Vedanta

Optional Mathematics

Teacher's Guide
Grade
9
Piyush Raj Gosain

Vedanta Optional Mathematics Teacher's Guide ~ 9 1

 Preface
This is a teacher's Guide of Vedanta Excel in Optional Mathematics to help the
teacher's, in teaching learning process, who are teaching Optional Mathematics in
secondary level in Grade 9 and 10.
I have tried to write this book in the form to help the teachers of Optional
Mathematics regarding what are objectives, how to teach, how to solve problems
what are required teaching materials and how to evaluate in the classroom effectively.
At the end of each chapter, there are given some questions for more practice and
evaluation of the students.
I hope that the book will be one of best friend of teachers who have been using
Vedanta Excel in Optional Mathematics for grade 9 and 10. It helps the teachers to
make lesson plan, to use required teaching materials to evaluate the students. It also
helps the teachers providing required teaching notes.
The motto of Vedanta Publication (P) Ltd is ''read, lead and succeed''. I am hopeful
that the book will also help to fulfill the objectives of the publication as well as the
objectives of curriculum of Optional Mathematics.
The idea how to write this book is coined by our respectable senior Mathematics
text book writer, educator Hukum Pd Dahal and heartfelt gratitude to him.
I am confident that the teachers will find this book as an invaluable teaching aid.
I am thankful to all the teachers who have been using Vedanta Excel in Optional
Mathematics.
My hearty thanks goes to Mr. Hukum Pd Dahal, Tara Bahadur Magar and P.L Shah,
the series editors, for their invaluable efforts in giving proper shape to the series. I am
also thankful to my colleague Mr Gyanendra Shrestha who helped me a lot during
the preparation of the book.
I would like to thank chairperson Mr Suresh Kumar Regmi, Managing Director
Mr. Jiwan Shrestha, Marketing Director Manoj Kumar Regmi for their invaluable
suggestion and support during the preparation of the series in Optional Mathematics.
Last but not the least I am thankful to Mr Daya Ram Dahal and Pradeep Kandel,
the computer and designing senior officer for their skill in designing the book in
such an attractive form.
I'm profoundly grateful to the Vedanta Publication (P) LTD to get the series
published. Valuable suggestion and comments from the concerned will be highly
appreciated in days ahead.

Piyush Raj Gosain

2 Vedanta Optional Mathematics Teacher's Guide ~ 9

 CONTENT
Unit 1 Relations and Functions 4
Unit 2 Polynomials 21
Unit 3 Sequence and series 27
Unit 4 Limit 35
Unit 5 Matrix 51
Unit 6 Co-ordinate Geometry 65
Unit 7 Equations of Straight Lines 80
Unit 8 Trigonometry 114
Trigonometric Ratios &
Unit 9 127
Conversion of t-ratios
Trigonometric Ratios of
Unit 10 145
Some Standard Angles
Trigonometric Ratios of
Unit 11 148
Any Angle
Unit 12 Vectors 171
Unit 13 Transformation 183
Unit 14 Statistics: Partition values 195

Unit 15 Statistics: Measure of 201

Dispersion
Vedanta Optional Mathematics Teacher's Guide ~ 9 3
UNIT
one
Relations and Functions
Estimated Teaching Hours : 15
1. Objectives
SN Level Objectives
To define ordered pair.
To define cartesian product.
To define a relation and a function.
i. Knowledge (K)
To define domain and range of a relation and
function.
To define different types of relations.
To find domain and range and codomain of a
relation and a function.
To represent a relation in different ways (set of ordered pair,
tabulation method, arrow diagram method, graphic method.)
ii. Understanding (U) To find inverse of a given relation.
To check given relations are functions or not.
To be able to check given diagrams represent
function or not. (i.e. vertical line test.)
To represent different type sof functions in arrow diagrams.
To solve problems related to functions.
iii. Application (A) To draw graphs of linear constant, identity
function, linear function.
To solve difficult problems in relations and
iv. Higher Ability (HA)
functions.
2. Teaching Materials
Arrow diagrams and graphs for different function in a chart paper.
Different geometrical figures to check vertical line test on chart papers.

3. Teaching Learning Strategies:

Take some examples of pair of elements used in our daily life.
Define a pair and an ordered pair with different examples.
Explain difference between a pair and an ordered pair with illustrated examples.
Define equal ordered pairs.
Solve some problems from exercise 1.1.
Taking two non-empty sets, illustrate how to form cartesian product.
Define the cartesian product and discuss how to show them in
i) set of ordered pair

4 Vedanta Optional Mathematics Teacher's Guide ~ 9

 ii) set builder form
iii) tree diagram method
iv) arrow diagram method
v) tabular method
Discuss solution of some questions in exercise 1.2.
Starting from daily life relation examples define relations.
Discuss different methods of presentation of relations.
Define domain and range of a relation with at least two examples.
Define types of relations - identity relation, reflexive relation, transitive relation,
symmetric relation, equivalence relation and inverse relation with examples.
Discuss solution of questions in exercise 1.4.
Discuss functions and its types with arrow diagrams.
Explain how to find domain and range of a function.
Discuss solution of some questions from exercise 1.5(A).
Draw some figures and explain about vertical line test of a function.
Explain how to solve questions in exercise 1.5(B) (vertical line test)
Notes:
1) Let A and B be any two non empty sets. Then a relation from A to B is defined as a
sub-set of cartesian product A×B. A×B is defined by
A×B = {(x, y) : x∈A and y∈B}
Relation R from A to B is denoted by
R : A → B.
2) Domain of relation R = {x : (x, y)∈R}
Range of relation R = {y : (x, y)∈R}
3) Inverse relation of R is defined by
R–1 = {(y, x) : x∈A and y∈B}
4) Let a relation R be defined on A = {a, b, c}
a) Reflective relation, R = {(a, a)} for all a∈A.
b) Transitive relation, R = {(a, b), (b, c), (a, c)} for a, b, c∈A.
c) Symmetric relation R = {(a, b), (b, a), (a, c), (c, a), (b, c), (c, b)} for a, b, c∈A.
d) A relation R on set A = {a, b, c} is called equivalence iff
i) Is is reflexive; for every a∈R, (a, a)∈R.
ii) It is transitive; for a, b∈A, (a, b), (b, c), (a, c)∈R.
iii) It is symmetric; a, b, c∈A, (a, b), (b, a), (b,c), (c,b), (a,c), (c,a)∈A.
5) (i) A function f:A → B is called an onto if the range is equal to co-domain of f.
ii) A function f:A → B is called into if range of f is proper-subset of co-domain.
iii) A function f:A → B is called one - one if each element of A has distinct image in set B.
iv) A function f:A → B is called many to one function if two or more element of set A
have the same image in set B.
v) A function f:A → B is called one to one onto (objective) function if each element
of A has the distinct image in set B and range is equal to co-domain.

Vedanta Optional Mathematics Teacher's Guide ~ 9 5

6) A function f:A → B is called real valued function if A and B are sub-sets of real num-
ber R. It is denoted by f:R → R.

Some solved problems

1. Find the value of x and y in the following conditions:

a) (2x + y, 2) = (1, x – y)
Solution
Here, (2x + y, 2) = (1, x – y)
Equating the corresponding elements of equal ordered pair.
2x + y = 1 ... ... ... (i)
x – y = 2 ... ... ... (ii)
adding equation (i) and (ii), we get
3x = 3
 x=1
put the value of x in equation (i), we get
2,1 + y = 1
or, y = 1 – 2
 y = –1

b) (2x + y, 2x – y) = (16, 1)
Solution
Here, (2x + y, 2x – y) = (16, 1)
Equating the corresponding elements of equal ordered pair.
2x + y = 16
or, 2x + y = 24
 x + y = 4 ... ... ... (i)
and 2x – y = 1
or, 2x – y = 20
 x – y = 0 ... ... ... (ii)
adding equations (i) and (ii), we get
2x = 4
 x=2
put the value of x in equation (ii), we get,
 x = y = 2.

2. a) Under which condition A×B is defined ?

Solution
Here, A×B is defined if A and B both are non-empty sets.

6 Vedanta Optional Mathematics Teacher's Guide ~ 9

b) If P = {1, 2, 3}, Q = {10}, find n(P×Q).
Solution
Here, P = {1, 2, 3} and Q = {10}
n(P) = 3, n(Q) = 1
We have, n(P×Q) = n(P) × n(Q)
=3×1
=3
Alternate Method
Here, P×Q = {1, 2, 3} × {10}
= {(1, 10), (2, 10), (3, 10)}
Now, n(P×Q) = no. of ordered pair in P×Q
= 3.

3. If M = {1, 2, 3} and N = {2, 4, 5}, find a relation from M to N such that: x + y ≤ 10.
Solution
Here, M = {1, 2, 3} and N = {2, 4, 5}
M×N = {1, 2, 3} × {2, 4, 5}
= {(1, 2), (1, 4), (1, 5), (2, 2), (2, 4), (2, 5), (3, 2), (3, 4), (3, 5)}
Let, R = {(x, y) : x + y ≤ 10}
= {(1, 2), (1, 4), (1, 5), (2, 2), (2, 4), (2, 5), (3, 2), (3, 4), (3, 5)}

4. Find the domain and range of the following relations. Also find the inverse relation of them:
a) R1 = {(a, x), (b, y), (c, z)}
4 (b)
R

2 6

4
12
5

6 10

Solution
Here, R1 = {(a, x), (b, y), (c, z)}
Domain of R1 = {a, b, c}
Range of R1 = {x, y, z}
Inverse relation of R1 is given by R–1={(x, a), (y, b), (z, a)}

b) R = {(2, 6), (6, 4), (10, 5), (12, 6)}

Solution
Here, {(2, 6), (6, 4), (10, 5), (12, 6)}

Vedanta Optional Mathematics Teacher's Guide ~ 9 7

 domain of R = {2, 4, 5, 6}
range of R = {6, 12, 10}
Inverse relation of R is given by R–1 = {(2, 6), (6, 4), (10, 5), (12, 6)}

5. If A = {1, 2, 3} and a relation R is defined on A as R = {(1, 1), (1, 2), (2, 2), (3, 3), (1, 3),
(2, 3), (3, 1), (3, 2), (2, 1)}. Check whether R is reflexive, symmetric or transitive relation.
Solution
Here, R = {(1, 1), (1, 2), (2, 2), (3, 3), (1, 3), (2, 3), (3, 1), (3, 2), (1, 2), (2, 1)}
i. Now (1, 1), (2, 2), (3,3)∈R
Hence, a is a reflexive relation.
ii. (1, 2)∈R and (2, 1)∈R,
(1, 3)∈R and (3, 1)∈R
(2, 3)∈R and (3, 2)∈R
Hence, relation R is a symmetric relation
iii. Since, (1, 2), (2, 1)∈R and (1, 1)∈R
(1, 2), (3, 1)∈R and (1, 1)∈R
(2, 3), (3, 1)∈R and (2, 1)∈R
Hence R is also a transitive relation.
 R is reflexive, symmetric and transitive. Hence R is an equivalence relation.

6. Which of the following relations are functions ?

a) f = {(a, x), (b, y), (c, z)}
Solution
Here, each pre-image has distinct image.
It is a function i.e. every element of the first component has a unique image.

b) k = {(1, 2), (2, 3), (4, 5), (2, 8)}

Solution
Here, an element '2' has two images.
Hence, the relation k does not represent a function.

7. State whether the following mapping diagrams represent the functions or not. Give
reason also.

a) f
A B

1 4

2 8

3 12

8 Vedanta Optional Mathematics Teacher's Guide ~ 9

Solution
Here, each element of the first set A has distinct image in the second set B.
So f is a function.

b) X f Y

2 1

4 2

6 3

Solution
Here, each element of the first set x has distinct image in the second set.
Hence, f is a function.

c)
P f Q

a x

b
y
c

Solution
Here, each element of the first set P has unique element in the second set.
Hence f is a function.

d)
h

0
1 2
4 8
5 10

Solution
Here, an element '0' does not have image in the second set.
Hence h is not a function.

8. Let f:A → B be a function with A = {1, 2, 3, 4} and B = 1 , 1, 3 , 2 . Find the function

2 2
defined 'is double of.' Then represent the function in the following ways:
a) Arrow diagram

Vedanta Optional Mathematics Teacher's Guide ~ 9 9

Solution
Here,
A f B
1
1
2
2 1
3
3
2
4 1

b) Set builder form

Solution
Here, f = {(x, y): x=2y, x∈A and y∈B}

c) Formula
Solution
Here, f = {(x, y): x = 2y}
i.e. f = (x, y): y = x
2
d) Set of ordered pair
Solution

Here,

f = {(x, y): x is double of y}

=  1, 1 , (2, 1),  3, 3 , (4, 2)

 2  2
9. By using vertical line test, find which of the following represent function:
a) y M

O
x' x

N
y'

10 Vedanta Optional Mathematics Teacher's Guide ~ 9

Solution
Here, the vertical line cuts the given line only at a single point.
Hence it represents a function.
b) y

x' O x

y'

Solution
Here, the vertical line cuts the given curve (circle) at two points.
Hence, the curve does not represent a function.
c) y

x' O x

y'
Solution
Here, the vertical line cuts the given curve at a single point.
Hence the curve represents a function.
10. Draw graphs of the following functions and also state the type of function with
reasons.
a) f = {(1, 2), (2, 3), (3, 4)}
Solution
Here, f = {(1, 2), (2, 3), (3, 4)}

Vedanta Optional Mathematics Teacher's Guide ~ 9 11

 y
4 (3,4)

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

x' –2 –1 O 1 2 3 4 x

–1
y'
The plotting of points on graph, we get a straight line as shown in the figure. It is one - one
function because each element of first component has distinct image in second set (set of
y-component). Moreover it represents a one - one onto function. It is also a linear function.

b) k = {(1, 2), (2, 4), (3, 9), (4, 16)}

Solution
Here, k = {(1, 2), (2, 4), (3, 9), (4, 16)}
y
16 (4,16)

14

12

10
(3,9)
8

4
(2,4)
2
x' (1,1)
–4 –2 o 2 4 6

y'
The given points are plotted on a graph paper. We get a curve as shown in the figure. It
represents a quatratic function because it is in the form of y = x2.

12 Vedanta Optional Mathematics Teacher's Guide ~ 9

 If f(x) = x – 3x + 1, find f(1) and f(2).
2
11.
x+1
Solution
f(x) = x – 3x + 1
2
Here,
x+1
= 1 – 3.1 + 1
2
For, x = 1, we get f(1)
1+1
= 2 – 3 = –1
2 2
For x = 2, we get f(2) = 22
– 3.2 + 1
2+1
=4–6+1 =–1
3 3

12. If f  1  = 1, f  1  = 2, f  2  = 4 then write the function f in set ordered pair and hence
2 3 3 3 3
find the domain and range of the function.
Solution

Here, f  1  = 1, f  1  = 2, f  2  = 4
2 3 3 3 3

f=  1 , 1 ,  1, 2 ,  2, 4  in set of ordered pair.

 2  3 3 3 3
Domain of f = 1 , 1, 2
2 3 3
Range of f = 1, 2, 4
3 3
13. a) If f(x) = 3x + 4, find the image of 4.
Solution
Here, for x = 4, y = f(4) = 3.4 + 4 = 16
 16 s the image of 4.
b) If g(x) = x2+ 5 defined –6 ≤ x ≤ 7, find g(2), g(7) and g(8).
Solution
Here, g(x) = x2 + 5, –6 ≤ x ≤ 7
Here, the values of x are from –6 to 7.
Hence, g(8) is not defined i.e. we cannot find the value of g(8).
Now, for x = 2, g(2) = 22 + 5 = 9
g(7) = 72+ 5 = 54
14. a) A function f:N → N is defined by f(x) = x + 3, is f one - one and onto function ?
Solution
Here, f(x) = x + 3, x∈N
Domain and range are both set of natural numbers. For simplicity we wirte,

Vedanta Optional Mathematics Teacher's Guide ~ 9 13

 y=x+3
For natural numbers 1 and 2, there are no pre-images for them.
It means that the given function is not onto. Again for every value of x,
there is unique value of y.
Hence f is a one - one function.

b) If f:N → N is defined by f(x) = x2 + 1. What type of the function f is ? Write with examples.
Solution
Here, f:N → N and f(x) = x2 + 1
For x = 1, 2, 3, 4 ... ... ... we get
f(1) = 2, f(2) = 5, f(3) = 10, f(4) = 17
Domain and range both are set of natural numbers.
Some elements of the second set (N) do not have their pre-images.
For simplicity, we write y = x2 + 1
or, x2 = y – 1
 x= y–1
For all values of y, x is not a natural number.
eg. For y = 3, x = 2∉N
Hence, f is not one - one onto function.
But for every value of x, y is a natural number.
Hence the function is one - one function
In conclusion we say that f is one - one into function.
In arrow diagram, we write
M N
1 1
2
3
2 4
5
6
3 7
8
4 9
10
17
5 26

This shows that some elements of second set do not have their pre-images.

15. If A = {x: x ≤ 4, x∈N}, B = {x: x ≤ 3, x∈N} and C = = {x: 3 ≤ x ≤ 5, x∈N}, verify the following:
a) A×(B∪C) = (A×B)∪(A×C)
Solution
Here, given sets can be written as follows
A = {1, 2, 3, 4}, B = {1, 2, 3}, C = {3, 4, 5}

14 Vedanta Optional Mathematics Teacher's Guide ~ 9

Now, B∪C = {1, 2, 3, 4, 5}
LHS = A×(B∪C)
= {1, 2, 3, 4} × {1, 2, 3, 4, 5}
= {(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (2, 1), (2, 2), (2, 3), (2, 4), (2, 5), (3, 1),
(3, 2), (3, 3), (3, 4), (3, 5), (4, 1), (4, 2), (4, 3), (4, 4), (4, 5)}
Again, A×B = {1, 2, 3, 4} × {1, 2, 3}
= {(1, 1), (1, 2), (1, 3), (2, 1), (2, 2), (2, 3), (3, 1), (3, 2), (3, 3), (4, 1), (4, 2), (4, 3)}
A×C = {1, 2, 3, 4} × {3, 4, 5}
= {(1, 3), (1, 4), (1, 5), (2, 3), (2, 4), (2, 5), (3, 3), (3, 4), (3, 5), (4, 3), (4, 4), (4, 5)}
Now, (A×B)∪(A×C) = {(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (2, 1), (2, 2), (2, 3), (2, 4), (2, 5),
(3, 1), (3, 2), (3, 3), (3, 4), (3, 5), (4, 1), (4, 2), (4, 3), (4, 4),
(4, 5), (5, 1), (5, 2), (5, 3), (5, 4), (5, 5)}
 A×(B∪C) = (A×B)∪(A×C)

b) (A – B)×C = (A×C) – (B×C)

Solution
Here, A – B = {1, 2, 3, 4} – {1, 2, 3}
= {4}
LHS = (A × B)×C = {4} × {3, 4, 5}
= {(4, 3), (4, 4), (4, 5)}
A×C = {1, 2, 3, 4} × {3, 4, 5}
= {(1, 3), (1, 4), (1, 5), (2, 3), (2, 4), (2, 5), (3, 3), (3, 4), (3, 5), (4, 3), (4, 4), (4, 5)}
B×C = {1, 2, 3} × {3, 4, 5}
= {(1, 3), (1, 4), (1, 5), (2, 3), (2, 4), (2, 5), (3, 3), (3, 4), (3, 5)}
RHS = (A×C) – (B×C)
= {(4, 3), (4, 4), (4, 5)}
 (A – B)×C = (A×C) – (B×C) proved

16. Let, R = {(1, 1), (1, 2), (1, 3), (2, 1), (2, 2), (2, 3), (3, 1), (3, 2), (3, 3)}, Show that R is
reflexive, symmetric and transitive relation and hence equivalence relation.
Solution
Here, R = {(1, 1), (1, 2), (1, 3), (2, 1), (2, 2), (2, 3), (3, 1), (3, 2), (3, 3)}
Then we show that R is reflexive, symmetric and transitive, then it is an equivalence relation.
i) Reflexive: since, (1, 1), (2, 2), (3, 3)∈R, R is a reflexive relation.
ii) Symmetric: since, (1, 2), (2, 1), (2, 3), (3, 2)∈R, R is a symmetric relation.
iii) Transitive: since (1, 2), (2, 3)∈R and (1, 3)∈R
(1, 2), (2, 1)∈R and (1, 1)∈R
(1, 3), (3, 1)∈R and (1, 1)∈R
(2, 3), (3, 2)∈R and (2, 2)∈R
 R is also a transitive relation.
Since R is reflexive, symmetric and transitive relation, it is an equivalence relation.

Vedanta Optional Mathematics Teacher's Guide ~ 9 15

17. Let, A = {1, 2, 3}, find symmetric, reflexive, transitive and equivalence relation.
Solution
To show a relation R is an equivalence, we show that it is symmetric, reflexive and
transitive.
Let, R = {(1, 1), (1, 2), (1, 3), (2, 1), (2, 2), (2, 3), (3, 1), (3, 2), (3, 3)}
be a relation defined on given set A.
Also, R1 = {(1, 1), (2, 2), (3, 3)}, a reflexive relation.
R2 = {(1, 2), (2, 1), (1, 3), (3, 1)}, a symmetric relation.
R3 = {(1, 2), (2, 3), (1, 3)}, a transitive relation
Above R has the properties of reflexive, symmetric and transitive, hence an equivalence relation.

18. Let, R = {(1, 1), (2, 1), (1, 2), (1, 3), (2, 2), (2, 3), (3, 1), (3, 2), (3, 3)}
Solution
Hints: show it is symmetric, reflexive and transitive, then is will be an equivalence relation.

19. a) If f(x + 5) = f(x) + f(5), x∈R, prove that: (i) f(o) = 0 (ii) f(–5) = –f(5)
Solution
i) f(o) = 0
Here, f(x + 5) = f(x) + f(5), x∈R
put x = 0 we get
f(0 + 5) = f(0) + f(5)
or, f(5) = f(0) + f(5)
 f(0) = 0 ... ... ... (i)
ii) f(–5) = –f(5)
again, put x = –5, we get
f(–5 + 5) = f(–5) + f(5)
or, f(0) = f(–5) + f(5)
by using (i)
f(–5) + f(5) = 0
 f(–5) = f(–5) proved.

b) If f(x + 3) = f(x) + f(9) prove that: (i) f(6) = 0 (ii) f(3) = –f(9)
Solution
i) f(6) = 0
Here, f(x + 3) = f(x) + f(9)
put x = 6 we get
f(6 + 3) = f(6) + f(9)
 f(6) = 0 ... ... ... (i)
ii) f(–5) = –f(5)
again, put x = 3, we get
f(3 + 3) = f(3) + f(9)

16 Vedanta Optional Mathematics Teacher's Guide ~ 9

 or, f(6) = f(3) + f(9)
 0 = f(3 + f(9)
by using (i)
f(3) = –f(9) proved.

20. a) If f(x) = ax + b, f(5) = 26 and f(2) = 14, find the values of a and b.
Solution
Here, f(x) = ax + b, f(5) = 26, f(2) = 14
put x = 5, f(5) = a.5 + b
or, 26 = 5a + b
 5a + b = 26 ... ... ... (i)
Again, for x = 2, f(2) = a.2 + b
or, f(2) = 2a + b
or, 14 = 2a + b
 2a + b = 14 ... ... ... (ii)
Subtracting equation (ii) from (i), we get
3a = 12
 a=4
put the value of 'a' in (i), we get
5.4 + b = 26
or, b = 26 – 20
 b=6
Hence, f(x) = 4x + 6.

b) If f(x) = mx + c, f(4) = 11 and f(5) = 13, find the values of m and c.

Solution
Here, f(x) = mx + c
we have f(4) = 11
i.e. m4 + c = 11
 4m + c = 11 ... ... ... (i)
and f(5) = 13
5m + c = 13 ... ... ... (ii)
Subtracting (ii) from (i), we get
–m = –2
 m=2
put the value of m in equation (i)
4×2 + c = 11
or, c = 11 – 8
 c=3
 f(x) = 2x + 3.

21. a) If f(x + 2) = 4x + 3, find f(x) and f(2).

Vedanta Optional Mathematics Teacher's Guide ~ 9 17

Solution
Here, f(x + 2) = 4x + 3
Replacing x by x – 2, we get
f(x – 2 + 2) = 4(x – 2) + 3
or, f(x) = 4x – 5
 f(x) = 4x – 5
When x = 2, f(2) = 4×2 – 5 = 3.
Alternative method
Here, f(x + 2) = 4x + 3
or, f(x + 2) = 4(x + 2) – 5
Replacing x + 2 by x, we get
f(x) = 4x – 5
and f(2) = 4.2 – 5
= 3.
b) If f(3x + 2) = 6x + 7, find f(x) and f(3).
Solution
Here, f(3x + 2) = 6x + 7
x is replaced by x, we get
3
f 3 . x + 2  = 6 . x + 7
 3  3
or, f(x + 2) = 2x + 7
Again x is replaced by x – 2, we get
f(x) = 2(x – 22) + 7
 f(x) = 2x + 3
For x = 3, f(3) = 2.3 + 3
=6+3 =9
 f(x) = 2x + 3 and f(3) = 9
Alternative method
Here, f(3x + 2) = 6x + 7
or, f(3x + 2) = 2(3x + 2) + 3
Replacing (3x + 2) by x, we get
f(x) = 2x + 3
and f(3) = 2.3 + 3
= 6 + 3 = 9.
 f(x) = 2x + 3 and f(3) = 9.

22. If f(x) = 4x2 – 2x + 5 and g(x) = 7x2 – x + 3, and f(x) = g(x), find the values of x.
Solution
Here, f(x) = 4x2 – 2x + 5 and g(x) = 7x2 – x + 3
Now, we have f(x) = g(x)
4x2 – 2x + 5 = 7x2 – x + 3

18 Vedanta Optional Mathematics Teacher's Guide ~ 9

or, 3x2 + x – 2 = 0
or, 3x2 + 3x – 2x – 2 = 0
or, 3x(x + 1) –2(x + 1) = 0
or, (x + 1) (3x – 2) = 0
Either x + 1 = 0 ⇒ x = –1
or, 3x – 2 = 0 ⇒ x = 2
3
23. If f(x) = 9x, then prove that: f(m + n + p) = f(m) . f(n) . f(p)
Solution
Here, f(x) = 9x
f(m + n + p) = 9m + n + p
= 9m . 9n . 9p
= f(m) . f(n) . f(p)
 f(m + n + p) = f(m) . f(n) . f(p) proved

24. For what value of domain has its image 2 under the function. f(x) = x2 + 6x + 7
Solution
Here, y = f(x) = x2 + 6x + 7
Image is 2 means y = 2
Now, y = x2 + 6x + 7
or, 2 = x2 + 6x + 7
or, x2 + 6x + 5 = 0
or, x2 + 5x + x + 5 = 0
or, x(x + 5) + 1(x + 5) = 0
 (x + 5) (x + 1) = 0
Either x+5=0 ⇒ x = –5
x+1=0 ⇒ x = –1
 x = –5, –1
Hence, –5 and –1 has the image 2.

23. A function g:R → R is defined by

x–1 for 0 ≤ x < 4
g(x) = 2x + 1 for 4 ≤ x < 6
3x + 10 for 6 ≤ x < 8
Find the value of f(2), f(5) and f(7).
Solution
Here, For x = 2, we take
f(x) = x – 1, ( 0 ≤ x < 4)
or, f(2) = 2 – 1
 f(2) = 1
For x = 5, we take
f(x) = 2x + 1, ( 4 ≤ x < 6)
or, f(5) = 2.5 + 1
 f(5) = 11
For x = 7, we take

Vedanta Optional Mathematics Teacher's Guide ~ 9 19

 f(x) = 3x + 10, ( 6 ≤ x < 8)
or, f(7) = 3.7 + 10
 f(7) = 31

26. If f(x) = 2x2 + 5, find

a) f(a + h) b) f(a + h) – f(a)
h
Solution
Here, f(x) = 2x2 + 5
or, f(a + h) = 2(a + h)2 + 5
= 2(a2 + 2ah + h2) + 5
= 2a2 + 4ah + 2h2 + + 5
and f(a) = 2a + 5
2

Now, f(a + h) – f(a)

h
= 2a2
+ 4ah + 2h2 + 5 – 2a2– 5
h
= 4ah + 2h 2

h
= 2h(2a + 2h)
h
= 2(2a + h)

Questions for practice

1. If (3x, 4y­) = (27, 64) find the values of x and y.
2. If A = {x:x ≤ 4, x∈N} and B = {x:x2 – 9 = 0}, then find A×B and B×A.
3. Let R be a relation defined on A = {a, b, c}, then find the following relation on A.
a) Reflexive
b) Symmetric
c) Transitive
4. Let R = {(1, 1), (1, 2), (1, 3), (2, 1), (2, 2), (2, 3), (3, 1), (3, 2), (3, 3)} then prove that R is
an equivalence relation.
5. If f(x) = 4x2 + 5x + 3, find the values of f(2), f(–2), f(3), f(–3).
6. If f(x) = 5x – 4, what is the pre-image of 16 ?
7. If f(x) = 3x2 + 5, then find:
a) f(a + h)
b) f(a + h) – f(a)
h
8. Let A = {1, 2} and B = {5, 10}, then
a) How many one to one function can be defined from A to B ?
b) How many one to many into function can be defined ?
c) How many many to one onto function can be defined ?
9. If f(x) = 5x, then prove that f(m + n + p) = f(m) . f(n) . f(p).
10. If f(x + 7) = 7x + 64, find f(x) and f(8).

20 Vedanta Optional Mathematics Teacher's Guide ~ 9

 UNIT
two
Polynomials
Estimated Teaching Hours : 4
1. Objectives
SN Level Objectives
To define a polynomial.
i. Knowledge (K)
To define degree of polynomial, standard polynomial
To define different types of polynomials with examples.
To write degree of given polynomials.
ii. Understanding (U) To write given polynomials in standard form.
To add or subtract simple polynomials.
To state properties addition and multiplication of polynomials.
To use properties addition of polynomials.
iii. Application (A) To use properties of multiplication of polynomials.
To find additive inverse of given polynomials.
To verify properties of addition of polynomials (with three
iv. Higher Ability (HA)
polynomials)

2. Teaching Materials
Chart papers with definition of polynomials and the types of polynomials.
Chart paper with properties of addition and multiplication of polynomials.

3. Teaching Learning Strategies:

Discuss difference between algebraic expressions and polynomials with examples (use
chart peper)
Discuss about standard form of polynomials.
Discuss standard polynomials, degree of polynomials, equal polynomials, with
appropriate examples.
Discuss numerical and literal coefficient of polynomials.
Taking two or three polynomials discuss how to add them.
State and prove the properties of addition of polynomials with examples.
Discuss about multiplication and properties of multiplication of polynomials.
Notes :
1. Algebraic expressions having non-negative integer as the power of variables in each
term is called a polynomial.
2. The polynomials in which the terms are arranged in ascending or descending powers of
variable are called standard polynomials.

Vedanta Optional Mathematics Teacher's Guide ~ 9 21

3. i) The highest power of the variables involved in the polynomial with one variable is
called the degree of the polynomial in one variable.
ii) The degree of polynomial in two or more variables is the highest sum of the powers of
the variables involved in the polynomial.
4. The product of two polynomial is a polynomial.
5. Two polynomials with same degree and the same coefficients of the corresponding
terms are called equal polynomials.
6. A number or alphabet which is the multiple of a variable in an algebraic / polynomial
term is known as coefficients. Coefficients are of two types: Numerical coefficient and
literal coefficient.

Some solved problems

1. Which of the following algebraic expressions are polynomials. Give your reason.
a) 4x2 + 3x + 6
Solution
Here, 4x2 + 3x + 6
It is a polynomial because exponent of variables of each term is a positive integer.

b) 7x4 + 3x2 + 3 x
3
Solution
Here, 7x4 + 3x2 + 3 x
3
= 7x4 + 3x2 + x1/3
3
It is not a polynomial because the exponent or power of variable x in third term is 1 which
3
is not an positive integer.

c) 4x2 + x + 1
x
Solution
Here, 4x2 + x + 1
x
= 4x2 + x + x–1
Since the exponent of variable x in the third term is (–1), it is not a polynomial.

2. Find the numerical and literal coefficient of the following polynomials.

a) –0.9x
Solution
Here, –0.9x
Numerical coefficient = –0.9
Literal coefficient = x

22 Vedanta Optional Mathematics Teacher's Guide ~ 9

b) 5x + 9
13
Solution
Here, 5x + 9
13
= 5 x+ 9
13 13
Numerical coefficient of x in first term 5 x = 5
13 13
5
Literal coefficient of x in the first term x = x
13
 9 is called constant term. 
 13 
c) x in 7xy
Solution
Here, numerical coefficient = 7
literal coefficient of x is = y

3. Find the degree of polynomials.

a) 6 x + y5
Solution
Here, 6 x + y5
Highest exponent = 5
⸫ Degree of polynomial = 5

b) 5xyz + 3y2 + x2
Solution
Here, 5xyz + 3y2 + x2
Sum of degree of the variables in the first term is 1 + 1 + 1 = 3,
which is the highest degree.
 degree of polynomial = 3

4. Which of the following polynomials are equal.

f(x) = 3x3 – 5x2 + 0.25x and g(x) = 0.75x3 + 1 – 5x2.

4 4
Solution

Here, f(x)= 3x3 – 5x2 + 1

4 4
= 0.75x3 – 5x2 + 0.25
and g(x) = 0.75x3 – 5x2 + 0.25
Here, f(x) and g(x) are equal polynomials because the coefficients of their corresponding
terms are equal.

Vedanta Optional Mathematics Teacher's Guide ~ 9 23

5. Write the given polynomials in standard form
a) ascending order
b) descending order
3x2 + 4x6 + 9x3 + 3x + 7
Solution
a) writing the given polynomials in ascending order
7 + 3x + 3x2 + 9x3 + 4x6
b) writing the given polynomials in descending order
4x6 + 9x3 + 3x2 + 3x + 7
6. Find the sum of p(x) and q(x) if p(x) = 3x3 – 8x2 + 9x + 8, q(x) = 4x3 + 4x2 – 5x – 8
Solution
Here, p(x) = 3x3 – 8x2 + 9x + 8
q(x) = 4x3 + 4x2 – 5x – 8
Sum of p(x) and q(x) is given by
p(x) + q(x) = (3x3 – 8x2 + 9x + 8) + (4x3 + 4x2 – 5x – 8)
= (3 + 4)x3 + (–8 + 4)x2 + (9 – 5)x + (8 – 8)
= 7x3 – 4x2 + 4x.

7. Subtract 4x2 + 5x + 7 from 3x2 – 2x + 2

Solution
Here, to subtract 4x2 + 5x + 7 from 3x2 – 2x + 2
we have, (3x2 – 2x + 2) – (4x2 + 5x + 7)
= (3 – 4)x2 + (–2 – 5)x + (2 – 7)
= –x2 – 7x – 5.

8. If p(x) = x2 + x, q(x) = x2 – 4x, then verify that: p(x) . q(x) = q(x) . p(x)
Solution
Here, p(x) = x2 + x, q(x) = x2 – 4x
LHS = p(x) . q(x)
= (x2 + x) (x2 – 4x)
= x2(x2 – 4x) + x(x2 – 4x)
= x4 – 4x3 + x3 – 4x2
= x4 – 3x3 – 4x2
Again, RHS = q(x) . p(x)
= (x2 – 4x) (x2 + x)
= x2(x2 + x) – 4x(x2 + x)
= x4 + x3 – 4x3 – 4x2
= x4 – 3x3 – 4x2
 LHS = RHS proved.

24 Vedanta Optional Mathematics Teacher's Guide ~ 9

9. What should be subtracted from sum of y3 + 2y + 1 and y2 + 6y + 2 to get 6y + 8 ?
Solution
Here, sum of y3 + 2y + 1 and y2 + 6y + 2 is given by
(y3 + 2y + 1) + (y2 + 6y + 2)
= y3 + y2 + 8y + 3
Let p be subtracted from y3 + y2 + 8y + 3
Then, y3 + y2 + 8y + 3 – p = 6y + 8
or, y3 + y2 + 8y + 3 – 6y – 8 = p
 p = y3 + y2 + 2y – 5
10. Let p(x) = x – 4, q(x) = x + 4 and r(x) = x2 + 16, then verify that:
{p(x) . q(x)} r(x) = p(x){q(x) . r(x)}
Solution
Here, p(x) = x – 4, q(x) = x + 4, r(x) = x2 + 16
Now, p(x) . q(x) = (x – 4) (x + 4) = x2 – 16
LHS = {p(x) . q(x)} r(x)
= (x2 – 16) (x2 + 16)
= x4 – 256
Again, q(x) . r(x)
= (x + 4) (x2 + 16)
= x(x2 + 16) + 4(x2 + 16)
= x3 + 16x + 4x2 + 64
= x3 + 4x2 + 16x + 64
RHS = p(x){q(x) . r(x)}
= (x – 4) (x3 + 4x2 + 16x + 64)
= x4 + 4x3 + 16x2 +64x – 4x3 – 16x2 – 64x – 256
= x4 – 256
 {p(x) . q(x)} r(x) = p(x){q(x) . r(x)}. Proved

11. Find the additive inverse of q(x) = 4x4 – 6x2 + 7x2 + 22x + 2
Solution
Here, 4x4 – 6x2 + 7x2 + 22x + 2
By definition additive inverse of q(x) is –q(x)
–q(x) = (4x4 – 6x2 + 7x2 + 22x + 2)
= –4x4 + 6x2 – 7x2 – 22x – 2
Alternative method
Let p(x) be the additive inverse of q(x).
Then by definition,
q(x) + p(x) = 0
i.e. p(x) = 0 – q(x)
= –4x4 + 6x2 – 7x2 – 22x – 2.

Vedanta Optional Mathematics Teacher's Guide ~ 9 25

 Questions for practice
1. Find the numerical coefficient of 15 6 x.

2. Find the literal coefficient of y in xy .

7
3. Write the following polynomials in descending order of their degree.
a) x2 + 7x5 – 8x3 + 8x – 9
b) 5 x + 14x2 + 8x3 + 9x5
4. Add p(x) and q(x) where
p(x) = 4x3 – 8x2 + 7x and q(x) = 6x3 + 4x2 + 8x + 9
5. Subtract q(x) from p(x) where,
p(x) = 4x4 + 6x2 + 8x + 9 and q(x) = 6x4 – 8x2 + 5x3 + 6x – 27
6. If p(x) = 2x2 + 4x – 6, g(x) = x2 + x + 2, h(x) = x2 + 4x + 5 then verify that
{p(x) + g(x)} + h(x) = p(x) + {g(x) + h(x)}
7. If p(x) = x + 5, q(x) = x – 5 and r(x) = x2 + 25 then verify that
{p(x) . g(x)} r(x) = p(x) {q(x) . r(x)}
8. If p(x) = x2 – 3x + 1, q(x) = 3x2 + 5x + 3, r(x) = –4x2 – 2x – 4, show that
p(x) + q(x) + r(x) is a zero polynomial.

26 Vedanta Optional Mathematics Teacher's Guide ~ 9

 UNIT
three
Sequence and Series
Estimated Teaching Hours : 5
1. Objectives
SN Level Objectives
To define sequence and series.
i Knowledge (K)
To define general term of a sequence.
To identify linear and quadratic sequence.
To find stated terms of linear and quadratic
ii Understanding (U)
sequence when its general term is given.
To use sigma notation for given series.
To find the nth term of linear and quadratic sequence.
iii Application (A)
To expand and find the sum of series given in sigma notation.
iv Higher Ability (HA) To find general terms of given sequence in diagrams with dots.
2. Teaching Materials
Chart papers with definition of sequence and series.
Chart paper with diagram with dots, patterns.
3. Teaching Learning Strategies:
Stating examples define sequence, series and general term of sequence and series.
Discuss about sigma notation.
Define a linear and a quadratic sequence with examples.
With an example, illustrate how to find the general term of a linear sequence.
(tn = an + b). (eg. 1, 5, 9, 13, ... ... ...)
With an example, illustrate how to find the general term of a quadratic sequence.
(tn = an2 + bn + c). (example: 6, 9, 14, 21, 30)
From given pattern of figures with dots, discuss to find the general term, examples:

Notes:
1. A sequence of numbers in which each consecutive pair of terms have a common
difference is called a linear sequence. General term of a linear s given by tn = an + b,
a = the first difference.
2. A sequence of numbers in which the first difference is not constant but the second

Vedanta Optional Mathematics Teacher's Guide ~ 9 27

 difference is constant is called a quadratic sequence. General term of a quadratic
sequence is given by tn = an2 + bn + c, 2a = second difference.
3. A series is formed by adding or subtracting the successive terms.
4. tn = Sn – Sn – 1

Some solved problems

1. Find the first difference of the following sequences

a) 1, 4, 7, 10
Solution
1 4 7 10
Here, 1, 4, 7, 10

First difference 4–1=3 7–4=3 10–7=3

It means each term is increased by 3.

b) 18, 14, 10, 6

Solution
Here, 18, 14, 10, 6
18 14 10 6

14–18=–4 10–14=–4 6–10=–4

It means each term is decreased by 4.

2. Find the first five terms from the given general term: tn = (–1)
n+1

n+1
Solution

Here, tn = (–1)
n+1

n+1
t1 = (–1) 1
1+1
=
1+1 2
t2 = (–1) –1
2+1
=
2+1 3
t3 = (–1) 1
3+1
=
3+1 4
t4 = (–1) –1
4+1
=
4+1 5
t5 = (–1) 1
5+1
=
5+1 6
 The required five terms are 1, –1, 1, –1, 1.
2 3 4 5 6
an – 1
3. a) If an = and a1 = 1, a2 = 3, (n > 2) find the values of a3 and a4.
an – 2

28 Vedanta Optional Mathematics Teacher's Guide ~ 9

Solution
an – 1
Here, an = and a1 = 1, a2 = 3
an – 2
a a
For n = 3, a3 = 3 – 1 = 2 = 3 = 3
a3 – 2 a1 1
a4 – 1 a3
For n = 4, a4 = = =3 =1
a4 – 2 a2 3
 a3 = 3, a4 = 1.

b) an + 1 = 2an and a1 = 3, find the values of a2 and a3.

Solution
Here, an + 1 = 2an, a1 = 3
put n = 1, a2 = 2.a1 = 2.3 = 6
put n = 2, a3 = 2.a2 = 2.6 = 12
 a2 = 6 and a3 = 12.

4. Find the general term (tn) of the following sequences.

a) 1, 4, 7, 10, ... ... ...
Solution 1 4 7 10
Here, 1, 4, 7, 10, ... ... ...

First difference 3 3 3
Since the first difference is constant, it is 'a' linear sequence.
 tn = an + b, where a = the first difference
⇒ t1 = a.1 + b
⇒ a=3
 a=3
For n = 1, t1 = a.1 + b
or, 1 = 3 + b
 b = –2
 tn = 3n – 2

b) 3, 9, 27, 81
Solution
Here, 3, 9, 27, 81

9 = 3, 27 = 3, 81 = 3
3 9 27
Ratio of any two consecutive term is constant.
t1 = 3 = 31
t2 = 9 = 32
t3 = 27 = 33
... ... ... ... ...
tn = 3n

Vedanta Optional Mathematics Teacher's Guide ~ 9 29

OR
Here, 3, 9, 27, 81
a = the first term = 3
t3 t3 t
ratio is constant, r = – = 4
t1 t2 t3

i.e. r = 9 = 27 = 81 = 3
3 9 27
Its general term is given by

tn = arn – 1
= 3.3n – 1
= 31 + n – 1
= 3n

5. Find the general term of the following sequences.

a) 3, 6, 10, 15
Solution
3 6 10 15
Here, 3, 6, 10, 15

First difference 3 4 5

Second difference
1 1
First difference is not constant but the second difference is constant.
So given sequence is a quadratic sequence.
Let tn = an2 + bn + c
where, 2a = second difference
⇒ 2a = 1
 a=1
2
For n = 1,
t1 = 1 . 12 + b . 1 + c
2
or, 3 = 1 + b + c
2
 b + c = 5 ... ... ... (i)
2
2b + 2c = 5

For n = 2,
t2 = 1 . 22 + b . 2 + c
2

30 Vedanta Optional Mathematics Teacher's Guide ~ 9

 or, 6 = 1 + 2 + 2b + c
2
 2b + c = 4 ... ... ... (ii)
Solving equations (i) and (ii), we get

c = 1, b = 3
2
Now, tn = an2 + bn + c

= 1n2 + 3n + 1
2 2
= n 2
+ 3n +2
2
= n + 2n + n + 2
2

2
= (n + 1) (n + 2)
2 11 18 27 38
b) 11, 18, 27, 38, ... ... ...
Solution
7 9 11
Here, 11, 18, 27, 38, ... ... ...
First difference
Second difference
2 2
First difference is not constant but the second difference is constant.
So given sequence is a quadratic sequence.
Let, tn = an2 + bn + c
where, 2a = second difference = 2
⇒ a=1
For n = 1,
t1 = 1 . 12 + b . 1 + c or, 11 =
 b + c = 10 ... ... ... (i)
For n = 2,
t2 = 1 . 22 + b . 2 + c
or, 18 = 4 + 2b + c
 2b + c = 14 ... ... ... (ii)
using (i)
⇒ b + b + c = 14
or, 10 + b = 14
 b=4
put the value of b in (i), we get
c=6
 tn = n2 + 4n + 6.

c) 3, 10, 25, 48

Vedanta Optional Mathematics Teacher's Guide ~ 9 31

Solution
3 10 25 48
Here, 3, 10, 25, 48

First difference 10–3=7 25–10=15 48–25=23

Second difference
8 8
Since the first difference is not constant but the second difference is constant,
the given sequence is quadratic.
Let tn = an2 + bn + c
where, 2a = second difference
⇒ 2a = 8 ⇒a=4
For n = 1,
t1 = 4 . 12 + b . 1 + c
or, 3 = 4 + b + c
 b + c = –1 ... ... ... (i)
For n = 2,
t2 = 4 . 22 + b . 2 + c
or, 10 = 16 + 2b + c
or, 2b + c = –6
 b + b + c = –6
bu using (i), we get
b – 1 = –6
 b = –5
put the value of b in (i), we get
c=4
 tn = 4n2 – 5n + 4.

d) 1, 4, 7, 10
3 5 7 9
Solution
Here, 1, 4, 7, 10
3 5 7 9
Hints: sequence of numbers in numerator 1, 4, 7, 10, ... ... ...
sequence of numbers in denominator 3, 5, 7, 9, ... ... ...
Both are linear sequences use tn = an + b.

6. If Sn = n(n + 1) (n + 2) S4, S5 and a5

6
Solution

Here, Sn = n(n + 1) (n + 2)
6

32 Vedanta Optional Mathematics Teacher's Guide ~ 9

Now, Sn = 4(4 + 1) (4 + 2)
6
= 4 . 5 . 6
6
= 20
S5 = 5 . 6 . 7
6
= 35
a5 = S5 – S4  tn = Sn – Sn – 1
= 35 – 20
= 15

7. Find the number of terms in the following series and find the stated term.
25
∑ n(n + 1)6(2n + 1), 12th term
n =12
Solution
25
Here, ∑ n(n + 1)6(2n + 1)
n =12

Number of terms = 25 – 11 = 14

For 12th term, we take n = 23

23(23 + 1) (2×23 + 1)
6
= 23 . 24 . 47 = 4324
6
8. Study the patterns given below and answer the following questions:
i) Add two patterns in each of the sequence.
ii) Find the general term of each of the sequence.
iii) Find the 10th term of the sequence.

Solution
i)

Vedanta Optional Mathematics Teacher's Guide ~ 9 33

ii) From the above pattern of figure, we get
Sequence of numbers as 1, 6, 11, 16, 21
1 6 11 16 21
Now,
First difference
5 5 5 5
Since the first difference is constant, the given sequence is linear
Let, tn = an + b
where a = the first difference
a=5
For n = 1, t1 = 5.1 + b
or, 1 = 5 + b
 b = 1 – 5 = –4
 tn = 5n – 4

Questions for practice

1. Find the formula for nth term of given sequence or series.
a) 1, 4, 9 , 16 , 25, ... ... ...
4 9 16 25 36
b) 2.4 + 3.5 + 4.6 + 5.7 + ... ... ...
c) –1, 2, –3, 4, – 5
2. Evaluate:
5
a) ∑ (3n + 2)
n =2
4
b) ∑ (–1)n (2n + 3)
n =1
6
c) ∑ (–1)k . (4k + 1)
k=1

3. Find S6, S7 and a7 from given formula of sum of n terms of a sequence

Sn = n(n + 1) (n + 2)
3
4. Find the nth term of the sequence 2, 6, 12, 20, 30, .........
5. Study the following pattern of figures. Then
i) Add two more patterns in the sequence.
ii) Find the formula of general term.
iii) Find the 8th term of the sequence.

34 Vedanta Optional Mathematics Teacher's Guide ~ 9

UNIT
four
Limit
Estimated Teaching Hours : 10
1. Objectives
SN Level Objectives

To define limit of sequence of numbers.

To define finite and infinite series.
i Knowledge (K)
To define limit of a function.
To write meaning of lim f(x).
x→a
To write limit of sequence of numbers observing pattern of numbers.
ii Understanding (U)
To use notation of limits.
To calculate limit from given pattern.
iii Application (A) To complete sequence of numbers in a table.
To evaluate limit of a function.
To write the sequence of numbers by using given sequences of
iv Higher Ability (HA)
diagrams and to calculate their limits.
2.Teaching Materials
→ Tables in chart paper to find limits.
→ Sequence of diagrams in chart papers to find their limits.

3. Teaching Learning Strategies:

Draw a number line of a finite length. Bisect it infinitely many times and give concept of limit.
Example: (text book page 67)
A 16cm B

16, 8, 4, 2, 1, 1, 1, 1, 1
2 4 8 16
Explain how the limit of above sequences of numbers is 0.
Use a table to explain limit of sequence of numbers (page 69, Q.N. 3, text book)
Give some illustrated examples, of limits solving questions from text book (Q.N. 4, page 69).
Give concept of limit from given sequence of diagrams (page 71, Example 1).
Discuss to give concept of limit from sum of infinite series (page 77, Q.N. 2).

Give concept of lim+ f(x), lim – f(x) and lim f(x) (page 82, Q.N. 5)
x→a x→a x→a
Discuss how to find limit of a function at a given point with examples. (page 83, II table

for example)

Vedanta Optional Mathematics Teacher's Guide ~ 9 35

Notes:
1. The limit of sequence of numbers is the finite value that the terms of the sequence
tends to that value.
2. Sum of a series of n terms is the sum of the first n terms. It is also called nth partial sum.
3. If the sum of the series tends to a real number, then it is called limit of sum of the series.
4. A series can have a sum only if the individual terms tend to zero. This type of series is
called convergent series.
5. If the ratio between two successive terms is less than 1, then the limit of sum of given
series is possible. It can be calculated by using formula

S∞ = a
1–r
Where a = the first term of the series
r = common ratio

Some solved problems

1. Write limit of given sequence of numbers.

SN Sequence of numbers Limit of sequence

i) 4.9, 4.99, 4.999, ... ... ...

ii) 5.1, 5.01, 5.001, 5.0001, ... ... ...

iii) 1, 4, 16, 64, ... ... ...

1, 1 , 1 , 1 , ... ... ...
iv)
9 81 729 6561
v) 4, 2, 0, –2, –4, –8, ... ... ...
Solution
SN Sequence of numbers Limit of sequence

i) 4.9, 4.99, 4.999, ... ... ... 5

ii) 5.1, 5.01, 5.001, 5.0001, ... ... ... 5

iii) 1, 4, 16, 64, ... ... ... ∞

1, 1 , 1 , 1 , ... ... ...
iv) 0
9 81 729 6561
v) 4, 2, 0, –2, –4, –8, ... ... ... –∞

2. Round off 70.3682 to the tenth, hundredth and whole number.

a) What is the limiting value when round is made to the tenth digit ?
b) What is the limiting value when round off is made to the hundredth digit ?

36 Vedanta Optional Mathematics Teacher's Guide ~ 9

c) What is the limiting value when the round off is the whole number ?
Solution
a) 70.4
b) 70.37
c) 70

3. Write down the sequence of terms given whose general term is by

a) tn = 1n
4
Solution

Here, tn = 1n
4
Sequence terms are:
1 , 1 , 1 , 1 , ... ... ...
4 16 64 256
As n tends to ∞, 1n tend to 0.
4
Hence the limit of sequence of numbers is zero.

b) tn = 1
10n – 1
Solution

Here, tn = 1
10n – 1
the sequence of numbers is given by

11 – 1, 12 – 1, 13 – 1, 14 – 1, 15 – 1, ... ... ...

10 10 10 10 10
i.e. 1, 1 , 1 , 1 , 1 , ... ... ...
10 100 1000 10000
 1, 0.1, 0.01, 0.001, 0.0001, ... ... ...

As n tends to ∞, then 1 tends to 0.

10n – 1
Hence the limit of the sequence of terms is zero.

4. Draw a line segment MN of length 10cm. Bisect it 8 times and show the bisection obtained
in the number line. Write the limit of the sequence. Thus obtained.
Solution
Draw a line segment AB of 10cm.
Divide it in two equal parts. Let C divide it two equal parts. AC = CB = 5cm
Again, divide CB in two equal parts CD = DB = 2.5cm

Vedanta Optional Mathematics Teacher's Guide ~ 9 37

A
1 2 3 4 5 6 7 8 9 B10
C D E
The process of bisection is continued, we get sequence of lengths as
10, 5, 2.5, 1.25, 0.625, 0.3125, 0.15625, ... ... ...
If the process of bisection is continued infinitely, the final segment will be length of
nearly 0cm.
Hence the sequence of lengths is zero.
P
5. (text book, page 71, Q.N. 1)
Solution
Here, ∆PQR is an equilateral triangle.
Again triangle XYZ is formed joining the mid points of
x u z
the sides of the triangle PQR.
∆XYZ is also equilateral triangle.
Similarly ∆UVW is formed by joining the mid points of v w
sides of XYZ.
We know that perimeter of equilateral triangle p = 3l
Q y R
(where l = length of side of a triangle)
As we continue the process, the equilateral triangles will be smaller and smaller and
consequently the perimeters also will be smaller and smaller.
Illustration Let ∆PQR be an equilateral triangle with length of a side 10cm, then perimeter
p1 = 3 × 10cm = 30cm
Again, for ∆XYZ, length of side = 5cm
perimeter (p2) = 15cm
Similarly, perimeter of third equilateral triangles
perimeter (p3) = 3 × 2.5 = 7.5cm
Sequence of perimeters is
30cm, 15cm, 7.5cm
If the process is continued infinitely many times, the perimeter of triangle will be zero.
Hence, the sequence of perimeter of triangle is 0.

6. (text book, page 72, Q.N. 3)

Solution
a) There are 18 small right angled triangles of S R N
equal area.
b) If two more vertical lines next to QR are drawn
and the diagonals are produced forming all
right angled triangles of equal area. It means in
rectangle PMNS as shown in the figure 30 right
angled triangles are formed. P Q M

38 Vedanta Optional Mathematics Teacher's Guide ~ 9

c) If the next three lines are drawn next to SR, and diagonals are drawn as in care (a) threre
will be 36 small right angled triangles of same area.

U V V
U

S R R N
S

P Q P Q M

d) If three horizontal and two vertical lines are added simultaneously in given figure and
diagonals are drawn as in (a), the number of small right angled triangled of equal area is 48.
e) If the process is continued as for as possible, there will infinite, number of small right
angled triangles.

7. Which of the following series have a limit as a fixed real number ? Give your reason.

a) 1 + 1 + 1 + 1 + ... ... ...

3 9 27
Solution
Here, 1 + 1 + 1 + 1 + ... ... ...
3 9 27
1
t2
common ratio (r) = = 3 = 1
t1 1 3
|r| = 1
3
Hence absolute value of common ratio is 1 which is less than unity. So the given infinite
3
geometric series has a fixed sum

sum (S∞) = a = 1 = 3 = 1.5

1–r 1– 1 2
3
When the number of terms increases continuously, the last term approaches zero.
 Limit of the sequence is zero.

Vedanta Optional Mathematics Teacher's Guide ~ 9 39

b) 32 – 16 + 8 – 4 + 2 ... ... ...
Solution
Here, 32 – 16 + 8 – 4 + 2 ... ... ...
absolute value of common ratio is given by

|r| = –16 = 1
32 2
The value of each term decreases and final term is nearly 0 and absolute value of common
ratio is 1 which is less than 1.
2
Hence limit of the sequence is zero .

c) 1.6 + 8 + 40 + 200 + ... ... ...

Solution
Here, 1.6 + 8 + 40 + 200 + ... ... ...
common ratio (r) = 8 = 5
1.6
Here absolute value of common ratio is greater than unity and each term is increasing.
Hence the limit of sequence does not exist.

d) 0.78
Solution
Here, 0.78

0.78 = 0.78 + 0.0078 + 0.000078 + ... ... ...

common ratio (r) = 0.0078 = 1 < 1
0.78 100
Common ratio is less than unity and as value of each term decreases and the value of the last
term approaches zero.
Hence the limit of sequence is zero.

8. Find the limiting values of the sum of the following series if exists.
a) 8 – 4 + 2 – 1 + ... ... ...
Solution
Here, 8 – 4 + 2 – 1 + ... ... ...
S1 = 8
S2 = 8 – 4 = 4
S3 = 8 – 4 + 2 = 6
S4 = 8 – 4 + 2 – 1 = 5
S5 = 8 – 4 + 2 – 1 + 1 = 5.5
2
S6 = 8 – 4 + 2 – 1 + 1 – 1 = 5.25
2 4

40 Vedanta Optional Mathematics Teacher's Guide ~ 9

 S7 = 8 – 4 + 2 – 1 + 1 – 1 + 1 = 5.375
2 4 8
S8 = 8 – 4 + 2 – 1 + 1 – 1 + 1 – 1 = 5.3125
2 4 8 16
As the number of terms increases, the sum approaches a fixed number 5.3.
Hence the limiting value of given series 5.3.
 S∞ = 5.3
Alternative Method

Here, S∞ = 8 – 4 + 2 – 1 + 1 – 1 + 1 – 1 + ... ... ...

2 4 8 16
Given series is an infinite geometric series.

common ratio (r) = –4 = –1 < 1

8 2
Hence the sum of given series exists.

Now a = the first term (a) = 8, r = –1

2
S∞ = a
1–r

= 8 = 16 = 51 = 5.3
1+ 1 3 3
b) 0.45 2
Solution
Here, 0.45

0.45 = 0.45 + 0.0045 + 0.000045 + ... ... ...

common ratio (r) = 0.0045 = 1 < 1
0.45 100
Given series is an infinite geometric series
Hence it has a finite sum.

S∞ = a
1–r

= 0.45 = 45 = 5 = 0.45
1– 1 99 11
100

OR
S1 = 0.45
S2 = 0.45 + 0.0045 = 0.4545
S3 = 0.45 + 0.45 + 0.45 = 0.454545
It shows that as the number of terms increases, the sum of above series tends to a fixed real
number 0.45
 S∞ = 0.45

Vedanta Optional Mathematics Teacher's Guide ~ 9 41

c) 1 + 5 + 5 + 125 + ... ... ...
Solution
Here, 1 + 5 + 5 + 125 + ... ... ...
Let S∞ = 1 + 5 + 5 + 125 + ... ... ...
S1 = 1
S2 = 1 + 5 = 6
S3 = 1 + 5 + 25 = 31

common ratio (r) = 5 = 5

1
As the number of terms increases the sum of the series also increases.
This is an infinite geometric series with common ratio 5 > 1.
Thus sum of the given series does not exist.

9. Find the first five terms of the following from the given general term. Also find the limiting
value of sum of the sequence (page 77, Q.N.3).
n–1
a) tn =  1 
2
Solution
n–1
Here, tn =  1 
2
1–1 0
t1 =  1  = 1 =1
2 2
2–1 1
t2 =  1  = 1
=1
2 22
3–1 2
t3 =  1  = 1
=1
2 24
4–1 3
t4 =  1  = 1
=1
2 28
5–1 4
t5 =  1  = 1
= 1
2 216
The sequence of number is 1, 1, 1, 1, 1 , ... ... ...
2 4 8 16
1
common ratio (r) = = 2 = 1
1 2
Since common ratio is less than unity. The sum of the sequence exists.
The limiting value of sum of above sequence is given by

S∞ = a , a = 1, r=1
1–r 2

= 1
1–1
2
= 2

42 Vedanta Optional Mathematics Teacher's Guide ~ 9

 n
b) tn = 1 +  – 1 
n  n
Solution
n
tn = 1 +  – 1 
Here,
n  n
1
t1 = +  – 1 
1 =0
1  1
2
t2 = 1 +  – 1  =1+1 =3
2  2 2 4 4
3
t3 = 1 +  – 1  = –1 1 = 8
3  3 3 27 27
4
t4 = 1 +  – 1  = 1 + 1 = 65
4  4 4 256 256
5
t5 = 1 +  – 1  = –1 1 = 624
5  5 5 3125 3125
Here sequence of numbers 0, 3 , 8 , 65 , 624 , ... ... ...
4 27 256 3125
Here, common ratio is not constant as the number of terms increases, the sum of terms
increases slightly
S1 = 0

S2 = 0 + 3 = 0.75
4
S3 = 0.75 + 8 = 1.046
27
S4 = 1.046 + 65 = 1.2999
256
S5 = 1.2999 + t5 = 1.2999 + 624 = 1.4996
3125
6
S6 = 1.4996 + t6 = 1.4996 + 1 +  – 1  = 1.6663
6  6
7
1 1
S7 = 1.663 + +  –  = 1.8092
7  7
8
S8 = 1.8092 + 1 +  – 1  = 1.9342
8  8
9
S9 = 1.9342 + 1 +  – 1  = 2.0453
9  9
10
S10 = 2.0453 + 1 +  – 1  = 2.0454
10  10 
It shows that sum approaches to a fixed number 2.
Hence the limiting value of the sum of the series is 2.

n
c) tn= 4 – 1 
 3

Vedanta Optional Mathematics Teacher's Guide ~ 9 43

Solution
n
tn= 4 – 1 
Here,
 3
1
t1 = 4 – 1  = –4
 3 3
2
t2 = 4 – 1  =4.1 = 4
 3 9 9
3
t3 = 4 – 1  =–4
 3 27
4
t4 = 4 – 1  = 4
 3 81
5
t5 = 4 – 1  =– 4
 3 243
 Sequence of terms is – 4 , 4 , –4, 4, – 4
3 9 27 81 243
t2
common ratio (r) =
t1
4
= 9 = 4 × –3 = – 1
4 9 4 3
–
3
Since common ratio is constant and less then unity.
Sum of sequence is possible limiting value can be calculated as follows

S1 = – 4
3
S2 = – 4 + 4 = – 8
3 9 9
S3 = – +  –  = –28
8 4
9  27  27
28 4 84
S4 = – + =–
27 81 81
S5 = – 84 +  – 4  = – 244
81  243  243
Each of above sum is approximately equal to –1.
Hence the limiting value of the sum of the sequence is –1.
Alternative Method
Sequence of numbers is given by
t1, t2, t3, t4, t5, ... ... ...
(from above)

i.e. – 4 , 4 , – 4 , 4 , – 4
3 9 9 81 243
t
common ratio (r) = 2
t1
44 Vedanta Optional Mathematics Teacher's Guide ~ 9
 4
9
= = 4 × –3 = – 1
9 4 3
–4
3
Since r = – 1 < 1, the sum of the sequence of numbers exists.
3
Now, S∞ = a , where a = – 1
1–r 3
4
–
= 3= – 4 × 3 = –1
1 3 4
1+
3
Hence the limiting value of the sum of the sequence is –1.

10.
Solution

(i) (ii) (iii) (iv)

Here,
Fig No. Area of shaded parts (Sn)

i) S1 = 1 cm2
2

ii) S2 = 1 + 1 = 3 cm2
2 4 4

iii) S3 = 3 + 1 = 7 cm2
4 8 8

iv) S4 = 7 + 1 = 15 cm2
8 16 16

v) S5 = 15 + 1 = 31 cm2
16 32 32

vi) S6 = 31 + 1 = 63 cm2
32 64 64

Vedanta Optional Mathematics Teacher's Guide ~ 9 45

As the shaded part is increased, then area of the portion increases and approaches to 1cm2.

Sequence of area are 1 . 3 , 7 , 15, 31 cm2, ... ... ...

2 4 8 16 32
Hence the limiting value of the sequence tends to 1cm2.

11. Let f(x) = 2x – 1, find f(1.9), f(2.1), f(2.01), find the nearest number nearer to these values,
what conclusion can you draw from these results ?
Solution
Here, f(x) = 2x – 1
f(1.9) = 2 × 1.9 – 1 = 2.8
f(2.1) = 2 × 2.1 – 1 = 3.1
f(2.01) = 2 × 2.01 – 1 = 3.01
From above values we observed that they are nearer to a constant 3 as that value of x nearer to 2.
This constant value 3 is called limit of the function as the value of x nearer to 2.
In notation of limit we write
lim f(x) = lim 2x – 1
x→2 x→2
=2×2–1
= 3
x2 – 16
12. (a) When does f(x) = give certain value? Does f(4) give a finite value.
x–4
Solution

we have f(x) = x – 16
2
a)
x–4
For x = 4, f(4) = 4 – 16 = 0
2

4–4 0
Which is an indeterminate form and it does not have any meaning.
i.e. f(4) does not give certain value. So f(4) does not exist.
b) Find the value of f(3.9), f(3.99), f(3.999), f(3.9999).

f(3.9) = 3.9 – 16 = 7.9

2

3.9 – 4
f(3.99) = (3.99) – 16 = 7.99
2

3.99 – 4
f(3.999) = (3.999) – 16 = 7.999
2

3.999 – 4
f(3.9999) = (3.9999) 2
– 16 = 7.999
3.9999 – 4
It means that as x approaches to 4, the value of f(x) approaches to a finite number 8.
c) Find the values of f(4.1), f(4.01), f(4.02), f(4.002).

46 Vedanta Optional Mathematics Teacher's Guide ~ 9

 f(4.1) = 4.1 – 16 = 8.1
2

4.1 – 4
f(4.01) = (4.01) – 16 = 8.01
2

4.01 – 4
f(4.02) = (4.02) – 16 = 8.02
2

4.02 – 4
f(4.002) = (4.002) 2
– 16 = 8.002
4.002 – 4
d) Round off these values of f(x) to their nearest whole number.
From the values in (b) and (c), we observe that the value of f(x) is nearly equal 8 as the
value of x is nearly equal to 4.
In notation of limit we write

lim f(x) = lim x – 16 = 8

2

x→4 x→4 x – 4
e) Find the limiting value of f(x) from the sequence in (b) and (c)
The limiting value of the function f(x) at x = 4 is 8.

lim f(x) = lim x – 16 = 8

2

x→4 x→4 x – 4

In f(x) = x – 16
2
Note:
x–4
For the value of x other then 4, we can write

f(x) = (x + 4) (x – 4) = x + 4
x–4
Then f(3.9) = 3.9 + 4 = 7.9

f(4.01) = 4.01 + 4 = 8.01 etc.

13. Let f(x) = x – 49, x ≠ 7, evaluate f(x) for x = 7.1, 7.01, and x = 6.9, 6.99. What conclusion
2

x–7
can you draw from these values of x ?
Solution

Here, f(x) = x – 49, x ≠ 7

2

x–7
For x ≠ 7 we can write

f(x) = (x + 7) (x – 7) = x + 7
x–7
Now, f(7.1) = 7.1 + 7 = 14.1
f(7.01) = 7.01 + 7 = 14.01
Also f(6.9) = 6.9 + 7 = 13.9
f(6.99) = 6.99 + 7 = 13.99
Conclusion:
As the value of x approaches to 7, the value of function f(x) approaches to 14.

Vedanta Optional Mathematics Teacher's Guide ~ 9 47

 We say that the limit of the function f(x) is 14 at x = 7.
In notation of limit we write,

lim f(x) = lim x – 49 = 14

2

x→7 x→7 x – 7
14. Evaluate the following:
a) lim x2 – 4
x→2 x – 2
Solution

Here, lim x – 4 (form)

2

x→2 x – 2
(Factorize the numerator)

= lim (x + 2) (x – 2)
x→2 x–2
= lim (x + 2)
x→2
= 2+2 =4

b) lim x – 25
2

x→5 x – 5
Solution

Here, lim x2 – 25 (÷ form)

x→5 x – 5
(Factorize the numerator)

= lim (x + 5) (x – 5)
x→5 x–5
= lim (x + 5)
x→5
= 5 + 5 = 10

15. Fill in the following tables and write the limiting value of the function in symbolic form
f(x) = x – 4
2

x–2
Solution

f(x) = x – 4
2
Here,
x–2
For x = 2, the function is not defined.

So we can write it as f(x) = x – 4, x ≠ 2

2

x–2
= (x + 2) (x – 2) = x + 2
x–2

48 Vedanta Optional Mathematics Teacher's Guide ~ 9

 f(x) = x – 4 = (x + 2) for x ≠ 2
2
x
x–2
2.5 2.5 + 2 = 4.5
2.9 2.9 + 2 = 4.9
2.99 2.99 + 2 = 4.99
3.1 3.1 + 2 = 5.1
3.01 3.01 + 2 = 5.02
3.001 3.001 + 2 = 5.001
3.0001
x→3 f(x) → 5
In symbolic notation, we write
lim f(x) = lim x2 – 4 = 5
x→3 x→3 x – 2
The limit of the function f(x) is 5 at x = 3.

Questions for practice

1. Find the fifth term of the sequence 4.1, 4.01, 4.001.
What will be the limit of the sequence of numbers.
2. Each side of a square is 24cm. A second square is 24cm D
P S
inscribed by joining the mid points of the sides
successively. The process is continued upto huge
number of steps.
i) Find the length of 5th and 6th squares.
ii) Find the limit of the squences of sides. A C
3. The general term of a numerical sequence is defined

by tn = 4n – 1, find the first 5 terms of the sequence.

n
Find the limit value of the sequence. Q B R

Evaluate: lim x – 215

2
4. a)
x→15 x – 15

Evaluate: lim x – 6x – 16
2
b)
x→8 x–8

Let f(x) = x – 64, does f(8) exists?

2
5.
x–8

Evaluate: lim x – 64
2

x→∞ x – 8
6. Fill in the table and answer the given questions:

Vedanta Optional Mathematics Teacher's Guide ~ 9 49

 x 6.1 6.01 6.001 6.00 5.9 5.99 5.999

f(x) = 2x + 5

a) Find the limit of the function at x = 6.

b) Write the meaning of limit from above table.
c) Write above function in notation of limit.
7. Fill in the table and answer the given questions.

f(x) = x – 64
2
x
x–8
7.9
7.99
8.1
8.01
8.001
8.0001

a) What is the value of function at x = 8 ?

b) What is the nearest integer of the value of x ?
c) What is the limit of the above function at x = 8.

Write the meaning of lim f(x) = lim x – 64.

2
d)
x→8 x→8 x – 8

50 Vedanta Optional Mathematics Teacher's Guide ~ 9

 UNIT
five
Matrix
Estimated Teaching Hours : 20
1. Objectives
SN Level Objectives
To define a matrix.
i Knowledge (K) To define different types of matrices - row, column, zero, unit,
square, diagonal, equal, symmetric, triangular matrices.
To classify given matrices.
ii Understanding (U) To add and subtract matrices of 2×2 order.
To define transpose of a matrix.
To apply properties of matrix addition.
iii Application (A)
To apply properties of matrix multiplication.
To solve problems by using properties of addition and
iv Higher Ability (HA)
multiplication of matrices.
2. Teaching Materials
Chart paper with different types of matrices.
Chart paper with properties of addition and multiplication of matrices.
3. Teaching Learning Strategies:
Give an practical example of a matrix. (eg. daily commondies and their price) then
define a matrix.
Define different types of matrices with examples. (use chart paper)
Discuss addition and subtraction of matrices.
Discuss properties of matrix addition with illustrated examples.
Define transpose a matrix and its properties with examples.
Give different examples to illustrate the multiplication of two matrices.
a b p q
eg. a) ×
c d r s
2 3
b) [1 2] ×
4 5
1 2
2 4 5 2 3
c) × 4 5
6 2 3
Discuss the properties of matrix multiplication with examples.
In each case, questions of corresponding exercises are given to the students of the class
to solve and the teacher gives necessary guidance.

Vedanta Optional Mathematics Teacher's Guide ~ 9 51

Notes:
1. A matrix A of order m×n can be expressed as A = (aij), i = 1, 2, ... ... ..., m and
j = 1, 2, ... ... ..., n.
2. Two matrices of same orders are said to be equal if their corresponding elements are equal.
3. The matrix obtained by interchanging rows and columns of a given matrix A is called
the transpose of a matrix A. It is denoted by A1 ot At ot AT.
4. A matrix which remains same when its rows and columns are interchanged is known
as a symmetric matrix.
5. A square matrix A = (aij) is called skew. Symmetrix matrix if aij = –aji for all i, j and all
diagonal elements are zero.
6. Two matrices A and B are said to be multipliable if the number of columns of A is equal
to the number of rows of matrix B.
7. For three matrices A, B and C of same orders.
i) Commutative property: A + B = B + A
ii) Associative property: (A + B) + C = A + (B + C)
iii) Existence of identity element
A + 0 = 0 + A = A, where 0 is a null matrix of same order of A.
iv) Existence of Additive inverse
A + (–A) = 0
8. Properties of matrix multiplication
Let A, B and C be three square matrices of same order and k be any scalar.
i) Associative property: (AB)C = A(BC)
ii) Left distributive property: A(B + C) = AB + AC
Right distributive property: (B + C)A = BA + CA
iii) Scalar multiplication for a product of matrices
k(A – B) = (kA)B = A(kB)
iv) For identity matrix I,
AI = IA = A
9. Properties of transpose of matrix
i) (A')' = A, where A is any matrix
ii) (A + B)' = A' + B', where A and B are of same orders
iii) (kA)' = kA', where k is a scalar
iv) (AB)' = B'A'
Some solved problems
1 2 3 b11 b12 b13
1. If 4 6 7 = b21 b22 b23
5 4 1 b31 b32 b33
Solution
1 2 3 b11 b12 b13
Here, 4 6 7 = b21 b22 b23
5 4 1 b31 b32 b33
Equating the corresponding elements of equal matrices, we get

52 Vedanta Optional Mathematics Teacher's Guide ~ 9

 b11 = 1, b12 = 2, b13 = 3
b21 = 4, b22 = 6, b23 = 7
b31 = 5, b32 = 4, b33 = 1

2. Construct a 2×2 matrix whose elements aij are given by aij = 4i – 3j.
Solution
a11 a12
Let, A = be the required matrix.
a21 a22
Now a11 = 4×1 – 3×1 = 1, a12 = 4×1 – 3×2 = –2
a21 = 4×2 – 3×1 = 5, a22 = 4×2 – 3×2 = 2
1 –2
 A=
5 2
3. If a matrix has 6 elements in total, what are the possible orders it can have. Give reasons.
Solution
Since we have
Total number of elements in a matrix = no. of rows × no. of columns
Now, total number of elements = no. of rows × no. of columns
i.e. 6 =6×1
=1×6
=2×3
=3×2
Hence the required possible order of the matrix may be 6×1, 1×6, 2×3 or 3×2.

x–1 p
4. If   is an identity matrix, find the values of x, y, p and q.
 q y–1 
Solution
x–1 p
Here,   is an identity matrix of order 2×2. We can write,
 q y–1 
x–1 p 1 0
 = 
 q y–1   0 1
Equating the corresponding elements of equal matrices,
x–1=2 ⇒x=1+2=2
p=0
q = 0, y–1=1 ⇒ y=2
 p = 0, q = 0, x = 2 and y = 2.
2 3x–8
5. For what value of x and y, matrix   is a scalar.
 y–4 2 
Solution

2 3x–8
Here,   is a scalar matrix of order 2×2 we can write,
 y–4 2 

Vedanta Optional Mathematics Teacher's Guide ~ 9 53

 2 3x–8 2 0
 = 
 y–4 2  0 2
 3x – 8 = 0 ⇒ x=8
3
and y – 4 = 0 ⇒ y=4

 x = 8 and y = 4.
3
6 5 4 y z 6
6. If + = , find the values of x, y, z and p.
2 x 2 1 p 5
Solution
6 5 4 y z 6
Here, + =
2 x 2 1 p 5
6+4 5+y z 6
or, =
2+2 x+1 p 5
10 5+y z 6
or, =
4 x+1 p 5
Equating the corresponding elements of equal matrices.
z = 10, p = 4, x = + 1 ⇒ x=4
5+y=6 ⇒ y=6–5=1
 p = 4, x = 4, y = 1 and z = 10
2 3 6 –4 6 7 –4 –8 –4
7. Let, P = ,Q= and R = , verify that:
2 4 1 8 2 1 3 2 1

(P + Q) + R = P + (Q + R)
Solution
2 3 6 –4 6 7 –4 –8 –4
Here, P= ,Q= and R =
2 4 1 8 2 1 3 2 1
2–4 3+6 6+7
P+Q =
2+8 4+2 1+1
–2 9 13
=
10 6 2
LHS = (P + Q) + R
–2 9 13 –4 –8 –4
= +
10 6 2 3 2 1
–6 1 9
=
13 8 3
Also, Q + R

54 Vedanta Optional Mathematics Teacher's Guide ~ 9

 –4 6 7 –4 –8 –4
= +
8 2 1 3 2 1
–8 –2 3
=
11 4 2
RHS = P + (Q + R)
2 3 6 –8 –2 3
= +
2 4 1 11 4 2
–6 1 9
=
13 8 3
 LHS = RHS proved.
5 2 3 5
8. If P + Q = and P – Q = , find the matrices P and Q.
0 9 –3 2
Solution
5 2
Here, P+Q= ... ... ... (i)
0 9
3 5
P–Q= ... ... ... (ii)
–3 2
Adding (i) and (ii), we get
8 8
2P =
–3 11
4 4
 P=
–3 11
2 2
put the value of matrix P in equation (ii), we get

3 5
Q =P–
–3 2
4 4 3 5
= –
–3 11 –3 2
2 2
4–3 4–6
=
–3+3 11 –2
2 2
1 –2
=
3 7
2 2
4 4 1 –2
 P= ,Q=
–3 11 3 7
2 2 2 2

Vedanta Optional Mathematics Teacher's Guide ~ 9 55

 3 4
9. If M = , show that M + MT is a symmetric matrix.
1 5
Solution
3 4
Here, M=
1 5
3 1
MT = M =
4 5
3 4 3 1
Now, M + MT =M= +
1 5 4 5
6 5
=
5 10
Here, a12 = a21= 5
Hence M + MT is a symmetric matrix.

0 2 –45
10. Let A = –2 0 –4
45 4 0

a) Show that A is a skew – symmetric matrix

b) Find the transpose of A.
c) Find A + AT, what type of matrix is formed?
Solution
0 2 –45
Here, A = –2 0 –4
45 4 0
a) Here, a12 = –a21 = 2
a21 = –a12 = 45
a23 = –a32 = –4
For all i, i, aij = –aji
 A is a skew symmetric matrix.
b) Transpose of A is given by
0 –2 45
AT = 2 0 4
–45 –4 0
c) A + AT
0 2 –45 0 –2 45
= –2 0 –4 + 2 0 4
45 4 0 –45 –4 0

56 Vedanta Optional Mathematics Teacher's Guide ~ 9

 0 0 0
= 0 0 0
0 0 0
 A + AT is a null matrix.

2 1
11. If P = , then prove that: P2 = P
–2 –1
Solution
Here, P2 = P . P
2 1 2 1
=
–2 –1 –2 –1
4–2 2–1
=
–4+2 –2+1
2 1
=
–2 –1
 P2 = P proved.
1 2 2 1
12. If = and Q = , find the value of 3P – 2Q.
3 2 4 5
Solution
Here, 3P – 2Q
1 2 2 1
=3 –2
3 2 4 5
3 6 4 2
= –
9 6 8 10
–1 4
=
1 –4
1 1
13. a) If A = , show that A2 – 2A = O where O is a null matrix of order 2×2.
1 1
Solution
Here, A2 – 2A = A × A – 2A
1 1 1 1 1 1
= –2
1 1 1 1 1 1
1+1 1+1 2 2
= –
1+1 1+1 2 2
2 2 2 2 0 0
= – =
2 2 2 2 0 0
= 0
 A2 – 2A = O, where O is a null matrix of order 2×2.

Vedanta Optional Mathematics Teacher's Guide ~ 9 57

 3 –5
b) If P = , prove that P2 – 5I = 14I. Where I is a unit matrix of order 2×2.
–4 2
Solution
3 –5
Here, P=
–4 2
3 –5 3 –5
P2 = P . P =
–4 2 –4 2
9+20 –15–10
=
–12–8 20+4
29 –25
=
–20 24
Now, LHS = P2 – 5P
29 –25 3 –5
= –5
–20 24 –4 2
29 –25 15 –25
= –
–20 24 –20 10
14 0
=
0 14
1 0
= 14
0 1
= 14I
 P2 – 5P = 14I proved.

4 2
c) If P = , then prove that: (P – 2I) (P – 3I) = O. Where O and I are null matrix and
–1 1
identity matrix of order 2×2.

Solution
4 2
Here, P=
–1 1
4 2 1 0
(P – 3I) = –3
–1 1 0 1
4 2 3 0
= –
–1 1 0 3
1 2
=
–1 –2
4 2 2 0
Also, P – 2I = –
–1 1 0 2

58 Vedanta Optional Mathematics Teacher's Guide ~ 9

 2 2
=
–1 –1
2 2 1 2
Now, LHS = (P – 2I) (P – 3I)
–1 –1 –1 –2
2–2 2–2
=
–2+2 –2+2
0 0
= =0
0 0
2 4 –1 5
14. If P = and Q = , show that: (PQ)T = QT.PT
1 3 2 1
Solution

2 4 –1 5
Here, P= and Q =
1 3 2 1
2 1 –1 2
PT = , QT =
4 3 5 1
2 4 –1 5
PQ =
1 3 2 1
–2+8 10+4
=
–1+6 5+3
6 14
=
5 8
6 5
LHS = (PQ)T =
14 8
–1 2 2 1
Again, RHS QT . PT =
5 1 4 3
–2+8 –1+6
=
10+4 5+3
6 5
=
14 8
 (PQ)T = QT.PT proved.

1 2 1 0 y 2
15. a) If = , find the values of x and y.
x –3 0 1 4 –3
Solution
1 2 1 0 y 2
Here, =
x –3 0 1 4 –3

Vedanta Optional Mathematics Teacher's Guide ~ 9 59

 1 2 y 2
or, =
x –3 4 –3
Equating the corresponding elements, we get
 x = 4 and y = 1.

3 0 a b
b) If A = ,B= and AB = A + B, find the values of a, b and c.
0 4 0 c
Solution

3 0 a b
Here, A= ,B=
0 4 0 c
Now, AB = A + B

3 0 a b 3 0 a b
or, = +
0 4 0 c 0 4 0 c
3a 3b a+3 b
or, =
0 4c 0 4+c
Equating the corresponding elements, we get,

3a = a + 3 ⇒ a=3
2
3b = b ⇒ 2b = 0 ⇒ b=0

4c = 4 + c ⇒ c=4
3
a = 3 , b = 0, c = 4.
2 3
–1 0 x –2 x
c) If     =  , find the matrix  
 0 –2  y  4  y
Solution
–1 0 x –2
Here,     =  
 0 –2  y  4 
–x+0 –2
or,  = 
 0–2y   4 
–x –2
or,  = 
 –2y   4 
Equating the corresponding elements, we get
x = 2, y = –2
x 2
  = 
 y   –2 

60 Vedanta Optional Mathematics Teacher's Guide ~ 9

 2 1 3 4
16. a) If P = and Q = , and PR = Q, find the matrix R.
5 3 2 4
Solution

a b
Let, R =
c d

Then, PR = Q
2 1 a b 3 4
i.e. =
5 3 c d 2 4
2a+c 2b+d 3 4
or, =
5a+3c 5b+3d 2 4

Equating the corresponding elements, we get

2a + c = 3 ... ... ... (i) 2b + d = 4 ... ... ... (ii)
5a + 3c = 2 ... ... ... (iii) 5b + 3d = 4 ... ... ... (iv)
Solving equations (i) and (iii), we get,
a = 7, c = –11
Again, solving equations (ii) and (iv), we get,
b = 8 and d = –12
 a = 7, b = 8, c = –11 and d = –12
7 8
 R=
–11 –12

–1 2 –2
b) If P= , find the matrix P.
2 –2 4
Solution
–1 2 –2
Here, P=
2 –2 4
–1 2
As is of order 2×2 and the product matrix is of order 2×1; P must be of order
2 –2
a
2×1 let P =
b
–1 2 a –2
Now, =
2 –2 b 4
–a+2b –2
or, =
2a–2b 4
 –a + 2b = –2 ... ... ... (i)

Vedanta Optional Mathematics Teacher's Guide ~ 9 61

 2a – 2b = 4 ⇒ a – b = 2 ... ... ... (ii)
Solving equations (i) and (ii), we get,
a = 2, b = 0
2
 P=
0

1 1 4 5
17. Which matrix pre - multiplies to matrix to get ?
3 4 6 2
Solution
a b
Let, the required matrix be , then by question,
c d
a b 1 1 4 5
=
c d 3 4 6 2
a+3b a+4b 4 5
⇒ =
a+3d c+4d 6 2

Equating the corresponding elements, we get

a + 3b = 4 ... ... ... (i)
a + 4b = 5 ... ... ... (ii)
c + 3d = 6 ... ... ... (iii)
c + 4d = 2 ... ... ... (iv)
Solving equation (i) and (ii), we get,
a = 1, b = 1
Solving equation (ii) and (iv), we get,
c = 18, d = –4
a b 1 1
 =
c d 18 –4

2 a
18. a) If [a b] = [1 4] , then prove that: a = b
3 b
Solution

2 a
Here, [a b] = [1 4]
3 b

⇒ [2a + 3b] = [a + 4b]

or, 2a + 3b = = a + 4b
 a = b proved.

62 Vedanta Optional Mathematics Teacher's Guide ~ 9

 m
b) If [m n] = [13] and m + 1 = n, find the values of m and n.
n
Solution
m
Here, [m n] = [13]
n

or, [m2 + n2] = [13]

 m2 + n2= 13 ... ... ... (i)
and m + 1 = n ... ... ... (ii) given
From equation (ii), m = n – 1
put, the value of m in equation (i),
(n – 1)2 + n2 = 13
or, n2 – 2n + 1 + n2 = 13
or, 2n2 – 2n – 12 = 0
or, n2 – n – 6 = 0
or, n2 – 3n + 2n – 6 = 0
or, n(n – 3) + 2(n – 3) = 0
or, (n – 3) (n + 2) = 0
 n = 3, –2
From (ii), when n = 3, m = 2
when n = –2, m = –3
 m = 2, –3 and n = –2, 3
19. If P is a matrix of order (2x + 1)×2 and Q is another matrix of order (3y – 1) × 3 . If PQ
and QP both are defined, find the values of x and y.

Solution
Here, P(2x + 1) × 2 and Q(3y – 1) × 3
To define the product PQ,
the no. of column of P = the no. of row of Q
i.e. 2 = 3y – 1
 y= 1
Again to define the product QP
the no. of column Q = the no. of row of P
i.e. 3 = 2x + 1
 x=1
 x = 1 and y = 1.

Vedanta Optional Mathematics Teacher's Guide ~ 9 63

 Questions for practice
p q 2 4
1. If = , find the values of p, q, r and s.
r s 6 7
2. Construct a 2×2 matrix whose elements are given by aij = 2i + j.
3. If a matrix has 8 elements in total, what are the possible orders it can have. Give your
reason.
p–4 q
4. If is an identity matrix, find the values of p, q, r and s.
r+8 s+3
4 q+4
5. For what value of p and q, the matrix is a scalar matrix.
p–8 4
3 x 1 3 z –8
6. If 3 +2 = , find the values of x, y and z.
0 2 y 2 17 10
4 3 4 5
7. Find the matrix X and Y, if X + Y = and X – Y = .
8 6 0 2
1 2 2 4 –4 5
8. If A = ,B= and C = , verify that (A + B) + C = A + (B + C).
4 6 3 6 2 7
0 p q
9. If A = –p 0 r , then show that A + A1 is a symmetric matrix.
–q –r 0
1 2 1 2
10. If P = and Q = , verify that: (P . Q)1 = Q1 . P1.
4 6 4 6

64 Vedanta Optional Mathematics Teacher's Guide ~ 9

 UNIT
six
Co-ordinate Geometry
Estimated Teaching Hours : 6
1. Objectives
SN Level Objectives
To define locus.
i Knowledge (K) To note steps for finding equation of locus.
To write section formula.
To use distance formula.
ii Understanding (U) To find distance between two points.
To find equation of locus in simple cases.
To find equation of locus under given conditions.
iii Application (A)
To find points that divides line joining given two points.
To use and solve very long problems using distance formula
iv Higher Ability (HA)
and section formula.
2. Teaching Materials
Graph papers.
Formula list on a chart paper
3. Teaching Learning Strategies:
Review the distance formula and its application.
Define a locus with examples.
Discuss how to write equation of locus.
Discuss problems given in exercise 6.1
Define sections of a line segment.
Derive the section formula and discuss its applications and its special cases (internal,
external mid point etc)
Discuss how to solve problems in exercise 6.2.
Notes:
1) If any point lies on the locus, its coordinates must satisfy the equation of locus.
2) To find the equation of a locus
i) Take any point P(x, y) on the locus
ii) Write the geometric conditions, express it in distance form.
iii) Simplify the algebraic equation.
3. Section formula A(x1,y1) P(x,y) B(x2,y2)
i) Internal division:
m1 m2
m1x2 + m2x1 m1y2 + m2y1
P(x, y) =  , 
 m1 + m2 m1 + m2 
ii) External division:
m1
m x – m2x1 m1y2 – m2y1 A(x ,y )
P(x, y) =  1 2 ,  1 1 B(x2,y2) P(x,y)
 m1 – m2 m1 – m2 
m2
Vedanta Optional Mathematics Teacher's Guide ~ 9 65
 x1 + x2 y1 + y2
4. Mid-point joining two points (x1, y1) and (x2, y2), is P(x, y) =  , 
 2 2 
5. k - formula k 1
kx + x k +y A(x1,y1) P(x,y) B(x2,y2)
P(x, y) =  2 1, 2 1
 k+1 k+1 
A(x1,y1)
6. Centroid of a triangle
x1 + x2 + x3 y1 + y2 + y3
G(x, y) =  ,  2
 3 3 
G
The centroid of a triangle divides the median in ratio of 2:1.
1
7. Points of trisection:
B(x2,y2) C(x3,y3)
Two points P and Q are called points of trisection if they
divide AB is three equal parts.
m1
A(x1,y1) P Q B(x2,y2)
P divides AB in the ratio 1:2 i.e. AP:PB = 1:2
Q divides AB in the ratio of 2:1 i.e. AQMQB = 2:1
P is the mid point of AQ i.e. AP = PQ
Q is the mid point of PB. i.e. PQ = QB.

Some solved problems

1. Do the points (3, 2), (4, 3), (5, 0) and (0, –5) and (–3, –4) lie on the locus whose equation
B x2 + y2 = 25 ?
Solution
Here, x2 + y2 = 25
put the point (4, 3) in x2 + y2 = 25, we get, 16 + 9 = 25 (true)
put the point (3, 2), we get, 9 + 4 = 25 (false)
put the point (5, 0), we get, 25 = 25 (true)
put the point (0, –5), we get 0 + 25 = 25 (true)
put the point (–3, –4), we get, 9 + 16 = 25 (true)
 (4, 3), (5, 0), (0, –5) and (–3, –4) lie on the locus and (3, 2) does not lie on the locus.

2. For what value of λ will the points (2, 3) lie on the locus whose equation is
x2 + y2 + λx + 2y – 30 = 0 ?
Solution
Here, equation of locus is
x2 + y2 + λx + 2y – 30 = 0
put the point (2, 3) in the locus,

66 Vedanta Optional Mathematics Teacher's Guide ~ 9

 4 + 9 + 2λ + 6 – 30 = 0
or, 2λ – 11 = 0

 λ = 11.
2
3. If (2, 3) is a point on locus whose equation is ax + 2y = 16 and also show htat (0, 8) is
another point on the locus.
Solution
Here, ax + 2y = 16 ... ... ... (i)
put (2, 3) lies on the locus (i)
a.2 + 2.3 = 16
or, 2a + 6 = 16
or, 2a = 10
 a=5
put the value of 'a' in equation (i), we get
5x + 2y = 16
put the point (0, 8) in this equation, we get
5×0 + 2×8 = 16
 16 = 16
 The point (0, 8) also lies on the locus. proved.

4. Find the locus of a point which moves so that it is equidistant from the points (4, 3) and (5, 4).
Solution P(x,y)
Let, P(x, y) be any point in the locus and given points be A(4, 3)
and B(5, 4).
Then by questions
AP = BP
or, AP2= BP2
or, (x – 4)2 + (y – 3)2 = (x – 5)2 + (y – 4)2 A(4,3) B(5,4)
or, x2 – 8x + 16 + y2 – 6y + 9 = x2 – 10x + 25 + y2 – 8y + 16
or, 2x + 2y = 16
 x + y = 8.

5. a) Find the coordinates of the point dividing internally the line joining the points
(4, 5) and (7, 8) in the ratio of 2:3.
Solution
Here, (x1, y1) = (4, 5), (x2, y2) = (7, 8) and m1:m2 = 2:3
Let, (x, y) be the required point that divides the join of given two points in ratio of 2:3
internally then,
mx +mx m1y2 + m2y1
(x, y) =  1 2 2 1, 
 m1 + m2 m1 + m2 

Vedanta Optional Mathematics Teacher's Guide ~ 9 67

 =  2.7 + 3.4, 2.8 + 3.5 
 2+3 2+3 

=  26, 31 
5 5
6. Find the locus of a point which moves so that
(a) The ratio of its distances from the point (–5,0) and (5,0) is 2:3
(b) The ratio of its distance from the point (1,2) and (5,3) is 4:5)
Solution
(a) Let P(x,y) be any on the locus and A(–5,0) and B(5,0) be two points.
Then,
PA 2
PB = 3
or, 9{(x+5)²+(y–0)}= 4{(x–5)²+(y–0)²}
or, 9(x²+10x+25+y²)= 4(x²–10x+25+y²}
or, 9x²+90x+225+9y²= 4x²–40x+100+4y²
or, 5x²+130x+5y²+125=0
or, 5(x²+25x+y²+25)=0
⸫ x²+y²+25x+25=0 which is the required equation.

(b) Let O(x,y) be any point on the locus and A(1,2) and B(5,3) are fixed points.
By questions
PA 4
PB = 5
or, 5PA= PB
or, 5PA²=16PB²
or, 25{(x–1)²+(y–2)²}= 16{(x–5)+(y–3)²}
or, 25(x²–2x+1+y²+4)= 16(x²–10x+25+y²–6y+9)
or, 25x²–50x+25+25y²–100y+100= 16x²–160x+400+16y²–96y+144
⸫ 9x²+9y²+110x–4y–419=0 which is the required equation.

7.(a) Let M((3,2) and N(7,–4) are two fixed points and P(x,y) be a variable point in the locus,
then find the equation of locus under the following conditions.
(i) MP= NP (ii) MP= 2PN
Solution
Let p(x,y) be any point on the locus
(i) MP= NP
or, MP²= NP²
or, (x–3)²+(y–2)²= (x–7)²+(y+4)²
or, x²–6x+9+y²–4y+4= x²–14x+49+y²+8y+16
or, 8x–12y–52=0
or, 4(2x–3y–13)=0
⸫ 2x–3y–13=0 which is the required equation.

68 Vedanta Optional Mathematics Teacher's Guide ~ 9

(ii) MP= 2PN
Here, MP²= 4PN²
or, (x–3)²+(y–2)= 4{(x–7)²+(y+4)²]
or, x²–6x+9+y²–4y+4 = 4(x²–14x+49+y²+8y+16)
or, x²–6x+9+y²–4y+4 = 4x²–56x+196+4y²+32y+64
⸫ 3x²+3y²–50x+36y+247=0 is the required equation.

(b) Let A(a,0) and B(–a.0) be two fixed points. Find the locus of a point which moves such
that PA²+PB²= AB²
Solution
Let P(x,y) be any points on the locus and A(a.0) and P(–a,0) are two fixed points
Now, PA²+PB²= AB²
(x–a)²+(y–0)²+(x+a)2+(y–0)²= (–a–a)²+(0–0)²
or, x²–2ax+a²+y²+x²+2ax+a²+y²= (2a)²+0
or, 2x²+2y²+2a²= 4a²
or, 2x²+2y²= 2a²
⸫ x²+y²= a² which is the required equation.

(c) Let A(–7,0) and B(7,0) be two fixed points on a circle. Find the locus of a moving points
P at which AB subtend a right angle.
Solution
Let P(x,y) be an point on the locus. P (x,y)
AB subtend a right angle at P. so we have
AB²= PA²+PB²
or, (7+7)²+(0–0)²= (x+7)²+(y–0)²+(x–7)²+(y–0)²
or, 196+0= x²+14x+49+y²+x²–14x+49+² A(–7,0) (7,0) B
or, 2x²+2y–98=0
or, x²+y²–49=0
⸫ x²+y²=49 which is the required equation.

8. (a) If a point (x,y) is equidistant from the point (2,3) and (6,1). Show that the equation of
locus is given by 2x–y=6
Solution
Let P(x,y) be any point on the locus. A(2,3) and B(6,1) be fixed point.
B given condition,
PA= PB
or, PA²= PB²
or, (x–2)²+(y–3)²= (x–6)²+(y–1)²
or, x²–4x+4+y²–6y+9= x²–12x+36+y²–2y+1
or, 8x–4y+13–37= 0
or, 8x–4y–24= 0
⸫ 2x–y–6= 0 which is the required equation.

Vedanta Optional Mathematics Teacher's Guide ~ 9 69

(b) Let A(A,b) and B(3a,3b) are two fixed points and P(x,y) is a point such that PA= PB, then
prove that the equation of locus is given by ax+by= 2(a²+b²)
Solution
Here,
PA= PB
PA²=PB²
or, (x–a)²+(y–b)²= (x–30)²+(y–3b)²
or, x²–2ax+a²+y²–2by+b²= x²–6ax+9a²+y²–6by+9b²
or, –2ax+6ax–2by+6by= 9a²–a²+9b²–b²
or, 4ax+4by= 8a²+8b²
or, 4(ax+by)= 8(a²+b²)
⸫ ax+by= 2(a²+b²) Proved

9. Find the equation of the locus of a point such that

(a) The sum of square of its distance from (0,2) and (0,–2) is 6.
Solution
Let P(x,y) be any point on the locus. and A(0,3) and B(0,–2) are fixed point.
By question,
PA²+PB²=6
or, (x–0)²+(y–2)²+(x–0)²+(y+2)²=6
or, x²+y²–4y+4+x²+y²+4y+4=6
or, 2x²+2y²+8= 6
or, 2x²+2y²+2= 0
⸫ x²+y²+1= 0 which is the required equation.

(b) The sum of the square of its distance from A(3,0) and B(–3,0) is four times the distance
from A and B.
Solution
Let P(x,y) be any point on the locus,
By question,
PA²+PB²= 4AB
or, (x–3)²+(y–0)²+(x+3)²+(y–0)²= 4{ (3+3)²+)(0–0)² }
or, x²–6x+9+y²+x²+6x+9+y²= 4×√6²
or, 2x²+2y²+18= 24
or, 2x²+2y²= 24–18
or, 2x²+2y²= 6
⸫ x²+y²= 3 which is the required equation.

(c) The difference of square of distance from the points A(0,1) and B(–4,3) is 16 (PA²–PB²= 16)
Solution
Given, PA²–PB²= 16

70 Vedanta Optional Mathematics Teacher's Guide ~ 9

 or, (x–0)²+(y–1)²–{(x+4)+(y–3)²}=16
or, x²+y²–2y+1–x²–8x–16–y²+6y–9=16
or, –8x+4y–24=16
or, 2x–y+10=0

24
10. (a) In what ratio does the point (–1, 5 )
Divide the line joining the points (–3,4) and (2,6)
Solution
24
Let P(–1, 5 ) divides the joining A(–3,) and B(2,6) in the ratio of m:n
m2x1+m1x2
X–coordinate= m +m
1 2

m2×(–3)+m1(2)
–1= m1+m2
or, –m1–m2 = 3m2+3m1
or, 2m2 =3m1
m 2
or, m1 = 3
2
⸫ m:n= 2:3

(b) In what ratio does the point (3,–2) divide the join of the points (1,4) and (–3,16)?
Solution :
Let the point P(3,–2) divide the join of the points A(1,4) and B(–3,16) in the ratio m:n
Now
m2x1+m1x2
X–coordinate= m +m2
1

3= m2×(–3)+m1×1
m1+m2
or, 3m1+3m2 = –3m1+m2
m –1

or, m1 = 3
2
⸫ m1:m2 = –1:3

(c) In what ratio does the points (5,4) divide the line segment joining the points(2,1) and (7,6)?
Solution
(5,4)= (x,y)
(x1,y1)= (2,1)
(x2,y2)= (7,6)
Ratio(m:n)= ?
Now,
m1x2+m2x1
X–coordinate= m1+m2

Vedanta Optional Mathematics Teacher's Guide ~ 9 71

 m1×7+m2×2
5= m1+m2
or, 5m1+5m2 = 7m1+2m2
or, –2m1 = –3m2
⸫ m1:m2 = 3:2

11. (a) Find the coordinates of the points of trisection of the line segment joining the points
(2,–2) and (–1,4)
Solution
Let P and Q divide the line joining A(2,–2) and B(–1,4) into three equal parts. Then P divides
the line AB is the ratio 1:2,
The coordinates of P are given by
m1 x2+m2x1 m1y2+m2y1
m1+m2 , m1+m2

1×(–1)+2x2 1×4+2×(–2)
= 1+2 , 1+2
3 0
= 3 , 3 =(1,0)
Here, Q is mid points of PB so coordinates of Q is given by
x1 + x2 y +y
= 2 , 1 2 2
P Q
1+ (–1) 0+4 A(2,–2) B(–1,4)
= 2 , 2
=(0,2)

(b)Find the coordinates of the points of trisections of the line segment joining the points
P(1,2) and Q(4,2)
Solution
Let A and B divides the line joining P and Q into three equal parts.
Here, A divides PQ in the ratio 1:2.
m1 ×x2+m2x1 m1×y2+m2y1
Coordinate of A,= m1+m2 , m1+m2
1×4+2×1 1×2 + 2×2
1+2 , 1+2
A B
6 6
, P (1,2) Q (4,2)
3 3
=(2,2)
B divides the AB into two equal parts.
x1 + x2 y +y
Coordinates of B, = 2 , 1 2 2

72 Vedanta Optional Mathematics Teacher's Guide ~ 9

 2+4 2+2
= 2 , 2
=(3,2)

(c) Find the coordinates of the points of trisection of the line segment joining the points
(1,–2) and (3,–4)
Solution
A B
The coordinates of A,
m1 x2+m2x1 m1y2+m2y1 P (1,–2) Q (–3,–4)
= m1+m2 , m1+m2
1(–3)+2×1 1×4 + 2×(–2)
1+2 , 1+2

–1 –0 –1
3 , 3 = 3 ,0

For the coordinates of B is the mid point of AQ.

x1 + x2 y +y
= 2 , 1 2 2
–1
+(–3) 0+4
3
= , 2
2
–5
= 3 , 2
(12) (a) If the point (x,14) divide the line segment joining the points (7,11) and (–18,16) in
which ratio the point divides the line and hence find the value of x.
Solution
Let the point P(x,14) divides the line segment joining the points A(7,11) and B(–18,16) in
the ratio m:n,
m1y2+m2y1
The y–coordinates of P= m1+m2
m1×16+m2×11
14= m1+m2
or, 14m1+14m2 = 16m1+11m2
or, 2m1 = 3m2
m 3
⸫ m1 = 2
2
m1x2+m2x1
The x–coordinate of P= m +m
1 2
3×(–18)+2x7
x= 3+2
54+14
or, x= 5
= 54+14
5

Vedanta Optional Mathematics Teacher's Guide ~ 9 73

 =–8
⸫ x = –8

(b) The point (5,y) divides the line segment joining the points (3,7) and (8,9) in a ratio. Find
the ratio and value of y
Let the ratio be m:n
m1x2+m2x1
Ans The x–coordinate= m1+m2
m1×8+m23
or, 5= m +m
1 2

or,5m1+5m2 = 7m1+3m2
or, 3m1 = 2m2
m 2
⸫ m1 = 3
2
m1×y2+m2y1
y–coordinate= m1+m2
2×9+3×7
y= 2+3
18+21 39
y= 5 = 5

(13) (a) In what ratio does X–axis divide the line segment joining the points (2,–4) and (–3,6)?
Solution
Let the points on the x–axis be (a,0) which divides the line segment joining the point the
points A(2,–4) and B(–3,6) in the ratio m:n
m1×y2+m2y1
y–coordinate= m1+m2
m1×6+m2(–4)
or, 0 = m1+m2
or, 6m1 = 4m2
m 2
⸫ m1 = 3
2

(b) In what ratio does X–axis divides the line segment joining the point (2,–3) and (5,6)?
Solution
Let the point on axis be (a,0)
m1y2+m2y1
y–coordinates= m1+m2

m16+m2(–3)
or 0= m1+m2
or, 6m1 = 3m2
m 1
or, m1 = 2
2

⸫ m1:m2= 1:2

74 Vedanta Optional Mathematics Teacher's Guide ~ 9

(c) In what ratio does Y–axis divide the line segment joining the point (2,–3) and (–6,10)
Solution
Let the point on the Y–axis be (0,a) which divides the line joining A(2,–3) and B(–6,10) in
the ratio m:n
m1×x2+m2x1
x–coordinates= m1+m2
m1×(–6)+m2(2)
or, 0= m1+m2
or , 6m1 = 2m2
m 1
or, m1 = 3
2
⸫ m1:m2= 1:3

(d) In what ratio does y–axis divide the line segment joining the point (5,4) and (–2,–2)?
Solution
Let the points be (0,a) and the ratio be m:n
m1x2+m2x1
x–coordinates= x–coordinates= m1+m2
m1(–2)+m2(5)
or, 0= m1+m2
or , 2m1 = 5m2
m 5
or, m1 = 2
2
⸫ m1:m2= 2:5
(e) Find the ratio in which the line joining (3,–2) and (–3,6) is cut by the axes of the coordinates.
Solution
Let the point on the x–axis be (a,0) which cut the line segment in the ratio m:n
m1y2+m2y1
y–coordinate= y–coordinate= m1+m2

m1×5+m2(–2)
or, 0 = m1+m2
or, 6m1 = 2m2
⸫ m1:m2 = 1:3
Again, Let the point on the y–axis be (0,b) which cuts the line segment in the ratio m:n
ratio m:n
m1x2+m2x1
x–coordinate= m1+m2
m1×(–3)+m2×3
or, 0= m1+m2
or, 3m1 = 3m2
m 1
or, m1 = 1
2
⸫ m1: m2 = 1:1

14. (a) Prove that the following points represents the vertices of a parallelogram.

Vedanta Optional Mathematics Teacher's Guide ~ 9 75

(i) (–2,–1), (1,0), (4,3) and (1,2)
Solution
Let A(–2,–1), B(1,0), C(4,3) and D(1,2) are the vertices of a quadrilateral.
Here, the mid point of AC
x1 + x2 y +y
= 2 , 1 2 2
D (1,2) C (4,3)
–2+4 –1+3
= 2 , 2
= (1,1)
The mid point of BD
x1 + x2 y1 + y2
= , A (–2,–1) B (1,0)
2 2
1+1 0+2
= 2 , 2
= (1,1)
Therefore, the diagonals of quadrilateral have same mid points, they bisects each other.
Hence, given points are vertices of the parallelogram.
(b)Three consecutive vertices of a parallelogram are respectively P(1,2), Q(1,0) and R(4,0).
Find the fourth vertex S.
Solution
Let the fourth vertix be S(x,y). Diagonals of parallelogram biset each other. They have
common mid point. S (x,y) R (4,0)
x1 + x2 y1 + y2
Mid point of PR = 2 , 2
1+4 2+0
= 2 , 2 O
5
= 2 ,1 P (1,2) Q (1,0)
5
The coordinate of mid point of QS= 2 ,1
x1 + x2 y1 + y2 5
= 2 , 2 = 2 ,1
x+1 y+0 5
= 2 , 2 = 2 ,1
x+1 y+0 5
= 2 , 2 = 2 ,1

x+1 5 y+0
∴ 2 = 2 2 =1
or, x=4 or, y=2
The coordinates of S are (4,2)

76 Vedanta Optional Mathematics Teacher's Guide ~ 9

(c) If (3,7), (5,–7) and (–2,5) are the vertices of parallelogram, Find the coordinates of fourth
vertex opposite to (5,–7)
Solution
Let P(3,7), Q(5,–7), R(–2,5) and S(x,y) are the four vertices of a parm.
Mid point of PR= Mid point of QS

3+(–2) 7+5 5+x –7+y

or, 2 , 2 = 2 , 2

3–2 5+x 7+5 –7+y

⇒ 2 = 2 2 = 2
or, x=–4 or, y=19
Therefore, the fourth vertex is (–4,19)
15.(a) If the points (–1,3), (1,–1) and (5,1) are the vertices of a triangles, then find the length
of the median drawn through (5,1)
Solution
Let A(–1,3), B(1,–1) and C(5,1) are the verties of a triangle CD be the median. D is mid point
of AB.
x1 + x2 y +y C (5,1)
The coordinates of D= 2 , 1 2 2

–1+1 3–1
= 2 , 2
= (0,1)
The length of CD= (x2–x1)²+(y2–y1)²
D(0,1) B (1,–1)
= (x2–x1)²+(y2–y1)² A (–1,3)
= 5²+0²
=5 units

(b) If P(2,–1), Q(–2,2) and R(–1,4) are the mid points of the sides of ∆ABC, Find the vertices
of the triangle.
Solution
Let A(x1,y1), B(x2,y2), and C(x3,y3) are the vertices of triangle ABC
Here, P(2,–1), Q(–2,2) and R(–1,4) are the mid points of AB, BC and CA respectively.
x1 + x2 y +y C
Mid point of AB= 2 , 1 2 2

x1 + x2 y1 + y2 Q (–2,2)
(2,–1)= 2 , 2
x1+x2 y1+y2 R (–1,4)
2 =2 2 = –1
B
x1+x2 =4 ........(i) or, y1+y2 = –2 ........(ii)
x2 + x3 y +y
Mid point of BC= , 2 2 3 P (2,–1)
2
x2 + x3 y +y
(–2,2)= 2 , 2 2 3 A

Vedanta Optional Mathematics Teacher's Guide ~ 9 77

 or, x2+x3 =–4 ........(iii) or, y2+y3 = 4 ........(iv)
x1+ x3 y1+ y3
Mid point of CA= 2 , 2
x1+ x3 y1+ y3
(–1,4)= 2 , 2
or, x1+x3 =–2 ........(v) or, y2+y3 = 8 ........(vi)
Adding equation (i), (iii) and (v) Adding (ii), (iv) and (vi)
2(x1+x 2+x3) = –2 2(y1+y2+y3) = 10
x1+x 2+x3 = –1 (y1+y2+y3) = 5
From equation (i), substituting x1+x2 = 4
4+ x3 = –1 –2+y3 = 5
x3 =–5 y3 = 7
Similarly,
x1= 3 y1 = 1
x2= 1 y2 = –3
The vertices are, (3,1), (1,–3) and (–5,7)
(16) (a) P(x,y), Q(0,–2), R(5,3) and S(3,7) are the vertices of a parallelogram PQRS. Find
the coordinates of P.
Solution:
PQRS is a parallelogram
Mid points of PR= Mid Points of QS

5+2 y+3 0+3 –7+7

2 , 2 = 2 , 2
x+5 3 y+3 5
∴ 2 =2 and 2 =2
or, x=–2 or, y=2
∴ P(x,y)= P(–2,2)

(b) The two consecutive vertices of a parallelogram are (1,1) and (3,6). The diagonal of the
7
parallelogram cut each other at (7, 2 ). Find the remaining vertices of the parallelogram.
Solution
Let P(1,1), Q(3,6), R(x1,y1) are S(x2,y2) are the vertices of parallelogram O(7, ) is the mid point
of PR and QS.
Mid point of PR, S (x2,y2) R (x1,y1)

7 1+x1 1+y1
7, 2 = 2 , 2
7
O 7,
2
∴ x1=13, y1=6
Mid point of QS, P (1,1) Q (3,6)
7 3+x 6+y2
7, 2 = 2 , 2
78 Vedanta Optional Mathematics Teacher's Guide ~ 9
 or, x2 =11, y2= 1
The remaining vertices are (13,6) and (11,1)
(c) A right angled triangle has the vertices (1,1) and (1,7) and (7,1). Prove that the mid point
of the hypotenuse lies at equal distance from each of its vertices.
Solution :
Let A(1,1), B(1,7) and C(7,1) are the vertices of triangle.
AB= (1–1)²+(7–1)² =6 B(1,7)
BC= (7–1)²+(1–7)² = 6²+6² =6 2
CA= (7–1)²+(1–1)² = 6² =6 M
Here longest side is BC, Hence BC is hypotenuse.

1+7 7+1
A(1,1) C(7,1)
Mid point of BC= M 2 , 2 =M(4,4)
Distance of mid points and vertex A= (4–1)²+(4–1)²
i.e A.M.= 3²+3²
=3 2 units
distance of mid points and vertex C= (4–7)²+(4–1)²
i.e C.M. =3 2 units
Distance of the vertex B from M = (4–1)²+(4–7)²

i.e BM = 9+9 = 3 2
⸫ AM = BM = CM
Hence mid point of hypotenuse is equal distance from the vertices. Proved

Questions for practice

1. For what value of k will the point (1, –2) lie on the curve x2 + y2 + kx – 4y – 15 = 0.
2. Show that the points (0, 0), (0, 4), (4, 0) are the vertices of an isoceles right angled triangle.
3. Find the coordinates of a pooint dividing the line joining the points (–5, 4) and (11, –4)
internally in the ratio of 5:3.
4. A(20, 19) and B(16, 23) are the positions of two sources of drinking water. A water supplier
wants to supply water in a city P(2, 0). From which source should the supplier supply the
water so that the corporation may choose only a minimum distance (take 1 unit = 0.5km)
5. Find the equation of locus of a point which moves so that its distance from the point (2, 1) is 5.
6. Show that A(3, 5), B(1, 1) C(5, 3) and D(7, 7) are the vertices of a rhombus.
7. Determine the ratio in which 2y – x + 2 = 0 divides the line joining (3, –1) and (8, 9).
8. The point (2, 8) divides the line segment joining the points (4, –8) and (m, n) in the ratio
of 1:2 internally. Find the values of m and n.
9. Find the centroid of triangle PQR wiht vertices P(4, 5), Q(0, –2) and R(5, 9).
10. Find the equation of locus of the points such that the sum of its distances from two
fixed points (0, 3) and (0, –3) is 8.

Vedanta Optional Mathematics Teacher's Guide ~ 9 79

 UNIT
seven Equations of Straight Lines
Estimated Teaching Hours : 8
1. Objectives
SN Level Objectives
To tell equation of straight line in the form of
parallel to X-axis.
parallel to Y-axis.
slope intercept form
i Knowledge (K)
double intercept form.
perpendicular form
slope point form.
two points form.
To write formula to find area of triangle
To find equation of straight line in above forms.
To find distance between two parallel lines.
ii Understanding (U)
To find distance of a point from a line.
To calculate area of a triangle and a quadrilateral when
coordinates of vertices are given.
To find the equation of straight lines of verbal
iii Application (A)
questions stated as in (1).
To derive equation of straight lines in standard forms.
iv Higher Ability (HA)
To derive formulae of area of triangle.
2. Teaching Materials
Chart papers with diagrams of equations of straight lines.
3. Teaching Learning Strategies:
Derive the equations of straight lines in the following form :-
– parallel to X-axis.
– parallel to Y-axis.
– slope intercept form
– double intercept form
– perpendicular form
– slope point form
– two points form
In every formula derivation, special cases (if exists) are explained with at least one example of each.
– some questions are given to students to solve from exercise, necessary guidances are given.
– derive formula to find distance from a point to a line.
– derive formula to calculate are of triangles.
– review the concept of collinearity and explain it in case of area of triangle.
– solve some problems of given exercise as examples to illustrate the formulas stated in above.

80 Vedanta Optional Mathematics Teacher's Guide ~ 9

Notes:
1) Slope of a line joining two points.
y2 – y1
m=
x2 – x1
2) Three points A, B and C are collinear. Then
slope of AB = slope of BC.
3) Equation of straight line in slope intercept form
y = mx + c
If it passes through the origin, equation of the line is y = mx.
4) Equation of a straight line
i) parallel to y-axis x = a
ii) parallel to x-axis y = b
5) Three standard equations of straight lines are
i) slope - intercept form, y = mx + c
x y
ii) double - intercept form , + =1
a b
iii) perpendicular form, xcosα + ysinα = p
6) Equations of straight lines in special cases are
i) slope - point form, y – y1= m(x – x1)
y2 – y1
ii) two points form, y– y1 = (x – x1)
x2 – x1

7) Slope of the line Ax + By + C = 0 is (m) = – Coefficient of x

Coefficient of y
8) The perpendicualr distance of a line Ax + By + C = 0 from point P(x1, y1) is given by
Ax1 + By1 + C
d=
A2 + B2
9) If A(x1, y1), B(x2, y2) and C(x3, y3) are the vertices of ∆ABC, then area of triangle is given by

x x2 x3 x1
∆ =1 1
2 y1 y2 y3 y1

= 1 [(x1y2 – x2y1) + (x2y3 – x3y2) + (x3y1 – x1y3)] .

2
10) The vertices of triangle/quadrilateral are always taken as anticlockwise direction to
make the area of triangle/quadrilateral positive.
11) Area of quadrilateral with vertices A(x1, y1), B(x2, y2), C(x3, y3) and D(x4, y4) is given by
x x2 x3 x4 x1
∆ = 1 1
2 y1 y2 y3 y4 y1

= 1 [(x1y2 – x2y1) + (x2y3 – x3y2) + (x3y4 – x4y3) + (x4y1 – x1y4)]

2

Vedanta Optional Mathematics Teacher's Guide ~ 9 81

 Some solved problems

1. Find the equation of a straight line parallel to X-axis and passing through the point (–4, 5).
Solution
Here, We know that equation of a straight line parallel to X-axis is y = b ... ... ... (i)
It passes through the point (–4, 5)
 5=b
put the value of b in equation (i)
y = 5 whcih is the required equation.

2. Find the equation of a straight line cutting off the y-intercept 4 from the axis of y and
inclined to 60° with positive direction of X-axis.
Solution
Here, y-intercept (c) = 4
inclination (θ) = 60°
slope (m) = tan60° = 3
By using formula,
y = mx + c
or, y = 3x + 4
 y= 3x + 4 is the required equation.
3. Find the equation given straight line PQ.
Solution
Here, from the given figure, we have
X-intercept (a) = 4 y
Y-intercept (b) = –5
Q
Equation of given straight line is
(4,0)
x+y=1 x' O x
a b
or, x + y =1
4 –5
 5x – 4y = 20 which is the required equation.
(0,–5)
4. Find the intercepts of the given equation.
y'
4x – 3y = 1.
P
Solution
Here, 4x – 3y = 1
x y
+ =1
1 1
–
4 3

82 Vedanta Optional Mathematics Teacher's Guide ~ 9

comparing it with x + y = 1
a b
x-intercept (a) = 1
4
y-intercept (b) = –1
Alternative Method 3
Here, 4x – 3y = 1
put y = 0, then x = 1
4
put x = 0, then y = –1
3
The given line cuts X-axis and Y-axis at  1, 0  and  0, –1 
4   3
 x-intercept (a) = 1
4
y-intercept (b) = –1
3
5. Find the equation of straight line given in the figure.
Solution
In the given figure perpendicular distance y
of the line from origin
p=3
inclination (α) = 90° + 45° = 135°
V
By using formula,
x cosα + y sinα = p
or, x cos 135° + y sin 135° = 3 45˚
1 1 p=3
or, x  – +y. =3
 2 2
x' x
or, –x + y = 3 2 U O

 x – y + 3 2 = 0 is the required equation.

6. Write the equation 4x – 3y + 12 = 0 into slope

intercept form.
Solution y'
Here, 4x – 3y + 12 = 0
or, 3y = 4x + 12
 y = 4x + 4
3
which is in the form of y = mx + c
where slope (m) = 4
3
y - intercept (c) = 4 units.

Vedanta Optional Mathematics Teacher's Guide ~ 9 83

7. Write the following equations in double intercept form:
4x – 3y – 36 = 0
Solution
Here, 4x – 3y – 36 = 0
or, 4x – 3y = 36
dividing both sides by 36, we get
x– y =1
9 12
Which is in the form of x + y = 1
a b
Where, x - intercept (a) = 9
y - intercept (b) = –12

8. Reduce the given equation in normal form

x–y–2 2=0
Solution
Here, x – y – 2 2 = 0

or, 12 + (–1)2 = 1+1 = 2

Dividing the given equation by 2 on both sides,
1 1 2 2
x + –  y =
2  2 2
1 1
or, x– y=2
2 2
 x cos315° + y sin315° = 2
Which is in the form of x cosα + y sinα = p
Where, α = 315°, p = 2 units.

9. Find the equation of the straight line making an angle of 225° with X-axis and passing
through (–2, –4).
Solution
Inclination (θ) = 225°, slope (m) = tan225° = 1
(x1, y1) = (–2, –4)
By using formula,
y – y1 = m(x – x1)
or, y + 4 = 1(x + 2)
or, x – y = 2
 x – y = 2 is the required equation.

10. Find the perpendicular distance from (4, 5) to the line 2x + 3y = 25.
Solution
Here, 2x + 3y = 25

84 Vedanta Optional Mathematics Teacher's Guide ~ 9

 i.e. 2x + 3y – 25 = 0
comparing it with ax + by + c = 0, we get
a = 2, b = 3 and c = –25
(x1, y1) = (4, 5)
The perpendicular distance of above line is given by
ax1 + by1 + c
d =
a2 + b2
2.4 + 3.5 – 25 –2 2
= = = units
2 +3
2 2
13 13
11. Find the distance between the parallel lines
4x + 5y = 20 and 4x + 5y = 40
Solution
Here, 4x + 5y = 20 ... ... ... (i)
4x + 5y = 40 ... ... ... (ii)
From equation (i), when y = 0, then x = 5
(5, 0) is a point on the line (i)
The perpendicular distance of the line (ii) from a point (5, 0) on line (i) is given by,
ax1 + by1 + c
d =
a2 + b2
4×5 + 5×0 – 40 20
= = units
42 + 52 41
Alternative Method
Given equations of lines are
4x + 5y = 20 ... ... ... (i)
4x + 5y = 40 ... ... ... (ii)
Writing each of equations in the form of
y = mx + c
From (i) y = –4 x + 4
5
From (ii) y = –4 x + 8
5
4
Slope (m) = – , c1 = 5, c2 = 8
5
Perpendicular distance between two parallel lines are given by
c –c
d = 1 2
1 + m2
4–8 (–4) × 5 20
= = = units
41 41
1 + –
4 2

 5

Vedanta Optional Mathematics Teacher's Guide ~ 9 85

12. Find the area of ∆ABC of A(2, 2), B(4, 5) and C(4, 8)
Solution
Here, To find area of ∆ABC
2 4 4 2
∆ = 1
2 2 5 8 2

= 1 [(10 – 8) + (32 – 20) + (8 – 16)]

2
= 1 [2 + 12 – 8]
2
1
= × 6 = 3 sq. unit.
2
13. Using area of triangle show that the following points are collinear
(a, b + c), (b, c + a), (c, c + b)
Solution
Let us find the area of triangle formed from given vertices.
a b c a
∆ =1
2 b+c c+a a+b b+c

= 1 [ca + a2 – b2 – bc + ab + b2 – c2 – ca + bc + c2 – a2 – ab]
2
= 1 × 0 = =0
2
Since the area is zero, the given points are collinear.

14. Find the area of the quadrilateral whose vertices are (4, 6), (8, 4), (8, 8) and (–4, 2).
Solution
Here, The area of given quadrilateral is given by
4 8 8 –4 4
∆ = 1
2 6 4 8 2 6

= 1 [(16 – 48) + (64 – 32) + (16 + 32) + (–24 – 8)]

2

= 1 × 8 = 4 sq. units.
2
15. Find the value of k, if the points (k, 2 – 2k), (1 – k, 2k) and (–4, 6 – 2k) are collinear.
Solution
Since the given three points (k, 2 – 2k), (1 – k, 2k) and (–4, 6 – 2k) are collinear area of
triangle formed is zero.
k 1–k –4 k
∆ =1
2 2–2k 2k 6–2k 2–2k
or, 0 = (2k2 – 2 + 2k + 2k – 2k2) + (6 – 2k – 6k + 2k2 + 8k) + (–8 + 8k – 6k + 2k2)

86 Vedanta Optional Mathematics Teacher's Guide ~ 9

or, 0 = 4k2 + 6k – 4
or, 2k2 + 4k – k – 2 = 0
or, 2k(k + 2) – 1(k + 2) = 0
or, (k + 2) (2k – 1) = 0
Either k + 2 = 0 ⇒k=–2

or, 2k – 1 = 0 ⇒k=1
2
 k = –2, 1
2
Alternative Method
Let the given collinear points be A(k, 2 – 2k), B(1 – k, 2k) and C(–4, 6 – 2k)
then slope of AB = slope of BC
2k – 2 + 2k = 6 – 2k – 2k
1–k–k –4 – 1 + k
or, 4k – 2 = 6 – 4k
1 – 2k k–5
or, 4k2 – 2k – 20k + 10 = 6 – 4k – 12k + 8k2
or, 4k2 + 6k – 4 = 0
or, 2k2 + 3k – 2 =
or, 2k2 + 4k – k – 2 = 0
or, 2k(k + 2) – 1(k + 2) = 0
or, (k + 2) (2k – 1) = 0
Either k + 2 = 0 ⇒k=–2

or, 2k – 1 = 0 ⇒k=1
2
 k = –2, 1
2
16.(a) If three points are (–4,–3), Q(1,2) and R(9,10) then prove that they are collinear.
Solution
Given points P(–4,3), Q(1,2) and R(9,10)
y –y 2+3 5
Slope of PQ= x2–y1 = 1+4 = 5 = 1
2 1

y –y 10–2 8
Slope of QR= x2–y1 = 9–2 = 8 = 1
2 1
Here slope of PQ and slope of QR with a common points are equal. Hence, they are collinear.

1 1
(b) If (a,0), (0,b) and (1,1) are collinear then prove that: a + b = 1
Solution
Let the given points are A(a,0), B(0,b) and C(1,1)
b–0 –b
Slope of AB= 0–a = a

1–b
Slope of BC= 1–a = 1–b

Vedanta Optional Mathematics Teacher's Guide ~ 9 87

 Slope of AB= Slope of BC
–b
or, a = 1–b
or, –b=a–ab
or, ab= a+b
1 1
or, 1= ab + ab

1 1
or, a + b = 1 proved.

x y
(c) If (a,0), (0,b) and (x,y) are collinear, then prove that a + b =1
Solution
The given points A(a,0), B(0,b) and C(x,y)
Slope of AB= Slope of BC
b–0 y–b
0–a = x–0
or, bx= –ay+ab
or, bx+ay= ab
bx ay
or, 1= ab + ab
x y
or, a + b = 1

(d) If (x,y), (0,c) and ( ,0) are collinear prove that y= mx+c
Solution :
Given points A(x,y), B(0,c), C(– ,0)
Slope of AB= Slope of BC
c–y 0–c
0–x = –c–0
c–y –c
or, –x = –c ×m
or, c–y= –mx
∴ y= mx+c Proved

17. (a) Find the equation of a straight line which cuts off equal intercept on the axes and
passes through the point (2,4)
Solution
Let x–intercept(a)= k
y–intercept(b) = k [∴ intercept are equal]
The equation of the line
x y
a+ b =1
x y
or, k + k = 1
or, x+y= k ............(i)

88 Vedanta Optional Mathematics Teacher's Guide ~ 9

But the line passes through (2,4)
∴ 2+4= k
i.e. k=6
Required equation of line, x+y=6

(b) Find the equation of straight line which cuts off equal intercept on the axes equal in
magnitude but opposite in sign and passes through the points (–4,–3)
Solution
Let the x–intercept(a)= k
y–intercept(b) =–k
x y
Equation of line is a + b = 1
x y
or, k + –k = 1

or, x–y= k .............(i)

But it passes through (–4,–3), so we have
(–4)–(–3)= k
or, –4+3= k
⸫ k= –1
The required equation is x–y= k
or, x–y= –1
⸫ x–y+1 = 0

(c) Find the equation of a straight line which passes through the points (4,5) and makes
y–intercept twice as long as that on x–intercept
Solution
Let x–intercept (a)= k
y–intercept (b) = 2k
Equation of line is
x y
a+ b =1
x y
or, k + 2k = 1
or, 2x+y= 2k
If passes through (4,5), so we have
2×4+5 = 2k
or, 8+5= 2k
13
or, k= 2
13
Required equation, 2x+y= 2k = 2× 2
∴ 2x+y= 13

Vedanta Optional Mathematics Teacher's Guide ~ 9 89

(d) Find the equation of a straight line which passes through the points (–1,3) and makes
intercepts on x–axis thrice as long as that on y–axis.
Solution
Let x–intercept(a)= 3k
y–intercept(b) =k
Equation of line is
x y
a+ b =1
x y
or, 3k + k = 1

or, x+3y= 3k ..........(i)

It passes through (–1,3), so we have
(–1)+3(3)= 3k
8
or, k= 3
8
Required equation of line is x+3y= 3× 3
⸫ x+3y= 8
18. (a) Find the equation of straight line whose portion intercepted is bisected at (2,3)
Solution
Let the line cuts of x–axis at (a,0) and Y–axis at (0,b)
x y (o,b)
Equation of straight line is a + b =1
Here (2.3) is the mid point of line joining (a,0) and (0,b)

a+0 0+b
∴ (2,3)= 2 , 2 (2,3)
or, a=4, b=6
Required equation of line
x y
4+ 6=1 (a,o)
⸫ 3x+2y= 12
(b) Find the equation of a straight line which passes through the points (4,4) and the portion
of the line intercepted between the axis is bisected at the point.
Solution
Let the line cuts the x–axis at (a,0) and y–axis at (0,b)
(4,4) is the mid points of line joining (a,0) and (0,b)
x1 + x2 y +y
∴ (x,y)= 2 , 1 2 2

a+0 0+b
(4,4)= 2 , 2
∴a=8, b=8
Equation of line is
x y
a+ b=1
90 Vedanta Optional Mathematics Teacher's Guide ~ 9
 x y
or, 8 + 8 = 1
⸫ x+y=8
(c) Find the equation of a straight line passing through the points (1,–5) and the portion
between the axis is divided by this points in the ratio of 1:3.
Solution
Let the line cut the x–axis at A(a,0) and y–axis at B(0,b). The points C(1,–5) divides the line
joining AB in the ratio 1:3.
Here,
m1 x2+m2x1 m1y2+m2y1
(x,y)= m1+m2 , m1+m2

1×0+3×1 1×b + 3×0 y

or, (1,–5) = 1+3 , 1+3

3a b
or, (1,–5) = 4 , 4
Now we have, A (a,o)
3a b
1= 4 –5 = 4 x′ O x

4
or,= 3 or, b = –20
The equation of line is
x y
a+ b =1
x y
or, 4 + –20 = 1 C (1,5)
3x y
or, 4 – 20 = 1
B
⸫ 15x–y=20 y′ (o,b)
(d) Find the equation of a straight line which passes through the points (–2,3) and intercepted
portion of the line divided by this points in the ratio 3:4.
Solution
(o,b) y
Let the line cuts x–axis at A(a,0) and y–axis at B(0,b) B
Here, C(–2,3) divides the line in the ratio 3:4.
m1 x2+m2x1 m1y2+m2y1
Now, (x,y)= m1+m2 , m1+m2 4
3×0+4×a 3×b + 4×0
or, (–2,3) = 3+4 , 3+4
C (–2,3)
4a 3b 3
or, (–2,3) = 7 , 7
4a 3b O
∴ –2= 7 3= 7 x′ x
–14 –7 A (a,o)
or, a= = or b=7 y′
4 2
Vedanta Optional Mathematics Teacher's Guide ~ 9 91
 The equation of the line is
x y
a+ b=1
x y
or, –7 + 7 = 1
2
–2x y
or, 7 + 7 = 1
⸫ 2x–y+7=0
19. Find the area of triangles formed by the line with the coordinates axis.
(a) 4x+5y–12=0
(b) 8x+5+40=0
Solution
(a) 4x+5y–12=0
or, 4x+5y= 12
4x 5y
or, 12 + 12 = 1
x y
or, 3 + =1
12
15
x y
Comparing with a + b =1, we get
x–intercept(a)= 3
12
y–intercept(b)= 5
1
Area of triangle = 2 ×a×b
1 12
= 2 ×3× 5
18
= 5
= 3.6 sq. unit

(b) 8x+5y+40=0
or, 8x+5y= –40
8x 5y
or, –40 + , –40 = 1
–x y
or, 5 + –8 = 1
x y
Comparing with a + b = 1
x–intercept(a)= –5, y–intercept(b)= –8
1
Area of triangle = 2 ×a×b
1
= 2 ×(–5)×(–8)
= 20 sq. units

92 Vedanta Optional Mathematics Teacher's Guide ~ 9

(20) Find the lengths of line intercepted between the coordinates axis of the following line
x y
(a) 3x–4y= 24 (b) 4 + 5 = 1
Solution

(a) 3x–4y=24
3x 4y a²+b²
or, – =1
24 24
b
x y
⸫ – =1
8 6
x y
Comparing with a + b = 1 , we get a
x–intercept(a)= 8, y–intercept(b)= –6
The length of the intercepted segment between the axis = a²+b²

= 8²+6² = 10 units
x y
(b) 4 + 5 = 1
Solution
x–intercept= 4, –intercept= 5
The length of the line segment = a²+b² = 4²+5² = 41 unit.

(21) Find the equation of a straight line

(a) Passing through the point (4,1) and makes intercepts on the axis, the sum of whose length is 9.
Solution
Let x–intercept(a)= k
∴ y–intercept(b) = 9–k [∴ a+b=9]
Equation of line,
x y
a + b =1
x y
or, k + 9–k =1 = 1 ..............(i)
But the line passes through (4,1), So,
4 1
k + 9–k =1
36–4k+k
or, k(9–k) = 1
or, 36–3k= 9k–k²
or, k²–12k+36= 0
or, (x–6)2
∴ x= 6
The required equation of the line is
x y
6 + 9–6 = 1
⸫ x+2y= 6

Vedanta Optional Mathematics Teacher's Guide ~ 9 93

(b) Passing through the point(3,1) and makes intercepts on the axis, the difference of whose
length is 4.
Solution
Let x–intercept(a)= k
y–intercept(b) = k–4 [⸪ a–b=4]
Equation of the line,
x y
a+b =1
x y
or k + k–4 = 1
The line passes through (3,1), we get
x y
k + k–4 =1
or, 3k–12+k= k(k–4)
or, 4k–12= k²–4k
or, k²–8k+12= 0
or, k²–6k–2k+12= 0
or, k(k–6)–2(k–6)= 0
or, (k–6) (k–6)= 0
∴ k= 2,6
When k= 2
The equation of line,
x y
2 + 2–4 =1
or, x–y= 2
When k=6,
The equation of the line is
x y
6 + 6–4 =1
⸫ x+3y= 6
22. (a) If the perpendicular distance of a straight line from the origin is 8 units and the
inclination of the perpendicular with x–axis is 210°. Find the equation of the line.
Solution
Here p=8
α=210°
Equation of the line is
xcosα +ysinα =p
or, xcos210°+ysin210°= 8
–√3 –1
or, x × +y =8
2 2
–√3x
or, – y=8
2 2
⸫ √3x+y+16= 0

94 Vedanta Optional Mathematics Teacher's Guide ~ 9

(b) The length of perpendicular distance of a straight line from the origin is 2√3 units and
the slope of inclination of perpendicular is –√3. Find the equation of the line.
Solution
Here, p=2√3
tanα = –√3
tanα = tan120° or tan300°
α =120° or 300°
when α =120°
The equation of line,
xcosα +ysinα = p
or, xcos120°+ysin120°= 2√3
–1 √3
or,x +y = 2√3
2 2
–x+√3y
or, 2 = 2√3
or, –x+√3y= 4√3
or, x–√3y+4√3= 0
when α =300°
The equation of line,
xcosα +ysinα = p
xcos300°+ysin300°= 2√3
1 –√3
or, x × 2 + y = 2√3
2
⸫ x–√3y= 4√3

(c) A line whose perpendicular distance from the origin is 4 units and the slope of
perpendicular is 2 . Find equation of the line.
3
Solution
Here, p=4 p 2
slope= tanα = b = 3
b 3 3
3
cosα = h = = 2²+3² = 13
p²+b²
p 2 2
or, sinα = h = 2²+3² = 13
The equation of the line,
xcosα +ysinα = p
3 2
or, x. √13 + y. =4
√13
⸫ 3x+2y= 4√13

23. (a) The length of perpendicular drawn from the origin on a straight line is 3units and the
perpendicular is inclined at an angle of 120° to the x–axis. Find the equation of straight

Vedanta Optional Mathematics Teacher's Guide ~ 9 95

 line. Also prove the line passes through the point (–3, √3).
Solution
Here, p= 3units
α = 120°
Equation of the line is
xcosα +ysinα = p
or, x.cos120°+ysin120°= 3
–1 √3
or, x +y. 2 = 3
2
or, –x+√3y= 6
or, x–√3y+6=0
putting the point (–3,√3) on the equation.
–3–√3.√3+6= 0
or, –3–3+6= 0
⸫ 0=0 (true)
Hence the line passes through the point(–3,√3).

(b) Find the equitation of a straight line whose length of perpendicular drawn from the
origin on the straight line is 4units and the perpendicular is inclined at an angle of 60°
with x–axis. Also prove that it passes through the point(5,√3).
Solution
Here, p= 4units
α = 60°
Equation of the line
xcosα +ysinα = p
or, x.cos60°+ysin60°= p
1 √3
or, x× 2 + y. 2
or, x+√3y= 8
Putting the point (5,√3) on the equation,
x+√3= 8
or, 5+√3.√8= 8
or, 5+3=8
or, 8=8 true)
Hence the line passes through the point (5,√3).

24. Reduce the following equation in slope intercept from and hence find the slope and
y–intercept.
(a) 13x+65y= 130
Solution
Here, 65y= –13x+130

96 Vedanta Optional Mathematics Teacher's Guide ~ 9

 –13x 130
or, y= 65 + 65
1
or, y = – 5x+2
which is in the form of y= mx+c [slope intercept form]
–1
∴ slope(m)= 5
y–intercept(c)= 2

(b) 3x–2y–8= 0
Solution
Here, –2y= –3x+8
or, 2y= 3x–8
3x 8
or, y= 2 – 2
3x
or, y= 2 –4
which is in the form of y=mn+c
3
⸫ m= 2 , c= –4

25. Reduce the following equations in double intercept form and hence find the x–intercept
and y–intercept.
(a) 3x+9y= 45
Solution
x y
Here, 2 + 2–4 =1
x y
or, 15 + 5 =1
x y
which is in the form of a + b =1 [Double intercept form]
⸫ x–intercept(a)= 15
y–intercept(b)= 5

(b) √3x+y–12= 0
Solution
Here, √3x+y= 12
√3x y
or, 12 + 12 =1
√x y
or, 12 + 12 =1 which is in the form of
12 12 √3
⸫ x–intercept(a)= √3 = √3 × √3 = 4√3
y–intercept(b)= 12

26. Reduce the following equations into perpendicular form and hence find p and α.
(a) x+y+1= 0 (b) x–y–1= 0 (c) √3x+y= 8

(d) x+√3y= 4 (e) x–y= 3√2 (f) x–y= 5

Vedanta Optional Mathematics Teacher's Guide ~ 9 97

(a) x+y+1= 0
Solution
Here, comparing it with Ax+By+c= 0
A=1, B=1, c=1
A²+B² = 1²+1² = 2
Dividing both sides of equation by √2, we get
x y 1
√2 + √2 + √2 = 0
1 1 –1
or, x. + y. √2 = √2
√2
–1 –1 1
or, x + y. √2 = √2 [ p must be positive]
√2
1
or, x.cos225°+y.sin225°= √2
which is in the form of xcosα +ysinα = p
∴ α = 225°
1
p= √2

(b) x–y–1= 0
Solution
Here, x–y= 1

(coeff of x)2+(coeff of y)² = 1²+(–1)² = 2

Dividing both sides by √2,
x y 1
√2 – √2 = √2
1 –1 1
or, x . √2 + y. √2 = √2
1
or, x.cos315°+y.sin315°= √2, Which is in the form of xcosα + ysinα = p
1
∴ α = 315°, p= √2

(c) √3x+y= 8
Solution
Here, (√3)2+1² = 3+1 = 2
Dividing both sides by 2
√3x y 8
2 + 2= 2
√3 1
or, . x + y.
2 2 =4
or, x.cos30°+y.sin30°= 4, which is in the form of xcosα + ysinα = p
∴ α = 30, p= 4

(d) x+√3y= 4

98 Vedanta Optional Mathematics Teacher's Guide ~ 9

Solution
Here, Dividing both sides by 12+(√3)² = 1+3 = 2
x √3 4
2+ 2 =2
1 √3
or, x. 2 +y. 2 =2
⸫ x.cos60°+ysin60²= 2, which is in the form of xcosα + ysinα = p
α =60², p=2

(e) x–y= 3√2

Solution
Dividing both sides by 1²+(–1)² = √2
x y 3√2
√2 – √2 = √2
1 –1
or, x. √2 +y. √2 =3

or, x.cos315°+y.sin315°= 3, which is in the form of xcosα + ysinα = p

∴α =315°, p=3

(f) x–y= 5
Solution
Dividing both sides by 1²+1² =√2
x y 5
√2 – √2 = √2
1 –1 5
or, x. √2 +y. √2 = √2
5
or, x.cos315°+y.sin315°= √2 , which is in the form of xcosα + ysinα = p
5
∴ α = 315°, p= √2
x y x y
27. Transform the equation a + b = 1 into normal form and hence show that a² + b² =
1
p² (where p is the perpendicular distance of the line from origin)
Solution
x y
Given, equation a + b = 1
comparing with Ax+By+C=0, we get
1 1
A= a , B= b , C=–1

2 2
1 1 1 +1
A²+B² = +
=
a b a2 b2
1 +1
Dividing both sides by a2 b2
x y –1
1 +1 + 1 +1 = 1 +1
a a2 b2 b a2 b2 a2 b2

Vedanta Optional Mathematics Teacher's Guide ~ 9 99

 x y 1
or, – – =
1 +1 1 1 1 +1
a b a2 + b2
a2 b2 a2 b2
which is in the form of x.cosα +y.sinα = p

∴ p= 1
1 +1
a2 b2
1 1 1
or, p² = a² + b² proved.

28. The straight line 4x+5y–20= 0 cuts x–axis and A and y–axis at B. Find the x–intercept
and y–intercept. Also find the area of ∆AOB. Y
Solution
Given, equation of the line
4x+5y–20= 0 B(0,4)
4x+5y= 20
4x 5y
or, 20 + 20 =1
x y
or, 5 + 4 =1 A(5,0)
X' O X
∴ x–intercept(a)= 5
y–intercept(b)= 4
1
∴ Area of triangle= 2 a×b = 5×4
Y'
=10sq. units

29. Find the value of k such that the line 2x+3y–k= 0 forms a triangle with coordinate axis
whose area is 12sq. units
Solution
Given equation,
2x+3y–k= 0
or, 2x+3y= k
2x 3
or, k + k = 1
x 3
or, k/2 + k/3 = 1
k k
x–intercept(a)= 2 y–intercept(b)= 3
1
Area of triangle= 2 ab
1 k k
12= 2× 2× 3
or, 144 = k²
⸫ k= ±12

30) If P and Q are two points on the line x–y+1= 0, and are at a distance of 5units from the
origin. Find the area of ∆POQ.

100 Vedanta Optional Mathematics Teacher's Guide ~ 9

Solution
Given equation is
x–y+1= 0
or, –x+y= 1
Dividing both sides by Y
= (–1)2 +12 = √2
–x y 1 P
√2 + √2 = √2
1
x.cos135°+y.sin135°= √2 B(0,1)
comparing with x.cosα +ysinα = p 5
C
1 1
we get p= √2 or, OC= √2
2
1 X'
From ∆OCP, PC= op2 – oc2 = 52 – √2 A(–1,0) X
O
1 7 5
= 25 –2 = √2 Q
1 Y'
Area of ∆POQ= 2 OC×PQ
1 1 7
= 2× √2 ×2×√2 [∴ PQ= 2.PC]
= 3.5sq.unit.
31. Find the equation of straight line passing through the points (4,2) and (7,–1). Prove that
the point (–1,7) lies on the line.
Solution
Here, (x1,y1) = (4,2)
( x2,y2) = (7,–1)
The equation of line is
y –y
y–y1 = x2–x1 (x–x1)
2 1
–1–2
or, y–2= 7–4 (x–4)
–3
or, y–2= 3 (x–4)
or, y–2= –x+4
⸫ x+y–6= 0, which is the required equation.
Putting (–1,7) on the equation, we get
–1+7–6=0
or, 0= 0 (true)
Hence the line passes through (–1,7).
32.(a) Find the equation of a straight line passing through the point of intersection of line
2x+3y= 17 and 9x–8y= 12 and having slope 2
Solution
Given two lines
2x+3y= 17 ............(i)

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 9x–8y= 12 .............(ii)
Multiplying equation (i) by 8 and equation (ii) by 3, then adding both
16x+24y= 136
27x–24y= 36
43x= 172
173
∴ x= 43 = 4
putting value of x, in equation (i)
2x+3y= 17
or, 2×4+3y= 17
or, 8+3y= 17
3y= 9
y= 3
The point of intersection is (4,3)
The equation of line passing through (4,3) and with slope 2 is given by
y–y1 = m(x–x1)
or, y–3= 2(x–4)
or, y–3= 2x–8
⸫ 2x–y–5= 0, which is the required equation.

(b) Find the equation of a straight line passing through the point(1,2) and centroid of a
triangle formed by the points (2,1), (–5,1) and (–3,7).
Solution
vertices of triangle are (2,1), (–5,1) and (–3,7)
x1 + x2 + x3 y1 + y2 +y3
centroid of triangle 3 , 3 ,
2–5–3 1 + 1 +7
= 3 , 3 ,
=(–2,3)
The equation of line passing through (1,2) and centroid i.e. (–2,3) is given by
y –y
y– y1 = x2–x1 (x–x1)
2 1
3–2
or, y–2= –2–1 (x–1)
–1
or, y–2= –3 (x–1)
or, 3y–6= –x+1
⸫ x+3y= 7, which is the required equation.

33. (a) Find the equation of the median of the triangle formed by the points (2,2), (2,8), and
(–6,2) drawn from the first vertex (2,2)
Solution
Let A(2,2), B(2,8) and c(–6,2) are the vertices of the triangle.
D is the mid point of BC.

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 Coordinates of D are given by
x1 + x2 y1 + y2 A (2,2)
2 , 2
2–6 8+2
or, 2 , 2
or, (–2,5)
Equation of Median AD,
y –y
y–y1 = x2–x1 (x–x1)
2 1
5–2
or, y–2= –2–2 (x–2)
B (2,8) D C (–6,2)
–3
or, y–2= –4 (x–2)
or, 4y–8= –3x+6
or, 3x+4y–14= 0
34. (a) P(a,b) lies on the line 6x–y= 1 and Q(b,a) lies on the line 2x–5y= 5. Find the equation
of PQ. Find the length of PQ.
Solution
P(a,b) lies on the line 6x–y= 1
6a–b= 1 ...............(i)
Q (b,a) lies on the line 2x–5y= 5
2b–5a= 5 .............(ii)
from equation (i), 6a–b= 1
or, b= 6a–1
Now from equation (ii), put the value of b.
2b–5a= 5
2(6a–1)–5a= 5
12a–2–5a= 5
7a= 7
a= 1
from equation (i)
6×1–b= 1
or, b= 5
The points are P(1,5) and Q(5,1)
The equation of PQ is given by
y –y
y–y1 = x2–x1 (x–x1)
2 1

1–5
or, y–5= 5–1 (x–1)
–4
or, y–5= 4 (x–1)
or, y–5= –x+1
⸫ x+y–6= 0, which is the required equation.

Vedanta Optional Mathematics Teacher's Guide ~ 9 103

(b) Let P and Q be two points on the line x–y+1= 0 such that each of them is 5 units far from
the origin. Find the coordinates of point of the line. Also find the equation of OP and OQ.
Solution
Let P(a,b) be point on the line x–y+1= 0 which is at 5 units distance from origin.
∴ a–b+1 = 0 Y
or, a= b–1 .............(i)

Distance OP= (x2– x1)2 + (y2– y1)2 P

or, 5= (a– 0)2 + (b– 0)2 x–y+1 = 0

or, 25= a²+b² 5
C
or, 25= (b–1)+b²
or, 25= b²–2b+1+b²
X' X
or, 2b²–2b–24= 0 O
or, b²–b–12= 0 5
Q
or, b²–4b+3b–12= 0
or, (b–4)(b+3)= 0 Y'
or, b=4,–3
when b=4, a=3
b=–3, a=–4
Since P has two coordinates, another coordinates must be of Q which is also at 5 unit distance.
The coordinates of P and Q are P(3,4) and Q(–4,–3)
y –y
Equation of OP, y–y1 = x2–x1 (x–x1)
2 1
4–0
or, y–0= 3–0 (x–0)
⸫ 3y= 4x
–3–0
Equation of OQ, y–0= –4–0 (x–0)
⸫ 4y= 3x
Hence the required equations are 4x = 3y and 4y = 3x.

35. In the figure ABC is a triangle with vertices A(2,2), B(2,8) and C(6,–2). Then
Solution
(i) Find the coordinates of mid points P of AB and Q of AC
2+2 2+8 A(2,2)
Coordinates of mid point P at AB, 2 , 2
= (2,5)
2+6 2–2 P Q
Coordinates of mid point Q of AC, 2 , 2
= (4,0)
(ii) Find the equation of PQ
B(2,8) C(6,–2)
The equation of PQ
y –y
y–y1 = x2–x1 (x–x1)
2 1

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 0–5
or, y–5= 4–2 (x–2)
–5
or, y–5= 2 (x–2)
or, 2y–10= –5x+10
⸫ 5x+2y = 20, is the required equation of PQ.
(iii) To show that PQ is parallel to BC
y –y 0–5 –5
Slope of PQ= x2–x1 = 4–2 = 2
2 1
y –y –2–8 –10 –5
Slope of BC= x2–x1 = 6–2 = 4 = 2
2 1

Slope of PQ= Slope of BC

∴ PQ is parallel to BC.
(iv) Find the equation of perpendicular bisector of PQ
x1 + x2 y1 + y2
Mid point of PQ, 2 , 2
2+4 5+0
= 2 , 2
5 5
= 3 , 2 , slope of PQ(m1) = – 2
2
slope of perpendicular bisector (m2) =
5
2
Now, equation of perpendicular bisector is y–y1 = m(x–x1), where m2 =
5 2 5
y – = (x – 3)
2 5
or, 4x – 10y + 13 = 0
⸫ 4x – 10y + 13 = 0 is the equation of perpendicular bisector of PQ.

36. The length of perpendicular drawn from the point (k,3) on the line 3x+4y+5= 0 is 4.
Find the value of k.
Solution
Given equation of line
3x+4y+5= 0
Point (x1,y1) = (k,3), A= 3, B= 4, C= 5
The length of perpendicular= 4
Now,
Ax1+By1+C
d=
A2+B2
3.k+4.3+5
or, 4= ±
32+42
3k+12+5
or, 4= ± 5
or, 20= ±(3k+17)
Taking positive sign,

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 20= 3k+17
or, k= 1
Taking negative sign,
20= –(3k+17)
or, 3k= –37
–37
or, k= 3
–37
⸫ k = 1,
3
37. If the length of perpendicular form of point (1,1) to the line ax–by+c= 0 is 1, then prove that
1 1 c 1
c + a = 2ab + b
Solution
perpendicular distance(d)= 1
point (x1,y1) = (1,1)
Equation of line is ax–by+c= 0
∴ A = a, B = –b, C = c
Ax1+By1+C
Now, d=
A2+B2
a.1–b.1+c
or, 1=
a2+(–b)2
(a–b+c)²
or, 1²= a²+b²
or, a²+b²= (a–b)²+2(a–b).c+c²
or, a²+b²= a²–2ab+b²+2ca–2bc+c²
or, 2ab+2bc= c²+2ca
Dividing both sides by 2abc
2ab 2bc c² 2ca
or, 2abc + 2abc = 2abc + 1abc
1 1 c 1
⸫ c + a = 2ab + b
proved

x y 1 1 1
38. Transform the equation a + b = 1 into normal form and show that a² + b² = p² where
p is the perpendicular distance of the line from the origin.
Solution
x y
The line a + b = 1
x y
or, a + b –1= 0
comparing with Ax+By+C= 0
1 1
A= a , B=b , C= –1

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 The point (x1, y1) = (0,0)
The perpendicular distance= p
Ax1+By1+C
Now d=
A2+B2
1 1
a .0+ b .0–1
or, p=
1 +1
a2 b2
–1 2
or, p²=
1 +1
a2 b2
1 1 1
or, p² = a² + b²

39. If pand p' are perpendicular distance of the line from the origin upon the straight lines whose
equations are x.secθ +ycosesθ = a and xcosθ – ysinθ = a cos²θ prove that up²+(2p')² = 4a²cos²θ
Solution
The equation of first line is
xsecθ +ycosecθ = a
or, xsecθ +cosecθ –a= 0
Distance from origin(0,0)
secθ×0+cosecθ×0–a
P=
sec2θ+cosec2θ
a²
or, p²= sec² + cosec²

a2
=
1 1
+
cos²θ sin²θ
a2
or, p²=
sin²θ+cos²θ
cos²θ. sin²θ
or, p²= a²cos²θ .sin²θ
The equation of second line is
x.cosθ – ysinθ = acos²θ
or, x.cosθ –ysinθ –acos²θ = 0
The perpendicular distance from the origin

cosθ×0–sinθ×0–a cos2θ
p'=
cos2θ + (–sinθ)2
–acos2θ
p'= 1

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 p'= –acos²θ
Now, 4p²+(2p')²= 4a²cos²θ .sin²θ +(2(–a cos²θ ))²
= 4a²cos²θ .sin²θ +4a²cosθ
= 4a²cos²θ (sinθ +cos²θ)
= 4a².cos²θ .1
∴ 4p²+(2p')²= 4a²cos²θ proved

x y
40. (a) If the points (a,0), (0,b) and (x,y) are collinear prove that a + b = 1
Solution
Area of triangle formed by the vertices (a,0), (0,b) and (x,y) is given by
1 a 0 x a
∆= 2 0 b y 0
1
∆= 2 (ab–0+0–bx+0–ay)
Since the points are collinear, ∆= 0,
1
∴ 0=2 (ab–bx–ay)
or, 0= ab–bx–ay
or, bx+ay= ab
bx ay
or, ab + ab = 1
x y
⸫ a + b = 1 Proved

(b) If the points (h,0), (0,k) and (4,4) lie on the same straight line, then show that + =
Solution
1 h 0 4 h
∆= 2 0 k 4 0
1
or, 0= 2 [hk–0+0–4k+0–4h] [ ∴ ∆= 0]
or, 0= hk–4k–4h
or, 4k+4h= hk
4x 4y hk
or, 4hk + 4hk = 4hk (dividing both side by 4hk)
1 1 1
⸫ h+k=4
proved

41. (a) The coordinates of three points are A(–6,3), B(–3,5) and C(4,–2) respectively. If P(x,y)
∆PBC x+y–2
be any point then prove that ∆ABC = 5
Solution :
1 x –3 4 x
Here, area of ∆PBC= 2 y 5 –2 y
1
= 2 [5x+3y+6–20+4y+2x]
1
= 2 [7x+y–14]

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 1 –6 –3 4 –6
Area of ∆ABC= 2 3 5 –2 3
1
= 2 [–30+9+6–20+12–12]
1
= 2 [–35]

= 35
2
∆PBC 1 7(x+y–2
∴ ∆ABC = 2 (7x+y–4) =
35/2 35

∆PBC x+y–2
∴ ∆ABC = 5 Proved

p –p
(b) If (x,y) be any point in the line passing through the points cosα , 0 , 0 , sinα
then prove that xcosα +ysinα = p
Solution
p –p
Here Area of triangle with vertices (x,y), cosα , 0 and 0 , sinα ) is given by
1 x p/cosα 0 x
∆= 2 y 0 –p/sinα y
They lie on the same line, ∴ ∆= 0
or,
1 x p/cosα 0 x
or, 0= 2 y 0 –p/sinα y
1 py p2 px
or, 0 = 2 0 – cosα – cosα.sinα –0+0+ sinα
py p² px
or, 0= cos α – cosα .sinα + sinα
p² py px
or, cosα.sinα = cosα + sinα
p² pysinα + px cosα
or, sinα.cosα = sinα.cosα
or, p²= p(ysinα+xsinα)
⸫ xcosα+ysinα= p Proved

43.(a) If A(k,–2), B(4,0), C(6,–3) and D(5,–5) are the four points and ∆ABC= ∆ACD in area
find the value of k.
Solution
1 k 4 6 k
Area of ∆ABC= 2 –2 0 –3 –2
1
= 2 |0+8–12–0–12+3k|
1
= 2 |3k–16|
1
= 2 |3k–16|

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 1 k 6 5 k
Area of ∆ACD= 2 –2 –3 –5 –2
1
= 2 |–3k+12–30+15–10+5k|
1
= 2 |2k–13|
By question,
Area of ∆ABC= Area of ∆ACD
1 1
or, 2 |3k–16| = 2 |2k–13|
or, 3k–16= ±(2k–13)
Taking positive sign, we get
3k–16= 2k–13
or, k= 3
Taking negative sign, we get
3k–16= –2k+13
29
or, 5k= 29 ∴ k= 5
29
∴ k= 3, 5

∆DBC 1
(b) A(6,3), B(–3,5), C(4,–2) and D(a,3a) are four points. If ∆ABC = 2 , then find the coordinates
of point D.
Solution
1 6 –3 4 6
Area of ∆ABC= 2 3 5 –2 3
1
= 2 |30+9+6–20+12+12|
1
= 2 |49|
49
= 2
1 a –3 4 a
Area of ∆DBC= 2 3a 5 –2 3a
1
= 2 |5a+9a+6–20+12+12a+2a|
1
= 2 |28a–4|
(28a–14
=± 2
= ±(14a–7)
By question,
∆DBC 1
∆ABC = 2
±(14a–7) 1
or, 49/2 = 2
14a–7 1
Taking positive, 49 ×2 = 2
2a–1 1
or, 7 ×2 = 2

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 or, 8a–4= 7
or, 8a= 11
11
or, a= 8
–(14a–7) 1
Taking negative. 49/2 ×2 = 2
–2(2a–7) 1
or, 7 ×2 = 2
or, –8a+28= 7
or, –8a= –21
21
⸫ a= 8
11 21
∴ a= 8 , 8
11 33 21 63
∴ (a,3a)= 8 , 8 , or 8, 8

(c) A and B are two points with coordinates (3,4) and (5,–2) respectively. Find a point P such
that PA= PB and ∆PAB= 10 sq. units.
Solution
Let the coordinates of P be (x,y)
coordinate of A= (3,4)
coordinate of B= (5,–2)
By question,
PA= PB
PA²= PB²
or, (x–3)²+(y–4)²= (x–5)²+ (y+2)²
or, x²–6x+9+y²–8y+16= x²–10x+25+y²+4y+4
or, 4x–12y= 4
or, x–3y= 1
or, x= 1+3y .................(i)
∴ The coordinates of P are (x,y)= (1+3y,y)
1 1+3y 3 5 1+3y
Area of ∆PAB= 2 y 4 –2 y
1
or, 10= 2 |4(1+3y)–3y–6–20+5y+2(1+3)|
or, 20= |4+12y–3y–26+5+2+6y|
or, 20= |20y–20|
⸫ 20= ±(20y–20)
Taking positive sign, 20= 20y–20
or, y= 2
Taking negative sign, 20= –(20y–20)
or, 20= –20y+20
or, y= 0
The point is (x,y)= (1+3y)= (7,2) when y= 2

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 or, (1+3y,)= (1,0) when y= 0
⸫ Required point P is (7,2) or (1,0).

(44) In ∆ABC, with vertices A(4,5), B(–2,1) and C(0,3), E and F are the mid points of AB and
AC respectively. Then
(a) Find the coordinates of E and F
(b) Find the area of quadrilateral BCFE A(4,5)
Solution
For mid point of E of AB,
4–2 5+1 E F
(x,y)= 2 , 2
= (2,3)
For mid point of F of AC,
4+0 5+3 B(–2,1) C(10,3)
(x,y)= 2 , 2
= (2,4)
∴The coordinates of E= (2,3)
The coordinates of F= (2,4)
Area of quadrilateral BCFE
1 –2 0 2 2
= 2 1 3 4 3
1
= 2 |–6–0+0–6+6–8|
1
= 2 | –14|
=7

45. If P,Q, and R are the mid point of the sides BC, CA and AB of ∆ABC whose vertices
∆PQR 1
A(1,–4), B(5,6) and C(–3,3). Show that ∆ABC = 4
Solution
5–3 6+3
The coordinates of P= 2 , 2 A(1,–4)

= (1, 9 )
2
–3+1 3–4
The coordinates of Q= , R Q
2 2
–1
= (–1, )
2
1+5 –4+6
The coordinates of R= ,
2 2
= (3,1) B(5,6) P C(–3,3)
1 1 5 –3 1
Area of ∆ABC= 2 –4 6 3 –4
1
= 2 |6+20+15+18+12–3|

112 Vedanta Optional Mathematics Teacher's Guide ~ 9

 1
= 2 |68|
= 34 sq.unit
1 1 –1 3 1
Area of ∆PQR= 2 9/2 6 1 9/2
1 –1 9 3 27
= 2 + –1 + + –1
2 2 2 2
1 –1 +9 –2 +3 +27 -2
= 2 2
1 34
=2 |2|
17
= 2
∆PQR 17/2 1
Now ∆ABC = 34 = 4 proved.

Questions for practice

1. Find the equation of a straight line passing through the point (2, 3) and making equal
intercepts on the axes.
2. Find the equation of a straight line passing through the point (0, 7) and making an angle
of 135° with X-axis in positive direction.
3. Find the equation of the angle bisector between the axes.
4. Find the equation of straight line which passes through the point (4, 8) and whose
x-intercept on X-axis is three times that its intercept on Y-axis.
5. Find the equation of a straight line passes through the point (2, 3) and the portion of
the line intercepted between the axes is bisected at the point, find the lenght of the
intercepted portion.
6. Find the equation of the straight line passes through the point of intersection of
3x + y = 6 and 2x – y = 4 and (3, 4).
7. Find the equation of a straight line making an angle of 60° with the X-axis and intersecting
the Y-axis at a distance of 5 units.
8. If p and p1 are the lengths of the perpendiculars from the points (± a2 – b2, 0) to the line
x cosθ + y sinθ, prove that: p × p1 = b2.
a b
9. If A, B, C and D are the four points with coordinates (6, 3), (–3, 5), (4, –2) an d(a, 3a)

respectively. If ∆DBC = 1, find the coordinates of D.

∆ABC 4
10. P(0, 1), Q(5, 1), R(7, 5) and S(2, 5) are the vertices of a parallelogram. Find the following:
i) Equations of the diagonals of the parallelogram.
ii) Area of the parallelogram.

Vedanta Optional Mathematics Teacher's Guide ~ 9 113

 UNIT
eight
Trigonometry
Measurement of Angles
Estimated Teaching Hours : 7
1. Objectives
SN Level Objectives
To tell different systems of measurement of angles
(sexagesimal, centesimal and radian)
i Knowledge (K) Define 1c
To tell formula θ = l and meaning of the symbols used.
c

r
To convert measure of angles.
ii Understanding (U) Sexagesimal into centesimal and vice.
Radian into sexagesimal and centesimal and vice-versa.
To solve verbal problems of measurement of angles.
iii Application (A)
Apply formula θ = 
lc

 r  to solve problems.
To derive the following:
Radian is a constant angle, θ = 
iv Higher Ability (HA) l c
r

2. Teaching Materials
Relation chart of measurement of angles.
3. Teaching Learning Strategies:
Review concept of an angle.
Discuss the different measure of angles - sexagesimal, contesimal and radian and
relation between them.
Illustrate examples - conversion of angles degree into grade i.e. sexagesimal into
centesimal grade into degree i.e. centesimal into sexagesimal.
Solve some questions from exercise 8.1 as examples and let the students do some
questions and the teacher supervise them.
Discuss about the circular measure of angles.
Illustrate with examples conversion of sexagesimal and centesimal into radian measure
and vice versa.
Derive the formula,

θ = 
l c
r
Give clear meaning of θ, l and r and their units.

114 Vedanta Optional Mathematics Teacher's Guide ~ 9

 The teacher gives some examples solution of problem by using the above formula.
The teacher uses some chart to derive the formula.
Let the students do some problems in the class and the teacher provides necessary guidance.
Notes:
1) Sexagesimal or British measure
60 seconds (60") = 1 minute (1')
60 minutes (60') = 1 degree (1°)
90 degree (90°) = 1 right angle.
2) Centesimal or French measure
100 seconds (100") = 1 minute (1')
100 minutes (100') = 1 grade (1g)
100 grades (100g) = 1 right angle.
3) Relation between degree and grade

1° = 
10 g  9° 
90° = 100g ⇒
 9  and 1 =  10 
g

D G
Also, =
9 10
Where, D = no. of degrees and G = no. of grades.
4) Relation between degree, grade and radian
180° = 200g = πc
πc πc
or, 1° = , 1g =
180 200

or, 1c = 
180° 
1c= 
200 g
 π ,  π 
5) Relation between arc length, central angle and radius

θ = 
l c l
⇒ l = θr ⇒ r=
r θ
Where l = arc length, r = radius and θ = angle at the centre of circle
Here, l and r must be in same unit.
θ must be in radian.
D G 2c
6) = =
90 100 π
Where, D = degree, G = grade and C = radian
7) Interior angle of a regular polygon
n–2
θ = × 180°
n
where n = number of sides.
Exterior angle of a regular polygon
360°
α =
n

Vedanta Optional Mathematics Teacher's Guide ~ 9 115

 Some solved problems

1. Reduce 20g 10g 20" into degree, minutes and seconds.

Solution
Here, 20g 10g 20"

20g + 
10 g  20 g
=
 100  +  10000 
= 20.1020g  1g =
9° 
 10 
9°
= 20.1020 ×
10
= 10° 5' 30"
2. Find the ratio of 81° and 30g.
Solution
Here, 81°
9°
and 30g = 30 × = 27°
10
81°
Now, ratio of 81° and 30g = g
30
81°
= = 3:1
27°
3. Two angles of a triangle are 40g and 120g. Find the remaining angle in degrees.
Solution
9°
Here, 40g = 40 × = 36°
10
9°
and 120g = 120 × = 108°
10
Let x° be the remaining angle.
Then, sum of angles of a triangle = 180°
i.e. 36° + 108° + x° = 180°
or, x° = 180° – 144°
 x° = 36°
4. The angles of a triangle are in the ratio of 2:3:4. Find the all the angles in degrees and grades.
Solution
Let, 2k, 3k and 4k be the angles of the given triangle
Then, sum of angles of a triangle = 180°
2k + 3k + 4k = 180°
or, 9k = 180°
 k = 20°
In degree In grade
10g
2k = 2 × 20° = 40° 40° = 40 × = 44.44g
9
116 Vedanta Optional Mathematics Teacher's Guide ~ 9
 10g
3k = 3 × 20° = 60° 60° = 60 ×
= 66.67g
9
10g
4k = 3 × 20° = 80° 80° = 80 × = 88.89g
9
5. a) Through what angle does the minute hand of a clock turn in 25 minutes.
Solution
Here, In a clock,
The minute hand turn through 360° in 60 minutes
360°
The minute hand turn through = 6˚ in 1 minute
60
6° × 25 in 25 minutes
= 150°

b) Through what angle does the hour hand of a clock turn in 4 hours ?
Solution
Here, In a clock
The hour hand turns through 360° in 12 hours
360°
The hour hand turns through = 30˚ in 1 minute
12
30° × 4 in 4 minutes
= 120°

2πc
6. Find the ratio of 20° and .
3
Solution
2πc 2π 180°
Here, = × = 120°
3 3 π
2πc 2πc
Now, ratio of 20° and = 20° :
3 3
= 20° : 120°
= 1:6
πc
7. The difference of two acute angles of right angled triangle of right angled triangle is .
6
Find all the angles in radian.
Solution
Let, two acute angles be xc and yc.
πc
Then, xc – yc = ... ... ... (i)
6
πc
and x + y = 90° = 90 ×
c c
180
πc
 x + y = ... ... ... (ii)
c c
2
Solving (i) and (ii), we get

Vedanta Optional Mathematics Teacher's Guide ~ 9 117

 πc πc
xc = and yc =
3 6
πc
Also, 90° =
2
8. Find the length of an arc of a circle of radius 21cm of the angle subtended at the centre
by the arc is 30°.  π =  .
22
 7
Solution
πc πc
Here, angle at the centre (θ) = 30° = 30 × =
6 6
22
π = , radius (r) = 21cm
7
arc length (l) = ?
By using formula, l = rθ
πc
= 21 ×
6
22 1
= 21 × × = 11cm
7 6
πx c
9. Three angles of a triangle are 
20x g
, 3x° and   . Find all the angles in degrees.
 9   45 
Solution
 20x  = 20x × 9° = 2x°
g
Here,
 9  9 10
πx  πx 180°

c
= × = 4x°
 45  45 π
We know that
sum of angles of a triangle = 180°
i.e. 2x° + 4x° + 3x° = 180°
or, 9x° = 180°
 x° = 20°
Required angles are 2x° = 2 × 20° = 40°
3x° = 3 × 20° = 60°
4x° = 4 × 20° = 80°

10. Find the angle between the minute hand and the hour hand in radian at four o'clock.
Solution
12 1
At four o'clock the minute hand is at 12. 11
and hour hand is at 4. 10 2
Angle between them = 20 minute
60 minute = 360° 9 3
360° 8 4
1 minute = = 6°
60
7 5
6
20 minute = 6° × 20 = 120°

118 Vedanta Optional Mathematics Teacher's Guide ~ 9

 πc
= 120 ×
180
2πc
=
3
11. Find the interior and exterior angles of a regular hexagon in degrees and grades.
Solution
In a regular hexagon
number of sides (n) = 6
Interior angle is given by
n–2
θ = × 180°
6
6–2
= × 180° = 120°
6
10°
In grade, θ = 120 ×
9
= 133.33g
360°
Exterior angle is given by, α =
n
360°
= = 60°
6
10
In grade, θ = 60 × = 66.67g
9
12. a) The difference of the number of grades and the number of degree of the same angle
is 16. Find the number of degrees and grades of the angle.
Solution
Let, x be measure in grade and y be in degree.
Since number of grade is greater than number of degree of the same angle.
Then by question
x – y = 16 ... ... ... (i)
Again, xg = y°
10g
xg = y ×
9
10y
 x= ... ... ... (ii)
9
put the value of x in equation (i), we get
10y
– y = 16
9
or, y = 144
put the value of y in (ii), we get

Vedanta Optional Mathematics Teacher's Guide ~ 9 119

 10
x= × 144° = 160°
9
 x = 160g and y = 144°.

b) The number of degrees of a certain angle added to the number of grades of the same
angle is 152, find the angle in degrees and grades.
Solution
Let, x and y be number of degrees and grades of the same angle respectively.
Then, x° + yg = 152 ... ... ... (i)
9°
we have, x° = yg = y ×
10
put the value of x° in (i), we have
9yg
+ yg = 152
10
or, 19yg = 152 × 10
1520
or, yg = = 80
19
 y = 80g
9y 9 × 80
and x = = = 72°
10 10
 x = 72° and y = 80g.
13. In a triangle, the first angle is greater than the second by 18° and less
than the third by 10g. Express all the angles in degrees.
Solution
Let, x° be the first angle of the given triangle.
Then, second angle (y) = x° – 18°
9°
and 10g = 10 × = 9°
10
third angle (z) = x° + 10g = x° + 9°
Then, sum of the angles of a triangle = 180°
x° + y° + z = 180°
or, x° + x° – 18° + x° + 9° = 180°
or, 3x° = 189°
 x° = 63°
In degree In grade
10g
First angle (x°) = 63° 63° = 63 × = 70g
9
10g
Second angle (y°) = 63° – 18° = 45° 45° = 45 × = 50g
9
10g
Third angle (z) = 63° + 9° = 72° 72° = 72 × = 80g
9

120 Vedanta Optional Mathematics Teacher's Guide ~ 9

14. a) If D and G are the number of degrees and number of grades of the same angle, then
D
prove that: G = D +
9
Solution
Here, G and D are the number of grades and degrees of the same angle
Gg = D°
10 g
or, Gg = D
9
D
 G=D+ proved.
9
b) If S1 and S2 are the number of sexagesimal and centesimal seconds of any angle, then
S1 S
prove that: = 2.
81 250
Solution
Here, S1 (sexagecimal second) = S2 (centesimal second)
S1 S2
=
60 × 60 100 × 100
S1 S2 9°
or, = ×
9 25 10
S1 S
 = 2 proved.
81 250
15. The number of sides of two regular polygons are in the ratio of 5:4. If the difference of
their interior angles is 9°, find the number of sides of each polygon.
Solution
Let, n1 and n2 be the number of sides of the first and second regular polygons respectively.
n 5 5
then, n1 = ⇒ n1 =
n ... ... ... (i)
2 4 4 2
n–2
Again, interior angle of a regular polygon = × 180°
n
θ1 – θ2 = 9°
n1 – 2 n2 – 2
or, n1 × 180° – n2 × 180° = 9°
n1 2 n2 2
or, n1 – n – n2 + n × 180° = 9°
1 2

2 2 9°
or, 1– –1+ =
n1 n2 180°
2 2 1
or, – = ... ... ... (ii)
n2 n1 20
put the value of n1 from (i) in (ii), we get

Vedanta Optional Mathematics Teacher's Guide ~ 9 121

 2 2 1
– =
n2 5 20
n
4 2
10 – 8 1
or, =
5n2 20
or, (10 – 8) . 4 = n2
 n2 = 8
put the value of n2 in (i), we get
5
 n1 = ×8 = 10
4
 n1 = 10 and n2 = 8.

16. One regular polygon has twice as many sides as another, if the ratio of interior angles
of the first to that of the second is 5:4. Find the number of sides of each polygon.
Solution
Hints: n1 = 2n2 ... ... ... (i)
n1 – 2
θ 5 n1 × 180° 5
θ1 = ⇒ = ... ... ... (ii)
2 4 n2 – 2 4
n2 × 180°
n1 – 2
 θ1 = n1 × 180°
n2 – 2
 θ2 = n2 × 180°
solving (i) and (ii), we get
n1 = 12, n2 = 6

17. A goat is tethered to a stake by a rope 4.5m long. If the goat moves along the circumference
of a circle always keeping the rope tight. Find how far it will have gone when the rope
has traced out an angle 150°.  π = 
22
 7
Solution
A
Angle at centre (θ) = 150°
πc 5πc
= 150 × =
180 6
radius (r) = 4.5m 4.5m
arc length (l) = ?
By using formula
150˚ l
l = θr O
5πc
= × 4.5
6
5 × 22
= × 4.5 = 11.79m
6×7
 The goat has moved through 11.79m. B

122 Vedanta Optional Mathematics Teacher's Guide ~ 9

18. The number of degree of an angle of a triangle exceeds that of the second by 20° and
π c
the circular measure of the third exceeds that of the second by   . Find all the angles
 18 
in degrees.
Solution
Let, ∆ABC be given triangle A
Let, B = y
A = y + 20°
C = y + 10°
πc π 180
= × = 10°
18 18 π
Since sum of angles of a triangle = 180°
we have, y + y + 20° + y + 10° = 180° B C
or, 3y = 150°
 y = 50°
 A = y + 20° = 50° + 20° = 70°
B = y = 50°
C = y + 10° = 50° + 10° = 60°

19. Divide 80° into two parts such that the number of degrees in the first to the number of
radian to the second is 300:π. Find the angles in degrees.
Solution
Let, x and y be the required two angles.
Then, let x = 300k°
180°
and y = πkc = πk × = 180k°
π
Sum of two angles is 80°
i.e. x + y = 80°
or, 300k° + 180k° = 80°
or, 480k° = 80°
1
 k=
6
1 1
 x = 300 × = 50° and y = 180 × = 30°
6 6
20. If D, G and C are the number of degree, grade and radians of an angle, prove that:
G C D
= =
200 π 180
Solution
We have,
Gg = Cc = D°
9° 180°
or, G × =C× = D°
10 π

Vedanta Optional Mathematics Teacher's Guide ~ 9 123

 Dividing each side by 180, we get
G C D
= = proved.
200 π 180
5
21. A bus is traveling a circular track of km radius at 44km per hour speed. Find the
3
angle in degree through which it turned in a minute.
Solution
5 5000
Here, radius (r) = km = m
3 3
speed = 44 km/hr
44 × 1000m
=
60 min
2200
= m/s
3
2200
i.e. the bus travels metre in 1 minute. it will be an arc length on the circular track for
3
angle θ (suppose)
2200
 l= m
3
2200
l 3
θ = =
r 5000
3
11c
=
25
11 180°
= ×
25 π
11 180
= × × 7° = 25° 12'
25 22
22. A wheel turns 30 revolutions in one minute. Through how many (i) degrees (ii) radians
does it turn in one second ?
Solution
Here, In 1 minute the wheel turns 30 revolutions
i.e. in 60 seconds the wheel turns 30 revolutions
1
in 1 second = turn
2
i) 1 revolution = 360°
1 1
 revolution = × 360°
2 2
= 180°
ii) Also, 180° = πc.

124 Vedanta Optional Mathematics Teacher's Guide ~ 9

23. Find the degrees the angle between the hour hand and minute hand of a clock.
a) Quarter past two
Solution
At quarter past two, the hour hand and the minute hand of the
12
clock are as shown in the figure.
Angle between them is given by (taking acute angle)
θ = POQ P
The minute hand turns through = 6° × 15 9 O 3
Q
(60 minutes = 360°) = 90°

= 30° ×  2 +
1
The hour hand turns through
 4 6
9
(12 hour = 360°) = 30° ×
4
= 67.5°
 The required angle is (90° – 67.5°) = 22.5°.

b) Quarter to six.
Solution 12
The positions of the hour hand and the minute hands are shown
in the figure.
we know that the minute hand turns through 360° in 60 Q O
9 3
minutes and the hour hand turns through 360° in 12 hour.
In the figure,
The minute hand is turned through 45 × 6° = 270° P
6
The hour hand is turned through 30° ×  5 +
3
= 172.5°
 4
The angle between the hour hand and minute hand at quarter to six is given by
POQ = (270° – 172.5°)
= 97.5° = 97° 30'

c) at 6:30 PM
Solution
The positions of the hour hand and the minute hand are as shown
12
in the figure.
The minute hand turns through 6° × 30 = 180°
O
The hour hand turns through 30° ×  6 +
1
= 195° 9 3
 2
Q
Hence, the required angle is given by
POQ = 195° – 180° P
6
= 15°

Vedanta Optional Mathematics Teacher's Guide ~ 9 125

 Questions for practice
1. Two angles of a triangle are 60° and 70g, find the third angle in circular measure.
2. One angle of a triangle is 40g and the remaining angles are in the ratio of 5:7, find their
measure in degrees.
3. Find the exterior and interior angles in grade of the following regular polygons
a) Dodecagon
b) Quin decagon
4. The number of degrees in an angle of a triangle to the number of grade in second is
to the number of radian in third is in the ratio of 900:1200, 7π, find all the angles in
degrees.
5. An angle of 105° is divided into two pars such that the ratio of the number of grades in
the first part to the number of degrees in the second part is 5:6, find he angles in circular
measure.
6. A goat is tied to a pole by a rope of 24 feet long. It moves keeping the rope tight. How
3πc
far will it reach when the rope traced out an angle of ?
8
7. Taking the radius of the earth as 6371 km; find the distance between two places whose
latitudes are differed by 63°.
8. A car travelling in a circular track at a speed of 90 km/hr. What angle does it subtands
in 5 seconds if the radius of track is 2.4 km?
9. The moon is 360000 km far from the earth. The diameter of the moon subtends an angle
of 31' (minute) at an observer's eye, find the diameter of the moon.
10. The length of a pendulum is 7cm. If the pendulum swings through 12° 30' to each side
of its mean position, find the length of arc through which the tip of pendulum passes.

126 Vedanta Optional Mathematics Teacher's Guide ~ 9

 UNIT
nine
Trigonometric Ratios &
Conversion of t-ratios
Symbol used t - trigonometric
Estimated Teaching Hours : 8
1. Objectives
SN Level Objectives
To define t - ratios.
To define t - identities .
i Knowledge (K)
To do factorization of simple t - expressions
To find product of simple t - factors.
To prove simple t - identities.
ii Understanding (U)
To convert t - ratios into different forms.
To prove t - identies.
iii Application (A)
To find value of given t - expressions using given t - ratios.
iv Higher Ability (HA) To prove harder t - identies.

2. Teaching Materials
Trigonometric ratio table.
Table of conversion of trigonometric ratios.
Formula table of algebra for factorization.

3. Teaching Learning Strategies:

Review the concept of t - ratios.
Derive trigonometric identities from Pythagoras theorem.
Discuss about reciprocal relations among t - ratios.
Illustrate the process of factorization of trigonometric expressions with comparing algebraic
expressions.
Review the following formula from algebra
(a + b)2, (a – b)2, a2 – b2, a3 + b3, a3 – b3, (a + b)3, (a – b)3
Solve some problems from exercise 9.1
Discuss about trigonometric identities and how to prove trigonometric identities.
Solve some problems from exercise 9.2
Convert given trigonometric ratios into the remaining trigonometric ratios with at least two
examples.
Solve some problems from exercise 9.3 with illustration.

Vedanta Optional Mathematics Teacher's Guide ~ 9 127

Notes:
1) a2 – b2 = (a + b) (a – b)
2) a3 – b3 = (a – b) (a2 + ab + b2)
3) a3 + b3 = (a + b) (a2 – ab + b2)

4) i) sin2θ + cos2θ = 1 ⇒ sinθ = 1 – cos2θ

ii) sec2θ – tan2θ = 1 ⇒ secθ = 1 + tan2θ
iii) cosec2θ – cot2θ = 1 ⇒ cosecθ = 1 + cot2θ
iv) sinθ . cosecθ = 1 ⇒ sinθ = 1
cosecθ
v) cosθ . secθ = 1 ⇒ secθ = 1
cosθ
vi) tanθ . cotθ = 1 ⇒ tanθ = 1
cotθ

Some solved problems

1. Prove that:

a) cosecθ . cotθ . 1 + tan2θ . sin3θ

Solution
LHS cosecθ . cotθ . 1 + tan2θ . sin3θ
= cosecθ . cotθ . secθ

= 1 . cosθ . 1 . sin3θ
sinθ sinθ cosθ
= sinθ

1 + sinθ
b) (tanθ + secθ)2 =
1 – sinθ
Solution
LHS (tanθ + secθ)2

 sinθ + 1 
2
=
 cosθ cosθ 
(sinθ + 1)2
=
cos2θ
(sinθ + 1)2
=
1 – sin2θ
(1 + sinθ) (1 + sinθ)
= = 1 + sinθ = RHS proved.
(1 – sinθ) (1 + sinθ) 1 – sinθ

128 Vedanta Optional Mathematics Teacher's Guide ~ 9

c) 1 = cosecθ – cotθ
cosecθ + cotθ
Solution
LHS 1
cosecθ + cotθ
= 1 × cosecθ – cotθ
cosecθ + cotθ cosecθ – cotθ

= cosecθ – cotθ
1
= cosecθ – cotθ = RHS proved.

1 + cosθ
d) = cosecθ + cotθ
1 – cosθ
Solution
1 + cosθ
LHS
1 – cosθ
1 + cosθ 1 + cosθ
= ×
1 – cosθ 1 + cosθ
(1 + cosθ)2
=
1 – cos2θ

= 1 + cosθ
sinθ
= 1 + cosθ
sinθ sinθ
= cosecθ + cotθ = RHS proved.

e) sinθ + sinθ = 2 cosecθ

1 – cosθ 1 + cosθ
Solution

LHS sinθ + sinθ

1 – cosθ 1 + cosθ

= sinθ  1 + 1 
 1 – cosθ 1 + cosθ 

= sinθ  1 + cosθ + 1 – cosθ 

 (1 – cosθ) (1 + cosθ) 
= sinθ . 2
1 – cos2θ

= sinθ . 2
sin2θ
= 2
sinθ
= 2 cosecθ = RHS proved.

Vedanta Optional Mathematics Teacher's Guide ~ 9 129

2. a) If cosθ = x , find the value of cotθ.
x+1
Solution

Here, cosθ = x
x+1
cosθ = cosθ
sinθ
= cosθ
1 – cos2θ
x
= x+1
x2
1–
(x + 1)2

= x × x+1
x+1 x2 + 2x + 1 – x2
= x
2x + 1
b) If sinθ + cosecθ = 3, find the value of sin2θ +cosec2θ
Solution
Here, sinθ + cosecθ = 3
squaring on both sides,
sin2θ + 2 sinθ . cosecθ + cosec2θ = 9
or, sin2θ + cosec2θ + 2.1 = 9
 sin2θ + cosec2θ = 7.

3. Express tanθ in terms of remaining trigonometric ratios.

Solution
Here, i) tanθ
tanθ = sinθ = 1 – cos θ
2
ii)
cosθ cosθ
iii) tanθ = sinθ
1 – sin2θ

iv) tanθ = 1
cotθ

v) tanθ = 1 = 1
cotθ 1 – cosec2θ

vi) tanθ = sec2θ – 1

3. Prove the following identities
a) (sin3θ + cos3θ) = (sinθ + cosθ) (1 – sinθ cosθ)

130 Vedanta Optional Mathematics Teacher's Guide ~ 9

Solution
LHS sin3θ + cos3θ
= (sinθ + cosθ) (sin2θ – sinθ . cosθ + cos2θ)
= (sinθ + cosθ) (sin2θ + cos2θ – sinθ . cosθ)
= (sinθ + cosθ) (1 – sinθ cosθ)
 LHS = RHS proved

b) sin6θ – cos6θ = (2 cos2θ – 1) (1 – sin2θ cos2θ)

Solution
LHS sin6θ – cos6θ
= (sin2θ)3 – (cos2θ)3
= (sin2θ – cos2θ) (sin4θ + sin2θ . cos2θ + cos4θ)
= (1 – cos2θ – cos2θ) (sin4θ + cos4θ + sin2θ . cos2θ)
= (1 – 2 cos2θ) ((sin2θ + cos2θ)2 – 2sin2θ . cos2θ + sin2θ . cos2θ)
= (2 cos2θ – 1) (1 – sin2θ cos2θ)
 LHS = RHS proved
c) sin8θ – cos8θ = (sin2θ – cos2θ) (1 – 2 sin2θ cos2θ)
Solution
LHS sin8θ – cos8θ
= (sin4θ)3 – (cos4θ)3
= (sin4θ – cos4θ) (sin4θ + cos4θ)
= [(sin2θ)2 – (cos2θ)2] [(sin2θ)2 + (cos2θ)2]
= (sin2θ + cos2θ) (sin2θ – cos2θ) [(sin2θ + cos2θ)2 2 – sin2θ . cos2θ]
= 1 . (sin2θ – cos2θ) (12 – 2 sin2θ . cos2θ)
= (sin2θ – cos2θ) (1 – 2 sin2θ cos2θ)
 LHS = RHS proved

d) cosec6θ – cot6θ = 1 + 3 cot2θ . cosec2θ

Solution
LHS cosec6θ – cot6θ
= (cosec2θ)3 – (cot2θ)3
= (cosec2θ – cot2θ) (cosec4θ + cosec2θ . cot2θ + cot4θ)
= 1 . [(cosec2θ)2 + (cot2θ)2 + cosec2θ . cot2θ]
= (cosec2θ – cot2θ)2 + 2 cosec2θ . cot2θ + cosec2θ . cot2θ
= 12 + 3 cosec2θ . cot2θ
= 1 + 3 cot2θ . cosec2θ
 LHS = RHS proved

e) (sinθ + secθ)2 + (cosecθ + cosθ)2= (1 + secθ . cosecθ)2

Solution
LHS (sinθ + secθ)2 + (cosecθ + cosθ)2
= sin2θ + 2 sinθ . secθ + sec2θ + cosec2θ + 2 cosecθ . cosθ + cos2θ

Vedanta Optional Mathematics Teacher's Guide ~ 9 131

 = sin2θ + cos2θ + 2 (sinθ . secθ + cosecθ . cosθ) + sec2θ + cosec2θ

= 1 + 2  sinθ + cosθ  + 1 2 + 12
 cosθ sinθ  cos θ sin θ
1 + 2 . (sin θ + cos θ) + sin θ2 + cos2 θ
2 2 2 2
=
cosθ . sinθ cos θ . sin θ
= 1+2. 1 + 1
cosθ . sinθ cos2θ . sin2θ
= 1 + 2 secθ . cosecθ + sec2θ . cosec2θ
= (1 + secθ . cosecθ)2
 LHS = RHS proved

f) (x sinθ – y cosθ)2 + (x cosθ + y sinθ)2 = x2 + y2

Solution
LHS (x sinθ – y cosθ)2 + (x cosθ + y sinθ)2
= x2 sin2θ – 2x sinθ . y cosθ + y2 cos2θ + x2 cos2θ + 2x cosθ . y sinθ + y2 sin2θ
= x2 sin2θ + x2 cos2θ + y2 cos2θ + y2 sin2θ
= x2(sin2θ + cos2θ) + y2(cos2θ + sin2θ)
= x2 + y2
 LHS = RHS proved

g) (sinA + cosecA)2 + (cosA + secA)2 = tan2A + cot2A + 7

Solution
LHS (sinA + cosecA)2 + (cosA + secA)2
= sin2A + 2 sinA . cosec A + cosec2A + cos2A + 2 cosA . cosecA + sec2A
= sin2A + cos2A + 2 . 1 + 2 . 1 + cosec2A + sec2A
= 1 + 2 + 2 + 1 + cot2A + 1 + tan2A
= tan2A + cot2A + 7
 LHS = RHS proved

h) (1 + tanA)2 + (1 – tanA)2 = 2 sec2A

Solution
LHS (1 + tanA)2 + (1 – tanA)2
= 1 + 2 tanA + tan2A + 1 – 2 tanA + tan2A
= 2 + 2 tan2A
= 2(1 + tan2A)
= 2 sec2A
 LHS = RHS proved

i) (1 – cotθ)2 + (1 + cotθ)2 = 2 cosec2θ

Solution
LHS (1 – cotθ)2 + (1 + cotθ)2
= 1 – 2 cotθ + cot2θ + 1 + 2 cotθ + cot2θ

132 Vedanta Optional Mathematics Teacher's Guide ~ 9

 = 1 + 1 + cot2θ + cot2θ
= 2 + 2 cot2θ
= 2(1 + cot2θ)
= 2 cosec2θ
 LHS = RHS proved

5. Prove the following identities.

a) tanq – sinq = 2 cotq.

secq – 1 1 + cosq
Solution

LHS tanq – sinq

secq – 1 1 + cosq
sinθ
cosθ
= – sinq
1 1 + cosq
–1
cosθ
sinθ
cosθ
= – sinq
1 – cosθ 1 + cosq
cosθ

=sinq + sinq . cosq – sinq + sinq . cosθ

(1 – cosθ) (1 + cosq)

= 2 sinθ . cosθ
1 – cos2θ

= 2 sinθ . cosθ
sin2θ
= 2 cotq.
 LHS = RHS proved

b) 1 – 1 = 1 – 1
cosecq – cotq sinq sinq cosecq + cotq
Solution

LHS 1 – 1
cosecq – cotq sinq

= 1 + 1 – 1 – 1
cosecq – cotq cosecq + cotq cosecq + cotq sinq

= cosecq + cotq + cosecq – cotq – 1 – 1

(cosecq – cotq) (cosecq – cotq) sinq cosecq + cotq

= 2 cosecθ – 1 – 1
cosec2q – cot2q sinq cosecq + cotq

= 2 – 1 – 1
sinq . 1 sinq cosecq + cotq

Vedanta Optional Mathematics Teacher's Guide ~ 9 133

 = 1 – 1
sinq cosecq + cotq
 LHS = RHS proved

c) cosq + sinq = sinq + cosq

1 – tanq 1 – cotq
Solution

LHS cosq + sinq

1 – tanq 1 – cotq
cosq sinq
= +
sinq cosq
1– 1–
cosθ sinθ
= cos q sin2q
2
+
cosθ – sinq sinθ – cosq

= cos2q – sin2q
cosθ – sinq cosθ – sinq

= cos2q – sin2q
cosθ – sinq

= (cosq – sinq) (cosq + sinq)

cosθ – sinq
= sinq + cosq
 LHS = RHS proved

d) tanq + cotq = secq . cosecq + 1

1 – cotq 1 – tanq
Solution

LHS tanq + cotq

1 – cotq 1 – tanq
sinθ cosθ
cosθ sinθ
= +
cosq sinq
1– 1–
sinθ cosθ
= sin2q + cos2q
cosθ(sinq – cosq) sinθ(cosq – sinq)

= sin3q – cos3q
sinq . cosθ(sinq – cosq)

= (sinq – cosq) (sin2q + sinq . cosq + cos2q)

sinq . cosθ(sinq – cosq)

= 1 + sinq . cosq
sinθ . cosq
= secq . cosecq + 1
 LHS = RHS proved

134 Vedanta Optional Mathematics Teacher's Guide ~ 9

6. a) secq – tanq + 1 = secq – tanq = 1 – sinq
1 + secq + tanq cosq
Solution

LHS secq – tanq + 1

1 + secq + tanq

= secq – tanq + sec2q – tan2q [ sec2q – tan2q = 1]

1 + secq + tanq

= (secq – tanq) + (secq – tanq) (secq + tanq)

1 + secq + tanq

= (secq – tanq) 1 + secq + tanq

1 + secq + tanq
= secq – tanq = MHS
Again, secq – tanq

= 1 – sinq
cosq cosq

= 1 – sinq
cosq
 LHS = RHS proved

b) cosecq + cotq + 1 = cosecq + cotq = 1 + cosq

1 + cosecq – cotq sinq
Solution

LHS cosecq + cotq + 1

1 + cosecq – cotq

= cosecq + cotq + (cosec2q – cot2q)

1 + cosecq – cotq

= (cosecq + cotq) + (1 + cosecq – cotq)

1 + cosecq – cotq
= cosecq + cotq = MHS
Again, cosecq + cotq

= 1 – cosq
sinq sinq

= 1 + cosq
sinq
 LHS = RHS proved

c) seca – tana + 1 = 1 + seca + tana

seca – tana – 1 1 – seca – tana
Solution

LHS seca – tana + 1

seca – tana – 1

= seca – tana + sec2a – tan2a

seca – tana – (sec2a – tan2a)

Vedanta Optional Mathematics Teacher's Guide ~ 9 135

 = (seca – tana) + (seca – tana) (seca + tana)
(seca – tana) – (seca – tana) (seca + tana)

=(seca – tana) [1 + seca + tana]

(seca – tana) [1 – seca – tana]

= 1 + seca + tana
1 – seca – tana
 LHS = RHS proved

d) coseca + cota – 1 = 1 – coseca + cota

coseca + cota + 1 1 + coseca – cota
Solution

LHS coseca + cota – 1

coseca + cota + 1

= (coseca + cota) (cosec2a – cot2q)

(coseca + cota) + (cosec2a – cot2a)

= (coseca + cota) (1 – coseca + cota)

(coseca + cota) ( 1 + coseca – cota)

= 1 – coseca + cota
1 + coseca – cota
 LHS = RHS proved

e) 1 – sinq + cosq = 1 + cosq

sinq + cosq – 1 sinq
Solution

LHS 1 – sinq + cosq

sinq + cosq – 1

= 1 – sinq + cosq × sinq

sinq + cosq – 1 sinq

= sinq – sin2q + sinq . cosq

(sinq + cosq – 1) sinq

=sinq(1 + cosq) – (1 – cos q)

2

(sinq + cosq – 1) sinq

=(1 – cosq) (sinq – 1 + cosq)

(sinq + cosq – 1) sinq

= 1 + cosq
sinq
 LHS = RHS proved

f) cosa + cosb = cosa + cosb

sina + cosb sinb – cosa sina – cosb sinb + cosa
Solution

LHS cosa + cosb

sina + cosb sinb – cosa

136 Vedanta Optional Mathematics Manual

Teacher's 10 ~ 9
~ Guide
 = cosa + cosb – cosa + cosa
sina + cosb sinb – cosa sina – cosb sina – cosb

= cosa 1 + 1 + cosb + cosa

sina + cosb sina – cosb sinb – cosa sina – cosb

= cosa [sina – cosb – sina – cosb] + cosb + cosa

sin2a – cos2b sinb – cosa sina – cosb

= –2 cosa . cosb + cosb + cosa

1 – cos2a – 1 + sin2b sinb – cosa sina – cosb

=–2 cosa . cosb + cosb + cosa

sin2b – cos2a sinb – cosa sina – cosb

= –2 cosa . cosb + cosb . sinb + cosa . cosb + cosa

sin2b – cos2a sina – cosb

= cosb . sinb – cosa . cosb + cosa

sin2b – cos2a sina – cosb

= cosb(sinb – cosa) + cosa

(sinb – cosa) (sinb + cosa) sina – cosb

= cosa + cosb
sina – cosb sinb + cosa
 LHS = RHS proved

7. a) (2 – cos2θ) + (1 + 2 cot2θ)= (2 + cot2θ) (2 – sin2θ)

Solution
LHS (2 – cos2θ) + (1 + 2 cot2θ)

= (2 – cos2θ)  1 + 2 . cos
2
θ
 sin2θ 
=  2 – cos2θ  (sin2θ + 2 cos2θ)
 sin2θ 
= 22 – cos2 θ  (sin2θ + 2(1 – sin2θ))
2

 sin θ sin θ 
= (2 cosec2θ – cot2θ) (sin2θ + 2 – 2sin2θ)
= [(2(1 + cot2θ) – cot2θ] (2 – sin2θ)
= [2 + 2 cot2θ – cot2θ] (2 – sin2θ)
= (2 + cot2θ) (2 – sin2θ)
 LHS = RHS proved

b) (3 – tan2x) (4 cos2x – 3)= (3 – 4 sin2x) (1 – 3 tan2x)

Solution
LHS (3 – tan2x) (4 cos2x – 3)
=  3 – sin2x  (4 cos2x – 3)
 cos2x 
=  3 cos2x – sin2x  (4 cos2x – 3)
 cos2x 
Vedanta
Vedanta
Optional Mathematics
Optional Teacher's
Mathematics Manual 9
Guide~~10 137
 (3(1 – sin2x) – sin2x)  4 cos2 x – 32 
2
=
 cos x cos x 
= (3 – 3 sin2x – sin2x) (4 – 3 sec2x)
= (3 – 4 sin2x) (4 – 3(1 + tan2x))
= (3 – 4 sin2x) (4 – 3 – 3 tan2x)
= (3 – 4 sin2x) (1 – 3 tan2x)
 LHS = RHS proved

c) (1 + cotq – cosecq) (1 + tanq + secq) = 2

Solution
LHS (1 + cotq – cosecq) (1 + tanq + secq)
= 1 . (1 + tanq + secq) + cotq(1 + tanq + secq) – cosecq(1 + tanq + secq)
= 1 + tanq + secq + cotq + cotq . tanq + cotq . secq
– cosecq – cosecq . tanq – cosecq . secq

= 1 + (tanq + cotq) + secq + 1 + cosq . 1 – cosecq – 1 . sinq – cosecq . secq

sinq cosq sinq cosq

= 2 +  sinq + cosq  + secq + cosecq – cosecq – secq – cosecq . secq

 cosq sinq 
2 + sin q + cos q – cosecq . secq
2 2
=
cosq . sinq
= 2+ 1 – cosecq . secq
cosq . sinq
= 2 + cosecq . sinq – cosecq . secq
= 2
 LHS = RHS proved

8. a) 1 + (cosecA . tanB)2 = 1 + (cotA . sinB)2

1 + (cosecC . tanB)2 (1 + cotC . sinB)2
Solution

LHS 1 + (cosecA . tanB)2

1 + (cosecC . tanB)2

= 1 + cosec2A . tanB)2
1 + cosec2C . tan2B
sin2B
1 + (1 + cot2A) .
cos2B
=
sin2B
1 +(1 + cot2C) .
cos2B
cos2B + sin2B + cot2A . sin2B
cos2B
=
cos B + sin B + cot2C . sin2B
2 2

cos2B
= 1 + cot2A . sin2B
1 + cot2C . sin2B

138 Vedanta Optional Mathematics Teacher's Guide ~ 9

 = 1 + (cotA . sinB)2
(1 + cotC . sinB)2
 LHS = RHS proved

b) 1 + (secA . cotC)2 = 1 + (tanA . cosC)2

2

1 + (secB . cotC) 1 + (tanB . cosC)2

Solution

LHS 1 + (secA . cotC)2

1 + (secB . cotC)2

= 1 + sec2A . cot2C
1 + sec2B . cot2C
cos2C
1 + (1 + tan2A) .
sin2C
=
cos2C
1 +(1 + tan2B) .
sin2C
sin2C + cos2C + tan2A . cos2C
sin2C
=
sin2C + cos2C + tan2B . cos2C
sin2C
= 1 + tan2A . cos2C
1 + tan2B . cos2C

= 1 + (tanA . cosC)2
1 + (tanB . cosC)2
 LHS = RHS proved

9. a) If 5 cosq + 12 sinq = 13, find the value of tanq

Solution
Given, 5 cosq + 12 sinq = 13
Diving both sides by cosq, we get

5 cosq + 12 sinq = 13
cosq cosq cosq
or, 5 + 12 tanq = 13 secq
Squaring both sides
(5 + 12 tanq)2 = (13 secq)2
or, 25 + 120 tanq + 144 tan2q = 169 sec2q
or, 25 + 120 tanq + 144 tan2q = 169 + 169 tan2q
or, 25 tan2q – 120 tanq + 144 = 0
or, (5 tanq)2 – 2.5 tanq . 12 + 122 = 0
or, (5 tanq – 12)2 = 0
or, 5 tanq – 12 = 0

 tanq = 12
5

Vedanta Optional Mathematics Teacher's Guide ~ 9 139

b) If 8 sinq = 4 + cosq, find the value of tanq
Solution
Given, 8 sinq = 4 + cosq
Diving both sides by cosq, we get
8 tanq = 4 secq + 1
or, 8 tanq – 1 = 4 secq
Squaring both sides
(8 tanq – 1)2 = (4 secq)2
or, 64 tan2q – 16 tanq + 1 = 16 sec2q
or, 64 tan2q – 16 tanq + 1 = 16 + 16 tan2q
or, 48 tan2q – 16 tanq – 15 = 0
or, 48 tan2q – 36 tanq + 20 tanq – 15 = 0
or, 12 tanq(4 tanq – 3) + 5(4 tanq – 3) = 0
or, (4 tanq – 3) (12 tanq + 5) = 0
Either 4 tanq – 3 = 0 or, 12 tanq + 5 = 0

4 tanq = 3 tanq = – 5
12
 tanq = 3
5

10. a) If 3 sinq + 4 cosq = 5, prove that: tanq = 3

4
Solution
Given, 3 sinq + 4 cosq = 5
Diving both sides by cosq, we get

3 sinq + 4 cosq = 5
cosq cosq cosq
or, 3 tanq + 4 = 5 secq
Squaring both sides
(3 tanq + 4)2 = (5 secq)2
or, 9 tan2q + 24 tanq + 16 = 25 sec2q
or, 9 tan2q + 24 tanq + 16 = 25 + 25 tan2q
or, 16 tan2q – 24 tanq + 9 = 0
or, (4 tanq)2 – 2 . 4 tanq . 3 +32 = 0
or, (4 tanq – 3)2 = 0
or, 4 tanq – 3 = 0

 tanq = 3
4

b) If 4 cos2q + 4 sinq = 5, prove that: sinq = 1

2

140 Vedanta Optional Mathematics Teacher's Guide ~ 9

Solution
Given, 4 cos2q + 4 sinq = 5
4 – 4 sin2q + 4 sinq = 5
or, 4 sin2q – 4 sinq + 1 = 0
or, (2 sinq – 1)2 = 0
or, 2 sinq – 1 = 0

 sinq = 1
2

c) If tanq + cosq = x, show that: sinq = x2 – 1

2

x +1
Solution
Given, tanq + cosq = x

sinq + 1 = x
cosq cosq
or, sinq + 1 = x . cosq
Squaring both sides
sin2q + 2 sinq + 1 = x2 . cos2q
or, sin2­q + 2 sinq + 1 = x2 – x2 sin2q
or, sin2q + x2 sin2q + 2 sinq + 1 – x2 = 0
or, (1 + x2) sin2q + 2 sinq + (1 – x2) = 0
or, (1 + x2) sin2q + (1 + x2) sinq + (1 – x2) sinq + (1 – x2) = 0
or, (1 + x2) sinq . [sinq + 1] + (1 – x2) (sinq + 1) = 0
or, [(1 + x2) sinq + (1 – x2)] [sinq + 1] = 0
Either (1 + x2) sinq + (1 – x2) sinq + 1 = 0
or, (1 + x2) sinq = x2 – 1 or, sinq = –1

sinq = x2 – 1 Proved
2

x +1

d) If sinq – cosq = 0, then show that: cosecq = ± 2

Solution
Given, sinq – cosq = 0
sin­ q = cosq
or, sin2q = cos2q
or, sin2q = 1 – sin2q
or, 2 sin2q = 1

or, sinq = ± 1
2
 cosecq = ± 2

Vedanta Optional Mathematics Teacher's Guide ~ 9 141

e) If sinq + cosq = 2 cosq, then prove that: cosq – sinq = 2 sinq
Solution
Given, sinq + cosq = 2 cosq
Squaring bothe sides
(sinq + cosq)2 = ( 2 cosq)2
or, sin2q + 2 sinq . cosq + cos2q = 2 cos2q
or, 1 + 2 sinq . cosq = 2 – 2 sin2q
or, 2 sin2q = 1 – 2 sinq . cosq
or, 2 sin2q = cos2q + sin2q – 2 cosq . sinq
or, 2 sin2q = (cosq – sinq)2
 cosq – sinq = 2 sinq

f) If tanq + sinq = x and tanq – sinq = y, then show that: x2 – y2 = 4 xy

Solution
Here, x2 – y2 = 4 xy
LHS (tanq + sinq)2 – (tanq – sinq)2 = 4 (tanq + sinq) (tanq – sinq)
or, tan q + 2 tanq . sinq + sin q – tan q + 2 tanq . sinq – sin2q = 4
2 2 2
tan2q – sin2q

or, 4 tanq . sinq = 4 sin2q – sin2θ

cos2θ

or, 4 tanq . sinq = 4 sinq 1 – cos2q

cos2θ
 4 tanq . sinq = 4 sinq . tanq (true) proved.

 LHS = RHS proved

g) If 1 + sin2q = 3 sinq . cosq, then prove that: tanq = 1 or 1

2
Solution
Given, 1 + sin2q = 3 sinq . cosq
Dividing bothe sides by cos2q, we get

1 2 + sin 2q = 3 sinq .2 cosq

2

cos q cos q cos q

or, sec2q + tan2q = 3 tanq
or, 1 + tan2q + tan2q = 3 tanq
or, 2 tan2q – 3 tanq + 1 = 0
or, 2 tan2q – 2 tanq – tanq + 1 = 0
or, 2 tanq(tanq – 1) – 1(tanq – 1) = 0
or, (2 tanq – 1) (tanq – 1) = 0

142 Vedanta Optional Mathematics Teacher's Guide ~ 9

 Either 2 tanq – 1 = 0 tanq – 1

 tanq = 1  tanq = 1
2
11. If cos4q + cos2q = 1, then show that:
a) tan4q + tan2q = 1
Solution
Given, cos4q + cos2q = 1
or, cos4q = 1 – cos2q
or, cos4q = sin2q
or, cos2q = tan2q

or, 1 = tan2q
1 + tan2q
 tan4q + tan2q = 1

b) cot4q – cot2q = 1
Solution
Given, tan4q + tan2q = 1

or, 1 + 1 =1
cot4q cot2q

or, cot q 4+ 1 = 1
2

cot q
 cot4q – cot2q = 1

12. If tanq = 2xy , prove that: sinq = 2xy

x2 – y2 x2 + y2
Solution
Given, tanq = 22xy 2 = p
x –y h
sinq = p
b

= p
p2 + b2
= 2xy
(2xy) + (x2 – y2)2
2

= 2xy
4x2y2 + x4 – 2x2y2 + y4
= 2xy = 2xy
(x2 + y2)2 x2 + y2

If cotq = p, prove that: p cosq – q sinq = p2 – q 2

2 2
13.
q p cosq + q sinq p +q

Vedanta Optional Mathematics Teacher's Guide ~ 9 143

Solution
Given, cotq = p
q
p cosq – q sinq
p cosq – q sinq sinq
Now, =
p cosq + q sinq p cosq + q sinq
sinq
= p cotq – q
p cotq + q
p
p× –q
q
=
p
p× +q
q
= p2 – q 2
2 2

p +q

?? Questions for practice

1. Prove that:
a) tan2q – tan2a = sec2q – sec2a
b) cot2q – cos2q = cot2q . cos2q
c) cosA + sinA = sinA + cosA
1 – tanA 1 – cotA
2. Prove that:

a) tanx + secx – 1 = sinx + 1

tanx – secx + 1 cosx
b) (2 – cos2q) (1 + 2 cot2q) = (2 + cot2q) (2 – sin2q)

c) sinq + cosq =1
secq + tanq – 1 cosecq + cotq – 1
d) (3 – 4 cos2q) (cosec2q – 4 cot2q) = (3 – cot2q) (1 – 4 cos2q)

e) sinq + cosq + 1 – 1 + sinq – cosq = 2(1 + cosecq)

sinq + cosq – 1 1 – sinq + cosq

3. a) If tanq = 3, then prove that: 2 sinq + 3 cosq = 18

4 3 sinq – 2 cosq

b) If tanq = 2xy , then prove that: sina = 2xy

x2 – y2 x2 + y2

144 Vedanta Optional Mathematics Teacher's Guide ~ 9

 UNIT
ten
Trigonometric Ratios of
Some Standard Angles
Estimated Teaching Hours : 5
1. Objectives
SN Level Objectives
i Knowledge (K) To tell trigonometric ratios of standard angles.
ii Understanding (U) To find trigonometric values of simple expressions with standard angles.
iii Application (A) To verify trigonometric identities with standard angles.
iv Higher Ability (Hot) To solve trigonometric equation with t - ratios of standard angles.
2. Teaching Materials
Table with trigonometric ratios of standard angles.
3. Teaching Learning Strategies:
Derive trigonometric ratios of some standard angles 0°, 30°, 45°, 60°, 90° with figures.
Discuss how to write trigonometric ratios of standard angles 0°, 30°, 45°, 60°, 90°.
Notes:
Trigonometric ratios of standard angles (Page 209 text book)

Some solved problems

1. Find the value of sin260° + sin230°

1 – 4 sin60° tan60°
Solution

Here, sin260° + sin230°

1 – 4 sin60° tan60°
3
  + 1
2 2

=
 2  2
3
1–4. . 3
2
3 1
+
= 4 4
1–6
= 4
4 × (–5)

= 1 =–1
–5 5

Vedanta Optional Mathematics Teacher's Guide ~ 9 145

2. Prove that: tan230° + 2 sin60° + tan45° – tan60° + cos230° = 25
12
Solution
LHS tan230° + 2 sin60° + tan45° – tan60° + cos230°

 1  + 2 . 3 + 1 – 3 +  3
2 2
=
 3 2 2
= 1+ 3+1– 3+3
3 4

= 1+1+3
3 4

= 4 + 12 + 9
12
= 25
12
 LHS = RHS proved

3. If a = 60° and b = 30°, verify the following

tan(a – b) = tana – tanb

1 + tana . tanb
Solution
Here, a = 60° and b = 30°
LHS tan(a – b)
= tan(60° – 30°)
= tan30°
= 1
3
RHS tana – tanb
1 + tana . tanb

= tan60° – tan30°
1 + tan60° . tan30°
1
3–
= 3
1
1+ 3.
3
= 3–1.1
3 2
= 2 .1
3 2
= 1
3
 LHS = RHS proved

146 Vedanta Optional Mathematics Teacher's Guide ~ 9

4. Solve the following equations:
a) tan245° – cos260° = x . sin45° . cos45° . tan60°
Solution
Here, tan245° – cos260° = x . sin45° . cos45° . tan60°

or, 1 –  1  = x . 1 . 1 .
2
3
2 2 2
3
or, 1 – 1 = .x
4 2

or, 4–1= 3.x

4 2

or, 3= 3.x
4 2
3
 x=
2
b) tan60° . cosec60° + 3 x cot30° = sec60° . cosec30°
Solution

Here, tan60° . cosec60° + 3 x cot30° = sec60° . cosec30°

or, 3. 2 + 3.x. 3=2.2

3
or, 2 + 3x = 4
or, 3x = 4 – 2

 x=2
3

Questions for practice

1. Prove that:
a) sin90° = 3 sin30° – 4 sin330°

b) tan60° = 2 tan30°
1 – tan230°
2. Solve the following equations:
a) sin230° + x cos230° = 2x tan230° + 4 cot260°
b) tan260° + x cot230° = 4x sin260° + cos60° + cos245°
tan2 π – cos2 π = x sin π . sec π . cot π
c c c c c
c)
4 3 4 4 4
d) 2cos120° – x sin120° . cos180° = x tan150°

e) Sec230° – tan230° + x tan60° = sin2120°

f) tan2150° – sec2120° + x sin260° = 3tan230°

Vedanta Optional Mathematics Teacher's Guide ~ 9 147

 UNIT
eleven
Trigonometric Ratios
of Any Angle
Compound Angle
Estimated Teaching Hours : 20
Symbol used t = trigonometric
1. Objectives
SN Level Objectives
To tell t - ratios of complementary and supplementary angles.
i Knowledge (K) To tell t - ratios of (180° + q), (270° – q), (270° + q), (360° – q)
To tell t - ratios of compound angles.
Understanding To solve simple problems involving t - ratios of complementary
ii
(U) and supplementary angles and compound angles.
iii Application (A) To use t - ratios of any angle to prove trigonometric identities.
To solve t - equations with t - ratios of any angle.
Higher Ability To derive t - ratios of compound angles.
iv
(HA) To solve harder problems of trigonometric identities with
compound angles.
2. Teaching Materials
Table of t - ratios of
Complementary angels i.e. (90° – q)
Supplementary angles i.e. (180° – q)
(90° + q), (180° + q), (270° – q), (270° + q), (360° – q)
3. Teaching Learning Strategies:
Review the concept of complementary and supplementary angles.
Derive the trigonometric ratios of (90° – q), (90° + q), (180° – q), (180° + q), (270° – q), (270° + q)
Discuss how to find trigonometric ratios of any angles, [(90°n ± q), n∈z+] eg. 1020°, 660°, 750° etc.
Solve some questions from exercise 11.1
Give simple concept of compound angles.
Derive the formulae of trigonometric ratios of compound angles.
Solve some questions from exercise 11.2
After derivation of above each of formula teacher will give at least three examples in each
case.

148 Vedanta Optional Mathematics Teacher's Guide ~ 9

Notes:
1. Table for t - ratios of any angle
Angles T-ratios 90° – q 90° + q 180° – q 180° + q 270° – q 270° + q 360° – q
sine cosq cosq sinq –sinq –cosq –cosq –sinq
cos sinq –sinq –cosq –cosq –sinq sinq cosq
tan cotq –cotq –tanq tanq cotq –cotq –cotq
cosec secq secq cosecq –cosecq –secq –secq –cosecq
sec cosecq –cosecq –secq –secq –cosecq cosecq secq
cot tanq –tanq –cotq cotq tanq –tanq –cotq

2. Trigonometric Ratios of Compound Angles:

i) sin(A + B) = sinA . cosB + cosA . sinB
sin (A – B) = sinA . cosB – cosA . sinB
ii) cos(A + B) = cosA . cosB – sinA . sinB
cos(A – B) = cosA . cosB + sinA . sinB

iii) tan(A + B) = tanA + tanB

1 – tanA . tanB

tan(A – B) = tanA – tanB

1 + tanA . tanB

iv) cot(A + B) = cotA . cotB – 1

cotB + cotA

cot(A – B) = cotA . cotB + 1

cotB – cotA
v) sin(A + B + C)
= sinA cosB cosC + cosA sinB cosC + cosA cosB sinC – sinA sinB sinC
vi) cos(A + B + C)
= cosA cosB cosC – sinA sinB cosC – sinA cosB sinC – cosA sinB sinC

vii) tan(A + B + C) = tanA + tanB + tanC

1 – tanB . tanC – tanC . tanA – tanA . tanB

Some solved problems

1. Find the numerical vlaues of the following:
i) sin(–420°)
Solution
Here, sin(–420°)
= –sin420°
= –sin(4 × 90° + 60°)
= –sin60°
3
= –
2

Vedanta Optional Mathematics Teacher's Guide ~ 9 149

ii) cos570°
Solution
Here, cos570°
= cos(6 × 90° + 30°) = –cos0° = √3
2
2. Prove that: a) sin20° cos70° + cos20° sin70° = 1
Solution
LHS sin20° cos70° + cos20° sin70° Alternately
= sin20° cos(90° – 20°) + cos20° sin(90° – 20°) LHS = sin20° cos70° + cos20° sin70°
= sin20° sin20° + cos20° cos20° = sin (20° + 70°)
= sin220° + cos220° = sin90°
= 1 = 1
 LHS = RHS proved  RHS = RHS proved
b) cot9° cot27° cot45° cot63° cot81° = 0
Solution
LHS cot9° cot27° cot45° cot63° cot81°
= cot9° . cot27° . 1 . cot(90° – 27°) . cot(90° – 9°)
= cot9° . cot27° . tan27° . tan9°
= (tan9° . cot9°) (tan27° . cot27°)
= 1.1
= 1
 LHS = RHS proved

3. Find the numerical value of

a) sin245° – 4 sin260° + 2 cos245° + cos2180° + tan2180° (Corrected page 228, Q.N. 3(f))
Solution
Here, sin245° – 4 sin260° + 2 cos245° + cos2180° + tan2180°

 1  – 4 .  3  + 2 .  1  + (–1)2 + 02
2 2 2
=
 2 2  2
= 1–4.3+2.1+1+0
2 4 2
= 1–3+1+1
2
= 1–1
2
= –1
2
b) cos290° + cos2120° + cos2135° + cos2150° + cos2180°
Solution
Here, cos290° + cos2120° + cos2135° + cos2150° + cos2180°

150 Vedanta Optional Mathematics Teacher's Guide ~ 9

 02 +  –1  +  –1  +   + (–1)2
2 2 3 2
=
 2  2  2 
= 1+1+1+3+1
4 2 2 4

= 1+2 +3+4
4
= 10
4
= 5
2
4. Prove that:
cos  p  + cos  3p  + cos  5p  + cos  7p  = 0
c c c c
a)
8  8   8   8 
Solution

cos  p  + cos  3p  + cos  5p  + cos  7p 

c c c c
LHS
8  8   8   8 
cos  p  + cos  3p  + cos  p – 3p  + cos  pc – p 
c c c c
=
8  8   8   8

cos  p  + cos  3p  – cos  3p  – cos  p 

c c c c
=
8  8   8  8
= 0
 LHS = RHS proved

b) cos2  p  + cos2  3p  + cos2  5p  + cos2  7p  = 2

c c c c

8  8   8   8 
Solution

cos2  p  + cos2  3p  + cos2  5p  + cos2  7p 

c c c c
LHS
8  8   8   8 
cos2  p  + cos2  3p  + cos2  pc – 3p  + cos2  pc – p 
c c c c
=
8  8   8   8

cos2  p  + cos2  3p  + cos2  3p  + cos2  p 

c c c c
=
8  8   8  8
 p  + cos2  3p 
c c
= 2 cos2
8  8 
 p  + cos2  p – p 
c c c
= 2 cos2
8 2 8
 p  + sin2  p 
c c
= 2 cos2
8 8
= 2.1 ( sin2q + cos2q = 1)
= 2
 LHS = RHS proved

Vedanta Optional Mathematics Teacher's Guide ~ 9 151

c) sin2  7p  + sin2  5p  + sin2  3p  + sin2  p  = 2
c c c c

 8   8   8  
8
Hint: Same as (b)

5. Find the value of q (0° ≤ q ≤ 90°)

a) sin2q = cosq
Solution
Here, sin2q = cosq
or, sin2q = sin(90° – q)
or, 2q = 90° – q
or, 3q = 90°
 q = 30°

b) tan2q = cotq
Solution
Here, tan2q = cotq
or, tan2q = tan(90° – q)
or, 2q = 90° – q
or, 3q = 90°
 q = 30°

6. Prove that:
sin30° – cos60° + tan45° + sin210° – cos240° + tan135° = 0
Solution
LHS sin30° – cos60° + tan45° + sin210° – cos240° + tan135°
= sin30° – cos60° + tan45° + sin(180° + 30°) – cos(180° + 60°) + tan(90° + 45°)

= 1–1+1–1+1–1
2 2 2 2
 sin(180° + 30°) = –sin30° = –1
= 0 2
cos(180° + 60°) = –cos60° = –1
 LHS = RHS proved 2
tan(90° + 45°) = –cot45° = –1
7. Prove that:
sin(180° – q) + tan(180° – q) + cos(180° – q) = –1
sinq tanq cosq
Solution

LHS sin(180° – q) + tan(180° – q) + cos(180° – q)

sinq tanq cosq

= sinq + –tanq + –cosq

sinq tanq cosq
= 1–1–1

152 Vedanta Optional Mathematics Teacher's Guide ~ 9

 = –1
 LHS = RHS proved

8. Solve the following equation for x.

a) tan2225° – sin2120° = x . sin45° . cos135° . tan120°
Solution
Here, tan2225° – sin2120° = x . sin45° . cos135° . tan120°
or, tan2(180° + 45°) – sin2(180° – 60°) = x . sin45° . cos(180° – 45°) . tan(180° – 60°)
or, tan245° – sin260° = x . sin45° . (–cos45°) . tan (–tan60°)

or, 12 –   = x . 1 .  – 1  . (– 3)
3 2
2 2  2
3
or, 1 – 3 = x .
4 2

or, 1= 3x
4 2
 x= 1
2 3
b) 3 sin120° + x cos120° . tan135° = x . cot330° . tan150°
Solution
Here, 3 sin120° + x cos120° . tan135° = x . cot330° . tan150°
or, 3 sin(180° – 60°) + x cos(180° – 60°) . tan(180° – 45°)
= x . cot(360° – 30°) . tan(180° – 30°)
or, 3 sin60° + x(–cos60°) . (–tan45°) = x (–cot30°) . (–tan30°)

3× 1
3
or, 3 × +x.1.1=x.
2 2 3
3 3+x
or, =x
2
 x=3 3

c) x cot(270° + q) . cot(90° + q) = tan(180° – q) tan(360° – q) cosec(90° – q) cosec(90° + q)

Solution
Here, x cot(270° + q) . cot(90° + q) = tan(180° – q) . tan(360° – q)
. cosec(90° – q) . cosec(90° + q)
or, x(–tanq) . (–tanq) = –tanq . (–tanq) . secq . secq
or, x . tan2q = tan2q . sec2q
 x = sec2q

d) tan(90° + q) . cot(180° – q) + cosec(360° – q) . cosecq = x . cotq . tan(90° + q)

Solution
Here, tan(90° + q) . cot(180° – q) + cosec(360° – q) . cosecq = x . cotq . tan(90° + q)

Vedanta Optional Mathematics Teacher's Guide ~ 9 153

 or, (–cotq) . (–cotq) + (–cosec2q) . cosecq = x cotq . (–cotq)
or, cot2q – cosecq = –x cot2q
or, x cot2q = cosec2q – cot2q
or, x cot2q = 1
 x = tan2q

e) sin2135° – x tan2150° = cos2150°

Solution
Here, sin2135° – x tan2150° = cos2150°
or, sin2(180° – 45°) – tan2(180° – 30°) = cos2(180° – 30°)
or, sin245° – x tan230° = cos230°

 1  – x .  1  =  3
2 2 2
or,
 2  3  2 
or, 1–x.1=3
2 3 4
or, – = – 1
x 3
3 4 2
or, –x = 3 – 2
3 4
or, – =x 1
3 4
 x = –3
4
9. If A, B and C are the angles of a triangle, prove the following:
a) cos(A + B) = –C
Solution
Here, A + B + C = 180° ( sum of angles of a triangle)
A + B = 180° – C
or, cos(A + B) = cos(180° – C)
 cos(A + B) = –cosC

b) sin  A + B  = cos C
 2  2
Solution
Here, A + B + C = 180° ( sum of angles of a triangle)
A + B = 180° – C

or, A + B = 180° – C
2 2

or,  A + B  = sin  90° – C 

 2   2

 sin  A + B  = cos C
 2  2

154 Vedanta Optional Mathematics Teacher's Guide ~ 9

c) tan(A + B) + tanC = 0
Solution
Here, A + B + C = 180°
A + B = 180° – C
or, tan(A + B) = tan(180° – C)
or, tan(A + B) = –tanC
 tan(A + B) + tanC = 0

d) tan  A + B  tan C = 1
 2  2
Solution
Here, A + B + C = 180°
A + B = 180° – C

or, A + B = 180° – C
2 2
or, tan  A + B  = tan  90° – C 
 2   2

or, tan  A + B  = cot C

 2  2
1
or, tan  A + B  =
 2  C
tan
2
 tan  A + B  tan C = 1
 2  2

Compound Angles
3
1. Prove that: a) sin75° + cos75° =
2
Solution
LHS sin75° + cos75°
= sin(45° + 30°) + sin(45° + 30°)
= sin45° cos30° + sin30° cos45° + cos45° cos30° – sin45° sin30°

= 1 . 3+1. 1 + 1 . 3– 1 .1
2 2 2 2 2 2 2 2

= 3 + 3
2 2 2 2

= 2 3
2 2
3
=
2
 LHS = RHS proved

Vedanta Optional Mathematics Teacher's Guide ~ 9 155

b) tan15° + cot15° = 4
Solution
Here, tan15° + cot15°

= tan45° – tan30° + cot45° cot30° + 1

1 + tan45° tan30° cot30° – cot45°
1
1–
= 3 +1. 3+1
1 3–1
1+1.
3

= 3–1 + 3+1
3+1 3–1

= ( 3 – 1)2 + ( 3 + 1)2
( 3 + 1) ( 3 – 1)

= 3–2 3+1+3+2 3+1

3–1
= 8
2
= 4
 LHS = RHS proved

c) sin75° – sin15° = 1
2
Solution
LHS sin75° – sin15°
= sin(45° + 30°) – sin(45° – 30°)
= sin45° cos30° + sin30° cos45° – sin45° cos30° + sin30° cos45°
= 2 sin30° . cos45°

= 2.1. 1
2 2
= 1
2
 LHS = RHS proved

2. Prove that: a) tan53° – tan8° = 1 + tan53° . tan8°

Solution
Here, 45° = 53° – 45°
tan45° = tan(53° – 8°)

or, 1 = tan53° – tan8°

1 + tan53° tan8°

156 Vedanta Optional Mathematics Teacher's Guide ~ 9

  tan53° – tan8° = 1 + tan53° . tan8°
 LHS = RHS proved

b) tan8q – tan5q – tan3q = tan8q tan5q tan3q

Solution
Here, 8q = 5q + 3q
tan8q = tan(5q + 3q)

or, tan8q = tan5q + tan3q

1 – tan5q tan3q
or, tan8q – tan8q . tan5q . tan3q = tan5q + tan3q
 tan8q – tan5q – tan3q = tan8q tan5q tan3q
 LHS = RHS proved

c) tan(A – B) + tan(B – C) + tan(C – A) = tan(A – B) . tan(B – C) . tan(C – A)

Solution
We have, A – B + B – C + C – A = 0
(A – B) = –[(B – C) + (C – A)]

or, tan(A – B) = –{tan(B – C) + tan(C – A)}

1 – tan(B – C) tan(C – A)
or, tanA – B) – tan(A – B) . tan(B – C) . tan(C – A) = –tan(B – C) –tan(C – A)
 tan(A – B) + tan(B – C) + tan(C – A) = tan(A – B) . tan(B – C) . tan(C – A)
 LHS = RHS proved

3. Prove that: a) 2 sin(q + 45°) . sin(q – 45°) = sin2q – cos2q

Solution
LHS 2 sin(q + 45°) . sin(q – 45°)
= 2(sinq . cos45° + cosq . sin45°) . (sinq . cos45° – cosq . cos45°)

= 2  1 sinq + 1 cosq  .  1 sinq – 1 cosq 

 2 2   2 2 
= 2 . 1 (sinq + cosq) (sinq – cosq)
2
= sin2q – cos2q
 LHS = RHS proved

b) sin(x + 2)q . cos(x + 1)q – cos(x + 2)q . sin(x + 1)q = sinq

Solution
LHS sin(x + 2)q . cos(x + 1)q – cos(x + 2)q . sin(x + 1)q
= sin{(x + 2)q – (x + 1)q}
= sin(x + 2 – x – 1)q
= sinq
 LHS = RHS proved

Vedanta Optional Mathematics Teacher's Guide ~ 9 157

c) sin2(q + 45°) + sin2(45° – q) = 1
Solution
LHS sin2(q + 45°) + sin2(45° – q)
= (sinq . cos45° + cosq . sin45°)2 + (sin45° cosq – cos45° sinq)2

= 1 (sinq + cosq)2 + 1 (cosq – sinq)2

2 2

= 1 [sin2q + 2 sinq . cosq + cos2q + cos2q – 2 sinq . cosq + sin2q]

2

= 1.2.1
2
= 1
 LHS = RHS proved

d) 1 – 1 = cosec2A
tanA tan2A
Solution

LHS 1 – 1
tanA tan2A

= cosA – cos2A
sinA sin2A

= sin2A . cosA – cos2A . sinA

sinA . sin2A

= sin(2A – A)
sinA . sin2A

= sinA
sinA . sin2A
= cosec2A
 LHS = RHS proved

4. Prove that: a) cos9° + sin9° = tan54°

cos9° – sin9°
Solution
LHS cos9° + sin9°
cos9° – sin9°

= cos(54° – 45°) + sin(54° – 45°)

cos(54° – 45°) – sin(54° – 45°)

= cos54° . cos45° + sin54° . sin45° + sin54° . cos45° – cos54° . sin45°

cos54° . cos45° + sin54° . sin45° – sin54° . cos45° + cos54° . sin45°
1 1 1 1
cos54° × + sin54° × + sin54° × – cos54° ×
= 2 2 2 2
1 1 1 1
cos54° × + sin54° × – sin54° × + cos54° ×
2 2 2 2

158 Vedanta Optional Mathematics Teacher's Guide ~ 9

 1
2 sin54° .
= 2
1
2 cos54° .
2
= tan54°
 LHS = RHS proved

b) sin20° + cos20° = cot155°

sin20° – cos20°
Solution

LHS sin20° + cos20°

sin20° – cos20°

= sin(45° – 25°) + cos(45° – 25°)

sin(45° – 25°) – cos(45° – 25°)

= sin45° . cos25° – cos45° . sin25° + cos45° . sin25° + sin45° . sin25°

sin45° . cos25° – cos45° . sin25° – cos45° . cos25° – sin45° . sin25°
1 1 1 1
. cos25° – . sin25° + . cos25° + . sin25°
= 2 2 2 2
1 1 1 1
. cos25° – . sin25° – . cos25° – . sin25°
2 2 2 2
1
2. . cos25°
= 2
1
–2 . . sin25°
2
= –cot25°
= –cot(180° – 155°)
= cot155°
 LHS = RHS proved

c) cos35° – sin35° = tan10°

cos35° + sin35°
Solution

LHS cos35° – sin35°

cos35° + sin35°

= cos(45° – 10°) – sin(45° – 10°)

cos(45° – 10°) + sin(45° – 10°)

= cos45° . cos10° + sin45° . sin10° – sin45° . cos10° + cos45° . sin10°

cos45° . cos10° + sin45° . sin10° + sin45° . cos10° + cos45° . sin10°
1 1 1 1
. cos10° + . sin10° – . cos10° + . sin10°
= 2 2 2 2
1 1 1 1
. cos10° + . sin10° + . cos10° – . sin10°
2 2 2 2

Vedanta Optional Mathematics Teacher's Guide ~ 9 159

 1
2. . sin10°
= 2
1
2. . cos10°
2
= tan10°
 LHS = RHS proved

d) cos20° – cos70° = 2 sin25°

Solution
LHS cos20° – cos70°
= cos(45° – 25°) – sin(45° + 25°)
= cos45° . cos25° + sin45° . sin25° – cos45° . cos25° + sin45° . sin25°

= 1 . cos25° + 1 . sin25° – 1 . cos25° + 1 . sin25°

2 2 2 2
= 2 . 1 . sin25°
2
= 2 sin25°
 LHS = RHS proved

5. Prove that: a) 2 tan50° = tan70° – tan20°

Solution
Here, 70° – 20° = 50°
tan(70° – 20°) = tan50°

or, tan70° – tan20° = tan50°

1 + tan70° tan20°

or, tan70° – tan20° = tan50°

1 + tan(90° – 20°) tan20°

or, tan70° – tan20° = tan50°

1 + cot20° . tan20°

or, tan70° – tan20° = tan50°

1+1
or, tan70° – tan20° = 2 tan5°
 2 tan50° = tan70° – tan20°

b) 2 tan20° = tan55° – tan35°

Solution
Here, 20° = 55° – 35°
tan20° = tan(55° – 35°)

or, tan20° = tan55° – tan35°

1 + tan55° tan35°

160 Vedanta Optional Mathematics Teacher's Guide ~ 9

 or, tan20° = tan55° – tan35° [tan55° = tan(90° – 35° = cot35°]
1 + cot35° . tan35°

or, tan20° = tan55° – tan35°

1+1
 2 tan20° = tan55° – tan35°

c) 2 tan70° = tan80° – tan10°

Solution
Here, 70° = 80° – 10°
tan70° = tan(80° – 10°)

or, tan70° = tan80° – tan10°

1 + tan80° tan10°

or, tan70° = tan80° – tan10°

1+1
 2 tan70° = tan80° – tan10°

6. 2 tan10° = tan50° – tan40°

Solution
Here, 10° = 50° – 40°
tan10° = tan(50° – 40°)

or, tan10° = tan50° – tan40°

1 + tan50° tan40°

or, tan10° = tan50° – tan14°

1+1
 2 tan10° = tan50° – tan40°

If tanq = 5 and tanf = 1 , then show that: q + f = p

c
7. a)
6 11 4
Solution

Here, tan(q + f) = tanq + tanf

1 – tanq . tanf
5 1
+
= 6 11
5 1
1– ×
6 11
55 + 6
= 66 = 61 =1
66 – 5 61
66
= tan p
c

4
 q+f= pc

Vedanta Optional Mathematics Teacher's Guide ~ 9 161

b) If cosq = 4 and cosf = 7 , then prove that: q + f = p
c

5 5 2 4
Solution
Here, cos(q + f) = cosq . cosf – sinq . sinf

=4× 7 – 1 – cos2q . 1 – cos2f

5 5 2

=4× 7 – 4 2. 7 2
1–  1– 
5 5 2 5  2
5

= 28 – 3 × 1
25 2 5 5 2

= 28 – 3 = 25 = 1
25 2 25 2 2
 (q + f) = cos45°
q + f = 45°

c) If tana = m and tanb = 1 , then prove that: a + b = pc

m+1 2m + 1 4
Solution
Here, tan(a + b) = tana + tanb
1 – tana . anb
m 1
+
= m + 1 2m +1
m 1
1– ×
m + 1 2m + 1
2m2 + m + m + 1
= (m + 1) (2m + 1)
(m + 1) (2m + 1) – m
(m + 1) (2m + 1)
= 2m2 + 2m + 1
2m + 2m + m + 1 – m
2

= 2m2 + 2m + 1
2

2m + 2m + 1
=1
tan(a + b) = tanp
c

4
a+b= p c

8. If a + b = p , then prove that:

c
a) tana + tanb + tana . tanb = 1
4
Solution

a+b=p
c
Given,
4
162 Vedanta Optional Mathematics Teacher's Guide ~ 9
 tan(a + b) = tanp
c

or, tana + tanb = 1

1 – tana tanb
or, tana + tanb = 1 – tana . tanb
 tana + tanb + tana . tanb = 1

b) (1 + tana) (1 + tanb) = 2
Solution
From (a) it is proved that
tana + tanb + tana tanb = 1
or, 1 + tana + tanb(1 + tana) = 1 + 1
or, (1 + tana) + tanb(1 + tana) = 2
 (1 + tana) (1 + tanb) = 2

c) cotb(cota – 1) – cota = 1
Solution
a+b=p
c
Given,
4
cot(a + b) = cotp
c

4
or, cotb cota – 1 =1
cotb + cota
or, cotb . cota – 1 = cotb + cota
or, cotb . cota – cotb – cota = 1
 cotb(cota – 1) – cota = 1

d) (cota – 1) (cotb – 1) = 2
Solution
From above
cotb . cota – cotb – cota = 1
or, cotb(cota – 1) – cota + 1 = 1 + 1
or, cotb(cota – 1) – (cota – 1) = 2
 (cota – 1) (cotb – 1) = 2

9. Prove the following: a) sinA . sin(B – C) + sinB . sin(C – A) + sinC . sin(A – B) = 0

Solution
LHS sinA . sin(B – C) + sinB . sin(C – A) + sinC . sin(A – B)
= sinA(sinB . cosC – cosB . sinC) + sinB(sinC . cosA – cosC . sinA)
+ sinC(sinA . cosB – cosA . sinB)
= sinA . sinB . cosC – sinA . cosB . sinC + cosA . sinB . sinC
– sinA . sinB . cosC + sinA . cosB . sinC – cosA . sinB . sinC

Vedanta Optional Mathematics Teacher's Guide ~ 9 163

 = 0
 LHS = RHS proved

b) sinA + sin(A + 120°) + sin(A – 120°) = 0

Solution
LHS sinA + sin(A + 120°) + sin(A – 120°)
= sinA + sinA . cos120° + cosA . sin120° + sinA . cos120° – cosA . sin120°

= sinA + 2 sinA . cos120° = sinA + 2sinA (– 1 )

2
= sinA – sinA
= 0
 LHS = RHS proved

c) cosA + cos(120° + A) + cos(120° – A) = 0

Solution
LHS cosA + cos(120° + A) + cos(120° – A)
= cosA + cos120° . cosA – sin120° . sinA + cos120° . cosA + sin120° . sinA
= cosA + 2 cos120° . cosA

= cosA + 2 .  –1  . cosA
 2
= cosA – cosA
= 0
 LHS = RHS proved

d) (1 + tan21°) (1 + tan28°) (1 + tan24°) (1 + tan17°) = 4

Solution
LHS (1 + tan21°) (1 + tan28°) (1 + tan24°) (1 + tan17°)
Here, tan(21° + 24°) = tan45°

tan21° + tan24° = 1
1 – tan21° . tan24°
or, tan21° + tan24° = 1 – tan21° . tan24°
or, tan21° + tan24° + tan21° . an24° = 1
or, 1 + tan21° + tan24°(1 + tan21°) = 1 + 1
or, (1 + tan21°) (1 + tan24°) = 2 ..........(i)
Similarly we have, (1 + tan28°) (1 + tan17°) = 2........(ii)
Multiplying (i) and (ii), we get
(1 + tan21°) (1 + tan28°) (1 + tan24°) (1 + tan17°) = 4
 LHS = RHS proved

9. If A + B + C = pc and cosA = cosB . cosC, then prove that:

tanA = tanB + tanC

164 Vedanta Optional Mathematics Teacher's Guide ~ 9

Solution
Given, A + B + C = p
B+C=p–A
 cos(B + C) = cos(p – A) = –cosA
sin(B + C) = sin(p – A) = sinA
Now, RHS = tanB + tanC

= sinB + sinC
cosB cosC

= sinB . cosC + cosB . sinC

cosB . cosC

= sin(B + C)
cosB . cosC

= sinA
cosA
= tanA
 tanA = tanB + tanC
 LHS = RHS proved

10 sin(A – B) + sin(B – C) + sin(C – A) = 0

cosA . cosB cosB . cosC cosC . cosA
Solution

LHS sin(A – B) + sin(B – C) + sin(C – A)

cosA . cosB cosB . cosC cosC . cosA

= sinA . cosB – cosA . sinB + sinB . cosC – cosB . sinC + sinC . cosA – cosC . sinA
cosA . cosB cosB . cosC cosC . cosA

= sinA . cosB – cosA . sinB + sinB . cosC – cosB . sinC

cosA . cosB cosA . cosB cosB . cosC cosB . cosC

+ sinC . cosA – cosC . sinA

cosC . cosA cosC . cosA
= tanA – tanB + tanB – tanC + tanC – tanA
= 0
 LHS = RHS proved

11. Prove the following:

a) cos(A + B + C) = cosA . cosB . cosC(1 – tanA . tanB – tanB . tanC – tanC . tanA)
Solution
LHS cos(A + B + C)
= cos(A + B) . cosC – sin(A + B) . sinC
= (cosA . cosB – sinA . sinB) cosC – (sinA . cosB + cosA . sinB) sinC
= cosA . cosB . cosC – sinA . sinB . cosC – sinA . cosB . sinC – cosA . sinB . sinC

Vedanta Optional Mathematics Teacher's Guide ~ 9 165

 = cosA . cosB . cosC 1 – sinA . sinB . cosC
cosA . cosB . cosC

– sinA . cosB . sinC – cosA . sinB . sinC

cosA . cosB . cosC cosA . cosB . cosC
= cosA . cosB . cosC(1 – tanA . tanB – tanB . tanC – tanC . tanA)
 LHS = RHS proved

b) tan(A + B + C) = tanA + tanB + tanC – tanA . tanB . tanC

1 – tanA . tanB – tanB . tanC – tanC . tanA
Solution
LHS tan(A + B + C)

= tan(A + B) + tanC
1 – tan(A + B) – tanC
tanA + tanB
+ tanC
= 1 – tanA . tanB
1 – tanA + tanB . tanC
1 – tanA . tanB
tanA + TanB + tanC – tanA . tanB . tanC
= 1 – tanA . tanB
1 – tanA . tanB – tanC . tanA – tanB . tanC
1 – tanA . tanB

= tanA + tanB + tanC – tanA . tanB . tanC

1 – tanA . tanB – tanB . tanC – tanC . tanA
 LHS = RHS proved

12. If tan(a + b) = 1 and tan(a – b) = 2, then prove that: a) tan2a = 11

3 5 13
Solution
LHS tan2a = tan(a + b + a – b)

= tan(a + b) + tan(a – b)
1 – tan(a + b) . tan(a – b)
1 2
+
= 3 5
1–1×2
3 5
15 + 6
= 15 = 11
15 – 2 13
15
 LHS = RHS proved

166 Vedanta Optional Mathematics Teacher's Guide ~ 9

13. b) tan2b = – 1
17
Solution
LHS tan2b = tan(a + b – (a – b))

= tan(a + b) – tan(a – b)
1 – tan(a + b) . tan(a – b)
1 2
–
= 3 5
1+1×2
3 5

= 5–6 =–1
15 + 2 17
 LHS = RHS proved

14. If an angle q is divided into two parts A and B. Such that tanA . tanB = x:y, then show that:

sin(A – B) = x – y sinq
x+y
Solution
LHS q is divided into A and B, than θ = A+B
 q=A+B
Given, tanA = x
tanB y
By componendo and dividendo
tanA – tanB = x – y
tanA + tanB x + y
sinA sinB
–
or, cosA cosB = x – y
sinA + sinB x+y
cosA cosB
sinA . cosB – cosA . sinB
or, cosA . cosB = x–y
sinA . cosB + cosA . sinB x + y
cosA . cosB

or, sin(A – B) = x – y
sin(A + B) x + y

or, sin(A – B) = x – y sin(A + B)

x+y

 sin(A – B) = x – y sinq
x+y
 LHS = RHS proved

Vedanta Optional Mathematics Teacher's Guide ~ 9 167

15. If tana = k tanb, then prove that:

sin(a – b) = k – 1 sin(a + b)
k+1
Solution
LHS tana = k tanb
tana = k
tanb 1
By componendo and dividendo
tana – tanb = k – 1
tana + tanb k+1
sina sinb
–
or, cosa cosb = k – 1
sina + sinb k+1
cosa cosb
sina . cosb – cosa . sinb
or, cosa . cosb = k–1
sina . cosb + cosa . sinb k+1
cosa . cosb

or, sin(a – b) = k – 1
sin(a + b) k+1
 sin(a – b) = – 1 sin(a + b)
k
k+1
 LHS = RHS proved
16. If 2 tanb + cotb = tana, then prove that: 2 tan(a – b) = cotb
Solution
Given 2 tanb + cotb = tana
Now, 2 tan(a – b) = 2 × tana – tanb
1 + tana . tanb

= 2 × (2 tanb + cotb – tanb)

1 + (2 tanb + cotb) tanb
= 2× tanb + cotb
1 + 2 tan2b + cotb . tanb
1
tanb +
= 2× tanb
1 + 2 tan2b + 1
tan2b + 1
= 2× tanb
2(1 + tan2b)
= 1
tanb
 cotb
 LHS = RHS proved

168 Vedanta Optional Mathematics Teacher's Guide ~ 9

17. If sina + sinb = m and cosa + cosb = n, then prove that:

cos(a – b) = 1 (m2 + n2 – 2)
2
Solution
RHS 1 (m2 + n2 – 2)
2
= 1 [(sina + sinb)2 + (cosa + cosb)2 – 2]
2
= 1 [sin2a + 2 sina . sinb + sin2b + cos2a + 2 cosa . cosb + cos2b – 2]
2
= 1 [sin2a + cos2a + sin2b + cos2b + 2(sina . sinb + cosa . cosb) – 2]
2
= 1 [1 + 1 + 2 cos(a – b) – 2]
2
= 1 × 2 cos(a – b)
2
= cos(a – b)
 LHS = RHS proved

18. If sin(q + f) = 2 sin(q – f), prove that: tanq = 3 tanf

Solution
Given, sin(q + f) = 2 sin(q – f)
or sinq . cosf + cosq . sinf = 2(sinq . cosf – cosq . sinf)
Dividing both sides by cosq . cosf

sinq . cosf + cosq . sinf – 2 sinq . cosf – cosq . sinf

cosq . cosf cosq cosf cosq . cosf cosq cosf
or, tanq + tanf = 2[tanq – tanf]
or, tanq + tanf = 2 tanq – 2 tanf
 tanq = 3 tanf
 LHS = RHS proved

Vedanta Optional Mathematics Teacher's Guide ~ 9 169

 Questions for practice
1. Prove that:
sin(90°– θ ) cos(90°– θ ) tan(90°– θ)
(a) sinθ . cosθ . cot (90°–θ) = 1

sin2θ sin2(90°– θ )
(b) cot2 (90°–θ ) + cot2θ =1

2. Find the value of a from the given equation :

(a) xcotθ . tan(90°+θ) = tan(90°+θ). cos(90°–θ)

(b) 2cos120°–xsin120°.cos210°= xtan150°

3. Prove that:
(a) cos(α–β) – cos(α+β)= 2sinα .sinβ
(b) cos (α+β) + cos (α–β) = 2cosα .cosβ
(c) sin (α+β) –sin(α–β) = 2cosα .sinβ

4. Prove that following:

(a) 1+tanθ .tan2θ = sec2θ
(b) sinθ +sin(θ+120°)+ sin(θ–120°) = 0

5. Prove that:
(a) 2sin(45°+θ) . sin(45°–θ) = cos2θ – sin2θ
(b) 2cos(45°+θ) . cos(45°–θ) = cos2θ – sin2θ

6. Prove that:
(a) tan10°+tan135°+tan10°.tan35° = 1
(b) tan5A–tan3A–tan2A = tan5A.tan3A.tan2A

7. Prove that:
πc πc
tan ( 4 +θ) + tan ( 4
(a) cosec2 = –θ)
πc πc
tan ( +θ) - tan ( –θ)
4 4
πc θ πc θ
(b) sec 4 + 2 . sec 4 – 2 . sec = 2secθ

8. If tanα = ktanβ , then prove that

(k+1).sin(α–β) = (k–1) sin(α+β).

170 Vedanta Optional Mathematics Teacher's Guide ~ 9

UNIT
twelve
Vectors
Estimated teaching hours : 12
1. Objectives
S.N. Level Objectives
To define vectors.
To define different type of vectors (row, column, position,
i. Knowledge (K)
unit, zero, equal, negative vectors, etc).
To define like and unlike vectors.
To classify the given physical quantities into vectors or scalars.
To multiply a vector by a scalar.
To calculate magnitude and direction of a vectors.
ii. Understanding (U) To state triangle law, parallelogram law and polygon laws of
vector addition.
To find unit vector along a given vector.
To find sum and difference of two vectors.
To apply triangle law of vector addition, parallelogram law of vector
iii. Application (A)
addition, polygon law of vector addition in solving problems.
Higher Ability
iv. To solve problems by using vector geometry.
(HA)
2. Teaching Materials
Graph papers.
Chart paper with figures showing
Triangle law of vector addition
– parallelogram law of vector addition.
– polygon law of vector addition.
3. Teaching Learning Strategies
– Give some physical quantities and let the students to classify them into scalars
and vectors.
– Define vectors and scalars with appropriate examples.
– Giving examples define different types of vectors (row, column, position, zero /
null, unit, negative, like and unlike vectors.
– Define magnitude and direction of a vector with diagrams.
– Discuss addition and subtraction of vectors.
– State the triangle law of vector addition and the parallelogram law of vector addition.
– Solve some problems from the exercises as examples and motivate the students
giving required guidance.
– State and prove the mid point theorem in vector geometry.

Vedanta Optional Mathematics Manual ~ 9 171

Notes :

1. The point (x, y) represents the position vector of P with reference point origin O. Then,
x
OP =  y , in column vector
 
= (x, y), in row vector
magnitude of OP ,|OP |= x2 + y2
y y
Direction of OP tanθ = x ⇒ θ = tan – 1 x

2. The points P (x1, y1) and Q(x2, y2) represent the position vector of P and Q with reference
point origin 0.Then
x2 x1 x2 – x1
=OQ – OP =  y  –  y =  y – y 
 2   1   2 1 

magnitude of PQ ,|PQ |= (x2 – x1)2 + (y2 –y1)2

y –y y –y
direction of PQ , tanθ = 2 1 ⇒ θ = tan – 1 x2 – x1
x2 – x1 2 1

a p
3. Two vectors AB =   and CD =   are said to be equal if and only if their
 b   q 
corresponding components are equal. (i.e. a = p, b = q ). It also can be said that if|AB |=

b q
|PQ |and tan – 1 a = tan – 1 p , then AB and PQ are equal vectors.

(x, y)
4.Unit vector along OP = (x,y) is given by OP = OP =
|OP | x2 + y2
x y
= ,
x2 + y2 x2 + y2
5.Unit vector along x – axis is i =(1,0) and along y – axis j =(0,1) respectively.

6. If a = k b , where k is a scalor .Then

i)two vectors a and b are called like parallel vectors if k is positive.
ii)two vectors a and b are called unlike parallel vectors if k is negative.

7. Triangle law of vector addition. C

If two sides of a triangle are taken in order represent two
vectors, then their resultant is given by the third side of
the triangle whose initial point is the initial point of the
first vector and the terminal point is the terminal point of
the second vector.
In ∆ ABC, AB + BC = AC
Here, AC is called the resultant vector of AB and BC .
A B

172 Vedanta Optional Mathematics Manual ~ 9

8. Parallelogram law of vector addition:
C B
If two adjacent sides of a parallelogram represent
two co-initial vectors, then the diagonal of the
parallelogram passing through the same point gives
their resultant. c b

In the parallelogram ∆ABC, OA + AB = OB

Also, a + b = c
O a A

9. Polygon law of vector addition :

Polygon law of vector addition is the E D
generalized triangle law of vector addition.

In the figure, ABCEF is a hexagon.Then

AB + BC +CD + DE + EF = AF
AB + BC +CD + DE + EF + FA = 0
F C

10.Addition of vectors :
x1 x2
If a =  y  b =  y  , then sum of
 1   2 
a and b
A B
x1 x2 x1 + x2
is a + b =   +   =  
 y1   y2   y1 + y2 

11. Difference of two vectors :

x1 x2
If a =  y  and b =  y  , then the difference of a and b
 1   2 
x1 x2 x1 – x2
is a – b =   –   =  
 y1   y2   y1 – y 2 

Some solved problems

1. MN displaces M to N, where M(4, 6) and N (8, 10) find the magnitude and direction of MN
Solution :
Here, M(4, 6) and N (8, 10) , MN is given by
x2 – x1
MN =  y – y 
 2 1 

Vedanta Optional Mathematics Manual ~ 9 173

=
 8 – 4  =
4

10 – 6   4 
Magnitude of MN =|MN |= (x – component)2 + (y – comonemt)2
= 42 + 42
= 16 + 16
= 32 = 4 2
y – component
Direction of MN , tanθ =
x – component
4
= =1
4
= tan 45˚
θ = 45˚
MN makes an angle 45 with x – axis in positive direction.

2. Let A(–2, 3), B(3, 5) and C(x + 1, 4) and D (3, – 1) be four points. If | AB | = | CD |,
find the value of x.
Solution
For AB , A(–2, 3) and B(3, 5)
x2 – x1  3 + 2  5
AB =  y – y  =  5 – 3 = 
 2 1 
  2 
for CD, C(x + 1, 4) and D (3, – 1) is given by
x2 – x1 3–x–1
=  y – y  = =2 – x 
 2 1   – 1 – 4   –5 
Now, |AB | =tanθ|CD |= (x – component)2 + (y – comonemt)2

ie. 52 + 22 = (2 – x)2 + (– 5)2 -

or, 29 = 4 – 4x + x2 + 25
or, x2 – 4x = 0
or, x (x – 4) =
Either x = 0 or x – 4 = 0 →x –4= 0 ⇒ x = 4
x = 0, 4

3. If PQ displaces a point P (2, 3) to Q (5, 7), find PQ , express it in the form of xi + yj

4=, also find the unit vector along PQ .
Solution
Here, P (2, 3) and Q (5, 7) are given two points.
x2 – x1
PQ =  y – y 
 2 1 

174 Vedanta Optional Mathematics Manual ~ 9

 5–2 3
=   
 7–3 = 4 

Also, PQ =(3, 4) = 3i + 4j ,|PQ |= 32 + 42 =5

unit vector along is given by,

^ PQ (3,4)
PQ = =
5
|PQ |
3 4
= ,
5 5
4. Find the values of p when the pair of vectors are parallel,
3p
AB =   and CD =  – 6 
 4   –8
Solution
3p
Here, AB =   and CD =  – 6 
 4   –8
since AB and CD are parallel, we can write
AB = k CD , where k is a scalar
 3p  = k  – 6  =  – 6k 
 4   – 8   – 8k 
Equating the corresponding components, we get,
1
4 = 8k ⇒ k = –
2
and 3p = – 6k
1
→3p = – 6 × –
2
⇒3p = 3
p=1
Alternative method
3p   –6 
Here, AB = 
 4  and CD =  – 8 
Since they are parallel, their direction are also same.
y – component 4
For AB , let its direction be 1, tan 1 = =
x – component 3p
For CD , let its direction be 2,
–8 4
tan 2 = =
–6 3
As AB and CD are parallel
tan 1 = tan 2
4 4
⇒ =
3p 3

p = 1

Vedanta Optional Mathematics Manual ~ 9 175

 2 4
4. If a =  and b =   , then find | 2 a – 3 b | .
 1   3 
Solution
2 4
Here, a =  and b =  
 1   3 
2 4
2a =2 =  
 1   2 
4 12
3 b =3  =  
 3   9 
4  12  –8 
| 2a – 3b |=  –  = 
 2   9   –7 
Now,
2a – 3 b = (– 8)2 + (– 7)2 = 64 + 49 = 113 units.

5. In the given figure OA = a , and OB = b are co – initial vectors, then draw arrow diagram
for each of the following vectors.
(a) a + b B

(b) b – a
(c) a – b b
(d) 2 a + b
(e) 2 a – b
O A
a
(Hints: use concept of negative vector and parallelogram law of vector addition,

(a) a + b
B C

b
a+

O a A

Here,
OC = OA + OB

176 Vedanta Optional Mathematics Manual ~ 9

(b) b – a
C B

b
–
a
b

A' –a O A
a
here,

OC = OA′ + OB = – a + b = b – a
Note:
OA = – a is negative vector of OA .
2 a means two times in length of but direction is same as that of a .

B
(c) a – b

Here, OB ′ = – b
b
OC =OA + OB ′ = – a – b a
O A
a–
b

–b

B' C
(d) 2 a + b
B C

b +b
2a

a
O A a A'
1 1 1
Here, OA =OA + OA where, (OA = OA )
= a +a

Vedanta Optional Mathematics Manual ~ 9 177

=2 a
Now,
OC =OA′ + OB
= 2a + b
(e) 2 a – b
B

b
O A A'
a a

B' C
1
Here, OB = – b
1 1
OC = OA + OB )
=2 a – b

6. PQRS is a quadrilateral. If PR = p , SQ = q , QR = r , QP = n , SP = m , SR =
s , then express the following vectors as a single vector.
(a) n – m (b) r – s (c) p – q – s (d) p – s + m
Hints : use triangle law of vector addition
Solution P m S
(a)Here, n – m
= QP – SP
= QP + PS ( SP = – PS ) s
n q p
= SP (From ∆QPS)
= SQ = – q
(b) r – s Q R
r
= QR – SR
= QR + RS ( SR = – RS )
= QS (From ∆QRS)
=– q

178 Vedanta Optional Mathematics Manual ~ 9

(c) p + q – s
= PR + SQ – SR
= PR + SQ + RS ( SP = – PS )
= ( PR + RS )+ SQ
= PS + SQ (From ∆PRS)
= PQ = – QP (From ∆PQS)
=– n

(d) p – s + m
= PR – SR + SP
= PR + RS + SP
= PS + SP A
= PS – PS = 0

7. In a regular hexagon ABCDEF of AB = a , BC = b , then

R Q
(a) Express AC , AD and AE in terms of a and b . Also
show that AB + BC CD + DE + EF + FA = 0
(b) Express the remaining sides in terms of a and b taken B P C
in order.
Solution E D

(a) In a regular hexagon ABCDEF,

AB = ED = a , BC = FE = b
AD = 2 BC
Now,
F C
AD = 2 BC = 2 b

AC = AB + BC (From ∆ABC)
= a + b b

AE = AD + DE (From ∆ABC)
A B
a
= 2 b + (– a ) ( DE = – ED = – a )
= 2b – a
Again, to prove
AB + BC + CD + DE + EF FA = 0
LHS = ( AB + BC ) + CD + DE + EF + FA = 0

Vedanta Optional Mathematics Manual ~ 9 179

= ( AC + CD ) + DE + EF + FA = 0 ( AB + BC = AC )
= ( AD + DE ) + EF + FA = 0 ( AC + CD = AD )
= ( AE + EF ) + FA = 0 ( AD + DE = AF )
= ( AE + EF ) + FA
= AF + FA

= AF – AF
= 0 proved

(b) CD =CA + AD
= – AC + AD
= – ( a + b ) + 2b
= – a + b = – (b – a )
=a –b
EF = CB = – b

FA = DC
= DA + AC =– 2b + a + b = a – b

8. In the adjoining figure PQRS is a parallelogram two diagonals PR and QS bisect at T

fand 0 is any point then prove that
OP + OQ + OR + OS =4 OT
Solution
We prove gives problem by using mid point theorem.
In a parallelogram, the diagonals PR and QS bisect each other. So T is the mid point of PR and QS.
1
Now, OT = (OQ + OS ), (T is the mid point of QS )
2

⇒ 2OT = OQ + OS .............(i) S R
Similarly, T is the mid point of PR,
1
OT = (OP + OR )
2 T
⇒ 2OT = OP + OR .............(ii) O
adding (i) and (ii), we get
OP + OQ + OR + OS = 4 OT proved.
Alternative Method: P Q
By using triangle law of vector addition,
RHS = 4 OT
= OT + OT + OT + OT

180 Vedanta Optional Mathematics Manual ~ 9

=OS + ST + OQ + QT + OR + RT + OP + PT
But ST = TQ , PT = TR (diagonals of parm bisect each other )
(OP + OQ + OR +OS ) + (ST + QT ) + (PT + RT )
= OP + OQ + OR +OS + ( 0 + 0)
= OP + OQ + OR +OS LHS proved

9. In the adjoining figure P, Q, R are the mid points of BC, CA and AB respectively. then
prove that AP + BQ + CR = 0
Solution
By using the mid point theorem A
1
AP = (AB + AC )
2

1 R Q
BQ = (BA + BC )
2

1
CR = (CB + CA ) C
2 B P

LHS = AP + BQ + CR
1
AP = (AB + AC + BA + BC + CA + CB )
2

1
= (AB + BA + AC + CA + AC + CA )
2

1
= (0 + 0 + 0) (  AB + BA = AB – AB = 0 )
2
=0
= RHS proved
Alternative method.
By using triangle law of vector addition.
LHS = AP + BQ + CR
=( AB + BP ) + ( BC + CQ ) + ( CA + AR )
=( AB + BC + CA ) + ( BP + CQ + AR )
(In ∆ABC, AB + BC + CA = 0)
1 1 1
= BC + CA + AB
2 2 2

1
= ( AB + BC + CA )
2

Vedanta Optional Mathematics Manual ~ 9 181

 1
= .0
2

=0
=RHS Proved

Questions for practice

1.If the vector PQ displaces the point P(6,9) to Q (10,13), find PQ , its magnitude and
direction.

2.If the vector AB displaces A(5,2) to B(2,5), then find AB as a column vector. Express
AB in the form of x i + y j .
3.If p = (3,4) and q = (6,7), then find p - q and |2 p - 3 q |.
O
4.In the goven figure , C is the mid point of AB, then prove
that OA + OB = 2 OC

A C B

5.In the figure, PQRSTU is a regular hexagon, then prove T S

that:
PQ + PR + PS + TP + UP = 4PQ

U R

P Q
6.In the given triangle ABC, P, Q and R the mid points of sides C
BC, CA and AB respectively, then prove that: GA + GB +
GC = 0, where G is the point of intersection of the medians.
Q P
G

A R B

182 Vedanta Optional Mathematics Manual ~ 9

UNIT
thirteen
Transformation
Estimated teaching periods : 15
1. Objectives
S.N. Level Objectives
To define a transformation
To define a isometric and non-isometric transformation
(i) Knowledge(K) To define reflection, rotation, translation and enlargement
and formula of these transformations
To define invariant points in transformation
To find the image of a given point when it is reflected on
x=0 (or y-axis), y=0 (or x-axis), y=x, y=-x
To find the image of a given point when it is rotated
(ii) Understanding(U) -through +90°, -90°, 180°, +270°, -270° about origin
a 
To translate given points using translation vector T= 
 b 
To enlarge an object about centre at the origin and scale
factor k.
To find image vertices of given geometrical figures and plot
(iii) Application(A) their graphs under reflections, rotations, translation and
enlargement.
To derive formula of the following transformation
Higher -reflection on lines x=h and y=k
(iv)
Ability(H.A.) -rotation of +90°, -90° and 180° about centre (a,b)
To solve problems in transformation using these formula.
2. Teaching Materials
– Compass
– Ruler
– set squares
– Graph papers
– mirrors, etc.
3. Teaching learning strategies.
Giving examples of reflection – natural phenomena image of animals and plants on the
surface of water, ( in river, lake, ponds etc. ) – discuss about reflections.
– Discuss about the of reflection on x = 0 y – axis, y = 0, x – axis, y = x, y = – x and
formula of them, explain how these formula works also graphically.
– Derive the formula of reflection on lines x = h and y = k .
– Give concept of rotation about a centre and through given angles, positive rotation

Vedanta Optional Mathematics Manual ~ 9 183

 negative rotation.
Discuss about + 90°, – 90°, 180°, +270°, 270° rotations about origin and their formula
giving examples with graphs.
–Review the construction of angles 30°, 60°, 90°, 180°.Derive the formulas of rotation of
+90°, – 90°, 180°, about centre (a, b) other than the origin.
–Discuss about translation. Use set squares to translate given geometrical objects.
–Explain about use of coordinates in translation with use of graphs.
–Giving examples of photographs, globe, circles etc., clear the concept of enlargement and
reduction.
– Discuss about use of coordinates in enlargement and reduction with using of graphs.
– Derive the formula of enlargement with scale factor k and centre (a, b), other than origin.
E[(a, b) k]
P (x, y) P1 P(k (x – a) + a, k (y – b ) + b)

In each case of above formula discussed, give at least two examples of them and solve
some corresponding problems from exercises giving necessary guidance.
Notes :-A. Reflection:
x – axis
i) P (x, y) P′(x, –y )
y – axis
ii) P (x, y) P′(–x, y )
y=x
iii) P (x, y) P′(y, x )
y = –x
iv) P (x, y) P′(– y, –x )
x=h
v) P (x, y) P′(2h – x, y )
y=k
vi) P (x, y) P′(x, 2k –y )

Some solved problems

1. Find the image of P (4, – 5) when its reflected on

i) x – axis ii) y – axis iii) y = x iv) y = – x

Solution
x – axis
i) we have, P (x, y) P′(x, –y )

x – axis
P (4, 5) P′(4, – 5 )

y – axis
ii) P (x, y) P′(– x, y )

y – axis
P (4, 5) P′(– 4, 5 )

184 Vedanta Optional Mathematics Manual ~ 9

 y=x
iii) We have, P (x, y) P′(y, x )

y=x
P (4, 5) P′(5, 4 )

y = –x
iv) P (x, y) P′(– y, –x )

y = –x
P (4, 5) P′(– 5, – 4 )

2. Reflect P(– 3, – 5) and Q(5, 6) under the following axis of reflections.

(a) y = 3 (b) x = 3
Solution
y=k
(a) we have P (x, y) P′ (x, 2k – y )

y=3
P (–3,–5) P′(– 3, 2 × 3 + 5 ) = P′(– 3, 11 )
y=3
Q (5, 6) Q′(5, 2 × 3 – 6 ) = Q′(5, 0)

x=h
(a) we have P (x, y) P′(2h – x, y )

x=3
P (– 3, – 5) P′(2 × 3 + 3, – 5 ) = P′(9, – 5 )
x=3
Q (5, 6) Q′(2 × 3 – 5, 6 ) = Q′(1, 6 )

3. Determine the vertices of image ∆A'B'C' formed when∆ABC with the vertices A(-1, 8 ),
B(7,6) and C(4,1) is reflected on the line x+2=0. Also draw triangles on the same graph.
Solution
Given vertices of ∆ABC are A(-1, 8 ), B(7,6) and C(4,1). ∆ABC is reflected on line x = – 2
Now,
x= h
P (x, y) P′(2h – x. y )
x= – 2
A (– 1, 8) A′(2 × – 2 + 1 , 8 ) = A′( –3, 8 )
x= – 2
B (7, 6) B′(2 × – 2 – 7, 6 ) = A′( –11, 6 )
x= –2
C (4, 1) C′(2 × – 2 – 4, 1) = C′( –8, 1 )

∆ABC and its image ∆A'B'C' are plotted on the same graph.

Vedanta Optional Mathematics Manual ~ 9 185

4. The image of P(3 –m, 4–n) when reflected on the line y = – x is P' (2n – 6, 2m – 5).Find
the values of m and n.
Solution
we have,
y=x
P (x, y) P' (y, x )

y=–x
Now, P(3–m, 4–n) P′(–4+n, –3+m)
But p′(2n – 6, 2m – 5)
(–4+n, –3+m ) = (2n–6, 2m–5)
⇒ –4+n= 2n–6 ⇒ n = 2
and –3+m = 2m–5 ⇒ m = 2
m = 2 and n = 2

b. Rotation
R[(0, 0), 90° ]
i) P (x, y) P' (– y, x)
R[(0, 0), – 90° ]
ii) P (x, y) P' (y, – x)
R[(a, b), ±180°]
iii) P (x, y) P'(– x, – y)
E[(a, b), + 90° ]
iv) P (x, y) P' (– y + a + b, x – a + b)
E[(a, b), – 90° ]
v) P (x, y) P' (y + a – b, – x + a + b)
E[(a, b), 180°]
vi) P (x, y) P' (2a – x, 2b – y)
vii) 90° positive rotation is equivalent to – 270° about the same centre.
viii) – 90° negative rotation is equvalent to + 270° about the same centre.
ix) In case of 180° rotation positive or negative is same, but better to rotate in positive
direction .
x) Clockwise direction is taken as negative and anticlockwise direction is taken as positive.

5. Find the image of P (4, 5) when rotated through + 90° about the centre (1, 2).
Solution
we have,
R[(a, b), + 90° ]
P (x, y) P' (– y + a + b, x – a + b)
R[(1, 2)]
P (4, 5) P' (– 5 + 1 + 2, 4 –1 + 2) = P' (– 2, 5)

6. If P (2, 4) is mapped into P' (– 4, 2) under a rotation about origin. what is the image of
Q(1, 2) under the same rotation ?

186 Vedanta Optional Mathematics Manual ~ 9

Solution : Here, P (x, y) P' (– 4, 2)
It seem same as,
R[(0, 0), + 90° ]
P (x, y) P' (– y , x )
R[(0, 0), + 90°]
Q(3, 6) P' (– 6 , 3) .

7. A triangle with vertices A (3, 4), B (3, – 4) and C (1, 1) through an angle θ˚about (p, q). to
get the image A' (– 4, 3), B' (4, 3) and C' (– 1, 1).Find the centre of rotation using graph.
Solution
y

5
A(3,4)
A'(–4,3) 4
3 B(4,3)
2
1 C(1,1) x
x' C'(–1,1)
o 1 2 3 4 5
–5 –4 –3 –2 –1 –1
–2
–3
–4
–5 B(3,–4)

y'

– Draw ∆ABC and its image ∆A'B'C' on the same graph.

– Join AA', BB' and CC' .
– Draw perpendicular bisectors of AA', BB' and CC' (two perpendicular bisectors are
sufficient).
– The perpendicular bisectors are produced on the side where they become closer.
– The point of intersection of the perpendicular bisectors(say P) will be the centre of
rotation (in the figure P = 0).
– Measure the APA' and check the direction of rotation positive or negative.
– In the given problem, the point of intersection of the perpendicular bisector is at the
origin and the angle of rotation is +90° .
Centre of rotation = O(0,0)
Angle of rotation = +90°

8. Rotate the triangle ABC with vertices A (4, 4), B (5,3) and C (2,1) through 180° about
centre (1,1) to get ∆A'B'C' . Draw both the triangles on the same graph.
Solution
Given vertices of ∆ABC are A (4, 4), B (5,3) and C (2,1). The ∆ABC is rotated through about
180° centre (1,1).

Vedanta Optional Mathematics Manual ~ 9 187

We have.
R[(a, b), + 180° ]
P (x, y) P' (2a – x, 2b – y )
R[(1, 2), 180° ]
A (4, 4) A' (2.1 – 4, 2.2 – 4 ) = A' (– 2, 0)
R[(1, 2), 180° ]
B (5,3) B' (2.1 – 5, 2.2 – 3 ) = B' (– 3, 1)
R[(1, 2), 180° ]
C (2,1) C' (2.1 – 2, 2.2 – 1 ) = C' (0, 3)
∆ABC and ∆A'B'C' both are plotted on the same graph. image ∆A'B'C' is shaded.
y

5
A(4,4)
C'(0,3) B(5,3)
)
3,1
A '(–
x' C(2,1) x

–5 B(–2,0)o 5

–5

y'

c. Translation
a 
T=
i) P (x, y)
 b  P' (x + a, y +b )
x+a  =(x + a, y +b )
P' = 
y + b 
x –x
ii) If A(x1, y1) and B(x2, y2), then AB =  2 1.
 y2 – y1 
9. If A(1, 2), B (4,5) and C (– 3,4). are the vertices of ∆ABC . Find the images of A, B and C
4 
under the translation. T = 
 6 -
Solution
Here, A(1, 2), B (4,5) and C (– 3,4). are the vertices of ∆ABC .
4 
translation. vector T = 
 6 
a 
T=
 b 
we have, P (x, y) P' (x + a, y +b )
Now,

188 Vedanta Optional Mathematics Manual ~ 9

 4 
T=
A (1, 2)
 6  A' (1 + 4, 2 +6 ) = A' (5, 8 )
4 
T=
B(4, 5)
 6  B' (4 +4, 5 +6 ) = B' (8, 11)
4 
T=
C(–3, 4)
 6  C' (– 3 +4, 4 +6 ) = C' (1, 10)

10. If a point M(6, 7) is translated by a translation vector to M'(2,3), what will be the image
of N (5, 2) by the same translation.
Solution
 a 
Let T = the required translation vector.
 b 
a 
T=
 b 
Then, we have, P (x, y) P' (x + a, y +b )
a 
T=
 b 
M(6, 7) M' (6 + a, 7+b )
But M' (2, 3 )
2=6+a⇒a=–4
and 3 = 7 + b ⇒ b= 3 – 7 = – 4
–4
T= 
– 4
Again,
–4
T=
 – 4
N(5, 2) N' (5 – 4, 2 – 4 ) = N' (1, – 2 )

2 
11. If a point P(p, q) under the translated vector T=  is p' (2p – 4, 2q – 3),find the
value of p and q.  3 
Solution
2 
Here, translated vector T= 
 3 
Now,
2 
T= 
Then, we have, P (p, q)
 3 
P' (p + 2, q +3 )
But P' (p + 2, q +3 )
p' (2p – 4, 2q – 3) = P' (p + 2, q +3 )
Equating the corresponding components , we get
⇒ 2p – 4 = p + 2 ⇒ p = 6
and 2q – 3 = q + 3 ⇒ q= 6
p = 6 and q = 6

Vedanta Optional Mathematics Manual ~ 9 189

12. A parallelogram having vertices P (3, 2) , Q(11, 2), R(14, 7) and S(6,7) is translated by its
diagonal PR in its magnitude and direction. Find the coordinates of image parallelogram.
Draw both parallelogram in the same graph.
Solution
Here, to find PR , we have
P(x1, y1) =P (3, 2) and R(14, 7) = R(x2, y2)
x2 – x1 14 – 3 11
PR =  y – y  =  7 – 2  =  
 2 1    5 .
Again,

T=  11 
5 
P (3, 2) P' (3 + 11, 2 +5 ) = P' (14, 7 )

T=  11 
5 
(11, 2) Q' (11 + 11, 2 + 5 ) = Q' (22, 7 )

T=  11 
5 
R(14, 7) R' (14 +11, 7+ 5 ) = R' (25, 12 )

T=  11 
5 
S(6,7) S' (6 + 11 , 7 + 5 ) = S' (17, 12 )
Both of the parallelogram are plotted in the graph.
y

R'(17,12) R'(24,12)
12

10

8
R(6,7) P'
R(14,7) Q'(2,7)
6

2
P(3,2) Q(11,2)
x' x
–4 –2 o 2 4 6 8 10 12 14 16 18 20 22 24
–2

–4
y'

190 Vedanta Optional Mathematics Manual ~ 9

D. Enlargement
E[(0, 0), k ]
i) P (x, y) P' (kx, ky )
E[(a, b), k ]
ii) P (x, y) P' (k(x – a) + a, k(y – b) + b )
OP' distance of image point from centre
iii) Scale factor k) = =
OP distance of object point from centre

where, P = object point, P' = image point

13. Find the image of R( 2, 4) under E[(1, 2), 3].

Solution
Here, given point is R ( 2, 4).
we have,
E[(a, b), k ]
P (x, y) P' (k(x – a) + a, k(y – b) + b )
Now,
E[(1, 2), 3 ]
R( 2, 4) P' (3(2 – 1) + 1, 3(4 – 2) +2 ) = P' (4, 8)

14. A triangle PQR with vertices P (3, 0), Q (0, 2) and R (3, 2) is enlarged about centre origin
O and scale factor – 2. Find the vertices of image triangle P'Q'R'. Plot both the object
triangle and the image triangle on the same graph.
Solution
Here, P (3, 0), Q (0, 2) and R (3, 2) are the vertices of ∆PQR. we have to enlarge ∆PQR
about origin with scale factor – 2.
we have,
E[(0, 0), k ]
P (x, y) P' (kx , ky )
E[(0, 0), – 2 ]
P (3, 0) P' (– 2 × 3, – 2 × 0 ) =P' (– 6, 0 )
E[(0, 0), – 2 ]
Q (0, 2) Q' (– 2 × 0, – 2 ×2 ) =Q' (0, – 4 )
E[(0, 0), – 2 ]
R (3,2) P' (– 2 × 3, – 2 × 2 ) =R' (– 6, – 4 )

Vedanta Optional Mathematics Manual ~ 9 191

 y

Q(0,2) R(3,2)

x' P'(–6,0) x
–6 –4 –2 o P(3,0) 6
–2

–Q
R'(–6,–4) Q'(0,–4) –5

y'

∆PQR and ∆P'Q'R' are plotted on the graph below.

Q.11 (a) p. 304 textbook to be corrected.

15. A triangle ABC with vertices A (4, 2), B (– 3, 1), and C (0, 8) is enlarged to ∆A'B'C' where
A' (– 8, – 4), B' (6, – 2), and C' (0, – 16). Find the centre and scale factor.
Solution
Let (a, b) be the centre and k scale factor of the enlargement. Then, we have
E[(a, b), k ]
P (x, y) P' (k(x – a) + a, k(y – b) + b )
Now,
E[(1, 2), 3 ]
A (4, 2) A' (k(4 – a) + a, k(2 – b) +b) -
But A (– 8, – 4)
'

– 8 = 4k – ka +a............(i)
– 4 = 2k – kb + b..........(ii)
Again, B (– 3,1)
E[(a, b), k ]
B (– 3, 1) B' (k(– 3 – a) + a, k(1 – b) +b )
But B (6, – 2)
'

6 = – 3k – ka + a..........(iii)
– 1 = k – kb + b...............(iv)
and
E[(a, b), k ]
C (0, 8) B' (k(0 – a) + a, k(8 – b) + b)
But B 0, – 16)
'

0 = – ka + a..........(v)
– 16 = 8k – kb + b...............(vi)
Solving equation (i) and (ii), we get,

192 Vedanta Optional Mathematics Manual ~ 9

k = – 2 and (a,b)= (0,0)
Q. N. 15
Alternative Method
The above problem can also be solved graphically. ∆ABC and ∆A'B'C' are plotted
on the same graph.
i) Join AA', BB' and CC' be produced if necessary, their point of intersection will be the
centre of enlargement. Let it be P.
PA' PB' PC'
ii) Scale factor k = = =
PA PB PC

iii) If object point and image points are on the opposite sides of the centre. Then scale
factor will be negative otherwise positive.
y
8
C(0,8)
6

2 A(4,2)
x' R(–3,1) x
–8 –6 –4 –2 o 2 4 6 8 10
–2 B'(6,–2)

–4
A"(8,4)
–6

–8

–10
C"(0,–10)
y'

16. An enlargement mapped A to A' . Find the centre and the scale factor of the enlargement.
A(– 1,2) → A(– 4,3), B(2, – 3) → B'(2, – 7)
Hints It can be solved the following two methods.
Method :(I) Taking centre (a,b) and scale factor k.
use formula,
E[(a, b), k ]
P (x, y) P' (k(x – a) + a, k(y – b) + b)
Four equations will be formed using the given points and their vertices solving we get the
values of a, b and k.
Method : (II) The points A, B, A' and B' are plotted in a graph . Join AA' and BB' and

Vedanta Optional Mathematics Manual ~ 9 193

produced if necessary, then their point of intersection will be the centre of enlargement.
Let it be p .
PA' PB'
k= =
PA PB
k is positive if the image and object points are on the same side of the centre otherwise
negative.

Questions for practice

1. Find the image of point A (6, 7) when it is reflected on i) x – axis ii) y – axis
iii) y = x lines, line y = – x iv) line x = 2 v) line y = 4

2. Find the image of point P (2, 3) when it is rotated through

i) + 90° about origin
ii) – 90° about origin
iii) 180° about origin
iv) + 90° about (1,2)
v) + 180° about (2, 3)
a 
3. Find the image of M(2,6) when it is translated by T =   b .
4. Find the image of P(7,5) when it is enlarged under the following stated conditions.
i) E[(0,0), –3] ii) E[(1,2), 2] iii) E[(2,4), 3]
5. Let A(5,3), B(9,3), C(9,7) and D(5,7) be the vertices of square ABCD. Find the mage
of the square when it is reflected on
i) y = x line ii) x = –2 line
plot all the squares on the same graph.
6. A(3,3), B(6,3), C(9,5) and D(2,5) are the vertices of a quadrilateral. Find its image
under the enlargement with centre (3,–1) and scale factor 2. Plot the quadrilateral and its
image on the same graph.
7. A(–4,6), B(0,3) and C(5,8) are the vertices of ∆ABC. Translate the triangle by
3 
translation vector T =   2  . Plot both the triangles on the same graph.
8. A(–3,–3), B(–2,3) and C(1,1) are the vertices of ∆ABC to ∆A'B'C' under translation
vector AC . Plot ∆ABC and ∆A'B'C' on the same graph.
9. A triangle PQR with vertices P(4,0), Q(4,2) and R(1,3) is enlarged to trianble P'Q'R'
where P'(6,–1), Q'(6,3) and R'(0,5) respectively. Find the centre of enlargement and scale
factor. Draw both triangles on the same graph paper.

194 Vedanta Optional Mathematics Manual ~ 9

UNIT
fourteen
Statistics: Partition values
Estimated Teaching hours : 5
1. Objectives
S.N. Level Objectives
(i) Knowledge(K) –To define partition values.
– To define quartiles, deciles and percentiles.
– To tell formula to calculate Q1, Q3, D1, D2, .......... D9
P1, P2, ......... P99, etc.
(ii) Understanding(U) To calculate quartiles, deciles and percentiles of given
individual data.
(iii) Application(A) To calculate quartiles, deciles and percentiles for given
discrete sires.
(iv) Higher Ability (HA) To make frequency table of given raw data and compute
partition values from it.
2. Teaching materials
Formula chart of quartiles, percentiles and deciles.
3. Teaching Learning Strategies
Review concept of mean, median and mode of individual and discrete series.
Give an examples of set of individual series with odd and even number of observation,
then discuss how to calculate quartiles, deciles and percentiles with formula.
Also explain importance of writing ascending or descending order to calculate the partition
values.
Give an examples discrete series and discuss to calculate the quartiles, deciles and
percentiles with formula.
Discuss about units of partition values.
Notes :
1. For individual Series b. For discrete Series
th th
n+1 N+1
Md = value of item Md = value of item
2 2
th th
(n + 1) (N + 1)
Q1 = value of item Q1 = value of item
4 4
th th
3(n + 1) 3(N + 1)
Q3 = value of item Q3 = value of item
4 4

Vedanta Optional Mathematics Manual ~ 9 195

 th th
3(n + 1) i(N + 1)
Qi = value of item, Qi = value of item
4 4
i = 1, 2, 3. i = 1, 2, 3.
th th
n+1 N+1
D1 = value of item D1 = value of item
10 10
th th
2(n + 1) 2(N + 1)
D2 = value of item D2 = value of item
10 10
th th
i(n + 1) i(N + 1)
Di = value of item, Di = value of item,
10 10

i = 1, 2, 3, ..........9. i = 1, 2, 3, ..........9.
th th
n+1 N+1
P1 = value of item P1 = value of item
100 100
th th
i(n + 1) i(N + 1)
Pi = value of item, Pi = value of item,
100 100
i = 1, 2, 3, ..........99.
i = 1, 2, 3, ..........99.

Some solved problems

1. Calculate Q1 and Q3 from given data.

20, 25, 15, 10, 30, 45, 22, 35
Solution
writing the given data in ascending order
10, 15, 20, 22, 25, 30, 35, 45
n=8
n + 1 th 8+1 th

Q1 = value of item = item = 2.25 th item

4 4

= 2nd item + (3rd item – 2nd item) 0.25

= 15 + (20 – 15) × 0.25
= 16.25
3(n + 1) th 3×9 th

Q3 = value of item = item = 6.75 th item

4 4

= 6 th item + (7 th item – 6th item) 0.75

= 30 + (35 – 30) × 0.75
= 33.75

196 Vedanta Optional Mathematics Manual ~ 9

2. Find D3, D7 and D8 from the following data :
22, 45, 23, 67, 18, 70, 80, 75
Solution
writing the given data in ascending order.
18, 22, 23, 45, 67, 70, 75, 80
Now,
3(n + 1) th 3×9 th

D3 = value of item = item = 2.7 th item

10 10

= 2nd item + (3rd item – 2nd item) 0.7

= 22 + (23 – 22) × 0.7
= 22.7
7(n + 1) th
D7 = value of item
10
th
7×9
= = 6.3 th item
10
= 6th item + (7th item – 6th item)
= 70 + (75 – 70) × 0.3
= 71.5
8(n + 1) th
D8 = item
10
th
8×9
= item = 7.2 th item
10
= 7th item + (8th item – 7th item) × 0.2
= 75 + (80 – 75) × 0.2
= 76

3. Find P25, P50 and P75 from the following data :

12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40
Solution
Given data is in ascending order.
n = 15
25(n + 1) th 25 × 16 th

P25= item = item

100 100
= 4 item = 18
th

50(n + 1) th
P50 = value of item
100
th
50 × 16
= = 8 th item = 26
100
th
75(n + 1)
P75 = item
100
Vedanta Optional Mathematics Manual ~ 9 197
 th
75 × 16
= item = 12 th item = 34
100

4. Find Q1 and Q3 of the following data.

Size(inch) 11 13 15 17 19 21 22
No. of Boxes 2 9 20 25 24 15 5
Solution
Size x (inch) No. of boxes c.f.
11 2 2
13 9 11
15 20 31
17 25 56
19 24 80
21 15 95
22 5 100
N = 100
N = 100
N + 1 th 101 th
Q1= item = item = 25.25 th item
4 4
c.f. just greater 25.25 is 31 whose corresponding value is 15
Q1 = 15 inch
th th th
3(N + 1) 3 × 101 101
Q3 = item = item = item = 75.75 th item .
4 4 4
c.f. first greater 75.75 is 80 whose corresponding value is 19
Q3 = 19 inch

5. Find D4 , D6 and D9 from given data.

Marks 10 20 30 40 50 70 80
No. of Boxes 4 6 8 16 8 6 4
Solution
Marks (x) No. of boxes c.f.
10 4 4
20 6 10
30 8 18
40 16 34
50 8 42
60 6 48
70 4 52

198 Vedanta Optional Mathematics Manual ~ 9

 N = 52
Here, N = 52
th
4(N + 1)
D4 = item
10
th
4×(52 + 1)
= item
10

=(21.5)th item
c.f. just greater than 21.5 is 34 whose corresponding value is 40.
D4 = 40 marks
6(N + 1) th
D6 = item
10
th
6×(52 + 1)
= item
10
=(31.8)th item
c.f. just greater than 31.8 is 34 whose corresponding value is 40.
D6 = 40 marks

th
9(N + 1)
D9 = item
10

9× 53 th
= item
10
= 47.7
c.f. just greater than 47.7 is 48 whose corresponding value is 70.
D9 = 70 marks

6. Construct discrete frequency table and find 40th and 80th percentile(daily income of 23
labourers in Rs)
200, 100, 150, 300, 350, 250, 100, 300, 150, 100, 200, 300, 200, 250, 200, 300, 350, 150,
200, 400, 200, 350, 400
Solution
Writing the given data in discrete frequency table.
Daily wages (Rs.) Number of laborers (f) c.f.
100 3 3
150 3 6
200 6 12
250 2 14
300 4 18

Vedanta Optional Mathematics Manual ~ 9 199

 350 3 21
400 2 23
N = 23
Here, N = 23,
th
40(N + 1)
P40 = item
100
th
40× 24
= item
100
= 9.6
c.f. just greater than 9.6 is 12. whose corresponding value is 200.
P40 = Rs. 200
th
80(N + 1)
P80 = item
100
th
80 × 24
= item
100
=(19.2)th item
c.f. just greater than 19.2 is 21 whose corresponding value is 350.
P80 = Rs 350
Questions for practice

1. Find Q1, Q2 and Q3 from given data

Height of plants (cm) : 10, 12, 14, 6, 8, 15, 17, 20

2. Find D6, D8 and D9 from given data

(Weight in kg) : 22, 24, 28, 30, 20, 27, 36, 40, 45, 41, 45

3. Find P20, P60 and P9 from given data

marks : 40, 60, 70, 35, 75, 80, 75, 72, 80, 90, 49, 64, 75, 80

4. Compute Q1 and Q3 from given data

Marks 40 45 60 70 80 90 95
No. of students 2 4 6 8 4 2 1
5. Calculate P40 , P60 , D5, D8 from given table
Height(inch) 40 44 46 47 50 55 60 65 72
No. of students 2 4 6 8 10 7 6 3 2

200 Vedanta Optional Mathematics Manual ~ 9

UNIT
fifteen Statistics: Measure of Dispersion
Estimated teaching period:7
1. Objectives
S.N. Level Objectives
(i) Knowledge(K) To define measure of dispersion
To tell formula of Q.D, M.D. and S.D for individual and
discrete series.
(ii) Understanding(U) To compute Q.D., M.D. and S.D. for given individual data.
(iii) Application(A) To calculate Q.D, M.D. and S.D for discrete series.
(iv) Higher Ability (HA) To prepare frequency table from given raw data and
compute Q.D., M.D. and S.D. from it.
2. Teaching materials
Formula list in chart of paper of
Quartile Deviation (Q.D.)
Mean Deviation (M.D.)
Standard Deviation (S.D.)
3. Teaching Learning Strategies
Review the formulas to compute Quartiles, mean, median etc.
Discuss about measure of dispersion and its importance
Explain how to find Q.D., M.D. and S.D. and their coefficients for individuals and discrete
series with formula.
Discuss about the interpretation of measures of dispersion
Give examples of individuals and discrete series to calculate Q.D., M.D. and S.D.
State different methods to compute standard deviation of given data. (direct method, short-
cut method, step-deviation method).
Discuss about absolute and relative measures of dispersion.
Notes
1
1.Quartile Deviation Q.D. = 2 (Q3 – Q1 )
Q3 – Q1
Coefficient of Q.D. =
Q3 + Q1
2. Mean Deviation from mean:
i) For individual series.
X
M.D. = ∑|X – |
n
ii) For Discrete Series

Vedanta Optional Mathematics Manual ~ 9 201

 x
M.D. = ∑f |x – |
N M.D. from mean
coefficient M.D. from mean = Mean
3. Mean Deviation from median
∑ |X – Md|
(i) For individual Series, M.D. =
n
For Discrete Series :
∑f |x – Md|
M.D. =
N
Coefficient of M.D. from median
M.D. from median
= Median
4.Standard Deviation (S.D.)
(a) For Individual Series
2
i) S.D.( ) = ∑x2 ∑x , direct method
–
n n
∑(X –x)2
ii) S.D.( )= , actual mean method
n
2
iii) S.D.( ) = ∑d2 ∑d , (short-cut method)
–
N N
where, d = x – a, a = assumed mean
x=a+ ∑d
N
2 2
iv) S.D.( ) = ∑d′ ∑d′ × i, step deviation method.
–
N N
x –a
xi) d' =
i
i = common factor to each variate.
(b) For discrete Series :
2
i) S.D.( ) = ∑fx2 ∑fx , di-rect method-
–
N N
∑f(x –x)2
ii) S.D.( )= , actual mean method
N
2
∑fd2 ∑fd
iii) S.D.( ) = – , short-cut method
N N
where, d = x – a,
a = assumed mean
x = a + ∑Nd
2 2
iv) S.D.( ) = ∑fd′ ∑fd′
– × i , step deviation method
N N

202 Vedanta Optional Mathematics Manual ~ 9

 x –a
d' = , i = common factor to each variate value.
i

x= a + ∑ fd × i
1

N
5. Variance = 2
(square of S.D.)
σ
6. coefficient of S.D. =
σ
7. Coefficient of variation (C.V.)= × 100%

Some solved problems

1. If Q1= 45, Q3 = 120, find the Q. D. and its coefficient.

Solution
Here Q1= 45, Q3 = 12
1
Quartile Deviation Q.D. = 2 (Q3 – Q1 )
1
= 2 (120 – 45 )
1
= 2 × 75
= 37.5
Q3 – Q1
coefficient of Q. D. =
Q3 + Q1
120 – 45
=
120 + 45
75
= 165
=0.4545

2. If ∑|x – x|= 220, N = 20, find M.D. from Mean.

Solution
Here, ∑|x – x|= 220, N = 20,
x
Mean Deviation from Mean (M.D) = ∑|X – |
220 N
= 20
=11.

3. If M.D. from median is 20 and Md = 40, find the coefficient of M.D. from median
Solution
Here Median (Md) = 40
M.D. from median = 20
M.D. from median
coefficient M.D. from median = Median

Vedanta Optional Mathematics Manual ~ 9 203

 20
= 40
= 0.5

4. If ∑fd2 = 625, ∑fd = 80, N = 40, find standard deviation. (Page 334, Q.N. 2(c) corrected)
Solution
Here, ∑fd2 = 625, ∑fd = 80, N = 40
2
Standard deviation ( S.D. ) = = ∑fd2 ∑fd
–
N N
2
= 625 80
–
40 40
= 15.625 – 4
= 11.625
= 3.4095

5. Find the quartile deviation and its coefficient of the given data.
x 0 10 20 30 40 50 60
f 20 18 15 10 5 3 1
x f cf
0 20 20
10 18 38
20 15 53
30 10 63
40 5 68
50 3 71
60 1 72
N = 72
Solution
Here, N = 52
th
(N + 1)
Q1 = item
4
th
73
= item
4

=(18.25)th item = 0

th
3(N + 1)
Q3 = item
4

= 3 × 18.25 th item

204 Vedanta Optional Mathematics Manual ~ 9

=54.75th item = 30
Q3 – Q1 30 – 0
Quartile Deviation Q.D. = = = 15
2 2
Q3 – Q1 30
Coefficient of Q. D. = = =1
Q +Q 30
3 1

6. Construct a discrete frequency table and calculate the quartile deviation and its coefficient
of the following data.
Rs Daily wage(Rs.) 100, 200, 400, 500, 200, 700, 800
200, 250, 420, 550, 100, 200, 800, 500
100, 800, 700, 500, 450, 250, 800, 1000
150, 270, 500, 450, 150, 270, 280, 1000
Solution
Daily wage(Rs) f cf
100 3 3
150 2 5
200 4 9
250 2 11
270 2 13
280 1 14
400 1 15
420 1 16
450 2 18
500 4 22
550 1 23
700 2 25
800 4 29
1000 2 31
th
(N + 1)
Q1 = item
4
th
32
= item
4

= 8 th item
= Rs 200
th
3(N + 1)
Q3 = item
4

Vedanta Optional Mathematics Manual ~ 9 205

= 3 × 8 th item
= 24 th item
= Rs 700
Q3 – Q1 700 – 200
Q.D. = = = Rs. 250
2 2
Q3 – Q1 700 – 200 500
coefficient of Q. D. = = = = 0.556
Q3 + Q1 700 + 200 900

7. Calculate the mean deviation and its coefficient from the given data.
x 8 10 12 16 18
f 3 5 8 6 4
Solution
To calculate the mean deviation from mean and its coefficient
x f fx |x – x | f|x– x |
8 3 24 5 15
10 5 50 3 15
12 8 96 1 8
16 6 96 3 18
18 4 72 5 20
N = 26 338 9 76

x = ∑ fm = 338 = 13
N 26
∑f |x – x| 76
M.D. from mean = = = 2.92
N 26
M.D. from mean
coefficient of M.D. from mean = Mean
2.92
= 13
= 0.2246

8. Calculate the mean deviation from median and its coefficient.

weight in kg 10 12 15 16 20
No. of begs 6 14 20 13 7
Solution : To calculate mean deviation from median and its coefficient.
weight in kg (x) f c.f. |x – Md| f|x – Md|
10 6 6 5 30
12 14 20 3 42
15 20 40 0 0

206 Vedanta Optional Mathematics Manual ~ 9

16 13 53 1 13
20 7 7 5 35
N = 60 120
N + 1 th 60 + 1 th
Median (Md) = item = item = 30.5 th item = 15
2 2
c.f. just greater 30.5 is 40 whose corresponding value is 15
Median (Md) = 15 kg
∑f |x – Md| 120
M.D. from median = = = 2 kg.
N 60

M.D. from median

coefficient of M.D. from median = Median
2
= 15
= 0.133

9. Calculate the standard deviation and its coefficient for the following data.
Size (inch) 6 9 12 15 18
Frequency 7 12 19 10 3
Solution
To compute the standard deviation and its coefficient.
take a = 12 (assumed mean)
size (inch) Frequency (f) d = x – a = x – 12 fd fd2
6 7 –6 – 42 252
9 12 –3 – 36 108
12 19 0 0 0
15 10 3 30 90
18 3 6 18 108
N = 51 ∑fd = – 30 ∑fd2 = 558

N = 51, ∑fm = – 30, ∑fm2 = 558,

Solution
2
Standard deviation ( ) = ∑fd2 ∑fd
–
N N
2
= = 558 – 30
–
51 51

= 10.9411 – 0.3460
= 3.255
∑ fd – 30
Mean(x ) = a + =a+
N 51

Vedanta Optional Mathematics Manual ~ 9 207

= 12 – 0.588 = 11.412 inch
σ
coefficient of S.D. =
x
3.255
= 11.412
= 0.2852

10. Scores of two golfers for 9 rural were as follows :

Golfer A: 74, 75, 78, 72, 77, 79, 78, 81, 76
Golfer B : 86, 84, 80, 88, 89, 85, 86, 82, 79
Hints :Find the mean and standard deviation of scores of the both players A and B .
σ
then find c.v. = × 100
x
The player whose coefficient of variation is less will be more consistent player.
C.V. for player A is 3.37 % and that of player B is 3.83 %
It shows that player A is more consistent.

Questions for practice

1.Find the standard deviation for given data.

a) 4, 6, 7, 8, 10, 3, 9, 5, 10, 12, 15.
b) 100, 200, 300, 400, 500, 600, 700

2. Find the mean deviation i) from mean ii) from median

(a) 10, 12, 14, 16, 18, 20, 22, 24
(b) 20, 10, 40, 60, 20, 80, 90

3. Find the standard deviation for given data

a) 10, 20, 30, 40, 50, 60, 70, 80, 90
b) 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

4. Find the quartile deviation and its coefficient from given data
(a)
Marks 10 20 30 40 50
No. of 2 4 6 5 3
students
(b)
Weight in 5 10 15 18 20 25
kg
No. of bags 2 3 5 4 2 1

5. Find the M.D. from mean and its coefficient

208 Vedanta Optional Mathematics Manual ~ 9

Marks 40 50 60 70 80 90 100
No. of 4 6 10 15 12 7 6
students

6. Find the M.D. from median and its coefficient.

Weights in 40 42 45 48 50 60
kg
No. of 5 6 9 6 4 2
students

7. Find the standard deviation its coefficient from given data

Height of 5 7 8 10 12 15
plants(cm)
No. of 4 6 10 7 3 5
plants

8. Find varience and coefficient of variation from given data

Dady 200 300 400 500 600 700 800
wages
(Rs)
No. of 4 10 12 8 6 3 2
labourers

Vedanta Optional Mathematics Manual ~ 9 209