum of the roots = D E and product
a
c
of the roots = DE .
a
Real life situations can be solved by writing them as quadratic equations
Terminal Exercise
1. Identify the quadratic equations from the following equations.
(i) 7x + 2y = 9 (ii) 2x2 + 3x + 1 = 0
(iii) 4x + 60 = x2 (iv) 2x3 + x2 = 4x + 3
(v) t( 3 t + 4) = 3 (vi) x2 2 x + 5 = 0
2. Solve the following quadratic equations by factorization method

(i) 4x2 9 = 0 (ii) x2 + 2x 24 =0
(iii) (x 8) (x + 4) = 13 (iv) 3x2 14x + 8 = 0
3. Solve the following quadratic equations by using formula

3
(i) x =2 (ii) 16x2 8x + 1 = 0
x
(iii) x2 + 7x 4 =0 (iv) x2 + 5x + 8 = 0
4. Write the following quadratic equations in standard form and also find the sum and product of
the roots
(i) 2x2 = 5x + 6 (ii) 7 x2 = 4x
(iii) 6x2 17 = 12 (iv) x2 7x + 12 = 0
5. Find the value of m if the roots of 3x2 4x + m = 0 are equal.
6. Find the value of k if the roots of kx (x 2) + 6 = 0 are equal.
7. State the nature of the roots of the following equations without finding their roots.
(i) 2x2 + x 3 = 0 (ii) x2 6x + 9 = 0
iii) x2 5x + 2 = 0 (iv) x2 + 3x + 5 = 0
8. If the sum of a number and its square is 8 times of that number. Find that number?
9. A train travels with uniform speed. If the speed is increased by 3 KM per hour the time is
decreased by 1 hour to travel the same distance. Find the speed of the train.
10. Sumalatha is 6 years younger than Jani. Product of their ages is 112 years. Find their ages.

5.1
1. (i) Quadratic equation (ii) Not a quadratic equation
(iii) Not a quadratic equation. (iv) Quadratic equation.
2. (i) Not in standard from 3y2 2y 4 = 0 is standard form.
(ii) Standard form.
(iii) Not in standard form. x2 16 = 0 or x2 0x 16 = 0 is standard form.
(iv) Not in standard form 5x2 + x 2 = 0.
5.2
1. x2 + 2x 143 = 0 2. b2 + 3b 88 = 0 3. x2 + 28x 60 = 0
5.3
3 2
1. (i) Roots = 4 and (ii) Roots = 6, 1. (iii) Roots = 1 and .
2 3
(iv) Roots = 12, 3. (v) Roots = 3 and 3.
5.4
1 1 2 1
1. (i) Roots = 2, 5. (ii) Roots = and (iii) Roots = ,
2 2 3 2
(iv) Roots = 2 5 and 2 5 (v) No real roots.
180 Mathematics
5.5
1. (i) Real and equal. (ii) Real but not equal.
(iii) Not real numbers. (iv) Real but not equal.
11
2. p = 2 or 2 3. (i) Sum = 8, Products = 15 (ii) Sum = 3, Products = .
3
5.6
1. 8 and 9. 2. 10 and 5.

1. i, iv and vi are not quadratic equations.
ii, iii and v are quadratic equations
3 3 2
2. (i) x = , (ii) x = 6, 4 (iii) x = 9, 5 (iv) x = 4,
2 2 3
1 1 7 r 65
3. (i) x = 3, 1, (ii) x = , (iii) x = (iv) No real roots.
4 4 2
5
4. (i) Sum = (ii) Sum = 4 (iii) Sum = 0 (iv) Sum = 7
2
29
Product = 3 Product = 7 Product = Product = 12
6
4
5. m = 6. k = 6
3
7. (i) Two distinct real roots. (ii) Two real and equal roots.
(iii) Two distinct real roots. (iv) No real roots.
8. 7 9. 9 kmph
10. Jani age = 14 years; Sumalatha age = 8 years.

1. Solve x2 + 8x + 15 = 0 by using formula.
2. (a) State the nature of the roots of x2 + 6x + 5 = 0 without finding roots.

(b) Find the sum and product of the roots of 2x2 8x + 3 = 0
3. Find the value of p, if the roots of 3x2 + px + 12 = 0 are equal.
4. Product of two consecutive odd numbers is 63. Find the numbers.
5. Perimeter of rectangle is 26 m and its area is 40 sq.m. Find length and breadth of the rectangle.
6
Progressions
In your daily life you observe some of the following objects. Can you see any pattern in each
of the given figures? We can see the natural patterns have a repetition which is not progressive. The
identical petals of the sunflower are equidistantly grown. In a honeycomb identical hexagonal shaped
holes are arranged symmetrically around each hexagon. Similarly, you can find out natural patterns
in spirals of pineapple.
Sun flower Maize cob
Honeycomb Pine apple

182 Mathematics
We can look for some other patterns which occur in our daily life as well. We can observe
patterns like this in numbers also. In this chapter, we shall discuss some of these patterns in which
succeeding terms are obtained by adding a fixed number to the preceding terms or multiplying preceding
terms by a fixed number.
MIND MAP
Progressions
Arithmetic Progression Geometric Progression
nth term Sum of n terms nth term
Objectives
recognize the Arithmetic Progression (A.P.) and Geometric Progression (G.P.) from some
series of numbers.
determine the n th term of A.P.
find the sum of the n terms of A.P.
determine the n th term of G.P.
appreciate the use of progressions in daily life.
6.1 Arithmetic Progression

What Is An Arithmetic Progression?
Can you guess the next number (term) in the list of numbers? Try
1. 1, 2, 3, 4, 5, ______
2. 2, 4, 6, 8, ______
3. 5, 10, 15, 20, 25, ______
Progressions 183
4. 10, 20, 30, 40, ______

5. 100, 80, 60, 40, ______
How will you write it? Perhaps by following a pattern or rule, let us observe and write the rule.
In (1), each term is 1 more than the term preceding it. So the next term is 6
7 In (3), each term is 5 more than the term preceding it. So the next term is 30
F
In (5), each term is 20 less than the term preceding it. So the next term is 20
From the above examples, we conclude that successive terms are obtained by adding a fixed
number to the preceding term. Such list of numbers is said to form an Arithmetic Progression (A.P.).
History: Evidence is found that some 400 years ago, Babylonians knew almost Arithmetic
and Geometric progressions. According to Boethins (570 AD), these progressions were known
to early Greek writers. Among the Indian mathematicians, Aryabhatta (470 AD) was the first
to give formula for the sum of squares and cubes of natural number in his famous work Aryabhatiyam
written around 499 A.D. He also gave the formula for finding the sum of ‘n’ terms of an Arithmetic
Progression starting with pth term. Indian mathematician Brahmagupta (598AD), Mahavira (850AD)
and Bhaskara (1114 AD) also considered the sums of squares and cubes.
We observe that an arithmetic progression is a list of numbers in which each term is
obtained by adding a fixed number to the preceding term except the first term .
The fixed number (it may be positive number or negative number or zero) is called the
common difference of the A.P.
Generally we denote first term by a1 or a and common difference by ‘d’.
Example 1 : For the following A.P.s write first term, common difference and 6 th term.
(i) 1,4,7,10,13, ... (ii) 12,7,2, –3, –8, ... (iii) –9, –7, –5, ...
Solution: (i) Given A.P. is 1, 4, 7, 10, 13, ...
Here first term a1 = 1, Second term a2 = 4 and third term a3 = 7
Now a2 – a1 = 4 – 1 = 3; and a3 – a2 = 7 – 4 = 3
? common difference d = a2 – a1 = a3 – a2 = 3
6th term of the given AP is a6 = a5 + d = 13 + 3 = 16
(ii) Given A.P. is 12, 7, 2, –3, –8, ...
Now a2 – a1 = 7 – 12 = –5; and a3 – a2 = 2 – 7 = –5
184 Mathematics
? common difference d = a2 – a1 = a3 – a2 = –5
6th term of the given AP is a6 = a5 + d = (–8) + (–5) = –8 – 5 = –13
(iii) Given A.P. is –9, –7, –5, ...
Here first term a1 = –9, Second term a2 = –7, and third term a3 = –5.
Now a2 – a1 = – 7 – (–9) = – 7 + 9 = 2; and a3 – a2 = –5 – (–7) = – 5 + 7 = 2.
? common difference d = a2 – a1 = a3 – a2 = 2
4th term of the given AP is a4 = a3 + d = –5 + (2) = – 5 + 2 = –3.
5th term of the given AP is a5 = a4 + d = –3 + (2) = – 3 + 2 = –1.
6th term of the given AP is a6 = a5 + d = –1 + (2) = – 1 + 2 = 1.
General Term (Or) nth Term of A.P.

Generally, we denote the first term of an A.P. by a1, second term by a2, . . ., nth term by an
and the common difference by ‘d’. Then the A.P. becomes a1, a2, a3, ..., an.
So, a2 a1 = d, common difference
Similarly a3 a2 = a4 a3 = ... = an an1 = d
Also we can say a2 = a1 d = a1 + (2 1)d (Since a2 a1 = d)
a3 = a2 d = (a1 + d) + d = a1 2d = a1 + (3 1)d
a4 = a3 d = (a1 + 2d) + d = a1 3d = a1 + (4 1)d
a5 = a4 d = (a1 + 3d) + d = a1 4d = a1 + (5 1)d
..........................................................................................
..........................................................................................
an = an1 + d = [a1 + (n 2)d] + d = a1 + (n 1)d
? an = a1 + (n 1)d.
Thus, the general term of A.P. whose first term is a 1 and common difference d is
an = a1 + (n 1)d.
Some APs end with a term, i.e., with a last term. Such an A.P. is called a finite A.P. Whereas
some A.P.s are never ending and do not have last term. Then they are called infinite A.Ps.
Now, to know about an A.P. what is the minimum information that you need? Is it enough to
know the first term? or, is it enough to know only the common difference?
We can see that we need to know both the first term a1 and the common difference d. These
two parameters are sufficient for us to write the Arithmetic Progression.
Progressions 185
Example 2: Which of the following are A.P.? In such cases write 7 th, 15th and nth terms.
(i) 5,11,17,23,... (ii) –3,3, –3,3 ...
(iii) 1,1,1,2,2,2, ... (iv) x, 2x, 3x, 4x, ...
Solution: (i) Given progression is 5, 11, 17, 23, ...
Now a2 a1 = 11 5 = 6; and a3 a2 = 17 11 = 6
? common difference d = a2 a1 = a3 a2 = 6
ak+1 ak is same every time.
So, the given list of numbers forms an A.P. with the common difference d = 6
7th term of the given AP is a7 = a1 + 6d = 5 + 6 u (6) = 5 + 36 = 41
15th term of the given AP is a15 = a1 + 14d = 5 + 14 u (6) = 5 + 84 = 89
nth term of the given AP is
an = a1 + (n 1)d = 5 + (n 1) u (6) = 5 + 6n 6 = 6n 1
(ii) Given progression is –3, 3, –3, 3 ...
Now a2 a1 = 3 (3) = 3 + 3 = 6; and a3 a2 = 3 3 = 6
As a2 a1 z a3 a2 , the given list of numbers do not form an A.P..
(iii) Given progression is 1, 1, 1, 2, 2, 2, ...
Here first term a1 = 1, Second term a2 = 1, third term a3 = 1 and 4th term a4 = 2
Now a2 a1 = 1 1 = 0; a3 a2 = 1 1 = 0 and a4 a3 = 2 1 = 1
As a3 a2 z a4 a3, the given list of numbers do not form an A.P..
(iv) Given progression is x, 2x, 3x, 4x ...
Here first term a1 = x, Second term a2 = 2x and third term a3 = 3x
Now a2 a1 = 2x x = x; and a3 a2 = 3x 2x = x
? common difference d = a2 a1 = a3 a2 = x
ak + 1 ak is same every time.
So, the given list of numbers forms an A.P. with the common difference d = x
7th term of the given AP is a7 = a1 6d = x + 6 u (x) = x + 6x = 7x
15th term of the given AP is a15= a1 14d = x + 14 u (x) = x + 14x = 15x
nth term of the given AP is
an = a1 (n 1)d = 5 + (n 1) u (x) = x + x.n x = nx
186 Mathematics
Example 3: Write first 5 terms and nth term of the A.P., when the first term and the common difference
‘d’ are as follows:
(i) a1 = 10, d = 10 (ii) a1 = 2, d = 1
(iii) a1 = 5, d = 4 (iv) a1 = 8, d = 2
Solution: (i) Given a1 = 10, d = 10
1st term, a1 = 10
2nd term, a2 = a1 + d = 10 + 10 = 20
3rd term, a3 = a1 + 2d = 10 + 2(10) = 10 + 20 = 30
4th term, a4 = a3 + d = 30 10 = 40
5th term, a5 = a4 + d = 40 10 = 50
nth term, an = a1 + (n 1)d = 10 + (n 1)10 = 10 10n 10 = 10n
(ii) Given a1 = 2, d = 1
1st term, a1 = 2
2nd term, a2 = a1 + d = 2 + (1) = 2 1 = 1
3rd term, a3 = a1 + 2d = 2 + 2(1) = 2 2 = 0
4th term, a4 = a3 + d = 0 (1) = 1
5th term, a5 = a4 + d = 1 (1) = 1 1 = 2
nth term, an = a1 + (n 1)d = 2 + (n 1)(1) = 2 n 1 = 3 n
(iii) Given a1 = 5, d = 4
1st term, a1 = 5
2nd term, a2 = a1 + d = 5 + 4 = 1
3rd term, a3 = a1 + 2d = 5 + 2(4) = 5 8 = 3
4th term, a4 = a3 + d = 3 4 = 7
5th term, a5 = a4 + d = 7 4 = 11
nth term, an = a1 + (n 1)d = 5 + (n 1)(4) = 5 4n 4 = 4n 9
(iv) Given a1 = 8, d = 2
1st term, a1 = 8
2nd term, a2 = a1 + d = 8 2 = 10
3rd term, a3 = a1 + 2d = 8 + 2(2) = 8 4 = 12
4th term, a4 = a3 + d = 12 2 = 14
5th term, a5 = a4 + d = 14 2 = 16
nth term, an = a1 + (n 1)d = 8 + (n 1) (2) = 8 2n + 2 = 2n 6
Progressions 187
Example 4 :Write first 4 terms of each of the following Arithmetic progressions whose
3n 2
n th terms are: (i) an = 3n + 2 (ii) a n
5
Solution:
(i) Given an = 3n + 2
a1 = 3(1) + 2 = 3 + 2 = 5
a2 = 3(2) + 2 = 6 + 2 = 8
a3 = 3(3) + 2 = 9 + 2 = 11
a4 = 3(4) + 2 = 12 + 2 = 14
The first four terms of the A.P whose nth term is 3n + 2 are 5, 8, 11, 14.
3n 2
(ii) Given a n
5
3(1) 2 3 2 1
a1 =
5 5 5
3(2) 2 62 4
a2 =
5 5 5
3(3) 2 92 7
a3 =
5 5 5
3(4) 2 12 2 10
a4 = 2
5 5 5
3n 2 1 4 7
The first four terms of the A.P whose nth term is a n are , , , 2.
5 5 5 5
Example 5 : Find the 31st term of an A.P. whose 11 th term is 38 and the 16th term is 73.
Solution: Let the first term of the A.P. is a1, and common difference is ‘d’
We know that a11 = a1 + 10d and a16 = a1 + 15d
Given that a11 = 38 and a16 = 73
? a1 + 10d = 38 ... (1)
a1 + 15d = 73 ... (2)
(2) – (1) we get
(a1 + 15d) – (a1 + 10d) = 73 – 38
a1 + 15d – a1 – 10d = 35
5d = 35 d = 7
Substitute d = 7 in (1), we get
a1 + 10(7) = 38 a1 = 38 – 70 = –32
188 Mathematics
31st term a31 = a1 + 30d

a31 = –32 + 30(7)
= –32 + 210 = 178
Hence 31 st term in the A.P. is 178.
Example 6 : Which term of the Arithmetic progression 4, 9, 14, 19, ... is 124?
Solution : First term a1 = 4 and common difference d = 9 – 4 = 5.
Let 124 be nth term of the given progression. Then
an = 124
a1 + (n – 1)d = 124
4 + (n – 1)(5) = 124
120
(n – 1) (5) = 120 n–1=
5
n – 1 = 24
n = 24 + 1 = 25
Hence 124 is the 25 th term of this A.P.
Example 7 : How many terms are there in the Arithmetic progression 3, 6, 9, 12, ... 111?
Solution: First term in the A.P. is a1 = 3 and common difference d = 6 – 3 = 3.
nth term of the given progression = 111
an = 111
1
a1 + (n – 1)d = 111
1
3 + (n – 1) (3) = 1111
108
(n – 1)(3) = 108 n–1=
3
(n – 1) = 36
n = 36 + 1 = 37
Thus, the given progression contains 37 terms.
Example 8: Check whether, – 150 is a term of the A.P: 11, 8, 5, 2, ...
Solution: First term in the A.P. is a1 = 11 and common difference d = 8 – 11= –3.
Let nth term of the given progression = –150
an = 150
a1 + (n – 1)d = 150
11 + (n – 1)( –3) = – 150 (n 1) (3) = 150 11
1
Progressions 189
(n – 1)(3) = 161
161 161 161
(n – 1) = n= 1
3 3 3
161 3 164
n= , it is not an integer
3 3
Thus, (– 150) is not in the given progression.

1. For the following arithmetic progressions, write the first term and common difference.
(i) –5, –1, 3, 7, ... (ii) 0.3, 0.55, 0.80, 1.05, ... (iii) –1.1, –3.1, –5.1, –7.1, ...
2. Show that the sequence 9, 12, 15, 18, ... is an A.P. Find its 16 th term and the general term.
3. The general term of an A.P. is an = 4n + 15. Find the common difference and 15 th term.
1
4. Write the first 5 terms in the A.P. if a1 = 1, d .
2
6.2 Sum of First ‘n’ Terms in Arithmetic Progression

One day a teacher asked a boy of 10 years old to find the sum of the positive integers from
1 to 100. He immediately replied that the sum is 5050. Can you guess how can he do? Who is he?
Let us see. He wrote the numbers from 1 to 100 as shown hereunder.
1,2,3, ..., 49, 50, 51, 52, ..., 98, 99, 100
Then he rearranged them into pairs and added in this way (1 + 100), (2 + 99), (3 + 98),
... , (49 + 52) and (50 + 51)
Observe it, how many 101 s are there?
You are right! There are 50 number of 101s
So the total of 1 to 100 positive numbers is 50 u 101 = 5050
This solution was given by the great German mathematician Carl Fredrich Gauss (1777 – 1855)
at the age of 10.
We can prove in another way also.
Let S = 1 + 2 + 3 + ... + 98 + 99 + 100 .... (I)
and then, write in the reverse order.
S = 100 + 99 + 98 + ... + 3 + 2 + 1 ... (II)
(I), (II)
190 Mathematics
When we add these two we got 2S as both the sums are equal
2S = (100 + 1) + (99 + 2) + (98 + 3) + . . . + (3 + 98) + (2 + 99) + (1 + 100)
= 101 + 101 + 101 + ... + 101 + 101 + 101(100 times)
100 u101
So, S = 5050
2
Thus the sum of first 100 positive integers is 5050
By using this technique, we can find the sum of first ‘n’ terms of an A.P.
Let ‘a’ be the first term and ‘d’ be the common difference. Then
A.P. : a, a + d, a + 2d, ... a + (n – 1)d
Let us denote Sn as sum of ‘n’ terms of the A.P.
Sn = a + (a + d) + (a + 2d) + ... + [a + (n – 2)d] + [a + (n – 1)d] ... (1)
Sn = [a + (n – 1)d] + [a + (n – 2)d] + ... + (a + 2d) + (a + d) + a ... (2)
By adding, 2Sn = [2a + (n – 1)d] + [2a + (n – 1)d] + ... + [2a + (n – 1)d] (n times)
(1) and (2)
2Sn = n[2a + (n – 1)d]
n
Sn [2a (n 1)d ]
2
n
Sn [a {a (n 1)d }]
2
n
Sn [a an ] {(since [a + (n 1)d] = an)}
2
Here a is the first term and an is the last term in the given A.P.
Note : Suppose we want to find the sum of 1 st ‘n’ natural numbers.
Here we have the first term a = 1, the last term an = n and number of terms n = n
n
Substitute these values in Sn [a an ]
2
n n(n 1)
We get Sn [1 n]
2 2
Example 9 : Find the sum of 20 terms of the A.P. 1, 4, 7, 10, ...
Solution : Let ‘a’ be the first term and ‘d’ be the common difference of the given A.P. Then,
we have a = 1 and d = 4 1 = 3
we have to find the sum of 20 terms. i.e. n = 20
n
Sn [2a (n 1)d ]
we have 2
20
Now S20 [2(1) (20 1)(3)]
2
Progressions 191
= 10[2 + 57] = 590

Hence, sum of 20 terms in the given A.P. is 590.
Example 10 : If the nth term of an A.P. is (2n + 1), find the sum of first ‘n’ terms of the A.P.
Solution : Given an = 2n + 1
Then first term a = a1 = 2.1 + 1 = 3
Last term an = 2n + 1
n n
Sn [a an ] [3 2n 1]
2 2
n n
[2n 4] [2( n 2)]
2 2
= n(n + 2).
? The sum of the first n terms of this A.P is n(n + 2).
Example 11 : Find the sum of first 30 terms of the A.P. whose n th term is given by an = 3 + 2n
Solution: Given an = 3 + 2n
a1 = 3 + 2(1) = 5
a2 = 3 + 2(2) = 7
a3 = 3 + 2(3) = 9
Common difference d = 7 – 5 = 2
n
Sum of ‘n’ terms is Sn [2a (n 1)d ]
2
a1 = 5, d = 2 and n = 30. Substituting these values in the formula, we get

30
Sum of 30 terms is S30 = [2(5) (30 1)(2)]
2
= 15[10+58]
= 15(68) = 1020
Hence, sum of first 30 terms in the given A.P. is 1020

Example 12 : Find the sum of 34 + 32 + 30 + ... + 10
Solution: Given A.P. is 34 + 32 + 30 + ... + 10
Here first term a = 34
common difference d = 32 – 34 = – 2
Last term an = 10
192 Mathematics
(i.e.) a + (n – 1) d = 10
34 + (n – 1)( – 2) = 10
(n – 1)(– 2) = 10 – 34
24
n–1= 12
2
n = 13
n
Now Sn = [a an ]
2
13
[34 10]
2
13 13
[44] u 44 13 u 22 286
2 2
Hence, the sum of 34 + 32 + 30 +... + 10 is 286.
Example 13 : Find the sum of first 20 terms of an A.P., in which 3 rd term is 7 and 7th term is two
more than thrice of its 3 rd term.
Solution: Let ‘a’ be the first term and ‘d’ be the common difference of the given A.P. Then
a3 = 7 and a7 = 3a3 + 2
a + 2d = 7 and a + 6d = 3(a + 2d) + 2
a + 2d = 7 and a + 6d = 3a + 6d + 2
a + 2d = 7 and a + 6d – 3a – 6d = 2
a + 2d = 7 and – 2a = 2
a + 2d = 7 and a = –1
–1 + 2d = 7 d = 4
? a = –1 and d = 4
n = 20
n
We have Sn [2a (n 1)d ]
2
20
S20 [2(1) (20 1)4]
2
S20 = 10[2 + 76] = 740
Hence sum of first 20 terms is 740
Progressions 193
Example 14 : A contract on construction job specifies a penalty for delay of completion beyond a
certain date is as follows: Rs.200 for the first day, Rs.250 for the second day, Rs.300 for the third
day etc; the penalty for each succeeding day being Rs.50 more than for the preceding day. How
much does a delay of 30 days cost the contractor?
Solution: The penalty for each succeeding day is Rs.50 more than for the preceding day. Therefore,
amount of penalty for different days forms an A.P. with first term a = 200 and common difference
d = 50. We have to find how much does a delay of 30 days cost the contractor? In other words,
we have to find the sum of 30 terms of the A.P. So n = 30, a = 200 and d = 50.
n
Sn = [2a (n 1)d ]
2
30
S30 = [2(200) (30 1)(50)]
2
= 15[400+1450]
= 15 u 1850 = 27750
Thus, a delay of 30 days will be the penality of the contractor of Rs.27,750/-.

1. Find the sum of the following arithmetic progressions:
(i) 41, 36, 31, ... to 15 terms
9 15
(ii) 3, , 6, ,... to 20 terms
2 2
(iii) (a + b), (a – b), (a – 3b), . . . 25 terms
2. Find the sum of ‘n’ terms of an A.P. whose nth term is given by an = 5 – 6n.
3. How many terms are there in the A.P. whose first and fifth terms are – 14 and 2 respectively
and the sum of the terms is 40?
4. Find the sum of first 22 terms of an A.P. in which d = 22 and a22 = 149.
6.3 Geometric Progression

What is a Geometric Progression?
Can you guess the next number (term) in the list of numbers given below? Try
1. 2, 4, 8, ______
2. 20, 60, 180, 540, ______
3. 120, 60, 30, 15, 7.5, _______
194 Mathematics
1 1 1 1
4. , , , , ...
2 4 8 16
5. 0.5, 1.0, 2.0, 4.0, ...
How will you write it? Perhaps by following a pattern or rule, let us observe and write the rule.
In (1), each term is obtained by multiplying by 2 the term preceding it. So, the next term is 16
In (2), each term is obtained by multiplying by 3 the term preceding it. So, the next term is 1620
1
In (3), each term is obtained by multiplying by the term preceding it. So, the next term is 3.75
2
1 1
In (4), each term is obtained by multiplying by the term preceding it. So, the next term is
2 32
In (5), each term is obtained by multiplying by 2 the term preceding it. So the next term is 8
In all the lists above, we observe that successive terms are obtained by multiplying the preceding
term by a fixed number except first term. Such a list of numbers is said to form Geometric Progression
(G.P.).
The fixed number is called the common ratio and is denoted by “r” of G.P. and the first term
is denoted by “a”. To get second term, we have to multiply the first term (a) by the common ratio
(r). Similarly to get third term, we have to multiply the second term by the common ratio and so on.
Let the first term of a G.P is ‘a’ and common ratio is ‘r’. Then,
2nd term = ar
3rd term = ar . r = ar2
4th term = ar2 . r = ar3
? a, ar, ar2, ar3, ... is called the general form of a G.P.
We can obtain the common ratio ‘r’ by dividing 2nd term by 1st term or 3rd term by 2nd term
etc.,
ar ar 2 ar 3
(i.e.) common ratio (r) = ...
a ar ar 2
If we denote the terms of G.P by a1, a2, a3, . . ., an1, an, then
a2 a3 a4 an
common ratio (r) = ... (here ‘n’ should be > 2) (why?)
a1 a2 a3 an 1
Example 15 : Write G.P. if the first term a = 5 and the common ratio is (r) = 3
Solution: Given first term a = 5
We know that in G.P., every succeeding term is obtained by multiplying the preceding term with
common ratio (here r = 3).
Progressions 195
2nd term = ar = 5 u 3 = 15
3rd term = (ar).r = 15 u 3 = 45
4th term = (ar2).r = 45 u 3 = 135
If we proceed in this way we get the G.P.: 5, 15, 45, 135, ...
1
Example 16 : Write G.P. if a = 1024 and r =
4
1
Solution: Given first term a = 1024 and common ratio r =
4
1
2nd term = ar = 1024 u = 256
4
1
3rd term = (ar).r = 256 u = 64
4
1
4th term = (ar2).r = 64 u = 16
4
Thus, G.P. is 1024, 256, 64, 16, ...
1 1 1
Example 17 : Find the common ratio of the G.P. 1, , , ,...
3 9 27
Solution: Given first term a = 1
1
2nd term ar =
3
1
3rd term ar2 =
9
1 1
a2 3 1 a 9 1 3 1
Here and 3 u
a1 1 3 a2 1 9 1 3
3
a2 a3 1 1
Since , ? Common ratio (r) =
a1 a2 3 3
nth term of a G.P.

Let a1, a2, a3, ... be in G.P. Its first term a1 is ‘a’ and the common ratio is ‘r’
Then, the second term a2 = ar = ar21
the third term a3 = ar2 = ar31
the fourth term a4 = ar3 = ar41
..............................................
...............................................
By observing the above pattern, we can say the nth term an = arn1
So nth term of a G.P with first term ‘a’ and common ratio ‘r’ is an = arn1
196 Mathematics
Example 18 : Find the 20th and nth term of G.P. 2, –6, 18, –54, .....
Solution: Given G.P. is 2, –6, 18, –54, . . .
1st term a1= a = 2
2nd term a2 = ar = – 6
a2 ar 6
Common ratio (r) = 3
a1 a 2
20th term = a20 = ar201 = 2(–3)19
nth term = an = arn1 = 2(–3)n1.
Example 19 : In the G.P. 3rd term is 24 and 6th term is 192. Find the 8 th term.
Solution: Given that 3rd term is 24 and 6th term is 192
a3 = ar2 =24 and a6 = ar5 =192

a6 ar 5 192
Now
a3 ar 2 24
r 3 = 8 = 23
r=2
Substituting r = 2 in ar2 = 24, we get
a(2)2 = 24
a= 6
8th term in the G.P. is a8 = ar7 = 6(2)7 = 6 u128 = 768
Hence 8 th term in the G.P. is 768.

1. Find the 15th and nth term of G.P. 162, 54, 18, ......
2. Which term of the G.P.: 2, 8, 32, ... is 512?
3. Write three more terms of the following G.P.s

1 1 1
(i) , , (ii) 0.5, 0.05, 0.005, ....
4 8 16
Progressions 197
Summary
Definition of Arithmetic progression
Arithmetic Progression first term a, common difference d
nth term in A.P an = a + (n – 1)d
n n
Sum of n terms in an A.P. Sn = [2a + (n – 1) d] or Sn = [a + an]
2 2
Definition of Geometric Progression; first term a, common ratio r
nth term in G.P an = arn–1
Terminal Exercise
1. Write the first four terms of each of the following progressions whose n th terms are:
(i) an = 5n + 4 (ii) an = 4n
2. Write first six terms in the Arithmetic progressions in which
(i) first term is 5 and common difference is 4
(ii) first term is – 1.25 and common difference is – 0.25
3. Find the 10th, 18th, and nth term of the A.P. given by 9, 13,17,21,25,
4. Which term of the A.P. –1, 3,7,11, ... is 95?
5. Find the 15th term of a G.P. whose 8 th term is 192 and the common ratio is 2.
1
6. Which term of G.P. 1 , 1 , 1 ,... is ?
3 9 27 2187
7. In an A.P.
(i) given a = 5, d = 3, an = 50, find ‘n’ and Sn
(ii) given a3 = 15, S10 = 125, find ‘d’ and a7
(iii) given a = 24, d = –3, Sn = 78, find ‘n’ and S10
Objective Type Questions

1. Answer the following
(i) Common difference of 13, 8, 3, –2, . . . is [ ]
A) – 4 B) 5 C) – 5 D) 1
198 Mathematics
(ii) If first term and common difference of an A.P. are –1 and –3 respectively
then 12th term is [ ]
A) 34 B) –34 C) –32 D) 32
(iii) Common ratio of the G.P. 0.01, 0.0001, 0.000001, . . . [ ]
A) 0.1 B) 0.01 C) 0.001 D) 0.0001
(iv) The ratio of consecutive terms of a G.P. is called as ______
(v) Common difference of an A.P. is ‘d’. Every term of the A.P. is doubled then common
difference is _______
(vi) First and last terms of an A.P are a, b. Number of terms in that A.P. is ‘n’. Then sum of
‘n’ terms is _________
Group A Group B
1. a+(n – 1)d [ ] (A) Common ratio
n
2. Sn = (a an ) [ ] (B) nth term in an A.P. whose 1 st term is ‘a’
2
common difference is ‘d’
3. arn–1 [ ] (C) Common difference
4. ak+1 – ak [ ] (D) sum of ‘n’ terms in an A.P.
5. an [ ] (E) Arithmetic Progression

an 1
(F) nth term in a G.P. whose 1 st term is ‘a’

common ratio is ‘r’

6.1
1. (i) First term a = –5; common difference d = 4
(ii) First term a = 0.3; common difference d = 0.25
(iii) First term a = –1.1; common difference d = –2

Progressions 199
2. 16th term a16 = 54, nth tern an = 3n + 6
3. Common difference d = – 4, 15th term a15 = – 45
1 1
4. a = –1, a2 = , a3 = 0, a4 = , a5 = 1
2 2
6.2
1. (i) 90 (ii) 345 (iii) 25a – 575b.
2. 2n – 3n2 3. 10 4. –1804
6.3
2 162
1. a15 = , an =
310 3n1
2. 5th term
1 1 1
3. (i) , , (ii) 0.0005, 0.00005, 0.000005
32 64 128
Answers to terminal Exercises

Terminal Exercise
1. (i) 9, 14, 19, 24 (ii) 4, 16, 64, 256
2. (i) 5, 9, 13, 17, 21, 25 (ii) – 1.25, –1.5, –1.75, – 2.0, –2.25, –2.5
3. 10th term = 45; 18th term = 77; nth term = 4n + 5
4. 25th term
5. 24576
6. 7th term
7. (i) n = 16; Sn = 440 (ii) d = –1; a7 = 11 (iii) n = 4 and 13 ; S10 = 105

200 Mathematics
Answers to objective Type Questions

1. (i) C (ii) B (iii) B
n
(iv) Common ratio (v) 2d (vi) Sn [ a b]
2
2. 1 – B 2– D 3 – F 4 – C 5–A
1. For the A.P. 12, 7, 2, -3, -8 .... write first term, common difference and 8 th term.
2. Write first four terms of the Arithmetic progression whose n th term is an = 3n + 2.

3. Find the sum of 20 terms of A.P 1, 4, 7, 10, ....
4. Find the 20th and nth term of G.P. 2, 6, 18, 54 .....
5. Find the sum of 34 + 32 + 30 .... +10.
7
Triangles
Measurement of earth is called Geometry. Various shapes and figures with which we deal in
geometry are called geometrical figures. Geometry is useful in studying space, architecture, design and
engineering.
A simple closed figure bounded by line segments is called polygon.
Example :
A plane figure formed by three line segments is called a triangle.
Looking around we will see many objects which are of the same shape but of same or different
sizes. For examples, leaves of a tree have almost the same shape but same or different sizes. Similarly,
photographs of different sizes developed from the same negative are of same shape. The miniature
model of a building and the building itself are of same shape but different sizes. All those figures which
have the same shape but not necessarily the same size are called similar figures.
In this lesson we will study similarity of two triangles, some relations between their sides and
angles in detail.
202 Mathematics
One of the aims of studying Geometry is to acquire the skill of drawing figures accurately.
In this lesson we will extend our learning to construct triangles.
Objectives
After studying this chapter, you will be able to :
identify similar figures.
distinguish between congruent and similar plane figures.
verify and explain whether two given figures are similar or not.
state the criteria for similarity of two triangles and apply them in solving problems.
state and use the basic proportionality theorem and converse of basic proportionality theorem.
state and use the criteria for similarity of triangles viz. AAA, SSS and SAS.
state and prove Pythagoras theorem and apply them in solving problems.
divide a line segment internally in a given ratio.
construct a triangle from the given data (i) SSS (ii) SAS (iii) ASA (iv) RHS
7.1 Triangles
A plane figure bounded by three line segments is called a triangle.
The line segments forming a triangle are called its sides and each point, where two sides intersect,
is called its vertex.
We denote a triangle by the symbol ‘'’.
A
Thus, a 'ABC has :
(i) three sides, namely AB, BC and CA;
(ii) three vertices, namely A, B and C; B C
(iii) three angles, namely BAC, Fig. 7.1

ABC and BCA, to be; denoted by A, B and C respectively..
Triangles 203
A
Exterior Angle of a Triangle : If a side
BC of a 'ABC is produced to a point D,
then ACD is called an exterior angle
at C and B and A are called its
B C
interior opposite angles. D
Fig. 7.2
Types of Triangles according to Sides
A
(i) Equilateral Triangle : A triangle having all sides
equal, is called an equilateral triangle. 600
In the given figure, in 'ABC, we have

AB = BC = CA. 0
60 600
?'ABC is an equilateral triangle. B C
All angles are equal i.e., each 60 0. Fig. 7.3
(ii) Isosceles Triangle : A triangle having two A

sides equal, is called an isosceles triangle.
In the given figure, in 'ABC,
we have AB = AC.
B C
?'ABC is an isosceles triangle. Fig. 7.4
(iii) Scalene Triangle : A triangle in which all the A
sides having different lengths is called a scalene
triangle.
In 'ABC, we have
AB z AC z BC.
B C
?'ABC is a scalene triangle.
Fig. 7.5
Types of Triangles according to Angles A

(i) Acute angled Triangle : A triangle in which
each angle measures more than 00 but less
than 900, is called an acute-angled triangle.
For example, In the given figure, in 'ABC, we have

B C
A = 60 , B = 50 and C = 70 .
0 0 0 Fig. 7.6
204 Mathematics
Thus, each angle of 'ABC is an acute angle.

?'ABC is an acute-angled triangle.
(ii) Right-Angled Triangle: A triangle in which one of the angles measure is 900, is called a
right-angled triangle or simply a right triangle.
A
In a right triangle, the side opposite to the right
angle is called its hypotenuse and the other two
sides are called its legs.
In 'ABC, B = 900.
? It is a right angled triangle in which AC is the B C

hypotenuse and AB, BC are its legs. Fig. 7.7
(iii) Obtuse-Angled Triangle: A triangle in which one of the angles measures more than 900
but less than 1800, is called an obtuse-angled triangle.
Thus, in an obtuse-angled triangle. one of
A
the angles is obtuse angle.
For example, In 'ABC, we have
ABC = 1200, which is an obtuse-angle.
?'ABC is an obtuse-angled triangle.
0
120
Properties of triangles B C
1. The sum of the three angles of a triangle is 180 . 0 Fig. 7.8
2. The sum of lengths of any two sides of a triangle is greater than the length of the third side.
3. The difference of the lengths of any two sides of a triangle is less than the length of the third
side.
4. An exterior angle of a triangle is equal to sum of two interior opposite angles.
5. An angle of a triangle is greater than each interior opposite angle.
6. In a triangle the angle opposite to longer side is the greatest angle.
7. In a triangle, the angle opposite to shorter side is the smallest angle.
8. In a triangle, two angles are equal, then the sides opposite to them are equal.
9. In an isosceles triangle, angles opposite to these equal sides are also equal.
10. The sum of the lengths of the sides of a triangle is called its perimeter.
Triangles 205
11. The perimeter of a triangle is greater than the sum of its three medians.
12. The sum of three altitudes of a triangle is less than the sum of three sides of a triangle.
Theorem : The sum of the angles of a triangle is equal to 180 o or two right angles.
Given : A triangle ABC
To Prove: ABC + BCA + BAC
= 2 right angles
Construction: Produce BC upto D and draw

CE parallel to BA
Proof : Fig. 7.9
Statement Reason
1. ABC = corresponding ECD BA // CE and BD is transversal
2. BAC = alternate ACE BA // CE and AC is transversal
3. ABC + BAC = ECD + ACE. Adding 1 and 2
4. ABC + BAC + BCA Adding BCA on both the sides
= ECD + ACE + BCA = BCD ECD + ACE + BCA = BCD
= 1800. BCD is a straight angle.
= 2 right angles.
Hence Proved
Example 1 : In a 'ABC, B = 1150, C = 400. Find A.
Solution : We have in a 'ABC
A + B + C = 1800
A + 1150 + 400 = 1800
A + 1550 = 1800
A = 1800 1550
= 250.
Example 2 : If the angles of a triangle are in the ratio 2 : 3 : 4, determine the angles.
Solution : Let the angles be 2x0, 3x0 and 4x0.
Then 2x + 3x + 4x = 1800 (Sum of the angles of a triangle is 180 0)

206 Mathematics
9x0 = 1800
1800
x0 = = 200.
9
Hence, the angles of the triangle are 40 0, 600, 800.
Example 3 : Given below are the measurements of sides or angles of a triangle. State the type of
the triangle obtained in each case.
(a) 7 cm, 7 cm, 7 cm (b) 6 cm, 4 cm, 6 cm
(c) 3 cm, 4 cm, 6 cm (d) 500, 400, 900
(e) 1000, 300, 500 (f) 300, 600, 900
(g) 450, 450, 900 (h) 550, 450, 800.
Solution : (a) 7 cm, 7 cm, 7 cm Equilateral triangle
(b) 6 cm, 4 cm, 6 cm Isosceles triangle
(c) 3 cm, 4 cm, 6 cm Scalene triangle
(d) 500, 400, 900 Right angled triangle
(e) 1000, 300, 500 Obtuse angled triangle
(f) 300, 600, 900 Right angled triangle
(g) 450, 450, 900 Right angled Isosceles triangle
(h) 550, 450, 800 Acute angled triangle
Example - 4 : Can a triangle have
(i) Two right angles (ii) two obtuse angles?
(iii) Two acute angles
Solution :
(i) No, A triangle cannot have two right angles since sum of two right angles is 1800 but sum
of three angles of a triangle is 180 0.
Triangles 207
(ii) No, A triangle can not have two obtuse angles since sum of two obtuse angles is more than
1800 but sum of three angles in a triangle is 180 0.
(iii) Yes. A triangle can have two acute angles since sum of two acute angles is greater than 900
and less than 1800.
Example 5 : In a triangle PQR, PQ + QR = 12.8 cm, QR + RP = 11.1 cm and RP + PQ =

11.3 cm. Find the perimeter of the triangle.
Solution : Given that PQ + QR = 12.8 cm, QR + RP = 11.1 cm, RP + PQ = 11.3 cm.
By Adding all the three
We get, PQ + QR + QR + RP + RP + PQ = 12.8 + 11.1 + 11.3
2(PQ + QR + RP) = 35.2 cm
35.2
PQ + QR + RP = = 17.6 cm
2
? Perimeter of the given triangle is 17.6 cm
Example 6 : Find the value of x in the adjacent

figure. A
600
Solution : Given that
Exterior angle ACD = 1100.
Sum of two interior opposite angles

1100 x
B
= CBA + BAC D C
Fig. 7.10
0
= x + 60 .
Since the sum of the two interior opposite angles is equal to the exterior angle
x + 600 = 1100.
x = 1100 600 = 500
? The value of x is 500.

1. Three angles of a triangle are (2x + 50), (2x + 300), (x + 150). Find the measure of each angle.
208 Mathematics
2. The sum of two angles of a triangle is equal to its third angle. Determine the third angle.
3. In a triangle ABC, it is known that AB + BC = 10 cm, BC + CA = 12 cm, CA + AB = 16

cm. Find the perimeter of a triangle.
4. The angles of a triangle are in the ratio 3 : 5 : 10. Find the angles.
5. In the triangle ABC, B = 5 C and A = 3 C. Find the angles of the triangle.
7.2 Congruent Figures

Two geometrical figures having exactly the same shape and same size are known as congruent
figures.
Thus, two line segments are congruent, if they have same measure.
For congruence, we use the symbol # .
Congruent triangles
Two triangles are congruent if and only if one of them can be made to superpose on the other,
so as to cover it exactly. P X
Thus, congruent triangles are

exactly identical, i.e., their
corresponding three sides and three
angles are equal.
If 'PQR is congruent to Q R Y Z
'XYZ, we write 'PQR # 'XYZ. Fig. 7.11
This happens when PQ = XY, QR = YZ and PR = XZ; P = X, Q = Y,, R = Z.
In this, case we say that the sides corresponding to PQ, QR and PR are XY, YZ and ZX
respectively. And the angles corresponding to P, Q and R are X, Y and Z respectively..
Thus, the corresponding parts of two congruent triangles are equal. We show it by abbreviation
c.p.c.t, which means corresponding parts of congruent triangles.
Criterion for congruence

(i) (SAS - Axiom) : If two triangles have two sides and the included angle of the one equal to the
corresponding sides and the included angle of the other, then the triangles are congruent.
Triangles 209
P X
In the adjacent figure, in
'PQR and 'XYZ, we have
PQ = XY, PR = XZ, and

P = X
?'PQR # 'XYZ (By SAS

Q R Y Z
Axiom)
Fig. 7.12
(ii) (ASA - Axiom) : If two triangles have two angles and a side of the one equal to the
corresponding side of the other, then the triangles are congruent.
P X
In the adjacent figure, in
'PQR and 'XYZ, we have
P = X, Q = Y and
PQ = XY
?'PQR # 'XYZ (By ASA

Q R Y Z
Axiom)
Fig. 7.13
(iii) (SSS - Axiom) : If two triangles have three sides of the one equal to the corresponding
three sides of the other, then the P X
triangles are congruent.
In 'PQR and 'XYZ, we have
PQ = XY, QR = YZ,
PR = XZ
?'PQR # 'XYZ (By SSS
Q R Y Z
Axiom) Fig. 7.14
(iv) (RHS - Axiom) : In two right angled triangles, if the hypotenuse and one side of one are equal
to the hypotenuse and corresponding side of the other, then the triangles are congruent.
In the adjacent figure, P X
'PQR and 'XYZ are right angled

triangles in which hypotenuse PR
= Hypotenuse XZ
and QR = YZ R Y Z
Q
?'PQR # 'XYZ (By RHS Axiom) Fig. 7.15
210 Mathematics
Concurrent lines in a triangle P
(i) Median : A line segment which joins

a vertex of a triangle to the mid point
of the opposite side is called median.
We can draw three medians in a

Q R
triangle.
Fig. 7.16
(ii) Altitude : The perpendicular drawn from any vertex of the triangle to its opposite side or its
extension is called altitude.
P
We can draw three attitude in a
triangle.
In a right angled triangle legs serve

as altitudes.
In an acute angled triangle all three Q

S R
altitudes lie within the triangle.
Fig. 7.17
In an obtuse angled triangle, two altitudes fall on the extensions of the sides outside the triangle
and third altitude falls inside the triangle.
P
(iii) Perpendicular bisector : The line
passing through mid point of the side
and perpendicular to the same side
is called perpendicular bisector.
We can draw three perpendicular Q R

S
bisectors of sides of triangle. Fig. 7.18
Q
(iv) Angle bisector : An angle bisector
of a triangle is the line segment which
divides any angle into two equal
halves.
P Fig. 7.19 R
Triangles 211
(v) Concurrent lines : Three or more lines passing through same point are called concurrent lines.
That common point is called point of concurrence.
(vi) Circumcentre : The point of concurrency of perpendicular bisectors of the sides of a triangle
is called circumcentre.
It is denoted by S. Circum centre of a triangle is equidistant from the vertices of the triangle.
(vii) Incentre : The point of concurrence of angle bisectors of a triangle is called incentre. It is
denoted by I.
Incentre of a triangle is equidistant from the sides of a triangle.
(viii) Centroid : The point of concurrency of the medians of a triangle is called centriod. It is denoted
by G.
Centriod G divides each median in the ratio 2 : 1 from the vertex.
(ix) Orthocentre : The point of concurrency of the altitudes of a triangle is called orthocentre. It
is denoted by ‘O’.
Example 7 : State the condition in which 'ABC # 'PQR in each of the following cases.
4 cm. R
2.
5
(i)
cm
4c
.
m.
.
cm
cm .
3 .5
2.5 B
3.5 cm
P .
C
C R
(ii)
A B P
Q
Fig. 7.20
212 Mathematics
Solution : (i) In 'PQR and 'ABC

PQ = AB = 2.5 cm
PR = BC = 3.5 cm
QR = AC = 4.0 cm
? 'PQR # 'ABC (SSS congruence criterion)
(ii) In 'ABC and 'PQR
AB = PQ (side)
AC = PR (Hypotenuse)
B = Q = 900
?'ABC # 'PQR (RHS congruency criterion)
Example 8 : In the adjacent figure D C

AB = CD and AD = BC, then
prove that (i) 'ABD # 'CDB
(ii) A = C
Solution : In 'ABD and 'CDB A B

Fig. 7.21
AB = CD (given)
AD = CB (given)
BD = BD (common)
?'ABD # 'CDB (SSS congruence criterion)
? A = C (Corresponding parts of congruent triangles)
Example 9 : In the adjacent figure D

A
AO = OB and CO = OD
then prove that (i) 'AOC # 'BOD O

B
(ii) AC = BD
Solution : In 'AOC and 'BOD C

Fig. 7.22
AO = OB (given)
CO = OD (given)
Triangles 213
AOC = BOD (vertically opposite angles)
?'AOC # 'BOD (SAS congruence criterion)
?AC = BD (Corresponding parts of congruent triangles)
Example 10 : In the adjacent figure,

A
PQ A OA and PS A OB
Q
such that OQ = OS
P
Prove that
(i) 'OPQ # 'OPS (ii) PQ = PS

O S B
(iii) QOP = SOP
Fig. 7.23
Solution : In 'OPQ and 'OPS
OQ = OS (side)
OP = OP (Hypotenuse)
OQP = OSP = 900
?'OPQ # 'OPS (RHS congruence criterion)
(ii) PQ = PS (Corresponding parts of congruent triangles)

QOP = SOP (Corresponding angles of congruent triangles)

1. In two congruent triangles PQR and XYZ, PQ = XY and QR = YZ. Name the pairs of equal
angles.
2. In triangles ABC and DEF, AC = DF, BC = DE, A = 600, C = 300 and D = 900. Are
the two triangles congruent ? If yes name the congruence criterion.
3. Define circumcentre of a triangle.
4. Define median of a triangle.
5. Prove that the measure of each angle of an equilateral triangle is 60 0.

214 Mathematics
7.3 Similarity of Figures

Two figures are said to be similar, if they have the same shape but may differ in size.
Example :
Similar Similar equilateral Similar

Squares triangles Circles
Fig. 7.24
Similar Figures
Two triangles are said to be similar, if their corresponding angles are equal and corresponding
sides are proportional. X
In triangles PQR and XYZ P
P = X, Q = Y,, R = Z
PQ QR PR
and
XY YZ XZ
then 'PQR ~ 'XYZ.
Q R Y Z
Symbolically, we write 'PQR ~ 'XYZ. Fig. 7.25
Where symbol ~ is read as (“is similar to) Conversely if 'PQR ~ 'XYZ. then P = X,
PQ QR PR
Q = Y, R = Z and .
XY YZ XZ
1. In similar triangles, the sides opposite to equal angles are said to be corresponding sides.
e.g In the adjacent figure 'PQR ~ 'XYZ
in which P = X, Q = Y,,
R = Z X
? Side opposite to P is QR
P
Side opposite to X is YZ
Side opposite to Q is PR
Side opposite to Y is XZ
Side opposite to R is PQ
Side opposite to Z is XY Q R Y Z
QR PR PQ
Corresponding sides Fig. 7.26
YZ XZ XY
Triangles 215
In similar triangles, the angles opposite to proportional sides are the corresponding angles and
so they are equal.
angle opposite to side PQ is R = angle opposite to side XY is Z
angle opposite to side QR is P = angle opposite to side YZ is X
angle opposite to side PR is Q = angle opposite to side XZ is Y
Note : 1. In congruent triangles the corresponding sides are equal, where as in similar triangle corresponding
sides are in proportion.
8 2. Triangles, which are similar to the same triangle are similar to each other also.
F
Similarly Criterion of triangles
1. SAS Criterion : If two triangles have a pair of corresponding sides are in propotion and included
angles are equal. D
A
Example : If in 'ABC and 'DEF
AB AC
A D and
DE DF
then 'ABC ~ 'DEF. B E C F
Fig. 7.27
2. AAA Criterion : If two triangles have two pairs of corresponding angles equal, the triangles
are similar D
A
A D, B E, C F
then 'ABC ~ 'DEF.
B E C F
Fig. 7.28
Note : AA similarity Criterion : If two triangles have two paris of corresponding angles are equal
the triangles are similar
3. SSS Criterion : If two triangles have their three pairs of corresponding sides proportional, then
the triangles are similar D
A
AB BC AC
DE EF DF
then 'ABC ~ 'DEF.
B C E F
Fig. 7.29
216 Mathematics
Example 11 : In the adjacent figure if P R

P = Q, then prove that 'POR ~
'SOQ.
O
Solution : In ' POR and ' SOQ
P = Q given
S Q
POR = SOQ (Vertically opposite angles)
PRO = QSO (third angle) Fig. 7.30
' POR ~ ' SOQ (AAA similarity criterion)
Example 12 : In the adjacent figure, is 'ADE ~ 'ABC? Give reason.
Solution : In 'ADE and 'ABC A
A = A (common)
0
ADE = ABC = 700 (given) 70
D E
AED = ACB (third angle)
? ' ADE ~ ' ABC (AA similarity criterion) 700
B C
Fig. 7.31
Example 13 : Examine the pair of triangle in the given figure. Are they similar ?
If yes write the similarlity criterian.
Solution : From the given figures
XY 2 1
LM 4 2
L
YZ 4 1
MN 8 2 X
4 6
2 3
XZ 3 1
LN 6 2 Y Z M
4 8 N
? ' XYZ ~ ' LMN(SSS similarity criterion) Fig. 7.32

Triangles 217
Example 14 : Examine the pair of triangles in the given figure. Are they similar ?
If yes write the similarlity criterian.
Solution : From the given figures S
LM 2.5 1 550
ST 5 2 L
5
0
LN 2 1 55
and 2.5 2
SU 4 2
L = S = 550 M N T U
? ' LMN ~ ' STU (SAS similarity criterion) Fig. 7.33
Basic proportionality theorem (Thales theorem)

A
A line drawn parallel to one side of a triangle
divides the other two sides in same ratio.
Given : In triangle ABC,

D E
DE is parallel to side BC which meets
AB at D and AC at E.
AD AE
To prove :
DB EC
B C
Proof : In 'ABC and 'ADE Fig. 7.34
ABC = ADE (corresponding angles)
ACB = AED (corresponding angles)
BAC = DAE (common)
? 'ABC ~ 'ADE (AAA similarity criterian)
AB AC
? (Ratio of Corresponding sides of similar triangles)
AD AE
AD DB AE EC
AD AE
AD DB AE EC

AD AD AE AE
DB EC ª AD AE º
1 1 «¬ AD 1»
AD AE AE ¼
218 Mathematics
DB EC
(Cancelling on bothsides)
AD AE
AD AE
(taking reciprocal)
DB EC
A
Hence proved.
Converse of Basic proportionality theorem
If a line divides any two sides of a triangle
in the same ratio, then the line is parallel to third D E
side.
AD AE
In triangle ABC, if
DB EC
then DE || BC B C
Fig. 7.35
Example 15 : In the adjoining figure DE||BC and D divides AB in the ration 2 : 3 find.
A
AE AE
(i) (ii)
EC AC
Solution : In 'ABC, DE || BC D E
AD AE
(i) [ ' BPT]
DB EC
2 AE
3 EC B C
AE 2
? . Fig. 7.36
EC 3
AE 2
(ii) we find
EC 3
AE AE 2 2
?
AC AE EC 23 5
Triangles 219
Example 16 : In 'ABC, D and E are points on the sides AB and AC respectively.
whether DE || BC, If
(i) AD = 3 cm, BD = 4.5 cm, AE = 4 cm, and AC = 10 cm
(ii) AB = 7cm, BD = 4.5 cm, AE = 3.5 cm CE = 5.6 cm.
Solution :
A
AD 3 1 2
DB 4.5 1.5 3
AE 4 2
. D E
EC 6 3
AD AE
In 'ABC, B
DB EC C
? DE || BC. (converse of BPT) Fig. 7.37
AD AB DB 7 4.5 2.5 25 5
(ii)
DB DB 4.5 4.5 45 9
AE 3.5 35 5
EC 5.6 56 8
AD AE
Here z
DB EC
? DE is not parallel to BC.
A
4 cm
Example 17 : In the adjacent figure determine AC.

3
cm
Solution : In 'ABC, DE || BC
D E
Let EC = x cm.
6 cm
AD AE
? [' BPT] B
DB EC C
4 3
Fig. 7.38
6 x
220 Mathematics
4 u x=6 u 3
6u3
x= 4.5 cm.
4 P
6 cm
AC = AE + EC = 3 + 4.5 = 7.5 cm.
8
cm
Example 18 : In the adjacent figure,
X Y
Is XY || QR?
9 cm
12
PX 6 2
cm
XQ 9 3 Q
R
PY 8 2
Fig. 7.39
YR 12 3
PX PY
In 'PQR, X, Y are points on PQ, PR and
XQ YR
? XY || QR. [Converse of BPT]
Theorem : The ratio of areas of two similar triangles is equal to the ratio of the squares of their
corresponding sides.
Given : 'ABC ~ 'PQR
Fig. 7.40
Area of 'ABC AB2 BC2 AC2
To Prove :
Area of 'PQR PQ 2 QR 2 PR 2
Construction : Draw AD A BC, PS A QR.
1 1
Proof : Area of 'ABC = u BC u AD [Since Area of 'ABC = u base u
2 2
1
Area of 'PQR = u QR u PS corresponding altitude]
2
1
u BC u AD
Area ('ABC) 2 BC u AD
Area ('PQR) 1
u QR u PS QR u PS
2
Triangles 221
In 'ABD and 'PQS
B = Q (given)
ABD = PSQ = 900
? 'ABD ~ 'PQS (AA similarity criteria)
AD AB
? (Ratio of corresponding sides)
PS PQ
AB BC
But
PQ QR
AD BC
?
PS QR
Area of 'ABC BC BC BC2

u
Area of 'PQR QR QR QR 2
AB BC AC
since
PQ QR PR
Area of 'ABC AB2 BC2 AC2

?
Area of 'PQR PQ2 QR 2 PR 2
Note :
1. The ratio of corresponding sides of two similar triangles is equal to the ratio of
(a) corresponding medians
(b) corresponding angle bisectors
(c) Corresponding altitudes
(d) perimeters
2. The ratio of areas of two similar triangle is equal to the ratio of squares of corresponding.
(a) altitudes (b) medians (c) angle bisector
Example 19 : In the adjacent figure DE || BC, AD = 2cm, DB = 4cm
area ('ADE)
Find area ('ABC)
222 Mathematics
Solution : In 'ABC DE || BC A
ADE = ABC (corresponding angles)

2
AED = ACB (corresponding angles)
DAE = BAC (common) D E
? 'ADE ~ 'ABC (AAA similarity criterian)

4
area ('ADE) AD2 22
?
area ('ABC) AB2 (2 4)2
B C
2
2 4 1
Fig. 7.41
62 36 9
Example 20 : The areas of two similar triangles are 81 cm 2 and 49cm2 respectively. If the length
of altitude of the longer triangle is 5cm, find the length of corresponding altitude of the smaller triangle.
Solution : We know that

2
area of larger triangle ª altitude of larger triangle º
« »
area of smaller triangle ¬ altitude of smaller triangle ¼
2
81 ª 5 º
« altitude of smaller triangle »
49 ¬ ¼
9 5
7 altitude of smaller triangle
9 u altitutude of smaller triangle = 7 u 5
7u5
altitude of smaller triangle = 3.88 cm (aproximately).
9
Example 21 : It is given that 'PQR ~ 'XYZ area ('PQR) = 36 cm 2 and area ('XYZ) = 25
cm2.
If YZ = 6 cm. Find the length of QR

Triangles 223
Solution : We know that P X

The ratio of areas of two similar
triangles is equal to the ratio of squares
of their corresponding sides.
area ('PQR) QR 2
area ('XYZ) YZ2
Let QR = x cm. Q R Y Z
36 x2
Fig. 7.42
25 62
25 u x2 = 36 u 36
36 u 36
x2 =
25
6u 6 36
x = 7.2 cm.
5 5
Example 22 : Two Isosceles triangles have equal vertical angles and their areas are in the ratio
16 : 25. Find the ratio of their corresponding altitudes.
Solution : 'PQR ~ 'XYZ (SAS similarily criteria)

2
area 'PQR § PS ·
¨ ¸
area 'XYZ © XT ¹
Since the ratio of areas of two similar traingles is equal to the ratio of squares of corresponding
altitudes.
2
16 § PS ·
¨ ¸
25 © XT ¹
2 2
§4· § PS ·
¨ ¸ ¨ ¸
©5¹ © XT ¹
4 PS
5 XT
Ratio of corresponding altitudes = 4 : 5.
Example 23 : If the areas of two similar triangles are equal prove that they are congruent.
Solution : Let 'ABC ~ 'DEF and
Area ('ABC) = area ('DEF)

224 Mathematics
area ('ABC) AB2 BC2 AC2

area ('DEF) DE2 EF2 DF2
Since the ratio of areas of two similar triangles is equal to the ratio of the
squares of the corresponding sides.

A D
B C E F
Fig. 7.43
AB2 BC2 AC2 1

? [ ' area ('ABC) = area ('DEF)]
DE 2 EF2 DF2 1
AB2 = DE2, BC2 = EF2, AC2 = DF2
AB = DE, BC = EF, AC = DF
? 'ABC # 'DEF (By SSS congruence)
Example 24 : From the adjacent figure ABCD is a trapezium in which AB || DC and AB = 2DC.
Determine the ratio of the areas of 'AOB and 'COD.
Solution : In 'AOB and 'COD.
AOB = COD (Vertically opposite angles) D C

OAB = OCD (alternate angles)
? 'AOB ~ 'COD (AA similarity axiom)
O
area ('AOB) AB2 (2DC)2 4DC2 4
area ('COD) DC2 DC2 DC2 1
A B
? area ('AOB) : Area ('COD) = 4 : 1 Fig. 7.44

1. 'PQR ~ 'XYZ. If PR = 10 cm and XZ = 8 cm then find the ratio of the areas of 'PQR and
'XYZ.
Triangles 225
2. If the areas of the similar triangles are 81 cm 2 and 49cm2 find
(i) the ratio of corresponding sides.

(ii) the ratio of corresponding medians
(iii) the ratio of corresponding altitudes.
7.4 Pythagoras theorem
In a right angled triangle, the square of hypotenuse is equal to the sum of the squares of the
other two sides.
C
Given : In triangle ABC, C = 90 0
To prove : AB2 = AC2 + BC2
Construction : Draw CD A AB.

A D B
Proof : In 'ACB and 'ADC Fig. 7.45
ACB = ADC = 90 0
BAC = DAC (common)
?'ACB ~ 'ADC (AA similarity criterion)
AC AB

AD AC
AC2 = AB . AD ...(1)
In 'ACB and 'BDC
ACB = BDC = 900
CBA = CBD (common)
'ACB ~ 'BDC (AA similarity criterian)
BC AB
BD BC
BC2 = AB . BD ...(2)
Adding (1) and (2)

226 Mathematics
AC2 + BC2 = AB . AD + AB . BD
= AB(AD + BD)
= AB . AB = AB 2.
Converse of pythagoras theorem

In a triangle, if the square of one side is equal to the sum of the squares of the other two sides,
it is a right angle triangle.
Given : A triangle ABC in which P

A
AB2 + BC2 = AC2
To prove : B = 900
Construction : Draw 'PQR in which
PQ = AB, QR = BC and Q = 900.

B C Q R
Proof : In 'PQR, Q = 90 0
Fig. 7.46
PQ2 + QR2 = PR2 (pythagoras theorem)
AB2 + BC2 = PR2 (Construction)
AC2 = PR2 (Given)
AC = PR
In 'ABC and 'PQR we have
AB = PQ (construction)
BC = QR (construction)
AC = PR (proved)
? 'ABC # 'PQR (By SSS congruence criterion)
? B = Q = 900 (CPCT)
? B = 900
ABC is a right angled triangle.

Triangles 227
Similarity between Right triangles
If a perpendicular is drawn from the vertex containing the right angle of a right triangle
to the hypotenuse then the triangles on each side of the perpendicular are similar to each other
and to the original figure A
(i) 'ADB ~ 'BDC
(ii) 'ADB ~ '$BC
(iii) 'BDC ~ 'ABC D
(iv) BD2 = AD . DC
(v) AB2 = AD . AC
(vi) BC2 = CD . AC C B
Fig. 7.47
Examples 25 : The sides of certain triangles are given below.
Determine which of them are right triangles.
(i) a = 7cm, b = 24 cm and c = 25 cm,
(ii) a = 9cm, b = 12 cm and c = 15 cm
(iii) b = 5cm, c = 6 cm and a = 8 cm
(i) Solution : a = 7cm, b = 24 cm and c = 25 cm,
Here, the largest side is c = 25 cm.
We have a2 + b2 = 72 + 242 = 49 + 576 = 625 = 252 = c2.
So, the triangle with the given sides is a right triangle.
(ii) Solution : Here, the largest side is c = 15 cm.
We have a2 + b2 = 92 + 122 = 81 + 144 = 225 = 152 = c2.
So, the triangle with the given sides is a right triangle.
(iii) Solution : Here, the largest side is a = 8 cm.
We have b2 + c2 = 52 + 62 = 25 + 36 = 61 z a2
So, the triangle with the given sides is not a right triangle.
228 Mathematics
Example 26 : A man goes 12 m due west and then 16 m due North. Find the distance from the
starting point.
Solution : Let the initial position of the man be A and his final position be C. Since the man goes
12m due west and then 16 m due North C
N
?'ABC is a right triangle right angled at B
such that AB = 12 m and BC = 16m W E
By pythagoras theorem, we have

16 m
AC2 = AB2 + BC2
= 122 + 162
= 144 + 256
= 400 B A
12 m
AC = 400 = 20 m Fig. 7.48
Hence the man is at a distance of 20 m from the starting point.
Example 27 : A ladder 30 m long reaches a window of a building 24 m above the ground. Determine
distance of the foot of the ladder from the building.
Solution : Suppose that AC is the ladder, C is the window and CB is the building 'ABC a right
triangle, right angle at B. C
By pythagoras theorem,
we have AB2 + BC2 = AC2
AB2 + 242 = 302

24 m 30 m
AB = 30 24
2 2 2
= 900 576
= 324
B A
AB = 324 18 m. Fig. 7.49
Here, the foot of the ladder is at a distance of 18 m from the building.
Example 28 : In the given 'ABC, B = 900, D and E are any points on AB and BC respectively..
Prove that AE 2 + CD2 = AC2 + DE2
Triangles 229
Solution : In 'ABE, B = 900 A
AE2 = AB2 + BE2 ...(1)
In 'DBC, B = 900
CD2 = BD2 + BC2 ...(2)
Adding (1) and (2) D
AE2 + CD2 = (AB2 + BE2) + (BD2 + BC2)
AE2 + CD2 = (AB2 + BC2) + (BE2 + BD2) B C

E
= AC2 + DE2 [pythagoras theorem] Fig. 7.50
Hence AE 2 + CD2 = AC2 + DE2.
Example 29 : A point O is in the interior of a rectangle PQRS O is joined with each of the vertices
P, Q, R and S. Prove that OP 2 + OR2 = OQ2 + OS2.
Solution : Through O draw TU parallel to PQ. S R
Now PQUT is a rectangle.

In right triangle OTP T U
O
OP2 = OT2 + PT2 ...(1)
In right triangle OUR Q
P
OR2 = OU2 + UR2 ...(2)
Add (1) and (2) Fig. 7.51
OP2 + OR2 = OT2 + PT2 + OU2 + UR2
= OT2 + QU2 + OU2 + TS2 [' PT = QU, UR = TS]
= (OT2 + TS2) + (OU2 + QU2)
= OS2 + OQ2 [pythagoras theorem] A
Example 30 : In an equilateral triangle with side a,

prove that
3
(i) altitude = a
2
3 2
(ii) area = a B C
4 D
Fig. 7.52
230 Mathematics
Solutin : Let ABC be an equilateral triangle with each side equal to a.

Draw AD A BC, D is midpoint of BC
1 1
BC = a, BD = a, DC = a
2 2
AD2 = AB2 BD2 [pythagoras theorem]
2
§1 ·
= a ¨ a¸
2
©2 ¹
1 2
= a a
2
4
4a 2 a 2 3a 2
=
4 4
3
AD = a.
2
3
Altitude = a.
2
1
Area of 'ABC = u base u corresponding altitude
2
1
= u BC u AD
2
1 3
= u a u a
2 2
3 2
= a sq.units.
4
Example 31 : Prove that sum of the squares of sides of a Rhombus is equal to sum of the squares
of its diagonals.
B
Solution : ABCD be a rhombus Diagonals AC
and BD intersect at O.
To prove : AB2 + BC2 + CD2 + DA2 A C

O
= AC2 + BD2
Proof : We know that the diagonals of a rhombus

D
perpendicularly bisect each other
Fig. 7.53
Triangles 231
? AOB = COB = DOC = AOD = 90 0 and OA = OC, OB = OD.

In right triangle AOB
AB2 = AO2 + BO2 [ ' pythagoras theorem]
2 2
§ AC · § BD ·
= ¨ ¸ ¨ ¸
© 2 ¹ © 2 ¹
2
AC2 BD
=
4 4
AC BD 2
2
=
4
4AB = AC + BD2
2 2
AB2 + AB2 + AB2 + AB2 = AC2 + BD2

AB2 + BC2 + CD2 + DA2 = AC2 + BD2 [In a rhombus all sides are equal]
Example 32 : In the figure, ABC is right angled triangle right angle at C.

Let AB = c, BC = a, AC = b and CD = p C
where CD A AB.
prove that (i) cp = ab

1 1 1
(ii)
p2 a 2 b2
A B
1 D
Solution : Area of 'ABC = u AB u CD Fig. 7.54
2
1
= cp
2
1
Area of 'ABC = u AC u BC
2
1
= ab .
2
1 1
? cp ab
2 2
cp = ab
(ii) cp = ab
ab
p=
c
1 c
p ab
232 Mathematics
1 c2
p2 a 2b 2
1 a 2 b2
[pythagaras theorem c2 = a2 + b2]
p2 a 2b 2
1 a2 b2

p2 a 2b 2 a 2b 2
1 1 1
2.
p2 b 2
a
1. Sides of a triangles are given below.
Determine which of them are right triangles ? In case of a right triangle, write the length of its
hypotenuse.
(a) 3cm, 4cm, 5 cm (b) 3 cm, 5cm, 6 cm
2. PQR is an Isosceles triangle with PR = QR. If PQ 2 = 2PR2, prove that PQR is a right triangle.
3. Find the length of the second diagonal of a rhombus whose side is 10 cm and one of the diagonals
is 12 cm.
4. A ladder reaches a window which is 12 m above the ground on one side of the street keeping
its foot on the same point the ladder is turned to the other side of the street to reach a window
9m high. Find the width of the street if the length of the ladder is 15m.
5. E and F are the mid points of the sides AC and BC respectively of a triangle ABC, right angled
at C. Prove that
(i) 4AF2 = 4AC2 + BC2
(ii) 4BE2 = 4BC2 + AC2
(iii) 4(AF2 + BE2) = 5AB2
6. State pythagoras theorem.
7. State converse of pythagoras theorem.
8. In 'ABC, C = 900, If BC = a, AC = b, AB = c Find
(i) c when a = 8 cm and b = 6cm
(ii) b when c = 13 cm and a = 5cm
9. A man goes 15 m due west and then 8m due north. How far is he from the starting poin t.
Triangles 233
Terminal Exercise - 1 A
1. In the adjacent ABC, DE || BC. Find the following

D E
(a) If AC = 12 cm, DE = 4 cm and
BC = 24 cm, find CE.
(b) If AC = 15 cm, AE = 3 cm, B C

BC = 25 cm find DE.
C
P Q
2. In ABC, AC = 20 cm, BC = 30
cm, PC = 16 cm, CQ = 25 cm. Is
PQ parallel to AB. A B
X
3. In the adjacent figure. P, Q and R
P
are points on OX, OY and OZ
respectively. Such that PQ | | XY and
O
Q R
QR | | YZ. Show that PR | | XZ.
Y Z
4. D, E, F are the mid points of the sides BC, CA and AB respectively of a 'ABC. Determine
the ratio of the areas of 'DEF and 'ABC.
5. Two poles of height 7 m and 16 m stand on a plane ground. If the distance between their feet
is 12 m. Find the distance between their tops.
6. A vertical pole of length 6 m casts a shadow 4 m long on the ground and at the same time a
tower casts a shadow 28 m long. Find the height of the tower.
7. An aeroplane leaves an airport and flies due north at a speed of 900 km per hour. At the same
time, another aeroplane leaves the same airport and flies due west at a speed of 1200
km per hour. How far apart will be the two planes after 1 hour.
8. Diagonals AC and BD of a trapezium ABCD with AB || DC intersect each other at the point
O. Using a similarity criterion for two triangles, show that OA = OB .

OC OD
9. In a triangle, ABC, AD is drawn perpendicular to BC. Prove that AB 2 BD2 = AC2 CD2.
10. The sides of a right triangle containing the right angle are (5x) cm and (3x 1) cm. If the area
of the triangle be 60 cm 2. Calculate the length of sides of a triangle.
234 Mathematics
7.5 Geometrical Constructions

To be able to draw a correct and accurate figure from the given data or a given figure.
To be able to draw other points, linesegments, rays, lines or circles associated with the figure
is one of the reasons for the study of geometry at school.
People in all walks of life do need, occassionaly, a practical ability of this nature. In science
and engineering it is an important step in professional training.
We have already learnt to draw some figures.
The instruments we learnt to use were a graduated ruler (scale), a protractor, a divider, compass
and set squares.
The validity of the constructions or the accuracy of the figures obtained will be verified by actual
measurement with a graduated ruler and protractor.
Set squares used to draw perpendicular and parallel lines.
Divider used to compare lengths of the line segments.
It helps us to develop the skill of drawing figures for given measurements.
Here let us learn the construction of perpendicular bisector line, triangle, division of a line segment
The perpendicular bisector of a line segment is a perpendicular line drawn at its midpoint.
To construct a perpendicular bisector to a given line segment.
Step-1 : Draw a line segment AB of the given A B

measurement.
Fig. 7.55
Step-2: With ‘A’ as centre draw arcs

of radius more than half of AB,
A B
above and below the line AB.
Fig. 7.56
Triangles 235
Step-3: With ‘B’ as centre and

with the same radius
draw two arcs. These A B
arcs cut the previous
arcs at P and Q.
Fig. 7.57
P
Step-4: Join PQ. Let PQ intersect
AB at ‘0’
A B
PQ is a perpendicular O
bisector of AB.
Q
Fig. 7.58
Example 33 : Draw a perpendicular bisector to the line segment AB = 8 cm.

Solution :
Step-1: Draw the line segment AB = 8 cm. X
Step-2:With ‘A’ as centre draw arcs of radius
more than half of AB above and below
the line AB.
Stept-3: With ‘B’ as centre draw the arcs of A B
8 cm
same radius to cut the previous arcs at
X and Y.
Step-4: Join XY to intersect the line AB at O.
XY is the perpendicular bisector of AB.
Y
Fig. 7.59
236 Mathematics
Division of a Line Segment

Suppose a line segment is given and we have to divide it in a given ratio say 3 : 4. We can do
it by measuring the length and then making a point on it that divides it in the given ratio. But with
measuring the line, we can divide the line. It can be done in the following two ways with the help of
Basic Proportionality theorem.
Construction 1 To divide a line segment in a given ratio.
Given : A line segment AB. Suppose we want to divide it in the ratio m : n where both m and n are
positive integers. Let m = 3 and n = 2.
Steps of Construction : C
A B
1. Draw any ray AX, making an acute
angle with AB. A1
A2
2. Locate 5 (3 + 2) points A 1, A2, A3, A4
A3
and A5 on AX so that AA1 = A1A2 = A4
A2A3 = A3A4 = A4A5. A5
X
3. Join BA5 Fig. 7.60
4. Through the point A3, draw a line parallel to A 5B
Then AC : CB = 3 : 2
Then the point C divides AB in the ratio 3 : 2.
Example 34 : Divide a line segment of length 7 cm in the ratio of 3 : 5 internally.

Solution : Steps of Construction:
1. Draw a line segment AB = 7 cm.
2. Draw a ray AX making an acute BAX.
3. Along AX, mark off 8 = (3 + 5) points A 1, A2, A3, A4, A5, A6, A7 and A8 such that AA1 = A1A2
= .... = A7A8.
4. Join A8B.
5. Through A3, draw a line A 3P parallel to A8B, intersecting AB at P. The point P so obtained is
the required point, which divides AB internally into the ratio 3 : 5.
Triangles 237
P B
A
A1
A2
A3
A4
A5
A6
A7
A8
X
Fig. 7.61
Example 35 : Divide a line segment of 7 cm length externally in the ratio 5 : 3.
Solution : Steps of Construction: A5 X

A4
1. Draw line segment AB = 7 cm.
A3
2. Draw a ray AX making an acute BAX. A2
3. Along AX, mark off 5 points A1, A2, A3, A1
A4 and A5 such that AA1 = A1A2 = ... =
A4A5,
A B P
4. Join A53 (i.e.) A2 to B. Fig. 7.62
5. Through A5, draw a line A 5P | | A2B, intersecting AB produced at P. The point P so obtained
is the required point which divides AB externally in the ratio 5 : 3.
Example 36 : Divide a line segment of 7 cm length externally in the ratio of 3 : 5.
Solution : Steps of Construction:

X B5
1. Draw the line segment AB = 7 cm.
B4
2. Draw a ray BX making acute ABX. B3
B2
3. Along BX, mark off 5 points B1, B2, B3,
B1
B4 and B5 such that BB1 = B1B2 = ..... =
B4B5. B
P A
Fig. 7.63
238 Mathematics
4. Join (5 3)th point i.e., B2 to A.
5. Through B5, draw a line B5P | | B2A, intersecting BA produced at P.

The point P so obtained is the required point which divides AB externally in the ratio 3 : 5.
Construction of Triangles
I. When Its Three Sides are Given
Example 37 : Construct a 'ABC in which AB = 5 cm, BC = 4.3 cm and AC = 4 cm.
Steps of Construction :
C
1. Draw AB = 5 cm.
2. With A as centre and radius 4 cm, draw an arc. 4 cm 4.3 cm

3. With B as centre and radius 4.3 cm, draw
another arc, cutting the previous arc at C.
A B
4. Join AC and BC. 5 cm
?'ABC is the required triangle. Fig. 7.64
II. When Two Sides and Their Included Angle are Given
Example 38 : Construct a 'PQR in which PQ = 3 cm, QR = 4.1 cm and Q = 600.
Steps of Construction : X
1. Draw QR = 4.1 cm. P

2. At Q, construct XQR = 60°.
m
3c
3. With Q as centre and radius 3 cm, draw an

arc, cutting QX at P. 0
60
4. Join PR. Q R
4.1 cm
Then, 'PQR is the required triangle. Fig. 7.65
III. When Two Angles And Included Side Are Given
Example 39 : Construct a 'XYZ in which XY = 4 cm, X = 120° and Y = 30°.
Steps of Construction :
1. Draw XY = 4 cm.
Triangles 239
P
2. Construct PXY = 120° and
Q Z
QYX = 30°.
3. Let PX and QY intersect at Z.

Then, 'XYZ is the required triangle.
0
120
300
x Y
Fig. 7.66
Example 40 : Draw triangle ABC with C a right angle AB = 6.2 and BC = 4.5 cm.
Solution : To construct the 'ABC, we follow the following steps:
Steps of construction:
Step-1 : Draw a line segment BC of length 4.5 cm
Step-2 : Draw BCX of measure 90 0.
Step-3 : With centre B and radius AB = 6.2 cm, draw an arc to intersect ray CX at A
Step-4 : Join BA to obtain the desired triangle ABC. X
B
4.5 cm C
Fig. 7.67
Example 41 : A1
Construct a triangle shadow similar to the given 'ABC
5
with its sides equal to of the corresponding sides of the A
3
triangle ABC.
B C1
B1
C
B2
B3
B4
Steps :
B5
1. Draw triangle ABC with the given measurements
Y
2. Draw CBX = acute angle Fig. 7.68 X
240 Mathematics
JJJG
3. Mark B1, B2, B3, B4 and B5 on BX such that BB1 = B1B2 = B2B3 = B3B4 = B4B5
4. Join B3, C
5. Through B5 draw a line parallel to B 3C intersect produced BC at C 1
6. Through C1 draw another line parallel to CA intersect produced BA at A 1
7. 'A1BC1 ~ 'ABC

1. The number of Independent measurements required to construct a triangle is
(a) 3 (b) 4 (c) 2 (d) 5
2. Triangle ABC is obtuse angled at B which is longest side ?
3. Is it possible to construct a triangle whose sides are 12 cm, 15 cm and 2cm Give reasons.
4. A student attempted to draw a triangle with given measurements AB = 2cm, BC = 6 cm and
AC = 3cm. First he drew BC = 6 cm. Then he drew an arc of 2 cm with A as centre and
he drew an arc of radius 3 cm with C as centre. They could not intersect each to get A.
What is the reason?
What is the triangle property in connection with this ?
Summary
The point of concurrence of the perpendicular bisectors of the sides of a triangle is called
circum centre.
The point which is equidistance from the vertices of a triangle is circumcentre.
In a right angled triangle circum centre lies at the midpoint of hypotenuse.
If a circle passes through the vertices of a triangle is called circum circle.
The circle that touches the three sides of a triangle is called Incentre.
The point of concurrence of the internal bisectors of the angles of a triangle is called
incentre.
The line segment joining the vertex of a triangle to the midpoint of the opposite side is called
median of a triangle.
The point of concurrence of the medians of a triangle is called centroid.
Centroid divides each median of a triangle in the ratio 2 : 1.
Triangles 241
The perpendicular drawn from the vertex of a triangle to the opposite side is called Altitude.
The point of concurrence of altitudes of a triangle is called orthocenter.
In a right angled triangle ortho centre lies at the vertex containing right angle.
The sum of three angles of a triangle is 180 0 or two right angles.
A triangular region is the union of a triangle and its interior region is a geometrical figure and
a set of points.
Congruent figures have the same area but, if figures have the same area they need not be
congruent.
In a triangle the angles opposite to equal sides are equal.
Figures have the same shape are called similar figures. The symbol ~ stands for similar to
The ratio of the lengths of any two corresponding sides in similar triangles is always the
same irrespective of their actual sizes.
If two figures are said to be similar then corresponding angles are equal and their corresponding
sides are in proportional.
If two triangles are similar then the order of the vertices must be arranged in such a manner
that the corresponding vertices occupy the same position.
i.e., 'PQR ~ 'ABC then corresponding vertices (P, A), (Q, B) and (R, C)
Basic proportionality theorem (or) Thales theorem :
In a triangle, a line drawn parallel to one side, will divide the other two sides in the same
ratio.
Converse of Basic proportionality theorem. If a line divides any two sides of a triangle in
the same ratio then the line is parallel to third side.
AAA similarity criterian
If two triangles are equiangular then they are similar.
AA similarity criterian
If two angles of one triangle are respectively equal to two angles of another triangle then
the two triangles are similar.
SAS similarity criterion
If in two triangles, one pair of corresponding sides are proportional and the included angles
are equal then the two triangles are similar.
242 Mathematics
SSS similarity criterian

If the corresponding sides of two triangles are proportional then they are similar.
Pythagorean theorem
In a right angled triangle, the square of the hypotenuse is equal to the sum of the squares
of other two sides.
Converse of pythagorean theorem
In any triangle, If the square of one side is equals to sum of squares of other two sides then
it is right angled triangle.
Two triangles are said to be similar, if
(i) their corresponding angles are equal (or)
(ii) the lengths of their corresponding sides are proportional.
The ratio of perimeters of two similar triangles is equal to the ratio of their corresponding
sides.
The ratio of corresponding sides of two similar triangles is equal to the ratio of the corresponding
medians.
The ratio of the corresponding sides of two similar triangles is equal to the ratio of corresponding
angle bisectors.
The ratio of the corresponding sides of two similar triangles is equal to the ratio of corresponding
altitudes.
If the areas of two similar triangles is equal to the ratio of squares of any two corresponding
sides of the triangle.
The ratio of areas of two similar triangles is equal to the ratio of squares of corresponding
sides.
The ratio of areas of two similar triangles is equal to the ratio of corresponding medians.
The ratio of areas of two similar triangles is equal to the ratio of squares of corresponding
altitudes.
If a perpendicular is drawn from the vertex containing the right angle of a right triangle to
the hypotenuse then the square of the perpendicular is equal to the product of the lengths
of the two parts of the hypotenuse. A
i) AD2 = BD . DC
ii) AB2 = BC . BD
iii) AC2 = BC . CD C
B
D
Triangles 243
1. Construct a 'ABC in which AB = 7.0 cm, BC = 6.5 cm and AC = 7.5 cm
2. Construct a 'PQR in which PQ = 5 cm, QR = 4.2 cm and PR = 4.3 cm
3. Construct a 'XYZ in which XY = 3 cm, YZ = 4.0 cm and Y = 550.
4. Construct a 'LMN in which LM = 4.2 cm, LN = 5 cm and M = 300.
5. Construct a 'ABC in which BC = 6.2 cm, B = 650, C = 400.
6. Construct a 'PQR in which PQ = QR, QR = 6.0 cm and Q = 550.
7. Construct a 'XYZ in which XY = 5cm, Y = 400, Z = 550.
8. Construct an equilateral triangle whose one side is 5.6 cm.
9. Construct an Isosceles triangle AB, when base BC = 5.4cm and side AB = 6.0 cm
10. Construct a triangle of sides 4cm, 5cm and 6cm. Then construct a triangle similar to it. Whose
2
sides are of the corresponding sides of the first triangle.
3
11. Draw a perpendicular bisector to the line segment PQ = 7.5 cm.
12. Draw a perpendicular bisector to the line segment XY = 5.6 cm.
13. Divide a line segment of length 8 cm in the ratio 5 : 3 internally.
14. Divide a line segment of length 6 cm in the ratio 2 : 4 internally.
15. Divide a line segment of length 5.6 cm in the ratio 1:3 externally.

Choose the correct answer
1. Which of the following can be angles of a triangle ( )
(A) 550, 250, 1050 (B) 370, 430, 900 (C) 600, 400, 800 (D) 45 , 45 , 800
0 0
2. The sum of three angles of a triangle is ( )

(A) Three right angles (B) Two right angles
(C) Four right angles (D) None
3. Find the value of x in the adjacent P ( )

diagram x
(A) 550 (B) 1650

(C) 600 (D) 450 600 1050
Q S
R
4. If the sides of a triangle are produced in order, then the sum of the three exterior angles so
formed is ( )
(A) 1800 (B) 900 (C) 2700 (D) 3600
244 Mathematics
5. Two sides of a triangle are 3 cm, 8 cm if the triangle is Isosceles what are the possible values
of third side ( )
(A) 3 cm (B) 8 cm (C) 5 cm (D) 11 cm
6. The angles of a right triangle other than right angle are (angles) ( )
(A) Acute (B) Obtuse (C) Right (D) None
7. If 'ABC # 'PQR, the B = ( )

(A) P (B) Q (C) R (D) None
8. If 'ABC # 'DEF, then DF = ( )

(A) AB (B) BC (C) AC (D) None
9. In triangles DEF and PQR, if D = R, E = P and DE = RP, then which

one of the following congruence conditions applies ( )
(A) SAS (B) ASA (C) SSS (D) RHS
10. If 'ACB # 'DEF, then the corresponding angle to C is ( )

(A) D (B) E (C) F (D) All the three
11. If AB = PQ, AC = PR and A = P then 'ABC # ( )

(A) 'PQR (B) 'RQP (C) 'QRP (D) None
12. The point of concurrence of medians of a triangle is called ( )

(A) Incentre (B) Circumcentre (C) Centroid (D) Orthocentre
13. Centroid divides each median in the ratio ( )

(A) 1 : 1 (B) 1 : 2 (C) 2 : 1 (D) 3 : 2
14. The incentre of a triangle is equidistant from _____ of the triangles. ( )

(A) vertices (B) mid points (C) sides (D) None
15. The perpendicular drawn from each vertex to the opposite side of a ..............
triangle is called ( )
(A) Altitude (B) Median
(C) Perpendicular bisector line (d) Angle bisector line
16. Centroid is denoted by ( )

(A) G (B) O (C) I (D) S
Triangles 245
17. 'ABC and 'PQR are similar such that A = 530 and B = 770, then R is ( )
(A) 600 (B) 700 (C) 500 (D) 800
18. Which of the following are not sides of a right triangle ( )

(A) 3 cm, 4cm, 5 cm (B) 5cm, 7 cm, 9 cm
(C) 7cm, 24 cm, 25 cm (D) 9 cm, 12 cm, 15 cm
19. Sides of two similar triangles are in the ratio 9 : 16. Areas of these triangles ( )
are in the ratio
(A) 3:4 (B) 81:16 (C) 81:256 (D) 9:16
20. In an Isosceles triangle PQR, if PR = QR and PQ 2 = 2PR2 then R = ( )

(A) 450 (B) 300 (C) 600 (D) 900
21. In a triangle ABC, if AB = 12 cm, BC = 16 cm, CA = 20 cm then 'ABC is ( )

(A) right angled (B) equilateral triangle
(C) acute angled (D) Isosceles triangle
22. Two isosceles triangles have equal veritcal angles and their areas are in the
ratio 121 : 64, then the ratio of their corresponding altitudes. ( )
(A) 121:64 (B) 11 : 64 (C) 21 : 8 (D) 11 : 8
23. Which is false ( )

(A) All equilateral triangles are similar (B) All circles are similar
(C) All Isosceles triangles are similar (D) All squares are similar
24. If 'ABC and 'PQR are similar such that 2AB = PQ and BC = 8cm then QR ( )
(A) 16 cm (B) 12 cm (C) 8 cm (D) 4 cm
25. The perimeters of two similar triangles are 30 cm and 20 cm respecitvely. If one ( )
side of the first triangle is 12 cm. Determine the corresponding side of second triangle.
(A) 12 cm (B) 8 cm (C) 27 cm (D) None
26. A vertical stick 20 m long casts a shadow 10 m long on the ground. At the same time
a tower casts a shadow of 50 m long on the ground. The height of the tower is ( )
(A) 50 m (B) 100 m (C) 25 m (D) 20 m
27. Two triangles are similar, if they have ( )

(A) The same size (B) The same shape
(C) The same size and the same shape (D) None of the above
246 Mathematics
Fill in the blanks with suitable words
28. The point of concurrence of angle bisectors of a triangle ______
29. The point of concurrence of altitudes of a triangle _______

30. The point of concurrence of perpendicular bisectors of a triangle _______
31. In the adjacent 'ABC,

AC = ___________ A
D E
B C
32. In a right angled triangle ABC, B = 900, AC2 = ___________
33. The reduced and enlarged photo graphs of an object made from the same negative are _______
34. The hypotenuse of a Right triangle is 41 cm one of its sides is 40 cm. The other side is ____________
35. Matching the following

Group - A Group-B
(i) Concurrent point of medians ( ) A. Orthocentre
(ii) Concurrent point of angle bisectors ( ) B. Circumcentre
(iii) Concurrent point of altitudes ( ) C. Centroid
(iv) Concurrent point of perpendicular of ( ) D. Incentre
bisectors of sides of a triangle E. Excentre

7.1
1. 570, 820, 410 2. 900 3. 19 cm
4. 300, 500, 1000 5. 600, 1000, 200
7.2
1. R = Z, P = X 2. No, 'ABC, DEF are not congruent
3. Circumcentre definition 4. Median definition
5. Hint : A = B = C and A + B + C = 1800.
Triangles 247
7.3
1. 100 : 64
2. (i) 9 : 7 (ii) 9 : 7 (iii) 9 : 7
7.4
1. (a) Right triangle, Hypotenuses 5 cm (b) not right triangle
2. PQ2 + QR 2 3. 16 m 4. 21 m
6. Statement of theorem 7. Statement of theorem
9 8. (i) 10 cm (ii) 12 cm 9. 17 m
F
7.5
1. A 2. AC
3. No. Since sum of two sides of a triangle is less than third side.
4. Since 2 + 3 < 6.
Sum of any two sides of a triangle is greater than third side.
1. (a) CE = 10 cm, (b) DE = 5 cm 2. No, PQ is not parallel to AB.
5. 15 m 6. 42 m
7. 1500 km 10. 15 cm, 8 cm, 17 cm
1. Draw as per Ex. : 37 2. Draw as per Ex. : 37
15. Draw as per Ex. : 35

248 Mathematics
Multiple choice Questions answes

1. C 2. B 3. D 4. D 5. B
6. A 7. B 8. C 9. B 10. B
11. A 12. C 13. C 14. C 15. A
16. A 17. C 18. B 19. C 20. D
21. A 22. D 23. C 24. A 25. B
26. B 27. B and C 28. Incentre 29. Orthocentre 30. Circum centre
31. 8 cm 32. AB2 + BC2 33. Similar 34. 9 cm
35. (i) C (ii) D (iii) A (iv) B

1. Dinesh is having a plot in the shape of a trapezium. He decides to donate some portions of it
to construct hostel, library, play ground, student centre as shown in figure AB = 2DC and AB
parallel to DC. D C
Library
(i) Find ratio of areas of playground and library.
Student Hostel
(ii) What value do you associate with plan of centre O
Dinesh? Play ground
A B
2. There is a stair case as shown in B
the figure connecting points A and
1.8
B. Measurements of steps are
2
marked in the figure. Find the length 1.6
of stair case. 2
1.6
2
1
A
2
Module - II
8
Circles
In our daily life we observe that he surfaces of coins, tins, wells etc., are in round shape.
Wheels of vehicles are also in round shape. The first generation of civilization began with the invention
of wheel. After that the movement from one place to another place took very easily. That’s why the
circle is called the queen of all curves.
Objectives
define a circle
define the terms, chord, diameter, radius arc;
define a segment
know the relation between radius and diameter
know the difference between concentric and congruent circles.
· understand the properties based on angles subtended by arcs and chords.
define a cyclic quadrilateral
state the property of cyclic quadrilateral

250 Mathematics
use the properties of cyclic quadrilateral in solving problems
define a secant and tangent to a circle.
know the difference between secant and tangent
know the construction of tangent to a circle.
8.1 Circle and its Parts
Circle
Activity :
Take a round bangle and place it on a white paper. Now draw the outline of the bangle. The
shape represents the circle. Cut the paper along the outline.
x x x
O O O
Fig. 8.1 A Fig. 8.1 B Fig 8.1 C
Fig. 8.1 D Fig. 8.1 E Fig 8.1 F
Fold the paper to make it into two equal parts as shown in Fig. 8.1B. Again fold that paper
as shown in Fig. 8.1 C. Repeat the above process for several times. Now open the foldings. You
can observe that all the foldings meet at a point. It is the “center” of the circle, usually denoted as
‘O’.
Circles 251
At the end of the foldings, name the points as A, B, C, D, E, F, G, H. You can observe that,
OA OB OC OD OE OF OG OH
In other words, the points A, B, C, D, E, F, G, H are equidistant from the center ‘O’. The equi
distance is called a radius. It is denoted by ‘r’.
A curved line joining set of points which are at equidistant from a fixed point
is called a circle.
From the adjacent Fig. 8.2 you observe that

x
xP V
(i) Q and S are interior points.
xS
(ii) V and T are exterior points.
x x
Q
(iii) Points P, R and U are on the circle. T
x x
U R
Fig. 8.2
Parts of Circle
Here we are going to learn about the parts of circle, namely arc, chord, diameter and segment.
Arc
The curved line Joining any two points on the circle is called “arc”. From the figure 8.3 the
p , read as arc AB. In the Fig. 8.3.
curved line from A to B is called arc, and denoted as AB
p BC,
AB, p CA,
p ABC,
q ADC
q are some arcs.
D
If the length of the arc is more than half of its C
circumference, then it is called major arc. In the Fig. 8.3
q is a major arc.
ADC
O
If the length of the arc is less than half of its circumference,
then it is called minor arc. In the Fig. 8.3 ABC q is a minor B
arc. A
Fig. 8.3
Length of boundary of a circle is called Circumference
Chord
A straight line which joins any two points on the circle is called a “Chord”.
252 Mathematics
We can draw infinite number of chords to a circle. Some J

H
i ts
of them pass through the centre. They are called the diameters E un
5
5. D
of the circle and denoted as ‘d’.
From the Fig. 8.4 AB = 5.5 units, CD = 7 units, I O 5.7 uni F

ts
i ts
s
nit
un
EF = 5.7 units, GH = 7 units, IJ = 5.5 units. 7u B
7
C
You observe that CD and GH are the longest chords. They unit
s
5. 5 G
are passing through the centre. A
Fig. 8.4
The diameter is the longest chord in the circle.
From the Fig 8.4 OC = 3.5 units, OD = 3.5 units, CD = 7 units.

Here OC and OD are radii and CD is diameter..
You observe that diameter is double it’s radius.
d
? d = 2r or r
2
From the Fig. 8.4, AB, CD, EF, GH, IJ are chords. Among these CD and GH are diameters.
Y
Segment
Each chord divides the circle into two parts. Major Segment
They are called segments.
Segments are of two types; They are :
A C
1. Minor Segment and Minor Segment
2. Major Segment. X Fig. 8.5

The portion between minor arc and chord is “minor segment”. In the Fig. 8.5, shaded part is
q and chord AC .
minor segment; which is formed by minor arc AXC
The portion between major arc and chord is “Major Segment”. In the Fig 8.5, unshaded part
q and chord AC .
is major segment, which is formed by major arc AYC
Activity A D
X Y
B C
Fig. 8.6A Fig. 8.6B Fig. 8.6C
Circles 253
Draw a circle and diameters to it. Cut the circle along its circumference. Fold the circle along
the diameter AB . You observe that the circle is divided into two equal parts. In the same way, fold
the circle along other diameters XY and CD as shown in the above diagrams 8.6A, 8.6B, 8.6C.
You observe that every diameter divides the circle into two equal parts.
The diameter divides the circle into two equal parts and each part is called “semicircle”.
D
Activity
Draw a circle with centre ‘O’. Draw two chords AB
C
and CD . Draw perpendicular bisectors to the chords AB O
and CD .
From the adjacent figure 8.7, you observe that the A B

two perpendicular bisectors of chords pass through the
centre ‘O’.
Repeat the same activity for some other circle S with
different chords. You conclude that the perpendicular Fig. 8.7
bisectors of chords pass through the centre.
D
Activity ts i
un
Q
Draw a circle with centre ‘O’. Draw two equal chords having 3
1.6
length 3 units. Find the length from centre to chords. O C

From the adjacent figure 8.8, you observe that the distance
1.6
from centre to chord AB = 1.6 units, and the distance from centre P
B
to chord CD = 1.6 units. A 3 units
Fig. 8.8
The distance between two equal chords from the centre is same.
Repeat the above activity for some more circles with equal chords.
You conclude that the distance from centre ‘O’ to equal chords is same .
Activity
3 units A 3 units
B
Fig. 8.9 A Fig. 8.9 B

254 Mathematics
Draw two circles having radii 3 units. Cut them along the outline. Place one circle on the other
You observe that both circles coincide with each other. They are said to be congruent. In the above
Fig. 8.9A and Fig. 8.9B, you observe that two circles are congruent.
Circles having same radii are called congruent circles.
Activity : B
Draw a circle with the centre ‘O’ and radius 2 units as shown i ts
un
3
in the Fig. 8.10. Draw another circle with the same centre ‘O’
O 2
with radius 3 units. You observe that these two circles are with un
i ts
same centre but with different radii. A
The circles having same centre with different radii are

Fig. 8.10
called “concentric circles”.
T P
1. Write any three minor arcs and any three major arcs
from the adjacent diagram.
S
Q
R
2. Shade the minor segments formed by the chords
F E
CD, AE and BF .
B
3. Chord that passes through the centre is called ____________ .
C A
4. Half of the circle is called ____________ .
D
5. If the radius of the circle is 5 cm, then it’s diameter is ____________ cm.
6. Circles having same radii are called ____________ .
7. The perpendicular bisector of a chord passes through the ____________ of the circle.
8. Longest chord of the circle is
(a) radius (b) arc (c) diameter
Circles 255
9. If the diameter is 16 cm, then its radius is

(a) 16 cm (b) 8 cm (c) 36 cm
10. The distance between the centre and the point on the circle is
(a) radius (b) chord (c) diameter
8.2 Angles in Circles

Activity :
From the adjacent Fig. 8.11, chord AB made an O
1100
angle AOB at centre ‘O’.
600 5 units
Chord CD made and angle COD at centre ‘O’. C D
You observe that AB (3 units) is less than CD (5 units) 3 units
A B
and AOB (600) is less than COD (110
100).
Fig. 8.11
Repeat the activity for some more circles. Result is the same.
You conclude that smaller chord makes smaller angle and bigger chord makes bigger
angle at the centre of the circle. Symbolically, you represent it as, in a circle if CD > AB , then
COD > AOB .
Activity :
Draw a circle with centre ‘O’. Draw two chords
A D
AB and CD having same length (4 units). O
800( ) 800
Join O, A; O, B; O, C; and O, D.
nits
4 u
4 u
ni
ts
Angle subtended by the chord AB at the centre ‘O’

is AOB . B C
Fig. 8.12
The angle subtended by the chord CD at the centre ‘O’ is COD . You observe that
AOB COD 800 . Repeat the activity for some more circles. Result is same.
So, you conclude that equal chords subtend equal angles at the centre of the circle.
Conversely you say that,
If the angles subtended by chords at the centre are equal, then the lengths of the
chords are also equal.
256 Mathematics
Example 1
P R
In the adjacent figure 8.13 PQ 3.5 units
POQ 700 , ROS 700 , then find RS O
3.5 units
700 ( )70 0
POQ ROS.
These angles are made by the chords PQ and RS,

Q S
respectively.
Fig. 8.13
? Length of the chords are also equal.
? PQ = RS
? RS = 3.5 units.
D
Example 2
A
In the adjacent figure 8.14, AB = CD = 5 units, 350 O
5 units
350 . Find COD .
5 u
OAB
nits
Solution : Give that
AB = 5 units, CD = 5 units OAB 350 C

B
In 'AOB,
Fig. 8.14
OA = OB (radius)
? OAB OBA 350 (Angles opposite to equal sides)
AOB OBA OAB 1800 (angles in a triangle)
AOB 350 350 1800

AOB = 1800 700
= 1100.
Given that
AB CD 5 units.
Chords are equal.
Equal chords make equal angles at the centre.
COD AOB
= 1100.
? COD 1100.
Circles 257
Relationship between Angles subtended by an Arc at the centre and other

points on the circle :
C
Activity :
q.
Draw a circle with centre ‘O’. Take an arc APB
400
Join OA and OB . APB q made as angle AOB at the
centre ‘O’. O
From the Fig. 8.15,
800
AOB = 80 0
C is another point on the remaining part of the circle.

A B
Join AC and CB P
q made the angle at the remaining part of the circle is ACB Fig. 8.15
APB
ACB = 400
? AOB = 2 ACB
? The angle subtended by an arc at the centre is double to the angle made by the same arc
at the remaining part of the circle.
Repeat the activity for some more circles. You observe that the result is the same.
So, you conclude that the angle made by an arc at the centre is double the angle made
by the same arc on the remainging part of the circle.
Example 3
q is the arc, C is a point on
In the adjacent Fig. 8.16, ‘O’ is the centre of the circle. AYB
the remaining part of the circle. If AOB = 1000. Find ACB .
Solution : C
q made the angle AOB = 1000.
Given that, the AYB
q made the angle ACB on the remaining part

The arc AYB
O
of the circle at C.
You know that 2. ACB = AOB 1000
AOB
? ACB =
2 A B
1000 Y
= = 500
2 Fig. 8.16
? ACB = 500.
258 Mathematics
Activity : B
Draw a circle with centre ‘O’. Draw diameter PQ. Take C A
any three points A, B, C on semicircle. Join P, A; A, Q; P, B;

B, Q; P, C; and C, Q; P Q
O
Measure the angles PAQ , PBQ and PCQ .
You observe that PAQ = PBQ = PCQ = 900.

Fig. 8.17
? Angle in a semicircle is a right angle.
Repeat the same activity with some more circles. You observe that the result is the same. So,
you conclude that the angle in a semicircle is a right angle.
C
Example 4 (Another proof)
Show that the angle in a semicircle is right angle.
Solution : Draw a circle with centre ‘O’ O

A B
180 0
Draw the diameter AB .
Take any point ‘C’ on the semicircle
Join A, C and B, C
Y
AOB = 1800 (angle on a straight line) Fig. 8.18
q at the centre ‘O’ is AOB , AYB

The angle made by AYB q made the angle at C on remaining
part of the circle is ACB .

You know that 2 ACB = AOB
AOB
ACB =
2
1800
=
2
= 900.
? Angle in a semicircle is right angle.

Circles 259
Activity : D
Draw a circle with centre ‘O’. Draw the chord. Take 65 0 C
any four points C, D, E and F in the same segment of the E
65 0
65 0
circle.
O
Join A, F; F, B; A, E; E, B; A, D; D, B; and A, C; C, B. F ) B
65 0
ACB , ADB , AEB and AFB are the angles in
the same segment.
A
From Fig. 8.19,
Fig. 8.19
ACB = ADB = AEB = AFB = 650.
Angles in the same segment are equal.
Repeat the same activity for some more circles.
The result is the same.
You can conclude that the angles in the same segment are equal.
Example 5
In the adjacent Fig. 8.20, ‘O’ is the centre of the circle. AOB = 1400. Find ACB .
D
Solution
Given that
AOB = 1400. O
q made the angle at the centre ‘O’ is 140 0.
The arc ACB 1400
B
q made the angle at the centre
? The arc ADB A
= 3600 1400 (angle around the point is 360 0) C

Fig. 8.20
= 2200.
q subtended the angle at the remaining part of the circle at C is ACB .

The arc ADB
2200
? ACB =
2
= 1100.
? ACB = 1100.
260 Mathematics
Intext Questions (8.2) C
1. In the adjacent figure, AB is diameter..
BAC = 400. Find ABC .

400
A B
2. In the adjacent figure, BDC 350 , DBA 450 .
Find APB .
3. In the adjacent figure ‘O’ is the centre of the circle. C

ABO 500 . Find ACB .
500
4. Angle in a semicircle is __________ . B

A
5. Equal chords make __________ angles at the centre.
6. Angles in same segment are __________ .
8.3 Cyclic Quadrilateral

K A
R L
B
P D
S
M
N
Q C
Fig. 8.21A Fig 8.21 B Fig. 8.21 C
Circles 261
What do you observe from the above figures ? In the figure 8.21A, the two vertices P and
Q of the quadrilateral are on the circle. Other two vertices S and R are inside the circle. In the Figure
8.21B, three vertices L, M and N of quadrilateral are on the circle. Other vertex K is outside the
circle. In the figure 8.21C all the vertices A, B, C and D of quadrilateral are on the circle.
If the four vertices of a quadrilateral lie on the circle, then that quadrilateral is
called cyclic quadrilateral. or
If the circle passes through the four vertices of a quadrilateral then that
quadrilateral is called cyclic quadrilateral.
Activity
Draw a circle. Mark the points A, B, C and D on the circle. Join A, B; B, C; C, D; and
D, A. ABCD is a cyclic quadrilateral. Measure the angles ABC , BCD , CDA and DAB .
You observe that ABC = 1100, CDA = 700
From the Fig. 8.22
ABC + CDA = 110
100 + 700
= 1800.
Sum of the opposite angles = 180 0.
BCD = 1000, DAB = 800.
BCD + DAB = 1000 + 800
= 1800.
Sum of the opposite angles = 180 0. Fig. 8.22
Sum of the opposite angles in a cyclic quadrilateral is 1800 (supplementary)

Repeat the process for some more cyclic quadrilaterals. You conclude that sum of the opposite
angles in a cyclic quadrilateral is 180 0.
If sum of two angles is 1800, then they are said to D
be supplementary angles.
Theorem
360 0x C
Sum of the opposite angles in a cyclic quadrilateral is 0
x
0
supplementary (180 ) O
Given : ABCD is a cyclic quadrilateral. ‘O’ is the centre

A B
of the circle.
Fig. 8.23
262 Mathematics
To prove :
BAD BCD 1800
ABC ADC 1800
Construction : Join O, A and O, C.
Proof :
q made the angle at the centre is ‘x0’. ABC
Let ABC q made the angle at the remaining part of
the circle D is ADC .

AOC
? ADC =
2
x0
ADC = ...(1)
2
q made the angle at the centre is (360 0 x0).
ADC
q at remaining part of the circle B is ABC .
The angle made by ADC
AOC
? ABC
2
3600 x 0
ABC ...(2)
2
By adding (1) & (2) you get
x0 3600 x 0
ADC + ABC = +
2 2
x 0 3600 x 0
2
3600
2
ADC + ABC = 1800.

In the same way you can prove that
DAB BCD 1800

Sum of the opposite angles in a cyclic quadrilateral is supplementary (1800).
Hence proved.
Circles 263
Example 6 D
In the adjacent fig. 8.24, ‘O’ is the centre of the
circle. AOC 1400 . Find ABC .
O
Solution :
0
140 0 C
Given AOC 140
A
q at the centre ‘O’ is 140 0.
The angle made by the ABC B
q at remaining part of the circle D is ADC . Fig. 8.24
The angle made by ABC
AOC
ADC =
2
1400
=
2
ADC = 700.
ABCD is a cyclic quadrilateral.
Sum of the opposite angles in a cyclic quadrilateral is 180 0.
? ADC + ABC = 1800
700 + ABC = 1800
ABC = 1800 700
ABC = 1100.
Example 7
In the adjacent Fig. 8.25, ABCD is a cyclic quadrilateral. CAB 400 and CBD 300 . Find
BCD .
CAB 400
CBD 300
CBD CAD (angles in the same segment) 40 o
? CAD 300
BAD BAC CAD
Fig. 8.25
= 400 + 300
BAD = 700
264 Mathematics
ABCD is a cyclic quadrilateral
? BAD BCD 1800 (sum of opposite angles)
700 BCD 1800
BCD 1800 700
? BCD 1100 .
Example 8
Show that cyclic parallelogram is a rectangle.
Solution : ABCD is a cyclic parallelogram. In the Fig. 8.26

D C
A C (opposite angles in a parallelogram)
But,
A + C = 1800 A B
(Sum of the opposite angles in a cyclic quadrilateral)
C + C = 1800 Fig. 8.26
2 C = 1800
1800
C = 900
2
B = D (opposite angles in a parallelogram)
But,
B + D = 1800 (Sum of the opposite angles in a cyclic quadrilateral)
D + D = 1800
2. D = 1800
180
D = 900
2
? A B C D 900
? ABCD is rectangle.
? A cyclic parallelogram is a rectangle.

Circles 265

1. In the adjacent figure ABCD is cyclic quadrilateral
ADC 1100. Find CBE .
2. In the adjacent figure, ‘O’ is the centre of the circle
PQRS is the cyclic quadrilateral. PQR 1000 .
q.
Find PSR and POR made by the PQR
3. In the cyclic quadrilateral ABCD, B D = _________ .
4. In the cyclic quadrilateral PQRS, If P = 700, then R = _________ .
8.4 Tangents and Secants
Y
D
C
A P Q B
Fig 8.27 A Fig. 8.27 B
From the Fig. 8.27 A and 8.27 B you observe that CD touches the circle at Y. AB passes
through the circle from two points P and Q.
266 Mathematics
The line which cuts the circle (passes through) at two points is called a secant AB is a
secant.
The line which touches the circle at one point is called tangent to that circle. CD is a
tangent.
In the adjacent Fig. 8.28, ‘O’ is the centre of the

circle. AH is a tangent to the circle at E. OE is radius of
the circle.
You observe that OE is the shortest distance from

the centre ‘O’ to the tangent AH and OE is perpendicular
to AH .
? The radius is perpendicular to tangent at the point Fig. 8.28

of contact. i.e., OE A AH .
From the adjacent Fig. 8.29, you observe that A is an

B
external point to the circle with centre ‘O’. AB and AC
are two lines drawn from A. AB and AC touch the circle
O
at B and C respectively. Therefore, AB is a tangent and A
AC is another tangent.
Hence two tangents can be drawn to a circle from an

C
external point.
Example 9 Fig. 8.29
Prove that the length of the tangents from the external A

point of a circle are equal.
Solution :
P O
In the adjacent figure 8.30, ‘O’ is the centre of the
circle. PA and PB are two tangents drawn from external
point P. B
Fig. 8.30
Join O, P; O, A; and O, B.
OA and OB are radii of the circle.
Circles 267
From the two triangles OPA and OPB;

OP = OP (Common side)
OA = OB (radii)
OAP OBP (900, radius perpendicular to tangent)
[Note : In two right triangles, if corresponding sides and hypotenuses are equal, then the two triangles
are congruent].
? From RHS property,
' OPA # 'OPB
Read as ('OPA is congruent to 'OPB)
? PA = PB (corresponding sides)
? Length of the tangents from the external point of a circle are equal.
Example 10
P
In the adjacent figure 8.31, ‘O’ is the centre of the
circle, AP and AQ are two tangents.
A 600 O
PAQ 60 , then find POQ .
0
Solution :
Q
Given that PAQ 600
Fig. 8.31
AP and AQ are tangents.
? APO AQO 900 (angle between radius and tangent)
APOQ is a quadrilateral
? OQA QAP APO POQ 3600
900 + 600 + 900 + POQ = 3600
2400 + POQ = 3600
POQ = 3600 2400
= 1200
? POQ = 1200.

268 Mathematics
Example 11 A
In the adjacent Fig. 8.32, XY is a tangent to the circle

500
at B. AB is a diameter and BAC 500 . Find CBY .
Solution : Given that AB is a diameter O C
? BCA 900 (Angle in semicircle)
BAC 500
X B Y
In 'ABC,
Fig. 8.32
BCA CAB ABC 1800
900 + 500 + ABC 1800
ABC 1800 1400
? ABC 400
AB is a diameter and XY is tangent at B.

? AB A XY
Therefore ABY 900
ABC CBY 900
400 CBY 900
CBY 900 400
? CBY 500.
Example 12
If a circle is inscribed in a parallelogram, then show that the parallelogram is a rhombus.
Solution : In the adjacent figure 8.33 ABCD is a parallelogram. D

R
A circle is inscribed in it. C
Circle touches the parallelogram at points P, Q, R, S.
S
AP AS ...(1) (tangents from an
Similarly external point to a circle) Q
BP BQ ...(2)
A
P
DR DS ...(3) B
Fig. 8.33
CR CQ ...(4)
Circles 269
By adding the above four equations, you get

AP BP DR CR AS BQ DS CQ
(AP BP) + (DR CR) = (AS DS) (BQ CQ)
AB + CD = AD + BC
But AB = CD and AD = BC (opposite sides of a parallelogram)
AB + AB = BC + BC
2 AB = 2 BC
AB = BC
Two adjacent sides are equal.
? The parallelogram is a rhombus.
If a circle is inscribed in a parallelogram, then that parallelogram is a rhombus.
Note : In a parallelogram if two adjacent sides are equal, then it is a rhombus.
Activity
Draw a circle with centre ‘O’. Draw two chords AB and CD intersecting at P. Measure the
lengths of line segments PA, PB, PC and PD .
A
PA = 2 units, PB = 2.5 units D
2 1
PC = 5 units, PD = 1 unit P
5 2.5
Find the products PA . PB and PC . PD . B
O
C
PA u PB = 2 u 2.5
= 5 units
PC u PD = 5 u 1
Fig. 8.34
= 5 units.
You observe that PA u PB = PC u PD
Repeat the above activity with some other circles with different chords.
You conclude that,
If AB and CD are two chords intersecting at P in a circle,

then PA u PB = PC u PD
270 Mathematics
Activity
B
Draw a circle with centre ‘O’. Draw two secants PB
4.5
and PD intersecting the circle at A and C respectively. A
3.5
Measure the lengths of line segments PA , PB , PC , PD . P O
4
From the figure 8.35, PA = 3.5 units, C
3
PB = 8 units D
Fig. 8.35
PC = 4 units, PD = 7 units.
PA u PB = 3.5 u 8 = 28 units
PC u PD = 4 u 7 = 28 units.
You observe that PA u PB = PC u PD

Repeat the above activity with other circles with different secants.
You conclude that,
If two secants PD and PB intersect the circle at A and C,
then PA u PB = PC u PD .
Activity T
Draw a circle. Draw a tangent PT from an external 4

point P. Draw a secant PAB . Measure the lengths of
P
PA , PB and PT . From the Fig. 8.36. 2 A
6 B
PA = 2 units, PB = 8 units, PT = 4 units.
PA u PB = 2 u 8 = 16 units
( PT )2 = 4 u 4 = 16 units Fig. 8.36
You observe that PA u PB = ( PT )2

Repeat the above activity with other circles having different secants and tangents.
You conclude that,
If a tangent PT and a secant PAB are drawn to the circle from an external
point P, then ( PT )2 = PA u PB .
Circles 271
Example 13
In the adjacent figure 8.37 chords AC and BD intersect

at P.
D
PA = 2 units, PC = 1.5 units and PD = 3 units. 3
Find PB .
P 1.5 C
Solution: Given 2
A B
AC and BD chords intersecting at P..
Fig. 8.37
PA = 2 units
PC = 1.5 unit
PD = 3 units
You know that PB u PD = PA u PC
PB u 3 = 2 u 1.5 = 3
3
PB = = 1.
3
? PB = 1 unit.
Example 14
In the adjacent figure 8.38, PT is a tangent and PB

is a secant to the circle. If PA = 4 units, PB = 9 units, T
then find PT .
Solution:
P
Given that A
4
PA = 4 units, PB = 9 units 5
B
Tangent PT , Secant PB are drawn from external point P..
Fig. 8.38
You know that ( PT )2 = PA u PB
= 4 u 9
= 36
PT = 36
? PT = 6 units.
272 Mathematics
Example 15
In the adjacent figure 8.39, two secants PAB and

PCD are drawn from external point ‘P’. B
A x+1
P
If PA = x + 1 units, PB = 15 units
x+3
C
PC = x + 3 units, PD = 10 units,
D
then find the value of ‘x’. Fig. 8.39
Solution: PAB and PCD are two secants drawn from external point P.
Given that
PA = x + 1 units, PB = 15 units, PC = x + 3 units, PD = 10 units
? PA u PB = PC u PD
? (x + 1) (15) = (x + 3) (10) ...(1)
15x + 15 = 10x + 30
15x 10x = 30 15
5x = 15

15
x= 3
5
? x = 3 units.
Verification : Put the value of x in equ (1)
? (3 + 1) (15) = (3 + 3) (10)
4(15) = 6(10) 60 = 60.
Construction of Tangents
Construction of tangents to the given circle with centre ‘O’ from the external point.
Construction :
Draw a circle with centre ‘O’.
‘P’ is the external point to the circle.

Circles 273
Join OP
A
Draw perpendicular bisector to OP
Perpendicular bisector intersects OP at X

X
O P
Taking ‘X’ as centre and radius XO = XP ,
draw a circle
This circle intersects the given circle at A and B. B
Join P, A; P, B; O, A and O, B.
Fig. 8.40
Measure the angles OAP and OBP
Both are right angles.
Therefore, PA and PB are the tangents to the given circle from external point P..

1. In the adjacent figure a circle was inscribed in the triangle P
PQR.
A, B, C are the contact points. PA = 4 units,

QB = 3 units, RC = 5 units. A C
Find the perimeter of the triangle.
Q R
B
2. In the adjacent Fig PA and PB are two tangents

A
from external point P. ‘O’ is the centre of the circle.
If AOB 1150 . Find APB .

P 1150 O
3. A straight line which touches the circle at one point is called __________.
274 Mathematics
4. Secant cuts the circle at ________ points.

5. Tangent and radius are ________ to each other.
6. Lengths of the tangents which are drawn to the circle from an external point are ___________.
7. Two chords AB and CD intersect at K. If KD = 6 units, KC = 2 units, KA = 4 units then

find KB . A
8. In the adjacent figure, PA is tangent to the circle,

PBC is secant to the circle. If PA = 4 units, PB P
B
= 2 units and PC = x + 4 units, find the value of C
‘x’.
9. If two secants are drawn to the circle from external point P, then PA u PB = _________
Summary
A curved line joining a set of points which are equidistant from a fixed point is called “circle”.
The fixed point is called “centre” and denoted by ‘O’.
The fixed distance is ‘radius’ and denoted by ‘r’.
A line segment joining any two points on the circle is called ‘chord’.
The longest chord passes through the centre is called ‘diameter’.
Diameter is double to it’s radius i.e., d = 2r.
A part between any two points on a circle is called ‘arc’.
Equal chords in a circle are equidistant from the centre.
Perpendicular bisector of a chord passes through the centre.
Circles with same radii are called congruent circles.
Circles with same centre and different radii are called concentric circles.
A chord divides the circle into two parts. They are minor segment and major segment.
Diameter divides the circle into two equal parts. They are called semicircles.
Equal chords of a circle subtend equal angles at the centre
Angles in the same segment are equal.
Angle in a semi circle is right angle (900)
Circles 275
The angle subtended by an arc at the centre is double the angle subtended by the same arc
at any point on the remaining part of the circle.
If the four vertices of a quadrilateral lie on the circle, then that quadrilateral is called cyclic
quadrilateral.
Sum of the opposite angles in a cyclic quadrilateral is supplementary (1800).
A secant passes through the circle with two points of contact.
A tangent touches the circle at only one point.
Tangent is perpendicular to radius and diameter at the point of contact.
Two tangents can be drawn to a circle from an external point.
The lengths of the two tangents drawn from an external point to the circle are equal.
If AB and CD are two chords intersecting at P in a circle, then PA u PB = PC u PD
If two secants PB and PD intersect the circle at A and C, then PA u PB = PC u PD
If a tangent PT and a secant PAB are drawn to the circle from an external point P, then
( PT )2 = PA u PB .
Terminal Exercise
A D
1. In the adjacent figure, ‘O’ is the centre of the
circle B 400 and D 400 . 400
O
Show that AB = CD .
400
B C
2. In the adjacent figure, AC and BD are diameters.
Show that AD = BC and AB = CD . D C
A B
276 Mathematics
3. In the adjacent figure AC is diameter of the D

circle BD bisects ADC . Find the angle
ACB .
A C
O
B
4. In the adjacent figure, ‘O’ is the centre of circle
R
OQP 300. Find PRQ .
P
O
300
Q
5. In the adjacent figure, ABCD is a cyclic
C
quadrilateral CBD 800 and CAB 400 .
Find BCD. B
800
400
A
6. In the adjacent figure, ‘O’ is the centre of the circle. D
B
OCB 250 OAB 300 , then find AOC.
25 0
O
30 0 C
A
7. A circle was inscribed in a quadrilateral ABCD.
D
P, Q, R and S are the contact points of circle R
C
and quadrilateral. Show that
AB CD BC AD.
S Q
B
A P
Circles 277
8. Show that the cyclic rhombus is a square. S
9. In the adjacent figure ‘O’ is the centre of the O Q

700 M
circle. PS A OQ . Find MQS .
[Hint : POQ 2 PSQ ]

P
10. In the adjacent figure, AB and CD are two

D
chords intersecting at P. If PA = 6 units. 8
PB = x + 3 units, PC = x + 2 units and A 6 P

x+3
2
PD = 8 units. Find the value of x. x+ B
C
11. Draw tangents to the circle from the external point which is 10 cm away from the centre ‘O’.

1. Points on a circle are equi distance from
(a) radius (b) center (c) chord (d) diameter
2. If the radius is 7cm then diameter is
(a) 7 cm (b) 14 cm (c) 10 cm (d) 35 cm
3. Langest chord in a circle called
(a) radius (b) center (c) diameter (d) arc
4. Diameter divides circle in to __________ equal parts.
(a) 2 (b) 3 (c) 4 (d) 5
5. Angle in a semi circle is
(a) 900 (b) 180 0 (c) 00 (d) 600
6. Perpendicular bisector of a chord passes through

(a) radius (b) centre (c) arc (d) tangent
7. Angles in same segment are
(a) 00 (b) equal (c) 180 0 (d) not equal

278 Mathematics
8. Sum of the opposite angles in a cyclic quidrilateral is
(a) 00 (b) equal (c) 180 0 (d) 450.
9. Cyclic rhombus is a
(a) square (b) rectangle (c) parallelogram (d) trapezium
10. Tangent touches the circle at _______ points
(a) 2 (b) 3 (c) 1 (d) 4
Matching
1.
(a) Line which joins any two points [ ] (1) radius
on circle is
(b) Diameter is double to its [ ] (2) center
(c) equal chords make equal angles at [ ] (3) diameter
(d) chord which passes through the centre [ ] (4) chord
(5) arc
(6) circle
2.
(a) Angles in the same segment are [ ] (1) 900
(b) Biggest chord makes _____angle [ ] (2) equal

at the center.
(c) Angle in a semi circle is [ ] (3) 1800
(d) Diameter divides circle into ____ [ ] (4) 2
equal parts (5) 3
3.
(a) Sum of the opposite angles in a [ ] (1) Rectangle
cyclic quadrilaterel is
(b) Cyclic parallalogram is a [ ] (2) 1800

Circles 279
(c) Secant cuts the circle at ___ points [ ] (3) equal
(d) lengths of the tangents drawn to the [ ] (4) 900
circle from out side point are (5) 2
(6) 3

8.1
p , RST
p , PQ
1. Minor arcs - ST q 2.
10 F E
F q , STPQ
Major arcs - TPQR q , PTSR
q
3. Diameter
4. Semicircle B A
C D
5. 10
6. Congruent circles
7. centre
8. C
9. B
10. A
8.2
1. 500 2. 1000 3. 400 4. 900
5. Equal 6. Equal
8.3
1. 1100 2. PSR 800 , POR 1600
3. 180 0 4. 1100
280 Mathematics
8.4
1. 24 units 2. 650 3. Tangent
4. two 5. Perpendicular 6. Equal
7. 3 units 8. 4 9. PC u PD

3. 45o 4. 60o 5. 60o 6. 110o
9. 55o 10. 1
Answers to Multiple choice

(1) b (2) b (3) c (4) a
(5) a (6) b (7) b (8) c
(9) a (10) c
Answers to Matching
(1) a-4, b-1, c-2, d-3
(2) a-2, b-3, c-1, d-4
(3) a-2, b-1, c-5, d-3
1. Draw any five cyclic quadrilaterals. Verify that the opposite angles of cyclic quadrilateral are
supplementary.
2. In a cyclic quadrilateral ABCD, A= 1000 and B = D. Find the value of B, C, D.
3. Two concentric circles are drawn with radii 10 cm and 6 cm. Find the length of the chord of
larger circle, which touches the smaller circle.
4. Two tangents are drawn to a circle with centre ‘O’ from the external point P. Two tangents
touches the circle at A and B. If O = P. Which type of quadrilateral is formed?
9
Co-ordinate Geometry
We require a reference to know the position or place exactly on a plane or surface. Mapping
in the world using latitudes and longitudes would not have been developed at all, if the Co-ordinate
system had not been developed mathematically in the 17thcentury. The study of Co-ordinates(i.e., the
horizontal and vertical references to find the exact location) and their properties using algebraic expressions
and equations is developed as a new geometry.
Let’s see the following grid. It has 5 rows and 6 columns. Some pictures are placed in the
corresponding squares in the intersection of rows and columns. How can we identify a particular
object in the grid?
Table - 9.1
1 2 3 4 5 6
2 Tree
3 Box
5
282 Mathematics
For example, to find the position of a ball, we use the reference as 4 th row and 3rdcolumn.
If we say only 4th row, we can’t determine either ball or a leaf. Likewise, if we say only 3 rd column
it may be ball or a watch. Thus, we use two references to find the exact location of an object.
The fixing of a point position in the plane by assigning two

references or numbers (i.e., co-ordinates) giving its distance from
two lines perpendicular to each other is a graphing technique. This
technique or system was first developed by 17th century French
Mathematician Rene Descartes (1596-1650)popularly known as
Co-ordinate Geometry or Analytical geometry or Algebra Geometry
or Cartesian Geometry.
Rene Descartes(1596-1650)
Objectives
understand the Cartesian co-ordinate system.
identify and plot a point on the cartesian plane.
find the distance between two points on the co-ordinate axes (X-axis and Y-axis) and on
the line parallel to the axes.
find the distance between any two points on the cartesian plane other than axes.
find the co-ordinates of the point of division of a line segment in the given ratio.
find the co-ordinates of mid-point of a line segment joining two points.
find the co-ordinates of the centroid of a triangle, whose vertices are given.
find the area of a triangle on the co-ordinate plane formed by joining three vertices.
verify the collinearity of three points using area of triangle

Co-ordinate Geometry 283
9.1 Cartesian co-ordinate plane

A number line is usually represented as horizontal line. Usually the integers are marked on it with
the positive numbers on the right side of zero and negative numbers on the left side of zero. We can
also draw a vertical number line in which the positive numbers on the top side and negative numbers
on the bottom side of zero.
If a plane is divided by these two number lines (i.e., horizontal and vertical) into four quadrants
then it is called as Cartesian co-ordinate plane.
Graph - 9.1
Where do these two lines meet? Obviously at zero. It is called as Origin. Now, we can
describe any point on this plane by two references. The horizontal reference line is called as X-axis
and the vertical reference line is called as Y-axis. So any point on it can be represented as ( x, y)
called as ordered pair. The X-co-ordinate is called as Abscissa and the Y-co-ordinate is called as
Ordinate. Thus, the co-ordinates of the origin will be (0, 0).
The four quadrants are named as I,II,III and IV quadrants in anti-clockwise direction. Any point
on these quadrants represents an ordered pair (x, y) based on their position.
Let’s observe the position of points on the cartesian plane in the following table.
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Table - 9.2
Line/Quadrant Nature of co-ordinates Signs of co-ordinates
X-axis y=0 ( r x, 0)
Y-axis x = 0 (0, r y)
Origin x = 0, y = 0 (0, 0)
I Quadrant x > 0, y > 0 (+x, +y)
II Quadrant x < 0, y > 0 (x, +y)
III Quadrant x < 0, y < 0 (x, y)
IV Quadrant x > 0, y < 0 (+x, y)
Note : (x, y) z (y, x) unless x = y.
Example-1 : Fill the following table using the points given below.
(i) (1, 1) (ii) (3, 2) (iii) (7, 5) (iv) (2, 6)
(v) (0, 3) (vi) (0, 0)
Solution:
S.No Point Quadrant Abscissa Ordinate
1 (1, 1) I 1 1
2 (3, 2) III 3 2
3 (7, 5) IV 7 5
4 (2, 6) II 2 6
5 (0, 3) Y-axis 0 3
6 (0, 0) Origin 0 0
Example-2: What are called reference lines on a graph?
Solution : The horizontal reference line is called X-axis and vertical reference line is called Y-axis.

I. Fill in the blanks.
(i) Co-ordinate geometry was developed by the mathematician__________
(ii) The co-ordinates of the Origin are ___________
(iii) In an ordered pair (x, y), x is called __________ and y is called________

(iv) The intersecting point of the co-ordinate axes is called ____________
II. Match the following.
Point Position
(i) (x, 0) ( ) A. II Quadrant
(ii) (x, y) ( ) B. Y-axis
(iii) (x, y) ( ) C. X-axis
(iv) (0, y) ( ) D. III Quadrant
9.2 Identifying and Plotting points

To identify and to plot a point on the cartesian plane, we normally use graph sheet. We draw
X-axis and Y-axis and mark the integers as described in the earlier part.
Suppose we want to identify points A, B, C,… on the graph, we draw perpendiculars on to
the axes and see the X-co-ordinate and Y co-ordinate respectively and write the ordered pair in the
form of (x, y). i.e., A represents (2, 3) in the figure. Similarly, B represents (4, 5) and C is (0, 4)
as it is on the Y-axis.
Graph - 9.2
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To plot a point on the graph sheet, we follow the X-axis and Y-axis horizontally and vertically.
Suppose to plot a point (2, 3) on the graph, first we have to see in which quadrant it lies and then
we follow X-axis until we reach 2 and draw a vertical line at x = 2 on the right side. Similarly, we
follow the Y-axis until we reach 3 on the bottom side and draw a horizontal line at y = 3 as shown
in the graph - 9.3. The intersection of these two lines is the position of (2, 3) in the IV quadrant
on the cartesian plane.
Graph - 9.3
We say that this point (2, 3) is at a distance of 2 units right side from the Y-axis and 3 units
from the bottom side of X-axis.
(Note: Distance is always an absolute numerical value.i.e., Positive)
Example-3: Match the following
Point Quadrant
(i) (3, 6) ( ) A) I
(ii) (1, 6) ( ) B) II
(iii) (5, 9) ( ) C) III
(iv) (2, 3) ( ) D) IV
Solution: (i) B (ii) C (iii) A (iv) D
Example-4: Find the distance of the point A (5, 1) from the Co-ordinate axes.
Solution: The distance of the point A (5, 1) is 1 unit above the X-axis and 5 units to the left of
the Y-axis. This point lies in the II quadrant in the cartesian plane.
Example-5 : Represent the points A(3, 4), B(-3, 4), C(-3, -4) and D(3, -4) on the cartesian plane
and join them successively. Name the figure so formed.
Solution:
Graph - 9.4
The figure formed by joining the points successively is a rectangle.

1. Fill in the blanks:
(i) The Abscissa and Ordinate of the point (-4, 5) are _______and ______
(ii) The point (0, -5) lies on ___________
(iii) The number of point can be marked on the cartesian plane are ______
(iv) The distance of P(-2, 7) from X-axis is ________
(v) The distance of Q(5, 2) from the Y-axis is _______
2. Find the distance of the point G(4, -3) from the Co-ordinate axes. Give reason.
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9.3 Distance Formula

We will find the distance between any two points A(x1, y1) and B(x2, y2) in the cartesian plane
depending on their position.
Let’s find the distance of the points in different cases.
Case-1 : Two points lie on the X-axis:
If the two points lie on the X-axis then the distance between them is equal to the difference
between their X-co-ordinates.
Consider the two points on the X-axis A(x1, 0), B(x2, 0). Note that the Y-co-ordinate is Zero
on X-axis.
Graph - 9.5
The distance of B from A is
AB = OB OA
= x2 x1 if x2 > x1 (or)
= x1 x2 if x2 < x1.
i.e., AB = |x2 x1| units.
Note : |x2 x1| is read as modulus x2 x1 is the absolute value of x2 x1 (Positive)
Case-2 : Two points on the Y-axis:

If the two points lies on the Y-axis, then the distance between them is equal to the difference
between their Y-Co-ordinates.
Consider the two points on the Y-axis. Note that the X-Co-ordinate is zero on Y-axis.
Graph - 9.6
The distance of B from A is
AB = OA OB
= y2 y1 if y2 > y1 (or)
= y1 y2 if y2 < y1.
i.e., AB = |y2 y1| units.
Case - 3 : Two points on the line parallel to X-axis:
If the two points lie on the line parallel to X-axis then the distance between them is equal to
the difference between their X-co-ordinates.
Consider the two points on the line parallel to X-axis A(x1, k), B(x2, k). Note that the Y-co-
ordinate is constant (k) on any line parallel to X-axis.
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Graph -9.7
So,the distance between two points is same as the distance as in the case-1
i.e., AB = |x2 x1| units.
Case - 4 : Two points on the line parallel to Y-axis:
If the two points lie on the line parallel to Y-axis then the distance between them is equal to the
difference between their Y-co-ordinates.
Consider the two points on the line parallel to Y-axis A(k, y1), B(k, y2). Note that the
X-co-ordinate is constant (k) on any line parallel to Y-axis.
Graph - 9.8
So, the distance between two points is same as the distance as in the case-2
i.e., AB = |y2 y1| units.
Case-5 : Distance between any two points in the quadrant:(other than axes)
Let A(x1, y1), and B(x2, y2) be any two points in the cartesian plane at a distance of ‘d’ units.
i.e., AB = ‘d’ units.
Consider that AB is neither parallel to X-axis nor Y-axis. Join AB. Draw perpendiculars AM
and BN on to the X-axis and draw AC perpendicular to BN to meet at C. Thus, AMNC is a
rectangle.
Graph - 9.9
Here OM = x1, AM = y1 and ON = x2, BN = y2
As AMNC is a rectangle, AC = MN
= ON OM
= x2 x 1 …… (1)
Similarly BC = BN CN
= BN AM
= y2 y 1 ….. (2)
Now, In 'ABC, C = 90o,
By using the Pythagoras theorem, AB2 = AC2 + BC2,
d2 = (x2 x1)2 + (y2 y1)2
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d ( x2 x1 )2 ( y2 y1 )2
Thus,the distance between two points is

d ( x2 x1 ) 2 ( y2 y1 )2
Note : In a particular case,the distance between the Origin O(0, 0) and a point P( x, y) can be
derived as
OP = ( x 0) 2 ( y 0) 2
= x2 y2
Example-6 : Find the distance between the points A(2, 0) and B(5, 0).
Solution: The distance between two points on X-axis is |x2 x1| units.
Here, x2 = 5 and x1 = 2
So, AB = |5 2| = |3|
= 3 units.
Example-7 : What is the distance between (0, 3) and (0, 1).
Solution: We know that these points (0, 3) and (0, 1). lie on the Y-axis.
So, the distance between two points is |y2 y1| units.
Here, y1 = 3 and y2 = 1
Therefore, d = |(1) 3| = |4|
= 4.
Example-8 : Find the distance between P(2, 3) and Q(5, 7).
Solution: The distance between any two points is = ( x2 x1 )2 ( y2 y1 )2

Here x1 = 2, x2 = 5 and y1 = 3, y2 = 7
Substituting these values in the formula, PQ = (( 5) 2) 2 (7 ( 3)) 2
= ( 7) 2 (10) 2
= 49 100
= 149 units.
Example - 9 : Find the distance of the point (3, 4) from the origin.
Solution: The distance of a point from the origin is x 2 y 2 units.
Here, x = 3, and y = 4, so, d 32 42

= 25
= 5.

(i) The distance between (0, 0) and (3, 0) is ( )
A) 3 units B) 0 units C) 3 units D) 1 unit.
(ii) The distance between (3, 4) and (3, 2) is ( )
A) 1 unit B) 2 units C) 3 units D) 6 units
(iii) The distance between (2, 5) and (0, 5) is ( )
A) 2 units B) 0 units C) 2 units D) 10 units
2. Find the distance between the points (4, 3) and (2, 3).
3. Find the radius of the circle whose centre is (2, 0) and passing through the point (7, 12).
1. Plot the following points on the cartesian plane. Name the position of these points.
(i) A(3, 2) (ii) B(0, 1) (iii) C(0, 0) iv) D(5, 1)
(v) E(0, 3) (vi) F(2, 2) (vii) G(2, 5) viii) H(4, 0)
2. Name the vertices of triangle in the given graph. Find their lengths.
Graph - 9.10
3. Show that the points P(7, 10), Q(2, 5) and R(3, 4) are the vertices of a right-angled triangle.
(Hint: Use Pythagoras theorem )
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4. Prove that the points A (3, 5), B (6, 2), C (3, 1) and D(0, 2) taken in order are the vertices
of a square.
(Hint: All the sides are equal and lengths of diagonals are equal in a square)
5. If the distance between the points (5, 2) and (1, k) is 5 units then find the value of k.
6. Show that the points A( 3 , 2), B(0, 1) and C(0, 3) form an equilateral triangle.
7. Find the lengths of triangle with vertices (3, 2), (7, 2) and (7, 5). Findits perimeter.
(Hint: The sum of lengths of sides is the perimeter of triangle).
8. Show that the points A(1, 2), B(2, 1) and C(2, 5) are collinear.
(Hint: Prove that AB + AC = BC)
9.4 Section formula

To find the co-ordinates of a point, which divides the line segment joining two points in the given
ratio internally, we will derive the section formula.
Consider any two points A(x1, y1) and B(x2, y2) be in the cartesian plane and assume that the
PA m1
point P(x, y) divides AB internally in the ratio m1 : m2 :i.e., .
PB m2
Graph - 9.11
Draw AR, PS and BT perpendiculars to the X-axis.Draw AQ and PC parallel to the X-axis.
By A.A.A Similarity criterian,
PA AQ PQ
... (1)
PB PC BC
Now, AQ = RS = OS OR = x x1
PC = ST = OT OS = x2 x
PQ = PS QS = PS AR = y y1
BC = BT CT = BT PS = y2 y
Substituting these values in (1),
m1 x x1 y y1
=
m2 x2 x y2 y
m1 x x1 m1 x2 m2 x1
Taking, , we get x
m2 x2 x m1 m2
m y y1 m1 y2 m2 y1
Similarly, taking 1 , we get y
m2 y2 y m1 m2
So, the co-ordinates of the point P(x, y) which divides the line segment joining the points
A(x1, y1) and B(x2, y2) internally in the ratio m1 : m2 are
§ m1 x2 m2 x1 m1 y2 m2 y1 ·
P(x, y) = ¨ m m , m m ¸
© 1 2 1 2 ¹
This is known as section formula.
Example-10 : Find the co-ordinates of a point which divides the line segment joining the points
(2, 3) and (7, 8) in the ratio 2 : 3 internally.
Solution : Let A(2, 3) and B(7, 8) be the given points and P(x, y) divides AB in the ratio 2 : 3
internally.
§ m1 x2 m2 x1 m1 y2 m2 y1 ·
By the section formula, we have P(x, y) = ¨ m m , m m ¸
© 1 2 1 2 ¹
§ 2(7) 3(2) 2(8) 3(3) · § 20 25 ·

= ¨© , ¸¹ = ¨© , ¸¹ = (4, 5)
23 23 5 5
Mid-point Formula
The mid-point of a line segment divides the line segment in the ratio 1 : 1. Therefore, the
co-ordinates of the mid-point of the line joining the points A(x1, y1) and B(x2, y2) are
§ m1 x2 m2 x1 m1 y2 m2 y1 ·
By the section formula, P(x, y) = ¨ ,
© m1 m2 m1 m2 ¸¹
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Here, the ratio is 1 : 1
§ (1) x2 (1) x1 (1) y2 (1) y1 · § x1 x2 y1 y2 ·

Therefore, P(x, y) = ¨ , ¸ = ¨© , ¸
© 11 11 ¹ 2 2 ¹
Example-11 : Find the mid-point of the line segment joining two points (3, 4) and (5, 12).
Solution: Let A(3, 4) and B(5, 12) be the given points. Let P(x, y) be the mid-point of AB.
§ x x y y2 · § 3 5 4 12 ·
By using mid-point formula, we have P(x, y) = ¨ 1 2 , 1 ¸ =¨ , ¸
© 2 2 ¹ © 2 2 ¹
§ 8 16 ·
= ¨ , ¸ = (4, 8)
©2 2¹
Centroid of triangle
The centroid of a triangle is the point of concurrence of its medians. It divides each median
internally in the ratio 2 : 1
In, 'ABC; AD, BE and CF are medians and G is the Centroid. Centroid (G) divides each
median in the ratio 2:1.
i.e., AG : GD
BG : GE 2:1
CG : GF
Now,we can find the co-ordinates of the centroid of a triangle,whose vertices are given.
Let A(x1, y1), B(x2, y2) and C(x3, y3) be the vertices of triangle ABC. Let AD be the median
bisecting its base BC at D.
Graph - 9.12
§ x2 x3 y2 y3 ·
By using mid-point formula, D = ¨© , ¸
2 2 ¹
Now, the centroid G(x, y) divides the median AD in the ratio 2 : 1 internally.
So,by using section formula,
§ m1 x2 m2 x1 m1 y2 m2 y1 ·
G(x, y) = ¨ ,
© m1 m2 m1 m2 ¸¹
§ x2 x3 y y3 ·
2( ) 1( x1 ) 2( 2 ) 1( y1 )
¨ 2 2 ¸
= ¨ , ¸
2 1 2 1
¨© ¸¹
§ x2 x3 x1 y2 y3 y1 ·
= ¨© , ¸¹
3 3
§ x x x y y2 y3 ·
= ¨ 1 2 3, 1 ¸¹
© 3 3
Hence, the co-ordinates of the centroid are given by
§ x1 x2 x3 y1 y2 y3 ·
G(x, y) = ¨ , ¸¹
© 3 3
Example-12 : Find the co-ordinates of the centroid of a triangle whose vertices are (3, 1),
(10, 7) and (5, 3).
Solution: Let A(3, 1), B(10, 7) and C(5, 3) are the vertices of triangle ABC and G( x, y) is the
centroid.
§ x1 x2 x3 y1 y2 y3 ·
By using centroid formula, we have G(x, y) = ¨ , ¸¹
© 3 3
§ 3 10 5 (1) 7 3 ·
= ¨© , ¸¹
3 3
§ 18 9 ·
= ¨© , ¸¹ = (6, 3)
3 3
Hence, the co-ordinates of the centroid are (6,3).

1. Fill in the blanks
(i) The Co-ordinates of a point which divides P(a, b) and Q(c, d) in the ratio m : n is ______________
(ii) Section formula is _____________
(iii) Mid-Point formula ______________
(iv) Centroid formula ________________
(v) The point of concurrence of medians of a triangle is called_________
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2. If the end points of diameter of a circle are (2, 3) and (1, 4), then find the co-ordinates of
the centre.
3. Find the centroid of a triangle whose vertices are (2, 3), (4, 1) and (2, 4).
4. In 'ABC, AD is the median and G is the centroid. If AG = 2.4 cm, then find AD.
9.5 Area of triangle

We have studied how to calculate the area of a triangle in mensuration, when its base and
corresponding height(altitude) are given. We have used the formula,
Area of triangle = 12 u base u height.

Now, if the co-ordinates of the vertices of a triangle are given, then we will use the formula.
Let ABC be any triangle whose vertices are A( x1, y1), B(x2, y2) and C(x3, y3) drawn on a co-
ordinate plane as given in the figure below.
Draw AL, BM and CN perpendiculars from the three vertices A,Band C respectively on to the
X-axis.
Graph - 9.13
ClearlyABML,ALNC and BMNC are all trapeziums.
Now, from the figure, it is clear that,
Area of 'ABC =
area of trapezium ABML + area of trapezium BMNC area of trapezium ALNC.

As we know that area of trapezium =

1 u sum of lengths of parallel sides u distance between them.
2
ª1 º ª1 º ª1 º
?Area of 'ABC = « (BM + AL) ML» « (BM + CN) MN » « (AL + CN) LN »
¬2 ¼ ¬2 ¼ ¬2 ¼
ª1 º ª1 º ª1 º
= « (y2 y1 ) ( x2 x1 ) » « (y2 y3 ) ( x3 x2 ) » « (y3 y1 ) ( x3 x1 ) »
¬2 ¼ ¬2 ¼ ¬2 ¼
1
= ( x1 ( y2 y3 ) x2 ( y3 y1 ) x3 ( y1 y2 )
2
Thus, the area of the triangle is the numerical value of the expression and it is positive.
1
So, area of 'ABC = x1 (y2 y3 ) x2 (y3 y1 ) x3 (y1 y2 )
2
Example - 13 : Find the area of a triangle whose vertices are (1, 1), (4, 6) and (3, 5).
Solution: Let the vertices of triangle ABC are A(1, 1), B(4, 6) and C(3, 5).
The area triangle formed by three vertices is given by the formula,
1
Area of 'ABC = [x1 (y2 y3 ) x2 (y3 y1 ) x3 (y1 y2 )] square units.
2
So, by substituting the values in the formula,
1
= 1(6 (5)) (4)( 5 (1)) (3)( 1 6)
2
1
= 1(11) ( 4)( 4) ( 3)( 7)
2
1
= |11 16 21|
2
1
= | 48 | = 24 sq. units.
2
So, the area of triangle is 24 square units.
Example - 14 : Find the area of a triangle ABC whose vertices are A(5, 2), B(4, 7) and C(7, 4).
Solution: Here the vertices of triangle ABC are A(5, 2), B(4, 7) and C(7, 4).
The area of the triangle formed by three vertices is given by the formula,
1
2
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So, by substituting in the formula,

1
Area of 'ABC = [5(7 (4)] 4( 4 2) 7(2 7)
2
1
= |5(11) (4)( 6) 7( 5) |
2
1 1
= |55 24 35 | = | 4 |
2 2
1
= |4 | = 2 sq. units
2
(Note: The area of a triangle is the absolute value of a number i.e., Positive.)
3
Example-15 : Find the area of a triangle PQR whose vertices are P( , 3), Q(6, 2) and
2
R(3, 4).
3
Solution: Here the vertices of triangle PQR are P( , 3), Q(6, 2) and R(3, 4).
2
The area of the triangle formed by the three vertices is given by the formula,
1
Area of 'ABC = | x1 (y2 y3 ) x2 (y3 y1 ) x3 (y1 y2 ) |
2
1 3
Area of 'ABC = ( 2 4) 6(4 3) ( 3)[(3 (2))]
2 2
1 3 1
= ( 6) 6(1) (3)5 = |9 6 15 |
2 2 2
1
= |0 | = 0 sq. units.
2
As the area of the triangle is zero, the vertices do not form a triangle. i.e., the points are collinear.

1. Fill in the blanks
(i) The area of triangle formed by the points (2, 0), (1, 0) and (4, 0) is ____
(ii) The area of triangle formed by the vertices (x, 0) and (0, y) and the origin is __________
2. Find the area of triangle ABC with vertices A( 2, 2), B(1, 0), C(0, 3).
3. Find the area of triangle given in the figure.
Graph - 9.14
More Examples (Word Problems)

Example-16 : Find the lengths of sides of triangle, whose vertices are (2, 0), ( 1, 1) and (0, 5).
Solution : Let the vertices of triangle ABC are A(2, 0), B(1, 1) and C(0, 5).
By using distance formula, we have
d ( x2 x1 )2 ( y2 y1 )2 units
AB = ( 1) 2) 2 ( 1) 0) 2 = ( 3) 2 ( 1) 2 = 10 units
BC = (0 ( 1)) 2 (5 ( 1))2 = 12 62 = 37 units
AC = (0 2) 2 (5 0) 2 = ( 2) 2 52 = 29 units.
Example-17 : Show that the points A(3, 1), B(6, 4) and C(8, 6) lie on a straight line.
Solution: By using distance formula, d ( x2 x1 )2 ( y2 y1 )2 units
AB = (6 3) 2 (4 1) 2 = 99 18 3 2
BC = (8 6) 2 (6 4) 2 = 44 8 2 2
AC = (8 3) 2 (6 1) 2 = 25 25 50 5 2
Here, AB + BC = 3 2 2 2 5 2 = AC
Therefore, the points lie on a straight line.
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Note : To show the collinearity (lying on a straight line)of three points, we prove that the sum of the
distance between two pairs of points is equal to the third pair of points.
i.e., A,B,C are collinear if AB + BC = AC.
Example-18 : Show that the points A(4, 3), B(3, 1), C(3, 6) and D(4, 2) taken in that order
form the vertices of a parallelogram.
Solution: Let A(4, 3), B(3, 1), C(3, 6) and D(4, 2) be the four vertices of any quadrilateral
ABCD.
If two pairs of opposite sides are equal in a quadrilateral, then it will be a parallelogram.
So, by using distance formula, d ( x2 x1 ) 2 ( y2 y1 )2 units.
AB = (3 4) 2 (1 3) 2 = 49 16 = 65 units
BC = (3 3) 2 (6 1) 2 = 0 25 = 25 = 5 units
CD = ( 4 3) 2 (2 6) 2 = 49 16 = 65 units
AD = ( 4 4) 2 (2 3) 2 = 0 2 52 = 25 = 5 units.
Here, AB = CD and BC = AD.
Therefore, the opposite sides are equal.
Hence, the vertices of quadrilateral form a parallelogram.
§ 4 13 ·
Example - 19 : Find the ratio in which the point P ¨ , ¸ divides the line joining the points
© 5 5¹
A(1, 4) and B(0, 3) internally.
§ m x m2 x1 m1 y2 m2 y1 ·
Solution : By using section formula,we have P(x, y) = ¨ 1 2 ,
© m1 m2 m1 m2 ¸¹
§ 4 13 · § m1 (0) m2 (1) m1 (3) m2 (4) ·

¨© , ¸¹ = ¨ , ¸¹
5 5 © m1 m2 m1 m2
§ 4 13 · § 0 m2 3m1 4m2 ·
¨© , ¸¹ = ¨ ,
5 5 © m1 m2 m1 m2 ¸¹
By equating the corresponding co-ordinates
0 m2 4 3m1 4m2 13
and
m1 m2 5 m1 m2 5
4m1 4m2 = 5m2

4m1 = 5m2 + 4m2
4m1 = m2
m1 1 1
m =
2 4 4
m1 : m2 = 1 : 4
Note : We can find the same result by simplifying the second co-ordinate.
§ 4 13 ·
Thus, P ¨ , ¸ divides the line joining the points A(1, 4) and B(0, 3) internally in the ratio
© 5 5¹
1 : 4.
Example-20 : Find the co-ordinates of the points of trisection of the line segment joining the points
(4, 1) and (2, 3).
Solution : Let P(x, y) trisects the line segment joining the points A(4, 1) and B(2, 3).
As we know that trisection of line segment means the point which divides it in the ratio either
1 : 2 or 2 : 1 internally, i.e., we get two co-ordinates.
Case-1 : Let the ratio be 1 : 2
§ m x m2 x1 m1 y2 m2 y1 ·
By using section formula, we have, P(x, y) = ¨ 1 2 ,
© m1 m2 m1 m2 ¸¹
§ 1(2) 2(4) 1(3) 2(1) ·
P1 = ¨© , ¸¹
1 2 1 2
§ 2 8 3 (2) ·
= ¨ , ¸¹
© 3 3
§ 6 (5) · § (5) ·
= ¨© , ¸¹ = ¨© 2, ¸
3 3 3 ¹
Case-2 : Let the ratio be 2 : 1,
§ 2( 2) 1(4) 2( 3) 1( 1) ·
P2 = ¨ , ¸¹
© 2 1 2 1
§ 4 4 6 (1) ·
= ¨© , ¸¹
3 3
§ 0 (7) · § (7) ·
= ¨© , ¸¹ = ¨ 0, ¸
3 3 © 3 ¹
Example-21: Find the value of k, if the points A(2, 3), B(4, k) and C(6, 3) are collinear.
Solution: Let the points given here are the vertices of triangle ABC,
i.e., A (2, 3), B(-4, k) and C(6, 3).
By using area of triangle formula, we have
1
Area of 'ABC = |x1 (y2 y3 ) x2 (y3 y1 ) x3 (y1 y2 ) |
2
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1
Area of 'ABC = |2[K ( 3)] ( 4)[( 3) 3)] 6(3 K) |
2
1
= |2K 6 24 18 6K |
2
1
= | 4K 48 | = 2K 24
2
We know that the area of triangle formed by three vertices is zero, if the points are collinear.
The Area of triangle = 0 sq.units
? 2K 24 = 0
2K = 24
K = 12.
Example-22 : If A(5, 7), B(4, 5), C(1, 6) and D(4, 5) are the vertices of a quadrilateral then
find its area.
Solution: The area of a quadrilateral is the sum of areas of two triangles formed by drawing a diagonal.
D(4, 5) C(1, 6)
A
(5, 7)
B(4, 5)
Let ABCD is a quadrilateral with vertices A(5, 7), B(4, 5), C(1, 6) and D(4, 5) and a
diagonal BD is drawn. It divides the quadrilateral in to two triangles ABD and BCD.
Now, By using formula area of triangle for
1
Area of 'ABD = |x1 (y2 y3 ) x2 (y3 y1 ) x3 (y1 y2 ) | square units.
2
So, by substituting the values A(5, 7), B(4, 5) and D(4, 5) in the formula
1
Area of 'ABD = |( 5)( 5 5) (4)(5 7) 4(7 ( 5)) |
2
1
= |50 8 48 |
2
1
= |106 |
2
= 53 sq. units ...(1)
Again, taking the vertices (4, 5), C(1, 6) and D(4, 5)
1
Area of 'BCD = |( 4) ( 6 5) ( 1)(5 5) 4( 5 ( 6) |
2
1
= |44 10 4 |
2
1
= |38 |
2
= 19 sq. units…………………..(2)
By adding (1) and (2),
Area of quadrilateral ABCD = Area of 'ABD + Area of 'BCD
= 53 + 19 = 72 square units.
Example - 23 : If the points A(3, 9), B(a, b) and C(4, 5) are collinear and if a + b = 1, then
find the value of a and b.
Solution: Let the points given are the vertices of triangle ABC.
i.e., A(3, 9), B(a, b) and C(4, 5) are collinear.
By using formula for area of triangle we have
1
2
1
Area of 'ABC = |(3)(b 5) a ( 5 9) 4(9 b) |
2
1
= | 3b 15 14a 36 4b |
2
1
= | 14a 7b 21|
2
7
= |2a b 3 |
2
Points A, B, C are collinear. Then area of 'ABC = 0
7
|2a b 3 | = 0
2
2a + b 3 = 0
2a + b = 3 ……. (1)
It is given that a + b = 1 ……. (2)
Solving (1) and (2),
We get, a = 2, b = 1
306 Mathematics
Summary
In this chapter, we have discussed about,
The Cartesian co-ordinate system.
Identification of the Co-ordinates on axes and quadrants and learnt how to plot the points
on the cartesian plane.
Distance Formulae:
(i) The distance between two points on the X-axis is |x2 x1|. This holds good for a line
parallel to X-axis.
(ii) The distance between two points on the Y-axis is |y2 y1|. This holds good for a line
parallel to Y-axis.
(iii) The distance between two points (x1, y1) and (x2, y2) which are not parallel to any axis
is ( x2 x1 ) 2 ( y2 y1 ) 2 .
(iv) The distance of a point from the origin is x2 y2 .
Section Formulae:
Two points A(x1, y1) and B(x2, y2) be in the cartesian plane and assume that P(x, y) divides
AB internally in the ratio m1 : m2.
§ m1 x2 m2 x1 m1 y2 m2 y1 ·
(i) P(x, y) = ¨ m m , m m ¸
© 1 2 1 2 ¹
§ x x y y2 ·
(ii) Mid-point P(x, y) = ¨ 1 2 , 1 ¸
© 2 2 ¹
§ x1 x2 x3 y1 y2 y3 ·
(iii) Centroid P(x, y) = ¨© , ¸¹
3 3
Area of triangle Formula :
The area of triangle formed by three vertices

1
A(x1, y1), B(x2, y2) and C(x3, y3) is = |x1 (y2 y3 ) x2 (y3 y1 ) x3 (y1 y2 ) |
2
If the area of a triangle is Zero,then the vertices do not form a triangle. i.e., the points are
collinear.
Terminal Exercise -2
1. Find the Co-ordinates of the point which divides line the joining the points (1, 7) and
(4, 3) in the ratio 2 : 3and 3 : 2 internally. Are they same?
2. If (1, 2), (4, y), (x, 6) and (3, 5) are the vertices of a parallelogram taken in order, find
x and y.
3. Find the Co-ordinates of the points which divide the line segment joining A(2, 2) and B(2, 8)
into four equal parts.
(Hint: The ratio of division of a line segment into four equal parts will be 1 : 3 or
2 : 2 or 3 : 1)
4. Find the area of rhombus if its vertices are (3, 0), (4, 5) . (1, 4) and (2, 1) taken in order.
(Hint : A diagonal divides a rhombus into two congruent triangles.)
5. Find the value of k for which the given points (2, 3), (4, k) and (6, 3) are collinear.
6. If the points A (1, 4), B(x, y) and C(5, 1) are collinear and if 2x + y = 4, then find the
values of x and y.
7. Find the area of triangle formed by joining the mid-points of a triangle, whose vertices are
(0, 1), (2, 1) and (0, 3). Also find the ratio of this area to the area of the given triangle.
8. Find the area of the figure given in the following graph sheet by identifying the vertices of the
figure.
Graph - 9.15
308 Mathematics
9.1
I. (i) Rene Descartes (ii) (0,0) (iii) Abscissa,Ordinate
(iv) Origin
II. (i) C (ii) A (iii) D (iv) B
9.2
I. (i) -4, -5 (ii) Y-axis (iii) Infinite (iv) 7 units
(v) 5 units
9.3
1. (i) C (3 units) (ii) D (6 units) (iii) A (2 units)
2. 72 units 3. 13 units
9.4
§ mc na md nb · § m1 x2 m2 x1 m1 y2 m2 y1 ·
1. (i) ¨© , ¸ (ii) ¨ m m , m m ¸
mn mn ¹ © 1 2 1 2 ¹
§ x2 x1 y2 y1 · § x1 x2 x3 y1 y2 y3 ·
(iii) ¨© , ¸ (iv) ¨© , ¸¹
2 2 ¹ 3 3
§ 3 1·
(v) Centroid 2. ¨© , ¸¹
2 2
3. (0,0) 4. 3.6 cm
9.5
1
1. (i) 8.4 sq.cm (ii) Zero (iii) |xy |
2
5
2. = 2.5 sq. Units 3. 6 sq. Units.
2

1. Terminal Exercise-1
S.No Point Position

(i) A(3, 2) IV
(ii) B(0, 1) Y-axis
(iii) C(0, 0) origin
(iv) D(5, 1) IV
(v) E(0, 3) Y-axis
(vi) F(2, 2) III
(vii) G(2, 5) I
(viii) H(4, 0) X-axis
2. AB = 5 units, BC = 26 units, AC = 29 units
3. PQ = 106 QR = 106 PR = 212
4. (i) All sides are equal (3 2 units)

(ii) Diagonals are equal (6 units)
5. K = {5, 1}
6. All sides are equal (2 units)
7. 12 units
8. B, A, C are collinear.
310 Mathematics
1. (i) (1, 3) (ii) (2, 1). Points are not equal.
2. x = 6, y = 3
7 13
3. (i) (1, ) (ii) (0, 5) (iii) (1, )
2 2
4. 24 sq.cm
5. K = 0
6. x = 3, y = -2
7. Area of 'DEF = 1 sq. unit, Area of 'ABC = 4 sq. units, ratio = 1 : 4.
8. 30 square units.
1. Show that the points A(4, 2), B(7, 5) and C(9, 7) are the three points on a same line.
2. Find the mid-point of the line segment joining points (3, 0) and (-1, 4).
3. Show that the points A(7, 3), B(6, 1), C(8, 2) and D(9, 4) taken in that order are vertices of
a parallelogram.
4. Find the area of the triangle whose vertices are (1, -1), (-4, 6) and (-3, -5).
10
Mensuration
11
F
The branch of Mathematics which deals with measuring and calculating the perimeters, areas
and volumes of geometrical figures is called “Mensuration”. The word mensuration is derived from
the Latin Word, “Mensura” which means measuring of earth.
This study of mensuration is much useful in real life problems on logical and practical approach
to the students. If the topics which are learnt by students have a scope for practical learning, then they
give nice impact and create much interest in learning mathematics. For example, if a student measures
the lengths of the water tank of his/her school which is in the shape of a cuboid or a cylinder, and
by using the formula for its volume, he can find how many litres of water can be stored in it by
practically, he admired more and more in doing so.
Objectives
know the importance of mensuration in real life.
know how to find the perimeters of the two dimensional figures such as circle, rectangle,
square, semicircle.
know how to draw the regular three dimensional figures as two dimensional figures on the
paper.
312 Mathematics
know how to find the lateral / total / curved surface areas of the 3D figures such as cube,
cuboid, cyclinder, cone, sphere and hemisphere.
know how to find the volumes of the 3D objects
10.1 Perimeters and Areas

1. A boy is running around a circular path. He starts running from point A and stops at A after one
round. Then, the distance covered by the boy is the circumference of the circular path.
2. A farmer wants to fence his field with wire. To know the length of wire needed, he has to
measure the sides of the field.
3. We can say that perimeter is the distance covered along the boundary forming a closed figure
when you go around the figure once.
4. The amount of surface enclosed by a closed figure is called its area. The area is measured in
sq.cm(cm2) or sq.m(m2).
Square
A square is a quadrilateral whose 4 sides are equal and each angle is 90 0.
Perimeter of square
Perimeter of square
D C
ABCD = AB + BC + CD + DA
Where, AB = BC = CD = DA
AB = Side of square / length of any side

A B
Perimeter of square of ABCD = 4 u AB
Perimeter of regular polygon (4 sided) = Perimeter of square = 4 u side
Area of square
D C
Area (A) = side u side
= S u S = S2
(Where S = length of any side)
A B
Mensuration 313
Example 1: Find the perimeter of a square whose side is 6 cm
Solution : Side of square = 6 cm
Perimeter of square = 4 u side of square
= 4u 6
= 24 cm
? Perimeter of square is 24 cm
Example 2 : Find the cost of fencing at the cost of Rs. 30 per meter for a square, whose perimeter
is 40 m.
Solution :
Perimeter of square = 40 m
Cost of fencing per meter = Rs. 30
Cost of fencing for the square = Cost of fencing per meter u Perimeter of the square
= 30 u 40
= 1200
? Cost of fencing for the square is Rs. 1200.
Example 3 : Find the area of a square, whose side is 26 cm
Solution : Side of square (S) = 26 cm
Area of the square = S2
= 262
= 26 u 26
= 676
? Area of the square is 676 cm 2.
Example 4 : Find the side of a square, whose area is 64 m 2.
Solution : Let side of a square =S
Area of the square = 64 m2 .... (1)
Area of square = S2 .... (2)

314 Mathematics
(1) = (2)
S2 = 64
S = 64
S =8m
? The side of square is 8 m
Example 5 : If the perimeter of a square is 40 m, find the side of square and its area.
Solution : Perimeter of square = 40 m
Perimeter of square = 4 u S
4 u S = 40
S = 10
Area of squre = S2
= 102
= 100 m2
? Side and area of a square are 10 m and 100 m 2 respectively.

1. Find the perimeter of a square, whose side is 15 m.
2. Find the side of a square, whose perimeter is 36 m
3. Find the cost of fencing of a square park of side 150 m at the rate of 20 per meter.
4. Find the area of a square, whose side is 17 cm.
5. Find the side of square, whose area is 36 m 2.
10.2 Rectangle
0
A Rectangle is a quadrilateral whose opposite sides are parallel and equal and each angle is 90.
Perimeter of Rectangle
A B
Perimeter of rectangle = 2(l + b)
Where, b
l
D C
Mensuration 315
l = length of rectangle
b = breadth of rectangle
Area of rectangle
A B
Area of rectangle (A) = l u b
Where, b
l = length of rectangle D C
l
b = breadth of rectangle
Example 6: Find the perimeter of a rectangle whose length is 6 cm and breadth is 7 cm.
Solution : Length of rectangle (l) = 6 cm
Breadth of rectangle (b) = 7 cm
Perimeter of rectangle (P) = 2(l + b)
= 2(6 + 7)
= 26 cm
? Perimeter of rectangle is 26 cm
Example 7 : Find the length of a rectangle whose perimeter is 72 cm and breadth is 6 cm.
Solution : Let length of rectangle be = l cm
Breadth of rectangle (b) = 6 cm
Perimeter of rectangle = 72 cm
Perimeter of rectangle = 2(l + b)
? 2(l + b) = 72
l + b = 36
l + 6 = 36
? l = 36 6
l = 30
? Length of rectangle is 30 cm
316 Mathematics
Example 8 : Find the area of a rectangle whose length is 25 m and breadth is 40 m.

Solution : Length of rectangle = 25 m
Breadth of rectangle = 40 m
Area of rectangle =l u b
Substituting the values of l, b in the formula, we get
= 25 u 40
= 1000
? Area of rectangle is 1000 m 2.
Example 9 : The length of a rectangular field is 60 m and breadth is half of its length. Find the area
and perimeter of the field.
Solution : Length of field = 60 m
Breadth of field = half of its length

60
=
2
= 30 m
Area of field = l u b
By substituting the values in the formula, we get
= 60 u 30
= 1800
Perimeter of field = 2(l + b)
By substituting the values in the formula, we get
= 2(60 + 30)
= 2(90)
= 180
? Area and perimeter of the field are 1800 m 2 and 180 m respectively.

1. Find the perimeter of rectangle plate whose length is 13 cm and breadth is 7 cm.
2. The breadth of a rectangle garden is 400 m its perimeter is 1200 m. Find the length of the
garden.
Mensuration 317
3. Find the area of rectangle, whose length is 35 m and breadth is 25 m.
4. The area of a rectangular field whose breadth is of 40 m is 1120 m 2. Find its length.
10.3 Triangle
A closed figure having three sides is called a triangle.
Area of triangle
Area of triangle is equal to half of the product of its base ( b) and height (h).
1
A= u bu h
2
Where,
A = area of triangle h
b = base of triangle b
h = height of triangle
Example 10: Find the area of triangle whose base is 14 cm and height is 6 cm.
Solution : Base of triangle = 14 cm
Height of triangle = 6 cm
1
Area of triangle = bh
2
By substituting the values in the formula, we get,
1
= u 14 u 6
2
= 42
? Area of triangle is 42 cm 2.
Example 11 : Find the base of triangle whose area is 220 cm 2 and height is 11 cm.
Solution : Area of triangle = 220 cm2
Height of triangle = 11 cm
Let base of triangle = b cm

318 Mathematics
1
Area of triangle = bh.
2
1
ubuh A
2
By substuting the values of A and h in the formula, we get
1
u b u h 220
2
1
= u b u 11 = 220
2
220 u 2
b =
11
b = 40
Base of triangle is 40cm.

1. Find the area of triangle whose base 11 cm and height is 6 cm.
2. Find the height of triangle whose area is 169 cm 2 and base is 13 cm.
3. Find the height of triangle whose area is 330m 2 and base is 22m.
10.4 Area of Quadrilateral

A quadrilateral can be split into two triangles by drawing one of its diagonals. This Triangulation
helps us to find the area of a Quadrilateral.
Area of quarilateral ABCD
= Area of Triangle ABC + Area of Triangle CDA C
1 1
= AC u BE AC u DF B
2 2 F
h1
1
= AC(BE DF) h2
2 Ed
1 A D
= u d (h1 h 2 )
2
1
Area of quadrilateral = u d .( h1 h2 )
2
where “d” denotes the length of the diagonal
h1 + h2 = sum of the lengths of the perpendiculars drawn from the remaining two vertices on
the diagonal.
Mensuration 319
Example 12 : Find the area of quadrilateral ABCD, with the following measurements.
Length of diagonal is 12 cm and sum of the length of perpendiculars from the remaining two
vertices on the diagonal is 14 cm.
1
Solution : Area of quadrilateral ABCD = u d .( h1 h2 )
2
Sum of the length of perpendiculars from the remaing
Two vertices on the diagonal
AC = (h1 + h2) = 14 cm
= h1 + h2 = 14 cm
Length of the diagonal = (BD) = 12 cm.
1
Area of Quadrilateral = u d .( h1 h2 )
2
1
Area of Quadrilateral = 7
u 12 u 14
2
= 84 cm2.
Example 13 : Find the diagonal of quadrilateral whose area is 40 cm 2 and sum of the lengths of
perpendiculars from the remaining two vertices on the diagonal is 10 cm.
1
Solution : Area of quadrilateral = u d .( h1 h2 )
2
Sum of the legths of perpendiculars from the
remaining two vertices on the diagonal = h 1 + h2.
h1 + h2 = 10 cm
Area of quadrilateral = 40 cm2
1
Area of quadrilateral = u d .( h1 h2 ) = 40
2
1 5
u d u 10 40
2
d u 5 = 40
8
40
d= = 8 cm.
5
Length of the diagonal = 8 cm.
320 Mathematics
Parallelogram : A parallelogram is a quadrilateral with two pairs of opposite sides are parallel.
Area of parallelogram A = bh D C
A = Area of parallelogram
b = base
A B
h = height
Example 14 : Find the area of a parallelogram whose base 10 cm and height is 4 cm.
Solution : Area of parallelogram = A = bh
base = 10 cm
height = 4 cm
Area of parallelogram (A) = 10 u 4 = 40 cm2.
Example 15 : Find the height of the parallelogram whose area is 72 cm 2 and its base is 12 cm.
Solution : Area of the parallelogram = 72 cm 2.
base = 12 cm
height = ?
Area of parallelogram = bh
bh = 72
12 u h = 72
6
72
h= 6

12
The height of the parallelogram = 6cm.
Trapezium : A quadrilateral with one pair of sides are parallel, it is called trapezium.
b
D C
A E F B
b
c d
a
Mensuration 321
1
Area of trapezium = . h( a b)
2
h = height
Where a and b are lengths of parallel sides.
Example 16 : The parallel sides of trapezium are 9m and 7m long and the distance between them
is 8m. Find the area of the trapezium.
Solution : Parallel sides of the trapezium are 9m and 7m, i.e.,
a + b = sum of the lengths of parallel sides = 9 + 7 = 16 m
Distance between them = h = 8m.
1
Area of the trapezium = u Sum of the lengths of parallel sides u distance between them
2
1
= u h(a + b)
2
By substituting the values of h and (a + b) in the formula, we get
1
= 8 ) = 64
u 8 u (16
2
Area of the trapezium is 64 m 2.
Example 17 : Area of a trapezium is 480cm2. Length of one parallel side is 20 cm. and the distance
between the parallel sides is 8cm. Find the length of the other parallel side.
Solution : a = one of the parallel sides = 20 cm
b = Let the length of the other parallel side = x cm.
Also area of the trapezium = 480 cm 2
Distance between the parallel sides = 8cm
1
Area of trapezium = h (a b)
2
By substituting the values of h and a in the formula, we get
1
Area of Trapezium = (20 x) u 8 4 480
2
322 Mathematics
4(20 + x) = 480
480
20 + x =
4
20 + x = 120
x = 120 20
x = 100 cm.
? Length of the other parallel side = 100 cm.
Rhombus A
If all the sides of a parallelogram are equal then, it is called

a rhombus.
D B
Area of Rhombus : The area of a rhombus is equal to half of
the product of its diagonals.
1
A= u d1d 2 C
2
Example 18 : Find the area of a rhombus whose lengths of the diagonals are 10 cm and 8 cm
respectively.
1
Solution : Area of the rhombus = u d1 u d 2
2
d1 = 10 cm
d2 = 8 cm
By substituting the values in the formule, we get
1
Area of the rhombus = u 10 u 8 4 40 cm 2
2
Example 19 : The area of a rhombus is 60 cm 2 and one of its diagonals is 8cm. Find the other
diagonal.
Solution : Length of one diagonal (d1) = 8 cm
Length of the other diagonal = d2
Area of rhombus = 60 cm2

1
Area of rhombus = u d1 u d 2
2
Mensuration 323
1
? u d1 u d 2 = 60
2
1 4
u 8 u d 2 = 60
2
60
d2 15
4
Thus length of the other diagonal is 15 cm.

1. The parallel sides of a trapezium are 12m and 8 m and the distance between them is 10m. Find
its area.
2. Find the area of a rhombus whose length of diagonals are 75 cm and 56 cm.
3. Find the area of parallelogram whose base is 6m and height is 13 m.
4. Find the area of Rhombus whose length of diagonals are 16 cm and 8cm.
10.5 Circle
A circle is the set of all points in a plane that are equidistant from a fixed point This equidistance
is called the radius of the circle and the fixed point is called centre of the circle.
Radius is denoted by r and centre is denoted by ‘O’
Diameter : The distance across a circle through the center is called the diameter. It is denoted
by ‘d’.
d
? Radius r=
2
The total length of circle is called circumference of the circle and it is denoted by ‘C’.
The circumference of a circle is found by using the formula :
C = Sd
or
C = 2Sr
324 Mathematics
Area of a circle : The radius of a circle is r. Then the area of a circle A = Sr2.
O r A
§ 22 ·
Example 20 : Find circumference of a circle with radius 14 cm ¨ Take S ¸
© 7 ¹
Solution : Radius of the circle (r) = 14 cm
Circumference of a circle (C) = 2Sr
By substituting the value of r in the formula, we get
22
? C = 2u 2
u 14
7
= 88
Thus, the circumference of the circle is 88 cm.
§ 22 ·
Example 21 : If the circumference of a circle is 770 m. find its radius ¨ Take S ¸
© 7 ¹
Solution : The circumference of a circle (C) = 770 m
C = 2Sr
? 2Sr = 770
22
2u ur = 770
7
35
770 70 u7 35
r= u7
2
2 u 22 2
r = 122.5
The radius of circle = 122.5 m.

Mensuration 325
Example 22 : Find the area of the circle with radius 7 cm.

Solution : Radius of the circle = 7 cm
Area of a circle = Sr2
By substituting the value of r in the formula, we get
22
u (7) 2
7
22
u 7 u 7 154
7
Thus, the area of circle = 154 cm 2.
Example 23 : If the area of a circle is 616 cm 2, find its diameter.
Solution : The area of a circle = 616 cm 2
Area of a circle = Sr2

22
u r2 616
7
28
56 7
r = 616 u
2

22
2
r2 = 28 u 7
r = 28 u 7
= 2u2u7u7 14
? Radius of the circle is 14 cm
Diameter of the circle = 2 u r
= 2 u 14 = 28
The diameter of the circle = 28 cm.
Semi-circle
Fold the circle along the diameter. Now it is divided into two parts. Each part is a semi-circle.
1
Circumference of semicircle = u Circumference of the circle + Length of the diameter..
2
1
= u 2Sr + 2r
2
= Sr + 2r
22
= r 2r 1800
7
326 Mathematics
36r
= .
7
1 1
Area of semicircle = u area of circle = u Sr2
2 2
Example 24 : Find the circumference of semi circle with radius 7 m.
Solution : The radius of a semi circle = 7m.
Circumference of semicircle = Sr + 2r
By substitus, the value of radius in the formula, we get,

22
u 7 2 u 7
7
= 22 + 14 = 36
Circumference of semicircle = 36 m.
Example 25 : Find the area of a semi circle with radius 28 cm
Solution : Radius of the semi circle = 28 cm

Sr 2
Area of a semi circle =
2
By substituting the value of radius in the formula, we get
11
22 (28) 2
u
7 2
11
u 28 u 28 4
7
= 44 u 28
= 1232
Area of semi circle = 1232 cm2.
§ 22 ·
Example 26 : If the area of a semi circle is 77 cm 2. Find its radius. ¨ Take S ¸
© 7 ¹
Solution : The area of semi circle = 77 cm2
Sr 2
Area of a semi circle =
2
Radius of a semi circle r = ?
Sr 2
77
2
Sr2 = 77 u 2
Mensuration 327
22
u r2 77 u 2
7
7 7
u 2 u
r2 = 77

22

11
r = 7u 7
2
r= 7u7 7
The radius of the semi circle : 7 cm.

1. The radius of a circle is 21 cm. Find the circumference of the circle.
2. The area of a circle is 154 sq.cm. Find the radius of the circle.
10.6 Sector
A sector is the part of a circle enclosed by any two radii of the circle and their intercepted arc
p is an arc. OA and OB are radii of the circle.
AB
Angle of a Sector : Central angle is the angle O
subtended by the arc of the sector at the centre r xo r
of the circle in which the sector forms a part.
A B
Angle of the sector = AOB l
Note:1. A semi - circle is a sector whose central

angle is 1800.
900 1800
2. A quadrant of a circle is a sector whose
central angle is 900.
Area of a sector : Area of a sector is the region bounded by the bounding radii and the arc of the
sector.
l
Angle subtended by the arc of the sector at centre of the circle is x0.
x0
Area of sector = u Sr 2 o
x
3600
360o
x0
Length of an arc l = u 2Sr
3600
2S r
328 Mathematics
lr
Area of sector = (Where l is length of arc).
2
Example 27 : The radius of a sector is 7 cm, and the angle of a sector at the centre is 180 0. Find
the area of the sector.
Solution : The radius of a sector (r) = 7cm.
The angle at the center (x0) = 1800.
x0
Area of a sector = 0
u Sr 2
360
22
180 11
= u u (7) 2
2
360 7
11 u 7 u 7
= 77
7
? Area of the sector = 77 cm 2.
Example 28 : The angle at the center is 90 0 and the area of a sector is 154 cm 2. Find the radius
of the sector.
Solution : The angle at the center (x0) = 900.
Area of a sector (A) = 154 cm 2.
Let radius be = r cm.
x0
? Area of the sector = u Sr 2
3600
By substituting the values of x in the formula, we get
x0
? u Sr 2 154
360

90 11
22
u u r 2 154
4
360 7
2
11 2
ur 154
14
14
? r2 14 u
154

11
Mensuration 329
r2 = 14 u 14
r = 14 u14
r = 14 cm.
? The radius of the sector (r) = 14 cm.

1. The radius of a sector is 14 cm. and the angle at the center is 90 0. Find the area of a sector.
2. The radius of a semi circle is 4cm. Find the area of the semi circle.
1. The base and height of the parallelogram are in the ratio 3:2 and its area is 108 m 2. Find its
base and height.
2. The area of rectangular plot is 2400 m2 and its length is 11/2 times to its breadth. What is its
perimeter ?
3. A square sheet of paper has a perimeter of 40 cm. What is the length of its side ? Also, find
the area of the square sheet.
4. The length of rectangular floor is 30 m more than its breadth. If the perimeter of the floor is
300 m, find the length.
Surface Areas and Volumes

3D Shapes
We see many things of different shapes (combination of two or more) around us. Houses stand
on pillars, storage water tanks are cylindrical and are placed on cuboidal foundations, a cricket bat
has a cylindrical handle and a flat main body, etc. Think of different things around you.
Some of these are given below.
330 Mathematics
The figures, which have length, breadth and height are called three - dimensional figures or
3-D objects. These are called solid figures. Usually we see solid figures in our surroundings already
you have learned about plane figures and their areas. We shall now learn to find the surface areas
and volumes of 3-dimensional objects such as cuboid, cube, cylinder, cone and sphere.
10.7 Cuboid
A soild object with 6 rectangular faces.
A cuboid is a three dimensional solid having six rectangular faces. Cuboid have length (l),
breadth (b) and height (h)
l
b II b l b
Toothpaste
h I III IV V h
b l b VI b b
l
l
Look at the figure, if length ‘1’, breadth ‘b’, height ‘h’ are its diemensions, then you can find
three pairs of identical faces. Roof
Lateral Surface Area = Area I + Area III + Area IV + Area V

= (l u h) + (b u h) + (l u h) + (b u h)
= 2lh + 2bh
LSA = 2h (1 + b) h
Total Surface Area = Area I + Area II + Area III +

Area IV + Area V + Area VI
l b
= (l u h) + (l u b) + (h u b) +
(l u h) + (h u b) + (l u b)
Bottom
= lh + lb + bh + lh + bh + lb
TSA = 2(1b + bh + lh)

Mensuration 331
II. Cubes : A cube is a three dimensional solid having six square faces.
In a cube all sides are equal.
Total surface area : The sum of the areas of the six equal faces is called the Total Surface
area of the cube.
Lateral Surface area : If we don’t consider the top and bottom faces, the remaining area is called
the lateral surface area.
Observe the cube with edge a units.

a
Lateral Surface Area = Sum of areas of 4 square faces a
a a
= a2 + a2 + a2 + a2 a
Lateral Surface Area of cube = 4a2 a
a
a
Total surface Area = sum of areas of 6 suqare face
= a2 + a2 + a2 + a2 + a 2 + a 2
Total Surface Area of cube = 6a 2.
Volume
Definition : If the object is hollow, then interior is empty and it can be filled with air or any other
liquid that will take the shape of its container. Volume of the substance that can fill the interior is called
the capacity of the container.
If the object is a cuboid, then the capacity of the cuboid is called the volume of the cuboid.
Let us find the volume of a cuboid whose length, breadth and height are 6cm, 4 cm and 5 cm
respectively.
Let us place 1 cubic centimeter blocks along the length of the cuboid. How many blocks can
we place along the length ? 6 blocks, as the length of the cuboid is 6cm. How many blocks can we
place along its breadth ? 4 blocks, as the breadth of the cuboid is 4cm. So, 6 u 4 blocks can be
placed in one layer.
332 Mathematics
How many layers of blocks can be placed in the cuboid ? 5 layers, as the height of the cuboid
is 5 cm. Each layer has 6 u 4 blocks. So, all the 5 layers will have 6 u 4 u 5 blocks i.e. length u
breadth u height.
This discussion leads us to the formula for the volume of a cuboid :
Volume of a cuboid = length u breadth u height
Cube : A cube is a cuboid whose length, breadth and height are same.
So, volume of a cube = side u side u side
Volume of a cube = (side) 3 = a3
Generally, we measure the volume of liquids in millitres (ml) or litres (l).
1m3 = 1000000 cm3 = 1000 l (litre) 100 cm = 1m
= 1 kl (kilolitre) 1000000 cm3 = 1m3.
Now we take some examples to explain the use of these formulae.
Example 29 : Length, breadth and height of a cuboid are 3cm, 4 cm and 2.5 cm respectively. Find
the Lateral surface area and Total surface area of the cuboid.
Solution : Lateral Surface Area = 2h(l + b)
= 2 u 2.5 (3+4)
=5 u 7
= 35 cm2
Total surface area = 2(lb + bh + lh)
= 2(3 u 4 + 4 u 2.5 + 3 u 2.5)
= 2(12 + 10 + 7.5)
= 2 u 29.5
= 59 cm2.
Example 30 : Find the volume of cuboid with the following measurements.
(i) length = 12 cm, breadth = 8 cm and height = 6cm
(ii) length = 1.2 m, breadth = 30 cm and height = 15 cm
Solution :
(i) Length of cuboid = 12 cm
Breadth of cuboid = 8 cm
Height of cuboid = 6 cm
Mensuration 333
By substituting the values in the formla, we get

= 12 u 8 u 6 = 576 cm3.
(ii) Length = 1.2 m = 120 cm
Breadth = 30 cm
Height = 15 cm
By substuting the values in the formula, we get
Volume of cuboid = 120 u 30 u 15 = 54000 cm3.
Example 31 : Find the volume of a cube whose side is
(i) 4 cm (ii) 1.5 m
Solution :
(i) Given side of cube = 4 cm
Volume of cube = (side) 3
By substiting the value in the formula, we get
= 43 = 64 cm3
(ii) Side of cube = 1.5 m
volume of cube = (side) 3
= (1.5)3 = 3.375 m3.

1. If the lateral surface area of a cube is 576 cm 2, find its volume and total surface area.
2. A store room, 6m in length and breadth each, is 3m high. If it is packed completely with shoe
boxes 30 cm long 20 cm wide and 15 cm high, how many shoeboxes can it hold ?
3. Each side of cube is doubled. How many times will its surface area increase ?
10.8 Cylinder
A cylinder is one of the most basic curved geometric shapes, with this surface formed by the
points at a fixed distance from a given fixed line segment, known as the axis of the cylinder.
Right circular cylinder : Every cylinder is made up of one curved surface and with two congruent
circular faces on both ends of the line segment joining the center of circular faces, is perpendicular
to its base. Such a cylinder is called right circular cylinder.
334 Mathematics
h h h
r r r
(i) (ii) (iii)
Curved surface area of a cylinder :
The vertical surface of the cylinder is curved and hence its area is called the curved surface or
lateral surface area of the cylinder.
2Sr
h
h
Let the radius and height of cylinder be r and h respectively.

Height of cylinder = breadth of rectangle (h = b)
Circumference of base of cylinder with radius ‘r’
= Length of the rectangle (2Sr = l)
Curved surface area of the cylinder = Area of the rectangle = length u breadth
= 2Sr u h = 2Srh
? curved surface area of a cylinder = 2Srh
Total surface area :
Total surface area of cylinder is sum of curved surface area and
areas of two circles of top and bottom.
Total surface area of a cylinder
= CSA of cylinder + Area of top + Area of bottom
= 2Srh + Sr2 + Sr2
= 2Srh + 2Sr2
= 2Sr (r + h)
? Toal surface area of a cylinder = 2Sr (r + h)
Volume of a cylinder
Volume of a cylinder = Area of base u height
= Sr2 u h
? Volume of a cylinder = Sr2h
Mensuration 335
Example 32 : Find the curved surface area and total surface area of cylider whose radius of the base
is 7 cm and height is 50 cm.
Sloution : Radius of the cylinder (r) = 7cm
Height of the cylinder (h) = 50cm
22
Curved surface area of the cylinder = 2Srh = 2 u u 7 u 50 = 2200 cm 2
7
22
Total surface area of the cylinder = 2Sr( r + h) = 2 u u 7 (7 50)
7
= 2 u 22 u 57 = 2508 cm2.
Example 33 : A wooden cylinderical pole is 7m height and its base radius is 10 cm. Find its weight
if the wood weighs 225 kg per cubic metre.
Solution : Radius of the cylindrical pole (r) = 10 cm = 0.1 m
Height of the cylindrical pole (h) = 7m
Volume of cylindrical pole = Sr2h = S u (0.1)2 u 7
22
u 0.1u 0.1u 7 = 0.22 m3.
7
Weight of the wood = 225 kg/m 3.
? weight of the pole = 0.22 u 22.5 = 4.95 kg.

1. A road roller takes 750 complete revolutions to move once over to level a road. Find the area
of the road if the diameter of the road roller is 84 cm and its length is 1 m.
2. The volume of a cylinder is 308 cm 3. Its height is 8cm. Find its lateral surface area.
10.9 Right Circular Cone

A solid that has a circular base and a single vertex is called a ‘cone’.
Definition : In fig (i) lateral surface is curved and base is circle. The line segment joining the vertex
of the cone and the centre of the circular base (Vertical height) is perpendicular to the radius of the
base. This type of cone is called right circulr cone.
h h h
r r r
(i) (ii) (iii)
336 Mathematics
Let the radius, height and slant heights of the cone are r, h, l respectively.
In AOB right triangle, O r B
From Phythagoras law,
h
l
AB2 = AO2 + BO2
l2 = h 2 + r 2
Slant height l h2 r 2 A
CSA of right circular cone :

Take the right circular cone with radius ‘r’ and slant height ‘l’ with card board. Cut along the
slant height and make equal sectors and arrange them as given below.
B
b1
b2 r
O b3
O
h l
A B
A
(i) (ii) (iii)
Curved surface area = Area of sector = Sr u l
Curved surface area of cone = Srl
Total surface area
To find total surface area of cone we must find sum of curved
surface area of cone and area of circular base.
Total surface area = CSA of cone + Area of the base
= Srl + Sr2
Total surface area of cone = Sr(l + r)
Volume of a cone :
Make a hallow cylinder and hallow cone with equal radius and equal height.
Fill the cylinder with water using cone. The cylinder will fill with 3 cones of water.
h h h
r r r
h h h
Mensuration 337
1
The volume of cone = u volume of cylinder
3
1
? The volume of a cone = u Sr2h
3
1 2
? The volume of a cone = Sr h
3
Example 34 : Find the total surface area of a cone, if its slant height is 23 m. and diameter of its
base is 24 m.
Solution : Diameter of cone (d) = 24 m
1
Radius of cone (r) = u 24m 12m
2
Slant height (l) = 23 m
Total surface area of cone = Sr(r + l)
22
= u 12(12 23)
7
22
u12 u 35
7
= 1320 m2.
Example 35 : The height of a conical tent is 10 m and the radius of its base is 24 m. Find the cost
of the canvas required to make the tent, if the cost of 1m 2 canvas Rs. 70/-.
Solution : Radius of a cone (r) = 24 m
Height of a cone (h) = 10 m
Slant height l = r 2 h2
By substituting the values of r and h in the formula, we get
= 242 102
= 576 100
= 676
= 26 u 26
l = 26 m
22 13728 2
CSA of tent = Srl = u 24 u 26 m
7 7
Cost of 1m2 canvas = Rs. 70.
13728
Total cost of canvas for tent = u 70
7
= Rs. 1,37,280.
338 Mathematics

1. Find the height of the cone whose volume is 1232 cm 3 and the radius is 7cm.
2. The curved surface area of a cone is 4070 cm2 and its diameter is 70 cm. Find its slant height.
10.10 Sphere
The locus of a point which moves in space in such a way at a constant distance from a fixed
point is called a sphere. The fixed point is called the centre of the sphere and the fixed distance is
called the radius of the sphere.
(i) (ii) (iii)

Surface area of sphere = 4Sr2.
Volume of sphere
Take a hallow sphere and a cone with equal radius and height.
Fill the sphere with water using hallow cone. The sphere fills completely with two cones of
water.
? Volume of sphere = 2 u volume of cone
1 2
= 2 u Sr h
3
1
= 2 u u Su r u 2r
2
(' h = 2r)
3
4 3
Volume of sphere = Sr .
3
Hemisphere
Half part of the sphere is called the hemispher.
If a sphere is cut into two equal parts by a plane passing
through its centre, then each part is called a hemisphere.
curved surface area of hemisphere
1
u surface area of sphere
2
1
u 4Sr 2
2
Mensuration 339
Curved surface Area = 2Sr2

Total surface area = CSA of hemisphere + Area of circle (base)
= 2Sr2 + Sr2
Total surface area = 3Sr2.
1 1 4 3
Volume of hemisphere = u volume of sphere u Sr
2 2 3
2 3
Volume of hemisphere= Sr .
3
Example 36 : Find the surface area of sphere with radius 3.5 cm.
7
Solution : Radius of sphere (r) = 3.5 cm = cm
2
Surface area of sphere = 4Sr2
2
22 § 7 · 22 7 7
= 4u u¨ ¸ = 4u u u = 154 cm2.
7 ©2¹ 7 2 2
Example 37 : If the total surface area of hemisphere is 4158 cm 2, then find its diameter.
Solution : Total surface area of hemisphere = 4158 cm 2.
Total surface area of a hemisphere = 3Sr2
3Sr 2 = 4158
22
3u u r 2 = 4158
7
1 7
r2 = 4158 u u
3 22
r2 = 441
r = 441
r = 21
? Diameter of the hemisphere = 2 u radius = 2 u 21 = 42 cm.

1. How many lead balls, each of radius 1 cm, can be made from a sphere of radius 8 cm?
2. The ratio of radius of two spheres is 1 : 2. Find the ratio of their surface areas and volumes.
Summary
Perimeter is the distance coverd along the boundary forming a closed figure
1. Perimeter of a rectangle P = 2(l + b)
where P = Perimeter of a Rectangle
l = length of the Rectangle
b = breadth of the Rectangle.
2. Perimeter of a square = 4 u side = 4S
340 Mathematics
The amount of surface enclosed by a closed figure is called its area.

1. Area of square A = S 2
where A = Area of square
S = Side of a square
2. Area of rectangle A = l u b
where A = Area of rectangle
l = length of the rectangle
b = breadth of the rectangle
1
3. Area of the triangle = A = bh
2
where A = Area of triangle
b = base of the triangle
h = height of the triangle
The area of the parallelogram is equal to the product of its base and corresponding height
A = bh
The area of a quadrilateral
1
where A u d (h1 h2 )
2
A = Area of a quadrilateral
d = length of the diagonal
h1 + h2 = sum of the lengths of the perpendiculars drawn from the remaining two vertices
on the diagonal.
1
Area of trapezium = A u h( a b)
2
h = distance between parallel sides.
a, b are lengths of parallel sides.
The area of a rhombus is equal to half of the product of its diagonals.
1
A u d1d 2
2
22
The circumference of a circle = 2Sr, where “r” is the radius of the circle and S
7
The area of a circle = Sr2
Sr 2
The area of a semi circle =
2
36
The circumference of a semi circle Sr + 2r or r.
7
x0
1. Area of a sector = u Sr 2
360o
Mensuration 341
where x0 = the angle subtended by the arc of the sector at the centre of the circle.
r = radius of the circle.
lr
2. Area of sector =
2
where l = length of an arc
r = radius
x0
3. Length of an arc = l = u 2Sr
360
3D Figures
Cuboid and cube are regular prisms having six faces and of which four are lateral faces and
the base and top.
If the length of cuboid is l. breadth is “b” and height is “h”, then
Total surface area of a cuboid = 2(lb + bh + lh)
Lateral surface area of a cuboid = 2h(l + b)
Volume of a cuboid = lbh
If the length of the edge of a cube is “S” units then

Total surface area of a cube = 6S 2
Lateral surface area of a cube = 4S 2
Volume of a cube = S 3.
A cylinder is a solid having two circular ends with a curved surface area. If the line segment
joining the centres of base and top is perpendicular to the base, it is called right circular
cylinder.
If the radius of right circular cylinder is r and height is “h”, then

Curved surface area of a cylinder = 2Srh
Total surface area of a cylinder = 2Sr(r + h)
Volume of a cylinder = Sr2h
Cone is circular base having a vertex at the top. If the line segment joining the vertex to
the centre of the base is perpendicular to the base it is called right circular cone.
The length joining the vertex to any point on the circular base of the cone is called “slant
height” l= h2 r 2
If r is the radius, h is the height, and l is the slant height of a cone, then
1. Curved surface area of cone = Srl
2. Total surface area of a cone = Sr(r + l)
342 Mathematics
1 2
3 The volume of cone = Sr h
3
A sphere is a geometrical object formed where the set of points are equal distant from the
fixed point in the space. The fixed point is called centre of the sphere and the fixed distance
is called radius of the sphere.
Surface area of a sphere = 4Sr2
4
Volume of a sphere = Sr3
3
A plane through the centre of a sphere divides it into two equal parts each of which is called
a hemisphere.
Curved surface area of a hemisphere = 2Sr2
Total surface area of a hemisphere = 3Sr2
2 3
Volume of a hemisphere = Sr .
3
1. A box made of sheet metal costs Rs. 1620 at Rs.30 per sqare metre. If the box is 5m long
and 3m wide, find its height.
2. Three cubes of metal with edges 3cm, 4 cm and 5 cm respectively are melted to form a single
cube. Find the lateral surface area of the new cube formed.
3. The curved surface area of a cylinder is 4400 cm2 and the circumference of its base is 110 cm.
Find the height and the volume of the cyclinder.
4. The inner diameter of a circular well is 3.5 m. It is 10 m deep. Find
(i) Inner curved surface area
(ii) The cost of plastering this curved surface at the rate of Rs. 40 per m 2.
5. A solid sphere of radius 3 cm is melted and then cast into smaller spherical balls, each of diameter
0.6 cm. Find the number of small balls thus obtained.
6. The diameter of a copper sphere is 18 cm. It is melted and drawn into a long wire of uniform
cross section. If the length of the wire is 108 m. Find its diameter.
7. The volume of a right circular cone is 9856 cm3. If the diameter of the base is 28 cm, find the
curved surface area of the cone.
8. A 20 m deep well with diameter 7m is dug and the earth from digging is evenly spread out to
form a plat form 22 m by 14 m. Find the height of the platform.
Mensuration 343

1. A cylinderical pencil sharpened at one end is the combination of [ ]
A) a cone and a cylinder B) frustum of a cone and cylinder
C) a hemisphere and a cylinder D) two cylinders
2. If the diameter and height of a right circular cone are 12 cm and 8 cm respectively,
then the slant height is (in cm) [ ]
A) 10 cm B) 20 cm C) 30 cm D) 96 cm
3. If the radius of a sphere is 2cm, then the curved surface area of the
sphere is equal to (in cm 2) [ ]
A) 8 S cm2 B) 16 cm2 C) 12 S cm2 D) 16 S cm2
4. A right circular cylinder of radius r cm and height h cm (h > 2r)

12 just encloses a sphere of diameter [ ]
F A) r B) 2r C) h D) 2h
5. If the total surface area a solid right circular cylinder is 200 S cm2 and
its radius is 5cm, then the sum of its height and radius is [ ]
A) 20 B) 25 C) 30 D) 15
6. The radius and height of cylinder and cone are equal, then the ratio of their [ ]
volumes is
A) 1:1 B) 1:3 C) 1:2 D) 3:1
7. Volumes of two spheres are in the ratio 64 : 27. The ratio of their radii is [ ]
A) 3 : 4 B) 4 : 3 C) 9 : 16 D) 16 : 9
8. The ratio of the volumes of wo spheres is 8 : 27. The ratio between their
surface areas is [ ]
A) 2 : 3 B) 4 : 27 C) 8 : 9 D) 4 : 9
9. In a right circular cone, the cross-section made by a plane parallel to the base is a
[ ]
A) circle B) triangle C) rectangle D) square
10. Total surface area of a cube is 216 cm 2, then volume is (in cm3) [ ]
A) 343 B) 64 C) 216 D) 512
344 Mathematics
11. If the height and the base area of a right circular cone are 5 cm and 48 sq. cm
respectively, then the volume of the cone is equal to (in cm3) [ ]
A) 240 B) 120 C) 80 D) 480
12. Base area of circular cylinder is 154 cm 2. Then its radius is ........... cm [ ]
A) 8 B) 9 C) 7 D) 6
13. If a rectangle revolves about one of its sides, then it is a ............. [ ]

A) Cone B) Cylinder C) Sphere D) Cuboid
14. The length of the longest stick that can be placed in a room with diamensions
12m u 6m u 4m is (in m) [ ]
A) 10 m B) 12 m C) 14m D) 22 m
Matching
I. Group A Group B
Sr 2
1. Circumference of a circle ( ) A)
2
d
2. Area of circle ( ) B)
2
3. Area of a semi circle ( ) C) 2Sr
4. Radius ( ) D) Sr2
E) d = 2r
II. Group A Group B

22
1. Area of sector ( ) A)
7
2. The Arc length l, radius r then
x0
Area of sector is ( ) B) u 2Sr
3600
x0
3. The value of S is ( ) C) u Sr 2
360
lr
4. Length of the arc of sector ( ) D)
2
E) 3Sr2
Mensuration 345
III. Group A Group B

1
1. Area of a square ( ) A) u d1d 2
2
2. Area of a Rectangle ( ) B) b u h
1
3. Area of a parallelogram ( ) C) ( a b) h
2
4. Area of a Trapizium ( ) D) l u b
5. Area of a Rhombus ( ) E) (side)2
1
F) bh
2

10.1
1. 60 m 2. 9 m 3. 12000 4. 289 cm2
5. 6 m
10.2
1. 40 cm 2. 200 m 3. 875 m2 4. 28 m
10.3
1. 33 cm2 2. 26 cm 3. 30 m
10.4
1. 100 m2 2. 2100 cm2 3. 78 m2 4. 64 cm2
10.5
1. 132 cm 2. 7 cm
10.6
1. 154 cm2 2. 25.12 cm2
10.7
1. 1728 cm3, 864 cm2 2. 12000 Boxes 3. 4 times
10.8
1. 1980 cm2 2. 176 cm2
10.9
1. 24 cm 2. 37 cm
346 Mathematics
10.10
1. 512 2. 1 : 4, 1 : 8

1. 18m, 12 m 2. 200 m 3. 10 cm, 100 cm2 4. 90 m
1. 1.5 m 2. 144 cm2 3. 38,500 cm3 4. 110 m2, 4400/-
5. 1000 6. 0.06 cm 7. 2200 cm2 8. 2.5 m
Answers to Multiple Choice Questions

1. A 2. A 3. D 4. B
5. A 6. D 7. B 8. D
9. A 10. C 11. C 12. C
13. B 14. C
Answers to Match the following Questions
I. 1. C II. 1. C III. 1. E
2. D 2. D 2. D
3. A 3. A 3. B
4. B 4. B 4. C
5. A
1. Find the area of parallelogram whose base is 12 m and height is 8 m.
2. Find the volume and surface area of a sphere of radius 21 cm ( S = 22/7)
3. The radius of a cone is 7 m and its height is 10 m. Calculate the curved surface area of cone.
11
Trigonometry
There is an interesting thing. You would like to find the height

of a coconut tree. How can you find the height of the tree? Also
Murty would like to find the width of the river Godavari? How it is
possible? Murty think, one person climb the tree and drop a rope
to the earth and measure the length of the rope. It indicates the
height of the tree. Is it an easy process? or is it possible for every
time? No, we can find the height of a tree and width of a river, etc.,
by using Trigonometry and its various methods. Fig. 11.1 Hipparchus
What is Trigonometry? The word Trigonometry is derived from three Greek words Tri(means
three), Gonia(means angle) and Metron(means measure). So, the meaning of Trigonometry is measure
of angles in a three sided figure (i.e. triangle). It has its applications in astronomy, geography, surveying,
engineering, navigation etc. In the past, astronomers used it to find out the distance of stars and
planets from the earth. Now a days, the advanced technology used in Engineering is based on trigonometric
concepts. We have three angles and three sides in a triangle, isn’t it? By using these six measurements,
we shall define trigonometric ratios of angles in terms of ratios of sides of a right triangle. Also we
establish relationship between different trigonometric ratios. We shall also establish some standard
trigonometric identities.
348 Mathematics
The first introduction to this topic was done byHipparchus in 140 B.C., when he hinted at the
possibility of finding distances and heights of inaccessible objects. In 150 A.D.Tolemy again raised
the same possibility and suggested the use of a right triangle for the same. But it was Aryabhatta
(476A.D.) whose introduction to the name “ardha-jya for the half chord, which was shortened to
“Jya” lead to the name “Sine” of an acute angle of a right triangle. The subject was completed by
Bhaskaracharya (1114A.D.) while writing his work on Goladhayay. In that, he used the words Jya,
Kotijya and “Sparshjya” which are presently used for sine, cosine and tangent (of an angle), respectively.
But it goes to the credit of Neelkanth Somayaji (1500A.D.), who developed this science and used
terms like elevation, depression and gave examples of some problems on heights and distances.
Objectives
find the sides and angles of right triangle when some of its sides and trigonometric ratios
are known.
recall the values of trigonometric ratios of angles 30 0, 450 and 900
recall the values of trigonometric ratios of 0 0 and 900
state, which trigonometric ratios of 0 0 and 900 are not defined
write the relationships amongst trigonometric ratios
recall the various trigonometric identities
solve problems based on trigonometric ratios and identities
find trigonometric ratios of complementary angles and solve problems based on these
solve daily life problems of heights and distances.
11.1 Trigonometric Ratios

The most important task of trigonometry is to find the measures of sides and angles of a triangle,
when some of its sides and angles are given. This problem is solved by using some ratios of the sides
of a triangle with respect to its acute angles. These ratios of acute angles are called “Trigonometric
ratios” of angles. Let us now define various trigonometric ratios.
Trigonometry 349
Consider the right angled triangle ABC, right angle at B. The angles A and C are acute. Let
the angle at A be ‘T’ (read as theta).
Since sum of the angles in a triangle is 180 0 and B = 900, A = T
then A + B + C = 1800
T + 900 + C = 1800
C = 1800 900 T
C= 900 T
Angle at C is (900 T)
Fig. 11.1
How many possible ratios are there with respect to ‘T’? What are the names of three sides
of right triangle ?
Here AB, BC and AC are the sides of the triangle ABC. In these, the side AC is opposite to
right angle, and is called Hypotenuse. The remaining two sides AB and BC are named, with respect
to ‘T’, as adjacent side and opposite side respectively.
The possible ratios are as follows
opposite side to T BC
(1)
hypotenuse AC
adjacent side to T AB
(2)
T
hypotenuse AC
(3)
(4) opposite side to T BC
hypotenuse AC
T (5) adjacent side to T AB
Fig. 11.2 hypotenuse AC

(6) opposite side to T BC
350 Mathematics
Now we define them as trigonometric ratios
(1) = Sine T and written as Sin T in short form
hypotenuse AC
(2) = Cosine Tand written as Cos T in short form
hypotenuse AC
(3) = Tangent T and written as Tan T in short form
(4) opposite side to T BC = Cotangent T and written as Cot T in short form
hypotenuse AC
(5) adjacent side to T AB = Secant T and written as Sec T in short form
hypotenuse AC
(6) opposite side to T BC = Cosecant T and written as Cosec T in short form
The above trigonometric ratios are defined for an acute angle T.
Relations between trigonometric ratios

Observe the above ratios and find what is the relation among these ratios? Yes, the ratio of
1 1
“Sin T” is reciprocal to the ratio of “Cosec T”, (i.e.) Sin T = or Cosec T = .
Cosec T Sin T
Similarly, we can find the ratio of “Cos T” is reciprocal to “Sec T”.
1 1
(i.e.) Cos T or Sec T = .
sec T Cos T
1 1
The ratio of “tan T” is reciprocal to “Cot T” (i.e.) Tan T = or Cot T = .
Cot T Tan T
BC
Sin T AC BC AC BC
Also we can say that u tan T
Cos T AB AC AB AB
AC
AB
Cos T AC AB AC AB
and u Cot T
Sin T BC AC BC BC
AC
Trigonometry 351
Now we have
1
Tan T . Cot T = Tan T . =1
Tan T
1
Sin T. Cosec T = Sin T . =1
Sin T
1
Cos T . Sec T = Cos T . =1
Cos T
You have to remember the result of famous Pythagoras theorem. (i.e.) “In a right angled
triangle ABC, right angle at B, then the square of hypotenuse AC 2 is equal to sum of the
squares of remaining two sides (AB 2+BC2)”
? AC2 = AB2 + BC 2
Consider the triangle ABC, right angle at B and let the acute angles A =T and C = D (read
as alpha) also we have the lengths of the sides AB = 4c.m. BC = 3c.m. and AC = 5c.m.
Fig. 11.3
Now ratios with respect to “T” are
opposite side to T BC 3 adjacent side to T AB 4

Sin T = = , Cos T = =
hypotenuse AC 5 hypotenuse AC 5
opposite side to T BC 3 adjacent side to T AB 4

Tan T= = , Cot T = =
adjacent side to T AB 4 opposite side to T BC 3
352 Mathematics
Sec T = = , Cosec T = =
adjacent side to T AB 4 opposite side to T BC 3
Now we can write these ratios with respect to D( C)
opposite side to D AB 4 adjacent side to D BC 3

Sin D= , Cos D =
opposite side to D AB 4 adjacent side to D BC 3

Tan D = , Cot D =
adjacent side to D BC 3 opposite side to D AB 4
Sec D = , Cosec D =
adjacent side to D BC 3 opposite side to D AB 4
Example 1: In'PQR, right angle at Q, if PQ = 12 cm., PR = 13 cm. and QR= 5 cm., find all
trigonometric ratios of angle P and angle R.
Solution:
Fig. 11.4
Here opposite side to P is QR = 5cm., adjacent side to P is PQ = 12cm., hypotenuse =

PR = 13 cm.
QR 5 PQ 12 QR 5
Sin P ; Cos P ; Tan P ;
PR 13 PR 13 PQ 12
PQ 12 PR 13 PR 13
Cot P ; Sec P ; Cosec P
QR 5 PQ 12 QR 5
Trigonometry 353
Similarly, we can write the ratios with respect to R.
opposite side to R is PQ = 12cm., adjacent side to R is QR = 5cm.
PQ 12 QR 5 PQ 12
Sin R ; Cos R ; Tan R ;
PR 13 PR 13 QR 5
QR 5 PR 13 PR 13
Cot R ; Sec R ; Cosec R .
PQ 12 QR 5 PQ 12
Example 2: In 'ABC, right angle at B, AB = 6cm., BC = 8cm. Find all six trigonometric ratios
of A.
Solution:
Fig. 11.5
Here we have AB = 6cm., BC = 8cm. and B = 900
By Pythagoras theorem, (hypotenuse) 2 = (side)2 + (side)2
AC2 = AB2 + BC2
= 62 + 82 = 36 + 64 = 100
AC = 100 10
BC 8 4 AB 6 3 BC 8 4
Now Sin A ; Cos A ; Tan A ;
AC 10 5 AC 10 5 AB 6 3
1 1 6 3 1 1 10 5
Cot A 8
; Sec A ;
Tan A 8 4 Cos A 6 6 3
6 10
1 1 10 5
Cosec A 8
.
Sin A 10 8 4
354 Mathematics
Remember
Sin A or Sin T is one symbol and Sin cannot be separated from A or T. It is not equal to
Sin u T. The same applies to other trigonometric ratios also.
Every trigonometric ratio (t-ratio) is a real number.
For convenience, we use notations Sin 2T, Cos2T, Tan2T for (SinT)2, (CosT)2 and (TanT)2
respectively. We apply the similar notation for higher powers of trigonometric ratios.
In this lesson we are restricted ourselves to t – ratios when A or T is an acute angle.
8
Example 3: If Cos T= , find the other five trigonometric ratios.
17
Solution:
Fig. 11.6
8 adjacent side to T
We have Cos T = =
17 hypotenuse
let adjacent side to T = AB = 8k;

and hypotenuse = AC = 17k, k is any number
From 'ABC
By Pythagoras theorem AC 2 = AB2+BC2
(17k)2 = (8k)2 + BC2
BC2 = 289k2 – 64k2 = 225k2
BC = 225k 2 15k
BC 15k 15 BC 15k 15
Sin T ; Tan T ;
AC 17k 17 AB 8k 8
Trigonometry 355
1 1 8 1 1 17
Cot T ; Sec T ;
Tan T 15 15 Cos T 8 8
8 17
1 1 17
Cosec T .
Sin T 15 15
17
1
Example 4: In 'ABC right angle at C, if Tan A= , find the value of Sin A.Cos B+Cos A.Sin B
3
Solution:
Fig. 11.7
1 opposite side to A BC
We have Tan A =
3 adjacent side to A AC
Let BC = 1k; AC = 3k
From 'ABC
By Pythagoras theorem, AB 2 = BC2 + CA2
= (1k)2 + ( 3k )2
= k2 + 3k2 = 4k2
AB = 4k 2 2k
BC 1k 1 AC 3k 3
Sin A = ; Cos A = ;
AB 2k 2 AB 2k 2
BC 1k 1 AC 3k 3
Cos B = ; Sin B = .
AB 2k 2 AB 2k 2
1 1 3 3
Now, Sin A . Cos B + Cos A . Sin B = u u
2 2 2 2
1 3 1 3 4
1
4 4 4 4
356 Mathematics

1. Cot A = _______ [ ]
sin A 1
A) cos A B) tan A
cos A
C) sin A D) both (B) and (C)
2. In 'ABC, right angle at B, A= T, if AB=21cm., BC = 20cm. and AC = 29cm. then find the
values of Sin T, Cot T and Sec T.
3. In 'PQR, right angle at Q. If PQ = 9cm., QR = 40cm., and PR = 41cm., find the values of
Cos R, Cot R, Tan P and Cosec P.
12
4. Given if Tan A = , find the other trigonometric ratios of the angle A.
9
11.2 Trigonometric Ratios Of Some Specific Angles

Trigonometric ratios of 450
Let us consider an isosceles right angled triangle ABC, right angle at B. Let AB = BC = a
Fig. 11.8
By Pythagoras theorem,
2
A C = AB2 + BC2
= a2 + a2 = 2a2
? AC = 2a 2 2a
Trigonometry 357
AB a 1 BC a 1
Sin C = Sin 450 = ; Cos C = Cos 450 = ;
AC a 2 2 AC a 2 2
AB a BC a
Tan C = Tan 450 = 1; Cot C = Cot 450 = 1;
BC a AB a
AC a 2 AC a 2
Sec C = Sec 45 0 = 2; Cosec C = Cosec 45 0 = 2.
BC a AB a
Trigonometric ratios of 300 and 600
Fig. 11.9
Let us consider ABC, an equilateral triangle. AD is perpendicular to BC. Hence AB = BC
= AC = a (say). Since ABC is an equilateral triangle, the value of each angle is 60 0, i.e. BAC
= B = C = 600.
We know that AD bisects A.
600
BAD = DAC = 300
2
BC a
In 'ABC, AB = a, BD = and BAD = 300, ADB = 90 0, B = 600
2 2
By Pythagoras theorem, AD = AB2 BD 2

2
§a·
= a ¨ ¸
2
©2¹
2
a
= a2
4
4a 2 a 2
=
4
358 Mathematics
3a 2 3
? AD = a
4 2
a 3a
BD 2 a 1 AD 2 3a 3
Sin 30 0
; Cos 300 ;
AB a 2ua 2 AB a 2ua 2
a
BD 2 au2 1 1 1 1u 3
Tan 30 0
; Cot 300 1
3;
AD 3a 2ua u 3 3 Tan 300 1
2 3
1 1 2 u1 2 1 1 2 u1
Sec 300 ; Cosec300 2.
Cos 300 3 3 3 Sin 300 1 1
2 2
We can also find the ratios of 60 0
3a a
AD 2 3a 3 BD 2 a 1
Sin 60 0
; Cos 60 0 ;
AB a 2ua 2 AB a 2ua 2
3a
AD 3uau2 1 1
Tan 60 0 2 3; Cot 60 0 ;
BD a 2ua Tan 600 3
2
1 1 2 u1 1 1 2 u1 2
Sec 600 2; Cosec 600 .
Cos 600 1 1 Sin 600 3 3 3
2 2
Trigonometric ratios of 00 and 900

Let AX and AY be two rays with common point A. AX is said to be initial ray/side, AY is said
to be terminal side / ray. They make an acute angle T.
Fig. 11.10
Let XAY = T be an acute angle and let ‘P’ be a point on its terminal side AY. Draw perpendicular
PM from P on AX.
Trigonometry 359
In 'AMP, we have
PM AM PM
Sin T = , Cos T = and Tan T =
AP AP AM
It is evident from 'AMP that as ‘T’ becomes smaller and smaller, line segment PM also becomes
smaller and smaller, and finally when ‘T’ becomes 00; the point ‘P’ will coincide with M. Consequently,
we have
PM = 0 and AP = AM
PM 0 AM AP
? Sin 00 0, Cos 00 1
AP AP AP AP
PM 0 1 1
Tan 00 0 Cot 00 = Tan 00
AM AP 0 = not defined;
(because division by zero is not defined)
1 1 1 1
Sec 00 1; Cosec 00 not defined
Cos 00 1 Sin 00 0
From 'AMP, it is evident that as ‘T’ increases, line segment AM becomes smaller and smaller
and finally when ‘T’ becomes 900, the point ‘M’ will coincide with ‘A’. Consequently, we have
AM = 0 ; AP = PM
PM PM
Sin 900 1,
AP PM
AM 0
Cos 900 0 and
AP AP
PM PM C os 900 0
Tan 900 not defined . Cot 90 0
0;
AM 0 Sin 900 1
1 1 1 1
Sec 900 not defined; Cosec 900 1
C os 900 0 Sin 900 1
Now, let us see the values of trigonometric ratios of all the above discussed angles in the form
of a table.
360 Mathematics
A 00 300 450 600 900
1 1 3
Sin A 0 1
2 2 2
3 1 1
Cos A 1 0
2 2 2
1
Tan A 0 1 3 Not defined
3
1
Cot A Not defined 3 1 0
3
2
Sec A 1 2 2 Not defined
3
2
Cosec A Not defined 2 2 1
3
Fig. 11.11
Example 5: Evaluate the following.
(i) Cos 600. Cos 300 – Sin 600. Sin 300 (ii) Cosec2 300. Sin2 450 – Sec2 600
1 3 3 1 3 3
Solution: (i) Cos 600. Cos 300 – Sin 600. Sin 300 = u u 0
2 2 2 2 4 4
(ii) Cosec2 300 . Sin2 450 – Sec2 600 = (Cosec 30 0)2. (Sin 450)2 – (Sec 600)2
2
§ 1 · 1
¸ (2) 4u 4
2 2
= (2) . ¨
© 2¹ 2
= 2 – 4 = –2.
Example 6: Find the value of ‘x’ in each case.
(i) Tan 3x = Sin 450. Cos 450 + Sin 300 (ii) Sin 2x = Sin 600.Cos 300 – Cos 600. Sin 300
Solution: (i) Tan 3x = Sin 450. Cos 450 + Sin 300
1 1 1 1 1
= .
2 2 2 2 2
11 2
= 1 Tan 450
2 2
Trigonometry 361
Tan 3x = Tan 450 3x = 450 x = 150.

(ii) Sin 2x = Sin 600 . Cos 300 – Cos 600. Sin 300
3 3 1 1 3 1 3 1 2 1
u u sin 300
2 2 2 2 4 4 4 4 2
?Sin 2x = Sin 300 2x = 300 x = 150
Example 7: In 'ABC, right angled at B. AB = 5cm. and C = 300. Determine the lengths of the
sides BC and AC.
Solution:
Fig. 11.12
To find the length of the side BC, we will choose the trigonometric ratio involving BC and the
given side AB. Since BC is the side adjacent to angle C and AB is the side opposite to angle C,
therefore,
AB
Tan C
BC
5 1
Tan 300 BC = 5 3 cm.
BC 3
AB
To find the length of AC, we consider Sin 300
AC
1 5
AC = 10 cm.
2 AC
Note that alternatively we could have used Pythagoras theorem to determine the third side
2
AC = AB2 BC2 52 5 3 25 (25 u 3)
. AC = 25 75 100 10 cm.
Example 8: In 'ABC, right angle at B, AB=3cm. and AC=6cm. Determine BAC and ACB
Solution:
Fig. 11.13
362 Mathematics
Given AB = 3cm, AC = 6cm.

AB 3 1
Sin C Sin 30 0
AC 6 2
C = 300 (i.e.) ACB = 300
? BAC = 600 (why?)
(Since A + B + C = 1800 A + 900 + 300 = 1800 A = 600)
3
Example 9: If Sin (A+B) = 1 and Cos(A–B) = , 0 < A + B d 900, A > B, then find A and B.
2
Solution: We have Sin (A+B) = 1 = Sin 90 0.
A + B = 90 0 ...(1)
3
Cos (A–B) = = Cos 300
2
A – B = 300 ...(2)
By adding (1) and (2), we get
(A +B) + (A – B) = 90 0 + 300
2A = 1200 A= 600
Substitute A= 600 in (1), we get
600 + B = 900 B = 900 600 = 300
? A = 600; B = 300.
Intext questions (11.2)

1. If Sin A = Cos A, then the value of A is _______
2. Match the following:
Group A Group B
2
1. Tan 900 ( ) (A)
3
2. Cosec 600 ( ) (B) 1
3. Cot 300 ( ) (C) not defined
(D) 3
3. Evaluate 2 Tan 2 450 + Cos2300 Sin2600
1
4. If Tan (A + B) = 3 and Tan (A B) = , 00 < A + B d 900; A > B, find A and B.
3
Trigonometry 363
Terminal Exercise – 1
1. ABC is a right angled triangle, right angle at B. If AB = 5cm., BC = 12 cm. and AC = 13cm.,
find the values of Tan C, Cosec C, Sec A and Cot A.
2. ABC is a right angled triangle, right angle at B. A= C, AC = 2 cm., and AB = 1cm.

Find the values of Sin C, Cos C, Tan A and Cosec A.
3. Calculate remaining sides and find all the t - ratios of the figure with respect to the angle C.
Fig. 11.14
4. In the following figure, 'PQR is a right triangle, right angled at Q. Find all the trigonometric
ratios of T.
Fig. 11.15
12
5. If cos T = , find the values of Sin T and Tan T.
13
8 Cos T .Sin T
6. If cot T = , find the values of
6 Sec T
1
7. In 'PQR, Q = 900 and Tan R = . Then show that Sin P. Cos R + Cos P. Sin R = 1.
3
3
8. In 'ABC, right angle at C, If Tan A = , find the values of Sin B and Tan B.
2
364 Mathematics
11.3 Trigonometric ratios of Complementary angles

We know that two angles are said to be complementary, if their sum is equal to 900. Consider
a right angled triangle ABC with right angle at B.
Fig. 11.16
Since B = 900, A + C = 900, Hence A and C are said to be complementary..
Let us assume that A = T, then for ‘T’, BC is opposite side and AB is adjacent side.
BC AB BC
Sin T , Cos T , Tan T ,
AC AC AB
AB AC AC
Cot T , Sec T , Cosec T
BC AB BC
Since A + C = 90 C = 90 – A = 90 – T.
0 0 0
For (900 – T), AB is opposite side and BC is adjacent side.

AB BC AB
Sin(900 T) , Cos(90 0 T) , Tan(900 T) ,
AC AC BC
BC AC AC
Cot(900 T) , Sec(900 T) , Cosec(900 T)
AB BC AB
Now compare the ratios of angles T and (900 – T) from the above values of different t – ratios,
we get
AB BC
Sin(900 T) Cos T, Cos(900 T) Sin T,
AC AC
AB BC
Tan(900 T) Cot T, Cot(90 0 T) Tan T,
BC AB
AC AC
Sec(900 T) Cosec T, Cosec(900 T) Sec T .
BC AB
Sec 350
Example 10: Evaluate
Co sec 550
Solution: We have Sec A = Cosec (90 – A) 0
? Sec 350 = Cosec(90 – 35)0 = Cosec 550
Trigonometry 365
Sec 350 Cosec 550

Now 1.
Cosec 550 Cosec 550
Sin 630
Example 11: Evaluate .
Cos 27 0
Solution: We have Sin A = Cos (90 – A)0
? Sin 630 = Cos (90 – 63)0 = Cos 270
Sin 630 C os 27 0
Now 1
Cos 27 0 C os 27 0
Sin 2 630 Sin 2 27 0
Example 12: Evaluate (i) (ii) Sin 250 . Cos650 + Cos250 . Sin650
Cos 217 0 Cos 2 730
Solution: We know that 63 + 27 = 90 and 25 + 65 = 90 also Sin A = Cos (90 – A) 0 and

Cos A = Sin (90 – A)0
Sin 2 630 Sin 2 270 Sin 2 630 Sin 2 (90 63)0
(i) Given =
Cos2170 Cos2 730 Cos2 (90 73)0 Cos2 730
Sin 2 630 Cos 2 630

1
Sin 2 730 Cos 2 730
(ii) Sin 250.Cos650 + Cos250.Sin650 = Sin 250.Cos(900 – 250) + Cos250. Sin(900 – 250)
= Sin 250.Sin250+Cos 250.Cos 250 = Sin2 250 +Cos2 250 = 1
Example 13: If Sin 3A = Cos (A – 260), where 3A is an acute angle, find the value of A.
Solution: Given that Sin 3A = Cos (A – 26 0)
Since Sin 3A = Cos (900 – 3A)
? Cos (900 – 3A) = Cos (A – 26 0)
(900 – 3A) = (A – 26 0)
900 + 260 = A + 3A
4A = 1160 A = 290
1. If Sin A = Cos B, then prove that A + B = 90 0

Sin 280 Tan 240
2. Evaluate (i) (ii)
Cos 620 Cot 660
3. Show that Cos 480. Cos 420 – Sin 480. Sin 420 = 0
366 Mathematics
11.4 Trigonometric Identities
We know that an identity is that mathematical equation which is true for all the values of the
variables in the equation.
For example (a+b) 2 # a2 + 2ab + b2 is an algebraic identity. Here ‘a’ and ‘b’ are variables.
In the same way, an identity equation having trigonometric ratios of an angle is called trigonometric
identity. And is true for all the values of the angles involved in it.
Here, we will derive a trigonometric identity and remaining would be based on that.
Consider a right angle triangle ABC with right angle is at B, so
Fig. 11.17
By Pythagoras theorem, we have AB 2 + BC2 = AC2 ...(1)
Dividing each term by AC 2, we get

2 2 2
AB2 BC2 AC2 § AB · § BC · § AC ·
¨ ¸ ¨ ¸ ¨ ¸
AC2 AC2 AC 2
© AC ¹ © AC ¹ © AC ¹
AB BC
Since = Cos A and = Sin A it follows that Cos2 A + Sin2 A = 1
AC AC
We considered an equation having a variable ‘A’ and the equation is true for all values of A.
Hence the equation is a trigonometric identity.
Cos2 A + Sin2 A = 1
Dividing this identity by Cos2 A, we get
Cos 2 A Sin 2 A 1

Cos 2 A Cos 2 A Cos 2 A
1 + Tan2 A = Sec2 A (or) Sec2 A Tan2 A = 1
Trigonometry 367
Again divide Cos2 A + Sin2 A = 1 by Sin2 A. We get
Cos 2 A Sin 2 A 1

Sin 2 A Sin 2 A Sin 2A
Cot2 A + 1 = Cosec2 A
1 + Cot2 A = Cosec2 A (or) Cosec2 A Cot2 A = 1
Example 14: Express Cos A, Tan A and Sec A in terms of Sin A.
Solution: Since Cos2 A + Sin2 A = 1
? Cos2 A = 1 – Sin2 A (i.e.) Cos A = r 1 Sin 2 A
This gives Cos A = 1 Sin 2 A
Sin A Sin A
Tan A =
Cos A 1 Sin 2 A
1 1
and Sec A =
Cos A 1 Sin 2 A
1 Sin T Cos T Cos T

Example 15: Prove that (i) (Sec T T an T)2 (ii) 2 Sec T
1 Sin T 1 Sin T 1 Sin T
1 Sin T
Solution: (i) L.H.S. = 1 Sin T
Multiplying numerator and denominator by 1 – Sin T, we get
1 Sin T 1 Sin T (1 Sin T)2 (1 Sin T)2

u
1 Sin T 1 Sin T 1 Sin 2 T Cos2 T
2 2
§ 1 Sin T · § 1 Sin T ·
¨ ¸ ¨ ¸ = (Sec T – Tan T)2 = R.H.S.
© Cos T ¹ © Cos T Cos T ¹
Cos T Cos T Cos T(1 Sin T) Cos T (1 Sin T)

(ii) L.H.S. =
1 Sin T 1 Sin T (1 Sin T) (1 Sin T)
Cos T Cos T . Sin T Cos T Cos T.Sin T

(1 Sin 2 T)
2 Cos T 2
2Sec T = R.H.S.
Cos 2 T Cos T
368 Mathematics
Example 16: Without using trigonometric tables, evaluate the following.
Sin 2 200 Sin 2 70 0 Sin(90 0 T) . Sin T Cos (90 0 T).Cos T

Cos 2 200 Cos 2 700 Tan T Cot T
Sin 2 200 Sin 2 70 0 Sin(90 0 T) . Sin T Cos (90 0 T).Cos T

Solution: We have
Cos 2 200 Cos 2 700 Tan T Cot T
Sin 2 200 Sin 2 (90 0 20 0 ) 1 1

Cos T . Sin T . SinT . Cos T
Cos 20 Cos (90 20 )
2 0 2 0 0
Tan T Cot T
sin 2 20 cos 2 20
Cos T . Sin T . Cot T Sin T .Cos T .Tan T
cos 2 20 sin 2 20
1
Cos T . Sin T . Cot T Sin T .Cos T.Tan T
1
Cos T Sin T
1 Cos T . Sin T . Sin T .Cos T.
Sin T Cos T
= 1+ Cos2T + Sin2T = 1 + 1 = 2
Sin A 1 Cos A
Example 17: Prove that 2 Cosec A
1 Cos A Sin A
Sin A 1 Cos A Sin 2 A (1 Cos A) 2

Solution: L.H.S. = 1 Cos A Sin A
Sin A.(1 Cos A)
Sin 2 A 1 Cos 2 A 2 Cos A (Sin 2 A Cos 2 A) 1 2 Cos A

Sin A.(1 Cos A) Sin A.(1 Cos A)
1 1 2Cos A 2 2Cos A 2(1 Cos A) 2

Sin A.(1 Cos A) Sin A(1 CosA) Sin A (1 C os A) Sin A
1
2. 2 Cosec A R.H.S.
Sin A
1 Sin A
Example 18: Prove that (Sec A Tan A)2
1 Sin A
Solution: R.H.S. = (Sec A Tan A)2

2 2
§ 1 Sin A · § 1 Sin A · (1 Sin A) 2
¨ ¸ ¨© Cos A ¸¹
© Cos A Cos A ¹ Cos 2 A
Trigonometry 369
(1 Sin A)2 (1 Sin A) (1 Sin A) (1 Sin A)

L.H.S.
1 Sin 2 A (1 Sin A) (1 Sin A) (1 Sin A)
1 Sin A
Hence (Sec A Tan A)2 .
1 Sin A
Alternate method:
We can prove the identity by starting from L.H.S. in the following way:
(1 Sin A) (1 Sin A) (1 Sin A)

L.H.S. = u
2
(1 Sin A) 2 (1 Sin A) 2 § 1 Sin A ·
¨ ¸
1 Sin 2 A Cos 2 A © Cos A ¹
2
§ 1 Sin A ·
¨ ¸ = (Sec A Tan A)2 = R.H.S.
© Cos A Cos A ¹
Method to solve questions on Trigonometric identities
1. Choose L.H.S. or R.H.S. whichever looks to be easy to simplify.
2. Use different identities to simplify the L.H.S. (or R.H.S.) and arrive at the result on the other
hand side.
3. If you don’t get the result on R.H.S. (or L.H.S.) arrive at an appropriate result and then simplify
the other side to get the result already obtained.
4. As both sides of the identity have been proved to be equal, the identity is established.
1 Sin A Cos A
Example 19: Prove that
1 Sin A 1 Sin A
1 Sin A 1 Sin A 1 Sin A

Solution: L.H.S. = u
1 Sin 2 A Cos 2 A Cos A

R.H.S.
1 Sin A Cos A
Hence
1 Sin A 1 Sin A
370 Mathematics
Tan A Sec A 1 1 Sin A Cos A

Example 20: Prove that Tan A Sec A 1 Cos A 1 Sin A
Tan A Sec A 1
Solution: L.H.S. = Tan A Sec A 1
(Tan A Sec A) (Sec2 A Tan 2 A)

= (' Sec2A Tan2A = 1)
Tan A Sec A 1
(Tan A Sec A) (Sec A Tan A) (Sec A Tan A)

= Tan A Sec A 1
(Tan A Sec A)[1 Sec A Tan A)]

= (1 Sec A Tan A) = Tan A + Sec A
Sin A 1 1 Sin A
= =
Cos A Cos A Cos A = R.H.S.
Again,

u
(Cos A) (Cos A) (1 Sin A)
1 Sin 2 A Cos 2 A Cos A

R.H.S.
Cos A(1 Sin A) Cos A(1 Sin A) (1 Sin A)
Tan A Sec A 1 1 Sin A Cos A

Hence Tan A Sec A 1 Cos A 1 Sin A
Example 21: If Cos T – Sin T = 2 Sin T, then show that Cos T+ Sin T= 2 Cos T
Solution: Given that Cos T – Sin T = 2 Sin T
Cos T = 2 Sin T + Sin T
Cos T = ( 2 +1) Sin T
Cos T
Sin T
2 1
Cos T 2 1 2 Cos T Cos T
Sin T = u Sin T =
2 1 2 1 2 1
Trigonometry 371
Sin T = 2 Cos T Cos T
Hence, Cos T + Sin T = 2 Cos T
Example 22: If Tan4T + Tan2T = 1, then show that Cos4 T+ Cos2 T = 1
Solution: Given that Tan4T + Tan2T = 1 Tan 2 T(Tan 2 T 1) 1
1
(Tan 2 T 1) Cot 2 T Sec2T = Cot2T
Tan 2 T
1 Cos 2 T
Sin2T = Cos4T
Cos 2 T Sin 2 T
1 – Cos2T = Cos4T (Since Sin2T = 1 – Cos2T)
? Cos4T + Cos2T = 1

1. Prove that Cos 4 A – Sin4 A = Cos2 A – Sin2 A = 1 – 2Sin2 A
2. Prove that Sec A(1–Sin A)(Sec A + Tan A) = 1
CotA CosA Co sec A 1

3. Prove that
CotA CosA Co sec A 1
1. Prove that (Sin A + Cosec A) 2 + ( Cos A + Sec A) 2 = 7 + Tan2 A + Cot2 A.
k2 1
2. If Cosec T + Cot T = k, then prove that Cos T
k2 1
3. Prove the identities, where the angles involved are acute angles for which the expressions are
defined.
1 Cos T Cos $ 1 Sin A

(i) (Cosec T – Cot T)2 = 1 Cos T (ii) 2Sec A
1 Sin A Cos A
Cos $ Sin A 1
4. Prove the identity Co sec A C ot A
Cos $ Sin A 1
1 Sin A
5. Prove that Sec A Tan A
1 Sin A
372 Mathematics
1
6. Prove that (Cosec A – Sin A)(Sec A – Cos A) =
Tan A Cot A
Cot A Cosec A 1 1 Cos A Sin A

7. Prove that
Cot A Cosec A 1 Sin A 1 Cos A
Tan A Cot A
8. Prove that 1 C ot A 1 Tan A 1 Sec A.Cosec A
Sin A Sin B CosA CosB

9. Prove that Cos A Cos B Sin A Sin B 0
2 2
Cos2 200 Cos2 700
10. Evaluate (i) § Sin 47 · § Cos 43 ·
0 0
(ii)
¨ 0 ¸ ¨ 0 ¸ 3(Sin 2 590 Sin 2 310 )
© Cos 43 ¹ © Sin 47 ¹
11.5 Applications of Trigonometry

We have so far learnt about trigonometric ratios of an angle. Also, we have learnt to determine
the values of trigonometric ratios for the angles of 300, 450, 600, 900 and 00 which are well defined.
In this section, we will learn how trigonometry can be used to determine the distance between objects
or the heights of objects by taking examples from daily life. We shall first define some terms which
are required in the study of heights and distances.
Let us understand through some examples. Siva wants to find the height of an electrical pole.
He tries to locate the top most point of the pole. He also imagines a line joining the top most point
and his eye. This line is called “Line of sight”. He also imagines a horizontal line, parallel to earth,
from his eye to pole. Here the line of sight, horizontal line and the pole form a right angle triangle.
Fig. 11.18
Trigonometry 373
If the line of sight is above the horizontal line then the angle between the line of sight and the
horizontal line is called “angle of elevation”.
Suppose you are on the top of a building and you want to find the distance of bore-well from
the building on which you are standing. For that, you have to observe the base of the bore-well. Then
the line of sight from your eye to the base of bore-well is below the horizontal line from your eye.
Isn’t it?
Here the angle between the line of sight and horizontal line is called “angle of depression”.
Fig. 11.19
How can we draw a figure for the given situation? When we want to solve problems of heights
and distances, we should consider the following.
1. All objects such as towers, trees, buildings, ships, mountains, etc. shall be considered as linear
for mathematical convenience.
2. The angle of elevation or angle of depression is considered with reference to the horizontal line.
3. The height of the observer is to be neglected, if it is not given in the problem.
Example 23: A ladder leaning against a window of a house makes an angle of 600 with the ground.
If the length of the ladder is 8m., find the distance of the foot of the ladder from the wall and also
find the height of the wall.
Solution: First draw the figure for the given situation.
Harizontal distance
Fig. 11.20
374 Mathematics
Since we have to find the distance between wall and foot of the ladder, and we have the length
of the ladder these two represent adjacent side and hypotenuse with respect to the angle. So, here
we have to consider ‘Cosine’ value. For finding height of the wall we consider the ratio either “Sine”
or “Tangent”. (You need not write these lines in examination)
Let AC be a ladder leaning against the wall, AB makes an angle of 600 with the ground BC.
Given that AC = 8cm.
BC
Now in 'ABC, Cos 600 =
AC
1 BC 1
BC u8 4
2 8 2
Hence, the foot of the ladder is 4m. away from the wall.
AB
To find the height of the wall we shall take Tan 60 0 =
BC
AB
3 AB 4 3
4
(or) AB = 4(1.732) = 6.928m. (the value of 3 = 1.732 approximately)
Hence the height of the wall where the ladder touched the wall is 6.928m. (approximately)
Example 24: Ramu observes a boy standing on the ground from a helicopter at an angle of depression
450. If the helicopter flies at a height of 50 meters from the ground, what is the distance of the boy
from Ramu?
Solution:
Fig. 11.21
Here ray AD is the horizontal line and AC is the line of sight. The angle of depression at A
0
is 45 , Height AB=50m.
Since, the ray AD is parallel to BC, and AC is transversal, it follows that the angle at C is also
0
45 .
Trigonometry 375
We have to find the length of AC and we have the length AB=50m. So we take the trigonometric
ratio “Sine”.
AB 1 50
Now Sin 450 =
AC 2 AC
AC 50 2 50 (1.414) (the value of 2 = 1.414 approximately)

?AC = 70.7m.
Hence, the distance of the boy from Ramu is 70.7m. (approximately)
Example 25: An observer of height 1.8m. is 13.2m. away from a palm tree. The angle of elevation
of the top of the tree from his eye is 45 0. What is the height of the palm tree?
Solution:
13
F
Fig. 11.22
Let the height of the palm tree AB = h m.
and height of the observer CD = 1.8 m.
Distance between foot of the tree and foot of the observer BC = 13.2 m.
Draw DE perpendicular to AB. Now BCDE is a rectangle
? DE = CB = 13.2 m., BE = CD = 1.8 m.
In 'AED, AED = 90 0
Angle of elevation at D is 45 0
AE
Now Tan 450 =
DE
AE
1= AE = 13.2 m.
13.2
Height of the palm tree = AB = AE + BE = 13.2 + 1.8 = 15 m.
376 Mathematics
Example 26: Standing on the top of a tower 100 m. high, Kiran observes two cars on the opposite
sides of the tower. If their angles of depression are 45 0 and 600, find the distance between the two
cars.
Solution:
Fig. 11.23
Let AD be the tower 100 m. high. Let B and C be the positions of the two cars. Let the angle
of depression of car at B be 60 0 and of the car at C be 45 0 as shown in the figure.
Now EAB = ABC = 600 and FAC = ACB=450 (why?)
(EF//BC. AB and AC are transversals, alternate angles are equal)
AD 100
In 'ACD, Tan450 1
DC DC
DC = 100 m. ...(1)
AD 100
Also in 'ABD, Tan 600 3
DB DB
100 100 3
DB DB u
3 3 3
100(1.732)
BD 57.74m.
3
BD = 57.74 m. ... (2)
Hence, the distance between two cars BC = BD+DC
= 57.74 + 100 [from (1) and (2)]
= 157.74 m.
Trigonometry 377

1. Define ‘angle of elevation’ and ‘angle of depression’.
1
2. The shadow of a vertical pole is of its height. Show that the sun’s elevation is 60 0.
3
3. A balloon is connected to a meteorological ground station by a cable of length 100 m. inclined
at 600 to the horizontal. Find the height of the balloon from the ground assuming that there is
no slack in the cable.
Summary
Trigonometric ratios Sin T, Cos T, Tan T, Cot T, Sec T and Cosec T
Trigonometric ratios for specific angles.
A 00 300 450 600 900
1 1 3
Sin A 0 1
2 2 2
3 1 1
Cos A 1 0
2 2 2
1
Tan A 0 1 3 Not defined
3
1
Cot A Not defined 3 1 0
3
2
Sec A 1 2 2 Not defined
3
2
Cosec A Not defined 2 2 1
3
Trigonometric ratios for complementary angles

Sin(900 T) Cos T, Cos (900 T) Sin T, Tan (900 T) Cot T,
Cot (900 T) Tan T, Sec (900 T) Cosec T, Cosec (900 T) Sec T
Trigonometric identities
Sin2 A + Cos2 A = 1 1 + Tan2 A = Sec2 A 1 + Cot2 A = Cosec2 A
Applications of Trigonometry
Angle of elevation; angle of depression.
378 Mathematics
Mind map
1. A tower stands vertically on the ground. The angle of elevation from a point on the ground,
which is 60 m. away from the foot of the tower is 30 0. Find the height of the tower.
2. The upper part of a tree is broken by the strong wind. The top of the tree makes an angle of
300 with the horizontal ground. The distance between the base of the tree and the point where
it touches the ground is 20 m. Find the height of the tree.
3. A kite is flying at a height of 50 m. above the ground. The string attached to the kite is temporarily
tied to a point on the ground. The inclination of the string with the ground is 60 0. Find the
length of the string, assuming that there is no slack in the string.
4. The shadow of a tower, when the angle of elevation of the sun is 450 is found to be 30 metres
longer than when it was 60 0. Find the height of the tower.
Trigonometry 379
5. A person standing on the bank of a river observes that the angle of elevation of the top of a
tree standing on the opposite bank is 60 0. When he moves 60 metres away from the bank,
he finds the angle be 30 0. Find the height of the tree and the width of the river.
6. A boy is standing at some distance from a 45 m. tall building. The angle of elevation from his
eyes to the top of the building increases from 300 to 600 as he walks towards the building. Find
the distance he walked towards the building.
7. The shadow of a tower standing on a level ground is found to be 60 m. longer when the sun’s
altitude is 300 than when it is 60 0. Find the height of the tower.
8. Two pillars of equal heights are on either side of a road, which is 160 m. wide. At a point on
the road between the pillars, the angles of elevation of the top of the pillars are 60 0 and 300
respectively. Find the position of the point between the pillars and the height of each pillar.
Fill in the Blanks
1. (i) Cos 590 = ______
(ii) Cot 280 = _______
(iii) Cosec 720 = _______
(iv) Sin 650 = ______
(v) Sec 420 = ________
(vi) Tan 130 = ________
1. Choose the correct option

(i) (Sin A + Cos A)2 – 2 Sin A. Cos A = [ ]
(A) 0 (B) 2 (C) 1
(D) Sin2 A – Cos2 A
(ii) Sin4 A – Cos4 A = [ ]
(A) 1 (B) Sin2 A – Cos2 A (C) 0 (D) Tan2 A
380 Mathematics
(iii) Sin2 A – Sec2 A + Cos2 A + Tan2 A = [ ]

(A) 0 (B) 1 (C) Sin2 A (D) Cos2 A
(iv) (Sec A – Tan A)(Sec A + Tan A) – (Cosec A – Cot A)(Cosec A + Cot A) = [ ]
1
(A) 2 (B) 1 (C) 0 (D)
2
(v) 2019 Sec2 A – 2019 Tan2 A= [ ]
1
A) 2019 (B) 1 (C) 0 (D)
2019
(vi) (Sec A + Tan A)(1 – Sin A)= [ ]
(A) Sec A (B) Sin A (C) Cosec A (D) Cos A
(vii) (1+Tan T + Sec T)(1 + Cot T – Cosec T) = [ ]
(A) 0 (B) 1 (C) 2 (D) –1
1 Tan 2 A
(viii) [ ]
1 Cot 2 A
(A) Sec2 A (B) –1 (C) Cot2 A (D) Tan2 A

11.1
1. D
20 21 29
2. Sin T ; Cot T ; Sec T
29 20 21
40 40 40 41
3. Cos R ; Cot R ; Tan P ; Cosec P
41 9 9 40
9 9 15 15
4. Cos A ; Cot A ; Sec A ; Cosec A
15 12 9 12
11.2
1. 45o
2. 1-C, 2-A, 3-D
3. 2
4. A = 45o, B = 15o
Trigonometry 381
11.3
2. (i) 1 (ii) 1
11.5
1. Angle of elevation : If the line of sight is above the horizontal line, then the angle between the
line of sight and the horizontal line is called “angle of elevation”.
Angle of depression : If the line of sight is below the horizontal line, then the angle between
the line of sight and the horizontal line is called “angle of depression”.
2. 60o
3. 86.6 m.
Terminal Exercise 1
5 13 13 5
1. Tan C = ; Cosec C = ; Sec A = ; Cot A =
12 5 5 12
1 1
2. Sin C = ; Cos C = ; Cosec A = 2
2 2
1 3
3. AC = 10 cm.; BC = 5 3 cm. Sin C = ; Cos C =
2 2
1 2
Tan C = ; Cot C = 3; Sec C = Cosec C = 2
3 3
24 7 24 7
4. Sin T = ; Cos T = ; Tan T = ; Cot T = ;
25 25 7 24
25 25
Sec T = ; Cosec T =
7 24
5 5
5. Sin T = ; Tan T =
13 12
48
6.
125
2 2
8. Sin B = ; Tan B =
13 3
382 Mathematics
1
10. (i) 2 (ii)
3
1. 34.6 m. 2. 34.64 m. 3. 100 m. 4. 40.98 m.
5. 51.96 m. 6. 51.96 m. 7. 30 3 m. 8. 69.28 m.
Answers Fill in the Blanks
1. (i) Sin 31o (ii) Tan 62o (iii) Sec 18o (iv) Cos 25o
(v) Cosec 48o (vi) Cot 77o
2. (i) 1 (ii) 1
Answers to Multiple Choice

1. (i) C (ii) B (iii) A (iv) C
(v) A (vi) D (vii) C (viii) D
1 Sin A
1. Prove that =(Sec A Tan A)2
1 Sin A
2. In 'ABC right angle at B, AB = 6 cm, BC = 8 cm. Find all six trignometric ratios of A.
3. In 'ABC right angle at B, AB = 3 cm, BC = 6 cm. Determine BAC and ACB.
4. If Sin 3A = Cos (A - 26) where 3A is an acute angle. Find the value of A.
5. Define “angle of elevation” and “angle of depression”.

12
Statistics
Sir Ronald. A. Fisher

(1890-1962)
The French mathematician Sir Ronald. A. Fisher is the pioneer in the
development of Statistics. He was interested in the theory of errors that eventually
let him to investigate statistical problems. He is known as “Father of Modern
statistics”
Every day we come across different kinds of information in the form of text, numbers, figures
and tables in print media (i.e., Newspapers, magazines,…) and multimedia (i.e., TV, Mobile phones…)
of communication. This information may be about politics, economics, food production, education,
sports, election results etc. In all this information, we use mainly numbers in various forms. This is
called numerical data. The data help us in making decisions and change of our life style in all walks
of life. Hence, it is important to know about data and its various forms of representation with analysis.
384 Mathematics
The information collected through various sources may not be suitable for reading, understanding
and for analysing unless it should be carefully handled and presented in a systematic or scientific
manner.
Statistics is an important branch of mathematics which deals mainly with data and their representation
with analysis.
Now, we shall study the basics of statistics in which how to classify the given data and represent
in various forms. (i.e., frequency tables, pie charts, bar graphs, frequency graphs etc.) We shall also
learn the measures of central tendency (i.e., arithmetic mean, median and mode) for analysing data
more preciously.
As the individual observation in the data usually cluster around the averages, they are also called
‘measures of central tendency.
An expression which represents the entire data should neither be the lowest nor the highest value
in the data, but it should lie somewhere between these two, possibly at the centre. That is why, these
are called measures of central tendency.
Commonly there are three measures of central tendency. They are
(i) Arithmetic mean (simply mean)
(ii) Median
(iii) Mode
Objectives
to recall the meaning of “Statistics” and understand the various stages of its study.
to know how to classify and represent the data in the ungrouped and grouped frequency
distribution tables using tally marks.
to prepare cumulative frequency tables of a frequency distribution table.
to know about a pie chart and bar graph and understand how to draw them for a discrete
data.
to draw histogram and frequency polygon for a given frequency distribution of continuous
data.
to know about various measures of central tendency for analysing given data
to calculate arithmetic mean, median and mode of ungrouped and grouped frequency distributions.
Statistics 385
12.1 Meaning of Statistics
The word “Statistics” seems to have been derived from the Latin word ‘Status’ or Italian word
‘Stata ‘or the Greek word ‘Statistic’ the meaning of which is ‘a political state’. In the ancient days,
numerical statistics pertaining to population, their wealth, details of military requirement were collected
in the form of numbers.
Statistics originally meant for facilitation of government and was later applied to many fields.
Statistics is used in plural sense, meaning numerical data.eg., the educational statistics of our
country, rain fall over the last 10 years, etc. It is used as a singular sense making the subject which
deals with classification, organisation and analysis of data.e.g., statistics as a curricular subject at
university level.
Thus, statistics is a science which deals with collection, organisation, representation, analysis and
interpretation of numerical data.
In any field of investigation, data collection is the first step. This data will be analysed by the
investigator or the statistician to draw inferences.
Data are said to be in two forms

1. Primary data : The data which is collected in raw form by the investigator himself. E.g.,Census
survey,Opinion and exit poll surveys,etc….
2. Secondary data : This is a data collected by some agencies,institutions in the form of published
reports. E.g.,Mid-day meal reports of various schools,price index etc….
The collected data will be organised or tabulated in the form of tables and represent them in
maps to help us to understand better about a particular information.
Example - 1 : Shankar collected the attendance particulars of a school in which there are 22 students
in VI class,35 in VII class,30 in VIII class,38 in IX class and 40 in X class.Prepare a table for the
collected data and find the total number of students in the school.
Solution : Attendance particulars of a school collected by Shankar.
Class VI VII VIII IX X Total
Number of Students 22 35 30 38 40 165

386 Mathematics

1. Fill in the blanks:
(i) Father of modern statistics is __________
(ii) The study of science that deals with collection, organisation, analysis of numerical data is
called ____________
(iii) The data collected by the investigator himself is called____________
(iv) The data collected by agencies in the form of published reports is known as __________
(v) The first stage in the study of statistics is ___________
2. Classify the following statements in to primary and secondary data.
(i) Census-2011 collected by the teachers in a door to door to survey. ( )
(ii) Jandhan Yojana Bank account particulars collected by Dist. Collector. ( )
(iii) Information collected by finance ministry for the preparation of budget. ( )
(iv) The attendance particulars of learners in weekend classes collected by

open school co-ordinator. ( )
(v) Medical reports collected by a doctor of a patient to diagnose the disease. ( )
3. What is called raw data? Give an example.
4. Differentiate between a primary data and a secondary data.
5. Collect the information of rates of tiffin from a hotel from your locality and write them in a table.
Tiffin Idly Vada Poori Dosa ---------- ----------
Rate ---------- ---------- ---------- ---------- ---------- ----------
12.2 Organisation of data

When the collection of data is over, the next step to the investigator is to find ways to classify
and organise them in order to study the salient features. Such an arrangement is called Organisation
of data,
Statistics 387
Suppose there are 20 students in a class and the marks obtained by them in a Mathematics
test(out of 100) are as follows.
35 40 60 56 70 76 56 35 56 70
48 28 21 39 56 60 82 60 35 40
The data in this form is called raw data. Each entry i.e.,35, 40…etc is called an item or score
or observation. By looking at it in this form, we can find the highest and lowest marks.i.e., the highest
mark is 82 and the lowest mark is 21. If we wish to find the number of students who got more than
50 marks, it is difficult to count. So, we will arrange the raw data in either ascending or descending
order of numbers. i.e., 21, 28, 35, 35, 35, 39, 40, 40, 48, 56, 56, 56, 56…...and so on till the highest
score. This is called arrayed data. Further, if we want to know which mark occurred more or a
smaller number of times, it is difficult to answer immediately and time consuming, when the number
of observations is large. To make the data more informative, we can present these in a tabular form
as shown below.
Table - 1
Mark Tally marks Number of students
21 | 1
28 | 1
35 ||| 3
39 | 1
40 || 2
48 | 1
56 |||| 4
60 ||| 3
70 || 2
76 | 1
82 | 1
Total 20
388 Mathematics
This presentation of the data in the form of a table is an improvement as it presents a clear idea
of the data. We can easily identify the required value, i.e., the mark scored by most number of students
is 56 (4 times). The numbers 1, 1, 3, 1, 2, …were recorded by using tally marks(counting symbols)
are called respective frequencies., the number of items present for a particular item or observation is
called frequency. Such a table is called as frequency distribution table (or) simple frequency
table.
Example -2 : Prepare an ungrouped frequency distribution table for the following data of numbers.
30 15 17 17 20 15 18 16 25 16 15 16 18 20 28
27 18 18 20 25 16 16 20 28 15 18 20 20 20 25
Solution : The ungrouped frequency distribution table for the given data is as follows.
Number/Item Tally marks Frequency
15 |||| 4
16 |||| 5
17 || 2
18 |||| 5
20 |||| || 7
25 ||| 3
27 | 1
28 || 2
30 | 1
Total 30
Note : If the frequency exceeds 4 of an observation, we shall use as | | | | (i.e., single bunch of 5)
and continue thereafter.
In order to get a further condensed form of the data (i.e., when the number of observations is
large), we classify the data into groups or classes by following the steps given below.
Step-1: We determine the range of the raw data first by the formula,
Range = Highest value – lowest value.
Step-2: We decide upon the number of classes or groups into which the raw data are to be grouped.
Step-3: We divide the range by the desired number of classes to determine the appropriate size of
the class, rounded off to the nearest integer.
Statistics 389
Step-4: We take each observation from the data and by using tally marks,we get the frequency of
that class.
Step-5: The frequency table should be given a proper title as of the given data.
Let us see an example
The marks obtained by 20 students in a Mathematics test(out of 100) are as follows.
35 40 60 56 70 76 56 35 56 70
48 28 21 39 56 60 82 60 35 40
Here the range is 82 21 = 61
Range 61
Therefore,the class size = = = 6.77(i.e., 7)
Number of Classes 9
Now the grouped frequency distribution table can be prepared as follows.

Class Interval Tally marks Frequency
20-26 | 1
27-33 | 1
34-40 |||| | 6
41-48 | 1
49-55 0
56-62 |||| | | 7
63-69 0
70-76 ||| 3
77-83 | 1
Total 20
Note that there is no overlapping of items and each item is included in any one of the classes.
These classes are known as Inclusive classes. Here the upper limit of a class is different from lower
limit of the next class. Fore.g., The upper limit of the class 34 - 40 is 40 and lower limit of the next
class 41 - 48 is 41.
We can also take the classes continuously without this gap of decimals as 20 - 27,
27 - 34, 34 - 41, 41 - 48…….so on. But some times we may get confused to include the score which
is equal to the upper limit of a class and lower limit of the next class. For example, to put the item
390 Mathematics
41, we include in the next class i.e., 41 - 48 and not in 34 - 41. Remember that this is followed as
convention. This type of classes is called Exclusive type of classes or Continuous classes.
Example - 3 : The marks obtained by 50 students in a mathematics test with maximum marks of 100
are given below. Prepare a grouped frequency distribution table for the data using class size 10.
43 88 25 93 68 81 29 41 45 87 34 50 61 75 51 96 20 13 18 35 25 77 62 98 47
36 15 40 9 25 39 60 37 50 19 86 42 29 32 61 45 68 41 87 61 44 67 30 54 8
Solution: Here the range is 98 8 = 90
Class size is 10
90
Therefore, the number of classes will be = 9 of 1 more
10
Class interval Tally marks Frequency
0-10 || 2
10-20 |||| 4
20-30 |||| | 6
30-40 |||| || 7
40-50 |||| |||| 9
50-60 |||| 4
60-70 |||| ||| 8
70-80 || 2
80-90 |||| 5
90-100 ||| 3
Total 50

1. Fill in the blanks.
(i) The number of items of an observation in a data is called ____________
(ii) The range of the scores 15,8,22,14,9,27,12,18 is ____________
(iii) The difference between class limits is called _______________
(iv) The classes 15 - 24, 25 - 34, 35 - 44 …….so on are called _________ type classes.
(v) The classes 0 - 10, 10 - 20, 20 - 30, ….. so on are called _____________ type of
classes.
Statistics 391
2. Answer the following in one or two sentences.

(i) What is called range of a data?
(ii) What do you mean by frequency?
(iii) Define class interval.
(iv) Write formula to find class size when the range and number of classes are known.
3. The heights (in cm) of 20 girls in class IX are given below.
140 140 160 139 153 146 151 150 154 139
160 142 152 140 146 148 151 162 148 153
Answer the following questions.
(i) What is range of the data?
(ii) How many students are in the class with lesser height than 150 cm.
(iii) How many students are in the class with taller than 150 cm.
4. Prepare an ungrouped frequency table for the weights (in kg) of 25 students in class X.
38 40 41 42 48 48 51 47 38 42 41 42 41 51 47 51 40 51 48 51 42 48 51 47 42
5. The following frequency distribution is showing about the ages (in years) of 30 teachers in a
school.
Age(in years) Number of teachers
26 - 30 2
31 - 35 5
36 - 40 7
41 - 45 10
46 - 50 3
51 - 55 3
Total 30
Answer the following questions:
(i) What is the size(interval) of each class?
(ii) What is the upper limit of the class 41-45?
(iii) What is the lower limit of the class 26-30?
(iv) What is the frequency of the class 36-40?
392 Mathematics
12.3 Cumulative Frequency

The progressive total of frequencies from either the first or the last class boundaries to a particular
class boundary of a frequency distribution is called Cumulative frequency.
This is two types:
(i) Less than cumulative frequency(L.C.F)
The progressive total of frequencies from the first class upper boundary to the upper boundary
of a particular class is called Less than Cumulative frequency.
Consider the grouped frequency distribution expressing the marks of 65 students in a summative
test. Let’s prepare less than cumulative fraquency distribution table.
Class interval Frequency Upper L.C.F
(Marks) (Number of students) boundary
0-5 3 5 3
5-10 5 10 3 + 5 = 8
10-15 8 15 8 + 8 = 16
15-20 15 20 16 + 15 = 31
20-25 12 25 31 + 12 = 43
25-30 12 30 43 + 12 = 55
30-35 8 35 55 + 8 = 63
35-40 2 40 63 + 2 = 65
Total 65
Steps:
1. Frequency of first class is directly taken in to L.C.F(i.e., Number of students scored marks
below 5).
2. Add the frequency of the second class to the L.C.F of the first class to give the L.C.F of second
class (i.e., Number of students scored marks below 10)
3. Follow the same procedure to get remaining L.C.F of next successive classes.
(ii) Greater than cumulative frequency(G.C.F)
The progressive total of frequencies from the last class lower boundary to the lower boundary
of a particular class is called Greater than Cumulative frequency.
Statistics 393
Consider the grouped frequency distribution expressing the marks of 65 students in a summative
test.
Class interval Frequency Lower G.C.F

0-5 3 0 62 + 3 = 65
5-10 5 5 57 + 5 = 62
10-15 8 10 49 + 8 = 57
15-20 15 15 34 + 15 = 49
20-25 12 20 22 + 12 = 34
25-30 12 25 10 + 12 = 22
30-35 8 30 2 + 8 = 10
35-40 2 35 2
Total 65
Steps:
1. Frequency of last class is directly taken in to G.C.F(i.e., Number of students scored marks
above 35).
2. Add the frequency of the second class to the G.C.F of the first class to give the G.C.F of
second class (i.e., Number of students scored marks above 30)
3. Follow the same procedure to get remaining G.C.F of next successive classes.
Note : The average of Lower limit of a class and upper limit of the previous class is called Lower
boundary and the average of Upper limit of a class to the lower limit of next class is called
Upper boundary of the particular class.
For example., The boundaries of a class 25-30 are
25 25
(i) Lower boundary = 25
2
30 30
(ii) Upper boundary = 30
2
Example-4: Prepare a Less than cumulative frequency distribution table for the following data.
Class Interval 1-10 11-20 21-30 31-40 41-50 51-60
Frequency 4 11 15 12 5 3
394 Mathematics
Solution: The following is the Less than cumulative frequency of the given data.
Class interval Frequency Upper L.C.F
1-10 4 10.5 4
11-20 11 20.5 4 + 11 = 15
21-30 15 30.5 15 + 15 = 30
31-40 12 40.5 30 + 12 = 42
41-50 5 50.5 42 + 5 = 47
51-60 3 60.5 47 + 3 = 50
Total 50
In Text Questions (12.3)

1. Answer the following questions in 1-2 sentences.
(i) What is L.C.F?
(ii) What is G.C.F?
(iii) If the classes of a frequency distribution are 15 - 19, 20 - 25, 26 - 30., then find the lower
boundary of the class 20 - 25.
(iv) If the classes in a frequency distribution are 4 - 8, 8 - 12, 12 - 16, 16 - 20, then find the
upper boundary of the class 12 - 16.
2. Prepare a Less than Cumulative frequency distribution table for the following data.
Class Interval 5-10 11-15 16-20 21-25 25-30 Total
Frequency 4 7 12 5 2 30
3. Prepare a Greater than Cumulative frequency distribution table for the following data.
Class Interval 0-10 10-20 20-30 30-40 40-50 Total
Frequency 5 8 19 13 5 50
12.4 Graphical Representation of data

Frequency distribution is an organised data with observations or class intervals with frequencies.
To represent the discrete data in the form of pictographs, bargraphs, double bar graphs and pie charts,
is it necessary to understand the data in a better way. We shall learn about Pie charts and bar graphs
here as they are mostly used in our daily life situations to represent data.
Statistics 395
Pie chart
We come across the data represented in circular form as shown in the following figure.i.e.,Literacy
rate of India from 1951-2011.
Here the circle (whole) is divided into various sectors (Parts) to show the relationship between
a whole and its parts. The size of each sector is proportional to the item. (i.e., Years) or information
it represents. Since, the sectors resemble the slices of a pie, it is called a Pie Chart or a Pie diagram.
“Pie” is an American food item of circular shape in nature and each piece is a slice, like Pizza
and its parts.
Now, let us know and understand how to construct a pie chart for the given data with the help
of an example.
Example-5: Draw a pie chart for the following data regarding the time spent(in hours) by a student
on various activities during a day.
Activity Sleep School Play Home work Others
Time spent (in hours) 8 6 3 2 5
Solution: Number of hours spent by a student in different activities in a day of 24 hours are converted
into component parts of 360°(i.e., the sum of angles at the centre of a circle).
Let us prepare the table showing the central angle of a sector for each activity by the formula,
Time spent on each activity

Central angle of the sector = u 360o
Total time of the day
396 Mathematics
Activity Time spent on Central angle

each activity of the sector
8
Sleep 8 hours u 360o 120 o
24
6
School 6 hours u 360o 90o
24
3
Play 3 hours u 360o 45o
24
2
Home work 2 hours u 360o 30o
24
5
Others 5 hours u 360o 75o
24
Total 24 hours 360 o
Steps
1. We draw a circle of any convenient radius.
2. Start with any radius and measure of 120o at the centre of the circle and mark the second arm
of the angle to form the first sector. This sector represents the time spent for sleep.
3. Now, mark off the second sector by measuring an angle of 90 o in the same sense as before.
This sector represents the time spent at the school.
4. Proceeding like this, we construct the sectors for play and home work also.
5. The remaining sector will represent the last item. (i.e., other activities)
Statistics 397
The sectors may be shaded or coloured differently to distinguish one from the other.
Thus, we obtain the required pie chart for the given data.
Bar graph
The other way to represent discrete data is Bar graph or Bar chart., which is more convenient
for the purpose of comparing among the individual items. Bar graph is one of the graphical representations
of numerical data.
For example, the following is a bar graph showing the rise of literacy rate in India over the last
40 years.
Bars (rectangles) of uniform width are drawn with equal spaces in between them, on the horizontal
axis (i.e.X - axis). The height of the rectangles is shown along the vertical axis (i.e.Y - axis) and are
proportional to their respective frequencies. (i.e., number of students)
Note : Bar graphs can also be represented on Y-axis with horizontal bars. But, in general, vertical
bar graphs are mostly preferred.
Example-6 : The data below shows the circulation of newspapers in six languages in a town.
Language English Hindi Telugu Tamil Urdu
News papers 700 250 1200 50 200
Represent the above data in a bar graph.
Solution:We shall prepare a table to find the height of “Bar” representing each item in the given data
by using the formula base on suitable scale factor.(i.e., 1 cm =100 newspapers)
Number of news papers of a language
Height of the bar =
100
398 Mathematics
Language Number of Height of the bar

news papers
700
English 700 = 7 cm
100
250
Hindi 250 = 2.5 cm
100
1200
Telugu 1200 = 12 cm
100
50
Tamil 50 = 0.5 cm
100
200
Urdu 200 = 2 cm
100
Steps:
1. Take a graph paper and draw horizontal (X-axis) and vertical (Y-axis) axes.
2. Represent ‘Language’ on X-axis and ‘Number of newspapers ‘on Y-axis.
3. Choose uniform width of bars and uniform gap in between them according to the space available.
4. Choose a suitable scale along the vertical axis and find the height of each bar representing each
item as shown in the table.
5. Draw five bars of equal width and heights as shown in the table.
6. Shade the bars differently and put the title of the bar graph.
Thus, the required bar graph is constructed.
Statistics 399

(i) The representation of data in sectors in a circle is called as ___________
(ii) The sum of central angles of all the possible sectors in a pie diagram is ______
(iii) The formula to find the central angle of a sector in a pie diagram is ___________
(iv) The numerical data represented using rectangular bars is known as _______.
(v) The vertical height of each bar of a bar graph depends upon the _______ taken on Y-axis.
2. The Inter examination result of a college is represented in the following pie chart.
Answer the following questions.

(i) What is the pass percentage of 1st class
students?
(ii) In which class the greatest number of
students passed?
(iii) If 10 students are failed, then how many students got III class ?
3. The following bar graph shows how the students come to school using different transport. (Scale
1cm = 10 students)
Scale :
1CM = 10 students
400 Mathematics

(i) How many students come to school by car?
(ii) What is the scale of drawing bar graph?
(iii) What is the most common mode of transport of students in the school?
12.5 Histograms and Frequency polygons

Earlier we have discussed how to represent a given data by means of Pie chart and a Bar graph.
Now, we shall learn how to represent a continuous grouped frequency distribution graphically.
12.5.1 Histogram
A histogram is a vertical bar graph with no space between the bars. It is drawn for a grouped
frequency distribution.
We can see rainfall in different years, year wise school result, food production of a state in
continuous years, cricket score over wise, etc were represented in histograms.
To construct a Histogram, the classes of the grouped data are taken along the horizontal axis
and the respective class frequencies on the vertical axis using a suitable scale on each axis. For each
class, a rectangle is constructed with base as the width of the class and height determined from the
class frequencies. The areas of rectangles are proportional to the frequencies of their respective classes.
Statistics 401
Example-7 : The following is the frequency distribution of marks obtained by 25 students in a class
test.
Marks 0-10 10-20 20-30 30-40 40-50
Number of students 2 5 8 6 4
Draw a histogram for the above data.
Solution:We shall follow the steps for drawing a histogram.
Step-1 : Draw two perpendicular lines i.e., Horizonta l(X-axis) and Vertical (Y-axis) on the graph
paper.
Step-2 : We take classes (marks) 0 - 10, 10 - 20, 20 - 30,….on the X-axis with equal width 10.
Step-3 : Choose a suitable scale on the Y-axis to represent the frequencies (Number of students) of
classes.i.e.,1 cm=1 student.
Step-4 : Draw the rectangles against each class continuously and shade them for having a good look.
Thus, the required Histogram is drawn.

Note : If the class intervals are not continuous i.e., inclusive classes, then we have to convert them
into Exclusive classes before constructing Histogram.
For example, if the classes are 1-10, 11-20, 21-30 …... then these classes are to be converted
by taking their boundaries as 0.5-10.5, 10.5-20.5, 20.5-30.5 …... and so on.
Frequency polygon
There is yet another way of representing a grouped frequency distribution graphically is a frequency
polygon.
A frequency polygon is a figure formed by joining the points made up of midpoints of classes
with their corresponding frequencies bounded by X-axis. Here we take continuous classes on X-axis
and frequencies on Y-axis with a suitable scale.
402 Mathematics
The following frequency polygon is drawn for a data related to marks of students and number
of students of a school. Note that it includes Histogram too.
Let us see one example to construct a frequency polygon with the given data.
Example - 8 : The marks obtained by 40 students of a class in a test is given below.
Marks 10-20 20-30 30-40 40-50 50-60
Number of students 7 10 12 8 3
Draw a frequency polygon for the data.
Solution : We shall prepare a table to obtain Co-ordinates(Points) to plot on the graph to draw the
required polygon.
Let us prepare the following table.
Class Interval Frequency Mid value of Point(x, y)

(Marks) (Number of the class(x)
students)(y)
10-20 7 15 (15,7)
20-30 10 25 (25,10)
30-40 12 35 (35,12)
40-50 8 45 (45,8)
50-60 3 55 (55,3)
Total 40
Statistics 403
Scale: X-axis(Class intervals): 1 cm =10 units

Y-axis (frequency) : 1 cm = 2 units.
Steps:
1. Draw two perpendicular lines one horizontal (i.e.X-axis) and vertical (i.e.Y-axis).
2. Take marks of students (Classes) on X-axis with equal width and number of students (frequency)
on Y-axis with a suitable scale.
3. Plot the points corresponding to the mid value of classes and frequency as shown in the above
table, successively and name them as B,C,D,E and F.
4. Join the first end point A to B and last end point G to F with the help of a scale, which completes
the frequency polygon.
(Note : Frequency polygon can also be drawn independently without drawing histogram.)

(i) A vertical bar graph with no space between the bars is called _______
(ii) In drawing a histogram, ____________ are taken on X-axis.
(iii) In a frequency polygon _______________are taken on the Y-axis.
(iv) The figure formed by joining mid points of classes and corresponding frequencies successively
and bounded by X-axis is called ____________
404 Mathematics
2. Observe the following Histogram showing the heights (in cm) of students of X class.

(i) What information is given in the Histogram?
(ii) In which class is the maximum number of students being there?
(iii) How many students have the height of 140 cm and above?
(iv) What is the number of students included in the data ?
(v) What is the mid value of the class 130-140?
1. What is statistics? What are the various stages involved in it? Explain briefly.
2. The number of mobile phones in each of 30 households of a locality is given below. Construct
an ungrouped frequency distribution table.
1 2 4 2 0 3 1 1 2 2 1 2 2 3 1
4 2 3 1 0 3 1 3 3 2 1 2 1 2 2
3. The weight(in KG) of 40 parcels kept in a railway station were found as
62 58 92 48 39 40 38 25 21 25 40 65 68 55 40 39 40 52 89 90
93 95 61 55 72 70 68 62 55 71 48 52 50 51 55 66 62 82 90 85
Prepare a grouped frequency distribution table using the inclusive classes 20-29, 30-39, 40-49,
…. etc.
Statistics 405
4. Prepare a grouped frequency distribution table for the above data given in question no.3 using
continues classes 20 - 30, 30 - 40, 40 - 50, … etc.
5. Prepare a less than cumulative frequency (L.C.F) table for the given data.
Marks 1-10 11-20 21-30 31-40 41-50 51-60
Frequency 22 15 23 14 15 11
6. Prepare a greater than cumulative frequency (G.C.F) table for the given data.
Runs Scored 0-10 10-20 20-30 30-40 40-50 50-60
No.of Cricketers 5 12 18 16 5 4
7. The following table shows the monthly budget of a family.
Items Food House Clothing Education Savings Others

Rent
Expenditure 4800 3000 1000 800 1000 1400
(in rupees)
Draw a pie chart for the above data.
8. The data given below show the roll particulars of students in a particular school.
Class VI VII VIII IX X
Roll 30 45 35 40 50
Represent the above data in a bar graph.
9. The daily earnings of 38 workers are given below.
Earnings(in rupees) 200-250 250-300 300-350 350-400 400-450 450-500
Number of Workers 4 8 12 7 5 2
Draw a histogram to represent the data.
10. Construct a frequency polygon for the following frequency distribution.
Class 15-20 20-25 25-30 30-35 35-40 40-45 45-50
Frequency 2 3 5 7 4 3 1
406 Mathematics
12.6 Arithmetic Mean (A.M)

The mean (or average) is the most popular and well known measure of central tendency. The
mean of a raw data is equal to the sum of all the values in the data set divided by the number of values
in the data set. So, if we have ‘n’ values in the data set and the values are x1, x2, x3, ..., xn, then
the mean of the values, usually denoted by x [pronounced x bar] is
x1 x2 x3 ... xn
x
n
This formula is usually written in using the Greek letter 6(pronounced as sigma) which means
“Sum of ....”
6xi
? x
n
n
¦
i 1
xi
Note : We also use where ‘i’ is called the items of the data.
n
Example - 9 : The weights of 5 persons are 55, 67, 61, 70, 72 in kgs. Find their mean weight.
Solution : Let x1 = 55, x2 = 67, x3 = 61, x4 = 70, x5 = 72

6xi
Mean weight ( x ) =
n
55 67 61 70 72
=
5
325
=
5
= 65 kilograms.
Example - 10 : Teja got the following marks in 6 subjects in an annual examination

99, 94, 96, 97, 98, 95
Find the arithmetic mean.
Solution : The sum of the marks obtained
= 99 + 94 + 96 + 97 + 98 + 95
= 579
6xi 579
? A.M = = = 96.5
n 6
Example - 11 : The mean of 10 observations was found to be 60. Later on, it was found that one
observation 46 was taken as 64. Find the correct mean.
Statistics 407
Solution : Mean of 10 observations = 60

So, sum of all observations = 10 u 60 = 600
Since one observation 46 was taken as 64.
the correct sum of the observation = 600 64 + 46
= 582
582
Hence, correct mean =
10
= 58.2
Example - 12 : The marks obtained by 80 students in a mathematics test are given in the table below
Marks 15 20 22 24 25 30 33 38 45
Number of students 5 8 7 16 12 18 7 3 4
Calculate the Mean of the data.

14 Solution : Let us rearrange the data and find the sum of all observations.
F
Marks Number of students fi x i
(xi) (fi)
15 5 75
20 8 160
22 7 154
24 16 384
25 12 300
30 18 540
33 7 231
38 3 114
45 4 180
6f = 80 6fi xi = 2138
6fi xi 2138
So, x = 6f = = 26.725
i 80
Therefore, the mean mark is 26.7 (approx)

408 Mathematics
Mean of grouped data

Sometimes the raw data is too large to handle and it becomes difficult to get the sum of the
observations. To find the mean in a simple way, we convert the data units a grouped data or frequency
table. This will not take much time when compared to find the mean through to raw data method.
Class interval 15-20 20-25 25-30 30-35 35-40 40-45 45-50
Number of students 5 31 12 25 3 .0 4
Now, for each class interval, we require a point which would serve as representative of the
whole class. It is assumed that the frequency of each class-interval is centred around its mid-point.
So, the mid-point of each class can be chosen to represent the observations falling in that class
and is called the class mark.
You are aware that the class mark is to be obtained by finding the average of the upper and
lower limit of the class.
Upper class limit + Lower class limit
Class mark =
2
15 20 35
For the class 15-20, the class mark is = 17.5
2 2
Similarly, we can find the class marks of the remaining class intervals.
We put them in the table. These class marks can be taken as our ‘ xi’s. We can now continue
to compute the mean in the same procedure as in the previous example.
Class Number of students Class mark

Interval fi xi fi x i
15-20 5 17.5 87.5

20-25 31 22.5 697.5
25-30 12 27.5 330.0
30-35 25 32.5 812.5
35-40 3 37.5 112.5
40-45 0 42.5 0
45-50 4 47.5 190.0
6fi = 80 6fixi = 2230.0
The sum of the values in the last column gives us 6fixi.

Statistics 409
Hence, the mean x of the given data is given by

6fi xi 2230
x =
6fi = 80 = 27.875
This new method of finding the mean is known as the “Direct method”.
We observe that in the above cases we are using the same data and using the same formula for
calculating the Mean but results obtained are different.
Mean - [Step Deviation Method]

When the class intervals in a grouped data are equal, then the calculations can be simplified
further by takingout the common factor from the deviations. The common factor is equal to the width
of the class-interval. In such cases the deviations of variates x from the assumed mean ‘A’ (i.e., di
= xi A) are divided by the common factor.
Let h be the size of each class interval and let A be the assumed mean
xi A
Let ui =
h
Then xi A = h ui
multiply both sides by fi.
fixi fi A = hfiui
fixi = fi A + hfiui
6fi xi = A . 6fi + h 6fiui
Dividing both sides by 6fi
6fi xi 6f u
= A h i i
6f i 6fi
Thus the required mean = Assumed Mean + h (Mean of the ‘u’s)

(where h is the class-size)
6fi ui
? x A+ h.
6fi
Example - 13 : Find the Mean of the following frequency distribution by “Step - deviation method”.
Class interval 0-30 30-60 60-90 90-120 120-150 150-180
Frequency 8 15 16 20 12 9
410 Mathematics
Solution : Let the assumed mean A = 105 and class size h = 30.
(Generally we take A as the mid point of the class - interval whose frequency is high. Npw,
we may arrange the given table in the form of frequency table as given below.
xi A
Class fi xi di = (xi A) ui = fi u i
h
interval
0 - 30 8 15 90 3 24
30 - 60 15 45 60 2 30
60 - 90 16 75 30 1 16
90 - 120 20 105=A 0 0 0
120 - 150 12 135 30 1 12
150 - 180 9 165 60 2 18
Total 6fi = 80 6fiui = 40
6fi ui
Mean = A h
6fi
( 40)
= 105 + 30
80
= 105 15
= 90
Example - 14 : Find the mean age in years from the frequency distribution given below.
Age in years No. of employees

25 - 29 3
30 - 34 13
35 - 39 21
40 - 44 15
45 - 49 5
50 - 54 3
Solution : Let us take A = 37 and here the class size h = 5

Now, we may arrange the given data in the form of frequency table as follows
Statistics 411
xi A
Class Frequency Mid-values di = (xi A) ui = fi u i
h
interval fi xi
25 - 29 3 27 10 2 6
30 - 34 13 32 5 1 13
35 - 39 21 37= A 0 0 0
40 - 44 15 42 5 1 15
45 - 49 5 47 10 2 10
50 - 54 3 52 15 3 9
Total 6fi = 60 6fiui = 15
6fi ui
Mean = A h
6fi
15
= 37 + 5 u
60
5
15 = 37 +
4
F
= 37 + 1.25
= 38.25.

1. (i) Mean of first 5 natural numbers is ( )
(A) 5 (B) 6 (C) 3 (D) 4
(ii) Mean of first 10 odd numbers is ( )
(A) 5 (B) 10 (C) 9 (D) 11
(iii) Mean of first 5 prime numbers is ( )
(A) 5 (B) 2.6 (C) 2.8 (D) 5.6
2. The heights of 10 girls were measured in cm and the results were as follows.
162, 157, 161, 168, 172, 170, 174, 169, 167, 158
Find the mean height.
3. The mean of 50 observations was 80. It was later found that one observation 19 was taken by
mistake as 91. What was the correct mean ?
412 Mathematics

Group A Group B
(Method of finding mean) (Formula)
xi a
(i) Mean of raw data ( ) A.
h
(ii) Mean of grouped data ( ) B. xi a
Direct method
(iii) Mean of grouped data in ( ) C. Class interval
step deviation method
(iv) di = ( ) D. 6fi xi
6f i
§ 6f u ·
(v) ui = ( ) E. A h ¨ i i ¸
© 6fi ¹
6xi
(vi) h = ( ) F.
n
5. Find the Arithmetic Mean for the following frequency distribution table
Class Interval 10-20 20-30 30-40 40-50 50-60
Frequency 8 10 20 15 7
12.7 Median
In some a situations, where one or two scores are very much different from the others, the mean
does not convey a true, picture or summary of the data. In that case, we define below another central
tendency known as Median.
Median is a measure of central tendency which gives the value of the middle most observation
in the data when the data is arranged in ascending (or descending) order.
(a) Median of ungrouped data : If the observations given are arranged in an order (either in
increasing or in decreasing). Median is defined as the middle most observation if the number of
observations is odd and the mean (average) of the two middle most observations, if the number
of observations are even. There will be an equal number of observations above and below the
median.
Calculation of median of an ungrouped data.

We arrange the data in an increasing or decreasing order. Let ‘n’ be the total number of observations.
Statistics 413
1
(i) If n is odd then median is the value of (n + 1)th observation.
2
§ n· th §n ·
(ii) If n is even then mean (average) of ¨ ¸ and ¨ 1¸ th observation is the median.
© 2¹ ©2 ¹
Example - 15 : Find the median of the data 2, 10, 9, 9, 5, 2, 3, 7, 11.
Solution : The numbers in ascending (increasing) order are : 2, 2, 3, 5, 7, 9, 9, 10, 11.
Here n = 9 which is odd.
§ n 1 · th
Median = Value of ¨ ¸ observation
© 2 ¹
9 1 · th
= Value of §¨ ¸ observation
© 2 ¹
= Value of 5th observation
= 7.
Example - 16 : Find the Median of the data 45, 64, 61, 59, 63, 49.
Solution : The numbers in ascending order are 45, 49, 59, 61, 63, 64
Here n = 6 which is even.

§ n· th §n ·
Median= Average of ¨ ¸ and ¨ 1¸ th observations.
© 2¹ ©2 ¹
= Average of 3rd and 4th observations
59 61 120
= = 60
2 2
Median = 60.
Median of Grouped data

Example - 17 : Find the median of the following grouped data.
Marks 0 - 10 10-20 20-30 30-40 40-50
No. of students 4 9 15 14 8
Solution :
By observing the above grouped data, we may not be able to find the middle observation by
looking at the cumulative frequencies as the middle observations will be some value in a class interval.
It is, therefore, necessary to find the value inside a class that divides the whole distribution into two
halves. But which class should be this be?
414 Mathematics
n
To find this class, we find the cummulative frequencies to all classes and . We now locate
2
n
the class whose cummulative frequency exceeds for the first time. This is called median class.
2
Marks No. of Students Cummulative
(C.I) (f ) frequencies (C.F)
0 - 10 4 4
10 - 20 9 13 - cf
20 - 30 15 - f 28
30 - 40 14 42
40 - 50 8 50
N = 50
N 50
= = 25
2 2
N
Median class is the class corresponding to cummulative frequency just greater than = 25.
2
Therefore median class = 20 - 30.
After finding the median class, we use the following formula for calculating them median.
ªn º
« 2 Cf »
Median = l« »uh
« f »
¬ ¼
Where l = Lower boundary of the median class
n = Number of observations
Cf = Cummulative frequency of class precceding the median class.
f = Frequency of the median class
h = Class size
n
We have , = 25, l = 20, Cf = 13, f = 15, h = 10
2
Statistics 415
ªn º
« Cf »
Median = l«2 »uh
« f »
¬ ¼
ª 25 13 º
= 20 « u 10
¬ 15 »¼
120
= 20 +
15
= 20 + 8
= 28
Example - 18 : Find the median for the following frequency distibution.
Weights (Kgs) 40-45 45-50 50-55 55-60 60-65 65-70 70-75
No. of students 2 3 8 6 6 3 2
Solution : Let us prepare the cummulative frequencies to the given frequency distribution as below.
Weight Number of Cummulative

(in Kgs) Students ( f ) frequencies (C.F)
40 - 45 2 2
45 - 50 3 5
50 - 55 8 13 - cf
55 - 60 6 - f 19
60 - 65 6 25
65 - 70 3 28
70 - 75 2 30
N = 30
N 30
Here, = = 15
2 2
Hence the median class is 55 - 60
l = 55, Cf = 13, f = 6, h = 5
416 Mathematics
ªn º
« Cf »
Median = l«2 »uh
« f »
¬ ¼
ª15 13 º
= 55 « u5
¬ 6 »¼
ª10 º
= 55 + « »
¬6¼
5
= 55 +
3
= 55 + 1.66
= 56.66 (approximately)
Median weight = 56.66 Kgs.

1. Median of the first 5 natural numbers is [ ]
(A) 5 (B) 4 (C) 3 (D) 2
2. Median of the first 8 natural numbers is [ ]

(A) 5 (B) 4.5 (C) 5.5 (D) 6
3. In a frequency distribution table, classes are 25-29, 30-34, 35-39, 40-44 ... etc.
then the value of h = [ ]
(A) 25 (B) 5 (C) 4 (D) 27
4. Median of 5, 9, 11, 7, 8 is [ ]
(A) 11 (B) 9 (C) 8 (D) 5
5. Median of the raw data 3, 5, 4, 8, 6, 1 is [ ]

(A) 6 (B) 4 (C) 5 (D) 4.5
Statistics 417
12.8 Mode
Look at the following example.
A shoe company manufactures different size of chappals and shoes. The company kept record
of its sale for one week which is given below.
Size 6 7 8 9 10 11
Number 172 180 275 396 119 76
of shoes
From the above table, we see that the sales of size 9 shoes is maximum (i.e. 396). So, the
company decides to produce a large number of shoes of size 9. Here 9 is mode of the data.
The mode is the value of the observation which occurs most frequently. That is the observation
with maximum frequency is called the mode.
The readymade garment and shoe industries make great use of this measure of central tendency.
Using the concept of mode, the industries decide which size of the product should be produced in
large number.
Example - 19 : Find the mode of the data
3, 4, 5, 3, 4, 2, 3, 4, 1, 4, 5, 4, 8, 4, 5
Solution : Just by looking at the given data, we find the frequency of 4 is more than other observations.
Hence, mode of the given raw data is 4.
Example - 20 : Find the mode of the data

32, 23, 34, 25, 34, 43, 34, 32, 33, 34
Solution : From the given data, you see that the most frequently occurance of the observation is 34.
Hence mode is 34.
Example - 21 : Find the mode of the data.
25, 32, 30, 25, 24, 32, 25, 24, 32
Solution : In the given data, you may observe that two observations 25 and 32 occur most frequently.
Therefore, the given data has 25 and 32 as mode.
418 Mathematics
Example - 22 : Find the mode for the following data

18, 19, 20, 17, 16, 25, 24
Solution : In the given data, no observation is repeated.
Hence, there is no mode for the given data.
Mode of grouped data

In a grouped frequency distribution, it is not possible to find the mode by looking at the frequencies.
Here, we can only locate a class with the maximum frequency, called the modal class. The mode is
a value inside the modal class and is given by the formula given below.
ª f1 f 0 º
Mode = l « »uh
¬ 2 f1 f 0 f 2 ¼
Where l = lower boundary of the model class
h = size of the model class interval
f1 = frequency of the modal class.
f0 = frequency of the class preceeding the modal class
f2 = frequency of the class succeeding the modal class.
Example - 23 : The following table shows the ages of the patients admitted in a hospital during a
year.
Age (in year) 5-15 15-25 25-35 35-45 45-55 55-65
Number of Patients 6 11 21 23 14 5
Find the mode of the given data.
Solution : Since the maximum number of patients (i.e., 23) admitted in the hospital in the interval
35-45. So, the modal class is 35-45.
Statistics 419
Age (in year) Number of Patients
5-15 6
15-25 11
25-35 21 f0
35-45 23 f1
45-55 14 f2
55-65 5
Lower boundary of the model class (l) = 35
The class size h = 10
The frequency of modal class f1 = 23
The frequency of the class preceeding modal class ( fo) = 21
The frequency of the class succeeding the modal class ( f2) = 14
Now, using the formuale :
16
ª f1 f 0 º
F Mode = l « »uh
¬ 2 f1 f 0 f 2 ¼
ª 23 21 º
= 35 « » u 10
¬ (2 u 23) 21 14 ¼
2
= 35 u 10
46 35
20
= 35
11
= 35 + 1.81
= 36.81
? Mode = 36.8 years (approximately)

420 Mathematics

1. Find the mode of the data
3, 5, 10, 7, 5, 9, 7, 5, 3, 2, 5, 6
2. Find the mode of the data

3, 2, 3, 4, 2, 5, 2, 5, 3, 2, 4, 2, 3, 5, 3
3. Find the mode of the first ten natural numbers.
Summary
Statistics is a branch of mathematics which deals with collection, organization, representation,

analysis and interpretation of data.
Statistics is used in plural sense, meaning numerical data and it is used in singular sense,
meaning the study of the subject.
Data are said to be primary if the investigator himself collects it through his/her own designed
tools. E.g.: census 2011
Data taken from other sources such as printed reports and not collected by the investigator
directly by him/herself is called secondary data. E.g.: Survey reports
The data collected from the sources directly is in raw form i.e. Raw Data.
When the data is arranged in the tables using tally marks and frequency is said to be ungrouped
frequency distribution.
When the data is divided into class intervals with frequencies, then it is called grouped frequency
distribution.
The class intervals taken in grouped frequency distribution are of two types. 1. Inclusive type
classes 2. Exclusive type classes.
Exclusive type classes of a frequency distribution are called as continuous classes.
The progressive total of frequencies from either the first or last class to a particular class
boundary of a frequency distribution is called cumulative frequency.
Cumulative frequency is of two types.

Statistics 421
1. Less than cumulative frequency (L.C.F)
2. Grater than cumulative frequency (G.C.F)
Discrete data can be represented in the form of pictographs, bar graphs, double bar graphs
and pie charts.
A circular chart showing the sectors resemble the slices of a pie is called a pie chart or pie
diagram.
Bar graph is one of the graphical representations of numerical data in rectangle bars separated
with equal width on axis.
A histogram is a vertical bar graph with no space between the bars.
A histogram is drawn for continues classes of a frequency distribution of a data.
A frequency polygon is drawn by taking midpoints of classes with corresponding frequencies

and is bounded by horizontal axis.
The concept of pie diagrams, bar graphs, Histograms and frequency polygons and their importance
in representation the data.
The concepts of mean, median, mode which are the measures of central tendency.
Finding mean of ungrouped and grouped data by various methods.
Able to define median and mode of the raw/ungrouped data.
Calculate median and mode of ungrouped data as well as grouped data.
1. Find the Mean age in years from the following frequency table.
Age (in years) 15-19 20-24 25-29 30-34 35-39 40-44 45-49
Frequency 3 13 21 15 5 4 2
2. The marks in a mathematics of 80 students of class X are given below. Find the mean marks
of the students in mathematics.
422 Mathematics
Marks Frequency
0 - 10 5
10 - 20 5
20 - 30 16
30 - 40 12
40 - 50 13
50 - 60 18
60 - 70 5
70 - 80 4
80 - 90 1
90 - 100 1
3. The mean of the following distribution is 18. The frequency ‘f ’ in the class interval 19-21 is
missing. Determine ‘f ’.
Class interval 11-13 13-15 15-17 17-19 19-21 21-23 23-25
Frequency 3 6 9 13 f 5 4
4. The table below shows the salaries of 280 persons

Salary Number of persons
(in thousands (Rs)
5-10 49
10-15 133
15-20 63
20-25 15
25-30 6
30-35 7
35-40 4
40-45 2
45-50 1
Calculate the median and mode of the data.
Statistics 423
5. Find the Mode of the following distribution table.

Class - interval 10-25 25-40 40-55 55-70 70-85 85-100
Frequency 2 3 7 6 6 6
6. 100 surnames were randomly picked up from a local telephone directory and the frequency
distribution of the number of letters in the english alphabet in the surnames was obtained as
follows.
Number of letters 1-4 4-7 7-10 10-13 13-16 16-19

Frequency 6 30 40 16 4 4
Determine the median number of letters in the surnames. Find the mean number of letter in
surnames.
12.1
1. (i) Sir R.A.Fisher (ii) Statistics (iii) Primary data
(iv) Secondary data (v) Data collection
2. (i) Primary data (ii) Secondary data
(iii) Secondary data (iv) Primary data
(v) Data collection
12.2
1. (i) Frequency (ii) 19
(iii) Class interval (iv) Inclusive
(v) Exclusive
2. Hint: Refer Summary for answers.
3. (i) 23 (ii) 10 (iii) 9 (iv) 7
4. Weight 38 40 41 42 47 48 51
No.Students 2 2 3 5 3 4 6
5.(i) 5 (ii) 45 (iii) 26

424 Mathematics
12.3
1. (i) Less than Cumulative Frequency
(ii) greater than Cumulative Frequency
(iii) 19.5 (iv) 16
2. Less than cumulative frequency table:
Class interval Frequency Upper Boundary L.C.F
1 - 10 4 10.5 4
11 - 20 7 20.5 4 + 7 = 11
21 - 30 12 30.5 11 + 12 = 23
31 - 40 5 40.5 23 + 5 = 28
41 - 50 2 50.5 28 + 2 = 30
3. Greater than Cumulative frequency table:
Class interval Frequency Lower Boundary G.C.F
0 - 10 3 0 44 + 3 = 47
10 - 20 8 10 36 + 8 = 44
20 - 30 19 20 17 + 19 = 36
30 - 40 12 30 5 + 12 = 17
40 - 50 5 40 5
12.4
1. (i) Pie chart (ii) 360°
Item value
(iii) u 3600
Total value of items
(iv) Bar graph (v) scale
2. (i) 25% (ii) II class
(iii) 30 Students
Statistics 425
3. (i) 20 (ii) 1 cm = 10 students
(iii) Bicycle
12.5
1. (i) Histogram
(ii) Class intervals
(iii) frequencies
(iv) Frequency polygon
2. (i) Heights of X class students in a school
(ii) 140-150
(iii) 12
(iv) 18 (v) 135
12.6
1. (i) C (ii) B (iii) D
2. 165.8 3. 49.1
4. (i) F (ii) D (iii) E

(iv) B (v) A (vi) C
5. 35.5
12.7
1. C 2. B 3. B
4. C 5. D
12.8
1. 5 2. 2 and 3 3. No mode
426 Mathematics
1. Hint: Read 12.1 and narrate.
2. Hint: Classify the data using tally marks. Refer example in 12.2
3. Hint: Classify the data using tally marks with inclusive classes. (Refer: Example12.2)
4. Hint: Classify the data using tally marks with Exclusive classes. (Refer: Example12.2)
5. Hint: Use Upper boundries of classes and L.C.F. Refer-12.3
6. Hint: Use Lower boundries of classes and G.C.F. Refer-12.3
7. Hint : Refer Example 12.4.1.
1. 29.06
2. 41.25
3. 8
4. Median = 13.42 and mode = 12.72
5. 52
6. Median = 8.05, Mean = 8.32

Collect house hold data regarding various items in your locality and represent the data in
various forms (minimum 50 houses)
Item Tap TV Car Motor Tree

Connection cycle
No.of items
(i) pie diagram

(ii) Bar graph
13
Probability
In every day life, we come across some statements like :
(i) It may probably rain today.
(ii) I doubt that he will win the game.
(iii) Most probably, Teja will stand first in the annual examinations.
(iv) The price of share of a company will probably rise in the next month.
(v) Chances are high that there are cyclones in the month of November.
(vi) There is a 50-50 chances of India winning a toss in today’s match.
and so on
The words ‘probably’, ‘doubt’, ‘most probably’, chances, may, likely etc., used in the statements
above show that the event is not certain to occur. It may or may not occur. We are predicting the
chances of cyclones in the month of November based on our past experience. Similar predictions are
also made in other cases listed above.
The likelyhood of the occurrence of an event is expressed by the term‘probability’. ‘Probability

measures the degree of certainty of the occurrence of an event.
Initially, the theory of probability was only restricted to the games of chances by tossing coins,
throwing dice, drawing cards etc. Now a days it is applied in almost all disciplines- physical science,
biology, economics, psychology, business etc. It is an important decision making tool for the businessmen,
policy makers, government officials and other organisations.
428 Mathematics
Objectives
understand the meaning of a random experiment.
differentiate between outcomes and events of a random experiment.
understand the terms like equally likely events, sure events and impossible events.
define probability P(E) of occurrence of an event ‘E’.
state that for the probability P(E),
0 < P(E) < 1.
determine P( E ) if P(E) is given
apply the concept of probability in solving problems based on tossing a coin, throwing a die,
drawing a card from a well shuffled deck of playing cards etc.
13.1 Random Experiment

Observe the following situations.
The adjoining picture shows a ‘toss’ before commencement of a cricket match.
(a) Suppose we toss a coin. We know that there are two possibilities.
What are the possibilities?
Head Tail
Probability 429
(b) Suppose we throw a dice. We know that there are six different possibilities of getting dots
on the upper face either 1, 2, 3, 4, 5 or 6.
(c) Suppose we pick a card from set of cards bearing numbers from 1 to 25. We know that
there are 25 different possibilities.
In the above situations tossing a coin, throwing a dice, picking a card from a set of cards bearing
numbers etc., each is an example of a random experiment.
The experiment in which all possible results are known in advance but none of them can be
predicted with certainty and there is equal possibility for each result is known as ‘Random experiment’.
Outcome
Result of a random experiment is known as an ‘outcome’.
Ex: 1. In a random experiment of tossing a coin, there are only two outcomes.
Head (H) or Tail (T)
2. In a random experiment of ‘throwing a dice’ there are only 6 outcomes, according to the
number of dots on the six faces of the dice.
1 or 2 or 3 or 4 or 5 or 6
3. In a random experiment of picking a card bearing the numbers from 1 to 25, there are 25
outcomes.
Equally likely outcomes

If we toss a coin, we may get either Head (H) or Tail (T) as an outcome. It means that Head
(H) or Tail (T) is equally likely to occur as the other. In other words, we say that the two outcomes
H and T are equally likely.
A given number of outcomes are said to be equally likely if none of them occurs in preference
to others. For example, if a dice having numbers from 1 to 6 on its different faces, is thrown. Check
the possibilities of getting one of the numbers. Here all outcomes are equally likely.
430 Mathematics
Equally Likely
Less likely Tossing a coin more likely

Gettting rain in the month Getting the Annual
of March. exams in the month
of March
Elementary event
Before we define the term Probability of an event, let us understand the meaning of the term
‘Event’. One or more outcomes constitute an event of an experiment. For example in tossing a coin,
an event could be ‘the coin shows up a Head’ or ‘the coin shows up a Tail’. Similarly in throwing
a die, an event could be “the die shows a prime number. This event corresponds to three different
outcome 2, 3 or 5.
An event having only one outcome of the experiment is called an elementary event. Events
are generally denoted by capital letters E, A, B, C, D etc.
Out come : A result of Sample Space : The set Event : A subset of the
Random experiment of all possible outcomes sample space

1. Which of the following experiments have equally likely outcomes? Mark Tick ( ) if Yes. and
Mark cross (X) if No.
(a) A card is drawn from a pack of cards bearing numbers from 1 to 50. ( )
(b) Picking a different colour ball from a bag of 4 red balls, 3 blue balls and
2 black balls. ( )
(c) Raining on particular day of May. ( )
(d) Two coins are tossed. ( )
2. Suppose we plant 5 seeds and observe the number of seeds germinated after 3 days. Then, the
number of possible outcomes are
(a) 5 (b) 4 (c) 6 (d) 3
Probability 431
3. Which of the following is a random experiment?

(a) Picking a different colour ball from a bag of 5 blue balls, 4 red balls and 1 black ball.
(b) Siva and Raju chooses each one of the numbers 1, 2, 3 independently.
(c) Choosing ten people at random and measuring their weight.
(d) Measuring the amount of rainfall in Samalkot in the month of September.
(e) You drop a stone from a multi storied building.
4. Write 5 different events in connection with the experiment ‘throwing a die’ at once.
5. Number of possible events when we toss three coins at a time is ______
13.2 Probability of an event

The probability of an event E, written as P(E) is defined as
Number of outcomes favourable to E

P(E) = Number of all possible outcomes
assuming the outcomes to be equally likely.
This definition of probability was given by Pierre Simon

Laplace in 1795.
Let us find the probability for some of the events associated

with experiments where the equally likely assumption holds. Pierre Simon Laplace
Example 1 : Find the probability of the following, when one coin is tossed.
(a) getting Head (b) getting Tail
Solution : In the experiment of tossing a coin once, the number of possible outcomes is two i.e.,
Head (H) and Tail (T).
Let E be the event of ‘getting a head’
Number of possible outcomes = 2
Number of outcomes favourable to E = 1 (i.e. Head only)
So, probability to E = P(E) = P(getting a head) = P(head)
Number of outcomes favourable to E 1

P(E) = Number of all possible outcomes = 2
432 Mathematics
Similarly if ‘F’ is an event of ‘getting a tail’ then

1
P(F) =
2
Example 2 : A dice is thrown once. What is the probability of getting the number 6?
Solution : Let E be an event ‘getting a number 6’
Possible outcomes are : 1, 2, 3, 4, 5, 6
Number possible of all possible outcomes = 6
Number of outcomes favourable to E = 1 (i.e. 6)
Number of outcomes favourable to E 1
So, P(E) = Number of all possible outcomes =
6
Example 3 : If one dice is rolled, randomly then find the probability of getting an even number?
Solution : Let E be the event of ‘getting an even number’.
Which means getting a number 2, 4, 6.
Possible outcomes are 1, 2, 3, 4, 5, 6.
Number of possible outcomes = 6.
Favourable outcomes are 2, 4, 6.
Number of outcomes favourable to E = 3
3 m Number of outcomes favourable to E

So, P(E) =
6 m Number of all possible outcomes
1
P(E) =
2
Example 4 : A box contains 5 red, 8 blue and 3 green pens. Vamsi wants to pick a pen at random.
What is the probability that the pen is blue?
Solution : Let E be the event that the picked pen is of blue colour.
Number of possible outcomes = 5 + 8 + 3 = 16

(R) (B) (G)
Number of outcomes favourable to E = 8.
8 1
So, P(Blue pen) = P(E) = =
16 2
Probability 433
Example 5 : Suppose we throw a dice once randomly. (i) What is the probability of getting a number
greater than 5? (ii) What is the probability of getting a number less than or equal to 5?
Solution : (i) In rolling a dice randomly.
Let E be the event of ‘getting a number greater than 5’.
Favourable outcomes are 1 only (i.e., greater than 5)
Number of outcomes favourable to E = 1
1
So, P(E) =
6
(ii) Let ‘F be an event’ getting a number less than or equal to 5.
Favourable outcomes are 1, 2, 3, 4, 5

5
P(F) =
6

1. Choose the correct answer for each of the following question.
(i) A dice is thrown. Probability of ‘getting 2’ is [ ]

1 1 1
(A) (B) (C) 1 (D)
2 3 6
(ii) A dice is thrown once. Then the probability of ‘getting an odd number’ is [ ]
1 1 1 5
(A) (B) (C) (D)
2 3 6 6
2. A bag contains 3 red balls and 7 black balls. A ball is drawn at random from the bag. What
is the probability that the ball drawn is (i) Red (ii) Black
13.3 Deck of cards and Probability

Have you seen a deck of playing cards?
There are 52 cards in a deck of playing cards.
434 Mathematics
Total Cards 52
26 Red Cards 26 Black cards
13 Heart cards 13 Diamond cards 13 Club cards 13 Spade cards
In a pack of playing cards, there are 4 type of sets. Namely heart, diamond, club and spade.
In each set, there are 13 cards as King, Queen, Jack, 10, 9, 8, 7, 6, 5, 4, 3, 2 and Ace.
King, Queen and Jack are known

as Face cards. In each deck of cards
there are 4 cards of King, 4 cards of Queen
and 4 cards of Jack, thus total face cards
are 12.
Note : The study of probability has a lot to do with card and dice games as it helps players to
estimate possibilities and predict how the cards be distributed among players.
Example 6 : One card is drawn from a well shuffled deck of 52 cards. Find the probability that the
card will (i) be a king (ii) not be a king.
Solution : Well-shuffling ensures equally likely outcomes
(i) There are 4 kings in a deck.
Let ‘E’ be the event of ‘the card is a king’.
The number of outcomes favourable to E = 4
The number of all possible outcomes = 52
Probability 435
Number of outcomes favourable to E 4 1

Therefore, P(E) = Number of all possible outcomes = =
52 13
(ii) Let ‘F’ be the event of ‘card drawn is not a king’
The number of outcomes favourable to the event F = 52 4 = 48
48 12
Therefore, P(F) =
52 13
Example 7 : A card is drawn from a well shuffled pack of 52 playing cards. Find the probability of
the card drawn is (i) a black card (ii) a face card.
Solution :
(i) Let ‘E’ be an event that the drawn card is a black card.
Total number of black cards = 26
The number of possible outcomes = 52
Therefore, P(E) = Number of all possible outcomes = =
52 2
(ii) Let ‘A’ be an event that the card drawn is a face card.
Total number of face cards = 12
12 3
Therefore, P(A) = P(face card) = .
52 13
Example 8 : From a well shuffled pack of 52 cards one card is drawn at random. Find the probability
of getting
(i) an Ace (ii) a red queen (iii) a spade card
(iv) a diamond 7 (v) not a spade card.
Solution :
(i) Let ‘E’ be an event of drawing an Ace
The number of outcomes favourable to E = 4
Number of all possible outcomes = 52
P(E) = P(an Ace) = Number of all possible outcomes = =
52 13
(ii) Let ‘A’ be an event of drawing a red queen
Number of outcomes favourable to A = 2
2 1
? P(A) = P(Red queen) = =
52 26
436 Mathematics
(iii) Let ‘B’ be an event of drawing a spade card

Number of outcomes favourable to B = 13
13 1
? P(B) = P(spade card) =
52 4
(iv) Let ‘C’ be an event of drawing a diamond 7 card.
Number of outcomes favourable to C = 1
1
? P(C) = P(a diamond 7) =
52
(v) Let ‘D’ be a event of drawing ‘not a spade card’.
Number of outcomes favourable to the event D = 52 13 = 39
The number of possible outcomes = 52
39 3
? P(D) = P(Not a spade) = .
52 4
Intext Questions (13.3 )
I. Matching
A B
(Type of cards) (Number of cards)
1. Red cards ( ) (A) 1
2. Club cards ( ) (B) 4
3. Face cards ( ) (C) 26
4. Jack of heart ( ) (D) 12
5. King of cards ( ) (E) 13
(F) 10
II. A bag contains 3 red balls and 5 blue balls. A ball is drawn at random from the bag. What is
the probability that the ball drawn is (i) blue? (ii) Not blue?
13.4 Complementary events and probability

Now consider an example of throwing a dice. What is the probability of getting an odd number?
What is the probability of getting an even number?
Probability 437
Let ‘E’ be an event of getting odd number and ‘F’ be the event of getting an even number.
Total number of possible outcomes = 6
E = An event of not getting an odd number
F = An event of not getting an even number
We know, when we throw a dice there are 3 possible outcomes of getting odd number
i.e. 1, 3, 5
Here sample space is {1, 3, 5}
3 1
P(E) =
6 2
Similarly, we have 3 possible outcomes of getting an even number i.e., 2, 4, 6.
Here, sample space is {2, 4, 6}
3 1
P(F) =
6 2
Hence, an event of not getting an odd number = An event of getting an even number.
E = F
P( E ) = P(F) .... (1)
1 1
P(E) + P(F) = =1
2 2
P(E) + P( E ) = 1 from (1)
P( E ) = 1 P(E)
The event E , representing ‘not E’ is called the complement of the event E.
In the example 6, we calculated probability of events which are not elementary, we saw
1 12 13
P(E) P(F) 1
13 13 13
Here F is the same as ‘Not E’ because there are only two events.
We denote the event ‘not E’ by E . This is called the complementary event of event E.
So, P(E) + P(not E) = 1
i.e., P(E) + P( E ) = 1
which gives us P( E ) = 1 P(E)
In general, it is true that for an event E, P( E ) = 1 P(E).
Example 9 : Suppose you throw a dice once randomly (i) What is the probability of getting a number
greater than 2? (ii) What is the probability of getting a number less than or equal to 2?
Solution : (i) In throwing a dice randomly.
438 Mathematics
Favourable outcomes for number greater than 2 are 3, 4, 5, 6.

Let the event be E.
Then No. of favourable outcomes to E = 4
4 2
P(E) = .
6 3
(ii) Let F be the event ‘getting a number less than or equal to 2’.
All possible outcomes are 1, 2, 3, 4, 5, 6
Favourable outcomes to F are 1, 2
No. of favourable outcomes to F = 2
No. of all possible outcomes = 6
2 1
? P(F) = .
6 3
2 1 3
Note : P(E) + P(F) = 1
3 3 3
The events E and F are complementary events.
Example - 10 : If P(E) = 0.05, what is the probability of ‘not E’?
Solution : We know, P(E) + P( E ) = 1
P(E) = 0.05 (Given)
? P(not E) = P( E ) = 1 P(E)
= 1 0.05
= 0.95

1. Is getting a head complementary to getting a tail in tossing a coin?
2. Give three examples of new pair of events that are complementary.
3. P( E ) = 0.38, then find P(E)?
13.5 Sure event and Impossible event

Let us try to answer the following questions.
(i) What is the probability of getting a number 9 in a single throw of a dice?
Solution:
We know that there are only six possible outcomes in a single throw of a dice. These outcomes
are 1, 2, 3, 4, 5 and 6. No face of the dice is marked 9. So there is no outcome favourable
Probability 439
to 9. i.e., the number of such outcomes is zero. In other words, getting 9 in a single throw of
a dice is impossible.
0
So, P(getting 9) = =0
6
That is, the probability of an event which is impossible to occur is ‘0’. Such an event is called
an ‘Impossible event’.
(ii) What is the probability of getting a number less than or equal to 6 in a single throw of a dice?
Solution: Here all the faces of a dice are marked with the natural numbers less than or equal to 6.
So, the number of favourable outcomes is the same as the number of all possible outcomes of
the event, which is 6.
6
Therefore, P(F) = P(getting the number < 6) = =1
6
So, the probability of an event which is certain (or sure) to occur is 1. Such an event is called
‘certain event’ or sure event.
Note : From the definition of probability P(E), we can say that 0 d P(E) d 1 for any event E.
Example 11 : One card is drawn from a well-shuffled deck of 52 cards. Calculate the probability
that the card will (i) be a Queen (ii) Not be a Queen.
Solution : (i) Let ‘E’ be the event that the drawn card be a queen.
The numer of outcomes favourable to E = 4
4 1
Therefore, P(E) = .
52 13
(ii) Let ‘F’ be the event that the ‘Card drawn is not a Queen’.
48 12
Therefore, P(F) =
52 13
Note : Here, P(F) = P( E ) = 1 P(E)
1 12
= 1 =
13 13
Example 12 : Two players, Varshitha and Sahithi, play a tennis match. It is known that the probability
of Varshitha winning the match is 0.64. What is the probability of Sahithi winning the match?
Solution : Let V and S denote the events that Varshitha and Sahithi win the match respectively.
The probability of Varshitha winning = P(V) = 0.64 (given)
The probability of Sahithi winning = P(S) = 1 P(V)
= 1 0.64 = 0.36
Note : Here the events V and S are complementary.
440 Mathematics

1. Matching
(Group A) (Group B)
7
1. Probability of a sure event ( ) A.
3
2. Probability of an impossible event ( ) B. 0.63
3. If P(E) = 0.42 then P( E ) = ( ) C. 1
4. If P( E ) = 0.37 then P(E) = ( ) D. 0
5. When value of probability cannot be ( ) E. 0.58
possible (F) 0.42
2. What is the probability that the number 1 will not come up in a single throw of a dice randomly?
3. A card is drawn at random from a well-shuffled deck of 52 cards. Find the probability that this
card is ‘not a face card’.
4. Give any three examples for ‘impossible events’.
5
5. If P(E) = , what is the probability of not E?
7
13.6 More about probability

(i) From the definition of probability of an event E, P(E) cannot be greater than 1, since numerator
being the number of outcomes favourable to E cannot be greater than the denominator. (Number
of all possible outcomes).
(ii) Both the numerator and denominator are natural numbers. So, P(E) cannot be negative.
Hence, we can conclude : 0 < P(E) < 1.
(iii) When we say about coins, we take them as unbiased coins. Similarly we take the dice as unbiased
dice.
Example 13 : A coin is tossed two times. What is the probability of getting a tail each time?
Solution : Let ‘E’ be an event getting a tail each time when a coin is tossed two times.
Let us denote Head (H) and Tail (T).
The possible outcomes are HH, HT, TH, TT
So, number of all possible outcomes = 4.
The outcomes favourable to the event ‘E’ are TT only.
(TT means Tail on both the tosses)
Number of favourable outcomes = 1
1
Therefore, P(E) = .
4
Example 14 : A coin is tossed two times, Find the probability of getting (i) Two heads (ii) At
least one Head (iii) Exactly one Tail.
Probability 441
Solution : In tossing a coin twice, the possible outcomes are HH, HT, TH, TT.
(i) Let ‘A’ be the event of getting two heads
Then favourable outcomes are HH only.
Number of outcomes favourable to A = 1
1
? P(A) =
4
(ii) Let ‘B’ be the event getting atleast one Head.
Then, favourable outcomes are HH, HT and TH
? Number of outcomes favourable to B = 3.
3
? P(B) =
4
(iii) Let ‘C’ be the event getting exactly one Tail.
Then, favourable outcomes are HT and TH
? Number of favourable outcomes = 2
2 1
? P(C) = .
4 2
Example 15 : Two unbiased dice, one red and one blue are rolled once. Write down all the possible
outcomes. What is the probability that the sum of the two numbers appearing on the top of the dice
is (i) 8 (ii) 12 (iii) 13 (iv) less than or equal to 12 (v) a doublet.
Solution : When the red dice shows ‘1’, the
blue dice could show any one of the numbers
1, 2, 3, 4, 5, 6.
The possible outcomes of the experiment are shown in the figure, the first numbers in each
ordered pair is the number appearing on the red dice and the second number is that on the blue dice.
1 2 3 4 5 6
1 (1, 1) (1, 2) (1, 3) (1, 4) (1, 5) (1, 6)
2 (2, 1) (2, 2) (2, 3) (2, 4) (2, 5) (2, 6)
3 (3, 1) (3, 2) (3, 3) (3, 4) (3, 5) (3, 6)
4 (4, 1) (4, 2) (4, 3) (4, 4) (4, 5) (4, 6)
5 (5, 1) (5, 2) (5, 3) (5, 4) (5, 5) (5, 6)
6 (6, 1) (6, 2) (6, 3) (6, 4) (6, 5) (6, 6)

442 Mathematics
So the number of all possible outcomes n(S) = 6 u 6 = 36.

(i) Let ‘E’ be the event that the sum of two numbers is ‘8’.
Then, the favourable outcomes are (2, 6), (3, 5), (4, 4), (5, 3), (6, 2) (see table)
i.e., the number of outcomes favourable to E is n(E) = 5
n(E) 5
Hence, P(E) = =
n(S) 36
(ii) Let ‘F’ be the event that ‘the sum of two number is 12’.
Then, the favourable outcomes are (6, 6) only.
? No. of outcomes favourable to F, n(F) = 1
n(F) 1
Hence, P(F) = =
n(S) 36
(iii) Let the ‘G’ be the event that ‘the sum of two numbers is 13’.
As, there is no outcome favourable to the event ‘G’
numbers of outcomes favourable to G = n(G) = 0
n(G) 0
So, P(G) = = = 0.
n(S) 36
(iv) Let ‘H’ be an event, that ‘sum of two numbers is less than or equal to 12’.
By observing the above table,
Number of favourable outcomes n(H)= 36.
n(H) 36
So, P(H) = = = 1.
n(S) 36
(v) Let ‘K’ be an event of ‘getting a doublet’.

The favourable outcomes are (1, 1), (2, 2), (3, 3), (4, 4), (5, 5) and (6, 6)
Number of favourable outcomes = 6
n(K) 6 1
So, P(K) = = =
n(S) 36 6
1. The sum of probability of an event A and the probability of an event A (not A) is .... ( )
(a) 0 (b) 1 (c) 0.5 (d) 2
2. The probability of an event greater than or equal to ( )
(a) 0 (b) 1 (c) 0.9 (d) 0.5
3. If P(A) = 0.23 then P( A ) = ( )
(a) 0.23 (b) 0.32 (c) 0.77 (d) 0.87
Probability 443
4. The sum of the probabilities of all the elementary events of an experiment is ( )

(a) 0 (b) 1 (c) 0.5 (d) 0.2
5. The probability of an event ‘the year has 367 days’ is ( )
(a) 0 (b) 1 (c) 1/365 (d) 1/367
6. A bag contains 15 white balls and 10 green balls. A ball is drawn at random from the bag.
What is the probability of drawing. ( )
(i) a ball of not green colour (ii) a ball of not white colour
7. A dice is thrown. What is the probability of getting ( )
(a) an even number (b) an odd number (c) a prime number
8. In a pack of 400 screws there are 120 defective screws. Find the probability that the selected
screw taken randomly is non-defective?
Summary
A random experiment is one which has more than one outcomes and whose outcome is not
known exactly in advance before performing the experiment.
One or more outcomes of an experiment constitute an event.
Probability of an event generally denoted by P(E) is defined as
Number of outcomes favourable to E
P(E) =
Number of all possible outcomes of the experiment
0 < P(E) < 1.
P(E) + P( E ) = 1, where E and E are complementary events.
Terminal Exercise
1. A box contains 5 green, 8 yellow and 7 blue balls. One ball is taken out from the box at random.
What is the probability that the ball takent out is
(i) Yellow (ii) Green (iii) Blue (iv) neither green nor blue (v) Not Yellow
2. A dice is thrown once. Find the probability of getting
(i) a prime number (ii) a number lying between 2 and 5
(iii) a perfect square (iv) not a perfect square (v) an even prime number.
3. Two unbiased dice are thrown once. Write down all possible outcomes of this experiment. What
is the probability that the sum of numbers on two dice is
(i) 8 (ii) 11 (iii) more than 10
(iv) less than 2 (v) a prime number
444 Mathematics
4. A card is selected at random from well-shuffled pack of 52 cards. Find the probability that the
selected card is
(i) a face card (ii) a club card (iii) not an Ace
(iv) is an Ace of red colour (v) not a spade card
5. A fair coin is tossed three times. Write all the possible outcomes of this experiment. What is the
probability of getting
(i) All Heads (ii) Atleast one Tail (iii) Two Tails (iv) No Tails
6. A game of chance consists of spinning an arrow which comes to rest pointing at one of the
numbers 1, 2, 3, 4, 5, 6, 7, 8 (see fig. 13.1) and those are equally likely outcomes. What is
the probability that it will point at
8 1
(i) 8
7 2
(ii) an odd number
6 3
(iii) a number greater than 2
5 4
(iv) a number less than 9
(v) a prime number Fig. 13.1
7. A box contains 90 discs which are numbered from 1 to 90. If one disc is drawn at random from
the box, find the probability that it bears
(i) a two digit number (ii) a perfect square number (iii) a single digit number
(iv) a number divisible by 5 (v) a multiple of 9
8. A dice is thrown twice. What is the probability that
(i) 4 will not come up either time? (ii) 4 will come up atleast once?
9. Suppose you drop a die at random on the rectangular region shown in Fig. 13.2. What is the
probability that it will land inside the circle with diameter 1 m?
3m
1m
2m
O
Fig. 13.2
10. A lot consists of 144 ball pens of which 20 are defective and the others are good. Bhavani will
buy a pen if it is good, but will not buy if it is defective. The shopkeeper draws one pen at
random and gives it to her. What is the probability that
(i) she will buy it? (ii) she will not buy it?
Probability 445
11. Two different coins are tossed at the same time. Write down all possible outcomes, what is the
probability of getting head on one and tail on the other coin?
12. A carton consists of 100 shirts of which 88 are good, 8 have minor defects and 4 have major
defects. Vykuntam, a trader, will only accept the shirts which are good, but Leela, another trader,
will only reject the shirts which have major defects. Find the probability in the purchases of
Vykuntaam and Leela.

13.1
1. (a) (b) (c) X (d)
2. c 3. a, b, c, d
4. (a) getting 1 (b) getting prime number (c) getting even number
(d) getting multiple of 3 (e) getting an odd number etc.
5. 8
13.2
3 7
I. (i) D (ii) A II. (i) P(R) = (ii) P(B) =
10 10
13.3
I. Matching
1. c 2. e 3. d 4. a 5. b
5 3
II. (i) P(B) = (ii) P(not blue) =
8 8
13.4
1. Yes
2. (a) When throw a dice, getting 3 and getting not 3
(b) When draw a card from deck of playing cards getting a red king and get a not red king.
(c) When draw a card from deck of playing cards getting black colour card and getting a red
card etc.
3. P(E) = 1 P( E ) = 1 0.38 = 0.62
13.5
I. Matching
1. C 2. D 3. E 4. B 5. A
446 Mathematics
10
2. 5 3.
6 13
4. (a) When throw a dice, getting a number less than 1
(b) When throw a dice, getting a number 7.
(c) When throw a dice, getting an odd number, greater than 5 etc.
2
5. P(not E) =
7
13.6
1. B 2. A 3. C 4. B 5. A
15 3 10 2 1 1 1 7
6. (i) or (ii) or 7. (a) (b) (c) 8.
25 5 25 5 2 2 2 10

2 1 7 2 3 1 1 1
1. (i) (ii) (iii) (iv) (v) 2. (i) (ii) (iii)
5 4 20 5 5 2 3 3
2 1 5 1 1 5
(iv) (v) 3. (i) (ii) (iii) (iv) 0 (v)
3 6 16 18 12 12
3 1 12 1 3 1 7 3
4. (i) (ii) (iii) (iv) (v) 5. (i) (ii) (iii)
13 4 13 26 4 8 8 8
1 1 1 3 1 9 1
(iv) 6. (i) (ii) (iii) (iv) 1 (v) 7. (i) (ii)
8 8 2 4 2 10 10
1 1 1 11 25 11 31 5
(iii) (iv) (v) 8. (i) (ii) 9. 10. (i) (ii)
10 5 9 36 36 84 36 36
1 22 24
11. HT, HH, TT, TH and 12. (i) (ii)
2 25 25

1. Two dice are rolled and counts are added. What is the probability of
(i) getting prime number (ii) getting even number
2. A game consists of tossing one rupee coin three times. Ravi wins all the tosses give the same
result. Calculate the probability that Ravi wins the game.
3. One card is drawn from well shuffled deck of 52 cards. Find the probability of getting
(i) Red king (ii) Black face card (iii) Diamond Ace
4. Find the probability of getting 53 Mondays in a leap year.
APOSS – SSC Public Examinations
Time : 3 hours Model Paper-Mathematics Max.Marks : 100
(Part - A & B)
Instructions:
1. Part-A consist of 5 sections consist of short answer questions (3 marks) and Essay
answer questions (5 marks).
2. Part-B consist of 3 sections consist of Multiple-choice questions, Fill in the blanks
and Matching type questions. Each Question carries 1 mark.
3. Answers to the Part-A answers should be written on a separate answer sheet provided
in the Examination hall and Part-B answers should be written in the question paper
itself in the space provided.
4. Write the answers neatly and legibly and avoid over writing.
Part - A (75 Marks)

Section - I
Answer any 5 questions. Each question carry 3 marks. 5 u 3 = 15 marks
1. Find the H.C.F and L.C.M of 12,54 and 90 using prime factorisation method.
2. Sudheer buys a cell phone for Rs. 12000 and sells at Rs. 12,600. Find the gain or loss percentage.
3. Find the zeroes of the quadratic polynomial x2 + x 2 and verify the Relationship between
zeroes and coefficients.
4. Solve 2x 3y = 6 and x + y = 1 by elimination method
24
5. If the difference between a number and it’s reciprocal is , find the number..
5
6. Find the sum of all 3 digit numbers which are divisible by 5.
7. The lateral surface area is 576 cm 2. Find it’s volume and total surfacearea.
Section-II
8. If the ratio of angles in a triangle are 2 : 3 : 4 then find the angles.
9. Find the length of the tangent drawn from a point,whose distance 13 cm from the centre of the
circle of radius 5 cm.
10. Show that the points A(3,1) ,B(6,4) and C(8,6) lie on the same straight line
11. If Sin 3A=Cos(A-26),where 2A is acute,Find the measure of A.

448 Mathematics
12. A tower stand vertically on the ground.From a point on the ground,which is 30 m away from
the foot of the tower,the angle of elevation of the top of the tower is 30o. Find the height of
the tower.
13. Find Mean,Median and Mode of the scores 24,19,28,24,27,18,25 and 24.
14. Give any two examples of “equally likely events”.
Section - III
15. Prove that 3 5 is an irrational.

16. Sitara deposited Rs. 2,00,000, Rs. 3,00,000 and Rs. 3,00,000 in successive years in a finance
company with assured interest of 36% per annum.Calculate the amount that she would receive
back at the end of third year.
17. The sum of two digit number and the number obtained by reversing the order of it’s digits is
121 and the digits differ by 3. Find the number.
18. Solve x2 5x + 6 = 0 by using completing square method.
19. Find the 31st term of an A.P, whose 11 th term is 38 and 16th term is 73.
20. The inner diameter of a cylindrical shaped well is 3.5m. If it has 10m deep then find,
(i) Inner curved surface area.
(ii) The cost of plastering Curved surface area at the rate of Rs. 40 per sq.m
Section-IV
21. Prove that the tangents drawn from the external point of a circle are equal.
22. Find the area of a quadrilateral, whose vertices are (-9,-2),(-8,-4),(2,2) and (1,-3).
1 sin A
23. Prove that = SecA + TanA
1 sin A
24. Prepare a grouped frequency table for the following data of the marks obtained by 40 students
in SSC open school public examination by taking class interval 10.
22, 24, 32, 54, 50, 66, 75, 26, 78, 54, 56, 34, 55, 65, 77, 56, 46, 37, 35, 80
45, 76, 44, 55, 35, 27, 67, 36, 77, 75, 54, 33, 78, 55, 56, 46, 75, 39, 76, 65
25. The following table shows the ages of patients admitted in a hospital during an year.
Age(in years) 5-15 15-25 25-35 35-45 45-55 55-65 Total
No.of Patients 6 11 21 23 14 5 80
Model Paper 449
26. A box contains 5 green,8 yellow and 7 blue balls. If one ball is taken out of the box at random,
find the probability that the ball taken out is (i) yellow (ii) green (iii) blue (iv) neither green
nor blue (v) not yellow.
Section - V
Answer any one questions 1 u 5 = 5 marks
27. Find the zeroes of the polynomial p(x) = x2 x 12 graphically.
28. Construct a triangle with AB = 4 cm, BC = 5 cm and AC = 6 cm. Draw a triangle similar to
2
given triangle ABC with each of it’s sides is of corresponding sides.
3
Part - B (25 marks)
Instructions : 1. Answer all the questions.
2. Each question carries 1 mark.
I. Answer all the questions.Choose the correct answer from the four alternatives given
against each question and write the corresponding alphabet i.e., A, B, C or D in the
brackets. 10 u 1 = 10
1. Which of the following is non-terminating repeating decimal? ( )
5 12 21 3
A) B) C) D)
7 15 28 16
2. The marked price of a saree is Rs. 1200. If 12% discount is given on it then the
selling price is ( )
A) Rs. 956 B) Rs. 1056 C) Rs. 1156 D) 1344
3. The degree of the polynomial 3x2y + 5x2y3 + 2y is ( )
A) 2 B) 3 C) 5 D) 8
4. The discriminant of the quadratic equation x2 + x 2 = 0 is ( )
A) 7 B) 2 C) 1 D) 9
5. The sum of firstnatural numbers is ( )
n( n 1) n( n 1)
A) n(n + 1) B) C) 2n D)
2 2
6. In 'ABC, AC 2 = AB2 + BC2 then the measure of B is ( )
A) 30o B) 45o C) 60o D) 90o
7. If x > 0, y < 0 then in which quadrant does the point (x, y) belong ( )
A) I B) II C) III D) IV
12
8. If sin T then the value of sec T is ( )
13
12 13 13 5
A) B) C) D)
13 5 12 12
450 Mathematics
9. Which among the following not measure of central tendency? ( )

A) Mean B) Median C) Mode D) Range
10. If P(E) is the probability of an event ‘E’ then which of the following statement is true?( )
A) 1 d P(E) d 0 B) 0 d P(E) d 1 C) 0 d P(E) < 1 D) 1 < P(E) < 0
II. Fill in the blanks. 10 u 1 = 10 marks
11. The general form of linear equation in two variables x and y is _______
12. The H.C.F of two consecutive natural numbers is _____________
13. The sum of zeroes of the quadratic polynomial 2x2 5x +3 is ________
14. The system of linear equations l
m
represented by the lines given in the
graph is _____________
15. The combination of a cylinder and a cone can be represented as_____ (draw a rough figure)
16. A man goes 150m due east and then 200m due north then the distance from the starting point
is _____________
17. The circle passing through the three vertices of a triangle is called ________
18. The Co-ordinates of the point P
from the graph is ____________ O
P
19. The value of is sin 30 + cos 45 2 tan 60 is __________
2 o 2 o o
20. The probability of getting a red king from the well shuffled deck of 52 cards is _________
III. Match the following : 5 u 1 = 5 marks
Group - A Group - B
§ 100 ·
A) S.P u ¨
© 100 l % ¸¹
21. Amount on simple interest ( )
n
§ R ·
22. Amount on compound interest ( ) B) P u ¨1 P
© 100 ¸¹
§ TR ·
23. Selling price of an item ( ) C) P u ¨1
© 100 ¸¹
§ 100 g % ·
D) C.P u ¨
© 100 ¸¹
24. Cost price of an item ( )
n
E) P u §¨1
R ·
25. Compound interest ( )
© 100 ¸¹
The End

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Andhra Pradesh Open School Society

First Published - 2020

All rights reserved

No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in

My best wishes to learners ……

Dr. K.V. SRINIVASULU REDDY

S. No. Name of the Chapter Page No.

3. Algebraic Expressions and Polynomials 87 - 132

4. Linear Equations 133 - 162

5. Quadratic Equations 163 - 180

6. Progressions 181 - 200

7. Triangles 201 - 248

8. Circles 249 - 280

9. Co-ordinate Geometry 281 - 310

10. Mensuration 311 - 346

11. Trigonometry 347 - 382

12. Statistics 383 - 426

13. Probability 427 -446

Model Question Paper 447 - 450

S. No. Name of the Chapter P.C.P No.

3. Algebraic Expressions and Polynomials 5, 6

9. Co-ordinate Geometry 18, 19

10. Mensuration 20, 21

11. Trigonometry 22, 23

12. Statistics 24, 25

13. Probability 26, 27

Revision of Syllabus and

Invention of numbers is a symbol of human intelligence. Numbers are backbone to Mathematics.

know the properties of Natural numbers.

explain the properties of zero.

represent the Integers on a number line.

solve the problems on integers involving four fundamental operations.

explain how N, W, Z are Rational numbers.

perform four fundamental operations on Rational numbers.

represent rational number on a number line.

write equivalent forms of given rational number, compare rational numbers.

understand the fundamental theorem of Arithmetic.

find L.C.M and HCF of given numbers.

insert rational numbers between any two rational numbers.

express rational numbers as terminating and non-terminating decimals.

give examples to the rational and irrational numbers.

exaplain some properties of irrational numbers.

understand the concept of real numbers.

1.1 Natural numbers and Whole numbers

Natural numbers (N)

Note : Smallest Natural Numbers is ‘1’

Some properties of numbers

1 Closure property Natural numbers

a u (b+c) = a u b+a u c 2 u (3+5) = 2 u 3+2 u 5

(iii) Division by zero is not defined, a is not defined.

(iv) 0 is not determined.

The depth of Pacific ocean is 10,994 meters [Negative]

The highest recorded temperatures in the world is +63.8 oC [Positive]

The lowest natural temperature ever on earth is 89oC [Negative]

Above situations demand us to know about negative numbers also.

Representation of Integers on a Number line

Four fundamental operations on Integers

Some important facts

Example 10 : Simplify : 100 + 50 u 2

The depth of Pacific ocean is 10,994 meters [Negative]

The lowest natural temperature ever on earth is 89oC [Negative]

2 2 7 4 ª Denominator of second rational number º

(i) 24, 6 , 18 , 21 , 19 .

9 u 12 11 u 11 108 121 229

Number formed by all the digits Number