Mathematics

Grade 9

Government of Nepal

Ministry of Education, Science and Technology

Curriculum Development Centre
Sanothimi, Bhaktapur
Publisher: Government of Nepal
Ministry of Education, Science and Technology
Curriculum Development Centre
Sanothimi, Bhaktapur

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 Preface

School education is the foundation for preparing the citizen who are loyal to the
nation and nationality, committed to the norms and values of federal democratic repub-
lic, self-reliant and respecting the social and cultural diversity. It is also remarkable for
developing a good moral character with the practical know-how of the use of ICT along
with the application of scientific concept and positive thinking. It is also expected to
prepare the citizens who are moral and ethical, disciplined, social and human value
sensitive with the consciousness about the environmental conversation and sustainable
development. Moreover, it should be helpful for developing the skills for solving the
real life problems. This textbook 'Mathematics, Grade 9' is fully aligned with the intent
carried out by the National Curriculum Framework for School Education, 2076 and is
developed fully in accordance with the new Secondary Level Mathematics Curriculum
(Grade 9-10), 2078.

This textbook, initially written by Mr. Ganesh Sapkota, Mr. Narahari Acharya, Mr. Sakti
Prasad Acharya, Mr. Jagannath Adhikari. It has been translated by a team of experts
Mr. Loknath Bhattarai, Dr. Eakraj Pandit, Ms. Nirmala Gautam, Ms. Pramila Bakhati,
Mr. Ram Chandra Dhakal and Mr. Jagannath Adhikari. The contribution made by
Director General Baikuntha Prasad Aryal, Prof. Dr. Ramjee Prasad Pandit, Mr. Keshab
Raj Phulara, Mr. Ram Hada and Ms. Nirmala Gautam is remarkable in bringing the book
in this form. The language of this book was edited by Mr. Nabin Kumar Khadka. The
layout was designed by Mr. Nawaraj Puri. The Curriculum Development Centre extends
sincere gratitude to all of them.

The textbook is a primary resource for classroom teaching. Considerable efforts have
been made to make the book helpful in achieving the expected competencies of the
curriculum. Curriculum Development Centre always welcomes constructive feedback
for further betterment of its publications.

2079 B.S. Curriculum Development Centre

Sanothimi, Bhaktapur
 Contents
Lesson Topics Page Number

1. Sets 1 – 24
2. Tax 25 – 49
3. Commission and Dividend 50 – 59
4. Household Arithmetic 60 – 87
5. Area 88 – 130
6. Prism 131 – 146
7. Cylinder and Sphere 147 – 169
8. Sequence and Series 170 – 183
9. Factorization 184 – 196
10. Highest Common Factor and Lowest Common 197 – 213
Multiple
11. Linear Equation 214– 235
12. Indices 236 – 250
13. Triangle 251 – 272
14. Quadrilateral 273 – 282
15. Construction 283 – 294
16. Circle 295 – 303
17. Classification and Presentation of Data 304 – 323
18. Measures of Central Tendency 324 – 344
19. Probability 345 – 361
20. Trigonometry 362– 377
 Lesson Sets
1
1.0 Review
This kind of information was obtained while discussing with 4 students of grade 9
about the crops planted in their fields:
(a) Crops planted in Anjal’s field = Paddy, Wheat, Millet, Mustard, Peas,
Mustardy
(b) Crops planted in Bimala’s field = Wheat, Buckwheat, Mustard, Tomato,
Brinjal, Barley, Potato, Beans
(c) Crops planted in Pemba’s field = Buckwheat, Barley, Potato, Beans,
Maize
(d) Crops planted in Rambilas’s field = Wheat, Mustard, Paddy, Maize,
Banana, Sugarcane, Cabbage
Find the answers of the following questions based on the above information:
(i) Write each of the above information by listing method.
(ii) What types of sets are ‘Crops planted in Anjal’s field’ and ‘Crops planted
in Pemba’s field’?
(iii) What types of sets are ‘Crops planted in Bimala’s field’ and ‘Crops
planted in Rambilas’s field’?
(iv) What types of sets are ‘Crops planted in Bimala’s field’ and ‘Crops
planted in Enjal’s field’?
(v) Contruct the following subsets from crops planted in Rambilas’s field.
What types of sets are formed? Write by listing method:
— Set of grains
— Set of fruits
— Set of vegetables
Discuss the above questions in group and present the conclusion in the class.

1.1 Operation of sets

Activity 1
Work in paris. Collect different colours of flowers by each pairs and construct sets
from those flowers based on their colours. For example:
Set of colours of flowers collected by Supriya (S) = {red, yellow, blue, pink }
Set of colours of flowers collected by Anjila (A) = {yellow, white, blue, purple,
orange, red}

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Mathematics Grade 9
Construct the following sets based on the above sets:
(a) Set of colours of flowers collected by Supriya or Anjila or both of them,
(b) Set of flowers of common colours collected by Supriya and Anjila,
(c) Set of colours of flowers collected by Anjila only,
(d) Set of colours of flowers except the colours of flowers collected by Supriya.
What types of sets are constructed in this way?
1.1.1 Union of sets

In the above sets, U

S A
Set of colours of flowers collected by Supriya(S)
= { red, yellow, blue, pink} red white
Set of colours of flowers collected by yello purple
pink
blue orange
Anjila(A)
= {yellow, white, blue, purple, orange, red}
Set of colours of flowers collected by both
= { red, yellow, blue, pink, white, purple, orange}
In this way, the set of colours of flowers collected by both of them is called the
union of sets of colours of flowers collected by them separately.

U
If set A and B are the subsets of an universal set A B
U, then the union of set A and B is denoted by A
B. (A B) consists of all the elements of the
set A or the set B. According to the set builder
method, it is written as A B = {x: x ∈ A or x
∈ B}. In the given Venn diagram, the shaded
portion represents the set (A B).
U
A B
Similarly (A B C) is written as A B C
= {x:x∈A or x∈B or x∈C}. In the given Venn
diagram the shaded portion represents the set
(A B C). While writing the elements in the
union of sets we must write all the elements
without repeating the common elements of those
sets. C

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Mathematics Grade 9
 Example 1
If P = {multiples of 3 less than 20} and Q = {multiples of 2 less than 20}, find
P Q and present it in Venn diagram. U
Solution P Q
Here, P = {multiples of 3 less than 20}
3 9 12 6 4 10
= {3, 6, 9, 12, 15, 18}
15 18 16 2
Q = {multiples of 2 less than 20}
14 8
= {2, 4, 6, 8, 10, 12, 14, 16, 18}
Now, P Q
= {3, 6, 9, 12, 15, 18} {2, 4, 6, 8, 10, 12, 14, 16, 18}
= {2, 3, 4, 6, 8, 9, 10, 12, 14, 15, 16, 18}
In the Venn diagram, shaded region represents P Q.

Example 2
If A = {wheat, buckwheat, mustard, tomato, brinjal, chilly, barley, potato,
beans} and B = {buckwheat, barley, potato, beans} find, A B and also present
in Venn diagram.
Solution
Here, A = {wheat, buckwheat, mustard, tomato, brinjal, chilly, barley, potato,
beans}
B = {buckwheat, barley, potato, beans}
Now, A B U

= {wheat, buckwheat, mustard, tomato, A

chilly
brinjal, chilly, barley, potato, beans} B
{buckwheat, barley, potato, beans} buckwheat
= {wheat, buckwheat, mustard, tomato, parley
l
wheat potato nja
brinjal, chilly, barley, potato, beans} = A bri
beans
In the adjoining Venn diagram, the shaded region represents mustard tomato
the set A B

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Mathematics Grade 9
 Activity 2
If two sets are disjoint, then in that condition, what will be their union? Discuss with
each other and present by drawing Venn diagram.
Note: In two sets, if one is a subset of another then their union is the bigger
one. If two sets are disjoint, then their union is formed by all the elements of
both sets.

Example 3
If P = {Even number less than 10} and Q = {Odd number less than 10}, find
P Q and present it in Venn diagram.
Solution U
Here, P = {even number less than 10} P Q
= {2, 4, 6, 8}
Q = {odd number less than 10} 2 4 6 1 3
= {1, 3, 5, 7, 9} 5 7
8
P Q = {2, 4, 6, 8} {1, 3, 5, 7, 9}
= {1, 2, 3, 4, 5, 6, 7, 8, 9} 9
In the Venn diagram, shaded region represents
P Q.

Example 4
If A = {a, b, c, d, e}, B = {a, e, i, o, u}, C = {d, e, f, g} find A B C. Also present
it in Venn diagram.
Solution
Here, A = {a, b, c, d, e}, B = {a, e, i, o, u}, C = {d, e, f, g}
Now, (A B C) U
= {a, b, c, d, e} {a, e, i, o, u} {d, e, f, g} A B
⸫ (A B C) = {a, b, c, d, e, f, g, i, o, u} i
b a o
In the adjoining Venn diagram, shaded region c
e u
represents (A B C).
d

f g
C

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Mathematics Grade 9
 1.1.2 Intersection of sets
Among the students of grade 9 who like Science and Mathematics are as follows:
Set of students who like Science (S) = {Ram, Sita, U
Pemba, Tenjing, Dina, Binaya} S M
Set of students who like Mathematics (M) = {Hari.
Sita, Manju, Dolma, Dina, Ajima} Ram Hari
Presenting the above sets in Venn diagram, Pemba Sita Manju
In the adjoining Venn diagram, the set of students Tenjing Dina Dolma
who like both Science and Mathematics is Binaya Ajima
{Sita, Dina}.
It is the intersection of the set of students who like Science and the set of students
who like Mathematics.

If A and B be are two non-empty sets, then the set containing the common elements
of the set A and the set B is called the intersection of U
A B
A and B. It is denoted by A B. According to the set
builder method, A B is written as A B = {x: x ∈ A
and x ∈ B}. In the adjoining Venn diagram, the shaded
region represents the intersection of the set A and B.

Example 5

If P = {multiples of 3 less than 20} and Q = {multiples of 2 less than 20}, find
P Q and present in Venn diagram.
U
Solution, P Q
Here, P = {multiples of 3 less than 20} 12 4
= {3, 6, 9, 12, 15, 18} 3 9 6 10 16
Q = {multiples of 2 less than 20} 18 2
15 8
= {2, 4, 6, 8, 10, 12, 14, 16, 18} 14

Now P Q
= {3, 6, 9, 12, 15, 18} {2, 4, 6, 8, 10, 12, 14, 16, 18}
= {6, 12, 18}
In the adjoining Venn diagram, the shaded region represents P Q.

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Mathematics Grade 9
 Example 6
If A = {multiples of 2 less than 20} and B = {multiples of 4 less than 20}, find A
B and present it in Venn diagram.
U
Solution,
6 A
Here, A = {multiples of 2 less than 20}
= {2, 4, 6, 8, 10, 12, 14, 16, 18} 4 8 B
B = {multiples of 4 less than 20} = {4, 8, 12, 16} 2
12 16 10
Now A B = {2, 4, 6, 8, 10, 12, 14, 16, 18} {4, 8, 12, 16}
18 14
= {4, 8, 12, 16}

In the adjoining Venn diagram, shaded region represents A B.

In two sets, if one is subset of another, then their intersection is the

subset itself.

Activity 3

If two sets are disjoint what will be their intersection in that condition? Discuss in
group and present in the class.
If two sets are disjoint then their intersection will be the empty set.

Example 7

If M = {a, e, i, o, u} and N = {p, q, r, s, t}, find M N and present it in Venn

diagram.
U
Solution, M N
Here, M = {a, e, i, o, u}, N = {p, q, r, s, t}
Now, M N = {a, e, i, o, u} {p, q, r, s, t} a e p q
⸫ M N = { } or φ i o r s
u t

Shaded region is not in Venn diagram since there is no common element.

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Mathematics Grade 9
 Example 8
If P = {1,2,3,4,5,6}, Q = {3,4,5,6,7,8} and R = {1,3,5,7,9} , find P Q R and
show it in a Venn diagram.
Solution,
Here, P = {1, 2, 3, 4, 5, 6} U
P Q
Q = {3, 4, 5, 6, 7, 8} 4
R = {1, 3, 5, 7, 9} 2 6 8
Now P Q R 35
1 7
= {1, 2, 3, 4, 5, 6} {3, 4, 5, 6, 7, 8}
{1, 3, 5, 7, 9}
= {3, 5} 9
⸫ P Q R = {3, 5} R

1.1.3 Difference of sets

Activity 4 U
T P
Observe the given Venn diagram. Set of students
who like to watch TV (T) = {Sita, Chhiring, Sita Ajima
Sonam
Kaji, Sonam, Dharmendra}, Set of students
Chhiring Dharmendra Hari
who like to read newspaper (P) = {Ajima, Hari,
Dipak, Sonam, Dharmendra} Kaji Dipak
Write the set of students who like to watch TV
only and who like to read newspaper only.
Here who like to read newspaper only do not like to watch TV. Thus it is called the
difference of ‘set of students who like to read newspaper’ and ‘set of students who
like to watch TV’.
Similarly, who like to watch TV only do not like to read newspaper. Thus, it is
called the difference of the ‘set of students who like to watch TV’ and the ‘set of
students who like to read newspaper’.
Set A and set B are the subsets of an universal set U. The set of elements which
are in A but not in B is called the difference of A and B. It is written as A – B
and read as A difference B. Similarly, the set of elements which are in B only is
called the difference of B and A. it is written as B – A and read as B difference
A. According to the set builder method it is written as A – B = {x: x ∈ A and x
∉ B} and B – A = {x: x ∈ B and x ∉ A}

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Mathematics Grade 9
 A – B and B – A in Venn diagram
(a) If A and B are overlapping sets,

(A – B) (B – A)
U U
A B A B

(b) If A and B are disjoint sets,

(A – B) (B – A)
U U
A B A B

(c) If set B is the proper subset of set A,

(A – B) If A and B are equal sets, then

U A–B=B–A=φ
B A Difference of set A and empty set
A–φ=A
Difference of empty set and set A,
φ –A=φ
If set A is the proper subset of set B, then
A–B=φ

Note: Union of (A – B) and (B – A) is called the symmetric difference of A and

B. It is denoted by A ∆ B and written as A ∆ B = (A – B) (B – A).

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Mathematics Grade 9
 Example 9

From the given Venn diagram, write the following sets by listing method:
Ma) A b) B c) A – B d) B – A
Solution, U
Here, A B
Ma) A = {1, 3, 5, 7, 9} 5 6

Mb) B = {6, 7, 8, 9, 10} 3 9 10

7
Mc) A — B = {1, 3, 5} 1 8
Md) B — A = {6, 8, 10}
2 4

Example 10

If U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}, A = {1, 2, 3, 4, 5} and B = {4, 5, 6, 7, 8, 9, 10}

find A – B and B – A. Also present them in separate Venn diagram by shading.
Solution,
(A – B)
Here, A – B U
A B
= {1, 2, 3, 4, 5}− {4, 5, 6, 7, 8, 9, 10}
= {1, 2, 3} 6
1 7
and 4 8
2
B–A 5 9
3
= {4, 5, 6, 7, 8, 9, 10} – {1, 2, 3, 4, 5} 10
= {6, 7, 8, 9, 10}

(B – A)
In the adjoining Venn diagram, A – B and U
B – A are shown by shading. A B
6
1 7
4 8
2
5 9
3
10

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Mathematics Grade 9
 Example 11

If U = {x: x ≤ 30, x is a natural number},

A = {x: x is a natural number greater than 15 and less than 30} and
B = {x: x is a natural number from 1 to 15}, find A − B and B – A.

Solution,
Here, U = {1, 2, 3, 4, ..., 28, 29, 30} U
A = {16, 17, 18, ..., 27, 28, 29}and A B
B = {1, 2, 3, 4, ..., 13, 14, 15} 16 17 1
18 19 20 21 2 3 4 5
6 7 8 9 10
22 23 24 25
11 12 13
26 27 28 14 15
29 30
Hence,
A − B = {16, 17, 18, ..., 27, 28, 29} – {1, 2, 3, 4, ..., 13, 14, 15}
= {16, 17, 18, ..., 27, 28, 29} = A and
B − A = {1, 2, 3, 4, ..., 13, 14, 15} – {16, 17, 18, ..., 27, 28, 29}
= {1, 2, 3, 4, ..., 13, 14, 15} = B

If A and B are disjoint sets then, A – B = A and B – A = B.

1.1.4 Complement of a set

Let, A be a proper subset of an universal set U. U
Then the set of all elements of the set U, which do A
not belong to the set A is called the complement of
the set A. It is denoted by A' or A or Ac . A
A
In other words, the difference between an universal
set U and its subset A is called the complement of
the set A. Symbolically it is written as A = U − A.
It is written in set builder form as:
A = { x: x ∈ U but x ∉ A}.
A can be shown by shading in Venn diagram as in the adjoining figure.

10
Mathematics Grade 9
 The union of A and A is U. Thus, A and A are said to be compliment to each
other. Also, A A = U and A = A.

What will be A A? Discuss in group and write.

Example 12

If, U = {1, 2, 3, ..., 18, 19, 20}, A = {1, 3, 5, 7, 9, 11, 13, 15, 17, 19} and B = {2, 4,
6, 8, 10, 12, 14, 16, 18, 20}, then list the elements of the following sets:

(a) A (b) B (c) A B (d) A B

Solution,
Here, U = {1, 2, 3, ..., 18, 19, 20}
U
A = {1, 3, 5, 7, 9, 11, 13, 15, 17, 19} A B
B = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20} 1 2
3 5 7 9 4 6 8
(a) A =U–A 10 12 14
11 13 15
= {1, 2, 3, ..., 18, 19, 20} − {1, 3, 16 18
5, 7, 9, 11, 13, 15, 17, 19} 17 19 20
= {2, 4, 6, 8, 10, 12, 14, 16, 18,
20}
(b) B =U–B
= {1, 2, 3, ... ,18, 19, 20} – {2, 4, 6, 8, 10, 12, 14, 16, 18, 20}
= {1, 3, 5, 7, 9, 11, 13, 15, 17, 19}
(c) A∪ B
= {2, 4, 6, 8, 10, 12, 14, 16, 18, 20} {1, 3, 5, 7, 9, 11, 13, 15, 17, 19}
= {1, 2, 3, 4, ..., 18, 19, 20}
(d) A B
= {2, 4, 6, 8, 10, 12, 14, 16, 18, 20} {1, 3, 5, 7, 9, 11, 13, 15, 17, 19}
={}

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Mathematics Grade 9
 Example 13

If U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and A = {1, 3, 5, 7, 9}, write the elements of the

following sets by listing method:
(a) A (b) A ∪ A (c) A A (d) A
Solution,
Here, U = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} and U
A = {1, 3, 5, 7, 9} A

a)
A =U−A 2 4
1 3
= {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} – {1, 3, 5, 7, 9} 5 7 6
= {2, 4, 6, 8, 10} 9
b) A ∪ A = {1, 3, 5, 7, 9} ∪ {2, 4, 6, 8, 10} 10 8
= {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} = U
c) A ∩ A = {1, 3, 5, 7, 9} ∩ {2, 4, 6, 8, 10} = φ
d) A =U−A
= {1, 2, 3, 4, 5, 6, 7, 8, 9, 10} – {2, 4, 6, 8, 10}
= {1, 3, 5, 7, 9} = A

Example 14
If, U = {a, b, c, d, e, f, g, h, i, j, k}, A = {a, b, c, d, i, j}, B = {c, d, e, f, g, h, i} and
C = {d, e, f, g, h, i, j, k}, list out the elements of the following sets:
(a) (A ∪ B) C (b) A ∪ B (c) A B
(d) (A C) ∪ A (e) (A C ) ∪B
Solution,
(a) (A ∪ B) ∩ C
(A ∪ B) = {a, b, c, d, i, j} ∪ {c, d, e, f, g, h, i}
= {a, b, c, d, e, f, g, h, i, j}
(A ∪ B) ∩ C = {a, b, c, d, e, f, g, h, i, j} ∩{d, e, f, g, h, i, j, k}
= {d, e, f, g, h, i, j}
Again, (A ∪ B) ∩ C

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Mathematics Grade 9
 = U–{(A ∪ B) ∩ C}
= {a, b, c, d, e, f, g, h, i, j, k} – {d, e, f, g, h, i, j}
= {a, b, c, k}
(b) A∪B
A =∪–A
= {a, b, c, d, e, f, g, h, i, j, k}– {a, b, c, d, i, j}
= {e, f, g, h, k}
B =∪–B
= {a, b, c, d, e, f, g, h, i, j, k}– {c, d, e, f, g, h, i}
= {a, b, j, k}
Again, A ∪ B
= {e, f, g, h, k} ∪ {a, b, j, k}
= {a, b, e, f, g, h, j, k}
(c) A ∩ B
= {a, b, c, d, i, j} ∩ {a, b, j, k}
= {a, b, j}
(d) C = U – C
= {a, b, c, d, e, f, g, h, i, j, k} – {d, e, f, g, h, i, j, k}
= {a, b, c}
Now, A C
= {a, b, c, d, i, j} {a, b, c}
= {a, b, c}
Again, (A C)∪A
= {a, b, c} ∪ {e, f, g, h, k}
= {a, b, c, e, f, g, h, k}
(e) (A C)
= {e, f, g, h, k} ∩ {d, e, f, g, h, i, j, k}
= {e, f, g, h, k}
(A C) ∪ B
= {e, f, g, h, k} ∪ {a, b, j, k}
= {a, b, e, f, g, h, j, k}

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Mathematics Grade 9
 Exercise 1
1. In the given Venn diagram, F represents U
the set of students who like football and F V
V represents the set of students who like Batuli
volleyball. Write the elements of the Chhiring Maya
Dolma
following sets by listing method: Dorje Asha
Suntati
Hari Ganesh
(a) F (b) V (c) F ∪ V
(d) F ∩ V (e) U
Rambahadur Harkabahadur
2. If U = {a, b, c, d, e, f, g, h, i, j, k}, A = {a, c, e,
f, g, i, k} and B = {b, d, i, j, k, h} find the following sets and also present
in a separate Venn diagram:
(a) (A ∩ B) (b) (B ∪ A) (c) A — B (d) B — A
3. If, U = {x: x is a whole number from 1 to 30 }, A = {x: x is a multiple of 3
from 1 to 30}, B = {x: x is a multiple of 4 from 1 to 30} and C ={x: x is a
multiple of 5 from 1 to 30}, write the following sets by listing method and
present them in a Venn diagram:
(a) (A — B) (b) (B — A) (c) (A — C) (d) (B — C)
(e) (A ∪ B) (f) A ∪ B ∪ C (g) A ∩ B ∩ C (h) (B ∪ C)
4. If U = {a, b, c, d, e, f, g, h, i, j, k }, A = { a, c, d, f }, B = { g, h, i} then,
(a) Construct the following sets:
(i) A (
ii) B (iii) A ∪ B
(iv) A ∩ B (v) A ∪ B (vi) (A ∩ B)
(b) Which of the sets in question A are equal? Find.
5. If U = {set of actual numbers from 1 to 12}, E = {set of even numbers
from 1 to 12}, O = {set of odd numbers from 1 to 12} and P = {set of prime
numbers from 1 to 12}, find the following sets and also present them in
Venn diagram:
(a) E (b) O (c) P (d) (E ∪ P)
(e) P∩Q (f) P – O (g) P h) (E ∪ O ∪ R )
(i) (E ∩ O ∩ R) (j) (E ∪ P ) – (P ∩ O) (k) P ∪ (E) ∩ O)
6. If U = {m, n, o, p, q, r, s, t, u, v}, A = {q, r, s, t, u, v}, B = {n, o, p, q, r}
and C = {m, u, s, t, q, r} find the sets of the following relations. Also
present them by drawing separate Venn diagram:
(a) (A ∩ B) (b) (A ∪ B) ∩ C (c) (A ∪ B ∪ C) (d) (A ∩ B ∩ C)
(e) (A – B) (f) (A ∪ B ∪ C) (g) A ∩ B (h) A (i) (A ∩ C) ∪ B

14
Mathematics Grade 9
7. From the following Venn diagram, write the sets represented by the
shaded region in set notation:
(a) U (b) U (c) U
A B A B A B

(d) U (e) U
(f) U
A B A B
A

C
C

8. If P and Q are the intersecting subsets of an universal set U, show the

following sets by drawing Venn diagram:
(a) P – Q (b) Q − P (c) (P – Q) ∪ P (d) P ∩ (Q – P)
9. Write an universal set U and two subsets X and Y. After that, write the
elements of following sets by listing method:
(a) (X ∪ Y ) (b) (X ∩ Y ) (c) X (d) X ∩ Y
10. Construct the following sets from the students of your class:
(a) set of all students
(b) set of girls
(c) set of boys
Which of the above set is universal set and which sets are the subsets of the
universal set? Write with appropriate symbol. After that find the compliment of
all those sets.

15
Mathematics Grade 9
 Answers
1. (a) {Chhiring, Dorje, Hari, Maya, Aasha, Ganesh}
(b) {Batuli, Dolma, Suntali, Maya, Aasha, Ganesh}
(c) {Chhiring, Dorje, Hari, Batuli, Dolma, Suntali, Maya, Aasha, Ganesh}
(d) {Maya, Aasha, Ganesh}
(e) {Chhiring, Dorje, Hari, Batuli, Dolma, Suntali, Maya, Aasha,
Ganesh, Rajbahadur, Harkabahadur}
2. (a) {i, k} (b) U (c) {a, c, e, f, g} (d) {b, d, j, h}
(e) φ and show the Venn diagrams to your teacher.
3. (a) {3, 6, 9, 15, 18, 21, 27, 30} (b) {4, 8, 16, 20, 28}
(c) {3, 6, 9, 12, 18, 21, 24, 27} (d) {4, 8, 12, 16, 24, 28}
(e) {3, 4, 6, 8, 9, 12, 15, 16, 18, 20, 21, 24, 27, 28, 30}, and show Venn
diagrams to your teacher.
(f) {3, 4, 5, 6, 8, 9, 10, 12, 15, 16, 18, 20, 21, 24, 25, 27, 28, 30}
(g) { }
(h) {1, 2, 3, 4, 6, 7, 9, 11, 13, 14, 17, 18, 19, 21, 22, 23, 26, 27, 29}
4. (a) i) { b, e, g, h, i, j, k } (ii) {a, b, c, d, e, f, j, k }
iii) {a, b, c, d, e, f, g, h, i, j, k } (iv) {b, e, j, k}
(v) {b, e, j, k} (vi) U
(b) Show to your teacher.
5. (a) {1, 3, 5, 7, 9, 11} (b) {2, 4, 6, 8, 10, 12}
(c) {1, 4, 6, 8, 9, 10, 12} (d) {1, 9} (e) U (f) Q
(g) {2, 3, 5, 7, 11} (h) {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12}
(i) {1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12} (j) {1, 9} (k) {1, 4, 6, 8, 9, 10}
6. (a) {q, r} (b) {u, s, t, r} c) {m, n, o, p, q, r, s, t, u, v}
(d) {q, r} (e) {s, t, u, v} f) { } g) {m, n, o, p, s, t, u, v }
(h) {m, n, o, p} (i) {q, r, s, t, u, n, o, p}
7. (a) (A − B) (b) (B − A) (c) B or B – A
(d) A jf U – A 8 - 10. Show to your teacher.

16
Mathematics Grade 9
1.2 Cardinality of sets
The total number of elements of a set is called the cardinality of that set. For example,
in a set A = {m, a, t, h}, the total number of element is 4. So, the cardinality of the
set A is 4. Symbolically it is written as n(A) = 4.
Cardinality of an empty set is always zero. For example, B = {set of students of
grade 9 having age less than 5 years}. In the set B, there is no element or the
cardinality is zero. So it is written as n(B) = 0.

Activity 1
U
(a) If, A B
U = {set of SAARC countries} Nepal Bhutan
A = {Nepal, Bharat, Pakistan, Afghanistan} Bharat Bangladesh
Pakistan Shreelanka
B = {Bhutan, Bangladesh, Shreelanka, Maldives} Afghanistan Maldives
what will be the value of n(A B)
Here, there is no common element in set A and set
B. So, in these disjoint sets n(A B) = 8.
Again, n(A) = 4, n(B) = 4, n(A B) = n(A) + n(B) = 4 + 4 = 8.
(b) If, A = {a, b, c, d, e}, B = {d, e, f, g} U
A B
(A B) = {a, b, c, d, e, f, g} and (A ∩ B) = {d, e} a
f
So, n(A B) = 7 and n(A ∩ B) = 2 d
b g
e
⸫ If two sets A and B are intersecting sets, then c
n(A B) = n(A) + n(B) – n(A ∩ B).

Activity 2
Observe the given Venn diagram. Find the cardinality of the following sets and
present in class room.
U
a) n(A) b) n(B) c) n(C) A B
b o
d) n(A B C) e) n(A ∪ B ∪ C) a
c u
Here, from the Venn diagram, e
d i
A = {a, b, c, d, e } ⸫ n(A) = 5 g
B = {a, e, i, o, u} ⸫ n(B) = 5 f
h
C = {d, e, f, i} ⸫ n(C) = 4 C

17
Mathematics Grade 9
 (A B C) = {a, b, c, d, e, f, i, o, u} ⸫ n(A B C) = 9
(A∪ B ∪ C) = {g, h} ⸫ n(A∪ B ∪ C) =2

Activity 3
If M and N are any two overlapping sets, then the number of elements of the set M
only is denoted by no(M) and N only is denoted by no(N).
From the given Venn diagram, no(M) = 3
U
Thus, no(M) = no(M – N) It can also be written as M N
no(M) = n(M) – n(M ∩ N) 6
1 4 7
Similarly, no(N) = 4 2 5 8
3 9
Similarly no(N) = n(N – M) = n(N) – n(M ∩ N)
Here, n(M) = 5, n(N) = 6, no(M) = 3, no(N) = 4, 10
n(M ∪ N) = 9 / n(M ∩ N) = 2 x'G5 .
If a set is proper subset of another set, or if A ⸦ B, then n(A B) = n(B) and
n(A ∩ B) = n(A).

Example 1

If, A = {1, 2, 3} and B = {1, 2, 3, 4, 5}, prove the following:

(a) n(A ∪ B) = n(B) (b) n(A B) = n(A)
Solution,
Here, A = {1, 2, 3} and B = {1, 2, 3, 4, 5}
(a) n(A∪B) = {1, 2, 3} ∪ {1, 2, 3, 4, 5}
= {1, 2, 3, 4, 5}
⸫ n(A ∪ B) = 5
⸫ n(A ∪ B) = n(B)
(b) n(A B) = {1, 2, 3} {1, 2, 3, 4, 5}
= {1, 2, 3}
⸫ n(A B) = 3
n(A) = {1, 2, 3}
⸫ n(A B) = n(A)

18
Mathematics Grade 9
Method of finding cardinality of set:
Observe the following Venn diagram and answer the questions given below:
U U
P Q P Q
a d a f
b e b d g
f e h
c c i
g
j kl
Fig. 1 Fig. 2
a) n(U) =? b) n(P) =? c) n(Q) =? d) n(P ∪ Q) =?
e) n(P ∩ Q) =? f) n(P ∪ Q) =?
Here in the fig.1, P and Q are disjoint Here, in the fig.2 P and Q are overlapping
sets. sets.
U = {a, b, c, d, e, f, g} U = {a, b, c, d, e, f, g, h, i, j, k, l}
n(U) = 7 n(U) = 12

P = {a, b, c} P = {a, b, c, d, e}
n(P) = 3 n(P) = 5

Q = {d, e, f, g} Q = {d, e, f, g, h, i}
n(Q) = 4 n(Q) = 6

(P ∪ Q) = {a, b, c, d, e, f, g} (P ∪ Q) = {a, b, c, d, e, f, g, h, i}
n(P ∪ Q) = 7 n(P ∪ Q) = 9
(P ∩ Q) = {d, e}
(P ∩ Q) = { } n(P ∩ Q) = 2
n(P ∩ Q) = 0 (P ∪ Q) = {j, k, l}
(P ∪ Q) = { } n(P ∪ Q) = 3
n(P ∪ Q) = 0
⸫ n(U) = n(P ∪ Q) + n(P ∪ Q)
⸫ n(U) = n(P ∪ Q)
Cardinality of sets can be written in the following formulae:
(a) If A and B are any two disjoint sets, then, n(A ∪ B) = n(A) + n(B)
(b) If A and B are any two overlapping sets, then n(A ∪ B) = n(A) + n(B) –
n(A ∩ B) Or, n(A ∪ B) = no(A) + no(B) + n(A ∩ B)
(c) If U contains only the elements of set A and B, then n(U) = n(A ∪ B).
(d) If U contains some more elements other than the elements of set A and set
B, then n(A ∪ B) = n(U) – n(A ∪ B).
Similarly, n(U) = n(A ∪ B) + n(A ∪ B).
(e) In overlapping sets A and B, no(A) = n(A) – n(A ∩ B) and no(B) = n(B) – n(A ∩ B)

19
Mathematics Grade 9
 Example 2

Observe the adjoining Venn diagram and answer the questions given below:
(a) n(A) (b) n(B) (c) n(C)
U
(d) n(A B) (e) n(A B C)
A B
(f) n(A∪ B ∪ C) (f) n(A ∪ B ∪ C) a j
c
(h) no(A) (i) no(A B) (j) n(A – B) b k
d g
e
h
Solution, l f i
From the given Venn diagram, m
C
(a) A = {a, b, c, d, e}
⸫ n(A) = 5
(b) B = {c, d, g, h, j, k}
⸫ n(B) = 6
(c) C = {e, d, f, g, h, i}
⸫ n(C) = 6
(d) A B = {c, d}
⸫ n(A B) = 2
(e) A B C = {d}
⸫ n(A B C) = 1
(f) (A ∪ B ∪ C) = {a, b, c, d, e, f, g, h, i, j, k}
⸫ n(A ∪ B ∪ C) = 11
(g) (A ∪ B ∪ C) = {l, m}
⸫ n (A ∪ B ∪ C) = 2
(h) A = {a, b}
⸫ no(A) = 2
(i) A B = {c}
⸫ no(A B) = 1
(j) A – B = {a, b, e}
⸫ n(A – B) = 3

20
Mathematics Grade 9
 Exercise 1.2
1.(a) Observe the given Venn diagram and find the cardinality of the following
sets:
(a) n(S) (b) n(T) (c) n(U) U
S T
(d) n(S T) (e) n(R ∪ T) (f) n(S R T) 7
5 6 2
(g) n(S ∪ R ∪ T) (h) n(S ∪ R ∪ T) 8
1 9
3 4
(i) no(S) (j) no(S R) (k) n(R) 11
10 12
R
(b) If, A and B are any two disjoint sets, n(A) = 30,
n(B) = 35, find the value of n(A ∪ B).
2.(a) From the given Venn diagram, find the cardinality of the following sets:
(a) n(A) (b) n(B) (c) n(A ∪ B)
(d) n(A B) (e) no(A) (f) no(B)
(b) If, U = {a, b, c, d, e, f, g}, A = {c, d, e, f}, B U
A B
= {a, b, e, f} and C = {d, e, f, g}, find the
cardinality of the following sets: d h
a
e i
(a) n(A – B) (b) n(B – C) f b
g c j
(c) n(A – C) (d) n(A)
(e) n(A ∪ B) (f) n{(A ∪ B) – (A B)}
k l m
(g) n{(A – B) ∪ (B – A)}
3.(a) If, U = {set of natural numbers less than 20}, A = {set of even numbers
less than 20}, B = {set of prime numbers less than 20} and C = {set of
square numbers less than 20}, find the cardinality of the following sets:
(a) n(U) (b) n(C) (c) n(A B) (d) n(B – C)
(e) n(A) (f) n(A ∪ C) (g) n(A B)
(b) If, U = {x: x is a natural number less than 20}
A = {y: y is a prime number}, B = {z: z is a factor of 18} and
C = {p: p is a multiple of 3 less than 20}. Present the following sets by
drawing separate Venn diagrams and find their cardinality:
(a) n(A ∪ B) (b) n(B ∪ C) (c) n(A ∪ B ∪ C)
(d) n(A B C) (e) no(A) (f) no(A – B)

21
Mathematics Grade 9
 (g) n(A B) (h) n(C)

4. From the given Venn diagram, find the cardinality of the following sets:
(a) n(P ∪ Q) (b) n(P Q) (c) n(P ∪ Q) (d) n(P Q)
U
P Q

a n o a b
p q r c d
s t e f

5. Fund the cardinality of the following sets using the given Venn diagram.
(a) n(S) (b) n(T) (c) n(S T) (d) n(S ∪ T) (e) no(T)
(f) no(S) (g) n(T) (h) n(S ∪ T) (i) n(S T) (j) n(U)

U
S T
2 4 12 14
3
6 8 16 18
5
10 20
7

6. Observe the given Venn diagram and find the cardinality of the following sets:
(a) n(A) (b) n(B) (c) n(C) (d) n(A ∪ B)
(e) n(A∪B∪C) (f) n(A B C) (g) n(A ∪ B ∪ C) (h) no(A)
(i) no(C) (j) n(U)
U
A B
5 2
6
1
3 4
7 8
C

22
Mathematics Grade 9
7. Verify the following relation from the adjoining Venn diagram:
(a) n(A) = n(∪ – A)
U
(b) n(A ∪ B) = n(A) + n(B) – n(A B) A B
(c) no(A) = n(A – B) 5 67
01
(d) n(A ∪ B) = no(A) + n(B)
4
(e) n(A ∪ C) = no(A) + n(C) 11 2 3 8
(f) n(B ∪ C) = no(B) + n(C) 10
9
(g) (A ∪ B ∪ C) = U–(A ∪ B ∪ C) 12 C

Project Work
1. Ask at least 20 people which of the fruit either apples or orange they like.
Denote the set of people who like apple by A and the set of people who
like orange by O. According to their responses, write the set of people
who like apple, who like orange, who like both fruits, who like apple only,
who like orange only, who don’t like apple and orange by listing method.
From the obtained information construct the following sets. Also present
them in a separate Venn diagram:
(a) A (b) O (c) A ∪ O (d) A
(e) A − O (f) O − A (g) (O − A) ∪ ( A – O )

2. Ask all the students in your class which of football, cricket and basketball
they like to play. Denote the set of students who like to play football by F,
cricket by C and basketball by B. According to their responses, find the set
of students who like to play football, who like to play cricket, who like to
play basketball, who like to play any two sports, who like to play all three
sports, who like to play only one sport and who do not like to play any of
them by listing method. Find the cardinality of the following sets and also
present them by drawing separate Venn diagram:
(a) n(F) (b) n(C) (c) n(B) (d) n(F B)
(e) n(B C) (f) n(F C B) (g) n(F ∪ C ∪ B) (h) n(F ∪ B)
(i) n(B ∪ C) (j) n(C) (k) no(F) (l) no(F C)
(m) n(F – B)

23
Mathematics Grade 9
 Answers
1. (a) (i) 5 (ii) 6 (iii) 12 (iv) 2 (v) 8 (vi) 1
(vii) 10 (ix) 2 (x) 2 (xi) 1 (xii) 8 (xiii) 65
2. (a) (i) 6 (ii) 5 (iii) 9 (iv) 2 (v) 4 (vi) 3
(b) (i) 2 (ii) 2 (iii) 1 (iv) 3 (v) 1 (vi) 4 (vii) 4
3. (a) (i) 19 (ii) 4 (iii) 1 (iv) 8 (v) 10 (vi) 12 (vii) 18
(b) (i) 12 (ii) 8 (iii) 14 (iv) 1 (v) 6 (vi) 6 (vii) 12 (viii) 8
4. (a) 14 (b) { } or φ (c) { } or φ (d) 14
5. (a) 7 (b) 7 (c) 2 (d) 12 (e) 12 (f) 5
(g) 5 (h) 6 (i) 1 (j) 11 (k) 13
6. (a) 4 (b) 4 (c) 4 (d) 6 (e) 7 (f) 1
(g) 1 (h) 1 (i) 1 (j) 8

7. Show to your teacher.

24
Mathematics Grade 9
 Lesson
Tax
2
2.0 Review
Divide the students into appropriate number of groups and discuss the conditions
given below.
(a) Bishal received his monthly, salary after deducting 1%.
(b) When Kamala bought a mobile, she paid by adding 13 % in the price of
mobile.
(c) A headteacher received Rs. 510 out of Rs. 600 as an allowance per
meeting of a program.
(d) Shakti paid Rs. 300 to renew the bluebook of his motorcycle, registered
at transportation Management Service Office, Bagmati province for the
fiscal year 2078/2079.
In the above cases, the amounts added and deducted are the tax amount. Different
tax rates different headings are mentioned in the law unde.

2.1 Tax
Activity 1
Discuss among your friends the following questions based on the tax provisions
included in the budget statement presented at the beginning of each fiscal year in
our country.
(a) How does the government manage the administrative expenses and the
development expenses of the state?
(b) How does the government manage the salary allowance given to the civil
servants?
(c) You may have heard that the budget for the construction and maintenance
of drinking water tanks, upgrading and development works such as skilled-
based program etc. is being disbursed. Where do such expenses come from?

Tax is a compulsory payment that a person, firm or company has to pay to the government
according to law. Tax is a main source of income of the state. The government conducts
regular contingency and development Activity of the country according to the income
received through this tax. So we all have to pay taxes. Paying tax is fulfilling the duty of a
good citizen. Among the taxes that are in vogue in Nepal are vehicle tax, the customs tax,
house-rent tax, income tax, value added tax, property tax, social security tax etc. Tax is
expressed in percentage (%). For example, students going to study aboard has to pay 1 %
tax on exchange money when they take money exchange facility.

25
Mathematics Grade 9
 2.1.1 Income tax
Activity 2
Discuss in a group with your peers regarding the income tax ceiling and questions
given below. Then, present the findings in the class:
Income tax rate applicable
to natural persons for the fiscal year 2078/2079
Tax Rate only for Employment Income
For Single Person For Couple
Title Tax Rate Title Tax Rate
Income up to 4 Lakh rupees 1% Income up to 4 Lakh 1%
and 50 Thousand rupees
Income above Rs.400000 up 10% Income above 10%
to Rs.500000 Rs.450000 up to
Rs.550000
Income above Rs.500000 up 20% Income above 20%
to Rs.700000 Rs.550000 up to
Rs.750000
Income above Rs.700000 up 30% Income above 30%
to Rs.2000000 Rs.750000 up to
Rs.2000000
Income above Rs.2000000 36% Income above 36%
Rs.2000000

Tax Rate only for Business Income as an Individual Firm

For Single Person For Couple
Title Tax Rate Title Tax Rate
Income up to 4 Lakh rupees Tax Free Income up to 4 Lakh and Tax Free
50 Thousand rupees
Income above Rs.400000 10% Income above Rs.450000 10%
up to Rs.500000 up to Rs.550000

Income above Rs.500000 20% Income above Rs.550000 20%

up to Rs.700000 up to Rs. 750000
Income above Rs.700000 30% Income above Rs.750000 30%
up to Rs.2000000 up to Rs.2000000
Income above Rs.2000000 36% Income above 36%
Rs.2000000
(a) What is income tax?

26
Mathematics Grade 9
(b) Why does the government collect certain percent tax on our income amount
by making laws?
(c) Which agency manages the income tax in Nepal?
(d) From where it can be studied easily about the income tax rate and ceiling
fixed by Inland Revenue Department? What types of rules are mentioned?

The tax on the income of an individual or the group of people (industry, company
etc.) is called income tax. Mainly, the tax on the income, salary and profit is
the income tax. Income tax is one of the sources of income of the government.
Income tax is calculated in percentage. There are different types of individual
tax rate based on profession, occupation and marital status. According to the
Income Tax Act 2058, four headings of income are (a) Employment (b) Business
(c) Investment and (d) Contingent benefits. The responsibility of managing tax
in Nepal in Nepal is given to Inland Revenue Department. The Inland Revenue
Department prepares the income tax calculation procedure every year, details of
which can be seen on the website http:/www.ird.gov.np.

Income Tax Exemptions

Title Ceiling
(a) On the amount deposited at On the less amount in one third of
employees provident fund taxable income and Rs. 300000
(b) On the amount deposited at citizen
investment trust
(c) On the premium expenses paid as Up to Rs. 25000 (with couple)
life insurance
(d) On the expenses on religious work On the less amount in 5% of adjusted
and on donated amount taxable income and Rs. 1,00,000.
(e) On the obtained amount as remote (a) Rs. 50,000 (b) Rs. 4,00,000
allowance (based on remote area ) (c) Rs. 20,000 (d) Rs. 10,000
(f) On the amount on 75% of foreign For staff working in Nepal's
allowance diplomatic mission aboard
(g) On the expenses of medical 25% of 15% of total expenses
treatment
(h) Discount facility available to An additional 50 % of specified ceiling
persons with disabilities
(i) On the premium paid for health Up to Rs. 20,000 yearly
insurance

27
Mathematics Grade 9
 (j) On the amount contributed for Up to Rs. 5,00,000 yearly
social security fund
(k) In case of woman who has only 10% discount on income tax
employment income
(l) In all allowance given as social
security
(m) In the amount received through
dowry, scholarship in-law's will
(n) In premium amount paid for Up to Rs. 5000 yearly
insurance of private building
owned by self
(o) In income as pension An additional of 25% in specified
ceiling
(p) In case of taxpayer of firm 1 % tax is not imposed for pension
registered individually income of a natural person who has
contributed to employment fund and
contribution based social security
fund.

Example 1

The monthly salary of a married teacher is Rs. 37,990. How much income tax
should be paid annually, when calculating the income of 13 months including
festival expenses, received by the teacher according to the income tax rate of
the fiscal year 2078/ 2079? Rs. 4,93,870
Solution, Rs. 4,50,000 Rs. 43,870
Here, monthly salary = Rs. 37,990 1% 10%
Yearly income = 13 × 37,990
= Rs. 49,3870
Now writing the taxable income Rs. 4,93,870 according to the income tax ceiling,
Rs. 4,93,870 = Rs. 4,50,000 + Rs. 43,870

1% 10%
Annual income tax = 1% of Rs. 4,50,000 + 10% of Rs. 43,870
1 10
= 100 × 4,50,000 + × 43,870
100
= 4,500 + 4,387
= Rs. 8,887

28
Mathematics Grade 9
 Example 2

The monthly salary of an unmarried woman staff working in a bank is

Rs. 30,000. 1% social security tax is levied on income up to Rs. 4,00,000 and
10% on income above Rs. 4,00,000 per annum. If she receives a salary equal
to 15 months in a year, how much tax should be paid annually?

Solution,
Here, monthly income of staff = Rs. 30,000
Annual income = 15 × Rs. 30,000
= Rs. 4,50,000
Now writing the taxable income Rs. 4,50,000 according to the income tax ceiling,
Rs. 4,50,000 = Rs. 4,00,000 + Rs. 50,000

1% 10%
⸫ Annual income tax = 1% of Rs. 4,00,000 + 10% of Rs. 50,000
1 10
= 100 × 4,00,000 + × 50,000
100
= 4,000 + 5,000
= Rs. 9,000
Being a woman will get 10% discount in income tax,
Discount amount = 10% of Rs. 9,000
= Rs. 900
⸫ Annual tax payable the staff = Rs. 9,000 – Rs. 900
= Rs. 8,100

Example 3

A married male employee in Nepal earning Rs. 40,500 monthly including

Dearness Allowance of Rs. 2,000 pays Rs. 23,500 yearly as a premium for life
insurance. He receives the salary of 13 months in a year including Festival
Allowance of 1 month. If he deposits 10% of his income excluding dearness
allowance and festival allowance to Employees Provident Fund, then how
much income tax should he pay on the remaining income? Find out.

29
Mathematics Grade 9
Solution,
Here monthly salary = Rs. 40,500 – Rs. 2,000 = Rs. 38,500
Annual salary = Rs. 38,500 × 12 = Rs. 4,62,000
Dearness Allowance = 2,000 × 12 = Rs. 24,000
Festival allowance = Rs. 38,500
10
Employees Provident Fund = 4,62,000 × 100 = Rs. 46,200
Determinable Income = Rs. 4,62,000 + Rs. 24,000 + Rs. 38,500 + Rs. 46,200
= Rs. 5,70,700
Deducting,
(i) Amount deposited at Employees Provident Fund
Rs. 46,200 + Rs. 46,200 = Rs. 92,400
(ii) Premium for life insurance = Rs. 23,500

Total = Rs. 1,15,900
1
Now one third of determinable income = Rs. 5,70,700 × 3
= Rs. 1,90,233.33
Being the total amount deposited at Employees Provident Fund and premium of
insurance is less than one third of determinable income,
Tax free income = Rs. 1,15,900
Taxable income = 5,70,700 – 1,15,900 = Rs. 4,54,800
Being a married male staff,
Payable income tax = 1% of Rs. 4,50,000 + 10% of Rs. 4,800
1 10
= Rs. 4,50,000 × 100 + 4,800 × Rs. 4,54,800
100
= 4,500 + 480 Rs. 4,50,000 Rs. 4,800
1% 10%
= Rs. 4,980

⸫ The employee has to pay income tax of Rs. 4,980 annually.

30
Mathematics Grade 9
 Example 4

If a businessman is exempted from income tax up to Rs. 4,50,000 out of his

annual income, the income tax is levied at the rate of 10% from Rs. 4,50,001 to
Rs.5,50,000 and at the rate of 20% from Rs.5,50,001 to Rs.7,00,000, how much
income tax should the businessman earning Rs. 6,75,000 annually have to pay?
Solution,
Here, expressing the total yearly income of Rs. 6,75,000 according to the given
income tax ceiling,
Rs. 6,75,000 = Rs. 4,50,000 + Rs. 1,00,000 + Rs. 1,25,000

Tax free 10% 20%

⸫ Total yearly income tax = 10 % of Rs. 1,00,000 + 20% of Rs. 1,25,000
10 20
= Rs. 1,00,000 × + 1,25,000 ×
100 100
= Rs. 10,000 + 25,000
= Rs. 35,000
From Model drawing method,

Rs. 6,75,000
Rs. 4,50,000 Rs. 1,00,000 Rs. 1,25,000
Tax free 10% 20%

Total yearly income tax = 10 % of Rs. 1,00,000 + 20% of Rs. 1,25,000

10 20
= 1,00,000 × + 1,25,000 ×
100 100
= 10,000 + 25,000
= Rs. 35,000
⸫ That businessman has to pay yearly income tax of Rs. 35,000.

31
Mathematics Grade 9
 Example 5

Dhanabahadur has deposited Rs. 35,000 in a fixed saving account of a

co-operative at the rate of 10% per annum simple interest for 4 years. If 5 %
income tax is levied on interest earning from that saving, how much interest
does he receive after deducting the tax? Find out.

Solution,
Here give,
Principal (P) = Rs. 35,000
Time (T) = 4 years
Rate of simple interest (R) = 10%
Tax rate = 5%
Simple Interest =?
Interest after deducting tax =?
Tax on income as interest =?
Using formula,

I= P×T×R
100
= 35,000 × 4 × 10
100
= Rs. 14,000
⸫ Simple Interest = Rs. 14,000,
Here, the interest so obtained is calculated as Dhanbahadur's income from investment.

Again Income tax = 5 % of Rs. 14,000

5
= Rs. 14,000 × 100
= Rs. 700
⸫ Tax on income as interest = Rs. 700
⸫ Interest after deducting tax = Rs. 14,000 − Rs. 700
= Rs. 13,300
That co-operative deducts 5% tax from obtained interest and provides only
Rs. 13,300 to the saver Dhanbahadur.

32
Mathematics Grade 9
 Exercise 2.1
1. In Nepal, an officer level married civil servant earning Rs. 38,000 monthly
pays Rs. 23,500 yearly as a premium of life insurance. If his / her income
is calculated as a salary equal to 13 months in a year including festival
allowance, how much income tax do they have to pay yearly. Find out.
(Calculate according to the income tax ceiling mentioned on the previous
page.)
2. An employee working in an organization has to pay income tax at the rate
of 1% up to Rs. 4,50,000 out of his income, above Rs. 4,50,000 up to Rs.
5,50,000 at the rate of 10 %, above Rs.5,50,000 up to Rs. 7,50,000 at the rate
of 20 % and above Rs. 7,50,000 up to Rs.20,00,000 at the rate of 30%, how
much income tax should be paid to the government by the employee earning
Rs. 65,000 per month?
3. Study the following table showing the income tax threshold for
entrepreneurs doing business as a sole proprietorship:
Yearly Income (Rs.) Rate of Tax
1 - 4,50,000 Tax free
4,50,001 - 5,50,000 10%
5,50,001 - 7,50,000 20%
7,50,001 - 20,00,000 30%
Above 20,00,000 36%

According to the income threshold, how much tax should be paid by an

entrepreneur having the following yearly income?
(a) Yearly income = Rs. 6,30,000
(b) Yearly income = Rs. 9,25,000
(c) Yearly income = Rs. 17,88,000
(d) Yearly income = Rs. 22,25,000
4. What is the total interest of Rs. 10 lakh deposited in a bank when calculated
at the rate of 8.5% simple interest in 4 years? If 5% income tax is levied on
that interest, then what is the net simple interest? Find out. (Thus, income tax
paid on interest refers to the tax paid on investment income.)

33
Mathematics Grade 9
 Project Work
(a) Collect the actual details of the salary of the level secondary teachers
working in your school, including including description of employees
provident fund, citizen investment fund and insurance, calculate how
much tax each teacher has to pay in annual income.
(b) If the student's family members have jobs, calculate the income from them
and get the actual details and find out the amount of tax to be paid annually.

Answers
1. Rs. 6,550 2. Rs. 63,500 3. (a) Rs. 26,000 3. (b) Rs. 1,02,500
3. (c) Rs. 3,61,400 3. (d) Rs. 5,06,000 4. Rs. 3,40,000 and Rs. 3,23,000

34
Mathematics Grade 9
2.1.2 Value added tax
Activity 1
Study the following bill and discuss the questions given below:
ABC Electronics
Kathmandu
Invoice No. 883 TAX INVOICE Date: 2077-11-15

VAT No × × × × × × × × ×
M/s .......................................................................................................................................................
Address: ..............................................................................................................................................
Buyers VAT No.: × × × × × × × × × Mode of Payment: Cash/Cheque/Others

S.N. Particulars Quantity Rate Amount

1. Refrigerator Rs. Ps.
C,LD 201 ALLB 1 27,876.10 27,876 10

Amount in Words: Thirty One Total 27,876 10

Thousand Five hundred only. ....... Discount —
Taxable Amount 27,876 10
13% VAT 3,623 90
Grand Total 31,500 00

----------------------- ------------------------
Customer's Sign For. ABC Electronics

35
Mathematics Grade 9
(a) What is the sales rate of refrigerator in the given bill?
(b) Did the refrigerator buyer get a discount or not?
(c) It is seen that the buyer has paid more than the selling rate, why did this
happen?
(d) According to the bill, Rs. 3,623.90 more amount seems to have been paid in
the sale rate. Why is the extra amount paid?
(e) Do we have to pay extra amount for the selling price when buying any goods?
(f) What price of refrigerator does Rs. 31,500 paid by the buyer refer to here?
Value Added Tax (VAT)
Value added tax is a kind of indirect tax levied on goods and services. Value
added tax is the tax levied on the increased price at various levels/ stages
from production to distribution of goods or services. At present, the rate of
value added tax in Nepal is 13 %.
From Mathematical Technical Dictionary,
Value Added Tax: A value added tax (VAT)is a tax levied on the price
that increases at each level by deducting a discount when selling goods or
services. This tax should be paid by the consumer at the end but it does not
allow the price of the commodity to increase unnecessarily.
A company that manufactures television set fixed the price of a television set
at Rs. 10,000 by adding production cost and profit. The following process
is completed when the television produced by the company reaches to the
consumer through the dealer, wholesaler and retailer.

When the manufacturing When the dealer sells to the wholesaler

company sells to the dealer
The price of a television set = Rs. Cost Price = Selling Price of manufacturing
10,000 company = Rs.11,300
Rate of value added tax = 13% Price of television including extra expenses
Selling Price, and profit of Rs.1200 = Rs. 12,500
= Rs. 10,000 + 13% of Rs. 10,000 Rate of value added tax = 13%
13 Selling Price,
= 10,000 + 10,000 × 100
= 10,000 + 1,300 = Rs. 12,500 + 13% of Rs. 12,500
= Rs. 11,300 = Rs. 12,500 + Rs. 1,625
= Rs. 14,125

36
Mathematics Grade 9
 When the wholesaler sells to the When the retailor sells to the consumer
retailor
Cost Price = Selling Price of Cost Price = Selling Price of wholesaler
dealer = Rs. 14,125 = Rs. 6,950
Price of television including extra Price of television including extra expenses
expenses and profit of Rs.875 = and profit of Rs.,050 = Rs. 8,000
Rs. 15,000 Rate of value added tax = 13%
Selling Price
Rate of value added tax = 13%
= Rs. 18,000 + 13% of Rs. 18,000
Selling Price 13
= Rs. 18,000 + 100 × Rs. 18,000
= Rs. 15,000 + 13% of Rs. 15,000
= Rs. 18,000 + Rs. 2340
= 15,000 + 1,950
= Rs. 16,950 = Rs. 20,340
Here, consumer has to pay Rs. 2,340 value added tax. When the amount is
deposited in the government treasury,
Manufacturer = Rs. 1,300
Dealer = (1,625 – 1,300) = Rs. 325
Wholesaler = (1,950 – 1,625) = Rs. 325
Retailer = (2,340 – 1,950) = Rs. 390
Total = 1,300 + 325 + 325 + 390) = Rs. 2,340

Now, based on the increased value of each level,

Manufacturer = 13% of Rs. 10,000
13
= 100 × Rs. 10,000 = Rs. 1,300
Dealer = 13% of Rs. (12,500 – 10,000)
13
= × Rs. 2500
100
= Rs. 325
Wholesaler = 13% of Rs. (15,000 – 12,500)
13
= 100 × Rs. 2500
= Rs. 325
Retailer = 13% of Rs. (18,000 – 15,000)
13
= 100 × Rs. 3,000
= Rs= 390
Total value added tax = Rs. 1,300 + Rs. 325 + Rs. 325 + Rs. 390 = Rs.2,340

37
Mathematics Grade 9
 Example 1

Find the value added tax (VAT) in the given cases:

(a) Price without value added tax = Rs.700, rate of value added tax = 13%
(b) Marked price without value added tax(MP) = Rs. 10,000, Discount = 15%
and rate of value added tax = 13%

Solution,
(a) Here, Price without value added tax = Rs. 7,000
Rate of value added tax = 13%
Value added tax amount =?
Now, value added tax amount = 13% of Rs.7000
13
= 100 × Rs. 7,000

= Rs. 910
⸫ Value added tax amount = Rs. 910
(b) Marked price without value added tax(MP) = Rs. 10,000
Discount = 15% and
Rate of value added tax = 13%
Value added tax amount =?
Now, finding discount amount,
Discount amount = 15% of Rs. 10,000
15
= 100 × Rs. 10,000
= Rs. 1,500
Price after deducting the discount = Rs. 10,000 − Rs. 1500
= Rs. 8,500
Now, value added tax amount = 13% of Rs. 8,500
13
= 100 × Rs. 8,500
= Rs. 1,105
⸫ Value added tax amount = Rs. 1,105

38
Mathematics Grade 9
 Example 2

A mobile set was marked at Rs. 15,000. What is the value of the mobile set after
allowing a discount of 15% and adding 13% value added tax? Calculate.
Solution,
Here, the marked price of mobile set without VAT (MP) = Rs. 15,000
Discount = 15%
Rate of VAT = 13%
Price with VAT =?
Now discount amount = 15% of Rs. 15,000
15
= 100 × Rs. 15,000
= Rs. 2,250
Again, value added taxable amount = Rs. (15,000 – 2,250)
= Rs. 12,750
Value added tax amount = 13% of Rs. 12,750
13
= 12,750 × 100
= Rs. 1,657.50
⸫ Price with value added tax = 12,750 + 1,657.50
= Rs. 14,407.50

Alternative Method
Solution,
Price of mobile without value added tax (MP) = Rs. 15000
After giving 15% discount,
Price after discount = 85% of Rs. 15,000
= 85 × Rs. 15,000
100
= Rs. 12,750
After adding 13% VAT,
Price with VAT = 113% of Rs. 12,750
113
= 100 × Rs. 12,750
=Rs. 14,407.50

39
Mathematics Grade 9
From model drawing method,
Rs= 15,000
Rs= 85x Rs. 15x
Discount
Rs= 100y Rs. 13y
Price after discount VAT
Now, 100x = Rs. 15,000
15,000
x = = Rs. 150
100
85x = Rs. 150 × 85 = 12,750
Again, 100y = 85x
=?= 12,750
12,750
y =
100
12,750
113y = × 113
100
= Rs. 14,407.50
⸫ Price with value added tax = Rs. 14,407.50

Example 3

If a buyer has to pay Rs. 57,630 for an article after deducting 15 % discount on
the price excluding value added tax and adding 13% value added tax, find the
marked price of the article.
Solution,
Let the marked price excluding value added tax (MP) = Rs. x
Given discount = 15%
Rate of value added tax = 13%
Price with value added tax = Rs. 57,630
According to the question, Discount amount = 15% of x
15
= 100 × x
15x
= 100

40
Mathematics Grade 9
 3x
= Rs. 20 From model drawing method,
Value added taxable amount Marked Price

3x Rs. 85x Rs.15x

= Rs. x – 20 Discount
17x
= Rs. Rs. 100y Rs.13y
20
17x Rs= 57,630
Value added tax amount = 13% or Rs.
20
17x 13 Now, 113y = Rs. 57,630
= × 100
20 y = Rs. 57630
221x 113
= Rs. 100y = Rs. 51,000
2,000
Price with value added tax Again, 85x = Rs. 51,000
17x 221x 51,000
= Rs. 20 + x=
2000 85
1700x + 221x 100x = Rs. 60,000
= Rs.
2000 ⸫ Marked Price (MP) = Rs. 60,000
1921x
= Rs. 2000

According to the question,

1921x
= 57630
2000
or, 1921x = 2000 × 57630
or, x = 2,000 × 57,630
1921
or, x = 60,000
⸫ Marked Price (MP) = Rs. 60,000

Alternative Method
Let the marked price excluding value added tax (MP) = Rs. x
Given discount = 15%
Rate of value added tax = 13%
Price with value added tax = Rs. 57,630

41
Mathematics Grade 9
Price with value added tax = (100 − 15)% of Rs. x × (100 + 13)%
85 113
= 100 × x × 100
According to the question,
85 113
Rs. 57,630 = x × 100 × 100

or, x = 57630 × 100 ×100

85 × 113
or, x = 60,000
⸫ Marked Price (MP) = Rs. 60,000

Example 4
A shopkeeper has bought a bicycle for Rs. 5,800 excluding value added tax.
He has fixed the marked price by increasing 40 % on cost price. Find out how
much the consumer has to pay when allowing 13 % value added tax with a
10% discount on the marked price.
Solution,
Here the cost price of bicycle excluding value added tax (CP) = Rs. 5,800
Discount = 10%
Rate of value added tax = 13%
Price with value added tax =?
Profit % or Loss % =?
From the question,
Marked price of bicycle (MP) = (100 + 40)% of Rs. 5,800
140
= 100 × Rs. 5,800
= Rs. 8,120
Discount amount = 10 % of marked price
10
= 100 × Rs. 8120
= Rs. 812
⸫ Taxable income for value added tax = Rs. 8,120 − Rs. 812 [MP - discount amount]
= Rs. 7,308

42
Mathematics Grade 9
Now value added tax amount = 13% of Rs. 7,308
13
= 100 × Rs. 7,308
= Rs. 950.04
⸫ Price of bicycle with value added tax = Rs. 7,308 + Rs. 950.04
= Rs. 8,258.04
Thus, the consumer has to pay Rs. 8,258.04.

Example 5

If a shopkeeper sells a watch purchased at Rs. 2000 excluding value added tax
at a profit of 25%, find out how much the consumer will have to pay on the bill
after 13% value added tax.
Solution,
Here cost price of the watch (CP) = Rs. 2,000
Profit = 25%
Rate of value added tax = 13%
Amount to be paid by the consumer (price with VAT) =?
Profit = 25% of Rs. 2000
25
= 100 × 2,000
= Rs. 500
⸫ Taxable amount for value added tax = cost price + profit
= Rs.(2,000 + 500)
= Rs. 2500
Value added tax amount = 13% of Rs. 2500
13
= 100 × Rs. 2,500
= Rs. 325
⸫ Amount to be paid by the consumer = Rs. 2,500 + Rs. 325
= Rs. 2,825

43
Mathematics Grade 9
 Example 6

The sports goods dealer has bought a table tennis board from a importer for
Rs. 25,000 excluding value added tax. He sells that table tennis board to retailer
for Rs.30,000 excluding value added tax. That retailer sells it to Bikki for
Rs. 37,000 excluding value added tax. Find the answers of the following
questions based on the 13% value added tax rate at each level:
(a) What is the cost price of the dealer?
(b) What is the cost price of the retailer?
(c) How much will Bikki pay to buy it?
(d) How much of the value added tax from the sale of table tennis board is
deposited in the government treasury?
(e) How much should the dealer and retailer deposit value added tax in the
the government treasury?
Solution,
Sale price excluding value added tax fixed by the importer = Rs.25,000
Rate of value added tax = 13%
(a)Cost price of the dealer = 25,000 + 13% of 25,000
13
= 25,000 + 100 × 25,000
= 25,000 + 3,250
= Rs. 28,250
Here, selling price of dealer adding profit and other expenses excluding value
added tax = Rs. 30,000
(b)Cost price of retailer = 30,000 + 13% of 30,000
13
= 30,000 + 100 × 30,000
= 30,000 + 3,900
= Rs. 33,900
Here selling price of retailer adding profit and other expenses excluding value
added tax = Rs. 33,900
(c) Now, the cost price of Bikki = 37,000 + 13% of 37,000
13
= Rs. 37,000 + 100 × 37,000
= Rs. 37,000 + 4,810
= Rs. 41,810

44
Mathematics Grade 9
(d) The value added tax from the sale of table tennis board deposited in the
government treasury = Rs. 4,810
(e) Calculating the value added tax deposited by the dealer in the government
treasury,
First Method Second Method
The value added tax he collected = Amount to be deposited in
Rs. 3,900 government treasury
The value added tax he paid = Rs. 3,250 13% of (Rs. 30,000 – Rs. 25,000)
13
Amount to be deposited in = 100 × 5,000
government treasury
= Rs. 650
= Rs. 3,900 – Rs. 3,250
= Rs. 650
Calculating the value added tax deposited the by retailer in the government treasury,
First Method Second Method
The value added tax he collected = Amount to be deposited in
Rs. 4,810 government treasury =
The value added tax he paid = Rs. 3,900 13 % of (Rs. 37,000 – Rs. 30,000)
13
= 100 × 7,000
Amount to be deposited in govern-
ment treasury = Rs. 910
= Rs. 4,810 – Rs. 3,900
= Rs. 910

45
Mathematics Grade 9
 Exercise 2.2

1. Find the value added tax amount based on the given table:
S.N. Price excluding value Rate of value Value added tax
added tax added tax amount
(a) Rs. 300 13% ?
(b) Rs. 750 13% ?
(c) Rs. 6,000 13% ?
(d) Rs. 3,75,000 13% ?
(e) Rs. 20,27,000 13% ?

2. Calculate the price excluding value added tax based on the given table:
S.N. Price excluding Value added tax amount Rate of value added
value added tax tax
(a) ? ?= 3,616 13%
(b) ? ?= 30,510 13%
(c) ? ?= 3,390 13%
(d) ? ?= 57,630 13%
(e) ? ?= 1,19,328 13%

3. Calculate the price that the customer has to pay for the given goods:

(a) Marked price without (b) Marked price without

VAT = Rs. 35,000 VAT = Rs. 6,500
Discount = 10% Discount = 7.5%
VAT = 13% VAT = 13%

(c) Marked price without (b) Marked price without

VAT = Rs. 25,700 VAT = Rs. 1,450
Discount = 15% Discount = 22.75%
VAT = 13% VAT = 13%

46
Mathematics Grade 9
4. Calculate the actual price of the goods based on the information given in
the following table:
S.N. Marked price Rate of Rate of VAT Price with VAT
excluding VAT Discount
(a) Rs. 2,000 8% 13% ?

(b) Rs. 7,000 15% 13% ?

(c) Rs. 27,000 20% 13% ?

(d) Rs. 20,525.30 10% 13% ?

(e) Rs. 1,81,500 7.5% 13% ?

5. The marked price of a LED television set excluding value added tax is Rs.
37,500. If it is sold after 11% discount and 13% VAT is levied on it, how much
will the consumer pay? Find out by calculation.
6. Find the marked price and discount amount based on the given table:
S.N. Marked price Rate of Discount Rate of Price with VAT
excluding Discount Amout VAT
VAT
(a) ? 20% ? 13% Rs. 4,520
(b) ? 10% ? 13% Rs. 15,225
(c) ? 15% ? 13% Rs. 57,630
(d) ? 25% ? 13% Rs. 2,151.52
(e) ? 15% ? 13% Rs. 2,40125

7. If the price of an electric kettle after allowing 5 % discount on the marked

price excluding value added tax and adding 13 % VAT is Rs. 1,575, What will
be the marked price of that kettle? Find the taxable price for valued added tax.
8. A shopkeeper bought an article for Rs. 27,500 excluding value added tax
and marked its price Rs. 35,000. When selling the article after allowing
10.5% discount and levying 13% VAT,
(a) What is the price including value added tax?
(b) What is the percentage of profit or loss from this transaction?
(c) If he could sell at the marked price, what percentage of profit would he get?

47
Mathematics Grade 9
9. A shopkeeper bought a watch for Rs. 4,000 excluding value added tax and
labelled its price 25% above the cost price. After allowing 12 % discount
and levying 13 % VAT,
(a) How much does the consumer have to pay for value added tax?
(b) If it is sold at a loss of 5%, what will be its price with value added tax?
10. A wholesaler sold a washing machine to a retailer at Rs. 67,000 including
13% value added tax. If the retailer delivered the machine to the consumer's
house with transportation charge Rs. 3,000, local tax Rs. 550 and a profit
of Rs. 5,000, how much would the consumer pay for value added tax at the
current rate? Find out.
11. A wholesaler of watch bought a watch from a dealer at Rs. 12,000 excluding
value added tax and sold it to a retailer at Rs. 16,950 including value added
tax. If the rate of value added tax is 13 % at each level,
(a) How much did the retailer pay for the watch except the value added tax?
(b) How much did the retailer pay for value added tax?
(c) How much profit did the dealer make?

Project Work
Be divided your friends into appropriate number of groups. Study the budget
statement for the current fiscal year. Collect the following information from that
budget statement and prepare a report in a group:
(a) Size of the budget
(b) Different types of taxes imposed in the budget
(c) Rate of value added tax
(d) Goods or services exempt from tax
(e) Goods subject to value added tax
(f) Other income tax

48
Mathematics Grade 9
 Answers
1. (a) Rs. 39 (b) Rs. 97.50 (c) Rs. 780 (d) Rs. 48,750
(e) Rs. 2,63,510
2. (a) Rs. 3,200 (b) Rs. 27,000 (c) Rs. 3,000 (d) Rs. 51,000
(e) Rs. 1,05,600
3. (a) Rs. 35,595 (b) Rs. 6,794.13 (c) Rs. 24,684.85 (d) Rs. 1,265.74
4. (a) Rs. 20,79.20 (b) Rs. 67,23.50 (c) Rs. 24,408 (d) Rs. 20,874.23
(e) Rs. 189712.88
5. Rs. 37,713.75
6. (a) Rs. 60,000, Rs. 9000 (b) Rs. 5,000, Rs. 1000
(c) Rs. 2,50,000, Rs. 37500 (d) Rs.14,970.50, Rs. 1497.05
(e) Rs. 2,538.67, Rs. 34.67
7. Rs. 1,393.81 and Rs.1,467.16
8. (a) Rs. 35,397.25 (b) 13.91% (c) 27.27%
9. (a) Rs. 572 (b) Rs. 4,294
10. Rs. 10,953.80
11. (a) Rs. 15,000 (b) Rs. 1,950 (c) Rs. 3,000

49
Mathematics Grade 9
 Lesson 3 Commission and Dividend
3.1 Commission
Activity 1
Form three groups from your classmates. Act as a land owner (name: Dhaniram), the
leader of the first group, as a buyer (name: Aadinath), the leader of the second group
and agent as a mediator (name: Sabina), the leader of the third group. A person acting
as an intermediary between a seller and a buyer of goods and services is called an agent.

In this way, the amount that the agent receives at the rate of certain percentage
of sale price for performing the role of mediator is called the commission. Agent
can receive such amount from buyer or seller or both. The sale price is taken
as the basis when taking and giving commission. Commission is expressed
in percentage. Commissions are calculated in land transactions, on financial
transaction in banks and financial institution, in insurance company, buying and
selling goods etc.

Example 1
If an agent receives 5% commission by selling a land for Rs. 25,00,000, then
(a) How much amount does the agent receive as the commission?
(b) How much money is in the hand of the land owner after commission? Find out.
Solution,
Here selling price of land = Rs. 25,00,000
Rate of commission = 5%
(a) Amount of commission =?
(b) The amount received by the land owner =?
(a) We know that,
Amount of commission = 5 % of Rs. 25,00,000
5
= 100 × Rs. 25,00,000
= Rs. 1,25,000
⸫ Amount of commission = Rs. 1,25,000

50
Mathematics Grade 9
(b) The amount received by the land owner
= price after commission = selling price - commission amount
= 25,00,000 − 1,25,000
⸫ The amount received by the land owner = Rs. 23,75,000

Example 2

The rate of commission paid by a company to agent is given below:

• 0.5% in the sale up to Rs. 15,00,000
• 1 % in the sale above Rs. 15,00,000 up to Rs. 25,00,000
• 1.5% in the sale above Rs. 25,00,000 up to Rs. 40,00,000
• 2 % in the sale above Rs. 40,00,000
How much total commission does an agent receive in a sale of Rs. 60 lakhs, based
on the above rate of commission?

Solution,
Here, writing the selling price Rs. 60,00,000 breaking down according to the ceiling
of commission rate,
Rs. 60,00,000 = Rs.15,00,000 + Rs.10,00,000 + Rs.15,00,000 + Rs.20,00,000

0.5% 1% 1.5% 2%
Total Commission Amount = 0.5% of Rs. 15,00,000 + 1% of Rs. 10,00,000
+ 1.5% of Rs. 15,00,000 + 2% of Rs. 20,00,000
0.5 1
= Rs. × 15,00,000 +
100 100 × 10,00,000
1.5 2
+ 100 × 1,50,00,000 + 100 × 20,00,000

= 7,500 + 10,000 + 22,500 + 40,000

⸫ Total Commission Amount = Rs. 80,000

51
Mathematics Grade 9
 Example 3
Monthly salary of an employee working in a construction material shop is Rs.
12,000. He also gets commission for selling goods. He has sold construction
materials worth Rs. 4,75,000 in a month. If he earns the total amount of Rs.
19,125 in that month, what is the rate of the commission?
Solution,
Selling Amount = Rs. 4,75,000
Monthly salary of the employee = Rs. 12,000
Employee's monthly income including commission = Rs. 19,125
⸫ Commission Amount = Rs. 19,125 − Rs. 12,000
= Rs. 7,125
Commission Amount
Now, rate of commission = Selling Amount × 100%

7,125
= × 100%
4,75,000
= 1.5%
Example 4

Monthly salary of a staff working in a bookstore is Rs. 16,000. If he sells books

worth more than Rs. 5,00,000 a month, he is paid a commission of 2 %. If the
total sales of the shop for the month of Baisakh is Rs. 7,25,000, what is the total
income of the staff in that month? Find it.
Solution,
Here, the monthly salary of the staff = Rs. 16,000
Total selling amount of the month of Baisakh = Rs. 7,25,000
Rate of commission = 2%
Monthly income of the staff =?
Writing the total selling amount according to the ceiling of commission,
Rs. 7,25,000 = Rs. 5,00,000 + Rs. 2,25,000
Rate of commission = 2%
Now, the amount of commission = 2% of Rs. 250000
= 2 × Rs. 2,50,000
100
= Rs. 5,000
Thus, the total income of that staff of the month of Baisakh = Rs. (16,000 + 5000)
= Rs. 21,000

52
Mathematics Grade 9
 Exercise 3.1
1. Find the amount of commission based on the given table:
S.N. Particulars (Items) Total Selling Price Rate of
Commission
(a) Land Rs.1 crore 50 lakh 5%
(b) House Rs.2 crore 3%
(c) Photocopy machine Rs. 4 lakhs 7.5%
(d) Share transaction Rs. 5 corer 25 lakh 2%

2. If an agent receives 5% commission by selling a house for Rs.1,40,00,000 then,

(a) How much amount does the agent receive as the commission?
(b) How much amount does the showroom have to pay to the employees for
commission? Calculate.
3. A motorcycle showroom has 10 employees who tet Rs. 20, 000 as salary
per month. They get 0.25% commission from the total monthly sale. If
the total transaction in Asoj is Rs. 1,35,00,000,
(a) How much aount does the showroom provide to the employees as the
commission? calculate.
(b) What percentage in more in the monthly income of an employee than the
monthly salary?
4. A company producing plastic goods gives commission to its seller at the
rate of 1% in a selling amount up to Rs. 6,00,000, 1.5% above Rs. 6,00,000
up to Rs. 10,00,000 and 2% in a selling amount above Rs. 10,00,000, then
find the amount of commission received by the seller in the following
selling amount:
(a) Rs. 4,45,600 (b) Rs. 7,25,000 (c) Rs. 15,75,000
5. The monthly salary of a staff working in a cosmetic shop is Rs. 17,000. He
gets a certain percentage of commission on the total sales. In the month of
Manshir he earns Rs. 30,000 including commission on the total selling price
of Rs.10,00,000 in that month, how much amount of commission does he get
from the shop?

53
Mathematics Grade 9
 Project Work
Visit a company or a shop nearby. Ask staff or operator about the following,
prepare a report and present in your class:
(a) Sales provision
(b) Plan for additional sales facilities for staffs.

Answers
1. (a) Rs. 7,50,000 1. (b) Rs. 6,00,000 1. (c) Rs. 30,000 1. (d) Rs. 10,50,000
2. (a) Rs. 7,00,000 2. (b) Rs. 1,33,00,000 3. (a) Rs. 3,37,500 3. (b) 168.75%
4. (a) Rs. 4,456 4. (b) Rs.7,875 4. (c) Rs. 23500 5. 1.3%

54
Mathematics Grade 9
3.2 Bonus
Activity 1
The edited excerpt of the news item entitled Oil Corporation distributing 6 crore
bonus to employees' published in the Naya Patrika Daily of 2077 Poush 24 is as
follows:

Nepal Oil Corporation is going to distribute bonus to the employees. The

corporation has decided to distribute bonus to the employees in view of the legal
provision of distributing bonus in the year of profit. Yet the corporation has to get
the permission of the government to give bonus to the employees.
Oil Corporation is going to distribute around 6 crores to the employees from
the amount allocated for the bonus of two fiscal years 2075/076 and 2076/077.
According to the official president of trade union of the corporation, Gopal Rai,
it has been decided to distribute bonus equal to two months and 15 days to the
assistant level employees and two months' salary to the officer level or higher
level employees. "We believe that performance will be more effective if bonuses
can be distributed to the employees." He said ' We are hopeful that Ministry of
Finance will approve it this time."
The Bonus Act provides for a bonus of up to 1 % of the net profit to be distributed
to the employees of public enterprises. The law also stipulates that a maximum
of 3 months' salary is equal to the bonus received by an employee in a fiscal year.
The corporation has to distribute the bonus amount to the employees and deposit
the remaining 80% to the government fund and 20 % in the welfare fund of the
corporation.

Study the news except given above and answer the given questions.
(a) Why would a company provide bonus?
(b) On what basis is the bonus distributed?
(c) Does a company distribute bonus if it cannot each profit?
In addition to the regular salary that an employee receives from his or her work,
a certain percentage of that profit is paid annually to the employee as a lump sum
incentive if the employee is able to earn a profit from the organization in which he
or she works is called the bonus. In case of Nepal, if Nepal Electricity Authority,
Nepal Telecom, Nepal Oil Corporation, Nepal Water Supply Corporation and
other private institutions including several banks make a profit, the employees
working in such institutions will get a lump sum bonus annually as per the rules
and regulations.

55
Mathematics Grade 9
 Example 1

An industry has made a profit of Rs. 40,00,000 in a year. It has decided to

distribute 60 % of profit to 80 employees working in that industry, find out
how much amount each employee will receive as a bonus that year.
Solution,
Total profit = Rs. 40,00,000

Bonus amount to be distributed = 60% of Rs. 40,00,000

= 60 × 40,00,000
100
= Rs. 24,00,000

Total number of employees = 80

Bonus amount received by an employee = Rs. 24,00,000

80
= Rs. 30,000
⸫ Each employee receives Rs. 30,000 as a bonus in that year.

Example 2

A hotel has made a profit of Rs. 50,00,000 in a year. A certain percentage of

profit was distributed to 55 employees working in that hotel equally at the rate
of Rs. 50,000, what percentage of profit did the hotel distribute? Calculate.

Solution
Total yearly profit of the hotel = Rs. 50,00,000
Bonus distributed to each employee = Rs. 50,000
Total number of employee = 55
Percentage of bonus distributed =?
Total amount distributed for bonus = 55 × Rs. 50,000
= Rs. 27,50,000
⸫ Percentage of bonus distributed = 274,500,000 × 100%
50,00,000
= 55%

56
Mathematics Grade 9
3.3 Dividend
Activity 2

The edited excerpt of the news item entitled " Telecom Passed Dividend" published
in Gorkhapatra Online on 14th Chaitra, 2070 BS is as follows:
Nepal Telecom Company has passed a proposal to distribute cash dividend to the
shareholders at the rate of Rs. 40 per share from the profits of the fiscal year 2076/77.

Study the above news excerpt.

Answer the question given below.
(a) What is share?
(b) Have you or a member of your family bought shares in a company?
(c) What is dividend? On what basis does the company distribute dividends?
(d) Companies distribute a portion of their profit to shareholders each year. Have you
or your family received such amount?
If a certain percentage of the profit earned by the company on the basis of
investing in shares in a company or profit oriented organization is given to the
shareholder, then that amount is called dividend. When distributing dividends, a
certain percentage of the net profit of the corporation is divided by the number
of shares. There are two types of such dividends:
(a) Cash dividend
(b) Share dividend

Example 3
If a microfinance company has 6,00,000 unit of shares at the rate of Rs.100 and
that company has made a profit of Rs.40,00,000 in a year. If the company decides
to distribute 20 % of the profits as the cash dividend to its shareholders. Find how
much cash dividend does the person who owns 60 shares of that company in the
year?
Solution,
Here, total profit = Rs. 40,00,000
Cash dividend to be distributed = 20% of Rs. 40,00,000
= 20 × 40,00,000
100
= Rs. 8,00,000

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Mathematics Grade 9
Again, total number of shares = 6,00,000
8,00,000
Cash dividend for one share =
6,00,000
= Rs. 1.33
The dividend received from the company by the person having 60 shares = 60 × Rs. 1.33
= Rs. 80
Exercise 3.2

1. Calculate the bonus based on the following table:

Company Profit Rate of Bonus
(a) Rs. 60 lakh 25%
(b) Rs.2 crore 50 lakh 67.5%
(c) Rs. 80 lakh 48%
(d) Rs.9 crore 55%
2. A textile industry has made a profit of Rs. 5 lakhs and sixty thousand in the
year 2076 BS. It has decided to distribute 60 % of the profits as a bonus to 105
employees working in the industry, how much amount each will an employee
receive? Find out.
3. An insurance company has decided to distribute two third of the total profit
equally to its 150 staffs as a bonus. If each staff receives Rs. 40,000, what is
the total profit of the company in that year?
4. Calculate the total dividend and per share dividend from the given table:

Company Total number of shares Rate of Dividend Net profit

(a) 4,50,000 40% Rs. 50,00,000
(b) 1,15,62,486 55.5% Rs. 12,00,00,000
(c) 3,28,50,000 23.5% Rs. 5,20,60,000
(d) 21,63,25,030 60% Rs. 2,75,67,36,894

5. Suryalaxmi cooperative has13,63,497 units of shares of Rs.100 each. Mamata

has 350 units of share of that cooperative. If that cooperative earns Rs. 1
crore and 20 lakh in one year and decides to distribute cash dividend to its
shareholder equal to 45 % of the profit, how much cash dividend does Mamata
receive? Find out.

58
Mathematics Grade 9
6. An insurance company having 22,39,440 units of shares of Rs.100 each earns
profit Rs. 1,52,05,675 in a year. If the board of directors of that company
has decided to distribute cash dividend to its shareholder equals to 65 % of
total profit, how much cash dividend does a shareholder holding 280 units of
shares receive? Calculate.

Project Work
Divide your classmates into 5 groups. Visit 5 different public or private
financial company/organization. Collect the information of 5 companies
about how they distribute bonus to their employees and 5 companies how
they distribute dividend to their shareholders. Prepare report in a group and
present in the classroom.

Answers
1. (a) Rs. 1,5,00,000 (b) Rs. 1,68,75,000
(c) Rs. 38,40,000 (d) Rs. 4,95,00,000
2. Rs. 3,200
3. Rs. 90,00,000
4. (a) Rs. 20,00,000 and Rs. 4.44 (b) Rs. 6,66,00,000 and Rs. 5.76
(c) Rs. 1,22,34,100 and Rs. 0.37 (d) Rs. 1,65,40,42,136 and Rs. 7.65
5. Rs. 1,386.14
6. Rs. 1,235.77

59
Mathematics Grade 9
 Lesson
4 Household Arithmetic
4.0 Review
Discuss and resolve the following questions:
(a) If the cost of 25 copies is Rs. 500, what is the cost of one copy?
(b) If the cost of 1 dozen copies is Rs.600, what is the value of 7 copies?
(c) How much is it if you add 10 % amount to your Rs. 750?
(d) What is the amount of 2 % discount on a calculator with a price of Rs
500? What is the price after discount?
We have already studied the calculation of unitary method, discount amount and
value added tax amount in the previous class. The use of them makes it easy to
calculate from the basic mathematical operations while paying the electricity bill,
water and telephone bill consumed in our daily life.
Household expenses like electricity tariff, water tariff, telephone tariff, taxi fare
etc. can also be paid online using apps in mobile or computer set. Nowadays,
due to information and technology, the compulsion to physically attend the
office for hours to pay various tariffs and fees is coming to an end.
4.1 Household expenses for use of electricity
Activity 1

The Nepal Electricity Authority has fixed the tariff rates for electricity services
provided according to the capacity of electricity meter.
According to the electricity consumer tariff rate fixed from the 140 th meeting of
the Electricity Regulatory Body in 2078/7/8,

Kilowatt- 5 Ampere 15 Ampere 30 Ampere 60 Ampere

Hour unit Service Service Service Service Service Service Service Service
Charge (Rs.) Charge (Rs.) Charge (Rs.) Charge (Rs.) Charge (Rs.) Charge (Rs.) Charge (Rs.) Charge (Rs.)
0 – 20 30 0 50 4.00 75 5 125 6
21 – 30 50 6.50 75 6.50 100 6.50 125 6.50
31 – 50 50 8.00 75 8.00 100 8.00 125 8.00
51 – 100 75 9.50 100 9.50 125 9.50 150 9.50
101 – 250 100 9.50 125 9.50 150 9.50 200 9.50
Above 250 150 11.00 175 11.00 200 11.00 250 11.00
Note: In case of 5 Ampere customer, if they consume more than 20 Kilowatt
hour unit per month, energy charges up to 1 -20 Kilo watt hour unit will be
charged at the rate of Rs. 3 per unt.

60
Mathematics Grade 9
Study the above rate of tariff and the given bill, then discuss the questions given
below with your friends:
Note: Kilo Watt is written as
KW in short form.
(a) What month is the given
bill for?
(b) According to the bill,
how much capacity of
meter is fixed?
(c) What capacity of meter
is fixed in your house?
(d) How many units of
electricity can be seen
consumed in this bill
this month?
(e) According to this bill,
what is the minimum
charge to be paid?
(f) How do you calculate
the minimum charge of
the meter fixed in your
house?
(g) How much is the energy
charge on the bill?
(h) What is meant by
minimum charge in the
above tariff rate table? What is meant of energy charge?
(i) What are the details mentioned in the bill lading from the automatic
machine currently used in your meter?
(j) According to this bill, on which date was the meter reading done?

According to the electricity consumer tariff rate fixed from the 140th meeting of
the Electricity Regulatory Body in 2078/7/8, the charge for single phase electricity
consumption is billed as follows:

61
Mathematics Grade 9
 Method of Billing (for 5Ampere)
S.N. Consumed Rate per Way of Billing
unit block unit (Rs.)
1. 0-20 0.00 Minimum charge is Rs. 30 and no energy
charge
2. From 21 to 6.50 Minimum charge: Rs. 50
30 Energy charge: up to 20 units at the rate of Rs.3
per unit, 21 to 30 units at the rate of Rs.6.50 per
unit has to be paid.
3. From 31 to 8.00 Minimum charge: Rs. 50 and
50 Energy charge: up to 20 units at the rate of
Rs.3 per unit,
21to 30 units per unit Rs.6.50
31 to 50 units at the rate of Rs. 8.00 has to be
paid
4. From 51 to 9.50 Minimum charge: Rs. 50 and
100 Energy charge: up to 20 units at the rate of
Rs.3 per unit,
21to 30 units per unit Rs.6.50
31 to 50 units at the rate of Rs. 8.00
51 to 100 units at the rate of Rs. 9.50 per unit
has to be paid.
5. From 101 to 9.50 Minimum charge: Rs. 50 and
250 Energy charge: up to 20 units at the rate of
Rs.3 per unit,
21to 30 units per unit Rs.6.50
31 to 50 units at the rate of Rs. 8.00
51 to 250 units at the rate of 9.50 per unit has
to be paid.

62
Mathematics Grade 9
 6. Above 250 11.00 Minimum charge: Rs. 50 and
units Energy charge: up to 20 units at the rate of
Rs.3 per unit,
21to 30 units per unit Rs.6.50
31 to 50 units at the rate of Rs. 8.00
51 to 250 units at the rate of 9.50
Above 250 units at the rate of Rs. 11 per unit
has to be paid.
7. Above 400 12.00 Minimum charge: Rs. 50 and
units Energy charge: up to 20 units at the rate of
Rs.3 per unit,
21to 30 units per unit Rs.6.50
31 to 50 units at the rate of Rs. 8.00
51 to 250 units at the rate of 9.50
251 to 400 units at the rate of Rs. 11 per unit
Above 400 units at the rate of Rs. 12.00 per
unit has to be paid.
Note: Similarly, the billing of 14, 30 and 60 Ampere are done.
The following provision of discount and penalties are provisoned for the customer
in the rules while paying the tariff.
1. 2% discount is given if the bill is paid within 7 days from the date of meter
reading.
2. Amount is taken according to the bill if it is paid from 8th day to 15th day from
the meter reading date.
3. 5 % extra charge (fine or penalty) is added to the amount of bill if the bill is
paid from 16th day to 30th day from the meter reading date.
4. 10 % extra charge (fine or penalty) is added to the amount of bill if the bill is
paid from 31st day to 40th day from the meter reading date.
5. 25 % extra charge (fine or penalty) is added to the amount of bill if the bill is
paid from 41st day to 60th day from the meter reading date.
6. If the electricity tariff is not paid by the 60th day of the meter reading date,
the power will be cut off at any time without notice. The connection and the
remaining amount will be recovered from the concerned customer like the
government balance and the reconnection fee will be Rs.500.

63
Mathematics Grade 9
The tariff rate of Nepal Electricity Authority varies according to the en-
ergy capacity of the meter connected to our house. When installing a me-
ter with more capacity, we have to pay more than the minimum tariff. Similar-
ly, the more electricity consumed, the more tariffs have to be paid. When the
tariff is calculated, the amount received by the service provider is under-
stood as the amount charged for consuming electricity. Currently, the Nepal
Electricity Authority (NEA) has given high priority to the use of information
technology (IT) for meter reading and payment of electricity tariff to the customer.

If the electricity tariff is paid within one week from the date of meter reading, ex-
emption will be given, after one week if it is paid within 15 days, there is no discount
or it is according to the bill amount, fine to pay if the tariff is paid after 15 days and
if the tariff is not paid within 60 days, the Electricity Authority can cut the power
line at any time and charges re connection fee are mentioned in the regulation.

Example 1
A meter of 5 Ampere capacity is fixed in Rambaran's house. Find out the
electricity bill for the month of Push, 2078 BS by calculating the answers of the
following questions based on the given two details:
PRESENT RDG = 42973
PREVIOUS RDG = 42828
RDG here in the bill means reading.
(a) How many units of electricity has been consumed in Rambaran's house in the
month of Push?
(b) How much is the total tariff?
(c) If the tariff is paid on the 5th day from the date of meter reading, how much
was the discount?
(d) How much money is required to pay the tariff on the 13th day from the date of
meter reading?
(e) If the tariff was paid on the 22nd day of the meter reading, how much would
Rambaran have been fined?
(f) If he had paid the tariff on the 39th day from the date of meter reading, how
much fine would he have to pay?
(g) If the tariff is to be paid on the 50th day from the date of meter reading, now
how much is required to be paid to Nepal Electricity Authority with addition-
al fee? Calculate.

64
Mathematics Grade 9
Solution,
Here, Present reading = 42973
Previous reading = 42828
(a) Consumed unit in the month of Push in Rambaran's house = 42973 - 42828
= 145 units
(b) Let's study the rate of tariff given in the previous page,
Being consumed unit is 145 units, and the capacity of meter is 5 ampere, 145
units lies in the group 101 to 150. According to that group 145 units can be
broken as follows:
145 units = 20 units + 10 units + 20 units + 95 units

Rs.3 Rs.6.50 Rs.8.00 Rs.9.50

Minimum charge = Rs.100
Total energy charge = 20 × 3 + 10 × 6.50 + 20 × 8.00 + 95 × 9.50
= 60 + 65 + 160 + 902.50
= Rs. 1187.50
Minimum charge of the group (101-150) = Rs. 100
Total tariff = Minimum charge + Total energy charge
= Rs. 100 + Rs. 1187.50
= Rs. 1287.50
(c) 2 % discount is given if the bill is paid within 7 days from the date of meter
reading.
Here, if Rambaran pays the tariff on the 5th day,
Discount amount in tariff = 2% of Rs.1287.50
= 2 × Rs. 1,287.50
100
= Rs. 25.75
(d) As a rule, the amount is paid according to the bill if it is paid on 8th day to
15th day from the date of meter reading

Here, if Rambran pays the tariff on the 13th day, he has to pay the bill
amount of Rs.1287.50

(e) As a rule, 5% extra charge has to pay if the bill is paid on 16th day to 30th
day from the date of meter reading.
Here, if Rambaran pays the bill on 22th day, he has to pay 5% extra charge.

65
Mathematics Grade 9
So, the extra charge amount to be paid = 5 % of Rs.1287.50
= 5 × Rs. 1,287.50
100
= Rs. 64.38
(f) As a rule, 10 % extra charge has to pay if the bill is paid on 31st day to 40th
day from the date of meter reading.
Here, Rambaran pays the bill on 39th day,
Extra charge to be paid (fine amount) = 10 % of Rs.1287.50
= 10 × Rs. 1,287.50
100
= Rs. 128.75
(g) As a rule, 25% extra charge has to pay if the bill is paid on 41st day to 60th
day from the date of meter reading.

Here, Rambaran pays the bill on the 50th day,

Fine amount = 25 % of Rs.1287.50
= 25 × Rs. 1,287.50
100
= Rs. 321.88
∴ Total amount of tariff with fine amount = Rs. 1, 287.50 + Rs. 321.88
= Rs. 1609.38

66
Mathematics Grade 9
 Exercise 4.1
1. A meter of capacity 5 ampere capacity is installed in Dambar Kumari
Tamang's house. The meter reading of her house from the month Kartik
to Fagun of the year 2078 BS is given in the following table. Study the
table and answer the questions given below:
Month Kartik Manshir Push Magh Fagun
Meter Reading Unit 3528 3593 3700 3904 3980
(a) What is the total unit of electricity consumed on the month of Manshir?
(b) In which months did Dambar Kumari's house consume the most and the
least amount of electricity?
2. According to the current tariff rate, calculate the tariff to be paid to
Nepal Electricity Authority in the following cases:
(a) Present reading: 2575, Previous reading: 2472,
Capacity of meter: 5 Ampere
The bill is paid on the 4th day of meter reading.
(b) Present reading: 3036, Previous reading: 2831,
Capacity of meter: 15 Ampere
The bill is paid on the 41st day of meter reading.
(c) Present reading: 3603, Previous reading: 3294,
Capacity of meter: 30 Ampere
The bill is paid on the 39th thday of meter reading.
(d) Present reading: 4311, Previous reading: 3944,
Capacity of meter: 60 Ampere
The bill is paid on the 14th day of meter reading.
(e) Present reading: 5555, Previous reading: 5107,
Capacity of meter: 30 Ampere
The bill is paid on the 17th day of meter reading.
(f) Present reading: 6452, Previous reading: 6443,
Capacity of meter: 5 Ampere
The bill is paid on the 57th day of meter reading.

67
Mathematics Grade 9
 Project Work
Collect the electricity bills of 6 months of your house or school. Show the
teacher individually the process of calculation tariff with bills obtained from
automatic machine.

Answers
1. (a) 65 units (b) Maximum: Magh and Minimum: Manshir
2. (a) Rs. 870.73 (b) Rs. 2,378.13 (c) Rs. 3,381.40
(d) Rs. 3,782 (e) Rs. 4.833.15 (f) Rs. 37.50

68
Mathematics Grade 9
4.2 Household expenses for use of water
Activity 1
Kathmandu Upatyaka
Khanepani Limited
Study the given bill of water
consumed through a pipe of Branch: Tripureshwor
1 PAN No.: 600041601
size 2 inch and the rate of
tariff table, then discuss on the PAYMENT DUPLICATE-RECEIPT
questions given below, where
1000 liter = 1 unit. Receipt No. : 1115117730000577
Date : 2077-11-17
Customer ID : 1115004313
(a) What are the details Connection No : 20198
Area No. : 14C-17-55
mentioned on the bill?
Name : Jana bikas pra.bi.
(b) How much is the bill Payment Mode : Cash
Cheque No :
amount? Arrears : 1083.00
(c) What is the discount Water Charges : 100.00
amount on the bill? Sewerage Charges : 50
(d) How much amount is Meter Rent Charges : 0.00
Miscellanceous : 0.00
paid for penalty on the Penalty : 200.50
bill? Why? Rebate : 13.95
(e) How much is the Previous Balance : 0.00
Bill Amount : 1238.00
arrears amount on the Total To Be Paid : 1424.55
bill? Total Amt Paid Rs. : 1425.00
(f) How much is the Payment Period : 2077 Shrawan - 2077 Falgun
sewerage charge? Advance : 0.45
Advance Rebute : 0.01
(g) According to this bill, Balance (After Paid) : 0.46
how many units of Received By : (rbhattarai - 3)
water have been ----- Computer Generated Receipt-----
consumed in the
calculated month?

69
Mathematics Grade 9
 Kathmandu Upatyaka Khanepani Limited
Head Office, Tripureshwar
Tariff rate table applicable from Shrawan 1, 2070
Size of Minimum
pipe consumption Minimum
In the meter connected taps
unit
(in inch) (in letre)
Minimum Based on the volume when
charge (in Rs.) more water is used (per
1000 litre) Rs.
½'' 10000 10 100 32
¾'' 27000 27 1,910 71
1'' 56000 56 3,960 71
1.5'' 155000 155 10,950 71
2'' 320000 320 22,600 71
3'' 881000 881 62,240 71
4'' 1810000 1810 1,27,865 71

Note: 50% tariff is fixed for the sewage service being taken by the company at the tariff.

The above bill is calculated at the following tariff rate. According to the
rules, a minimum of 10000 litre or 10 units of water (1 unit = 1000 litre) is
consumed in a ½ inch pipe.

The exemption and penalty for payment of drinking water tariff will be as presented
in the table below:
Payment ( by the date the bill is Discount / Fine
distributed)
Within the first and second month 3 % discount
Within the third month As per bill
Within the fourth month 10% Fine
Within the fifth month 20% Fine
After the fifth month 50% Fine

70
Mathematics Grade 9
 Example 1

A ½ inch-sized pipe was found in the house of Sadikshya and the meter reading
of water was 3754 during the month of Chaitra. If the meter reading in the
month of Fagun was 3727, what is the tariff of Chaitra including 50% sewerage
service? What will be the total tariff to be paid if the bill is paid within the
second month?
Solution,
Here, Present reading = 3,754
Previous reading = 3,727
Consumed water = 3754 – 3727
= 27 units
Charge of minimum 10 units (10000 letre) = Rs.100
Here, 27 unit = 10 units + 17 unit

Minimum charge Rs.100 at the rate of Rs.32 per unit

⸫ Total tariff = 100 + 17 × 32
= 100 + 544
= Rs.644
Sewerage Charge = 50 % of Rs.644
50
= × 644
100
= Rs. 322
Total amount of bill = Rs.644 + Rs.322 = Rs.966
Thus, the total amount to be paid by Sadikshya in the month of Chairta for consuming
water = Rs.966
As per rule, if Sadikshya pays the tariff within the second month from the date of
bill distributing, she will get a discount of 3 %,
Discount amount = 3 % of Rs.966
3
= × Rs. 966
100
= Rs. 28.98
⸫The amount to be paid by Sadikshya within the second month = Rs. 966 - Rs. 28.98
= Rs. 937.02

71
Mathematics Grade 9
 Example 2

123 units of water was consumed in a month at Central colony from a 1 inch
sized water supply pipe. If the bill is paid within the fourth month from the bill
distribution date, how much total fine amount has to be paid?

Solution,
Total consumption of water = 123 unit
Tariff for consumption of minimum 56 units (56000 liter) of water = Rs. 3,960
Here, 123 unit = 56 unit + (123 - 56 ) unit
= 56 units + 67 units

Minimum charge Rs.3960 at the rate of Rs.71 per unit

⸫ Total tariff = Rs.3960+ 67 × Rs.71
= Rs. 8717

50 % tariff for sewerage service = 50 % of Rs.8,717

50
= 100 × Rs. 8717
8717
= Rs.
2
= Rs. 4358.50
⸫ Total amount of bill = Rs. 8,717 + Rs. 4,358.50
= Rs. 13,075.50

If the bill is paid within the fourth month of distribution, an additional 10 % charge
or fine or penalty has to be paid.

So, fine amount = 10 % of Rs. 13,075.50

10
= × 13,075.50
100
= Rs. 1,307.55

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Mathematics Grade 9
 Exercise 4.2
1. There is ½ inch drinking water supply pipe is connected in Kopila's
house. The current and previous reading in the month of Shrawan are
4225 and 4197 respectively. Solve the following questions on the basis of
tariff table given on the previous page:
(a) How much does Kopila have to pay for 50% of that month's sewage service?
(b) What is the total bill amount?
(c) If the bill is paid within the first and second month of distribution, how
much tariff will Kopila have to pay?
(d) If the bill is paid within the third month of distribution, how much tariff will
she have to pay?

2. 423 unit of water was consumed in a month at a hotel from a 1.5" sized
water supply pipe. Solve the following questions on the basis of tariff
table given on the previous page:
(a) What will be the total tariff including sewerage in that month?
(b) If the bill is paid within five months of the distribution of the bill, how much
penalty has to be paid?

Answers
1. (a) Rs. 338 (b) Rs. 1,014 (c) Rs. 983.58 (d) Rs. 1,014
2. (a) Rs. 44,967 (b) Rs. 53,960.40

73
Mathematics Grade 9
4.3 Household expenses for use of telephone
Activity 1
Study the given bill and answer the following questions:

(a) What details are mentioned in the bill?

(b) What is the amount of value added tax in the bill?
(c) What is the total tariff?

The above bill is related to local call tariff. On the basis of rule of local call, tariff
of minimum 175 calls is Rs.200, After that, tariff is calculated by adding Re. 1 per
call extra amount. Costumer has to pay 10 % service charge (for service provider
company) of the tariff of total calls. 13 % value added tax amount of total tariff with
service charge should be deposited to Nepal Government as a revenue.

So, the total tariff (TC) = minimum tariff + extra tariff

Service charge (TSC) = 13 % of total tariff
Value added tax (VAT) amount = 13 % of (TC + TSC)
Total tariff = TC + TSC + VAT amount

74
Mathematics Grade 9
 Tariff Rate of GSM Prepaid of Nepal Telecom
S.N. Types of Service Charge
1. On-Net call Rs.1.50 per minute

Off-Net call Rs.2 per minute

2. SMS service Rs.1 per SMS (in network of
telecom)
Rs.1.25 per SMS (in other
networks)
Rs.5 per SMS (for international
SMS)
3. Friends and family Rs.0.70 per minute for maximum
service (FNF service) 5 persons
4. Video call charge Rs.2 per minute

Tariff Rate of GSM Postpaid of Nepal Telecom

S.N. S.N. Peak hour Off peak hour Monthly
rental charge
6:00 AM - 18:00 PM 10:00 PM - 6:00 AM
1. On-net call Re. 1 per Re. 0.55 per Rs. 300
minute minute
Off-net call Re. 1.5 per Re. 1.5 per
minute minute
2. Short message service Re.1 per SMS (on - net sms)
(SMS)
Rs. 5 per international SMS

3. FNF Service Rs.0.55 per minute for maximum

6 person
4. Video call charge Rs. 2 per minute
Note:
1. Tax is not included in the above tariff rate.
2. 13 % telecom service charge and 13 % value added tax are charged on the
tariff. (Applicable from Shrawan-1, 2075)

75
Mathematics Grade 9
3. 2 % ownership tax (OT) is charged on the total tariff including 13% telecom
service charge and 13 % value added tax.
4. Detail information is in the website www.ntc.net.np of Nepal Telecom.

General Notice:
Please pay your bills on time to avoid call restriction by Credit Control Sys-
tem.
To know due amount and available credit limit, please type CB for GSM/
CDMA Postpaid and send sms to 1415, CB*PSTN Number and send sms to
1545.
13% TSC & 13% VAT will be applied as per Government rule from 1st
Shrawan 2075.
GSM/CDMA Outgoing calls will be blocked (1-Way bar) after finishing re-
maining credit limit. Outgoing and incoming both calls will be blocked (2-
Way bar) on crossing 90 days of 1-way bar.
Both Outgoing and Incoming calls will be blocked (2-Way bar)) automati-
cally in PSTN after finishing remaining credit limit.
For PSTN Numbers distributed from Soft Switches like NGN, IMS MSAN,
MSAG: Meter reading value remains same in each month bill statement; lo-
cal calls are charged based on call data record (CDR), not on meter reading.
To download monthly Bill statement, please visit: http://gsmbl.ntc.net.np/
For any complaints, Please contact nearest customer care center or dial
191.1498.
2% Ownership Tax (OT) will be applied on every GSM and CDMA Postpaid
mobile recharge as per Government rule from 1st Shrawan 2077.

76
Mathematics Grade 9
 Example 1

If there is 267 call in a month from PSTN telephone line,

(a) Find the total charge (TC) of that month.
(b) Calculate the service charge (TSC) and value added tax (VAT).
(c) What is the total telephone tariff of that month?
Solution,
Here, the total telephone call of one month is 267.
And minimum charge of 175 call = Rs.200
Now, 267 call = 175 call + (267 - 175) call
= 175 call + 92 call

Minimum charge Rs. 200 at the rate of Re.1 per call
⸫ Total tariff (TC) = Rs. 200+ 92 × Re.1 = Rs. 200 + Rs. 92
= Rs. 200 + Rs. 92
= Rs. 292
Service charge (TSC) = 13% of Rs. 292
13
= × Rs. 292
100
= Rs. 37.96
Total tariff including (C + TSC) including service charge (TSC) = Rs. 292 + Rs. 37.96
= Rs. 329.96
Now, value added tax amount = 13 % of Rs.329.96
13
= × Rs. 329.96
100
= Rs. 42.89
(c) Total tariff = C + TSC + VAT amount
= 292 + 37.96 + 42.89
= Rs. 372.85
⸫ The total telephone tariff of that month = Rs. 372.85

77
Mathematics Grade 9
 Alternative Method,
Total call = 267 call
Extra call = 267 – 175 = 92 call
Total tariff (TC) = minimum charge + extra charge
= Rs. 200 + Rs. 92 × 1
= Rs. 292
Tariff including TSC and VAT = 113% × 113% × TC
= 113 × 113 × 292
100 100
= Rs. 372.85

Example 2

Under GSM prepaid mobile service of Nepal Telecom, when recharging from
a recharge card of Rs.100, how much rupees of talk time (voice call) can be
used by the concerned costumer? 13 % telecom service charge (TSC), 13 %
value added tax and 2% ownership tax (OT) are included in that Rs.100. If the
rate of voice call charge within NT Network is Rs.1.50 per minute, how many
minutes can be talked? Find out.

Solution,
Telecom service charge (TSC) = 13%
Value added tax (VAT) = 13%
Ownership tax (OT) = 2%
Recharge amount = Rs.100
Let, the price before adding OT = Rs. x
⸫ x + 2% of x = Rs. 100
2
or, x + 100 × Rs. x = 100
or, 102x = 100
100
⸫ x = 98.04
Again, let the price before applying 13 % VAT = Rs.y
⸫ y + 13% of y = 98.04
13
or, y + y × 100 = 98.04
113y
or, 100 = 98.04
⸫ y = 86.76

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Mathematics Grade 9
Similarly,
Let the price before adding TSC = Rs. z
⸫ z + 13% of z = Rs. 86.76
13
or, z + z × 100 = 86.76
113z
or, 100 = 86.76
⸫ z = 76.78
⸫ While recharging of Rs.100, talk time equal to Rs.76.78 can be used.
There is a charge of Rs.1.50 per minute for making phone calls and talking within
the network of Nepal Telecom.
76.78
⸫ Time to talk for Rs.76.78 = 1.50 minute
= 51.19 minute
⸫ By using the recharge card of Rs.100, we can talk for 51.10 minutes in phone call
within the network of Nepal Telecom.

Exercise 4.3
1. The current reading telephone calls of Ramlal's house in the month of
Baishakh is 4444 and previous reading is 3992, calculate:
(a) How many total calls have been made?
(b) What is the total tariff (TC) of the calls if Rs.200 is charged for first 175
calls and after that Re. 1 per call?
(c) Calculate service charge and value added tax amount.
(d) Calculate the total tariff after adding value added tax.
2. Calculate the total tariff including 13% service charge (TSC) and 13%
value added tax for the following telephone calls: (Where Rs.200 is
charged for first 175 calls and after that Re. 1 per call is added)
(a) 550 calls (b) 695 calls (c) 793 calls
3. Minimum tariff for the first 175 calls is Rs.200 and after that Re. 1 is
charged for each extra call. How many telephone calls can be made from
the following amount excluding service charge (TSC) and value added
tax?
(a) Rs. 275 (b) Rs. 695 (c) Rs. 890

79
Mathematics Grade 9
4. Minimum tariff for the first 175 calls is Rs.200 and after that Re. 1 is charged
for each extra call. If the total tariff including13 % service charge and 13 %
value added tax is Rs.696.08, how many telephone calls had been made?
5. Minimum service charge (Rental charge) of GSM postpaid mobile service of
Nepal Telecom is Rs.300. After applying 13 % service charge on this amount,
13 % value added tax is added. If after that again 2 % ownership tax is added
on the total tariff, how much minimum monthly tariff has to be paid by a
postpaid sim user?

Answers
1.(a) 452 calls 1.(b) Rs. 477 1.(c) Rs. 47.70, Rs. 68.21 1.(d) Rs. 592.91
2.(a) Rs. 714.73 2.(b) Rs=894.96 2.(c) Rs=1016.77
3.(a) 250 calls 3.(b) 670 calls 3.(c) 865 calls
4. 535 calls 5. Rs. 390.73

80
Mathematics Grade 9
4.4 Calculation of amount of taxi meter
Activity 1

Discuss the following questions:

(a) Have you ever used taxi to go from one place to another?
(b) Have you seen noticeboard about taxi fare somewhere?
(c) How much taxi meter is maintained by the office under the Nepal Bureau of
Standards of Metrology (NBSM) at present? How and from where can we get the
information about it?
Taxies used in urban areas may or may not be connected with meter. The fares of
metered taxies are uniform and the chances of fraud are also very low. Complaints can
be lodged with the nearest Traffic Police Office along with the taxi number in case of any
inconvenience related to taxi fare and fraud.
The rates of fare mentioned here may change over a period of time.
The taxi fare rate posted on the website of the Nepal Bureau of Standards of Metrology
are mentioned in the following table:
From 6.00 am to 9.00 pm From 9 pm to 6 am
Initial rate: Rs.14 Initial rate: Rs.21
Per 200 meter: calculated at the rate of Per 200 meter: calculated at the rate of
Rs.7.80 per km adding Rs.39, fare of Rs.11.70 per km adding Rs.58.50, fare
initial 1km: Rs.53 of initial 1km: Rs.79.50
Additional fare rate per kilometer: Additional fare rate per kilometer:
Rs.39 Rs.58.50
Waiting charge: Rs.7.80 per 2 minute Waiting charge: Rs.11.70 per 2 minute

Example 1

Bimakumari took a taxi to travel 6 km from Balkhu to Putalisadak in

Kathmandu. Initially the taxi meter charged a minimum of Rs.14 and then
Rs. 7.80 per 200 meters. During the journey, if 10 minutes waiting charge at
the rate of Rs.7.80 per 2 minute was also charged, how much taxi fare did she
pay? Find it.

81
Mathematics Grade 9
Solution,
Minimum (initial) charge = Rs. 14
The distance travelled by the taxi = 6 km
= 6 × 1000 m
= 6000 m
Here, the fare of 200 m = Rs.7.80
7.80
Fare of 1 m =
200
7.80
Fare of 6000 m = × 6000 = Rs. 234
200
7.80
The amount for waiting charge = × 10
2
= Rs. 39
The total fare paid by Bimakumari = 14 + 234 + 39
= Rs. 287

Alternative Method
Minimum (initial) charge = Rs. 14
The distance travelled by the taxi = 6 km
Fare per km = Rs.39
Waiting time = 10 minutes
The amount for waiting charge per 2 minutes = Rs.7.80
The amount for waiting charge for 10 minutes = Rs.27.80 × 10 = Rs. 39
Total fare = Rs. 14 + 39 × 6 + 39
= Rs. 14 + 234 + 39
= Rs. 287

82
Mathematics Grade 9
 Exercise 4.4
1. Shreenath took a taxi to travel 9 km from Baneshwar to Bhaktapur. Initially
the taxi meter charged a minimum of Rs.14 and then Rs. 7.80 per 200 meters.
During the journey, if 6 minutes waiting charge at the rate of Rs. 7.80 per 2
minute was also charged, how much taxi fare did he pay? Find it.
2. Shristi took a taxi to travel 18 km from Jagati, Bhaktapur to Sanepa, Lalitpur.
At first, the taxi meter charged a minimum of Rs.14 and then Rs. 7.80 per 200
meters. During the journey, if 20 minutes waiting charge at the rate of Rs.
7.80 per 2 minute was also charged, how much taxi fare did he pay? Find it.
3. Calculate the taxi fare in the following cases based on the rate mentioned
in this lessonM
Distance (in km) Time Waiting time (in minute)
(a) 6 8 am 15
(b) 15 3:30 pm 10
(c) 7.5 11 pm -
(d) 8.75 4 am 7
4. Samyog pays Rs.228.50 for taking a taxi with 10 minutes of waiting charge.
Taxi meter shows the fare at first, a minimum of Rs.14 and then Rs.7.80 per
200 meters. If the waiting charge is at the rate of Rs.7.80 per 2 minutes, what
distance does he travel?
5. Phulmaya payed Rs.1027.20 for taking a taxi including 12 minutes of waiting
charge. She had to pay Rs 14 at first, and then Rs.11.70 per 200 meters. If the
waiting charge was at the rate of Rs.11.70 per 2 minutes, what distance did
she travel?
Project Work
Take a recharge card of Rs.100 of prepaid mobile. Calculate service charge,
amount of value added tax mentioned in that card and present in your classroom.

Answers
1. Rs. 388.40 2. Rs.794 3. (a) Rs. 306.50 3.(b) Rs. 638
3. (c) Rs. 459.75 3. (d) Rs. 573.83 4. 4.5 km 5. 16 km

83
Mathematics Grade 9
 Miscellaneous Exercise
1. A person earning Rs.7 lakhs per annum has to pay income tax depending on
the number of dependent families as 1 % up to Rs.4,50,000 and 10 % on the
remaining income. How much income tax does he or she have to pay?
2. A person who earns Rs.4,60,000 per annum, has to pay Rs. 5,600 income tax.
If the rate of tax is 1% up to Rs.4,50,000, then what is its rate for remaining
amount? Find it.
3. If an organization has to pay the income tax at the rate of 2.5 % on its income
up to Rs.10 lakhs, 4 % on the income above Rs.10 lakhs and up to Rs. 20
lakhs, 5. 25 % on the income above Rs. 20 lakhs and up to 40 lakhs and 12.75
% on the income above 40 lakhs, calculate the tax amount for the following
yearly income:
(a) Rs. 7,60,000 (b) Rs. 15,70,500 (c) Rs. 23,75,600 (d) Rs. 55,75,000
4. What is the simple interest of Rs.50,000 in 1 year at the rate of 2 paisa per Rs.
3 per month? If 5 % tax is levied on that interest, what is the net amount of
simple interest?
5. A shopkeeper bought a bicycle for Rs.7,520 and sold it at a marked price
of Rs. 10,000. If the rate of value added tax is 13 %,
(a) How much does the costumer have to pay?
(b) What is the percentage of profit made by the shopkeeper in this transaction?
(c) If it had sold at a discount of 30 % on the marked price, what would be its
value including value added tax?
6. A laptop was bought at Rs.1,50,000 and sold at a profit of 10 %, what would
be its value with 13 % value added tax?
7. If an item is sold at Rs.9040 with 20 % discount and 13 % value added tax,
how much discount amount is given? Find.
8. A dealer has bought a computer from an importer at Rs.2,600 including value
added tax. The dealer adds the transportation charge and profit then sells it to
a retailer at Rs.25,990 including value added tax. If the rate of value added tax
is 13%, calculate the following:
(a) At what price did the dealer buy from the importer excluding value added tax?
(b) What was the profit of the retailer?
(c) How much amount of value added tax was deposited to government account?
(d) How much amount of value added tax should be deposited by the retailer
to the governments account?

84
Mathematics Grade 9
9. The monthly salary of a sales manager is Rs. 22,000 and 0.75% commission
of total sales is added to his salary. If the sales of a month is Rs.6,24,000,
what will be his total income? How much percentage of income is added to
his monthly salary?
10. A house owner gives 3 % commission of rent amount to an agent for renting
his house. If the total monthly rent of the house is Rs. 75,000, how much
amount does the agent receive in a year?
11. Rohan receives Rs.1 corer, 28 lakhs and 25 thousand by selling his house
after giving 5% commission to the agent, what was the selling price of his
house? Find it.

12. 25 % of the profit of a company is Rs.1,50,000. The company has decided to

distribute a bonus of 65 % of the total profits equally to its 15 employees as
an incentive, how much bonus does each employee receive?

13. If a bank has decided to distribute 55 % bonus of its profits in a year to its 275
employees at the rate of Rs.65000 each, what was the total profit of the bank?

14. Out of 3,50,000 shares of a cement manufacturing company worth Rs.100,

Hari bahadur has 250 shares of IPO. If the company decides to pay 40 % cash
dividend in case of annual profit of Rs.9,00,00,000, how much dividend will
the shareholder Hari bahadur get in total?
15. A meter of capacity 5 ampere capacity is connected in a house. The meter
reading of that house from Baishakh to Ashoj are given in the following table:
Month Baishakh Jestha Ashar Shrawan Bhadra Ashoj
Meter Reading 1577 1622 1647 1662 1689 1731

From the above table, if the meter was read on the last day of each month, calculate
the electricity tariff based on the current rate:
(a) How many units of electricity have been consumed from the month of
Jestha to Ashoj?
(b) Which month's bill has the highest electricity tariff and how much?
(c) Which month's bill has the lowest electricity tariff and how much?
(d) How much is to be paid if the tariff for the month of Jestha is paid on
13th of Ashar?

85
Mathematics Grade 9
 (e) How much total tariff is to be paid if the tariff for the month of Ashar is
paid on 27th of Shrawan?
(f) How much amount is required if the tariff for the month of Ashoj is paid
on 5th of Kartik?
16. A hotel consumes 58,000 liter of water connected through a pipe of size ¾
inch. How much tariff should be paid if it is paid within the fourth month
from the bill distribution date. Find out the tariff with 50 % sewage service.
17. If Rs.200 is charged for first 175 calls and after that Re. 1 per call is added,
calculate the total tariff including 10% telecom service charge (TSC) and
13% value added tax for the following telephone calls:
(a) 275 calls (b) 325 calls (c) 469 calls
18. If it is calculated Rs.200 for first 175 calls and after that Re. 1 per call is
added, find the total calls for the following total tariff including 10% telecom
service charge (TSC) and 13% value added tax:
(a) Rs. 766.14 (b) Rs. 893.83 (c) Rs. 1021.52 (d) Rs. 1149.21
19. At first, the taxi meter shows a minimum of Rs.14 and then Rs. 7.80 per 200
meters, calculate the fare of taxi for the following distance to be travelled:
(a) 4 km (b) 9 km (c) 13 km (d) 15 km

86
Mathematics Grade 9
 Answers
1. Rs. 42,000 2. 10% 3. (a) Rs. 19,000
3. (b) Rs. 47,820 3. (c) Rs. 84,719 3. (d) Rs. 3,70,812.50
4. Rs. 4,000 and Rs. 3,800 5. (a) Rs. 1,13,00 5. (b) 32.98%
5. (c) Rs. 7,910 5. (d) Loss 6.91% 6. Rs. 1,86,450
7. Rs. 2,000 8. (a) Rs. 20,000 (b) Rs. 2,000
(c) Rs. 3,250 (d) Rs. 260
9. Rs. 2,66,680 and 0.21% 10. Rs. 27000
11. Rs. 1,21,83,750 12. Rs. 26,000 13. Rs. 3,25,00,000
14. Rs. 25,714.29
15. (a) Jestha 45 units, Ashar 25 units, Shrawan 15 units, Bhadra 27 units,
Ashoj 42 units
(b) Jestha, Rs. 332.50 (c) Shrawan, Rs. 75
(d) Rs. 332.50 as per bill (d) Rs. 152.25
(f) Rs. 300.86 16. Rs. 6,783.15
17. (a) Rs. 383.07 (b) Rs. 446.92 (c) Rs. 630.79
18. (a) 575 calls (b) 675 calls (c) 775 calls
(d) 875 calls 19. (a) Rs. 170 (b) Rs. 365
(c) Rs. 521 (d) Rs. 599

87
Mathematics Grade 9
 Lesson Area
5

5.0 Review
Be divided into appropriate number of groups. Draw a triangle in each group,
measure the sides. What type of triangle is formed? Discuss and present in the class.

If all three sides of triangle are equal, then it is called an equilateral

triangle.
If any two sides of triangle are equal, then it is called an isosceles triangle.
If the measures of all three sides are different, then it is called scalene
triangle.

5.1 Area of scalene triangle

Activity 1

Study the given triangle and discuss:

Let, ABC be a triangle, in which, side BC = a unit, CA = b unit and AB = c unit.
Perpendicular AD is drawn from the vertex A to the base BC, i.e, AD ⊥ BC. In
the base side Bc, if we suppose DC by x unit then BD will be (a – x) unit. Let the
height of the triangle ABC be AD = h unit.
Now, the perimeter of the triangle ABC (P) = a + b + c and its semi-perimeter (s)
P a+b+c
becomes (s) = = 2
2
Here, in the right angled triangle ADB,
AD2 + BD2 = AB2

or, h2 + (a – x)2 = c2
or, h2 = c2 – (a – x)2 ................ (i)
Again in the right angled triangle ADC  

AD2 + DC2 = AC2
or, h2 + x2 = b2    



88
Mathematics Grade 9
 or, h2 = b2 – x2 ................ (ii)
From equation (i) and (ii)
c2 – (a – x)2 = b2 – x2
or, c2 = b2 – x2 + (a – x)2
or, c2 = b2 – x2 + a2 – 2ax + x2
or, c2 = b2 + a2 – 2ax
or, 2ax = b2 + a2 – c2
x = b + a – c ........... (iii)
2 2 2
or,
2a
Substituting the value of x in equation (ii),

 b + a – c 2
2 2 2
h2 = b2 –  2a 
 
2 2 2 2
(b + a – c )
or, h2 = b2 – 4a2
4a2b2 – (a2 + b2 – c2)2
or, h2 = 4a2
(2ab)2 – (a2 + b2 – c2)2
or, h2 = 4a2
(2ab + a2 + b2 – c2) (2ab – a2 – b2 + c2)
or, h2 = 4a2
[(a + b)2 – c2] [c2 – (a – b)2]
or, h2 = 4a2
(a + b + c) (a + b – c) (c + a – b) (c – a + b)
or, h2 = 4a2 ......... (iv)

a+b+c
From above, s = 2
or, a + b + c = 2s ......... (v)
or, a + b = 2s – c
Subtracting c from both sides
or, a + b – c = 2s – c – c
or, a + b – c = 2s – 2c = 2(s – c)
∴ a + b – c = 2 (s – c) ......... (vi)
Similarly, a + c – b = 2s – 2b = 2 (s – b) ......... (vii)
b + c – a = 2s – 2a = 2(s – a) ......... (viii)

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Mathematics Grade 9
from equations (iv), (v), (vi), (vii) and (viii),
h2 = 2s × 2(s – c) × 2(s – b) × 2(s – a)
4a2
16s (s – a) (s – b) (s – c)
or, h2 = 4a2

or, h = 2 s(s – a) (s – b) (s – c)
a
we know that,
1 1
Area of triangle ABC = × BC × AD = × a × h
2 2
1
= × a × 2 s(s – a) (s – b ) (s – c)
2 a
= s(s – a) (s – b) (s – c)
⸫ Area of triangle ABC = s(s – a) (s – b) (s – c) square units

Formula to find the area of scalene triangle,

Area of scalene triangle = s(s – a) (s – b) (s – c) , where s is the semi
perimeter of the triangle. It is called Heron's formula

Example 1
If the length of edges of a triangular field are 5m, 12m and 13m, find its area:

Solution,
Here,
Let a = 5 m, b = 12 m and c = 13 m

Semi-perimeter (s) = a + b + c = 5 + 12 + 13 m = 15 m
2 2
According to the formula,
Area of triangle = s(s – a) ((s – b) (s – c)
= 15(15 – 5) (15 – 12) (15 – 13) m2
= 15 ×10 × 3 × 2 m2
= 900 m2
= 30 m2

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Mathematics Grade 9
 Example 2
 
Find the area of the given quadrilateral: 
Solution, 



Here,

there are two scalene triangles in the given quadrilateral.  
In, ∆ABC, AB = c = 16 cm, BC = a = 12 cm, AC = b = 20 cm

Semi-perimeter (s) = a + b + c = 12 + 20 + 16 = 24 cm
2 2

According to the formula,

Area of ∆ABC (A1) = s(s – a) (s – b) (s – c)
= 24(24 – 12) ((24 – 20) (24 – 16)
= 24 ×12 × 4 × 8
= 9216
= 96 cm2
Again in ∆ACD,
Let AD = a = 14 cm, CD = b = 10 cm and AC = c = 20 cm
44
Semi-perimeter (s) = a + b + c = 14 + 10 + 20 = = 22 cm
2 2 2
Area of ∆ACD (A2) = s(s – a) (s – b) (s – c)
= 22(22 – 14) ((22 – 10) (22 – 20)
= 22 ×8 × 12 × 2
= 4224
= 8 66 cm2
⸫ Area of the quadrilateral ABCD = A1 + A2
= (96 + 8 66 ) cm2
= 160.99 cm2

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Mathematics Grade 9
 Example 3
If the edges of a triangular kitchen garden are in the ratio 3: 4: 5 and area 216
square meter, what will be the perimeter of that kitchen garden? Find out.

Solution,
Here let the length of edges of the kitchen garden be
a = 3x m b = 4x m and c = 5x m

Now, Semi-perimeter (s) = a + b + c = 3x + 4x + 5x = 6x m

2 2
Area of kitchen garden (A) = 216 m 2

According to the formula,

Area of the kitchen garden (A) = s(s – a) (s – b) (s – c)
216 = 6x(6x – 3x) (6x – 4x) (6x – 5x)
or, 216 = 6x ×3x × 2x × x
or, 216 = 36x4
or, 216 = 6x2
216
or, = x2
6
⸫ x=6
Thus the length of the edges of the kitchen garden,
a = 3x = 3 × 6 = 18 m
b = 4x = 4 × 6 = 24 m
c = 5x = 5 × 6 = 30 m
Again, perimeter of kitchen garden (P) = a + b + c
= (18 + 24 + 30) m
= 72 m

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Mathematics Grade 9
 Example 4
The area and perimeter of a triangular park having length 26 m are 336m2
and 84 m respectively. Find the length of remaining edges of that park.

Solution,
Here, area of the triangular park (A) = 336 m2
Perimeter (P) = 84 m
Length of one edge (a) = 26 m
Remaining two edges (b) =? and c =?
P 84
Now, semi- perimeter (S) = 2 =
2 = 42 m
We know that,
P=a+b+c
84 = 26 + b + c
or, b + c = (84 – 26)
or, b + c = 58
b = (58 – c) .............................................. (i)
Area of park (A) = s(s – a) (s – b) (s – c)
336 = 42(42 – 26) (42 – 58 + c) (42 – c) [⸪ from equations (i)]
or, 336 = 42 ×16 (c – 16) (42 – c)
or, 336 = 672 (42x – c2 – 672 + 16c)
Squaring on both sides,
or, (336)2 = 672 (– c2 + 58c – 672)
112896
or, = – c2 + 58c – 672
672
or, 168 + c2 – 58c + 672 = 0
or, c2 – 58c + 840 = 0
or, c2 – (30 + 28)c + 840 = 0
or, c2 – 30c – 28c + 840 = 0
or, c(c – 30) – 28 (c – 30) = 0
or, (c – 30) (c – 28) = 0

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Mathematics Grade 9
 or, c – 30 = 0 ⇒ c = 30 m
or, c – 28 = 0 ⇒ c = 28 m
(a) when substituting c = 30 m in equation (i)
b = (58 m – 30 m) = 28 m
(b) When substituting c = 28 m in equation (i)
b = 58 m – 28 m = 30 m
⸫ Length of remaining edges are 28 m and 30 m.

Exercise 5.1
1. Answer the given questions:
(a) What is meant by scalene triangle?
(b) If the length of three sides of a triangle are p cm, q cm and r cm
respectively, what is the perimeter of the triangle?
(c) Write the formula to find the area of scalene triangle (Heron's formula).
2. Find the area of the given scalene triangles.
   
 
 





  
  


   

  
 


  

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Mathematics Grade 9
3. Find the area of the given quadrilateral:
(a) 4 cm (b) P 14 cm S
A D

3 cm 7c 4 cm cm
m 6 cm 16 10 cm

Q
B 5 cm C 12 cm R

4. The edges of a triangular field are in the ratio of 3: 5: 7 and its perimeter is
300m. What is the area of that field? Find out.
5. The edges of a triangular field are in the ratio of 12: 17: 25 and its perimeter
is 540 ft. What is the area of that field? Find out.
1 1 1
6. The edges of a triangular garden are in the ratio : : and its perimeter is
2 3 5
62m. What is the area of that field? Find out.
7. Area of a triangular field having perimeter 20 m and measure of one side 9m
is 6 5 m2, find the measure of remaining edges of that field.

8. The given traffic symbol board is of equilateral triangular

shape having length of sides 'a' cm. If the perimeter of the
 
board is 360 cm, find its area using Heron's formula. 



9. The given figure is the scale drawing of a A 28 m D

quadrilateral land. The land will have to be divided Younger
brother
for two brothers as shown in the figure. Compare 15 m
9m

Elder
whose land is more by area. Also, find out the area brother
B 40 m C
of that land before dividing it.

10. There is a garden ABCD made in quadrilateral shape, in which ∠C = 90º, AB

= 9 m, BC = 12 m, CD = 5 m and AD = 8 m. Find the area occupied by the
garden.
11. Area of triangle and parallelogram having same base are equal. Length of
sides of triangle are 26cm, 28cm and 30 cm. If the length of base of that
parallelogram is 28 cm then what is height? Find out.

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Mathematics Grade 9
 Project Work
(a) Make a triangular shape by cutting a cardboard or a strong cartoon box.
Measure the length of its sides using a ruler and note down on your copy.
Then, find the area of that triangle by using Heron's formula and present in
the class.
(b) Divide the sheet of your copy into two triangles and find the area of the
surface of the sheet by finding the area of triangles. Measure the length and
breadth of that sheet and find the area using the formula for the area of a
rectangle. Compare the area of that sheet obtained from both methods and
present in the class.
(c) Prepare sketches by taking actual measurements of the edges of the land
allotted for making house around your home or school. Also take actual
measurements of the edges needed to make triangular pieces and find the
area of that piece of land (ghaderi).

Answers
1. Show to the teacher.
2. (a) 96 cm2 (b) 24 cm (c) 84 cm (d) 126 cm2
3. (a) 13.27 cm2 (b) 101.48 cm2
4. 2,598.07 m2 5. 9,000 ft2 6. 80.49 m2
7. 4m/7m 8. 56118.45 cm2
9. 180 m2, 126 m2, 54 m2 extra, 306 m2 10. 65.49 m2
11. 12 cm

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Mathematics Grade 9
5.2 Area of four walls, floor and ceiling
Activity 1

te
hpas
Toot aste y
cavittection

Toothp
Pro

Be divided into appropriate groups. Study the given figures and present the answers
of the following questions in the class:
(a) How many plane surfaces are there?
(b) Observe and discuss in groups how to find the surface area of a plane
surface can be found and which surface area is equal between those
areas.

Activity 2

Measure the length, breadth and height of any one

of the rooms in your house. Prepare a drawing of  

the room with that measurement. Preent in the  

class, then discuss in group and find the area of 

four walls, floor and ceiling. 


Among them, the model of a room presented by 
  
one member of any group is presented here in
the figure.
Length of room (AB) = l = 4 m
Breadth of room (BC) = b = 3 m
Height of the room (HC) = h = 5 m.
Area of the floor (ABCD) of that room (A1)
= AB × BC = l × b = 4 × 3 = 12 2
Since the area of floor is equal to area of the ceiling,
Area of the ceiling = l × b = 12 m2
Among four walls area of two walls along to its length
(A2) = 2 (AB × HC) = 2 (l × h) = 2 (4 × 5) = 40 m2

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Mathematics Grade 9
Area of two walls along to its breadth (A3) = 2 (BC × HC) = 2 (b × h) = 2 (3 × 5) = 30 m2
So, the area of 4 walls, floor and ceiling = 12 + 40 + 30 + 12 = 94 m2
The walls on the opposite side are equal. The area of floor and ceiling is also
equal.

There are four walls, one floor and one ceiling. The walls on opposite sides are
equal. The area of floor and ceiling in also equal.
Area of four walls = sum of four surfaces of rectangular walls
= Area of ABGF + Area of ABGF + Area of CDEH + Area of BCHG + Area
of ADEF
=l×h+l×h+b×h+b×h
= 2lh + 2bh
= 2h (l + b)
Area of floor and ceiling = Area of ABCD + Area of EFGH
= l × b + l × b = 2lb
Area of four walls, floor and ceiling = 2h(l + b) + 2lb
= 2(hl + bh + lb)
= 2(lb + bh + hl)

Example 1
If the length, breadth and height of a room are 6m, 4m and 3m respectively,
then,
(a) What is the area of the floor?
(b) Find the area of four walls.
(c) Find the area of four walls, floor and ceiling.
Solution
Here in the rectangular room,
Length (l) = 6 m
Breadth (b) = 4 m
Height (h) = 3 m

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Mathematics Grade 9
According to the formula,
(a) Area of the floor (A1) = l × b
= 6 × 4 m2
= 24 m2
(b) Area of four walls (A2) = 2h (l + b)
= 2 × 3 (6 + 4) m2
= (6 × 10) m2 = 60 m2
(c) let the area of ceiling = (A3)
We know that,
Area of floor = area of ceiling (A3) = 24 m2
⸫ Area of four walls, floor and ceiling = A1 + A2 + A3
= (24 + 60 + 24) m2
= 108 m2

Alternative Method,
Area of four walls, floor and ceiling
= 2 (lb + bh + lh)
= 2 (6 × 4 + 4 × 3 + 6 × 3)
= 2 (24 + 12 + 18)
= 2 × 54
= 108 m2

Activity 3

The length, breadth and height of a room are

10m, 8m and 3m respectively. There is a door 
of height 2 m and breadth 1 m and there are 

two windows of same shape and size with  

length 1 m and breadth 0.5 m. 


How the area of walls without door and 

windows can be found, discuss in a group and 
present in the class.

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Mathematics Grade 9
Here, area of four walls with one door and two windows (A1) = 2h (l + b)
= 2 × 3 (10 + 8)
= 6 × 18
= 108 m2
Area of the door (A2) = 2 m × 1 m
= 2 m2
Area of two windows having same measurement (A3) = 2 (1 m × 0.5 m)
= 2 × 0.5 m2
= 1 m2
Now, the area of four walls without door and windows = A1 – A2 – A3
= (108 – 2 – 1) m2
= 105 m2

To find the area of four walls without door and window

(a) Find the area of four walls (A1)
(b) Find the total area of windows, denote it by (A2)
(c) Find the total area of doors, denote it by (A3)
(d) Subtract the area of doors and windows from area of four walls
or
The area of four walls without doors and windows (A) = A1 – A2 – A3

Example 2
The length, breadth and height of a room are 15 ft, 10 ft and 9 ft respectively.
There are two square shaped windows having length of edges 3 ft and one door
of size 6 ft. × 3 ft. Find the area of four walls excluding windows and door.

Solution
Here,
In the rectangular room,
Length (l ) = 15 ft
Breadth (b) = 10 ft
Height (h) = 9 ft

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Mathematics Grade 9
Area of four walls excluding door and windows =?
We know that,
Area of four walls (A1) = 2h(l + b)
= 2 × 9 (15 + 10)
= 18 × 25
= 450 ft2
Area of two square windows (A2) = 2 (l12)
= 2(32)
=2×9
= 18 ft2
Area of a door (A3) = 6 ft × 3 ft = 18 ft2
Again area of four walls excluding door and windows
= Area of four walls (A1) – Area windows (A2) – Area of door (A3)
= (450 – 18 – 18) ft2
= 414 ft2

Activity 4
One student has brought a model drawing of a square room
made for security guard of the school. Based on that model,
discuss the following questions and present in the class: 
 
(a) What is the relationship between the area of the 

plane surfaces of the room? 


(b) Is there any difference between the area of the 
floor and the area of ceiling, or not?
(c) What is the area of walls, floor and ceiling?
(d) What is the area of four walls excluding door and windows?
Here,
(a) Length, breadth and height of the room are equal, so, the areas of all plane
surfaces are equal.
(b) In this room, length = breadth = height
l = b = h = 2.5 m
Area of the floor of the room = l × b = 2.5 m × 2.5 m = 6.25 m2

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Mathematics Grade 9
 Area of the ceiling of the room = l × b = 2.5 m × 2.5 m = 6.25 m2
∴ The area of the floor and ceiling of the room are equal.
(c) Area of four walls of the room including door and windows = 2h (l + b)
= 2 × 2.5 (2.5 + 2.5) m2
= 5 × 5 m2
= 25 m2
Now, the area of four walls, floor and ceiling
= Area of the floor + Area of four walls + Area of ceiling = (6.25 + 25 + 6.25) m2
= 37.50 m2
(d) Area of windows and door = (1 m × 1 m + 2 m × 1 m) = 3 m2
Now, area of four walls, floor and ceiling excluding door and windows = Area
of four walls including door and windows - Area of door and windows
= 37.50 m2 − 3 m2
= 34.50 m2
In the above presentation, area of all 6 plane surfaces are equal. Area of floor and
area of each wall area also equal. Thus, it is known as cubical room.

In a room having equal length, breadth and height

i. Area of floor = l2
ii. Area of four walls = 4l2
iii. Area of ceiling = l2
iv. Area of four walls, floor and ceiling
= l2 + 4l2 + l2 = 6l2
v. If area of window is (a1), area of door (a2) then area of four walls, floor
and ceiling excluding windows and doors = 6l2 − a1 − a2

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Mathematics Grade 9
 Example 3

If the length, breadth and height of a room are 9 ft, 9 ft and 9 ft respectively, then
(a) Find the area of the floor.
(b) Find the area of four walls.
(c) What is the area of four walls, floor and ceiling? Find out.
Solution,
In the given cubical room, length (l) = breadth (b) = height (h) = 9 ft
Using formula,
(a) Area of floor (A1) = l2 = (9 ft)2 = 81 ft2
(b) Area of four walls (A2) = 4 l2 = 4 × 9 ft2 = 4 × 81 ft2 = 324 ft2
(c) We know that,
Area of ceiling (A3) = Area of floor (A1) = 81 ft2
Area of four walls, floor and ceiling = A1 + A2 + A3

= (324 + 81 + 81)
= 486 ft2
Alternative Method
Area of four walls, floor and ceiling (A3) = 6 l2 ft2
= 6 × (9 ft)2

= 6 × 81 ft2
= 486 ft2

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Mathematics Grade 9
 Exercise 5.2
1. Answer the following questions:
(a) What is the relationship between the area of opposite walls of a rectangular
room?
(b) What is the relationship between the four walls of a cubical room and its
relation with the area of floor?
(c) Are the area of floor and ceiling of a rectangular room equal?
(d) Which of the plane surfaces of a rectangular room are equal?
2. Write the name of surfaces which represents the area of floor, area of
four walls and area of ceiling from the following rectangular and cubical
model figures of rooms.
(a) (b)
   




 
 
 
 

3. If the length, breadth and height of a rectangular room are 8m, 5m and 2.5 m
respectively, then find (a) the area of four walls, and (b) the area of floor and ceiling.
4. In a rectangular room of length 8.5m, breadth 6m and height 2.4m,
calculate the following:
(a) What is the area of floor? Find it.
(b) What is the area of ceiling? Find it.
(c) What is the area of two walls along its length? Find it.
(d) What is the area of two walls along its breadth? Find it.
(e) Find the area of four walls.
(f) What is the area of four walls, floor and ceiling? Find it.
5. The area of four walls of a meeting hall is 135 m2 m2. If the length and breadth
of the hall are 15 m and 12 m respectively, what is its height? Find it.
6. The area of four walls of a room is 432 ft2. If the breadth and height of the
roon are 14 ft and 9 ft respectively, what is its length? Find it.

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Mathematics Grade 9
7. If the perimeter of Ishan's bedroom is 60m and the area of four walls 144 m2,
find the height of the room.
8. A large hall has been constructed at Sonam's school to conduct various
program. Inner length, breadth and height of the hall are 30m, 25m and
4m respectively. If there are 5 windows of size 2.5m × 1.5m and 2 doors
of size 5m × 3m, then
(a) Find the area of the floor and ceiling.
(b) What is the area of four walls excluding doors and windows? Find it.
(c) If there are 3 patterns on the ceiling per square meter, how many patterns
are made in total?
(d) If there are three national flags per 15 square meters on the wall, find out
the minimum number of flags that can be made on the wall.
9. The length, breadth and height of a classroom are 8m, 6m and 3m
respectively. If there are 2 doors of size 2m × 1.5m and 2 windows of size
1.5m × 1m, then
(a) What is the area of four walls excluding doors and windows? Find it.
(b) If the students have pasted one sheet of paper with one picture per square
meter on four walls excluding doors and windows, find out how many
sheets of paper are pasted on that wall.
10. Sijan's father has rented a dark room with a single door of 2m × 1m for
photo shoot. If the room is of cubical shape of side length 2.7m, then
(a) What is the area of four walls excluding door? Find it.
(b) If one photo frame is hung per 4 m2 area on the four walls excluding
doors and windows, find how many photo frames can be hung on that
wall?

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Mathematics Grade 9
 Project Work
Take a measurement of length, breadth and height of your bed room. Also take
the measurement of the length and breadth of doors and windows of that room.
Find the areas given in the question below and present them in the class:
(a) Separate area of window and door
(b) Area of four walls including doors and windows
(c) Area of four walls excluding windows and doors
(d) Area of four walls, floor and ceiling including doors and windows
(e) Area of four walls, floor and ceiling excluding doors and windows
(f) If the size of the length and breadth of your bedroom is increased by
25%, how much more will the area of four walls, floor and ceiling of
that room be than the previous room? Compare.

Answers
3. (a) 65 m2 (b) 80 m2
4. (a) 51 m2 (b) 51 m2 (c) 40.8 m2
(d) 28.8 m2 (e) 69.6 m2 (f) 171.6 m2
5. 2.5 m 6. 10 ft 7. 2.4 m
8. (a) 1500 m2 (b) 391.25 m2 (c) 2250 (d) 88
9. (a) 75 m2 (b) 75
10. (a) 27.16 m2 (b) 6

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Mathematics Grade 9
5.3 Problems related to cost estimation
Activity 1
Measure your classroom length, and width in pairs and find the area to lay the
carpet in your classroom. Go to a nearby carpet shop. Find out how much it costs
for laying 1 square meter of carpet and find out the cost of carpet laying in your
classroom and present it to the class.
For example, the work of a couple is as follows:
Length of the classroom (l) = 6 m
Breadth of the classroom (b) = 4 m
So, the area of room (A) = l × b
= 6 × 4 m2
= 24 m2
We know that, area of the room = area of the carpet
So, the area of the carpet = 24 m2
When asked in the shop, the rate of laying carpets in a room with ordinary carpet
with wages is Rs 500 per square meter. So, the cost for laying carpet in the classroom
= 500× 24 = Rs. 12,000.

1. The floor area of the room = the area of the carpet.

2. The total cost for laying carpet is obtained by multiplying the cost of one
square meter of carpet and the area of the carpet.
So, the total cost (T) = area of the carpet (A) × cost of one unit of carpet (R)
Therefore, T = A × R
T
Likewise, R = T and A = = A × R
A R

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Mathematics Grade 9
 Example 1
A room is 7m long, 6m wide and 3m high. If the price of carpet per square meter
is Rs 300. Find out how much it will cost to lay carpet on the floor of the room.

Solution
Here, length of the room (l) = 7 m
Breadth of the room (b) = 6 m
We know that,
3m
Area of the floor of the room = l × b
= 7 × 6 m2 6m
= 42 m2 7m
Now, the cost per square meter of carpet is Rs 300
So, total cost of 42 m2 carpet = Rs. 42 × 300 = Rs. 12,600

Activity 2
Measure the length, width, and height of some of the rooms in the school by forming
the appropriate number of groups. The four walls and ceiling of the room have
to be painted (except doors and window). Now, find the answer to the following
questions discussing in the group:
(a) How can the area of four walls be found?
(b) How can the area of four walls beside windows and doors be found?
(c) How can the area of ceilings be found?
(d) How can the total cost of painting be found?

Example 2
The length, breadth, and height of one room of Ram’s house are 5m, 4m, and
3m respectively. Find out how much it costs to paint inside of all walls(except
windows, doors, and ceilings) at a rate of Rs 5 per square meter.

Solution
Here, 3m
Length of the room (l) = 5 m
Breadth of the room (b) = 4 m
4m
Height of the room (h) = 3 m 5m

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Mathematics Grade 9
 Per square meter for colouring (R) = Rs. 50
Total Cost (T) =?

By formula,
Area of four walls (A) = 2h (l + b) = 2 × 3 (5 + 4) m2 = 6 × 9 m2
= 54 m2
Total Cost (T) = A × R = 54 × 50 = Rs. 2700
So, Ram needs Rs. 2,700 to colour on the four walls.

Example 3

The length, width and height of a given

room are 15ft, 10ft and 8ft respectively. 2 ft
8 ft
The room has two square windows with
3ft
3ft edges and two doors of 6ft × 2ft. 6 ft
3ft
Find the total cost of painting four walls 3ft

and cellings at a rate of Rs. 175. 3ft

6 ft
Solution 10 ft

Here, 15 ft
2 ft

Length of the room (l) = 15 ft

Breadth of the room (b) = 10 ft
Height of the room (h) = 8 ft
Length of square window (l1) = 3ft , height of square door (h1) = 6 ft and width of
the door (b1) = 2ft
We know that,
Area of the wall and celling of the room (A1) = 2h(l + b) + lb
= [2 × 8 (15 + 10) + 15 × 10] ft2
= (16 × 25 + 150) ft2
= (400 + 150) ft2
= 550 ft2
Area of two square windows (A2) = 2 × (l1)2
= 2 × 32 ft2

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Mathematics Grade 9
 = 18 ft2
Area of two doors (A3) = 2 (h1 × b1)
= 2 × 6 × 2 ft2
= 24 ft2
The area of four walls except window and doors
(A) = A1 – A2 – A3
= (550 – 18 – 24) ft2
= 508 ft2
Per squar colouring cost (R) = Rs. 175
Total cost (T) =A×R
= 508 × Rs. 175
= Rs. 88,900
So, the total cost for colouring is Rs. 88,900.

Example 4
Laying carpets in a square meeting hall costs Rs. 10,800 at the rate of Rs. 75
per square meter. Similarly, except for the windows and doors, the cost for
plastering four walls of the hall at the rate of Rs 25 per square meter costs
Rs 6,000. The total area of four windows and two doors in that hall is 24m2,
find the height of the hall.

Solution
Here,
Per square meter cost for laying carpet in the room (R1) = Rs. 75
The total cost for laying carpet (T1) = Rs. 10,800
Per square meter cost to plaster four walls (R2) = Rs. 25
Total cost for plastering the four walls (T2) = Rs. 6,000
Length of the square room (l) =?
Height of the square room (h) =?
T1
Area of the floor of the square room (A1) =
R1

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Mathematics Grade 9
 Rs. 10,800 2
or, l2 = Rs. 75 m  A = l2
or, l2 = 144 m2
 l = 12 m
Again, the area of the four walls except for the window and doors (A2)
T2
=
R2
= 6,000  A = 4hl
25
= 240 m2

Area of the four walls with windows doors = 240 + 24 = 264 m2

or, 4lh = 264
or, 4 × 12 × h = 264
264
or, h = 4 × 12
or, h = 5.5 m
So, height of the square room is 5.5m.

Example 5
It costs Rs. 10,240 for laying carpet in a room which has a length twice its width
and width twice its height at the rate of Rs. 80 per square meter. If the total
area of windows and doors in the room is 5 m2, find how much it costs to paint
on four walls and ceiling at the rate of 90 per square meter.
Solution,
Here let the height of the room (h) = x m
xm
Width of the room (b) = 2x m
And length of the room (l) = 2b
= 2 × 2x m = 4x m 2x m
4x m
The per square meter cost for laying carpet in the
room (R1) = Rs. 80
The total cost for laying carpet in the room (T1) = Rs. 10,240

111
Mathematics Grade 9
The per square meter cost for painting (R2) = Rs. 90
Total cost for painting the ceiling and four walls (T2) =?

Total cost for laying carpet (T1)

Now, the area of the floor of the room (A1) = Per square meter cost for laying carpet (R )
1
10,240
or, l×b=  A = l× b
80
or, 4x × 2x = 128
or, 8x2 = 128
128
or, x2 =
8
or, x2 = 16 or, x = 4
∴ Height of the room (h) = 4 m
Width of the room (b) = 2x m = 2 × 4 m = 8 m
Length of the room (l) = 4x m = 4 × 4 m = 16 m
Again, area of four walls and ceiling (A2) = 2h (l + b) + lb
= 2 × 4 (16 + 8) + 16 × 8
= 8 × 24 + 128
= 320 m2
Now, area of the ceiling and four walls except windows and doors (A3) = 320 – 5 = 315 m2
Total cost for painting the ceiling and four walls (T2) = A3 × R2
= Rs. 90 × 315 = Rs. 28,350
∴ The total cost for painting the ceiling and four walls is Rs. 28,350.
Exercise 5.3
1. Find the total cost for laying a carpet costing Rs. 130 per square ft. on the
floor of the room having length 12 ft and breadth 11 ft.
2. Interior length, width, and height of a room are 15 ft, 12 ft, and 8 ft respectively.
The room has two windows of 6ft × 4 ft 6 inches and a door of 3 ft × 6ft 6
inches. Except the window, door, and ceiling of the room, find out how much
money is needed to paint the four walls at the rate of Rs 125 per square ft.
3. If the length of the square room is 15 ft and the height is 8 ft., find out how
much it will cost to plaster the floor, four walls, and ceiling of the room at the
rate of 120 per square ft.
4. The length, width, and height of an assembly hall are 32m, 32m, and
4m respectively. The building has 6 windows of 2.5m × 1.8m and 2 doors of
4m × 3m, then:
(a) Find the total area of the floor and ceiling of the building.

112
Mathematics Grade 9
 (b) Find the total area of windows and doors.
(c) Find the areas of four walls except for windows and doors.
(d) If one chair occupies 2 square meter area of the floor, how many chairs
of the same size can fit in that building?
(e) Find the total cost of plastering all four walls at the rate of Rs 350 per
square meter.
5. The floor area of the largest room in Simran’s house was found 500 ft2. There
are three windows of size 6ft × 5ft and one door of size 3ft × 6.5ft. if the
length of the room is 25 ft and height is 9 ft, find the total cost for coloring its
four walls (except windows and door) at the rate of 300 per square foot.
6. The height of a squared room is 8 ft. The total cost for laying carpet on that
room at the rate of 200 per square ft is 39,200. Find the cost for coloring on
the four walls of the room at the rate of 350 per square ft.
7. A school pays Rs 7,056 for laying carpet at the rate of 144 per square meter
on a square room for teachers and staff. Except for the windows and doors of
the same room, when the paper is pasted on four walls at the rate of 400 per
square meter a total of Rs 30,000 is needed. If the total area of windows and
doors is 9 m2, find the height of the room.
8. In Nima’s house, the length of room is double of it's breadth and height of a
room is 2.8 meters. Apart from the window, door, and ceilling of the room, Rs
54,000 is needed to draw the picture on its four walls at the rate of Rs 900 per
square meter. If the area of windows and doors is 7.2 square meters, find out
the total cost of laying tiles on the floor of the room at the rate of Rs 200 per
square meter.
9. The length of a school meeting hall is twice the width and the width is twice
the height. The school pays Rs 43,200 for coloring its four walls including
windows and doors at the rate of 225 per square meter. Find the total cost for
laying tiles on the floor of the room at the rate of 250 per square meter.
10. The size of a park decorated by a municipality is 50m × 40m. If the square
slab of dubo sized 20 cm is land,
(a) Find, how many slabs are needed?
(b) Find the total cost for laying slabs if the cost for laying per slab is Rs. 225.
(c) After a few years, considering the park to be small, the municipality
decided to increase the length and width by 15 m and 10 m respectively.
Find out how many slabs need to be added to cover the square of the
same length in the increased area and how much it costs at the same rate.

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Mathematics Grade 9
 Project Work
1. Sit in an appropriate group, Measure the length, width, and height of
the classroom of the school you are studying in or the room you live
in, as well as the length and height of windows and doors, and present
the solution to the given questions in the class.
(a) Find the area of the floor and ceilings.
(b) Find the areas of the four walls.
(c) Find the areas of the four walls except for windows and doors.
(d) Find out much it will cost to plaster four walls, ceiling, and floor
according to the current rate.
(e) Find out much it costs to paint four walls, and the ceiling according
to the current rate in your village and town.
2. You need to paint the walls of your school’s ninth-grade classroom.
The school asks you to prepare an estimate of the cost of painting the
classroom. Find out the cost of painting the classroom and present it to the
class.

Answers
1. Rs. 17160 2. Rs. 67500 3. Rs. 1,11,600
4. (a) 1,200 m2 (b) 51 m2 (c) 365 m2 (d) 320
(e) Rs. 1,27,750 5. Rs. 2,10,150 6. Rs. 1,12,000
7. 3 m 8. Rs. 6,400 9. Rs. 32,000
10. (a) 50,000 (b) Rs. 1,12,50,000 (c) 3,750, Rs. 8,43,750

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Mathematics Grade 9
5.4 Area of triangular and quadrilateral shaped land
Activity 1

In order to prepare kittanapi in a systematic manner in Nepal, the Department of

Surveying and Mapping was established in 2014 BS. Even now, under the department
of surveying, kittanapi, Geojedic napi, and Toponapi has been developed in a
detailed and systematic manner, and various surveys required in the country have
been conducted. Study the following situations and discuss how to do a land survey
in the area where you live is conducted.

1. Durga kumari’s permanent home is in

the hilly district. She has a 3 Ropani
farm, 1 Ropani of pakha bari, and
a house constructed on the land of
8 aana 3 paisa area. She at so has a
triangular plot of an area 4 aana on
the main roadside.
2. Ravilal’s permanent home is in tarai.
He is a landlord there. He has three
Biggha of the farm, 1 biggha 3 kattha
bari, and a house constructed on 1
kattha 2 dhur of land. Also, he has 4
kattha areas of the quadrangular plot
on the main roadside.
3. Bhim Bahadur is an Amin. He calculates
the area of the land according to the
criteria issued by the Department of
Survey. Here is the formula for finding
the area of a triangle by converting the
quadrilateral land into two triangles
and find the area of both triangles and
the area of the quadrilateral land from
its sum.

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Mathematics Grade 9
 There are land and ground surfaces in a variety of shapes. In this lesson, we
study about finding the area of triangular and quadrilateral lands. When trading
land, it is mandatory to measure its area. Square feet or square meters is the
universal unit of land measurement. But the method and unit of measuring land
area may vary from place to place. Units used for measuring land in use in
different parts of Nepal are:
1. In hilly region, Ropani, Aana, Paisa, Daam are used to measure lands in
hilly region.
2. In the terai region, Bigha, Kattha, Dhur etc are used to measure lands the
terai region.

Activity 2

Based on the given table, it is possible to understand how much or how the area of
land or plot is measured by converting it to universally accepted units ( sq. feet or
sq. meter). Discuss what units are being used to measure the area of land in the area
where you live and present the findings in the classroom.
Conversion into Relationship
Units used in the units used in between
sq. meter sq. feet
Terai region hilly region meter, feet
and inch
1m=
1 Bigha 20 Kattha 6772.63 72900 13.31 Ropani
3.2808 ft
1 m = 39.37
1 Kattha 20 Dhur 338.63 3645 10.65 Aana
inches
1 Dhur 16.93 182.25 2.13 Paisa
Conversion into
Units used in
the units used in
hilly region
terai region
1 foot =
1 Ropani 16 Aana 508.72 5476 1.5023 Kattha
0.3048 m
1 foot = 12
1 Aana 4 Paisa 31.79 342.25 1.8777 Dhur
inches
1 Paisa 4 Daam 7.95 85.56
1 Daam 1.99 21.39

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Mathematics Grade 9
Conversion of units used in measureing the land
Example 1
Somnath had recently bought 8 katthas and 3 dhurs of land in Nawalparasi. If the area
of land is only in square meter units, how many square meters area should be kept?

Solution
Area of land = 8 Kattha 3 Dhur
= 338.63 × 8 m2 + 16.93× 3 m2
[⸪ since 1 Kattha = 338.63 m2 and 1 Dhur = 16.93 m2 ]
= 2709.04 m2 + 50.79 m2
= 2759.83 m2
The 8 Kattha 3 Dhur land purchased by Somnath has an area of 2759.83 square
meters.

Example 2

Convert the following area of land into 'Aana'.

a) 2 Ropani 3 Aana b) 3 Kattha 9 Dhur
Solution,
(a) 2 Ropani 3 Aana = 16 × 2 Aana + 3 Aana
= 32 Aana + 3 Aana
= 35 Aana
(b) 3 Kattha 9 Dhur = 338.63 × 3 sq. meter + 16.93× 9 sq. meter
[⸪ 1 Kattha = 338.63 sq. meter and 1 Dhur = 16.93 sq. meter]
= 1015.89 sq. meter + 152.37 sq. meter
= 1168.26 sq. meter
1168.26
= Aana [⸪ 1 Aana = 31.79 m2]
31.79
= 36.75 Aana

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Mathematics Grade 9
 Example 3
The area of a land is 1560 ft2. Convert the area of the land as follows:
(a) In Ropani, Aana, Paisa and Daam according to the units circulated in the
himalian and mountain region.
(b) In Bigha, Kattha and Dhur according to the units circulated in the terai region.

Solution,
(a) Area of the given land = 1560 ft2
1560
= Ropani [ ⸪ 1 Ropani = 5476 ft2 ]
5476
= 0.28489 Ropani
= 0.28489 × 16 Aana [ ⸪ 1 Ropani = 16 Aana ]
= 4.55824 Aana
= (4 + 0.55824) Aana
= 4 Aana and 0.55824 × 4 Paisa [ ⸪ 1 Aana = 4 Paisa]
= 4 Aana and 2.23296 Paisa
= 4 Aana and (2 + 0.23296) Paisa
= 4 Aana 2 Paisa and (0.23296 × 4) Daam [ ⸪ 1 Paisa = 4 Daam]
= 4 Aana 2 Paisa 0.93 Daam

It is written as Ropani – Aana – Paisa – Daam 0 - 4 - 2 - 0.93 (Ropani).

Alternative Method
Area of land = 1560 sq. feet
1560
= Ropani [ ⸪ 1 Ropani = 5476 sq. feet ]
5476
= 0.28489 Ropani
Now, convert 0.28489 Ropani into 'Aana' as,

0.28489 Ropani = 0.28489 × 16 Aana [ ⸪ 1 Ropani = 16 Aana ]

= 4.55824 Aana
= (4 + 0.55824) Aana

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Mathematics Grade 9
Now, convert 0.55824 Aana into 'Paisa' as,
= 0.55824 × 4 Paisa [ ∵ 1 Aana = 4 Paisa]
= 2.23296 Paisa
= (2 + 0.23296) Paisa
Now, convert 0.23296 Paisa into 'Daam' as,
= 0.23296 × 4 Daam [ ∵ 1 Paisa= 4 Daam]
= 0.93 Daam
So, area of given land = 1560 sq. feet = 0 Ropani, 4 Aana, 2 Paisa 0.93 Daam.
It is written as 0 - 4 - 2 - 0.93 (Ropani).

(b) Area of given land = 1560 sq. feet

1560
= 72900 Bigha [ ⸪1 Bigha = 72900 sq. feet ]
= 0.021399 Bigha

Now, convert 0. 021399 Bigha info Kattha as,

0. 021399 Bigha = 0. 021399 × 20 Kattha [ ⸪ 1 Bigha = 20 Kattha ]
= 0.42798 Kattha
= (0 + 0.42798) Kattha
Now, convert 0.42798 Kattha info Dhur as,
= 0.42798 × 20 Dhur [ ⸪ 1 Kattha = 20 Dhur]
= 8.5596 Dhur
= 8.56 Dhur
So, the area of lad = 1560 sq. feet = 0 Bigha, 0 Kattha, 8.56 Dhur = 8.56 Dhur.
It is written in the form of Bigha – Kattha – Dhur – 0 as 0-0-8.56-0 Bigha.

119
Mathematics Grade 9
 Example 4

Plot ljj/0f hUufwgLsf] df]xLsf] lsl;d jf Area / sq. Remarks k|dfl0ft

No. -3/, cfjfbL, OToflb_ xslx:;f gfd y/ ju{ meter ug]{sf]
b:tvt
wgx/÷ 0-1-15-0
v]t (Bigha)
244 cfjfbL
Psnf}6L (0-20-20-4)

bf]od 592.52
0 /}s/ lghL
cfjfbL wgx/÷v]t 0-1-15-0
247 (Bigha)
Psnf}6L (0-20-20-4)
/}s/ lghL
bf]od 592.52
0
Total Area 1185.04 sq. meter

In the above Lalpurja the area of the land on plot no. 244 is 1 Kattha and 15 Dhur
or 592.52 m2. Test the area using the area conversion table on the front page.

Solution,
The area of the land on plot no. 244 in given Lalpurja = 1 Kattha 15 Dhur
= 20 Dhur + 15 Dhur [ ⸪ 1 Kattha = 20 Dhur]
= 35 Dhur
= 16.93× 35 m2 [ ⸪ 1 Dhur = 16.93 m2]
= 592.55 m2

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Mathematics Grade 9
 Example 5
uf=lj=;=÷ j8f g= gS;f lsQf g= ljj/0f -3/, h=w=sf] xs df]lxsf] gfd lsl;d jf If]qkmn df]7 ÷ kfgf
g=kf l;6 cfjfbL, lx:;f y/ ju{ ljufxf÷ju{ld6/ g=
OToflb
<< 3 2731 cfjfbL ;a} v]t 0-0-10-0 28
3 (a) /}s/ lghL cjn 169.32 10833
Total area 169.32 sq. Meter

In the above Lalpurja the area of the land on plot no. 2731 is0-0-10-0 (Biggha) or
169.32 m2. Test the area using the area conversion table on the front page.

Solution,
The area of the land on plot no. 2731 in given Lalpurja = 0 Biggha 0 Kattha 10
Dhur 0 Kunua
= 10 Dhur
= 10 × 16.93 m2 [ ⸪ 1 Dhur = 16.93 m2]
= 169.30 m2

You can also convert from one unit to another using the area conversion option by
installing NaaPI apps on mobile. Using the plotter option we can draw the picture
and find the area on the basis of the length of each edge using the primary and
secondary unit tool.

Area of triangular and quadrangular land

Example 6
A blueprint map of one of the places of Kathmandu is given in the picture below.
Here you can see places of the land of different sizes. This map print is drawn on a
scale of 1: 500. Some of these are given in the picture below:

121
Mathematics Grade 9
The shape of plot no. 559 in this blue print is triangular. The C
actual measurement of each sides is given in the figure.
(a) Find the area of the given plot. 11.5 m
16 m
(b) Find the area as Ropani - Aana - Paisa - Daam.
A
13.5 m B

122
Mathematics Grade 9
Solution,
(a) In given triangular plot,
length of edge AB (c) = 13.5 m
length of edge BC (a) = 16 m
length of edge CA (b) = 11.5 m
Perimeter (p) = a + b + c = 13.5 + 16 + 11.5 = 41 m
p 41
Semi-perimeter (s) = = 2 = 20.5 m
2
Area (A) =?
We know that,
A = s(s – a) (s – b) (s – c)
= 20.5(20.5 – 16) (20.5 – 11.5) (20.5 – 13.5)
= 20.5 × 4.5 × 9 × 7
= 5811.75
= 76.23 m2
∴ Area of the plot is 76.23 sq. meter.
(b) The area of the plot is less than 'Ropani'. So convert into 'Aana' as
76.23
76.23 m2 = 31.79 Aana [⸪ 1 Aana = 31.79 m2]
= 2.3979 Aana
= (2 + 0.3979) Aana
= 2 Aana and 0.3979 × 4 Paisa [⸪ 1 Aana = 4 Paisa]
= 2 Aana and 1.5916 Paisa
= 2 Aana 1 Paisa and 0.5916 × 4 Daam [⸪ 1 Paisa= 4 Daam ]
= 2 Aana 1 Paisa 2.37 Daam
= 0 – 2 – 1 - 2.37 (Ropani)
Example 7
The actual measurement of plot no. 278 in above example 4 is presented below:
(a) Find the area of the plot.
(b) Find the area as Bigha – Kattha – Dhur – 0.
16 m
D C

m
10.75 m 19 11 m

A B
15 m

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Mathematics Grade 9
Solution,
(a) The plot is rectangular shape; which is made in the ratio of 1:500. Diagonal
AC divided the rectangle into two triangle.
To find area of ∆ ABC,
length of side BC (a) = 11 m
length of side AC (b) = 19 m
length of side AB (c) = 15 m
Semi-perimeter of ∆ ABC (s) = a + b + c = 11 + 19 + 15 = 22.5 m
2 2
Area of ∆ ABC = s(s – a) (s – b) (s – c)
= 22.5(22.5 – 11) (22.5 – 19) (22.5 – 15)
= 22.5 × 11.5 × 3.5 × 7.5
= 6792.1875
= 82.41 m2
To find area of ∆ DAC,
length of side DC (d) = 16 m
length of side AC (b) = 19 m
length of side DA (e) = 10.75 m
Semi-perimeter of ∆ DAC (s') = d + b + e = 16 + 19 + 10.75 = 22.88 m
2 2
Area of ∆ DAC (A) = s'(s' – a) (s' – b) (s' – c)

= 22.88 (22.88 – 16) (22.88 – 19) (22.88 – 10.75)

= 22.88 × 6.88 × 3.88 × 12.13
= 7408.6142
= 86.07 m2
Now, area of rectange ABCD = Area of ∆ ABC + Area of ∆ DAC
= 82.41 m2 + 86.07 m2
= 168.48 m2
∴ Area of the given plot is 168.48 m2.

124
Mathematics Grade 9
(b)Area of plot = 168.48 m2
Here, area of the given plot 1 Kattha is less than 338.63 sq. meter. So, we
convert into Dhur,
Area of plot = 168.48 m2
168.48
= 16.93 Dhur [∵ 1 Dhur = 16.93 sq. meter]
= 9.95 Dhur
So, area of the plot is 0-0-9.95-0 'Biggha'.

Exercise 5.4
1. Answer the following questions based on the area conversion table
presented on the front page:
(a) According to the methods of mapping lands in Nepal, what are the ways
used in mountainous and hilly areas?
(b) What is the method of measuring land in the area where you live?
(c) How many square feet of area is in one Ropani?
(d) How many aanas are in one Ropani and how many square feet are in one
aana?
(e) How many square meters of the area is in one Bigha?
(f) How many Katthas are there in one Biggha and how many square feet
areas are in one Kattha?
(g) Which unit of an aana and a kattha has more square meter areas?
(h) If the area of rectangular land with a width of 37 feet is one ropani, what
is the length of that land?
(i) A landlord of Terai has 10 Bigghas of land. According to the Ropani unit,
how many ropanis of land does he have?
2. Convert the following unit areas of land into square feet units:
(a) 2 Kattha (b) 4 aana (c) 8 Dhur
(d) 5 aana (e) 6 aana 3 Paisa (f) 4 Kattha 10 Dhur
3. Convert the following unit areas of land into square meter units
(a) 2 ropani (b) 1 Bigha (c) 16 Dhur (d) 3 Kattha (e) 5 Kattha 10 Dhur

125
Mathematics Grade 9
4. Convert the following unit areas of land into Aana units:
(a) 16 Dhur (b) 4 Kattha (c) 3 Kattha 2 Dhur
(d) 6 Kattha 10 Dhur (e) 2 Ropani (f) 1 Bigha
5. Convert the following unit areas of land into Dhur units:
(a) 3 aana (b) 6 aana 3 paisa (c) 16 Kattha 5 Dhur
(d) 1 Bigha 4 Kattha (e) 2 Biggha

6. A plot of land with one Ropani area of Aitaman is faced on 20 feet road. The
length of the face on the side of the road is 148 feet. When the land has to
be divided into four equal areas, what are the areas of each plot? What is the
length and width of each plot?
7. Convert the areas of the following lands as follows:
(a) Ropani-Aana- Paisa-Daam (R-A-P-D)
(b) Biggha- Kattha- Dhur (B-K-D)
(i) 3056 ft2 (ii) 1426.85 ft2 (iii) 5026.80 ft2
(iv) 2167.24 ft2 (v) 80736.75 ft2

8. The area of land given in the following table is 0-5-3-0 Biggha or 1743.70 ft2.
Test using the area conversion table on the front page:
bfO{ g=÷gS;f lsQf g=÷ ljj/0f hUufwgLsf] df]xLsf] gfd lsl;d jf If]qkmn÷j=ld= s}lkmot
;L6 g= v08] g= -3/, cfjfbL, xsl;:;f b/ ju{
OToflb_
5 166 cfjfbL Psnf}6L wgx/÷v]t 0-5-30-30-4

/}s/ lghL hDdf 1743.70

hDdf If]qkmn 1743.70 ju{lkm6

9. The area of the land in the given Lalpurja is 677.26 ft2. In this map, the
area of the map is given in square meters only. Find the area using the
area conversion table on the front page:
(a) According to the hilly system Ropani- Aana- Paisa -Daam format
(b) According to the terai system Biggha- Kattha- Dhur format
(c) In square feet.

126
Mathematics Grade 9
 jf8{g=÷ lsQf g= ljj/0f -3/, hUufwgLsf] hUufwgLsf] df]xLsf] lsl;d jf ju{ If]qkmn÷ s}lkmot
gS;f ;L6 ÷v08] g= cfjfbL, OToflb_ xsl;:;f xslx:;f gfd y/ j=ld=
g=
$ ##$ cfjfbL, Psnf}6L wgx/ ÷v]t ÷ )–)–)–)
$3 ##$ /}s/ lghL bf]od ^&&=@^
) hDdf If]qkmn ^&&=@^ ju{ld6/

10. The figure on the right shows a map of

the fragmented land as a plot. The area
of each plot is given according to the
Ropani-Aana-Paisa- Daam.

(a) Convert the area of plots no 1, 2, 6, 8,

and 9 into square meter units.
(b) Convert the area of plots no 4, 18, 20,
and 22 into square meter units.
(c) Convert the area of plots no 9, and 22
into Biggha- Kattha- Dhur units.

11. Find the area of the land given in the following measurements:

(a) According to Ropani- Aana- Paisa -Daam units.

(b) According to Biggha- Kattha- Dhur units

(a) (b)
40 ft
tf

ft
73

61 ft
m

24 m 58
16

34 ft
25 m
4 m wide road 20 ft wide road

127
Mathematics Grade 9
 (c) (d)
ft 90 ft
.2
75

36.4

13 ft wide road
ft
84.5

80 ft
ft
81 ft

8
35.9
13 ft

10
ft
76
.8
ft
wide

ft

75 ft
road

(e)
23 m
4 m wide road

31.5 m 28 m
20 m

22 m

12. The perimeter of a triangular land is 160 feet. If the ratio of each edge of the
land is 5:7:8, find its area into Dhur.

128
Mathematics Grade 9
 Project Work
1. Divide the students in the class into appropriate groups (with at least
5 people in each group). Divide the responsibilities for each person in
the group (two people for measuring with a measuring tape, 1 person
for observing measurement, 1 person for taking notes, one person for
overseeing all the work). With the necessary materials (measuring tape,
ruler, pencil, etc), two groups measure the area of certain parts of the
school play ground( triangular and quadrangular part) in their own way.
Similarly, other two groups find out the area of the open space of any
public places (temple premises, park, play ground, open space, and open
space of the school etc.) near the school. Draw an area with with a map
of the work done in this way and present it in the classroom. Compare
the similarities between the area of the same site discovered by each of
the two groups and choose the right option with the help of the teacher.
2. How much land does each student have in the name of his/her family?
How much and how has the area been kept in the Lalpurja for its
verification? Can you find out the area of land in the name of your
family?
When, from whom and how was the land surveyed? Gather information
and present it in the classroom with the help of your parents, community
elders and related people.

Answers
1. Show to your teacher.
2. (a) 72.90 ft2 (b) 1369 ft2 (c) 1458 ft2
(d) 1711.25 ft2 (e) 2310.18 ft2 (f) 16402 ft2
3. (a) 1017.44 ft2 (b) 6772.63 ft2 (c) 270.88 ft2
(d) 1015.89 ft2 (e) 1862.45 ft2

4. (a) 8.53 Aana (b) 42.60 Aana (c) 33.03 Aana

(d) 69.24 Aana (e) 32 Aana (f) 213.05 Aana

5. (a) 5.63 Dhur (b) 12.67 Dhur (c) 325 Dhur
(d) 480 Dhur (e) 800 Dhur

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 6. 1369 ft2, length 37 ft, width 37 ft
7. (i)–(a) 0-8-3-2.87 (Ropani) (b) 0-0-16.77 (Biggha)
(ii)–(a) 2-12-3-2.02 (Ropani) (b) 0-4-4.2 (Biggha)
(iii)–(a) 0-14-2-3 (Ropani) (b) 0-1-7.58 (Biggha)
(iv)–(a) 4-4-0-2.6 (Ropani) (b) 0-6-7.99 (Biggha)
(v)–(a) 14-11-3-2.39 (Ropani) (b) 1-2-3 (Biggha)
8. (a) 1-5-1-0.2 (Ropani) (b) 0-1-20 (Biggha) (c) 7289.92 ft2
9. (a) plot no. (1) 0-3-2-3 / 117.42 m2
plot no. (2) 0-4-0-2 / 143.06 m2
plot no. (6) 0-4-0-0 / 127.16 m2
plot no. (8) 0-3-1-0 / 103.32 m2
plot no. (9) 0-5-1-3 / 172.87 m2

(b) plot no. (4) 0-4-2-0 / 1540.12 ft2

plot no. (18) 0-3-2-2 / 1240.65 ft2
plot no. (20) 0-4-0-0 / 1433.17 ft2
plot no. (22) 0-7-0-0 / 2395.75 ft2
(c)
plot no. (9) 0-0-10.2 (Biggha)

plot no. (22) 0-0-13.14 (Biggha)
10. (a) 184.89 ft2 (i) 0-5-3-1.04 (Ropani) (ii) 0-0-10.91 (Biggha)
(b) 2187.22 ft2 (i) 0-6-1-2.25 (Ropani) (ii) 0-0-11.77 (Biggha)
(c) 2746.54 ft2 (i) 0-8-0-0.3 (Ropani) (ii) 0-0-15.07 (Biggha)
(d) 6565.80 ft2 (i) 1-3-0-2.9 (Ropani) (ii) 0-1-16.02 (Biggha)
(c) 526.15 ft2 (i) 1-0-2-0.7 (Ropani) (ii) 0-1-11.07 (Biggha)
11. (a) 350.54, 1.92 Dhur

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 Lesson
6 Prism

6.0 Review
Draw the following pictures and discuss the following questions in your group.
Present your answers in your class:
A P S

o
B C Q R

(a) How many sides (edges) are there in the given figures?
(b) How can we calculate the perimeters of plain surfaces in each figure?
(c) How can we calculate the area of plain surfaces in each figure?
(d) If we pile up the same shape and size of cardboard papers, what type of
shape will be formed?
(e) Do you see the pile-up of papers?

6.1 Introduction to prism

Activity 1
Divide the students in class into a group of 5 students in each. Take one solid object
as given below in each group, observe it and discuss the following questions:

(i) (ii) (iii)

(iv) (v) (vi)

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Mathematics Grade 9
 (vii) (viii)

(ix) (x) (xi)

(a) Which of the above objects have their opposite surfaces congruent and
parallel?
(b) How many straight edges consist in each object?
(c) What are the shapes of polygons with congruent and parallel opposite
sides in given objects
(d) How many vertices are there in each object?

A prism is a three-dimensional solid object with parallel and congruent two

opposite polygons.

6.2 Cross-section area of prism

Activity 2

Divide the students in class into a group of 5 students in each. Take one solid object
of triangular or rectangular or square shapes.

Cut the prism from its middle part as shown in the figure. Observe the surface of the
object, discuss in your group and present it in your class. Eg. the group work of the
third group was as follows:
  
The area of the triangle MNO is the cross-sectional
area of the prism if we cut the solid object of the   

triangular base making the triangular face parallel and

  
perpendicular to its length or height.
Therefore, (∆ABC ≅ ∆MNO ≅ ∆A'B'C')

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Mathematics Grade 9
 Characteristics of Prism
(a) It has two parallel congruent opposite polygons, called the base of the
prism. The prism of the base triangle is a triangular prism and the prism of
the base rectangle is a rectangular prism.
(b) The surface parallel with the base in a prism is called the cross-section of
the prism. This cross-section is congruent with the base.
(c) Generally there are two types of prism called oblique and right. In this
class, we discussed on right prism only (all the faces except the base are
perpendicular to the base).
(d) The areas of all faces other than their bases in the prism is called the lateral
surface area of the prism.
(e) The perpendicular distance between two bases is the height or length of
the prism.
(f) The volume of the prism (V) = Area of the base (A) × height (h)

Activity 3

Is our textbook a prism? What type of prism is this? Compare the area of the base
of the first page, middle page, and last page of the book. What does each page in the
book of the prism represents?
Area of the bases in a triangular prism
3
(a) Area of the equilateral triangle (A) = 4 a2
(b) Area of the isosceles triangle (A) = b 4a2 – b2
4
(c) Area of the scalen triangle (A) = s(s – a) (s – b) (s – c)
where, s = a + b + c
2 1
(d) Area of right angled triangle (A) = 2 × p × b
1
(e) Area of right angle isosceles triangle (A) = 2 p2
1
or, 2 b2
(f) Area of the base in a rectangular prism (A) = l × b
(g) Area of the base in square prism (A) = l2

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Mathematics Grade 9
6.3 Lateral surface area of prism
Activity 4

Distribute solid objects of triangular, rectangular and square base in different groups
and trace the object in your copy.
The group work of group 3 is as below:
 
They took prism of six faces and denoted its length,
 
breadth and height by l, b and h respectively. The faces 
of the prism except the bases are
 
ABHE, DCGF, ADFE and BCGH
 
 
All the faces are rectangular and each surface has:
Area of the face ABHE (A1) = l × h = lh
Area of the face DCGF (A2) = l × h = lh
Area of the face ADFE (A3) = b × h = bh
Area of the face BCGH (A4) = b × h = bh
Sum of the areas of all faces:
= A1 + A2 + A3 + A4
= lh + lh + bh + bh
= 2lh + 2bh
= 2h (l + b) = 2 (l + b) × h = P × h Where, P = perimeter of the base
So, the sum of areas of all faces except its two bases is the lateral surface area of
the prism.

Lateral surface area of the prism (LSA) = 2h (l + b)

Also, Lateral surface area of prism (LSA) = P × h

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Mathematics Grade 9
 Example 1

Find the cross sectional area and lateral surface area of following prism.

 
 

 
 


Solution,
Here,
a) In given prism,
length (l) = 6 cm, breadth (b) = 6 cm and height (h) = 9 cm
We know that,
Cross sectional area of prism = base area of prism
= l × b = 6 × 6 = 36 cm2
So, cross sectional area of prism = 36 cm2
Again, perimeter of the base (P) = (6 + 6 + 6 + 6) cm = 24 cm
Lateral surface area of prism = P × h = 24 cm × 9 cm = 216 cm2
b) Extend line CD upto G in the figure. Area of rectangle ABCG (A1)
= AB × BC
= 16 × 4
= 64 cm2
Area of the rectangle DEFG (A2)
  
= DE × EF = 4 × 8 
= 32 cm2 
 
Now, Cross sectional area of prism is  

= A1 + A2  
= 64 + 32  
= 96 cm2  

Again, Perimeter of the base (P)
= AB + BC + CD + DE + EF + FA
= 16 + 4 + 8 + 4 + 8 + 8
= 48 cm
length of prism (l) = 6 cm
Lateral surface area of prism = P × l
= 48 × 6
= 288 cm2

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Mathematics Grade 9
6.4 Total surface area of prism
Activity 5
Distribute some cubical hollow boxes of chalk or ink and
rectangular hollow boxes of a shop or matchbox to the student’s
group. Open its faces slowly and trace them on chart paper.
Present the answer to the following questions in your class.
(a) What type of shape is formed?
(b) How many faces are congruent and how many are not
congruent in those shapes?
(c) If we fold the cubical and rectangular objects, can we find the original shape?
(d) Find the area of all faces of these cubical and rectangular objects and sum
the areas. Then find the formula to find the total surface areas of cubical and
rectangular objects.

The chalk box is cubical and it has six faces. So, all faces are square in shape. The
area of all faces is equal. If the side of one edge is l the area will be l2. The area of
all square surfaces = 6l2 sq. unit

The area of each faces in a cubical prism = l2

The total surface area of the cubical prism (A) = 6l2

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Mathematics Grade 9
Likewise, there are six faces in match boxes. The box is cuboid in shape. Three
faces out of six are congruent. The total surface area will be found by adding the
areas of all faces.
The sum of areas of all six bases is the total surface area of rectangular
based prism.
Total surface area of recangular base prism (TSA) = 2(lb + bh + hl)
or, TSA = 2A + p × h
where, A = Area of base
P = Perimeter of base

Example 2

Find total surface area of given prism:

Solution,

Here, length of cubical prism (l) = 3 cm
Total surface area = 6l2 = 6 × (3 cm)2 = 54 cm2 

Example 3

A school constructed a rectangular water tank as the figure below, for drinking
water. The length of the tank is 12 ft., breadth of the tank is 10 ft and height of
the tank is 6 ft. Find the total surface area of the water tank:

Solution,
Here, 
length of the water tank (l) = 12 ft
breadth (b) = 10 ft 
height (h) = 6 ft 

By formula,
Total surface area of the tank (A) = 2(lb + bh + hl)
= 2 (12 × 10 + 10 × 6 + 6 × 12) ft2
= 2 (120 + 60 + 72) ft2
= 2 × 252 ft2
= 504 ft2
⸫ Total surface area of the tank is 50c ft2.

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Mathematics Grade 9
 Alternative Method
Here, area of the base (A) = l × b
= 12 × 10
= 120 ft2
Perimeter of the base (P) = 2(l + b)
= 2(12 + 10)
= 44 ft
Total surface area of the tabnk (TSA) = 2A + P × h
= 2 × 120 + 44 × 6
= 240 + 264
= 504 ft2

Example 4

Find total surface area of the triangular base prism:

A A'

m
5c
B'
8 cm
B

7c
m

C'
C 10 cm
Solution,
In base of prism ∆ABC,
AB (c) = 5 cm
BC (a) = 7 cm
CA (b) = 8 cm
7+8+5
Now, half perimeter (s) = a + b + c = = 10 cm
2 2
Area of the triangular base ∆ABC (A) = s(s – a) (s – b) (s – c)
= 10(10 – 7) (10 – 8) (10 – 5)
= 10 × 3 × 2 × 5

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Mathematics Grade 9
 = 300
= 17.32 cm2
Perimeter of the base (P) = a + b + c
=7+8+5
= 20 cm
length of the prism (l) = 10 cm
Now, Total surface area (TSA) = 2A + P × l
= 2 × 17.72 + 20 × 20
= 34.64 + 200
= 234.64 cm2

6.5 Volume of prism

Activity 5

How can we find the volume of rectanglar base solid objects? On the basis of
formula to find volumn of rectangular base prism, ask students to find the volume
of other prism:
Volume of prism (V) = Area of base × height = A × h
Relationship between liter, cubic centimeter and cubic meter,
1000 cm3 = 1 l and 1 m3 = 1000 l

Example 5

Find the volume and total surface area of following prism:

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Mathematics Grade 9
Solution
Here,
(a) The given prism is isosceles triangle base prism.
where, BC = AC = (a) = 10 cm
base (AB) = (b) = 8 cm
8
Area of the triangular base (A) = 4 4a2 – b2)
8
= 4 × (10)2 – (8)2
4
8
= 400 – 64
4
= 8 21 = 836.66 cm2
Perimeter of the base (P) = a + a + b = (10 + 10 + 8) = 28 cm
Height or length of the prism (h) = 16 cm
Lateral surface area of the prism (LSA) = P × h = 28 × 16
= 448 cm2
Total surface area of the prism (TSA) = 2 × A + LSA
= 2 × 36.66
= 73.32 + 448
= 521.32 cm2
Volume of the prism (V) = A × h = 8 21 × 16 cm3
= 128 21 cm3
(b) Join I, L, and C, F as figure.
Now, area of square IJKL (A1) = (2 cm)2  

= 4 cm
2 

   
Area of the rectangle ABGH (A2)   

= (3 + 2 + 3) cm × 3 cm
  
= 8 × 3 cm2 = 24 cm2  
Area of the square CDEF (A3) = (2 cm)2  
  
= 4 cm2
Cross sectional area of the prism (A) = A1 + A2 + A3
= (4 + 24 + 4) cm2
= 32 cm2
Perimeter of the base (P)

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Mathematics Grade 9
 = AB + BC + CD + DE + EF + FG + GH + HI + IJ + JK + KL + LA
= (3 + 3 + 2 + 2 + 2 + 3 + 3 + 3 + 2 + 2 + 2 + 3) cm
= 30 cm
Height (h) = 5 cm
Lateral surface area (LSA) = P × h = 30 × 5 cm2 = 150 cm2
Total surface area (TSA) = 2 × A + LSA
= 2 × 32 + 150
= 64 + 150
= 214 cm2
Volumn of prism (V) =A×h
= 32 × 5 = 160 cm3

Exercise 6.1
1. What is the volume of prism whose cross-sectional area is 35 cm2 and height
is 10 cm?
2. Find the lateral surface area of the prism of the perimeter of 36 cm and height
of 8 cm.
3. Find the total surface area of a prism cross-sectional area and lateral surface
area are 40 cm2 and 175 cm2 respectively

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Mathematics Grade 9
4. Find the cross-sectional area, lateral surface area, total surface area, and
volume of the following prisms.

(a) (b)

8 cm 5 cm
5 cm m
5c
6 cm
10 cm

 

   

  

 



 




    

 

 







5. If there is a cuboidal prism having 6 cm length, 5 cm breadth, and 8 cm
height:
(a) Find the area of cross section?
(b) Find the lateral surface area?
(c) Find the volume?
6. A rectangular tank is 2 m long 1.5 m broad and 1 m high. Find the capacity of
the tank in liters.
7. Divide a timber cube of 20 cm long into 8 equal parts. Find the length of each
piece.

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Mathematics Grade 9
8. Find the cross-sectional area, lateral surface area, total surface area, and
volume of the following prism.
 
 
 




 
 
 


     

   

 

  
 

9. The volume of the right triangular prism is 864 m3. If the length of side to
make right angle of right triangles are 8 cm and 9 cm respectively find the
height of prism.
10. The height of the right triangle prism is 30 cm. If the length of the base and
perpendicular of the right triangle is 4 cm and 3 cm respectively. Find the
areas of rectangular faces.
11. The total surface area of the triangular prism is 660 cm2 and the base of the
prism is a right triangle. The length of the base and hypotenuse of the triangle
are 12 cm and 13 cm respectively. Find the height/ length of the prism.
12. The volume of the triangular prism is 480 cm3. If the length of the prism
is l cm and the sides of the base are 4 cm, 13 cm and 15 cm:
(a) Find the length (l) of the prism.
(b) Find the areas of the rectangular faces.
(c) Find the total surface area of the prism.
13. The lateral surface area of the triangular prism is 2160 cm2. The perimeter
of the base is 54 cm and the cross-sectional area is 126 cm2. Now find:
(a) Height of the prism
(b) Volume of the prism

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Mathematics Grade 9
14. Santaman plans to construct any one of the following metal boxes to storing
rice. Find which of the following box have high capacity to store. Also find
which box need less amount of metal and by how much less it is.

8 ft
8 ft

13 ft

4 ft
4 ft
15 ft 6 ft

15. The following type of tent is necessary for a mathematical exhibition hall
in a school. They plan for carpeting and making an entry gate using one
face of breadth. Then;
(a) Find the clothes needed to construct such type of tent.
(b) Find the area of carpet for carpetting.
(c) If one exhibition cabin occupied 7m2, then how many exhibition cabins
can be constructed in this hall?

3m 3m
3m

m
10

4.8 m

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Mathematics Grade 9
16. A reserve water tank will be constructed in a village for supplying drinking
water. One of the following water tank designs is to be selected. Which of the
following design is appropriate for construction on the basis of the capacity
of the tank and materials for construction?

6 ft
8 ft

t
4f
16 ft
6 ft

8 ft

Project Work
1. Collect different models of the prism from your community. Find their
measurement of any two objects using the ruler and present the answer to
following questions in your class:
(a) Find the cross-sectional area of the objects
(b) Find the total surface area of the objects
(c) Find the volume of the objects.
2. Divide the students of the class into a group of 5/5 students. Construct the
triangular prism of different shapes for each group using paper, string, or
wood. Find the measurement of each part of the prism find;
(a) cross- sectional area.
(b) lateral surface area.
(c) how many times is the lateral surface area more than its cross-
sectional area (in percent)?

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Mathematics Grade 9
 Answers
1. 350 cm3 2. 288 cm2 3. 255 cm2
4. (a) 80 cm2, 216 cm2, 376 cm2, 480 cm3
(b) 25 cm2, 100 cm2, 150 cm2, 125 cm3
(c) 48 cm2, 180 cm2, 276 cm2, 288 cm2
(d) 62 cm2, 336 cm2, 460 cm2, 496 cm3
(e) 24 + 2 5 cm2, 220 cm2, 276.94 cm2, 284.72 cm3
(f) 600 cm2, 3600 cm2, 4800 cm2, 18000 cm3
5. (a) 30 cm2 (b) 276 cm2 (c) 240 cm3
6. 3000 l
7. 10 cm
8. (a) 6 cm2, 144 cm2, 156 cm2, 72 cm3
(b) 9 3 cm, 270 cm2, 301.16 cm2, 135 3 cm3
(c) 8 5 cm2, 260 cm2, 295.77 cm2, 104 5 cm2
(d) 39.69 cm2, 480 cm2, 559.38 cm2, 634.98 cm3
9. 24 cm, 10. 360 cm2 11. 20 cm
12. (a) 20 cm (b) 640 cm2 (c) 688 cm2
13. (a) 40 cm (b) 5040 cm2
14 -16. Show to your teacher.

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Mathematics Grade 9
 Lesson
Cylinder and Sphere
7
7.0 Review
Make an appropriate number of groups and take one figure as given below in
different groups. Observe these figures and present the conclusion in your class
from group discussion on the basis of the following questions:
(a) How and what type of plane surface are there on the given figures? Count
them and write.
(b) How many vertices and edges are there on given figures? Count them.
(c) Count how many straight edges are there on given figures?

i ii iii iv v

Here,
i. In the first figure, there is one rectangular surface. There are four vertices
and four straight edges. It is a rectangle.
ii. In the second figure, there is a circular surface. There are no vertices.
iii. In the third figure, there are two circular surfaces. There are no edges and
one curved surface.
iv. Similarly, in the fourth figure there are no plane surfaces, edges, and
vertices.
v. In the fifth figure, there is one plane surface and one curved surface.
There are no vertices.

7.1 Cylinder
Surface area of the cylinder

Activity 1
Take one paper-made cylinder having different sizes in each group.

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Mathematics Grade 9
 


Cut the cylinder vertically as shown in the above figure.


Make a rectangle after cutting the paper cylinder such that the circumference of the
circle is converted into length and height into the breadth of the rectangle as shown
in the above figure.

Now, observe the rectangle and cylinder, then discuss the following questions and
present them in your class.
(a) What is the length of the circumference of the circle? Write.
(b) If the length and breadth are given, then which formula is appropriate to find
the area of the rectangle?
(c) Which part of the cylinder is represented by the area of the rectangle?

The following conclusions can be drawn 
from the discussion: 

The length of the circumference of the circle

is the perimeter of the circle. 

So, the circumference of the circle = length of

the perimeter = 2πr
Likewise, the formula to find the area of the rectangle is l × b.
Here, the area of the rectangle is represented by the curved surface area of the cylinder.
The curved surface area of the cylinder = area of rectangle = l × b = 2πr × h = 2πrh
sq. unit.
Again, add the area of two circles of the cylinder on the curved surface area of the
cylinder. Are the areas of two circles equal on the cylinder? Yes, they are congruent.

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Mathematics Grade 9
The total surface area of the cylinder = curved surface area of cylinder + area of
two circles.
= 2 πrh + 2πr2 [area of one circle = πr2]
= 2πr (h + r)

The side figure with one curved surface and two parallel circular bases is called
Cylinder.

In cylinder
Curved surface area
– Area of the base (A) = πr2 Area of base
– Curved Surface Area = 2πrh
– Total Surface Area = 2πr(r + h)
= C(r + h) where, C = 2πr

Example 1
Find the curved surface area and total surface area (TSA) of cylinder.
Solution,
Here, 
Diameter (d) = 14 cm
Height (h) = 12 cm 
Curved surface area of cylinder =?
Total surface area =?
d 14
Radius (r) = = cm = 7 cm.
2 2
Now,
Curved surface area of cylinder (CSA) = 2πrh
= 2 × 22 × 7 × 12
7
= 528 cm2
Total surface area of cylinder (TSA) = 2πr(r + h)

= 2 × 22 × 7 (7 + 12) cm2
7
= 44 × 19 cm2
= 836 cm2

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Mathematics Grade 9
 Example 2
The curved surface area of a cylindrical box is 1232 cm2. If the radius of
the base and height of the cylinder are equal, find the area of circular bases
and total surface area of cylinder. Also compare curved surface area and the
circular base.

Solution,
Here,
Curved surface area of cylinder (CSA) = 1232 cm2
Radius (r) = height (h)
Area of the circular base =?
Total surface area =?
We know that,
Curved surface area of cylinder = 2πrh
or, 1232 = 2 × 22 × r × r [ ⸪ r = h]
7
1232 × 7 2
or, =r
2 × 22
or, 196 = r2
or, r = 196 = 14
⸪ Radius (r) = 14 cm
Now, radius (r) = height (h) = 14 cm
Area of the circular base = 2πr2
= 2 × 22 × (14 cm)2
7
= 1232 cm2
Again,
Total surface area (TSA) = Curved surface area + Area of the circular base
= (1232 + 1232) cm2
= 2464 cm2
Here, curved surface area of cylinder and area of the circular base are equals.

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Mathematics Grade 9
 Example 3
The total surface area of cylinder is 2992 cm2. If the sum of height and radius
is 34 cm, then find:
(a) Radius of the base of cylinder.
(b) Area of the base .
(c) Curved surface area.
Solution,
Total surface area (TSA) = 2992 cm2
Here, sum of radius and height (r + h) = 34 cm
(a) Radius of the base (r) =?
By formula,
Total surface area of cylinder (TSA) = 2πr(r + h)
or, 2992 = 2 × 22 × r × 34
7
2992 × 7
or, =r
2 × 22 × 34
or, r = 14 cm
(b) Area of the base (A) = πr2
= 22 × (14)2
7
= 616 cm2
(c) Curved surface area = 2πrh
= 2 × 22 × 14 × (34 – r) [ r + h = 34 cm]
7
= 44 × 14 × (34 – 14)
7
= 1760 cm2
Volume of cylinder

Activity 2

Make an appropriate group in your class. Take cylindrical radish
or soft cylindrical solid objects and measure their radius and

height.
Cut the cylindrical radish or soft cylindrical solid objects as 
shown in the following figure and make a cuboid from the pieces
of the cylinder.

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Mathematics Grade 9
Now, compare the cylinder and cuboid and find 
the cuboid’s length, breadth, and height. Then
find the volume of the cuboid.
Here, the length of the cuboid = πr

The breadth of the cuboid = r
Height of the cuboid = h
Volume of the cuboid = l × b × h = πr × r × h = πr2h
Here, the volume of the cylinder = volume of the cuboid
= πr2h
= πr2 × h
= A × h [a]ngfsf] cfwf/ j[Q x'g] ePsfn] cfwf/sf] If]qkmn (A) = πr2 x'G5 .]

The volume of the cylinder (V) = πr2h = A × h, where, A is the area of

the base of the cylinder

Example 4
If radius of base and height of a cylinder are 14 cm and 20 cm respectively, find
volumn of the cylinder.

Solution,
Here,
Radius of the base (r) = 14 cm
height of cylinder (h) = 20 cm
Volume of cylinder (V) =?
By formula,
Volume of cylinder (V) = πr2h

= 22 × (14)2 × 20 cm3
7
22
= × 196 × 20 cm3
7
= 12,320 cm3

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Mathematics Grade 9
 Example 5
The capacity of cylindrical water tank is 539 l. If the height of cylinder is 1.4 m,
then find area of the base.

Solution,
Here,
Capacity of cylinder (Volume of cylinder) (V) = 539 l
= 539 m3 [⸪ 1 m3 = 1000 l]
1000
= 0.539 m3
height (h) = 1.4 m
Area of the base (A) =?
By formula,
Volume of cylinder (V) = A × h
or, 0.539 m3 = A × 1.4 m
0.539 m2 = A
or,
1.4
or, A = 0.385 m2
A = 0.385 × 100 × 100 cm2 = 3850 cm2
Therefore, area of base of cylinder (A) = 3850 cm2

Example 6
Rajan sold the soybean
putting them into paper
pots as shown in the
above figures. The
diameter of pot A is 14
inches and the height
is 6 inches. Likewise,
the radius of pot B is
3 inches, and the height is 14 inches. Saroj and Vishal go to the market to buy
soyabean. At that time Saroj said the quantity of soybean on both pots is equal, so
the price of both pots must be equal. Again, Bishal said the quantity of soybean
on both pots is not equal, so the price of both pots may not be equal. Find, who is
correct and who is wrong on the basis of their arguments.

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Mathematics Grade 9
Solution,
Here, Both the pictures given above are cylinder
In cylinder A Similarly, In cylinder B
diameter (d) = 14 inch radius (r) = 3 inch
height (h1) = 6 inch height (h2) = 14 inch
d 14
Now, Radius (r1) = = inch = 7 inch Volume of cylinder B (V2)
2 2
Volume of cylinder A (V1)
= πr22 h2
= πr1 h1
2

22
22 = × (3)2 × 14 cubic inch
7
= 7 × (7) × 6
2

= 924 cubic inch = 396 cubic inch

Among them Bishal is correct because volume of cylinder A is more than B. So, the
rate of soyabean present inside A must be more than that of B.

Exercise 7.1
1. If radius and height of ylinder is x cm and y cm:
(a) Circumference of base b) Area of the base y
(c) Curved surface area d) Total surface area
(e) Volum x cm
2. If raius of cylinder is x cm and height is y cm, then find curved surface area
and volume of the prism.
3. The circumference of the base of a cylinder is c cm and height h cm. Find
curved surface area of the cylinder.
4. Find the volume of the cylinder of area A sq. feet and height h feet.
5. If the radius of the cylinder is r unit and height h unit, find:
(a) Volume (b) Curved surface area h unit

(c) Plane surface area (d) Total surface area

r unit
6. The circumference of the base of a cylinder is C unit and the sum of
radius and height is S unit, find the total surface area of the cylinder.

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7. Find the plane surface area, curved surface area, and volume of the
following prism:
(a) radius (r) = 7 cm and height (h) = 5 cm
(b) radius (r) = 3.5 m and height (h) = 6 m
(c) radius (r) = 2 ft and height (h) = 7 ft
8. Find the area of the base, plane surface area, curved surface area, total
surface area, and volume of the following prism:

9. If the circumference of the base of a cylinder is 176 cm, and the height is 30
cm, find the curved surface area and total surface area of the cylinder.
10. If the circumference of the base of a cylinder is 88 cm, and the sum of
radius and height is 24 cm, then find:
(a) Area of the base. (b) Curved surface area sum of radius and height is 24 cm
(c) Total surface area (d) Volume
11. If the sum of the radius and height of the cylinder is 34 cm, and the total
surface area is 2992 cm2 then find the volume of the prism.
12. The sum of the diameter and height of the cylinder is 28 cm, and the curved
surface area is 462 cm2 , find the total surface area.
13. The ratio of the radius of the base and height of a cylinder is 1:3 and their sum
is 56 cm, find the curved surface area and total surface area of the cylinder.

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14. If the ratio of the radius of the base and height of a cylinder is 1:3 and its
curved surface area is 924 cm2, find the area of the base and volume of the
cylinder.
15. The curved surface area of a cylindrical log is three times more than the area
of the base. If the sum of the radius of the base and height of the log is 25 cm,
find the volume of the cylindrical log.
16. The inner circumference of the following cylindrical pots are 21 cm and 14
cm and the heights are 14 cm and 21 cm respectively. Find how much water
can be filled in these pots.







17. The students in a school are requested to participate in the competition of
making cylindrical pencil cases. The radius and height of each pencil case
must be 3 cm and 10.5 cm respectively. If 35 students participated in the
competition, find how much cardboard paper was used in that competition.
18. A hospital provides mushroom soup on a cylindrical glass with a 7 cm radius
for his patient each day. If the mushroom soup filled the 6 cm height of the
glass, find how much soup is prepared by the hospital daily for their 250
patients.
19. Mankumari planned to prepare a cylindrical bucket from the mat to store
crops. If the breadth of the mat is 1.1 meter, then how long mat is needed to
store 1.4 cu. meter crops.

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 Project Work
Sit in the appropriate number of groups. Search different cylindrical objects
like; water tanks, drums, buckets to store crops, glasses, etc and measure their
radius of the base and height. Find the curved surface area, total surface area,
and volume of each object and present the result in your class.

Answers
1-6. Show to your teacher.
7. (a) 308 cm2, 220 cm2, 770 cm3
(b) 77 cm2, 132 cm2, 231 cm3
(c) 25.14 ft2, 88 ft2, 88 ft3
8. (a) 154 cm2, 308 cm2, 528 cm2, 836 cm2, 1848 cm3
(b) 154 cm2, 308 cm2, 924 cm2, 1232 cm2, 3234 cm3
(c) 154 cm2, 308 cm2, 616 cm2, 924 cm2, 2156 cm3
(d) 2464 cm2, 4928 cm2, 3696 cm2, 8624 cm2, 51744 cm3
9. 5288 cm2, 10208 cm2
10. (a) 616 cm2 (b) 880 cm2 (c) 2112 cm2 (d) 6160 cm3
11. 12320 cm3 12. 539 cm2 jf 1617 cm2
13. 3696 cm2, 4928 cm2 14. 154 cm2, 3234 cm3
15. 4714.28 cm3 16. 0.162635 l
17. 7919.8 cm2 18. 57.75 l
19. 4 m

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7.2.1 Surface area of sphere

What do you mean by sphere? Is it like a circle? Can we make a

circle into our copy? Yes, we can construct a circle in our copy
because it is a closed plane figure made by joining the points’
equidistance from a fixed point. The fixed point is called the
center of the circle and the equal distance is called the radius of
the circle. Balls and marbles are the spheres.

Activity 1

Make an appropriate number of groups and take a rubber ball

for each group.
Thumb a pin at any point on the surface of the ball. Cover the
ball by thread with the help of a pin and glue on the overall 
surface of the ball. Now, remove the thread from the ball.
Find the diameter of the rubber ball. For this, put the ball in the middle of two
pieces of cardboard paper as shown in the above figure. The distance between two
pieces of cardboard paper is the diameter of the sphere. The radius is half of the
diameter. Using the radius, construct four circles in your copy and paste the thread
on the surface of all circles.

Present the result of the above Activity in your class.

Here, the thread covered by the surface of the ball also covers the surface of four
circles where the radius of all circles is equal to the radius of the sphere.
So, the surface area of the sphere = area of the four circles.
= πr2 + πr2 + πr2 + πr2
= 4πr2
Therefore, the surface area of the sphere (A) = 4πr2 , where r is the radius of the
sphere.

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Mathematics Grade 9
7.2.2 Surface area of hemisphere

Activity 2

Make necessary groups on the basis of students’ numbers. Take one lemon for each
group. Cut the lemon into two equal parts from its center and discuss the following
questions:
(a) What are these two pieces called?
(b) How many surfaces are there?
(c) What is the curved surface area of the hemisphere?
(d) What is the total surface area of the hemisphere?
The two equal parts of the sphere made by cutting from its center are called the
hemispheres. There are two surfaces in a hemisphere. They are called curved
surfaces and plane surfaces. The curved surface area of the hemisphere is half of
the curved surface area of the sphere.
1
The curved surface area of the hemisphere = 2 × 4πr2 = 2πr2
Likewise, the total surface area of the hemisphere
= curved surface area + plane surface area.
= 2πr2 + πr2 [ the plane surface area is the area of the circle]
= 3πr2
Where r is the radius of the hemisphere which is equal to the radius of the sphere.

Example 1

Find the surface area of a sphere having raius 3.2 cm.

Solution,
Here, radius of sphere (r) = 3.2 cm
Surface area of sphere =?
From formula,
Surface area of the sphere (A) = 4πr2
= 4 × 22 × (3.2 cm)2
7
= 128.73 cm2

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Mathematics Grade 9
 Example 2
If the circumference of the great circle of a water tank is 22 ft, calculate the
22
surface area of water tank. (π = )
7
Solution,
Here, circumference of the great circle (C) = 22 ft
Surface area of the sphere =?
We know that,
a) Circumferene of the circle (C) = 2πr
22 ft = 2 × 22 × r
7
22 × 7
or, ft = r
2 × 22
or, r = 3.5 ft = 3 ft 6 inch
b) Surface area of the sphere (A)
22 × (3.5)2
= 4 πr2 = 4 ×
7
= 154 ft2
So, surface area of the sphere (A) = 154 ft2

Example 3
Find the curved surface area, total surface area and plain surface area of a
hemisphere with diameter 28 cm.

Solution,
Here, diameter of the hemisphere (d) = 28 cm
Radius of hemisphere (r) = 14 cm
Plain surface area =?
Curved surface area =?
Total surface area =?
Using formula,
a) Plain surface area = πr2 = 22 ( 14 cm)2 = 616 cm2
7
b) Curved surface area (CSA) = 2πr2 = 2 × 22 × (14 cm)2 = 1232 cm2
7
22
c) Total surface area (TSA) = 3πr = 3 ×
2
× (14 cm)2 = 1848 cm2
7

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Mathematics Grade 9
7.2.3 Volume of sphere

Activity 3
Sit into the appropriate number of groups. In each group, take a cylinder having a
diameter of the base equal to the diameter of the sphere. The diameter and height
of the cylinder must be equal. Now, fill the water in the cylinder and note down the
quantity of the water in the cylinder using a measuring cylinder.




Now put the sphere into the cylinder as shown in the picture. Then put the water
in the cylinder with the sphere from the measuring cylinder. Again note down the
quantity of the water in the cylinder using a measuring cylinder. Now compare the
quantity of water with and without putting the sphere in the cylinder and present
the result in the class.
Here, the quantity of the water by putting the sphere in the cylinder is one-third of
the water without putting the sphere in the cylinder. The two-third of the water was
replaced by the sphere.
2
Volume of the sphere (V) = 3 volume of cylinder
2
= 3 (base area of the cylinder × height)
2 2
= 3 (πr2 × h) = 3 (πr2 × d) [⸫ d = h]
2 4
= 3 πr2 × 2r = 3 πr3

4
Volume of cylinder (V) = 3 πr3 where r = radius of the sphere.

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Mathematics Grade 9
7.2.4 Volume of hemisphere
Activity 4

Does the volume of hemisphere is half of the volume of sphere? Discuss

in your group.
Here, volume of hemisphere is half of the volume of sphere.
4
Volume of hemisphere (V) = 1 3 πr3
2
2
= πr3
3
Example 4

Find the volume of sphere with diameter 21 cm:

Solution,
Here, diameter (d) = 21 cm
volume of sphere (V) =?
d
Now, radius (r) = 2
21
= cm
2

Now,
Volume of sphere (V) = 4 πr3
3

4 22 213
= 3 × 7 ×  2  cm3
 

= 4851 cm3
So, Volume of sphere (V) = 4851 cm3

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Mathematics Grade 9
 Example 5
The diameter of metalic sphere is 4.2 cm. If 1 cm3 = 8.9 gm, find the mass of the
sphere:

Solution,
Here, diameter of sphere (d) = 4.2 cm
1 cm3 = 8.9 gm
mass of sphere =?
d 4.2
Now, radius (r) = 2 = cm = 2.1 cm
2
4
By formula, volume of sphere (V) = πr3
3
4
= 3 × 22 × (2.1)3 cm3
7
= 38.808 cm3
We know that,
1 cm3 = 8.9 gm
38.808 cm3 = 8.9 × 38.808 gm
= 345.39 gm
∴ Mass of the sphere (mass) = 345.39 gm

Example 6
The radius of a hemispherical urn is 3.5 cm. If the urn is filled with water
completely, find the volume of water.

Solution,
Here, radius of the hemisphere (r) = 3.5 cm
volume of hemisphere = volume of water
By formula,
volume of the waater in urn
2
(V) = 3 πr3
2
= 3 × 22 × (3.5)3 cm3 = 89.8 cm3
7
So, volume of water (V) = 89.8 cm3

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Mathematics Grade 9
 Example 7
The radius of the sphere and hemisphere with equal areas are r1 and r2 respectively.
Find the ratio of their radius.
Solution,
Here, radius of sphere = r1
radius of hemisphere = r2
r1
r2 =?
We know that,
Surface area of sphere (A1) = 4πr12
Surface area of hemisphere (A2) = 3πr22
By question,
A1 = A2
4πr12 = 3πr22
r12 3π
or, =
r22 4π

r1 3 3
or, r2 = =
4 2
⸫ r1: r2 = 3 : 2

Example 8
Three solid metallic spheres with ratio 1 cm, 6 cm and 8 cm are melted and made
a sphere. Find the radius of large sphere.

Solution, 8 cm 6 cm 1 cm
Here, radius of first sphere (r1) = 1 cm
radius of second sphere (r2) = 6 cm
radius of third sphere (r3) = 8 cm

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Mathematics Grade 9
Suppose, V1, V2, V3 are the volume of three small sphere and V is the volume of
new sphere.
V = V1 + V2 + V3
Let r is the radius of new sphere, then
4 3 4 3 4 3 4 3
3 πr = 3 πr1 + 3 πr2 + 3 πr3
4 3 4
or, 3 πr = 3 π (r1 + r2 + r3 )
3 3 3

or, r3 = [(1)3 + (6)3 + (8)3] cm3

or, r3 = (1 + 216 + 512) cm3
or, r3 = 729 cm3
or, r = 3 729 cm
or, r = 9 cm
So, radius of new sphere (r) = 9 cm

Exercise 7.2
1. If the radius of a sphere is x unit, then find:
(a) Surface area of the sphere. (b) Volume of the sphere
(c) Circumference of the large circle (d) Area of the large circle.
2. If the area of the large circle of a sphere is a sq. unit, then find the surface area
of the sphere.
3. If the surface area of a sphere is 4x sq. unit, find the total surface area of one
hemisphere formed from the sphere.
4. If the area of the large circle is y sq. unit, find the total surface area of the
sphere.
5. If the diameter of a sphere is d cm, find:
(a) Circumference of the large circle
(b) Area of the large circle
(c) Volume of the sphere.
(d) Surface area of the sphere
6. Find, how many materials (TPE lather - Thermoplastic
Elastomer Lather) are needed to make a volleyball of the size
given in the picture. volleyball
r = 10.5 cm

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Mathematics Grade 9
7. Kazakhastan Pavilion and Science of Noor Alam, Kazakhastan is in a
spherical shape. A science exhibition of 100 countries was organized in this
hall in 2017. If the diameter of the spherical hall is 80 meters and the outer
surface of the hall is covered by glass, find the surface area of the hall covered
by the hall.

8. Find the surface area and volume of the given spheres and hemispheres:

9. The diameter of a spherical ball is 35 cm, find the surface area and volume of
the ball.
10. The circumference of the large circle of a hemisphere is 44 cm. Find the total
surface area of the hemisphere.
11. The total surface area of the spherical solid object is 2464 cm2. Find the
diameter of the object.
12. If the volume of a sphere is 38808 m3. Find its radius.
13. (a) If the total surface area of the hemisphere is 243π cm2, find its volume.
(b) If the volume of a sphere is 2304π cm3 , find the surface area of the sphere.
14. The diameter of the moon is approximately one-fourth of the diameter of the
sun. Find the ratio of their surface areas.
15. The ratio of surface area and volume of a sphere is 1:3. Find the diameter and
volume of the sphere.
16. If the radius of the tennis ball is doubled on its original radius, find the total
changes in their volume.
17. If the radius of a spherical balloon is increased from 7cm to 14cm, find the
ratio of the surface areas.
18. Three spheres with radius of 2 cm, 12 cm, and 16 cm respectively are melted
and formed into a single sphere. Find the diameter of the new sphere.
19. The total surface area of a hemispherical object is 243π cm2, find the length
of the perimeter and volume of the object.

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Mathematics Grade 9
 Project Work
1. Take a plastic ball and cut it from the middle such that it would be divided
into two equal parts. Now, construct a cylinder of diameter and height
equal to the diameter of the ball using thick paper. Fill the water into the
hemispherical ball and pour the water into the cylinder. Find out how
many times the cylinder is filled with the water. Find the ideas related
to the formula of volume of sphere and hemisphere on the basis of the
formula of the cylinder.
2. Take a spherical lemon. Cut the lemon into two equal parts. Trace four
circles using the great circle of hemispherical lemon. Now paste the cover
of the lemon on the circle. Present the conclusion of these Activity in your
class.
3. Make different groups in appropriate numbers. Collect the football,
volleyball, and basketball from your school for each group. Find the total
surface area and volume of the football, volleyball, and basketball. Present
the result in your class and make a report including the suggestions of the
class.

Answers
1-5. Show to your teacher.
6. 1386 cm2 7. 20114.29 m2
8. (a) 616 cm2, 1437.34 cm3 (b) 616 cm2, 1437.34 cm3
(c) 7392 cm2, 45994.67 cm3 (d) 1848 cm2, 5749.34 cm3
9. 3850 cm2, 22458.34 cm3 10. 462 cm2 11. 28 cm
12. 21 m 13. (a) 1527.43 cm3

(b) 1810.29 cm2 or 576π cm2 14. 16: 1

15. 18 cm, 3054.85 cm3 16. 8 times greater
17. 1: 4 18. 36 cm 19. 56.57 cm, 1527.43 cm3

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Mathematics Grade 9
 Miscellaneous Exercise

1. Find the areas of the following triangles:

a) b)
cm
13 cm 12 15 cm
cm
20
18
21 cm cm

2. A businessman made a pattern on the

floor of a living room of his house as
shown in the given figure. Twenty-
eight triangular tiles of sides 9cm, 

 
12cm, and 15cm were used to make 

such pattern. Find out the total cost of
laying tiles if the per-unit centimeter
cost of the tile is 10 paisa.
3. In a solid cylinder, three times the
curved surface area is equal to two
times the total surface area of the same
cylinder. If the curved surface area of
the cylinder is 616 cm2, find the circumference of the base and height of the
cylinder.
4. The difference between the total surface area and curved surface area of a
cylinder is 308, find the diameter of the base and perimeter of the cylinder
5. The plane surface area of a cylinder is 1232cm2. If the radius of the base is
equal to the height of the cylinder, then find the volume of the cylinder.
6. The total surface area of a sphere is 616 cm2, find the diameter of the great
circle of the given sphere.
7. Find the total surface area of the given hemispherical
solid object.
8. There are one door of size 2m × 1.5 m and four windows of
size 1 meter × 1.5 meters in a room of size 12 meters and 
10 meters. The total cost for coloring on the four walls at
the rate of Rs 180 is Rs.30,060, find the height of the rooms.

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Mathematics Grade 9
9. Find total surfae area and volume of the given prisms:

10. Find the cost of colouring the following solid objects, if the cost of
colouring per sq. centimeter is Rs. 180:
  



 

Answers
1. (a) 126 cm2 (b) 89.29 cm2 2. Rs. 15,120
3. 44 cm, 14 cm 4. 14 cm, 44 cm 5. 8624 cm3
6. 14 cm 7. 7392 cm3 8. 4 m
9. (a) 592 cm2, 720 cm3 (b) 132 cm2, 60 cm3
10. (a) Rs. 662310 (b) Rs. 966240

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Mathematics Grade 9
 Lesson
8 Sequence and series
8.1 Review
Answer the given questions discussing with your friends:
(i) What are the next terms in the given pattern?
(a) 2, 4, 6, 8, ...
(b) 1, 4, 9, 16, ...
(ii) The length of the perimeter of the wheels of a cycle is 1.5 m. the distance
covered by the wheels in each round up to the 6th round is given below. Now,
find the distance covered by the wheels on the 7th round.
1.5 m, 3 m, 4.5 m, 6 m, 7.5 m, 9 m, ...
(iii) Pemba deposits Rs 500 at the interest rate of 10% annually in a bank. The
interest at the end of the first, second, third, and fourth-year is given below.
Find the interest of the fifth and sixth years by observing the following pattern.
Rs. 50, Rs. 100, Rs. 150, Rs. 200, ...
Observe the relation between the numbers, the difference between the two
terms, and the pattern of the numbers.
8.1.1 Introduction to sequence

, , , ,
The above pattern of marbles is prepared by class IX students in a playground.
(a) Find the number of marbles in each pattern
(b) Add another new pattern.
(c) Do these patterns present a fixed sequence? Discuss in group.

If the group of numbers is presented in a fixed pattern, then it is called a

sequence.

The number of marbles in the above patterns 1, 3, 6, 10, 15, … is an example of the
sequence.

If the number of terms in a sequence is fixed, then it is called a finite sequence and
if the terms are not fixed, then it is called an infinite sequence. In other words, the

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Mathematics Grade 9
sequence is said to be finite if we can calculate the last term and infinite if we can
not calculate its last term.
Here, 1, 3, 5, 7, …,15 is finite sequence, and 10, 20, 30, 40, … is infinite sequence.

Example 1
Find out the 5th and 6th team in a sequence of 4, 7, 10, 13, ...

Solution,
Here 4, 7, 10, 13, ... the sequence of the numbers gives a special pattern; where the
coming number is more than 3 than it's previous number. So, the 5th and 6th terms
are 13 + 3 = 16 and 16 + 3 = 19 respectively.

8.1.2 General term

Activity 1
4, 8, 12, 16, ... is a sequence. Now discuss on the following questions:
What is the 25th term of the sequence?
What is the 99th term of the sequence?
Activity 2
What is the nth term of the following sequence when n stated from 1? Discuss.
Sequence formula for nth term
1, 3, 5, 7, 9, 11, ...
1, 4, 9, 16, 25, ...
1, 8, 27, ...

The nth term of any sequence is calculated by observing the terms of sequence. The
nth term is called General term of the sequence.

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Mathematics Grade 9
 Example 2

Find the nth term of the given sequence:

7, 11, 15, 19, 23, ...
Solution,
Here, Obsere the differences between each terms of the sequence:
7 11 15 19 23

4 4 4 4

The common difference between the terms is 4, so the nth term is in the form of 4n.
Observe the following pattern:
First term (t1) = 7 = 4 × 1 + 3 =7
Second term(t2) = 11 = 4 × 2 + 3 = 11
Third term (t3) = 15 = 4 × 3 + 3 = 15
Fourth term (t4) = 19 = 4 × 4 + 3 = 19
Fifth term (t5) = 23 = 4 × 5 + 3 = 23
⁝ ⁝
n term (tn) = 4 × n + 3 = 4n + 3
th

⸫ To observe the given pattern, we found nth term tn = 4n + 3.

Example 3

If the general term (tn) = 2n–1, find the first five terms of the sequence; where
n represent the natural number.
Solution,
Here, tn = 2n–1
Put n = 1 we have, t1 = 2 × 1 – 1 = 2 – 1 = 1
Put n = 2 then, t2 = 2 × 2 – 1 = 4 – 1 = 3
Put n = 3 then, t3 = 2 × 3 – 1 = 6 – 1 = 5
Put n = 4 then, t4 = 2 × 4 – 1 = 8 – 1 = 7
Put n = 5 then, t5 = 2 × 5 – 1 = 10 – 1 = 9
⸫ The given sequence of the numbers is 1, 3, 5, 7, 9.

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Mathematics Grade 9
 Exercise 8.1
1. Find two terms more in each sequences:
(a) 1, 2, 3, 4, ... (b) 2, 4, 6, 8, 10, ...
(c) 5, 10, 15, 20, 25, ... (d) 1, 2, 4, 8, 16, ...
(e) 22, 20, 18, 16, 14, ... (f) –8, –6, –4, ...
7
(g) 2, 5, 9, 14, 20, ... (h) 1 , 4 , , 10 , ...
3 5 7 9
2. Find the general terms (tn) of the following sequences:
(a) 4, 6, 8, 10, ... (b) 7, 11, 15, 19, 23, ...
(c) 2, 6, 10, 14, 18, ... (d) 25, 22, 19, 16, ...
1 4 7 10 8
(e) , , , , ... (f) 2 , 5 , , 11 , ...
3 5 7 9 7 8 9 10
(g) 40, 38, 36, 34, ... (h) 2 , 4 , 6 , 8 , ...
5 8 11 14
3. From given general terms, find first 5 terms and present it in the form of
sequenec when 'n' represent the natural number:
(a) tn = 2n + 4 (b) tn = 3n – 1
(c) tn = 3n (d) tn = n2 – 1
(e) tn = (–1)n . n2 (f) tn = n2 + 2n + 3
(g) tn = 3n2 – 5
4. Observe the following patterns and find two patterns more then find the
general term (tn):
(a) , ,

(b) , ,

(c) , ,

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Mathematics Grade 9
 Answers
1. (a) 5, 6 (b) 12, 14 (c) 30, 35 (d) 32, 64 (e) 12, 10
(f) –2, 0 (g) 27, 35 (h) 13 , 16
11 13

2. (a) 2n + 2 (b) 4n + 3 (c) 4n – 2 (d) 28 – 3n (e) 3n – 2

2n + 1
2n
(f) 3n – 1 (g) 42 – 2n (h)
n+6 3n + 2

3. (a) 6, 8, 10, 12, 14, ... (b) 2, 5, 8, 11, 14, ...

(c) 3, 9, 27, 81, 243, ... (d) 0, 3, 8, 15, 24, ...
(e) –1, 4, –9, 16, –25, ... (f) 6, 11, 18, 27, 28, ...
(g) –2, 7, 22, 43, 70, ...
4. Show your teacher.

8.2 Introduction to series

Discuss the following questions in a group
(a) What is the sum of the first five terms of the series whose general term is (tn)
= 2n + 1?
(b) Can we represent these five terms by t1 + t2 + t3 + t4 + t5? What do is it
called?
If all the terms of any sequence is expressed in the form of summation, then it
is called series. It is represented by the symbol '∑' (Sigma or Summation). E.g.
Here, 7, 11, 15, 19, 23, ... is a sequence. The corresponding series is 7 + 11 + 15
+ 19 + 23 + ...

Example 1

If the general term of the sequence is (tn) = 2n + 3:

(a) Find the value of first five terms
(b) Find the sum of first five terms:
(c) Write this sequence using the sign '∑'.

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Solution,
(a) Put the value of n = 1, 2, 3, 4, 5 in the general term (tn) = 2n + 3, we get
t1 = 2 × 1 + 3 = 2 + 3 = 5
t2 = 2 × 2 + 3 = 4 + 3 = 7
t3 = 2 × 3 + 3 = 6 + 3 = 9
t4 = 2 × 4 + 3 = 8 + 3 = 11
t5 = 2 × 5 + 3 = 10 + 3 = 13
(b) t1 + t2 + t3 + t4 + t5
= 5 + 7 + 9 + 11 + 13
= 45
5
(c) We can write the series using sign '∑' by ∑ 2n + 3 x'G5 .
n=1

Example 2

Find the value of:

6
∑ (2n + 1)
n=1

Solution,

6
Here, ∑ (2n + 1) = (21 + 1) + (22 + 1) + (23 + 1) + (24 + 1) + (25 + 1) + (26 + 1)
n=1
= (2 + 1) + (4 + 1) + (8 + 1) + (16 + 1) + (32 + 1) + (64 + 1)
= 3 + 5 + 9 + 17 + 33 + 65
= 132

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 Exercise 8.2
1. (a) Define sequence with a suitable example.
(b) What is the differenec between sequence and series.
2. Find sequence and series from the given expressions:
(a) 3, 6, 9, 12, 15, ... (b) 2 + 4 + 6 + 8 + 10 + ...
3
(c) 4, 2, 1, 1 , 1 (d) ∑ (3n + 1)
2 4 n=1

(e) 1 + 4 + 9 + 16 + ... (f) 1, 3, 5 , 7

5 8 11 14
3. Find the value of:
4 6 5
(a) ∑ (2n – 1) (b) ∑ (3n + 2) (c) ∑ (n2 + 1)
n=0 n=2 n=1

3 10 10
(d) ∑ (n2 + 2n + 1) (e) ∑ 5n (f) ∑ n2
n=1 n=1 n=5

8 5 2n + 1 4
n
(g) ∑ (n2 – 2) (h) ∑ n (i) ∑ n+1
n=3 n=1 n=0

4. Write the given series using symbol ∑:

(a) 5 + 7 + 9 + 11 + ... + 21 (b) 2 + 4 + 6 + 8 + 10 + 12
(c) 30 + 25 + 20 + ... + 5 (d) 1 + 5 + 9 + 13 + 17 + 21
(e) 1 + 4 + 9 + 16 (f) a + ab1 + ab2 + ab3 + ab4

Answers
1 - 2. Show to your teacher.
3. (a) 15 (b) 70 (c) 60 (d) 29 (e) 275
737 163
(f) 355 (g) 187 (h) 60 (i) 60

9 6 6
4. (a) ∑ (2n + 3) (b) ∑ 2n (c) ∑ (35 – 5n)
n=1 n=1 n=1
6 4 5
(d) ∑ (4n – 3) (e) ∑ n2 (f) ∑ (ab n–1)
n=1 n=1 n=1

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8.3 Arithmetic sequence and series
Study the pattern in the following figures:

Now, discuss the following questions based on the above figures:

(a) How can we write the dots in a sequence?
(b) How does the number of dots increase? Can we find a certain rule?
(c) How can we find different terms without making a figure( eg. tenth term)?
The dots on the four figures are 1, 4, 7, 10 respectively.
This can be written in the form of sequence as; 1, 4, 7, 10. Each term of the sequence
is increased by three. So, the common difference is 3. Eg. 10 – 7 = 3, 7 – 4 = 3, 4 – 1
=3
Likewise, find the common difference in the sequences 5, 10, 15, 20, 25, and 50,
45, 40, 35, 30.
So, if each term of any sequence is increased or decreased by a fixed number, then
its previous terms of the sequence is called an arithmetic sequence. The difference
between the successive terms is called the common difference. For example, in the
common difference sequences 15, 25, 35, 45, 55 is 10, and the common difference
in the sequence 100, 90, 80, 70 is -10.
The common difference in an arithmetic sequence is denoted by d and the first term,
second term, third term,… nth terms are denoted by t1, t2, t3,…, tn respectively.
If, t1, t2, t3, t4,…,tn–1, tn is an arithmetic sequence,
the common difference (d) = t2 – t1, t3 – t2, tn – tn –1
The sum of the n terms of the above arithmetic sequence is Sn = t1 + t2 + t3 + ... + tn
Generally, d = t2 – t1.

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8.3.1 General term of arithmetic sequence
If, t1, t2, t3, t4,…,tn – 1, tn are in arithmetic sequence,
Common difference is (d) = t2 – t1.
Where, first term (t1) = a = a + (1 – 1) × d
Second term (t2) = a + d = a + (2 – 1) × d
Third term (t3) = a + 2d = a + (3 – 1) × d
⁝ ⁝ ⁝
nth term (tn) = a + (n – 1) × d
⸫ General term of arithmetic sequence is (tn) = a + (n – 1) d.

Example 1

The following numbers is the distance travelled by a pedestrian in each step

in feet:
3, 6, 9, 12, 15, 18, …
Find the distance travelled by the pedestrian in the nth step.

Solution,s
Here,
The sequence is 3, 6, 9, 12, 15, 18, ... . This is arithmetic sequence.
where, first term (t1) = a = 3
Common difference (d) = t2 – t1 = 6 – 3 = 3
Now,
nth term (tn) = a + (n –1) × d
= 3 + (n – 1) × 3
= 3 + 3n – 3
= 3n
So, the pedestrain travelled 3n feet distance in any n step.

8.4 Geometric sequence and series

First of all, observe the following sequence:
2, 4, 8, 16, 32, 64, …

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 2, 6, 18, 54, ...
27, 9, 3, 1, 1 , ...
3
Now, discuss the following questions:
(a) What is the pattern of the sequences?
(b) Does the difference between two successive terms equal?
(c) What is the ratio between two successive terms?
(d) What is the common rule to find the next term on the basis of its previous
term?
In the above sequence, the difference between two successive terms are not equal.
Now, find the ratio between two successive terms.
4 = 8 = 16 = 32 = ⋯ = 2
2 4 8 16
6 = 18 = 54 = ⋯ = 3
2 6 18
Here, the ratio between two successive terms is equal. So, the sequences are
called geometric sequences. The series related to the geometric sequence is called
geometric series.
E.g. 2 + 4 + 8 + 16 + 32 + 64 + …
If the nth term of the geometric sequence is (tn) and the (n–1) term is tn-1, the
tn
common difference is tn–1
t1 + t2 + t3 + ... + tn is a geometric series. Where t1, t2, …, tn are in a geometric
sequence.

8.4.1 General term of geometic sequence

If, t1 + t2 + t3 + ... + tn-1, tn are in geometic sequence,
t2 tn
Common ratio (r) = t1 = tn–1
First term (t1) = a
Second term (t2) = ar = ar2–1
Third term (t3) = ar2 = ar3–1
⁝ ⁝ ⁝
nth term (tn) = arn–1
⸫ General term of the geometric sequence is (tn) = arn–1.

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 Example 2

A person deposits Rs. 200 in a bank for ten years. He got 10% interest annually
and added on the principal. What is total amount after 10 years?

Solution,
The total amount at the end of each year with 10% interest can be written in the
following sequence:
[Where principal is Rs. 200]
200, 220, 242, …
220 242 11
The common ratio is (r) = 200 = 220 = 10
The total amount after ten years is
𝑡𝑡 = 200 (11)10−1
10 10

= Rs. 200(1.1)9
= Rs. 200 × 2.36
= Rs. 472
Example 3

Write whether the following sequence are arithmetic or geometic with a reason.
(a) 4, 7, 10, 13, ... (b) 3, 6, 12, 24, ...
Solution,
(a) Here,
First term (t1) = 4
Second term (t2) = 7
Third term (t3) = 10
⸫ t2 – t1 = 7 – 4 = 3
Again, t3 – t2 = 10 – 7 = 3
In this sequence, the difference between two consucative terms are same. So, it is
arithmetic sequence.
(b) Here,
First term (t1) = 3
Second term (t2) = 6
Third term (t3) = 12

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 t2
⸫ t1 = 6 = 2
3
t3 12
Again, t2 = 6 = 2
Here, the ratio between two consucative terms are same. So, it is geometric sequence.

Example 4

Which of the term of the arithmetic sequence 2, 7, 12, … have value 62?

Solution,
(a) Here,
First term (t1) = 2
Second term (t2) = 7
Let n term(tn) = 62
th

Number of terms (n) =?

Common difference (d) = t2 – t1 = 7 – 2 = 5
We know that,
general term (tn) = a + (n – 1)d
or, 62 = 2 + (n – 1) × 5
or, 62 – 2 = (n – 1) × 5
or, 60 = n – 1
5
or, 12 = n – 1
or, n = 12 + 1 = 13
⸫ The 13 terms of the arithmetic sequence 2, 7, 12, … have value 62.
th

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 Example 5

If the 2nd term and 5th term of a geometric sequence are 6 and 162 respectively,
find 10th term of the sequence.
Solution,
Here,
second term (t2) = 6
fifth term (t5) = 162
10th term (t10) =?
We know that,
general term (tn ) = a∙rn-1
⸫ t2= ar
or, 6 = ar …… (i)
t5 = ar4
or, 162 = ar4 …… (ii)
Dividing equation (ii) by (i) we get,
ar4 162
ar = 6
or, r3 = 27
⸫r=3
put r = 3, in equation (i),
6 = 3a
⸫a=2
Now,
10th term (t10) = ar9
= 2∙(3)9
= 2 × 19683
= 39,366

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 Exercise 8.3
1. Write which of the following sequence are arithmetic or geometric give
reasons.
1
(a) 4, 2, 1, 2 , … (b) 4, 10, 16, …
(c) a, ab, ab , …
2
(d) 6 + 12 + 24 + …
(c) 30 + 27 + 24 + …
2. The third term and ninth term of an arithmetic series are 9 and 33 respectively,
find the fifth term of the series.
3. Find the 10th term and common difference of the arithmetic sequences 2, 6,
10, 14, 18, ….
4. If the fourth term and seventh term of an arithmetic series are 20 and 35
respectively, find its tenth term.
5. The first three terms of an arithmetic sequence are x – 1, x + 2, and 3x, find
the value of x. Also, find the first term and fifth term of the sequence.
6. If the fifth term and eighth term of an arithmetic series are 17 and 26
respectively, then which term of the series has a value of 44?
7. Find the common ratio and tenth term of the geometric sequence 12, 6, 3, ….
8. If the second term and fifth term of a geometric series are 6 and 162
respectively, find its ninth term.
9. The first three terms of a geometric sequence are z + 6, z, and z – 3 , find the
value of z. Also, find the fifth term of the sequence.

Answers
1. (a) Geometric (b) Arithmetic (c) Geometric
(d) Geometric (e) Arithmetic
2. t5 = 17 3. d = 4, t10= 38 4. t10 = 50
5 3 27 1 3
5. x = 2 , a = 2 , t5 = 2 6. n = 14 7. r = 2 , t10 = 128
3
8. 13, 122 9. z = 6, t5 = 4

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 Lesson
9 Factorization

9.0 Review
Make different groups in your class. Observe the following pictures carefully and
find the area of each figure. Present it in your class.


   

 



    
 

  
       
 

 
  

             
 
    
     
 
       
      

 

9.1 Factorization of the expression in the form of

(a + b)3, (a3 + b3), (a − b)3 and (a3 − b3)
9.1.1 Geometrical concept of (a + b)3

Activity 1
Make different groups of students in your class. Take a soft cubical object in each
group eg. a piece of soap. Mark in the ratio of a:b on the object’s length, breadth,
and height as shown in figure first. Now, cut the object from marked places. Observe the
number of pieces and shape of each piece in your group. Present the conclusions in your class.

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Find the volume of each piece. Compare the volume of the cube and the sum of the
volume of all pieces. Discuss this relationship in your class.

a
b
a b b a
b
a b b
a a
(a + b)

(a + b)
(a + b)

         
 
  
  

For example, the conclusion of group A is as follows:

The volume of the cube = Volume of some of all pieces.
Thus, (a + b)3 = a3 + b3 + a2b + a2b + a2b + ab2 + ab2 + ab2
= a3 + 3a2b + 3ab2 + b3
= a3 + 3ab (a + b) + b3

(i) (a + b)3 = a3 + 3a2b + 3ab2 + b3

(ii) (a + b)3 = a3 + 3ab (a + b) + b3 (Make 3ab common from second and third term)
(iii) (a + b)3 = (a + b) × (a + b) × (a + b)

9.1.2 Geometrical concept of (a – b)3

Activity 2

Make different groups of students in your class. Take a soft cubical object each
group eg. a piece of soap. Suppose the length of each edge is a unit. Draw a line
on (a-b) unit of each edge and cut it into eight different pieces as shown in the
following figure. Find the volume of all pieces separately. Compare the volume of
the cube and the sum of the volume of all pieces. Discuss this relationship in your
class. For example, the conclusion of group B is as follows:

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Mathematics Grade 9
Now, the volume of the cube = Volume of some of all pieces
a3 = (a – b)3 + b3 + (a – b)2· b + (a – b)2 · b + a
(a – b)2b + (a – b)b2 + (a – b)b2 + (a – b)b2 (a–b) b
b a–b
= (a – b)3 + b3 + 3(a – b)2b + 3(a – b)b2 a b b
a
= (a – b)3 + b3 + 3b(a2 – 2ab + b2) + 3ab2 – 3b3
a
= (a – b)3 + b3 + 3a2b – 6ab2 + 3b3 + 3ab2 – 3b3
= (a – b)3 + 3a2b – 3ab2 + b3
or, (a – b)3 = a3 – 3a2b + 3ab2 – b3 a–b a–b
b
a

 
 
 

  
  
     

     

= a3 – 3ab(a – b) – b3 (⸪ Take 3ab common from second and third terms)

(a) (a – b)3 = a3 – 3ab2 + 3ab2 – b3

(b) (a – b)3 = a3 – 3ab(a – b) – b3
(c) (a – b)3 = (a – b) × (a – b) × (a – b)

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 9.1.3 Simplified form of (a3+b3)

Activity 3

Make different groups of students in your class. Using the geometrical concept of
(a + b)3 and (a – b)3, discuss the simplified form of (a3 + b3) in your group.
Here, the conclusion of group C is:
We know that,
(a + b)3 = a3 + b3 + 3ab (a + b)
or, (a + b)3 = 3ab (a + b) + a3 + b3
or, (a + b) (a + b)2 – 3ab (a + b) = a3 + b3
or, (a + b) {(a + b)2 – 3ab} = a3 + b3 [ ⸪ (a + b) is common on both]
or, (a + b) (a2 + 2ab + b2 – 3ab) = a3 + b3 [ ⸪ using formula of (a + b)2 ]
or, (a + b) (a2 – ab + b2) = a3 + b3

(i) a3 + b3 = (a + b)3 – 3ab (a + b)

(ii) a3 + b3 = (a + b) (a2 – ab + b2)

9.1.4 Simplified form of (a3 – b3)

We know that,
(a – b)3 = a3– b3 – 3ab (a – b)
or, (a – b)3+ 3ab (a – b) = a3 – b3
or, (a – b) (a – b)2 + 3ab (a – b) = a3 – b3
or, (a – b) {(a – b)2 + 3ab} = a3 – b3 [ Taking common (a – b)]
or, ( – b) (a2 – 2ab + b2 + 3ab) = a3 – b3
or, (a – b) (a2 + ab + b2) = a3 – b3
(i) a3 – b3 = (a – b)3 + 3ab (a – b)
(ii) a3 – b3 = (a – b) (a2 + ab + b2)

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 Example 1

Find the cube of (x + 3) using formula:

Solution,
Here,
Cube of (x + 3)
= (x + 3)3
= (x)3 + 3 · x2 · 3 + 3 · x · 32 + 33 (a + b)3 = a3 + 3a2b + 3ab2 + b3
= x3 + 9x2 + 27x + 27

Example 2
Find the cube of (x – 2):
Solution,
Here, cube of (x – 2)
= (x – 2)3
= (x)3 – 3 · x2 · 2 + 3 · x · 22 – (2)3 (a – b)3 = a3 –3a2b + 3ab2 – b3
= x3 – 6x2 + 12x – 8

Example 3
Factorize:
(a) (3x + 5y)3 (b) (2x – 7y)3
Solution,
Here,
(a) (3x + 5y)3 = (3x + 5y) (3x + 5y) (3x + 5y)
(b) (2x – 7y)3 = (2x – 7y) (2x – 7y) (2x – 7y)

Example 4
Factorize:
p3 q3
(a) 8x3 + y3 b) –
q3 p3
Solution,
Here,
(a) 8x3 + y3
= (2x)3 + (y)3
= (2x + y) {(2x)2 – 2x · y + (y)2} [⸪ a3 + b3 = (a + b) (a2 – ab + b2)]
= (2x + y) (4x2 – 2xy + y2)

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 p3 q3 p3 q3
(b) q3 – p3 = q – p

 p q  p2 q2 
=  q – p  2  1  2  [ a3 – b3 = (a – b) (a2 + ab + b2)]
  q p 
 2 2

p q  p   q  
= q – p 
      1
 
 q   p  

 p q  p q  2 p q 
=  q – p
      2 .  1
 q p  q p 


 p q  p q  2 
=  q – p
      1
 q p  

p q  p q  2 
2
= q – p     1 
   q p  
p q p qp q
= q – p   1     1  
  q p  q p

Exercise 9.1
1. Find the cube of following expressions using formula:
(a) (x + 1) (b) (x – 3)
(c) (x + 4) (d) (2x – 1)
x
(e) (3y + 2b) (f) –1
2
2. Write the following expressions in the expanded form:
(a) (2x + 3y)3 (b) (5a – 8b)3
3. Write the given expressions in the form of (a + b)3:
(a) 27a3 + 108a2b + 144ab2 + 64b3
(b) 8x3 + 36x2y + 54xy2 + 27y3
4. Write the following expressions in the form of (a – b)3:
(a) 64m3 – 48m2n + 12 mn2 – n3
(b) 125p3 – 150p2q + 60pq2 – 8q3

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5. Factorize the following:
(a) 8x4 + 27x (b) x3 + 8y3 (c) 1 + 125x3
1
(d) 8x3 + x3 (e) (a + b)3 + 1 (f) x6 + y6
6. Factorize the following expressions:
(a) 250m4 – 2m (b) x3y – 64y4 (c) 64p6q3 – 125
x3 y 1
3
(d) (a – b)3 – 8(a + b)3 (e) – x 3 (f) p3 – p3
y 3
7. How many cubic feet wood is remain if we cut a pieces of cubical wood having
length 7 ft from a cubical log of x feet length? (x > 7 ft)

Answer

1. (a) x3 + 3x2 + 3x + 1 (b) x3 – 9x2 + 27x – 27 (c) x3 + 12x2 + 48x + 64

(d) 8x3 – 12x2 + 6x – 1 (e) 27y3 + 54y2b + 36yb2 + 8b3
1 3 3 2 3
(f) 8x –4x +2x–1
2. (a) (2x + 3y) (2x + 3y) (2x + 3y) (b) (5a – 8b) (5a – 8b) (5a – 8b)
(c) (10p – 6q) (10p – 6q) (10p – 6q) (d) (12m – 5n) (12m – 5n) (12m – 5n)
3. (e) (3a + 4b)3 (f) (2x + 3y)3
4. (a) (4m – n)3 (b) (5p – 2q)3
5. (a) x(2x + 3) (4x2 – 6x + 9) (b) (x + 2y) (x2 – 2xy + 4y2)
1 1
(c) (1 + 5x) (1 – 5x + 25x2) (d) 2x + x  4x2 – 2 + x2

(e) (a + b + 1) (a2 + 2ab + b2 – a – b + 1)

(f) (x2 + y2) (x4 – x2y2 + y4)
6. (a) 2m (5m – 1) (25m2 + 5m + 1)
(b) y(x – 4y) (x2 + 4xy + 16y2)
(c) (4p2q – 5) (16p4q2 + 20 p2q + 125)
(d) –(a + 3b) (7a2 + 6ab + 3b2)
x y y2 y2 1 1
(e) y – x x2 + 1 + x2 (f) p – p p2 + 1 + p2
7. (x3 – 343) ft3

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9.2 Factorization of the expression in the form of a4 + a2b2 +
b4
Activity 1

Discuss how we can factorize the expression, a4 + a2b2 + b4 with your friend.
Here,
= (a2)2 + 2a2b2 – a2b2 + (b2)2
= (a2 + b2)2 – (ab)2 [⸪ (a + b)2 = a2 + 2ab + b2]
= (a2 + b2 + ab) (a2 + b2 – ab) [⸪ a2 – b2 = (a + b) (a – b)]
= (a2 + ab + b2) (a2 – ab + b2)

a4 + a2b2 + b4 = (a2 + ab + b2) (a2 – ab + b2)

Activity 2

Can we factorize the expression a4 + a2b2 + b4 other than the method used to factorize
in above Activity 1? Discuss in your group.
The method of factorization presented by a group is:
a4 + a2b2 + b4
= (a2)2 + (b2)2 + a2b2
= (a2 + b2)2 – 2a2b2 + a2b2 [ ⸪ a2 + b2 = (a + b)2 – 2ab]
= (a2 + b2)2 – a2b2
= (a2 + b2)2 – (ab)2
= (a2 + b2 + ab) (a2 + b2 – ab) [ ⸪ a2 – b2 = (a + b) (a – b)]
= (a2 + ab + b2) (a2 – ab + b2)
In above example, the terms having power 4 are colleced together and use the
formula (a + b)2 – 2ab to factorize given expression.

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 Example 1

Factorize: y4 + y2 + 1
Solution,
Here, y4 + y2 + 1
= (y2)2 + (1)2 + y2
= (y2 + 1)2 – 2y2 · 1 + y2 [ ⸪ a2 + b2 = (a + b)2 – 2ab]
= (y2 + 1)2 – (y)2
= (y2 + 1 + y) (y2 + 1 – y) [ ⸪ a2 – b2 = (a + b) (a – b)]
= (y2 + y + 1) (y2 – y + 1)

Example 2
Factorize: y4 + 64
Solution,
Here, y4 + 64
= (y2)2 + (8)2
= (y2 + 8)2 – 2 · y2 · 8
= (y2 + 8)2 – 16y2
= (y2 + 8)2 – (4y)2
= (y2 + 8 + 4y) (y2 + 8 – 4y)
= (y2 + 4y + 8) (y2 – 4y + 8)

Example 3
Factorize: 49a4 – 154a2b2 + 9b4
Solution,
Herer, 49a4 – 154a2b2 + 9b4
= (7a2)2 + (3b2)2 – 154a2b2
= (7a2 + 3b2)2 – 2 · 7a2 · 3b2 – 154a2b2
= (7a2 + 3b2)2 – 42a2b2 – 154a2b2
= (7a2 + 3b2)2 – 196a2b2
= (7a2 + 3b2)2 – (14ab)2
= (7a2 + 3b2 + 14ab) (7a2 + 3b2 – 14ab)
= (7a2 + 14ab + 3b2) (7a2 –14ab + 3b2)

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 Example 4

Factorize: p4 – 3p2 + 1

Solution,
Here, p4 – 3p2 + 1
= (p2)2 + (1)2 – 3p2
= (p2 – 1)2 + 2 · p2 · 1 – 3p2 [⸪ a2 + b2 = (a – b)2 + 2ab]
= (p2–1)2 – p2
= (p2 – 1)2 – (p)2
= (p2 – 1 + p) (p2 – 1 – p)
= (p2 + p – 1) (p2 – p – 1)

Example 5
x 4 x2
Factorize: y4 + y2 + 1
Solution,
Here,

x4 x2
y4 + y2 + 1
x2 2 x2
= y2 + (1)2 + y2
 
2
2
x x2 x2
= y2 + 1 – 2 · y2 · 1 + y2
 
2 x2
2
x
= y2 + 1 – y2
 
2 x2
2
x
= y2 + 1 – y
   
2 2
 x x  x x
= y2 + 1 + y y2 + 1 – y
  
2 2
x x  x x 
= y2 + y + 1 y2 – y + 1
  

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 Example 6

Factorize: x2 – 10x + 24 + 6y – 9y2

Solution,
Here,
x2 – 10x + 24 + 6y – 9y2
= (x)2 – 2 · x · 5 + (5)2 – (5)2 + 24 + 6y – 9y2
= (x – 5)2 – 25 + 24 + 6y – 9y2
= (x – 5)2 – 1 + 6y − 9y2
= (x – 5)2 – (1 – 6y + 9y2)
= (x – 5)2– {(1)2 – 2 · 1 · 3y + (3y)2}
= (x – 5)2 – (1 – 3y)2
= (x – 5 + 1 – 3y) (x – 5 – 1 + 3y)
= (x – 3y – 4) (x + 3y – 6)

Exercise 9.2

1. Factorize:
(a) x4 + x2y2 + y4 (b) 16x4 + 7x2 + 1
(c) 16x4 + 36x2y2 + 81y4 (d) 4m4 + 35m2n2 + 121n4
(e) 48a4 + 108a2b2 + 243b4 (f) 32p4 + 72p2q2 + 162q4
2. Factorize:
(a) x4 + 4 (b) 4x4 + 81y4
(c) 64e4 + f4 (d) m4 + 4n4
(e) 81x4 + 64y4 (f) y4 + 324x4
3. Factorize following algebric expressions:
(a) x4 – 5x2y2 + 4y4 (b) x4 – 22x2y2 + 9y4
(c) b4 – 3b2 + 1 (d) 25x4 – 34x2y2 + 9y4
(e) 49a4 – 154a2b2 + 9b4 (f) 25a5b – 9a3b3 + 16ab5

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4. Factorize following expressions:
m4 n4 1
(a) n4 +1+ 4
m (b) y4 + y 4 + 1

a4 5a2 p4 p2
(c) b4 – b2 + 4 (d) q 4+1+ 2
q
a4 7a2 1
(e) b4+1–
b2 (f) x4 + x 4 – 7

5. Factorize:
(a) p2 – 10p + 24 + 6q – 9q2 (b) p4 – 8p2 – 33 – 14q – q2
(c) a2 – 12a – 28 + 16b – b2 (d) x4 + 9 – 7x2 + 2xy – y2
(e) 25x2 – 49y2 + 30x + 70y – 16 (f) 49x2 + 16y2 – 64z2 + 56xy + 16z – 1
6. Factorize the expression x10 – 10x6 + 9x2 and find its factors.

Answers

1. (a) -x2 + xy + y2) (x2 – xy + y2) (b) (4x2 + x + 1) (4x2 – x + 1)

(c) -4x2 +6xy + 9y2) (4x2 – 6xy + 9y2)
(d) -2m2 + 3mn + 11n2) (2m2 – 3mn + 11n2)
(e) 3(4a2 +6ab + 9b2) (4a2 – 6ab + 9b2)
(f) 2(4p2 +6pq + 9q2) (4p2 – 6pq + 9q2)
2. (a) (x2 + 2x + 2) (x2 – 2x +2) (b) (2x2 + 6xy + 9y2) (2x2 – 6xy + 9y2)
(c) (8e2 +4ef + f2) (8e2 – 4ef + f2) (d) (m2 + 2mn + 2n2) (m2 – 2mn + 2n2)
(e) (9x2 +12xy + 8y2) (9x2 – 12xy + 8y2)
(f) (y2 +6xy + 18x2) (y2 – 6xy + 18x2)
3. (a) (x2 + 3xy + 2y2) (x2 – 3xy + 2y2)
(b) (x2 + 4xy – 3y2) (x2 – 4xy – 3y2) (c) (b2 + b – 1) -b2 – b – 1)
(d) (5x2 + 2xy – 3y2) (5x2 – 2xy – 3y2)
OR (5x2 + 8xy + 3y2) (5x2 – 8xy + 3y2)
(e) (7a2 +14ab + 3b2) (7a2 – 14ab + 3b2)
(f) ab (5a2 +7ab + 4b2) (5a2 – 7ab + 4b2)

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 4. (a)
 m2 n2   m2 n2 
 2  1  2 . 2  1  2 
 1  1 
(b)  y 2  1  2 . y 2  1  2 
n m  n m   y  y 

 a 2 3a   a 2 3a   p2 p   p2 p 
(c)  2   2 . 2   2  (d)  2
  1. 2   1
b b  b b  q q  q q 

 a 2 3a   a 2 3a  1 1
(e)  2   1. 2   1 (f)  x 2  3  2 . x 2  3  2 
 b b  b b   x  x 

5. (a) (p +3q – 6) (p – 3q – 4) (b) [(p2 + q + 3) -p2 – q – 11)]

(c) (a + b – 14) (a – b +2) (d) (x2 + x –y – 3) – (x2 – x + y – 3)
(e) -5x – 7y +8) - 5x + 7y – 2)
(f) (7x2 + 4y + 8z – 1) (7x2 + 4y – 8z + 1)
6. x2(x2 + 3) (x2 + 1) (x2 – 3) (x + 1) (x – 1)

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 Lesson Highest Common Factor and
10 Lowest Common Multiple
10.0 Review
Discuss with your nearest friends in your class and find the HCF and LCM of given
algebraic expressions. Also, present it to your class:
2x2 − 8y2 and 2x4 + 16xy3
Here, to find the HCF and LCM of given expressions we have to factorize the given
expressions as;
First Expression = 2x2 − 8y2
= 2(x2 − 4y2)
= 2{x2 − (2y)2}
= 2(x − 2y) (x + 2y)
Second Expression = 2x(x3 + 8y3)
= 2x{(x)3 + (2y)3}
= 2x(x + 2y) (x2 – 2xy + 4y2)
Now, HCF = Common Factor = 2 × (x + 2y) = 2(x + 2y)
LCM = common factors × remaining factors
= 2 × (x + 2y) × (x − 2y) × x × (x2 – 2xy + 4y2)
= 2x(x − 2y) (x3 + 8y3)

10.1 Highest Common Factor

Activity 1

Take the algebraic expressions x2 – 4 and x3 – 8, discuss the following questions

and conclude;
(a) What are the factors of the given expressions?
(b) What are the common factors on them?
(c) What are these common factors called?
(d) Present these factors in a Venn diagram.

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Here, factors of the first expression x2 – 4 are (x + 2) and (x – 2).

We should apply the following process in the factorization method:

Taking common
Express the given algebraic expressions in the form of a formula
Factorize it

Factors of the second expression x3 – 8 are (x – 2) and (x2 + 2x + 4).

The common factor is the factor included in both expressions. So, the common
factor is (x – 2).
This common factor is the Highest Common Factor(HCF) in the given expressions.
Hence, HCF is (x – 2)

The product of common factors of given expression is called Highest

Common Factor (HCF).

Example 1

Find HCF of x2 – 9 and x3 + 27 and present it in venn diagram:

Solution,
Here,
First expression = (x2 – 9)
= (x + 3) (x – 3)
Second expression = x3 + 27
= (x)3 + (3)3
= (x + 3) (x2 – 3x + 9)
⸫ HCF = common factors = (x + 3)

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 Example 2

Find HCF of following expressions:

(a) 8x3 + y3 and 16x4 + 4x2y2 + y4
(b) p3 – q3 and p3 + q3
(c) x3y + y4, x4 + x2y2 + y4, 2x3 – 2x2y + 2xy2
(d) 16a4 – 4a2 – 4a – 1, 16a4 + 16a3 + 4a2 – 1, 16a4 + 4a2 + 1
Solution,
Here,
(a) First expression = 8x3 + y3
= (2x)3 + (y)3
= (2x + y) (4x2 – 2xy + y2)
Second expression = 16x4 + 4x2y2 + y4
= (4x2)2 + (y2)2 + 4x2y2
= (4x2 + y2)2 – 2 · 4x2 · y2 + 4x2y2 [⸪ a2 + b2 = (a + b)2 − 2ab]
= (4x2 + y2)2 – 4x2y2
= (4x2 + y2)2 – (2xy)2
= (4x2 + y2 + 2xy) (4x2 + y2 – 2xy) [⸪ a2 – b2 = (a + b) (a – b)]
= (4x2 + 2xy + y2) (4x2 – 2xy + y2)
So, HCF = (4x2 – 2xy + y2)
(b) First expression = p3 – q3
= (p – q) (p2 + pq + q2)
Second expression = p3 + q3
= (p + q) (p2 – pq + q2)
Now, HCF = 1
Note: If the given expressions have no common factors, then HCF= 1.

(c) Here, first expression = x3y + y4

= y(x3 + y3)
= y(x + y) (x2 – xy + y2)
Second expression = x4 + x2y2 + y4

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 = (x2)2 + (y2)2 + x2y2
= (x2 + y2)2 – 2x2y2 + x2y2 [ a2 + b2 = (a + b)2 – 2ab]
= (x2 + y2)2 – x2y2
= (x2 + y2)2 – (xy)2
= (x2 + y2 + xy) (x2 + y2 – xy) [⸪ a2 – b2 = (a + b) (a – b)]
= (x2 + xy + y2) (x2 – xy + y2)
Third expression = 2x3 – 2x2y + 2xy2
= 2x (x2 – xy + y2)
So, HCF = (x2 – xy + y2)
(d) Here, first expression = 16a4 – 4a2 – 4a – 1
= 16a4 – (4a2 + 4a + 1)
= 16a4 – {(2a)2 + 2.2a.1 + (1)2}
= (4a2)2 – (2a + 1)2
= (4a2 + 2a + 1) (4a2 – 2a – 1)
Second expression = 16a4 + 16a3 + 4a2 – 1
= (4a2)2 + 2 · 4a2 · 2a + (2a)2 – 1
= (4a2 + 2a)2 – (1)2
= (4a2 + 2a + 1) (4a2 + 2a – 1)
Third expression = 16a4 + 4a2 + 1
= (4a2)2 + (1)2 + 4a2
= (4a2 + 1)2 – 2 · 4a2 ·1 + 4a2
= (4a2 + 1)2– 4a2
= (4a2 + 1)2 – (2a)2
= (4a2 + 1 + 2a) (4a2 + 1 – 2a)
= (4a2 + 2a + 1) (4a2 – 2a + 1)
So, HCF = 4a2 + 2a + 1

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 Example 3
Find HCF of the following expressions:
(a) 5m3 – 20m, m3 – 3m2 – 10m, m3 – m2 – 2m + 8
(b) (a – b)2 + 4ab, (a + b)3 – 3ab (a + b), a2 + (2a + b)b
Solution,
Here,
(a) First expression = 5m3 – 20m
= 5m (m2 – 4)
= 5m {(m)2 – (2)2}
= 5m (m + 2) (m – 2)
Second expression = m3 – 3m2 – 10m
= m(m2 – 3m – 10)
= m{m2 – (5 – 2)m – 10}
= m (m2 – 5m + 2m – 10)
= m{m(m – 5) + 2(m – 5)}
= m (m – 5) (m + 2)
Third expression = m3 – m2 – 2m + 8
= m3 + 8 – m2 – 2m
= (m)3 + (2)3 – m(m + 2)
= (m + 2) (m2 – 2m + 4) – m(m + 2)
= (m + 2) (m2 – 2m + 4 – m)
= (m + 2) (m2 – 3m + 4)
So, HCF = (m + 2)

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(b) Here,

First expression = (a – b)2 + 4ab

= a2 – 2ab + b2 + 4ab
= a2 + 2ab + b2
= (a + b)2
= (a + b) (a + b)
Second expression = (a + b)3 – 3ab (a + b)
= (a + b) {(a + b)2 – 3ab}
= (a + b) (a2 + 2ab + b2 – 3ab)
= (a + b) (a2 – ab + b2)
Third expression = a2 + (2a + b)b
= a2 + 2ab + b2
= (a + b)2
= (a + b) (a + b)
So, HCF = (a + b)

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 Exercise 10.1
1. (a) What do you mean by HCF of algebraic expression?
(b) In what condition the HCF of algebric expression becomes 1?
(c) What is the common factors of the expression 4x3y and 3z3?
2. Find the Highest Common Factor (HCF) of following expressions:
(a) (x + y)2 and (x + y) (x – y)
(b) (x – y) (x2 + xy + y2) and (x2 + xy + y2) (x2 – xy + y2)
(c) (2x – 3y) (4x2 + 6xy + 9y2) and 4xy (2x – 3y) (2x + 3y)
(d) 4a3b (a – b) (a + b – 1) and 16a2b2 (a + 2b) (a + b – 1)
3. Find the HCF of following algebric expressions:
(a) a2 – ab and a3b – a2b2 (b) 3x2 + 9x and 7x + 21
(c) a3 + 1 and a4 + a2 + 1 (d) 8x3 + 27y3 and 16x4 + 36x2y2 + 81y4
(e) m3 + 1 + 2m2 + 2m and m3 – 1
(f) 8(6x4 – x3 – 2x2) and 12 (2x6 + 3x5 + x4)
(g) a2 + 4ab + 4b2 – c2 and a2 – 4b2 + ac – 2bc
(h) x4 + 4y4 and 2x3y + 4xy3 + 4x2y2
(i) x2 – 10x + 24 + 6y – 9y2 and x2 + 3xy – 6x
(j) (1 – x2) (1 – y2) + 4xy and 1 – 2x + y – x2y + x2
(k) 8a3 + 1 and 16a4 – 4a2 + 4a – 1
(l) 2a3 – a2 + a – 2 and a3 – a2 + a – 1
4. Find the HCF of given expressions:
(a) a3 + b3, a3 – a2b + ab2 and a4 + a2b2 + b4
(b) x3 + 2x2 + 2x + 1, x3 – 1 and x4 + x2 + 1
(c) x3 – 4x, 4x3 – 10x2 + 4x and 3x4 – 8x3 + 4x2
(d) y2 + 2y – 8, y2 – 5y + 6 and y2 + 5y – 14
(e) x2 + 2x + 1, x2 + 5x + 6 and 2x2 – 5x + 2
(f) x2 + 2x – 8, x2 – 2x – 24 and x2 + 5x + 4

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 (g) x3 + 2x2 + 4x, x4 + 4x2 + 16 and x3 – 8
(h) 8x3 + 27y3, 16x4 + 36x2y2 + 81y4 and 4x3 – 6x2y + 9xy2
(i) 2x3 – 54, 24x4 + 18x2 + 162 and 2x2 + 6x + 18
(j) 9x2 – 3y2 – 8yz – 4z2, 4z2 – 4y2 – 9x2 – 12xy and 9x2 + 12xz + 4z2 – 4y2
(k) 2ax2 + 2ax – 12a, 3a2x2 – 7a2x – 6a2 and a3x2 + 4a3x – 21a3
(l) x3 + 64y3, x4 + 16x2y2 + 256y4 and 4x3 – 16x2y + 64y2x
(m) (a + b)3 – 3ab (a + b), a4 + a2b2 + b4 and a4 – 2a3b + a2b2 – b4
5. The area of three different rooms are (x + 3) (x + 6), (x2 + 8x + 15) and
(x2 + 7x + 12) square unit respectively. Find the breadth of the rooms.

Answers
2. (a) x + y (b) (x2 + xy + y2)
(c) (2x – 3y) (2x + 3y) (d) 4a2b(a + b – 1)
3. (a) a(a – b) (b) (x + 3)
(c) (a2 – a + 1) (d) (4x2 – 6xy + 9y2)
(e) (m2 + m + 1) (f) 4x2 (2x + 1)
(g) (a + 2ab + c) (h) (x2 + 2xy + 2y2)
(i) (x + 3y – 6) (j) (1 – x + y + xy)
(k) (4a2 – 2a + 1) (l) a – 1
4. (a) (a – ab + b )
2 2
(b) x2 + x + 1
(c) x (x – 2) (d) (y – 2)
(e) 1 (f) (x + 4)
(g) (x2 + 2x + 4) (h) (4x2 + 6xy + 9y2)
(i) 2 (j) (3x + 2y + 2z)
(k) a(x – 3) (l) (x2 – 4xy + 16y2)
(m) a2 – ab + b2
5. (x + 3) unit

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10.2 Lowest common multiple
Activity 1
Take two expressions x3 – 125y3 and x4 – 15x2y2 + 25y4 by each student. Factorize
these statements. Observe the factors of each expression and find the answer to the
following questions in your group:
(a) Write the common factors of given expressions.
(b) Find the factors other than the common factors.
(c) What is the product of common factors and remaining factors called?
(d) Analyze the result between the product of the factors of given algebraic
expressions and the product of their HCF and LCM.
To find the common factors of the given expressions, we have to factorize them as:
First expressions = x3 – 125y3
= (x)3 – (5y)3
= (x – 5y) (x2 + 5xy + 25y2)
Similarly, second expressions = x4 + 25x2y2 + 625y4
= (x2)2 + (25y2)2 + 25x2y2
= (x2 + 25y2)2 – 2∙x2∙25y2 + 25x2y2
= (x2 + 25y2)2 – 25x2y2
= (x2 + 25y2)2 – (5xy)2
= (x2 + 25y2 + 5xy) (x2 + 25y2 – 5xy)
= (x2 + 5xy + 25y2) (x2 – 5xy + 25y2)
Observing the factors of two algebraic expression, we found,
Common factors = x2 + 5xy + 25y2
By second question, remaining factors (x –5y) and (x2 – 5xy + 25y2).

By third question, the product of common factors and remaining factors is:
= (x2 + 5xy + 25y2) × (x – 5y) × (x2 – 5xy + 25y2)
= (x – 5y) (x2 + 5xy + 25y2) (x2 – 5xy + 25y2)
= (x3 – 125y3) (x2 – 5xy + 25y2)

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The product of common factors and remaining factors is the LCM of given
expressions.

The product of common factors and remaining factors of given algebric

expression is called Lowest Common Multiple. In short, it is written as LCM.

Activity 2

Take three algebraic expressions (x – y)2 + 4xy, (x + y)3 – 3xy(x + y) and x2 + 2xy +
y2. Find the LCM of the given expressions and present the result in your class. The
work of one group is as follows:
First expression = (x – y)2 + 4xy
= x2 – 2xy + y2 + 4xy
= x2 + 2xy + y2
= (x + y)2 = (x + y) (x + y)
Second expression = (x + y)3 – 3xy (x + y)
= (x + y) {(x + y)2 – 3xy}
= (x + y) (x2 + 2xy + y2 – 3xy)
= (x + y) (x2 – xy + y2)
Third expression = x2 + 2xy + y2
= (x + y)2
= (x + y) (x + y)
Common factors = (x + y) (x + y)
Remaining factors = (x2 – xy + y2)
LCM = common factors × remaining factors = (x + y) (x + y) (x2 – xy + y2)

To find the HCF of three expressions, the factors common to the two expressions
are also common factors.

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 Example 1

Find the LCM of following expressions.

(a) a3 – y3 and a4 + a2y2 + y4
(b) x2 – y2 – 2y – 1 and x2 – 1 + 2xy + y2
(c) x4 – 8xy3 and 3x2 – 5xy – 2y2
Solution,
Here,
(a) First expression = a3 – y3
= (a)3 – (y)3 = (a – y) (a2 + ay + y2)
Second expression = a4 + a2y2 + y4
= (a2)2 + (y2)2 + a2y2
= (a2 + y2)2 – 2a2y2 + a2y2
= (a2 + y2)2 –a2y2
= (a2 + y2)2 – (ay)2
= (a2 + y2 + ay) (a2 + y2 – ay)
= (a2 + ay + y2) (a2 – ay + y2)
Common factors = (a2+ ay + y2)
Remaining factors = (a – y) (a2 – ay + y2)
So, Lowest Common Multiples (LCM) = common factors × remaining factors
= (a2 + ay + y2) × (a – y) × (a2 – ay + y2)
= (a – y) (a2 + ay + y2) (a2 – ay + y2)
Let the factors of first expression by set A and factors of second expression by set
B and present in venn diagram,

(b) First expression = x2 – y2 – 2y – 1

= x2 – (y2 + 2y + 1)
= (x)2 – (y + 1)2
= (x + y + 1) (x – y – 1)
Second expression = x2 – 1 + 2xy + y2
= (x2+ 2xy + y2) – 1
= (x + y)2 – (1)2

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 Common factors = (x + y + 1)
Remaining factors = (x – y – 1) (x + y – 1)
= (x + y + 1) (x + y – 1)
⸫ LCM = common factors × remaining factors
= (x + y + 1) × (x – y – 1) × (x + y – 1)
= (x + y + 1) (x – y – 1) (x + y – 1)

(c) First expression = x4 – 8xy3

= x(x3 – 8y3) = x{(x)3 – (2y)3}
= x(x – 2y) (x2 + 2xy + 4y2)
Second expression = 3x2 – 5xy – 2y2
= 3x2 – (6 – 1) xy – 2y2
= 3x2 – 6xy + xy – 2y2
= 3x (x – 2y) + y (x – 2y)
= (x – 2y) (3x + y)
Common factors = (x – 2y)
Remaining factors = x(x2 + 2xy + 4y2) (3x + y)
⸫ LCM = common factors × remaining factors
= (x – 2y) × x × (3x + y) × (x2 + 2xy + 4y2)
= x(x – 2y) (3x + y) (x2 + 2xy + 4y2)

Example 2

Find the LCM of following expressions:

(a) (x2 + xy + y2)3, x3 – y3 and x4 + x2y2 + y4
(b) 8x3 + 125y3, 4x3 – 10x2y + 25xy2 and 16x4 + 100x2y2 + 625y4
(c) 3y3 + 14y2 – 5y, y4 + 125y and y5 + 25y3 + 625y
Solution,
Here,
(a) First expression = (x2 + xy + y2)3
= (x2 + xy + y2) (x2 + xy + y2) (x2 + xy + y2)

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 Second expression = x3 – y3
= (x)3 – (y)3
= (x – y) (x2 + xy + y2)
Third expression = x4 + x2y2 + y4
= (x2)2 + (y2)2 + x2y2
= (x2 + y2)2 – 2.x2y2 + x2y2
= (x2 + y2)2 – x2y2
= (x2 + y2)2 – (xy)2
= (x2 + y2 + xy) (x2 + y2 – xy)
= (x2 + xy + y2) (x2 – xy + y2)
Common factors = (x2 + xy + y2)
Remaining factors = (x2 + xy + y2) (x2 + xy + y2) (x – y) (x2 – xy + y2)
∴ LCM = common factors × remaining factors
= (x2 + xy + y2) × (x – y) × (x2– xy + y2) × (x2 + xy + y2) × (x2 + xy + y2)
= (x – y) (x2 + xy + y2)3 (x2 – xy + y2)
(b) First expression = 8x3 + 125y3
= (2x)3 + (5y)3
= (2x + 5y) (4x2 – 10xy + 25y2)
Second expression = 4x3 – 10x2y + 25xy2 = x(4x2 – 10xy + 25y2)
Third expression = 16x4 + 100x2y2 + 625y4
= (4x2)2 + (25y2)2 + 100x2y2
= (4x2 + 25y2)2 – 2 · 4x2 · 25y2 + 100x2y2
= (4x2 + 25y2)2 – 100 x2y2
= (4x2 + 25y2)2 – (10xy)2
= (4x2 + 25y2 + 10xy) (4x2 + 25y2 – 10xy)
= (4x2 + 10xy + 25y2) (4x2 – 10xy + 25y2)
∴ LCM = common factors × remaining factors
= (4x2 – 10xy + 25y2) × x × (2x + 5y) × (4x2 + 10xy + 25y2)
= x(2x + 5y) (4x2– 10xy + 25y2) (4x2 + 10xy + 25y2)

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(c) First expression = 3y3 + 14y2 – 5y
= y(3y2 + 14y – 5)
= y{3y2 + (15 – 1)y – 5}
= y (3y2 + 15y – y – 5)
= y{3y (y + 5) – 1(y + 5)}
= y (y + 5) (3y – 1)
Second expression = y4 + 125y
= y(y3 + 125)
= y{(y)3 + (5)3}
= y(y + 5) (y2 – 5y + 25)
Third expression = y5 + 25y3 + 625y = y(y4 + 25y2 + 625)
= y{(y2)2 + (25)2 + 25y2}
= y{(y2 + 25)2 – 2 · y2 · 25 + 25y2}
= y{(y2 + 25)2 – 25y2}
= y{(y2 + 25)2 – (5y)2}
= y{(y2 + 25 + 5y) (y2 + 25 – 5y)}
= y(y2 + 5y + 25) (y2 – 5y + 25)
∴ LCM = common factors × remaining factors
= y × (y2 – 5y + 25) × (y + 5) × (3y – 1) (y2 + 5y + 25)
= y (y + 5) (3y – 1) (y2 – 5y + 25) (y2 + 5y + 25)

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 Exercise 10.2

1. (a) Define LCM.

(b) If two expressions are given, then what is the relationship between their
LCM and HCF?
2. Find the lowest common multiple (LCM) of given algebraic expressions:
(a) 2x(x + 2) (x – 2) and 4x2 (3x + 7) (x – 2)
(b) 3x2y (x – y) (x2 + 3xy + 9y2) and 10x(x2 + y2) (x + y) (x – y)
(c) (2x – y) (x2 + xy + y2) (x2 – xy + y2) and 25xy(2x – y)
(d) 8x3y2 (a + b + 1) (a – b + 1) and 5x3y(a + b + 1) (a + b + 2)
3. If HCF and LCM of two expressions are (a + b)2 and 3a2 (a + b) (2a + b) respectively and
the second expression is 3a(a + b)2 , find the first expression.
4. The two expressions are respectively (x + 5) and (x + 5) (x2 – 5x + 25) and
HCF is (x + 5). Find the LCM of given expression.
5. Find the LCM of following expression:
(a)
x2 – x + 1 and x4 + x (b) 4x + 16 and 5x + 20
(c) 3x + 27 and 8x3 + 72x2 (d) (x – y)3 and x3 – y3
(e) (a + b)3 and a3 + b3 (f) x4 + 4 and 2x3 – 4x2 + 4x
(g) a4 + a2 + 1 and a2 – a + 1 (h) x4 + x2y2 + y4 and x3 – y3
(i) 1 + 4p + 4p2– 16p4 and 1 + 2p – 8p3 – 16p4
(j) x3 + x2 + x + 1 and x3 – x2 + x – 1
(k) y4 + (2b2 – a2) y2 + b4 and y3 – ay2 + b2y
(l) x4 y4 x3 y3
4 + 4 + 1 and 3 + 3
y x y x

6. Find the LCM from following expressions:

(a) x3 + 1, x4 – x3 + x2 and x3 – x2 + x
(b) a3 + 1, a4 + a2 + 1 and a2 + a + 1
(c) x2 – 3x + 2, x2 – 5x + 6 and x2 – 8x + 12
(d) 2x3 + 16, x2 + 4x + 4 and x2 + 3x + 2
(e) x6 – 1, x3 – 1 and x4 + x2 + 1

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 (f) x6 – 16x4, x5+ 6x4+ 8x3 and x4 + 8x3 + 16x2
(g) x4 + 8x2 + 144, x3 + x(x + 12) + 3x2 and x3 + 12x + 4x2
(h) x4 – 8x2 + 196, x3 + x(x + 14) + 5x2 and 2x2 + 12x + 28
(i) x4 + 10x2 + 169, x3 + 4x2 + 13x and x3 + x(x + 13) + 3x2
(j) (y + 3)2 – 9y – 27, y3 – 2y2 – 15y and y5 – 13y3 + 36y.

7. Find LCM:
(a) m2 – 10m + 24 + 6n – 9n2, m2 + 6mn + 9n2 – 36 and m2 + 3mn – 6m
(b) x4 – 8x2 – 33 – 14y – y2, x4 + 2x2y – 9 + y2 and x3 + xy + 3x
(c) a4 + b2(2a2 – 1) + b4, a3 – b(a + 1) (a – b) – b3 and a3 – b (a – 1) (a – b) – b3

Answers
2. (a) 4x2 (x – 2) (x + 2) (3x + 7)
(b) 30x2y (x – y) (x + y) (x2 + y2) (x2 + 3xy + 9y2)
(c) 25xy (2x – y) (x2 + xy + y2) (x2 – xy + y2
(d) 40x3y2 (a + b + 1) (a – b + 1) (a + b + 2)
3. a(2a + b) (a + b)
4. (x + 5) (x2 – 5x + 25)
5. (a) x(x + 1) (x2 – x + 1) (b) 20 (x + 4) (c) 24x2 (x + 9)
(d) (x – y) (x + xy + y )
3 2 2
(e) (a + b)3 (a2 – ab + b2)
(f) 2x (x2 – 2x + 2) (x2 + 2x + 2) (g) (a2 + a + 1) (a2 – a + 1)
(h) (x – y) (x2 + xy + y2) (x2 – xy + y2)
(i) (1 + 2p) (1 – 2p) (1 + 2p + 4p2) (1 + 2p – 4p2)
(j) (x + 1) (x – 1) (x2 + 1)
(k) y (y2 + ay + b2) (y2 – ay + b2)
2
(l) x y  x y2 x2 y2
y + x y2 + 1 + x2 y2 – 1 + x2
   

6. (a) x2 (x + 1) (x2 – x + 1)
(b) (a + 1) (a2 – a + 1) (a2 + a + 1)
(c) (x – 1) (x – 2) (x – 3) (x – 6)
(d) 2(x + 2)2 (x + 1) (x2 – 2x + 4)

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 (e) (x2 – 1) (x4 + x2 + 1)
(f) x4 (x2 – 16) (x2 + 6x + 8)
(g) x (x2 + 4x + 12) (x2 – 4x + 12)
(h) 2x (x2 + 6x + 14) (x2 – 6x + 14)
(i) x(x2 + 4x + 13) (x2 – 4x + 13)
(j) y(y2 – 9) (y2 – 4) (y – 5) (y – 6)
7. (a) m(m + 3n – 6) (m – 3n – 4) (m + 3n + 6)
(b) x(x2 + y + 3) (x2 – y – 11) (x2 + y – 3)
(c) (a – b) (a2 + b2 – b) (a2 + b2 + b)

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 Lesson
Linear Equations
11
11.0 Review
The rate of a non-veg meal in a hotel is Rs. 200. Ronish needs Rs.50 additional to
buy a non-veg meal other than the money he has. Express this statement can be
expressed in mathematical language as, x + Rs. 50 = Rs. 200. Then, find the answer
to the following questions in a group and answer.
(a) What are the variables and constants in the above statement?
(b) How much money does Ronish have at the beginning?
(c) Which mathematical symbols connect the left and right-hand sides of the
statement?
(d) What is the power of x in the above mathematical sentence?
Discuss the above questions in a group and find the following conclusions:
In the first question, x is a variable, and Rs 50 and Rs 200 are two constants.
In the second question, Ronish has (x)=Rs 200 - Rs 50 = Rs 150 at the beginning.
In the third question, the left-hand and right-hand side of the expressions is connected
by the equality (=) sign.
In the fourth question, the power of x is 1. So, the above mathematical sentence is
the linear equation.
Therefore, we get x = Rs. 150 to solve the equation x + Rs 50 = Rs. 200.
11.1 Simultaneous linear equations with two variables
y
Activity 1

Take two equations with two variables:

5x + 2y = 12, 3x + 4y = 10
Present these two equations in a graph
and find the point of intersections of
given lines. Can we find the common x' x
point (point of intersection) using
other methods? Discuss in your
group. We use the method of solving
the simultaneous equations with two
variables by the graphical method in
previous classes. Now, we will discuss y'
other methods to solve the simultaneous linear equations.

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Mathematics Grade 9
 The first-degree equation is called a linear equation. Both the equations are linear,
so, it gives straight lines. The solution to the equations gives the value of two
variables x and y, satisfying both equations. If the variables of both equations
give a fixed value, then these equations are called simultaneous linear equations.
In simultaneous linear equations, there are two variables. So, these equations are
called simultaneous linear equations with two variables.

11.2 Methods of solving simultaneous linear equations with

two variables
Activity 2
Milan and Aashish have to share three balls. The possibilities for sharing are
presented below:
Let, the number of balls for Milan = x
Number of balls for Aashish = y
Now, present the possibilities in the table;
x 3 2 1 0
y 0 1 2 3

In all the conditions, Milan and Aashish got a total of three balls.
So, x + y = 3 ………..(i)
If the number of balls with Aashish is equal to four times the number of balls with
Milan minus two,
y = 4x − 2 ……….. (ii)

We can present it in the table as,

x 1 2 0
y 2 6 –2

The two lines x + y = 3 and y = 4x – 2 are intersected at point (1, 2) is the solution
of the above equations (i) and (ii). Because point (1, 2) satisfy both the equations.

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Mathematics Grade 9
 Y

y = 4x – 2
6

5
x+y=3
4

2 (1, 2)

X' –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6
X

–1

–2

–3

–4

–5

–6

Y'

11.2.1 Substitution method

Activity 3

Take a simultaneous linear equation of two variables. i.e

5x + 2y = 240…….. (i)
3x + 4y = 200 ......... (ii)

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Mathematics Grade 9
To solve these equations by substitution method and find the value of variables,
discuss the following questions in the group and answer these questions.
(a) From equation (i) what is the value of x in the form of y?
(b) Find the value of y in the form of x from equation (i).
(c) How can we find the value of y by replacing the value of x from equation
(i) with the value of x in equation (ii)? We can get the following conclusion
discussing the above questions:
Here,
(a) Express the value of y in the form of x from equation (i),
5x + 2y = 240

or, 5x = 240 – 2y
x = 240 – 2y
5
(b) Likewise, express the value of x in the form of y from (i),

2y = 240 – 5x
or, y = 240 – 2x
2
(c) For question (c), observe the following steps,

Now, replace the value of x in equation (ii),

3 240 – 2y
5 + 4y = 200

or, 720 – 6y + 20y = 200

5
or, 720 + 14y = 200 × 5
or, 14y = 1000 – 720
or, 14y = 280
or, y = 280
14
⸫ y = 20
Now, replace the value of y in equation (ii),
We can replacing the value of y in equation
(i) or, (ii) in each case, the value of x and y
or, 3x + 4 × 20 = 200 becomes same.

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 or, 3x = 200 – 80
or, 3x = 120

or, x = 120
3
x = 40
Note: Both the equations (i) and (ii) are valid if we replacing the value of x and y.
Put x = 40 and y = 20 in both equations and check the results:
Put the values of x and y in equation (i) and check,
5x + 2y = 240
or, 5 × 40 + 2 × 20 = 240
or, 200 + 40 = 240
or, 240 = 240
∴ LHS = RHS
Put the value of x and y in equation (ii) and check,
3x + 4y = 200
or, 3 × 40 + 4 × 20 = 200
or, 120 + 80 = 200
or, 200 = 200
∴ LHS = RHS
So, the value of x and y satisfies both the equations.

11.2.2 Elimination method

Activity 4
Bipana pays Rs 100 for 4 small and 3 large-size copies, and Ramila pays Rs. 90
for 5 small and 2 large-size copies. Answer the following questions from the group
discussion.
(a) Write the above statements in mathematical sentences.
(b) How can we find the unit price of large and small size copies by the
elimination method?
(c) How can we make the coefficient of any one variable same after
converting the above statements into mathematical sentences?
(d) Can we solve these equations by the replacement method as well?
(e) Dose the result become the same using another method?

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Mathematics Grade 9
 We can get the following conclusion discussing the above questions:

According to the first question,

Let the price of small copies is Rs. x and the price of large copies is Rs. y ; we can
make equation from given conditions as:
4x + 3y = 100 .... (i)
5x + 2y = 90 ....... (ii)
Multiplying equation (i) by 2 and equation (ii) by 3, to replace value of y,

[4x + 3y = 100] × 2 ⸪ Make same coeffecient of any

variable by multiplying fixed
8x + 6y = 200 ......... (iii)
numbers on both equations.
and [5x + 2y = 90] × 3 Performed addition if the signs
15x + 6y = 270 ........... (iv) are different and subtraction if
the signs are same.

Subtracting equation (iv) from equation (iii),

15x + 6y = 270
8x + 6y = 200
– – – ⸪ The coefficient of y in both
7x = 70 equations are equal, and same in
sign and substration is performed
or, x = 70 to eliminate.
7
⸫ x = 10

Again, replacing the value of x in equation (ii),

5x + 2y = 90
or, 5 × 10 + 2y = 90
or, 2y = 90 – 50
or, 2y = 40

y = 40
2
∴ y = 20
Hence, the price of small copies is Rs. 10 per pieces and the price of large copies
is Rs. 20 per pieces.

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Mathematics Grade 9
We can use replacement method to solve the equations. The value of x and y becomes
same, if we use any method to solve the equations.

To solve the equations by elimination method, the coefficient of x on both

equations should be made the same if we eliminate x and the coefficient of y on
both equations should be made the same if we eliminate y.
Then, the sign of the variables should be different for the variable to be eliminated.
The method of finding the value of one variable by eliminating another variable
in simultaneous linear equations is called elimination method.

Example 1

Solve the simultaneous equations and check the result using elimination
method.
11x + 17y – 67 = 0 and 17x + 11y – 73 = 0
Solution,
Here, given equations are:
11x + 17y – 67 = 0 ........... (i)
17x + 11y – 73 = 0 .......... (ii)
Multiplying equation (i) by 11 and equation (ii) by 17, then subtracting (ii) from (i),
121x + 187y – 737 = 0
289x + 187y – 1241 = 0
– – +
– 168x + 504 =0
or, – 168x = – 504
or, x = – 504 = 3
– 168
∴x=3
Again, replacing the value of x in equation (i),
11x + 17y – 67 = 0
or, 11 × 3 + 17y – 67 = 0
or, 33 + 17y = 67
or, 17y = 67 – 33
or, y = 34
17
∴ y=2
Now put x = 3 and y = 2 and check the result from equation (i),
11x + 17y – 67 = 0

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Mathematics Grade 9
 or, 11 × 3 + 17 × 2 – 67 = 0
or, 33 + 34 – 67 = 0
or, 67 – 67 = 0
or, 0 = 0
∴ LHS = RHS
Again from equation (ii),
17x + 11y – 73 = 0
or, 17 × 3 + 11 × 2 – 73 = 0
or, 51 + 22 – 73 = 0
or, 73 – 73 = 0
0=0
∴ LHS = RHS
The value of x and y satisfy both the equations. So, the result is correct.

Exercise 11.1
1. Solve the following simultaneous linear equations using substitution method:
(a) 3x + 5y = 31 and 2x – y = 12
(b) 5x + 6y = 27 and 3x + 4y = 17
(c) 3x – 2y = 11 and x + 3y = 11
(d) 3x – 2y = 8 and x + 2y = 8
(e) 4x – 3y + 1 = 0 and 3x + 2y – 12 = 0
(f) 5x – y + 1 = 0 and 2x – 5y + 51 = 0
(g) 9x – 8y = 12 and 2x + 3y = 17
(h) y = 5x – 23 and 3x – 2y = 4
(i) 2x – y = 7 and x + y = 5
(j) 3x + 2y = 15 and 5x – 3y – 25 = 0
2. Solve the following pair of simultaneous linear equations and check the
result using eliminations method.
(a) x + y = 16 (b) 3x – 2y = 4
x – y = – 4 5x – y = 23
(c) 5x – 2y = 2 (d) 2x + 5y + 7 = 0
2x + 3y = 16 2x – 2y = 14
(e) 9x – 8y = 12 (f) 3x + 4y = 17
2x + 3y = 17 5x + 6y = 27

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Mathematics Grade 9
 (g) 7x + 8y = – 1 (h) 4x – 16 = 3y
10x + 15y = – 5 5y = 12 – 3x
(i) 3x – 3y + 6 = 0 (j) 3x = 4y + 18
4y – 2 – 2x = 0 5x = 7y + 31
3. Solve the following pairs of simultaneous linear equations:
(a) 3x + 4y = 2 (b) 2x + 5y = 120
5x + 3y + 4 = 0 8x – 9y + 100 = 0

6x 7y x y
(c)
5 + 5 =1 (d) + =6
2 3
7x 8y 3x 2y
3 + 3 =2 8 + 1 =
3

Answers
1. (a) x = 7, y = 2 (b) x = 3, y = 2 (c) x = 5, y = 2
(d) x = 4, y = 2 (e) x = 2, y = 3 (f) x = 2, y = 11
(g) x = 4, y = 3 (h) x = 6, y = 7 (i) x = 4, y = 1
(j) x = 5, y = 0
2. (a) x = 6, y = 10 (b) x = 6, y = 7 (c) x = 2, y = 4
(d) x = 4, y = – 3 (e) x = 4, y = 3 (f) x = 3, y = 2
(g) x = 1, y = –1 (h) x = 4, y = 0 (i) x = – 3, y = – 1
(j) x = 2, y = –3
3. (a) x = – 2, y = 2 (b) x = 10, y = 20 (c) x = 2, y = –1
(d) x = 8, y = 6

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11.2.3 Word problems related to simultaneous equation
Activity 1
The sum of present age of a teacher and a student is 36 years. The age of teacher
is three times the age of his student. Find the present age of the teacher and his
students discussing in your group.
The conclusion of one group is:
x Age of student
+ 36 years
x x x
Age of teacher
4x = 36
x = 36
4
x=9
So, age of student (x) = 9 years
Age of teacher (3x) = 3 × 9 = 27 years
Hence, present age of teacher = 27 years
present age of students = 9 years
The conclusion of second group (Alternative method)
Let, present age of teacher = x years
present age of student = y years
From the first condition,
x + y = 36
x = 36 – y ......... (i)
From the second condition,
x = 3y .......... (ii)
From the equation (i) and (ii)
36 – y = 3y
or, 36 = 4y
36
or, y=
4
⸫y=9
Replacing the value of y in equation (ii),
x = 3 × 9 = 27
Hence, present age of teacher = 27 years
present age of student = 9 years

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Mathematics Grade 9
The conclusion of third group
Let, present age of student = x years
present age of teacher = 3x years
By question,
x + 3x = 36
or, 4x = 36
36
or, x=
4
x=9
So, present age of student = 9 years
present age of teacher = 3 × 9 years = 27 years.

Example 1

If the sum of opposite angles of a parallelogram is 150º and their difference is

48º, find the measurement value of angles.
D
Solution,
A x°
Here, opposite angles are x and y. (by figure)
From first condition, x + y = 150° y°
x = 150° – y .......... (i) B C
From the second condition,
x – y = 48° ... (ii) [⸪ When x > y]
From the equation (i) and (ii),
150º – y – y = 48°
or, 150º – 2y = 48°
or, 150° – 48° = 2y
or, 102° = 2y
102°
y= = 51°
2
put, y = 51° in equation (i), we get
x = 150° – 51° = 99°
So, the angles are 99° and 51°.

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Mathematics Grade 9
 Alternative Method
Here, by question, one angle is 48° more than the other angle. D
or, x + 48 + x = 150 A x°
or, 2x = 150 – 48
or, x = 51° (x + 48)°
So, small angle is = x = 51°
B C
Other angle is = x + 48 = 51 + 48 = 99°

Example 2

Manish and Sima bought equal number of copies with same shape and size at the
beginning of class 9. At the end of the session, Manish and sima finished 25 and 31
copies respectively and number of copies remained with Manish is two times the
copies remained with Sima. Find the number of copies that Sima and Manish buy
at the beginning:
Solution,
Here,
Suppose, number of copies with Manish at beginning = x
Number of copies with Sima = y
From the first condition,
x = y .............. (i)
From the second condition,
x – 25 = 2(y – 31)
or, x – 25 = 2y – 62
or, x = 2y – 62 + 25
x = 2y – 37 ......... (ii)
Replacing the value of x in equation (ii) from (i),
y = 2y – 37
or, 37 = 2y – y
or, y = 37
Putting value of y in equation (i),
x = 37
So, number of copies with Sima at beginning (y) = 37
Number of copies with Manish at the beginning (x) = 37

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Mathematics Grade 9
Solving by model drawing method,
x 31 Sima
2x 25 Manish

2x + 25 = x + 31
or, 2x – x = 31 – 25
or, x = 6
So, number of copies with Sima at the beginning is x + 31 = 6 + 31 = 37.
Number of copies with Manish at the beginning = 37

Alternative Method
Let, number of copies with Sima and Manish at the beginning = x
The conditions after finishing 25 by Sima and 31 copies by Manish is,
x
2(x – 31) = x – 25 x – 31 31
or, 2x – 62 = x – 25 x – 25 x
or, 2x – x = 62 – 25
or, x = 37
So, number of copies with Sima and Manish at the beginning is = 37.

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Mathematics Grade 9
 Example 3

The present age of a mother is 3 times as her son has now. After 12 years The
age of mother will be one year less than the two times of her son's age. Find the
present age of mother and his son:
Solution,
Here, present age of mother = x years
present age of son = y years
From the first condition,
x = 3y .......... (i)
From the second condition,
x + 12 = 2(y + 12) – 1
or, x + 12 = 2y + 24 – 1
or, x = 2y + 23 – 12
or, x = 2y + 11 ..... (ii)
Replacing the value of x in equation (i) we have,
3y = 2y + 11
or, 3y – 2y = 11
⸫ y = 11
Putting the value of y in equation (i), we get,
x = 3y = 3 × 11 = 33
Hence, present age of mother (x) = 33 years
and present age of son (y) = 11 years

Alternative Method
Let age of son = x years
age of mother = 3x years
From first condition,
{(x + 12) × 2}– 1 = 3x + 12
or, 2x + 23 = 3x + 12
⸫ x = 11
So, age of son (x) = 11 years
age of mother (3x) = 33 years

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Mathematics Grade 9
 Alternative Method

Now

x age of son

x x x age of mother

12 years hence
x 12 years age of son

x x x 12 years 1

age of mother
According to the question, the age of mother in 12 years time will be 1 year less
than 2 times of his son's age. So, added 1 to make the mother's age 2 times than
his son.
Now, 2 (x + 12) = 3x + 12 + 1
or, 2x + 24 = 3x + 13
or, x = 11
Hence, present age of son = x = 11 years
present age of mother = 3x = 3 × 11 = 33 years

Example 4
The result of a fraction multiplying its numerator by 4 and subtracting 2 from
denominator becomes 2. The result becomes 9 if 15 is added on the numerator
7
and 2 is subtracted from two times of the dinominator. Find the fraction:

Solution,
x
Here, the fraction is where, x is numerator and y is denominator.
y
From the first condition,
x×4
y–2 =4
or, 4x = 2(y – 2)
2(y – 2)
or, x = =4
4

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Mathematics Grade 9
 y–2
or, x = ............... (i)
2
From the second condition,
x + 15 9
2y – 2 = 7
or, 7x + 105 = 18y – 18
or, 7x = 18y – 18 – 105
or, 7x = 18y – 123
x = 18y + 123 .................. (ii)
7
Putting the value of x in equation (ii) we get,
y–2 18y + 123
=
2 7
or, 7y – 14 = 36y – 246
or, 246 – 14 = 36y – 7y
or, 232 = 29y
or, y = 232 = 8
29
Putting the value of y in equation (i) then,
y–2 8–2 6
x= = = =3
2 2 2
x 3
So, the required fraction is = y =
8

Example 5

The digit in ones place of two digits number is 3 times the digit in tens place.
The sum of the number formed by intercharging its digit and the starting
number is 88. Then find the starting number:

Solution,
Here, let two digits number is = 10x + y , where x and y are digits in tens and ones
places respectively.
From the first condition,
3x = y
or, y = 3x ....... (i)

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Mathematics Grade 9
From second condition,
(10x + y) + (10y + x) = 88
or, 10x + y + 10y + x = 88
or, 11x + 11y = 88
or, 11(x + y) = 88
or, x + y = 8 ......... (ii)
Put the value of x in equation (ii) we have,
or, x + 3x = 8
or, 4x = 8
8
or, x = = 2
4
Put the value of x in equation (i),
y = 3x = 3 × 2 = 6
Hence the starting number = 10x + y = 10 × 2 + 6 = 26.

Alternative Method
Sum of the starting number and the number formed by interchanging its digits is 88.
Let the possible numbers are 17 and 71, 26 and 62, 35 and 53 and 44 and 44.
From first condition,
The digit in ones place is 3 times the digit in tens place. So, the number 26 only
satisfy the condition.
So, required number = 26.

Example 6

The price of 6 kg apples and 5 kg mangos is Rs. 560. Likewise, the price of 9
kg apples and 7 kg mangos is Rs. 820. Find the price of 1 kg apple and 1 kg
mango each:

Solution,
Here,
Let the price of 1 kg apple is Rs. x and price of 1 kg mango is Rs. y,
From the first condition,
6x + 5y = 560 ........... (i)

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Mathematics Grade 9
From the second condition,
9x + 7y = 820 ......... (ii)
Multiplying equation (i) by 3 and equation (ii) by 2 and subtracting (ii) from (i),
18x + 15y = 1680
18x + 14y = 1640
– – –
y = 40
Putting the value of y in equation (i),
6x + 5y = 560
or, 6x + 5 × 40 = 560
or, 6x = 560 – 200
360
or, x = 6 = 60
So, price of 1 kg apple is Rs. 60 and price of 1 kg mango is Rs. 40.
A rule for declaring some winners is made in a essay competition of a school.

Example 7
Total participants of the competition is 63. Each of the winner in that competition
get Rs. 100 and each participant gets Rs. 25. The total distributed amount on that
competition was Rs. 3000. Find the nuber of winners and number of participants:

Solution,
Here,
Let total number of winners is x and total number of participants only is y.
From the first condition,
x + y = 63
x = 63 – y .......... (i)
From the second condition,
100x + 25y = 3000 ... (iii)
Putting the value of x in equation (ii), we get,
100 (63 – y) + 25y = 3000
or, 6300 – 100y + 25y = 3000
or, 6300 – 3000 = 75y

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Mathematics Grade 9
 or, 3300 = 75y
3300
y = 75 = 44
from equation (i),
x = 63 – 44 = 19
Hence, total number of winner is 19 and total number of participants only is 44.

Alternative Method
63
63 – x x
×25 ×100 =?= 3,000

25(63 – x) + 100x = 3,000

or, 1575 – 25x + 100x = 3,000
or, 75x = 3,000 = 1575
or, 75x = 1425
or, x = 19
Hence, number of winners = x = 19
number of participants only = 63 – x = 63 – 19 = 44

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Mathematics Grade 9
 Exercise 11.2
1. (a) How can we write three times and more than 1 the sum of two positive
integers x and y?
(b) If the present age of Ram and Sita are x and y years respectively, write
what their ages in 10 years later will be.
(c) The present age of the two brothers is 15 and 11 years respectively. Write
what their ages were in ten years ago.
(d) How can we represent the two-digit number with y and x in ones and tens
places respectively? What is the opposite number of the given number?
2. The sum of two positive integers is 128 and their difference is 16. Find the
numbers.
3. A number is 5 times the other. Find the numbers if the sum of them is 72.
4. The sum of two acute angles of a triangle is 105o and their difference is 15o.
Find the angles.
5. Bishal and Sumita buy an equal number of chocolate at the same price. After
eating 5 and 12 chocolates by Bishal and Sumita respectively, Bishal has two
times and less than two chocolates than the Susmita has. Find the number of
chocolates they have at in the beginning.
6. Five years ago, the age of father was 5 times as old as his son. At present, the
sum of their ages is 46 years. Find their present ages.
7. 15 years ago, a father was 4 times as old as his daughter. After five years he
will be twice as old as his daughter. Find their present ages.
8. One year after the mother will be 4 times as old as her son. Two years ago the
age of the mother was three times the age of her son will be after four years.
Find their present ages.
9. Three years ago, the age of Ramesh and Nimesh are in the ratio of 4:3. Three
years after the ratio of their ages will be 11:9. Find their present ages.
10. Ten years ago, the ratio of the age of the father and his son was 11:3. Five
years after the age of father will be 10 years older than two times the age of
his son. Find after how many years the age of the son will be equal to the
present age of his father.

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Mathematics Grade 9
11. The sum of numerator and denominator is equal to three less than two times
the denominator of a fraction. Find the fraction if 1 is subtracted from its
numerator and denominator the numerator will be half of its denominator.
12. A two-digit number is three times the sum of its digits. If 45 is added to the
number, the digits interchange their places. Find the number.
13. Find a two-digit number if the sum of the number and the number formed by
interchanging its digit is 121 and their difference is 27.
14. The sum of the digits of a number between 10 and 100 is 9. The seven times
the number is equal to the four times the number formed by interchanging its
digits. Compare the digits of the number in percentage.
15. The total cost of 5 kg of onion and 7 kg of sugar is Rs 810. If the cost of 5 kg
of onion is the same as the cost of 2 kg of sugar, find the cost of per kg onion
and sugar.
16. A rural municipality provides rectangular land for a school. The ratio of length
and breadth of the ground is 11:4. The rural municipality needs Rs. 75,000 for
fencing wire of costs Rs 100 per meter for covering one round of the ground.
Find the length and breadth of the ground.
17. The breadth of the playground of a school is one-third of its length. If the
perimeter of the playground is 32 meters then find their length and breadth.
18. Sambridi goes to Rastra Bank to exchange Rs. 2,000 into paper notes of
Rs 50 and Rs 100. The Bank provides only 25 paper notes, find how many
paper notes of each category she found.

Project Work
Go to a nearby shop and ask how much the cost of half a dozen or a dozen or a
full cartoon of any two of the goods of daily consumption. Make simultaneous
equation based on these price and the unit price of those goods. What is the
difference in the price of a unit if a person buys large quantity of goods and just
a unit of goods or 1 kg? Prepare a report based on this.

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Mathematics Grade 9
 Answers

1. (a) 3(x + y) + 1 (b) (x + 10) year and (y + 10) year

(c) (15 – m) year and (11 – m) year (d) 10x + y, 10y + x
2. 72, 56 3. 12, 60 4. 60, 45
5. 21, 21 6. 35 year, 11 year 7. 55 year, 25 year
8. 47 year 11 year 9. 19 year, 15 year 10. 40 year
4
11. 7 12. 27 13. 74
14. 100 % bigger or 50% smaller
15. Onion Rs. 36 per kg Sugar Rs. 90 per kg
16. 275 m, 100 m
17. 12 m, 4 m
18. 10 of Rs. 50 and 15 of Rs. 100

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Mathematics Grade 9
 Lesson Indices
12
12.0 Review
The distance between the Earth and the Sun is 1,49,60,00,00,000 km. Likewise,
the velocity of light is 30,00,00,000 m/s. Based on this fact, discuss the following
questions and present the conclusions in your class:
(a) How can we write the distance between the Earth and the Sun in short
form?
(b) How can we express the velocity of light in short form?
(c) Which format is used to write large numbers in short form?

12.1 Indices
Activity 1
Make different groups in a
your class with appropriate
numbers. Take one square
cardboard and one solid cube
a a d
to each group and discuss
the following questions and
present the conclusions in
class: a d
d
(a) What is the area
of square cardboard?
(b) What is the volume of the cube? How can we calculate?
(c) Write the base and index from area and volume on (a) and (b).
The area of square cardboard = a × a = a2 where a is base and 2 is the index.
Likewise, the volume of cube = d × d × d = d3 where d is the base and 3 is the index.
If any number or variable is multiplied by the same number or variable two or
more than two times, this multiplication can be expressed in an index. Likewise,
if a is multiplied by n times then
a × a × a × ... (n times) = an

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Mathematics Grade 9
12.2 Laws of indices
(a) Multiplication Law of indices
am × an = am + n where m and n are positive integers.
(b) Division law of Indices
am
an = a where m > n
m–n

1
am ÷ an = an–m where n > m

(c) Power law of indices

am am
(am)n = am×n, (ab)m = ambm, b = bm
 
(d) Law of Negative Indices
1
a–m = am

1
or, am = a–m

(e) Law of zero index

a° = 1 b° = 1, x° = 1, (abx)° = 1
(f) Root law of indices
m
n
a = a
m n

12.3 Simplification of problems related to indices

Activity 2
Discuss the following questions and present the conclusions.
1
(a) What is the difference between 104 and 10 × 10 × 10 × 10?
(b) Does (6)3 and (6)–3 have the same values?

(c) Does 3 64 and 64 give the same value?

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Mathematics Grade 9
 1
In the first question, in 104, 10 is the base, and 4 is the index. In 104 = 10–4, 10 is the
base and the index is – 4
1 1
In the second question, (6)3 = 216 and 6–3 = 63 = 216 don’t have the same value.
1 1
In the third question 3 64 = (43)3 = 4 and 64 = (82)2 = 8. So, it has different values.

1
am ≠ am similarly am and (a)–m gives different values. n am and m an also
gives different results.

Example 1

Find the value of M

3 –2
27 3 3
(a) (16)2 (b) 64 (c) 64
 
Solution,
Here,
3 3 3
2×
(a) (16)2 = (42) 2 =4 2 = 43 = 64

–2 –2 –2
3 × 3 3–2 42 16
3 3
27 3 3  3
(b) 64 = 43 = –2 = 4–2 = 32 = 9
   
3 × 3
4
3
3 3 2 3 3 3
(c) 64 = 8 = 8= 2 = 23 = 2

Example 2
SimplifyM
1  1 
273 2435 2–2
(a)  8  ×  32  ÷ 3 
      
1 1
3 9
(b) (8x y ) 3 ÷ (16x4y12) 4
2
–3
(c) (x + y) × (x + y) 3

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Mathematics Grade 9
Solution,
Here,
1
 1 
273 2435 2–2 a n b –n
(a)  8  ×  32  ÷ 3 
       b = a

3×
1
 1 
3 3 3
  5 × 5    3 3 22 3 3 3– 2
3 2
= 2 × 2 ÷ 2  = 2 × 2 × 3 = 2 × 2 × 2
            

31 + 1 – 2 30 [ ⸪ ao = 1]
= 2 = 2 = 1
   
1 1

(b) (8x3y9) 3 ÷ (16x4y12) 4

1 1 1 1 1 1 1
3× 3× 4× 4× 12 ×
3 3
= {2 x y 9 }3 4
÷ (2 x 4
y12) 4 =2 3 x 3 ÷2 4 ×x 4 ×y 4

2xy3
= 2xy ÷ 2xy = 2xy3 = 21–1 x1–1 y3–3 = 20 x0 y0 = 1 × 1 × 1 = 1
3 3

2 m
⸪ n
am = a n
–3
(c) (x + y) × (x + y) 3
–3 2 – 3+2 –9 + 4 –5
1
= (x + y) 2 × (x + y)3 = (x + y) 2 3 = (x + y) 6 = (x + y) 6 = 5
(x + y)6
Example 3

SimplifyM

x a + b x b + c x c + a
a b c
(a) xb ×  xc  × xa
     
l2 + lm + n2 2 2 2
x m + mn + n x n + nl + l
2
x 
l m n
(b) xm ×  xn  ×  xl 
     

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Mathematics Grade 9
Solution,
Here,

x a + b xbb + c xcc + a
a
(a)  xb  ×  xc  × xa
     

 xm 
= (xa – b)a+b × (xb–c)b+c × (xc–a)c+a  xn = xm–n
 
2 2 2 2 2 2
= xa – b × xb – c × xc – a [ (a – b) (a + b) = a2 – b2]
2 2 2 2 2 2
= xa – b + b – c + c – a [ xm × xn = xm+n]
= x0 = 1
2 2 2 2 2 2
 xl l + lm + m xmm + mn + n xnn + nl + l
(b) xm ×  xn  ×  xl 
     
2 2 2 2 2 2
= (xl – m)l + lm + m × (xm–n) m + mn + n × (xn–l) n + nl + l

[ xm ÷ xn = xm–n]
2 2 2 2 2 2
= x(l – m)(l + lm + m ) × x(m– n)(m + mn + n ) × x(n– l)(n + nl + l )

[ (xm)n = xmn]
3 3 3 3 3 3
= x (l – m ) × x (m – n ) × x (n – l ) [a3 – b3 = (a – b) (a2 + ab + b2)]
3 3 3 3 3 3
= xl – m + m – n + n – l [ xm × xn × xp = xm+n+p]
= x0 = 1 ⸪ a0 = 1

Example 4

Prove thatM
bc xb/c ca xc/a ab xa/b
(a) xc/b × xa/c × xb/a = 1
1 1 1
(b) 1+a x–y
+a
z–y + 1 + ay–z + ax–z + 1 + az–x + ay–x = 1

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Mathematics Grade 9
Solution,
Here,

bc xb/c ca xc/a ab xa/b

(a) L.H.S = xc/b × xa/c × xb/a
1/bc 1/ac 1/ab ⸪ n m
am = a n
x  xc/a xa/b
b/c
= xc/b × xa/c × xb/a ⸪ (xm)n = xm×n
     
xb/c × 1/bc xc/a × 1/ca xa/b × 1/ab
= xc/b×1/bc × xa/c×1/ca × xb/a×1/ab
2 2 2 am
⸪ an = am–n
x1/c x1/a x1/b
= 2 × 2 × 2
x1/b x1/c x1/a ⸪ a0 = 1
2 2 2 2 2 2
= x1/c – 1/b
× x1/a – 1/c
× x1/b – 1/a

2 2 2 2 2 2
= x1/c – 1/b + 1/a – 1/c + 1/b – 1/a

= x0 = 1 = R.H.S.

(b) L.H.S
1 1 1 am
= 1 + ax–y + az–y + 1 + ay–z + ax–z + 1 + az–x + ay–x ⸪ am–n = an
1 1 1
= a a
x z +
a a
y x+
a z ay
1 + ay + ay 1 + az + az 1 + ax + ax

1 1 1
= a y + a x + az + az + a y + ax + a x + a z + ay
ay az ax
ay az ax
= ay + ax + az + ay + az + ax + ay + az + ax

a y + a z + ax
= ay + az + ax = 1 = R.H.S

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Mathematics Grade 9
 Example 5

SimplifyM
x yx
 2 1  1
 p  2    p  
 q   q
y x y
 2 1   1
 q  2    q  
 p   p
Solution,
Here, x yx
 2 1   1
 p  2    p  
 q   q
y x y
 2 1   1
 q  2    q  
 p   p
x x yx
 1  1  1
 p    p     p  
 q  q  q
= y y x y
 1  1  1
 q    q     q  
 p  p  p
x x y  x
 1  1
 p    p  
 q  q
= y  x y y
 1  1
 q    q  
 p  p
x y
 pq  1   pq  1 
   
=  q   q 
x y
 pq  1   pq  1 
   
 p   p 
x y
 pq  1 p   pq  1 p 
=       
 q pq  1   q pq  1 
x y
 p  p
=     
q q
x y
 p
=  
q

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Mathematics Grade 9
 Example 6
If, a + b + c = 0 then prove that,
1 1 1
–b + –c +
1+x +x
a
1+x +x
b
1 + xc + x–a = 1
Solution,
Here,
a+b+c =0
or, a + b = –c ............. (i)

1 1 1
L.H.S = 1 + xa + x–b +1 + xb + x–c + 1 + xc + x–a

1 1 1
= +
1 1+x +x
b a+b +
1 + xc + x–a [ From equation (i)]
1 + x + xb
a

1 1 1
= xb + xa+b + 1 + 1 + xb + xa+b + 1 + xc + x–a
xb

xb 1 xa+b
= xb + 1 + xa +b + xb + 1 + xa+b + xa+b(1 + xc + x–a)

[ Multiply xa+b n]
xb + 1 xa+b
= xb + 1 + xa+b + xa+b + xa+b+c + xa+b–a

xb + 1 xa+b
= xb + 1 + xa+b + xa+b + 1 + xb [xa+b+c = x0 = 1]

xb + 1 xa+b
= xb + 1 + xa+b + xb + 1 + xa+b

xb + 1 + xa+b
= xb + 1 + xa+b = 1 = R.H.S.

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Mathematics Grade 9
 Exercise 12.1
1. Find the value of:
1 1
(a) 35 × 3–5 (b) 94 × 93 (c) 53 × 52

2 1
81
 3 3 1
(d) (64)3 (e)  3  (f) 125
 
–2  – 12 1 1
27 3 216 3  1 7  1  6
(g) 64 (h) 125  (i) 128 + 64
        
1 4
1
 4 1– 3 1– 1 1– 3 10
(j) 16 × (8)3 (k) 3 + 3 + 2 + 8
         

2. Simplify:
2 2
– –
3 –3 3 –3
(a) (125 m ÷ 27b ) 3 (b) (64a ÷ 125b ) 3

(d) xb – c × xc – a × xa – b
2 2 2 2 2 2
(c) xa–b × xb–c × xc–a
x2m + 3n × x3m + 6n
(e) xab × xbc × xca × x–ab × x–bc × x–ca (f) x2m + 3n × x4m – 4n

7n+1 × 7n – 1
2
a9n + 3 × a–4n
(g) a2n + 10
× a3n – 7 (h) n2 – n
7 × 72n+2
3. Find the value of:
–1 1 –1 –1 1 –1
27 3 814  4  2  25 3 1253  8  3 
(a)  8  16 ÷ 25 (b) 16  64  ÷ 27
             
1 1 
2732435 2–2 34 × 273 × 95
(c)  8   32  ÷ 3 (d) 816 × 33 × 9–2
      
24 × 83 × 45
(e) 166 × 23 × 4–2

4. Simplify:
1 1 1 1
(a) 1+x a–b +
1 + xb–a (b) 1–a x–y +
1 – ay–x
(xa+b)2 × (xb+c)2 × (xc+a)2 (ax+y)3 × (ay+z)3 × (az+x)3
(c) (xa. xb . xc)4 (d) (ax. ay. az)6
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Mathematics Grade 9
–4a 2n
3a + 1 2n+1
 1 1 1 1
(a) 1+x a–b +
1 + xb–a (b) 1–a x–y +
1 – ay–x
(xa+b)2 × (xb+c)2 × (xc+a)2 (ax+y)3 × (ay+z)3 × (az+x)3
(c) (xa. xb . xc)4 (d) (ax. ay. az)6
–4a 2n
273a + 1 × (243) 5 (32) 5 × 22n+1
(e) 9a+5 × 33a – 7 (f) 4n+1 × 22(n–2)

5. Simplify:

 xb b – a  xa a – c  xc c – b
(a) x–a × x–c × x–b
     

x a + b x c + b x c + a
–b –c –a
(b) x–a × x–b × x–c
     
2 2 2 2 2 2
 xm m – mn + n  xn n – nl + l  xl l – ml + m
(c) x–n × x–l × x–m
     

x a – b  x b – c x c – a
a+b b+c c+a
(d)  xc  ×  xa  ×  xb 
     

a+b 2 2 b+c 2 2 c+a 2 2

(e) xa – b × xb – c × xc – a
2 2 2 2 2 2
xa + b a – b xb + c b – c xc + a c – a
(f)  –ab  ×  x–bc  ×  x–ca 
 x     
1 1 1
 y y+z z z+x
xbbc xcca xaab (ax.ay)x–y az  × ax
(g) xc × xa × xb (h)
       a   a 

6. Prove that:
1
bc xb xcca ab xa
(a) xc × xa × xb = 1

c xa a xb b xc
(b) xb × xc × xa = 1

bc ca ab a/b
xb/c xc/a x
(c) × × =1
xc/b x a/c xb/a
1 1 1
(d)1 +Grade
x 9+ x a–b c–b + 1 + xb–c + xa–c + 1 + xc–a + xb–c = 1 245
Mathematics

m m
 bc b/c ca c/a ab a/b
x x x
(c) × × =1
xc/b x a/c xb/a
1 1 1
(d) 1 + xa – b + xc – b + 1 + xb–c + xa–c + 1 + xc–a + xb–c = 1

 1m  1m
p + q × p – q
    p2m
(e) =  
 1m  1m q
q + p × q – p
   

 2 1 a  1b–a
x + y2 × x – y 
    xa + b
(f) =  
 2 1 b  1a–b y
y + x2 × y + x 
   
x yx
 2 1  1
a  2  a   xy
 b   b a
(g) y x y
 
 2 1   1 b
b  2   b  
 a   a
7. If, p3 + q3 + r3 = 1, prove that:
2 2
 xp p – pq + q  xq q – qr + r  xr r – rp + p
2 2 2 2

x–q × x–r × x–p = x2

     
8. If, x2 + y2 + z2 = 2(xy + yz + zx), then prove that:

a x – y a  y – z  a z – x
x y z
ay ×  az  × ax =1
     
9. If, g + h + f = 0 then, prove that:
1 1 1
–h + –f +
1+m +m
g
1+m +m
h
1 + mf + m–g = 1

10. If, r + s + t = 0 then, prove that:

1 1 1
–s + –t +
1+x +x
r
1+x +x
s
1 + xt + x–r = 1
11. If, xyz = 1 then, prove that:
1 1 1
–1 + –1 +
1+x+y 1+y+z 1 + z + x–1 = 1

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Mathematics Grade 9
 Answer

1. (a) 1 (b) 9 (c) 5

(d) 16 (e) 3 (f) 1

5
16 25
(g) (h) (i) 1
9 36
(j) 8 (k) 39
9 25
2. (a) 25m2b2 (b) 16a2b2 (c) 1
(d) 1 (e) 1 (f) x10n – m
1
(g) 1 (h) 49
3. (a) 2 (b) 2 (c) 1
5 3
(d) 1 (e) 1
4. (a) 1 (b) 1 (c) 1
(d) 1 (e) 1 (f) 8
5. (a) 1 (b) 1 (c) x2(x3 + m3 + n3)
(d) 1 (e) 1 (f) 1
(g) 1 (h) 1

Mixed Exercise
1. Factorize the following expressions:
1
(a) 216a3 + 8 (b) 8x3 – 125y3

(c) (x + 2)3 (d) (x – 3)3

2x2 1
(e) 16m4 – 65m2n2 + 49n4 (f) 9x4 – y2 + 9y4

(g) 64 – 144a + 108a2 – 27a3 (h) a4 – 5a2b2 + 4b4

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Mathematics Grade 9
2. Find Highest Common Factor (HCF) of the given expressions:
(a) x2 + 2x – 8 – y2 – 6y, x2 + 2xy + y2 – 16, x2 + xy + 4x
(b) 9(a + b)2 + a + b – 8, a2 + 2ab + b2 – 1, a2 + ab + a
(c) x2 – 10x + 24 + 6y – 9y2, x2 + 6xy + 9y2 – 36 and x2 + 3xy – 6x
x4 y4 x3 y3 x3
(d) 4 + 1 + 4 , 3 + 3 / 2 – x + 2 y2
-3_ y x y x y x

3. Find Lowest Common Multiple (LCM) of the given expression:

(a) a5 + 2a4 – 9a3 – 18a2, a5 – 2a4+ 8a2 – 4a3, a4 – 4a2

(b) x4 – 8x2 – 33 – 14y – y2, (x2 + y2)2 – 9, x3 + xy + 3x

(c) x2 + 2xy + y2 – z2, y2 + 2yz + z2 – x2, z2+ 2zx + x2 – y2

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

4. The HCF and LCM of two algebraic expressions are 2u + 5v, and 3u (2u +
5v) (2u – 5v) respectively and if one of the expressions is 4u2 – 25v2, then find
the other expression.
5. Find HCF and LCM of the given expression:
(a) (p + 3)3, p2 + 6p + 9, 2p3 + 18p2 + 54p + 54
(b) q2 – 6q – 40 + 14r – r2, q2 – 2qr + r2 – 16, q2 – qr + 4r
6. Solve the following pair of linear equations by replacement method:
(a) 2x + 3y = 8, 3x + 2y = 7
2 x y
(b) x + 2y = 1, 3 – 3 = 1
3
(c) 5x – 2y = 10, 4x – 3y = – 6
7. Solve the following pair of linear equations by elimination method:
x x + y 3x – 5y
(a) 6–y=–6 (b) 2 = 4
3x x – 3y x – 1
4 –1=y 2 = 3

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Mathematics Grade 9
8. The present age of A is 2 times and 4 years more than the present age of B.
The present age of B is 2 times and 2 years more than the present age of A.
5
Find the difference between the present age of A and B.
9. The ratio of the present age of Ram and Harish is 5:7. Before 8 years, the ratio
between their age was 7:13, then find their present age.
10. Find a two-digit number where the digit of one’s place is three times the digit
of the tens place and if 36 is added to that number, the place value of the digits
interchanged.
11. Bikash plans to establish a new office. He asks the price of the table and chair
in a shop. If the price of three tables and two chairs is Rs. 1900 and the price
of two tables and four chairs is Rs 1,800, then calculate the price of one table
and four chairs.
12. Simplify:

xmm – p + n xnn – m + p  xp p – n + m
 xn  × xp × xm
     

13. Simplify:
1 1 1
1+x p–q
+x p–r + 1 + xq–p + xq–r + 1 + xr–p + xr–q

14. Simplify:
 2 1 3x  1 3y – 3x
9x – 9y2 3x – 3y
   
 2 1 3y  1 3x – 3y
9y – 9x2  3y + 3y
 

1 1 1
15. If, ab+ bc + ca = 0, prove that:
(1 + xa + x–b)–1 + (1 + xb + x– c)–1 + (1 + xc + x–a)–1 = 1

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Mathematics Grade 9
 Answers
1 1
1. (a) 6a + 2 (36a2 – 3a + 4 )
(b) (2x – 5y) (4x2 + 10xy + 25y2)
(c) (x + 2) (x + 2) (x + 2)
(d) (x – 3) (x – 3) (x – 3)
(e) (4m2 + 3mn – 7n2) (4m2 – 3mn – 7n2)
1 1
(f) 3x2 – 3y2 3x2 – 3y2
(g) (4 – 3a) (4 – 3a) (4 – 3a)
(h) (a – 2b) (a + 2b) (a + b) (a – b)
2. (a) (x + y + 4) (b) (a + b + 1)
x2 – 1 + y2
(c) x + 3y – 6 (d)y2 x2
3. (a) a (a + 2) (a – 2) (a – 9)
2 2 2

(b) x(x2 + y + 3) (x2 – y – 11) (x2 + y – 3)

(c) (x + y + z) (x + y – z) (y + z – x) (z + x – y)
(d) (a + b + c) (a – b) (b – c) (c – a)
4. 2u2 + 15uv
5. (a) HCF = (p + 3)2 LCM = 2(p + 3)3
(b) HCF = (q – r + 4) LCM = q(q – r + 4) (q + r – 10) (q – r – 4)
6. (a) x = 1, y = 2
(b) x = 2, y = – 1
(c) x = 6, y = 10
7. (a) x = 12, y = 8 8. 22 years
9. 15 years, 21 years
10. The number of Binya searches = 62
11. Rs. 500, Rs. 200 12. 1 13. 1
x 3( x + y)
14. y

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Mathematics Grade 9
 Lesson Triangle
13

13.0 Review
Draw a pair of triangles in a sheet of paper. Measure all the sides and angles of these
triangles and tabulate them. What types of triangles are formed in terms of sides and
angles? How can we differentiate whether these triangles are congruent or similar
or not? Discuss within pair and write the conclusion. Present the pair task in news
print paper with figure in the classroom.
13.1 Properties of triangles and their verification
Divide the students in proper groups on the basis of class size. Draw a pair of
triangles by each set of students, such as: equilateral, isosceles, right angled, and
scalene.

Activity 1

Verify experimentally that if any side of a triangle is produced the exterior angle so
formed is equal to the sum of the two opposite interior angles.

(I) Paper cutting

Draw a figure in a paper and cut it as shown below. Put the two pieces of opposite
interior angles in the exterior angle of a triangle. Then present the relation between
the exterior angle and the sum of its opposite interior angles of the triangle in your
class.

A A

B D B D D
C C ABC

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Mathematics Grade 9
(II) Measuring angles
Draw the figures in your copy as shown below: D

A A

B D B C
Figure I C Figure II

Measure the angles using protractor and tabulate them as shown in the following
table.

Exterior Sum of two opposite

Figure Opposite interior angles Results
angles interior angles
I. ∠ABC = ∠BAC = ∠ACD = ∠ABC + ∠BAC =

II. ∠ABC = ∠ACB = ∠CAD = ∠ABC + ∠ACB =

Present the results in your class based on the above table.

Conclusion: If any side of a triangle is produced, the exterior angle so formed is
equal to the sum of the two opposite interior angles.

Example 1
65°
Find the value of x from the following figure:

Solution x =?
50°
Here,
x = 50° + 65°
= 115° [ ⸪ An exterior angle of a triangle is equal to the sum
⸫ x = 115° of two opposite interior angles.]

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Mathematics Grade 9
 Example 2

Find the value of x from the following figure:

Solution S
Here, P (8x + 25)⁰
From figure, ∠SPR = (8x + 25)°
∠PQR = (2x +10)° / ∠PRQ = (5x + 20)° Q
(2x + 10)⁰ (5x + 20)⁰
R
We know that, ∠PQR + ∠PRQ = ∠SPR
or, (2x +10) + (5x + 20) = (8x +25)
or, 2x + 10 + 5x + 20 = 8x + 25
or, 7x + 30 = 8x + 25
or, x = 30 – 25 = 5
Therefore, ∠SPR = 8x + 25 = 8 × 5 + 25 = 40 + 25 = 65⁰
or, ∠PQR = 2x + 10 = 2 × 5 + 10 = 10 + 10 = 20⁰
and ∠PRQ = 5x + 20 = 5 × 5 + 20 = 25 + 20 = 45⁰

Example 3
The exterior angle of a triangle is 125° and the two opposite interior angles are
in the ratio 3:2, then find all interior angles of the triangle.

Solution
Here, exterior angle = 125°
Let us assume that the two non-adjacent interior angles be 3x 125°
and 2x.
Now, 3x + 2x = 125° [ ⸪ An exterior angle of a triangle is equal
to the sum of two opposite interior angles.]
or, 5x = 125° 2x 3x
125o
or, x = = 25°
5
Then, the three angles of the triangle are:
First angle = 3x = 3 × 25° = 75°
Second angle = 2x = 2 × 25° = 50°
Third angle = 180° – 125° = 55°

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Mathematics Grade 9
 Exercise 13.1
1. Write the reason whether the following statements are true or false.
(a) There are two right angles in a triangle.
(b) There are all acute angles in a triangle.
(c) If the value of an exterior angle of a triangle is 130°, then the adjacent
angle is also obtuse angle.
(d) If interior angle is acute angle, then the adjacent exterior angle is obtuse
angle.
2. Find the value of x and y from the following figures:
(a) (b)

80°
50°
y

x y
50° x 60°

(c) x (d) 90°

50° y 120°
y

x x

3. Find the value of x, y, z and a from the following figures:

(a) (b) (c)
(2x + 6)°
(8x - 11)° 62°
a+ 3x - 10°
a – 16°
5x°
a+
22°
25° x + 15°

E
(d) D (e) V (f) A D
3x° 130°
C 120° P 45°
y°
x°
C
30° y°
x° z° 130°
A E 2x° y°
B B
U Q R T F
3x°
S

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Mathematics Grade 9
4. The exterior angle of a triangle is 120° and the ratio of two opposite interior
angles are 3:2, then find the measurement of all the interior angles of the
triangle.
5. What is the measurement value of ∠ACE, if ∠BAC: ∠ABC: ∠ACB =
2:1:1 and ∠ABC = ∠ ECD in the given figure?
A E

B D
C

Answer
1. Show the answer to your teacher.
2. (a) x = 50o, y = 80° (b) x = 110o, y = 70o (c) x = 70o, y = 60o
(d) x = 45o, y = 90°
3. (a) 17o (b) 56o (c) 25o
(d) x = 70°, y = 60°, z = 50° (e) 45°, 135° (f) x = 105o, y = 25
4. 40⁰, 60°, 80° 5. 90°

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Mathematics Grade 9
13.2 Verification of properties of isosceles triangle
Divide the suitable groups and draw a pair of isosceles triangle by each
groups. Measure the sides and angles of both isosceles triangles using scale
and protractor. Find the relationship of between sides and angles, and draw
the conclusion. Discuss in your group and present the conclusion in the class.
Activity 1
(a) Verify experimentally that the bisector of vertical angle of an isosceles
triangle is perpendicular to the base and bisects it.
(I) Folding paper
Take a rectangular sheet of paper. Fold the paper by overlapping the adjacent
sides and make square. Then, fold the square piece of paper diagonally and
cut it. It formors an isosceles triangle shown as in the following figure.

Again, fold the isosceles triangular piece of paper ABC as shown in figure and
measure the sides and angles formed. A

(a) BD and CD
(b) ∠BDA and ∠CDA
Draw the conclusion and present in the class.
B C
D

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Mathematics Grade 9
(II) Measuring sides and angles
Divide the class in a suitable group. Draw two different size isosceles
triangles ABC in each group.
A A

B C B C
D D
Figure I Figure II

Draw angle bisector of vertex A using compass or protractor. The angle bisector AD
meets opposite side BC at point D.
Now, measure the angles ∠ADB and ∠ADC and sides BD and CD; and tabulate
them as shown in the following table.
Figure ∠ADB ∠ADC BD DC Results
I.
II.

Conclusion: The bisector of vertical angle of an isosceles triangle is

perpendicular to the base and bisects it.

Activity 2
(b) Verify experimentally that the perpendicular bisector of base
bisects the vertical angle of isosceles triangle.
Draw two different size isosceles triangles ABC in each group with your friend.
A
A

B C B C
D D
Figure I Figure II

257
Mathematics Grade 9
Draw perpendicular bisector of base BC using compass. The perpendicular bisector
cut at point D of base BC.
Now, measure the angles ∠BAD and ∠CAD; and tabulate them as shown in the
following table.
Figure ∠BAD ∠CAD Result
I.
II.

Conclusion: Perpendicular bisector of base bisects the vertical angle of

isosceles triangle.
A
Example 1
50⁰
Find the value of x from the given figure:
x⁰
Solution B C
Here, ∠BAC = 50 , AB = AC
o

Since, the base angles of isosceles triangle are equal.

∠ABC = ∠ACB = x
∠ABC + ∠ACB + ∠BAC = 180° ⸪ Sum of interior angle of triangle
or, x + x + 50° = 180°
or, 2x = 130°
130°
or, x =
2
or, x = 65° A
Example 2
Find the value of x from the given figure:

Solution: B 3 cm D x cm C

Here, AB = AC, AD ⊥ BC, DC = x cm, BD = 3 cm.

In the isosceles triangle ABC, the perpendicular bisects the base BC into two equal
parts.
Thus, BD = DC
or, 3 cm = x ⸫ x = 3 cm

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Mathematics Grade 9
 Example 3
If PQ = PR and ∠BAR = ∠PRQ in the given figure, then find the value of
∠APQ. A B
63°
Solution
Here, PQ = PR and ∠BAR = ∠PRQ P

⸫ ∠PRQ = 63o
Now, in isosceles triangle PQR
Q R
⸫ ∠PRQ = ∠PQR = 63°
In ∆PQR, ∠APQ = ∠PRQ + ∠PQR = 63° + 63° = 126°
⸫ ∠ARQ = 126o

Exercise 13.2
1. Find the value of x from the following figures:
(a)
A
(b)
A
(c) M

x°

Q
70° x° 35°
B C B C x⁰

P
N

2. Find the value of x°, y° and z° from the given figures:

(a)
A (b) Q

35° x°

y° z°
B C S
D
y°
x° 55°
P R

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Mathematics Grade 9
3. Find the value of x and y from the given figures:
(a) (b) (c)
80° y°
y°

y° 140° x° x°

50° x°
55°

(d)
90⁰
(e) (f)
x° x°
y° 75° y°
y⁰ x°

x⁰ x⁰

4. In the below figure, if XY = 3y, XZ = 7x, XP = 9x and XQ = 13 + 2y , then

find the value of x and y.
X

Y P Q Z

5. If triangle ABC and BCD are isosceles triangle, then find the value of
∠BDE from the below figure.
D

C ?

66⁰

A E
B

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Mathematics Grade 9
6. Two equal length of wire are tied at the ground A
from the top of a pole. If the length of the wire is
13m and height of the pole is 12m, then

m
(a) Find the distance between the pole and wire in

12 m

13
m
13
the ground
(b) Are the area of ΔABC and ΔABD equal? Justify.
C B D

Answer

1. (a) 70° (b) 110° (c) 112.5°

2. (a) x = 35°, y = 55°, z = 55° (b) x = 35°, y = 35°
3. (a) x = 50°, y = 80° (b) x = 100°, y = 140°
(c) x = 70°, y = 55° (d) x = 45°, 90°
(e) x = 30°, 120° (f) x = 52.5°, 75°
4. x = 3, y = 7
5. 12°
6. 5 m

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Mathematics Grade 9
13.3 Relation among sides and angles of triangle
Activity 1
Divide the class in a suitable group. Collect three stick and connect the ends of each
stick to form a triangle by each group.
Are all the figures of each group triangle? If the triangle in formed then what type
of triangle is it? If not, why the figure not a triangle? Discuss the results and present
the conclusion in the class.

The type of triangle depends on the length of the sides of the triangle.

(a) Relation between the sum of any two sides of a triangle and the
third side
Activity 2
Experimentally verify that the sum of any two sides of a triangle is greater than the
third side.
(a) Divide the class into a suitable group.
(b) Draw a different shape and size triangle by each student.
A A

B C
B
lrq -s_ lrq -v_
(c) Measure all the sides of the triangle and tabulate the sum of any two
sides as shown in the following table:
Figure AB BC AC AB + AC AB + BC BC + AC Results
I.
II.

(d) Discuss and draw the conclusion in your group, and write the conclusion.

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Mathematics Grade 9
Conclusion: The sum of any two sides of a triangle is greater than the third side.

If the sum of any two sides of a triangle is equal or less than the third side, then what
may be the result?

Relation between the sides and angles of a triangle

Activity 3

Experimentally verify that the angle opposite to the longer side is greater than the
angle opposite to the shorter side

(I) Using Machaon Strip

Make a triangle ABC using Mechano strip by each group.

up
C C
C

down
A A
A
B B
Figure I Figure II Figure III B
Move the point C of the triangle ABC down as shown in the above figure II.
Move the point C of the triangle ABC up as shown in the above figure III.
Measure the ∠CAB and side BC in both cases, and tabulate them as follows:
Relation of BC
Figure AB AC BC ∠CAB Result
and ∠CAB
I.
II.
III.
Draw the conclusion from the above table about the relation between a angle and
its opposite side.

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Mathematics Grade 9
(II) Measuring sides and angles
Draw the figure of three types of triangles according to the angle (acute, right
and obtuse angled triangle).
A A
A

B C B C B C
Figure I Figure II Figure III
Measure all the angles and their opposite sides and tabulate them as follows:
Figure AB ∠ACB BC ∠BAC AC ∠ABC Result
I.
II.
III.

Conclusion: The angle opposite to the longer side is greater than the angle
opposite to the shorter side.

Example 1
C
In triangle ABC, ∠BAC = 50o and ∠ABC = 60o then find
the longest and shortest side of the triangle ABC.

Solution 60° 50°

B A
Here, ∠BAC = 50°, ∠ABC = 60°
We know that, ∠BAC + ∠ABC +∠ACB = 180° ⸪ Sum of interior angle
or, 50° + 60° + ∠ACB = 180° of triangle.

or, 110° + ∠ACB = 180°

or, ∠ACB = 180° – 110°
or, ∠ACB = 70°
Hence, the longest side is AB and shortest side is BC which are the opposite sides
of angles 70° and 50° respectively.

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 Exercise 13.3
1. Measure all the sides of triangle ABC, and find the largest and A
smallest angle of the triangle based on the length of the sides.

B C
2. Measure all the angles of triangle ABC, and find A
the longest and shortest sides of the triangle based
on the size of the angles.
C
B

3. The measurements of three sides of a triangle are 5 cm, 6 cm and x. If x is

the longest side, then which one is the correct answer among the following
options?
(a) 11 cm (b) <11 cm (c) >11 cm (d) ≤ 11 cm

4. If ∠ABC > ∠DBC, then prove that AC > BC from the

given figure.

A D
B

5. Prove that PQ + QR + RS > SP in the given figure. Q R

[Hints: Join points P and R]

P S

Answer
1 - 2. Show to your teacher
3. (b) <11
4. 13 cm
5 - 6. Show to your teacher

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Mathematics Grade 9
13.4 Similar triangles
Activity 1
Observe the following figures and discuss.

(a) What types of above pair figures?

(b) Are the sides of each pair figures equal?
(c) Similarly, are the angles of each pair figures equal?
The given pair figures are same shape but not same size. Such types of figures are
called similar figures.

The geometrical figure which are in same shape are called the similar figures.
In similar triangles, equal angles are said to be corresponding angles and
opposite sides of equal angles are said to be corresponding sides.
A
Given triangles ABC and
D
DEF are similar, and angles
A, B and C are equal with D,
E and F respectively. Then
the angles A, B and C are
corresponding angles with
D, E and F respectively. F
Similarly, the sides AB, BC B C E
and AC are corresponding sides of DE, EF and DF respectively.

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 Activity 2

Draw two triangles in a cardboard as shown in the figure.

Cut the cardboard to make triangle with a help of scissor.
Overlap the corresponding vertices of these A
two triangles and observe. If all the vertices P
are completely overlapped, then we can say
that the corresponding angles are equal. Thus,
the two triangles are similar.
All three angles of a triangle are equal with all B C Q R
the three angles of another triangle, then the
two triangles are similar. In the given triangles ABC and PQR, ∠A and P, ∠B and
∠Q, ∠C and ∠R are corresponding angles.
If corresponding angles of two triangles are equal, then the triangles are similar.

Relation of corresponding angles of similar triangles

Activity 3
A
Take a triangle ABC. Draw a parallel line EF with BC
using set square.
There are two triangles ABC and AEF. Are the triangles
ABC and AEF similar? Measure the sides AB, BC and
AC of triangle ABC, and the sides AE, EF and AF of
E F
triangle AEF.
And then, find the value of ratio:
AE EF AF
, , and the relation of sides; and discuss in
AB BC AC B C
class.
If two triangles are similar to each other, then the ratio of corresponding sides are
equal.
AE EF AF AB BC AC
In the above figure = = . It can also be written as = = .
AB BC AC AE EF AF

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Mathematics Grade 9
 Theorem 1
Line drawn parallel to the any side of a triangle cuts the remaining two sides
in the same ratio. A
Here,
Given: Line XY is drawn parallel to the base BC of
a triangle ABC and meets the points E and F of sides
AB and AC respectively. E F
X
AE AF Y
To prove: =
EB FC
Proof: B C
Fact Reason
1. ∆ABC and ∆AEF 1.
(i) ∠ABC = ∠AEF (A) (i) Corresponding angles (XY || BC)
(ii) ∠ACB = ∠AFE (A) (ii) Corresponding angles (XY || BC)
(iii) ∠BAC = ∠EAF (A) (iii) Common angle
2. ∆ABC ~ ∆AEF 2. All the corresponding angles of two
triangles are equal to each other
3. AB AC 3. The ratio of corresponding sides of
= similar triangles
AE AF
AE + EB AF + FC
or, =
AE AF
AE EB AF FC
or, + = +
AE AE AF AF
EB FC
or, 1 + =1+
AE AF
EB FC
or, AE =
AF
AE AF
or, =
EB FC

Proved

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Mathematics Grade 9
 Example 1 P

Given triangles, PQR and PST are similar. If PQ = 8

cm, PR = 6cmand PT = 4cm, then
(a) Find the length of side PS.
(b) If ST = 6 cm, then find the length of side QR. S T

Solution
Here, the triangles PQR and PST are similar. Q R

Thus,
PQ PR QR
= =
PS PT ST
8 cm 6 cm QR
or, PS = 4 cm = 6 cm

(a) From first and second ratio

8 cm 6 cm
=
PS 4 cm

or, PS = 8 cm × 4 cm = 5.34 cm
6 cm
(b) From second and third ratio
6 cm QR
=
4 cm 6 cm

6 cm × 6 cm
or, QR = = 9 cm
4 cm

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Mathematics Grade 9
 Example 2 P

In the given figure XY// QR, the ratio of PX and XQ is

5:4 and PR = 7.2 cm, then what is the value of PY? 5
Solution 7.2
X Y
From the figure, XY||QR, PX: XQ = 5: 4 and PR = 7.2 cm
4
Then PY =?
Q R
Let, PY = x
Thus, YR = 7.2 cm – x cm Alternative method
PX PY PX PY
We know that, = = [∆PXY and ∆PQR are
XQ YR PQ PR
5 x similar triangles]
or, = 5 PY
4 7.2 – x or, 9 = 7.2
or, 36 – 5x = 4x
or, 9PY = 36
or, 9x = 36
or, 9 PY = 36
⸫ x = PY= 4 cm
or, PY = 4 cm

Example 3 A

The height of Dipika is 1.2 meter. She stands in front of C

the light pole of 3.9 m height. If the length of the shadow 3.9m
of the pole is 6.5 m, then find the length of shadow of 1.2m
Dipika at that time.
E ? D B
Solution 6.5m
Let AB be a height of pole, CD be the height of Dipika
BE be the length of shadow of pole and DE be the length of the shadow of Dipika.
Then, AB = 3.9 m, BE = 6.5 m, CD = 1.2 m, ED =?
∆CDE and ∆ABE are similar.
[⸪ Both right angled triangle and ∠E is common]
AB BE
or, = [⸪ Ratio of corresponding angles of similar triangles]
CD DE
3.9 6.5
or,
1.2
= DE
or, 3.9 DE = 6.5 × 1.2

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Mathematics Grade 9
 6.5 × 1.2
or, DE = =2m
3.9
Hence, the length of the shadow of Dipika is 2 meter.

Exercise 13.4
1. In triangle BC || DE, AD: BD = 2: 3 and EC = 12 cm, , then what is the value
of AE?
2. In triangle XYZ, if YZ || PQ, XQ: QZ = 3.5 and PY = 7.5 cm, then find the
value of XY. A

3. Find the value of x from the given x E

figure: 1.8 cm

B 24 cm C 12 cm D

4. The angles made by two ladders are the same in

the given figure. Find the length of the smaller
ladder. 60 ft
45 ft

18 ft
5. (a) Find the height of tree from the adjoining
figure?

5 ft

7 ft 14 ft
b) If the length of the shadow of a pole of height 20 m is 30m, then what is the
height of the another pole whose length of shadow is 7.5 m.

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Mathematics Grade 9
6. Angel put a mirror on the ground in between him and a tree of his school
ground. He moves here and there until he saw the whole tree. At this
time, how can we find the height of the tree discussing your friends?

Mirror

Project work
Divide all the students in a suitable group. Stand on the playground and take the
height and length of your shadow with the help of your friends. At the same time,
measure the length of the shadow of a pole standing on the playground. Find the
height of the pole from this information and present the result in your class.

Answer
1. 8 cm 2. 12 cm 3. 5.4 cm 4. 24 ft
5. (a) 10 ft (b) 5 m 6 . Show to your teacher

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Mathematics Grade 9
 Lesson Quadrilateral
14
14.0 Review
Activity 1
(a) Divide the students in a appropriate group.
(b) Prepare a parallelogram using Metacard in each group.
(c) Cut the parallelogram in the middle part as shown in the figure below.

Figure I Figure II

Figure III Figure IV

(d) Join the two pieces of parallelogram as shown in Figure III. What type of
figure is made? Discuss and draw the conclusion about the sides and angles.
(e) Again, overlap the two pieces of Figure II as shown in Figure IV. What is the
relation of angles between the Figure I and Figure IV? Draw the conclusion
in your group.

14.1 Verification of properties of parallelogram

Activity 2
Hang the figures in your classroom wall in different places as given below. Observe
the figures by each student in the bench one by one. Draw the conclusion; and write
the conclusion in your copy based on the name, sides, and angles. Discuss in your
bench, write the properties of each figure with separate figure, and present in your
class.

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Mathematics Grade 9
(a) (b) (c)

(d) (e) (f)

Theorem 1

The line segments joining the ends towards same side of two equal and parallel
line segments are also equal and parallel to each other.
A B
Given: Two line segments AB = CD and AB//CD.
Points A and C, with B and D are joining.
To prove, AC = BD and AC // BD
Construction: Join points B and C C D
Proof:
Statements Reasons
1. In ∆ABC and ∆BCD 1.
(i) AB = CD (S) (i) Given
(ii) ∠ABC = ∠BCD (A) (ii) Alternate angles AB//CD
(iii) Common side
(iii) BC = BC (S)
2. ∆ABC ≅ ∆BCD 2. SAS axiom
3. AC = BD 3. Corresponding sides of congruent triangles
4. ∠ACB = ∠CBD 4. Corresponding angles of congruent
triangles are equal
5. AC // BD 5. Alternate angles
6. AC = BD and AC // BD 6. From statements 3 and 6

Proved that

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Mathematics Grade 9
 Theorem 2

The line joining the opposite ends of two equal and parallel line segments bisect
each other. Q
P
Given: Line segments PQ = RS, PQ//RS in
which opposite ends P and S, and Q and R are
joined. Line segments PS and QR intersect at point O. O
S
R

To prove: PO = OS and QO = OR or PS and QR are bisect each other.

Proof:
S. No. Statements S. No. Reasons
1. In ∆POQ and ∆ROS 1.
(i) ∠OPQ = ∠OSR (A) (i) Alternate angles PQ//RS
(ii) PQ = RS (S) (ii) Given
(iii) ∠PQO = ∠SRO (A) (iii) Alternate angles PQ//RS
2. ∆POQ ≅ ∆ROS 2. ASA axiom
3. PO = OS, QO = OR
Corresponding sides of congruent3.
triangles
Proved
Theorem 3

The opposite sides and angles of a parallelogram are equal.

Given: ABCD is a parallelogram in which AB//DC and AD//BC.
To prove:
A B
1. AB = DC, AD = BC
2. ∠ABC = ∠ADC, ∠DAB = ∠BCD
Construction: Join the points B and D. D C

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Mathematics Grade 9
Proof
S. No. Statements S. No. Reasons
1. In ∆ABD and ∆BCD 1.
(i) ∠ABD = ∠BDC (A) (i) AB//DC Alternate angles
(ii) BD = BD (S) (ii) Common sides
(iii) ∠ADB =∠DBC (A) (iii) AD//BC Alternate angles
2. ∆ABD ≅ ∆BCD 2. ASA axiom
3. AB = DC and AD = BC 3. Corresponding sides of congruent
triangles
4. ∠DAB = ∠BCD 4. Corresponding angles of
congruent triangles
∠ABD = ∠BDC
∠ADB = ∠DBC
5. ∠ABD + ∠DBC = 5. Equal axiom
∠BDC + ∠ADB
6. ∠ABC = ∠ADC 6. From statement 5
7. AB = DC, AD = BC and 7. From statements 3, 4 and 6
∠ABC = ∠ADC, ∠DAB
= ∠BCD
Proved
Theorem 4

The quadrilateral having opposite sides equal is a parallelogram.

Given: In quadrilateral ABCD, AB = CD and AD = BC.
To prove: ABCD is a parallelogram. A B
That is, AB//CD and AD//BC
Construction: Join the points A and C

D C

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Mathematics Grade 9
Proof:
S. No. Statements S. No. Reasons
1. In ∆ABC and ∆ACD 1.
(i) AB = CD (S) (i) Given
(ii) AD = BC (S) (ii) Given
(iii) AC = AC (S) (iii) Given
2. ∆ABC ≅ ∆ACD 2. SSS axiom
3. ∠ACB = ∠DAC 3. Corresponding angles of congruent
∠BAC = ∠ACD triangles
4. AB // CD , AD //BC 4. Being equal alternate angles
Proved
Theorem 5
The quadrilateral having opposite angles equal is a A B
parallelogram.
Given: In quadrilateral ABCD ∠ABC = ∠ADC and
∠DAB = ∠BCD
To prove: ABCD is a parallelogram. D C
Proof:
S. Statements S. Reasons
No. No.
1. ∠ABC + ∠BCD + ∠CDA 1. The sum of interior angles of
+ ∠DAB = 360⁰ quadrilateral
2. ∠ABC + ∠BCD 2. Being ∠ABC = ∠CDA and
+∠ABC + ∠BCD = 360°
∠DAB = ∠BCD
or, 2∠ABC + 2∠BCD = 360⁰
or, ∠ABC + ∠BCD = 180⁰
3. AB // CD 3. Being sum of co-interior angles
4. Similarly ∠BCD + ∠CDA = 4. Reasons like: 1, 2, 3
180⁰
5. BC // AD 5. Being sum of co-interior angles
6. AB // CD , BC//AD 6. From statements 3 and 5
7. ABCD is a parallelogram 7. From statement 6
Proved

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Mathematics Grade 9
 Theorem 6

The diagonals of a parallelogram bisect to each P Q

other.
Given: PQRS is a parallelogram in which the
diagonals PR and QS bisect in O. O
To prove: PO = OR and SO = OQ S R
Proof:
S. No. Statements S. No. Reasons
1. In ∆POQ and ∆ROS 1.
(i) ∠OPQ = ∠ORS (A) (i) Alternate angles PQ//SR
(ii) PQ = RS (S) (ii) Opposite sides of parallelogram
∠OQP = ∠OSR (A)
(iii) (iii) Alternate angles PQ//SR

2. ∆POQ ≅ ∆ROS 2. ASA axiom

3. PO = OR, QO = OS 3. Corresponding sides of congruent
triangles
Proved

Theorem 7 (Converse of Theorem 6)

If the diagonals of a quadrilateral bisect each other, the quadrilateral is a

parallelogram. D C
Given: In quadrilateral ABCD, AO = OC and DO = OB
To prove: ABCD is a parallelogram.
O

A B

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Mathematics Grade 9
Proof:
S. No. Statements S. No. Reasons
1. In ∆AOB and ∆DOC 1.
(i) AO = OC (S) (i) Given
(ii) ∠AOB = ∠COD (A) (ii) Vertically opposite angles
Given
(iii) OB = OD (S) (iii)
2. ∆AOB ≅ ∆DOC 2. SAS axiom
3. AB = DC 3. Corresponding sides of congruent
triangles
4. ∠OBA = ∠ODC 4. Corresponding angles of congruent
triangles
5. AB // DC 5. Alternate angles
6. AD // BC, AD = BC 6. AB // DC and AB = DC
7. ABCD is a 7. Opposite sides are equal and parallel
parallelogram
Proved
Example 1
A E D
Find the value of x and y from the given figure: 116⁰ y
Solution
We have,
(i) ∠BAE + ∠EDC =180° x
B C
[⸪AB // CD Co-interior angles]
or, ∠EDC = 180° – ∠BAE = 180° – 116° = 64°
∠DCE = ∠DEC = y [⸪ DE = DC]
(ii) ∠DEC + ∠ECD + ∠EDC = 180° [⸪ Interior angles of ∆CDE]
or, y + ∠ECD + 64° = 180°
or, y + y = 180° – 64° [⸪ CD = DE]
or, 2y = 116°
y = 58°
∠BCD = ∠BAD [⸪ Opposite angles ABCD]
Again, x + y = 116°
or, x = 116° – y = 116° – 58° = 58°

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Mathematics Grade 9
 Example 2
Q
From the given rhombus PQRS, find the value of angle PSR:
37°
Solution P R
Here ∠QPR = ∠QRP = 37°
[⸪ In rhombus PQRS, PR = RQ] S
∠QPR + ∠QRP + ∠PQR = 180° [⸪ Interior angles of a triangle PQR]
or, 37° + 37° + ∠PQR = 180°
or, ∠PQR = 180° – 74° = 106°
Again, ∠PSR = ∠PQR = 106° [⸪ Opposite angles of rhombus]
Thus, ∠PSR = 106°
Exercise 14
1. What may be the value of x and y for being the parallelogram of
each of the following:
(a) (b) (c)
2x x x (y–10)° (5x–10)°

118°
y (12x – 14)°

(d) (e) (f)

2x – 1

8x 3x – 11 x+5

3x + 5 x+5

2. Find the value of x and y from the given figure:

(a) (b)
A D A B C
54°
120°

x
B E 68° y x
C
E D

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Mathematics Grade 9
3. ABCD is a rhombus. If ∠DAC = 34°, then find the D C
value of ∠DAB, ∠ABC, ∠BCA and ∠CDA.

34°

A B

4. If opposite angles of a parallelogram are (63 – 3x)° and (4x – 7)° then find the
value of all angles of the parallelogram.

5. In the given parallelogram MNOP, MN = OP P O

and PM = ON then prove that MNOP is a
parallelogram.
M N

6. PQRS is a parallelogram. Points X and Y are the S Y R

midpoint of Sides PQ and RS then prove that PXRY
is a parallelogram.

P X Q

F
7. In the given figure AD = EF, AD//EF, EF = BC,
EF//BC and D C
Then prove that ABCD is a parallelogram.
E
A B

8. In a quadrilateral SLOW, SL = LO = OW = SW then prove that the quadrilateral

SLOW is a parallelogram.
9. MOAT is a quadrilateral in which diagonals MA and OT intersect at point
R and MR = RA with TR = OR. Then prove that quadrilateral MOAT is a
parallelogram.

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Mathematics Grade 9
 Project work
Divide the students in a suitable group. Go to your school play ground and make
a parallelogram and diagonals with a help of rope by each group. Observe the
parallelogram and measure the opposite sides and diagonals. Find the relation
of opposite sides and parts of diagonals, and present the result in your class.

Answer

1. (a) 60° (b) x = 56°, y = 62° (c) x = 12°, y = 140°

(d) x = 1 (e) x = 8 (f) x = 6 2. (g) 60
(h) 58°, 54° 3. 112°, 112°, 68°, 68°
4. 33° and 147° 5-9. Show to your teacher

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Mathematics Grade 9
 Lesson Construction
15
15.0 Review
Divide the students having 6/6 students in each group. Name each student: 1, 2, 3,
4, 5, and 6 of each group. Take the specified quadrilateral as naming 1, 2, 3, 4, 5,
and 6 by each students from the teacher as shown in the following figure.

1 2 3

4 5 6
Now, divide the whole students in 6 new groups having the same number, i.e 1/1,
2/2, 3/3, and so on will sit in the new group. Study the quadrilateral of your own
group and answer the following questions.
a) What is the name of your group quadrilateral?
b) What are the properties of the quadrilateral?
Discuss and draw the common conclusion in new your group.
After drawing the conclusion in your new group, present the result in of all 6 types
of quadrilaterets your own old group one. Finally, discuss about the result in the
class.

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Mathematics Grade 9
15.1 Construction of scalene quadrilateral

(a) When the measure of four sides and a diagonal are given

3.6 cm
Construct a quadrilateral ABCD having AB = 4.8 cm, D C

BC = 4.3 cm, CD = 3.6 cm, AD = 4.2 cm and diagonal

AC = 6 cm.
m

4.2 cm
6c

4.3 cm
Solution
At first, draw a rough figure of quadrilateral ABCD.

A 4.8 cm B
Steps

1. Draw straight line AB = 4.8 cm.

2. Cut from point A with an arc 6 cm
3. 3. Cut from point B with an arc 4.3 cm and name the intersecting point C.
4. Join points B and C, and A and C.
D 3.6 cm C
5. Again, cut from point A with an arc 4.2 cm.
6. Cut from point C with an arc 3.6 cm and name

4.3 cm
the intersecting point D.
4.2 cm

7. Join points A and D, and then C and D. m

6c

Then the required quadrilateral ABCD is

constructed. B
A 4.8 cm

(b) When two adjacent sides and three angles are given

Construct a quadrilateral PQRS of measurement PQ = 4.5 cm, <PQR = PQ = 4.5

cm, ∠PQR = 120°, QR = 3.8 cm, ∠QRS = 105° and ∠QPS = 60°

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Mathematics Grade 9
Solution
First of all, draw a rough figure of quadrilateral PQRS on the basis of given
information.
Steps
P S
60°
1. Draw line segment QR = 3.8 cm.
2. Draw an angle RQX = 120° at point Q 4.5 cm 120° 105°
using compass. Q 3.8 cm R

3. Cut from point Q with an arc 4.5 cm at X Y

point P.
Z
4. Draw an angle of <QRY = 105° at P S
60°
point R.
5. Again, draw an angle of <QPZ = 60° 4.5 cm
at point P in which line RY and PZ 120° 105°
intersect at point S. Q 3.8 cm R
Then the required quadrilateral is
PQRS.

(c) When three sides and two angles are given

Construct a quadrilateral PQRS having QR = 6 cm, RS = 5 cm, PS = 5.7 cm, ∠S =

105°, ∠R = 120°
Solution
Q P
At first, draw a rough figure of
quadrilateral PQRS based on the 6 cm 5.7 cm
given information. 120° 105°
R S
Steps X 5 cm Y

1. Draw line segment RS = 5 cm.

2. Draw two angles of 120° A B
Q P
and 105°at points R and S
respectively.
3. Cut from point R with an arc 6 6 cm 5.7 cm
cm at point Q.
4. Cut from point S with an arc 120° 105°
5.7 cm at point P. R 5 cm S
5. Now, join points P and Q.
Then the required quadrilateral is PQRS.

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 Exercise 15.1
Construct quadrilaterals from the following information.
1. Construct quadrilateral ABCD having AB = AD = 3 cm, BC = 2.5, AC = 4 cm
and BD = 5 cm.

2. Construct a quadrilateral MNOP having MO = MP = 6 cm, NO = 7.5 cm, OP

= 5 cm and NP = 10 cm

3. Construct a quadrilateral PQRS having PQ = 3.5 cm, QR = 2.5 cm, RS = 4

cm, ∠Q = 75⁰ and ∠R = 120⁰

4. Construct quadrilateral ABCD having AB = 3.6 cm, BC = 3.3 cm, AD = 2.7

cm diagonals AC = 4.6 cm BD = 4 cm

5. Construct a quadrilateral PQRS having PQ = 5 cm, QR = 6.5 cm, ∠P = ∠R =

100° and ∠S = 75°

6. Construct a quadrilateral ABCD having AB = 3.8 cm, BC = 3.4 cm, CD = 4.5

cm, AD = 5 cm and ∠B = 60°

Answer
Show the construction to your teacher.

15.2 Construction of trapezium

(a) When length of three sides and measurement of an angle are
given

Construct a trapezium ABCD having AB || CD, AB = 4 cm

8 cm, BC = 6 cm, CD = 4 cm and ∠ABC = 60° D C

6 cm
Solution
At first, draw a rough figure of trapezium ABCD
60°
based on the given information.
8 cm B
A

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Steps
X
1. Draw a line segment AB of length. 4 cm
Y C
2. Draw and angle ABX = 60° and cut D 120°
from point B with an arc 6 cm.
6 cm
3. Again, draw an angle BCY = 120°
at point C using compass.
4. Cut with an arc CD = 4 cm from
point C. 60°
A E B
5. Now, join points A and D. 8 cm

Therefore, the required trapezium is ABCD.

(b) When all the four sides are given and the parallel sides are marked

Construct a trapezium ABCD having AB = 7 cm, BC = CD = 4 cm, DA = 5 cm and

AB || CD. 4 cm
D C
Solution
Draw a rough diagram of trapezium ABCD from 5 cm
the given information. 4 cm

A 7 cm B
Steps
1. Draw a line segment AB = 7 cm.
2. Draw lines AE = DC = 4 cm in which D 4 cm C
point E lies on line segment AB.
3. Cut from point E with an arc 5 cm. 5 cm
4. Again, cut from point B with an arc 4 cm 4 cm
that meet the point C. 4 cm
5. Cut from point C with an arc 4 cm. A E B
7 cm
6. Again, cut from point A with an arc 5 cm
that meet the point D.
7. Join B and C, C and D and D and A.
Therefore, the required trapezium is ABCD.

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(c) When three sides and one diagonal are given

Construct a trapezium having AB = 10 cm, BC = 6

D 6 cm
cm, AC = 8 cm and AB || CD C

Solution m
8c
Draw a rough diagram of trapezium based on the 5 cm
given information.
A 10 cm B
Steps
1. Draw a line segment AB = 10 cm.
2. Cut from points A and B Z
with an arc of 8 cm and 5 cm
respectively and intersect at Y
point C. Draw lines AE = 6 cm
DC = 4 cm. X D
C
5 cm
3. Join the points A and C and 8c
m
B and C.
4. Draw equal angles BAC A B
and ACX with the help of 10 cm E

compass.
5. Cut from point C with an arc 6 cm that meet at point D.
6. Join the points D and A.
Therefore, the required trapezium is ABCD.

(d) When two sides and two angles are given

Construct a trapezium ABCD having AB = 7 cm, BC = 6 cm ∠BAD = 90° and

∠ABC = 75°
Solution
Draw a rough diagram of trapezium ABCD from the D C
given information.

6 cm
75°
A 7 cm B

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Steps
X Y
1. Draw a line segment AB = Z D 4 cm
7 cm C
105°
2. Draw angles BAX = 90°
and ABY = 75° at points A
and B respectively.
6 cm
3. Cut from point B with an
arc 6 cm at point C
4. Draw an angle 105° at point
75°
C that cut at point D. A
7 cm B
Therefore, the required
trapezium is ABCD.

Exercise 15.2
Construct trapeziums from the following information:
1. Construct a trapezium ABCD having AB = 6 cm, BC = 4 cm, CD = 3.2 cm,
∠B = 75° and DC // AB
2. Construct a trapezium ABCD having AB // DC, AB = 7 cm, BC = 5 cm,
AD = 6.5 cm and ∠B = 60°
3. Construct a trapezium ABCD having AB // CD, AB = 8 cm, BC = 6 cm,
CD = 4 cm and ∠C = 120°
4. Construct a trapezium PQRS having PQ = 10 cm, QR = 4 cm, RS = 6 cm and
SP = 3 cm with PQ // SR

Answer

Show your construction to your teacher.

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15.3 Construction of rhombus
(a) When the length of two diagonals are given

Construct a rhombus ABCD having diagonals AC = 8.6 cm and BD = 6.2 cm.

Solution D C
Rough diagram
8.6 cm
Draw a rough rhombus from the
given information.

6.2 cm

A B

Steps
1. Draw a line segment AC having length 8.6 cm.
2. And then, draw perpendicular bisector PQ of line AB.
The intersecting point of PQ and P
AB is O.
3. Cut from point O with an arc 3.1 D
cm (half of BD) into both sides at
points B and D as well cut from
6.2 cm

point O with an arc 4.3 cm (half

of AC) into both sides at points A 8.6 cm
A C
and C. O
4. Join the points A and B, B and C,
C and D, and A and D respectively.
Therefore, the required rhombus
is ABCD. B

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(b) When a side length and an vertex angle are given

Construct a rhombus PQRS having side PQ = 5.3 cm and vertex angle PQR = 45°.
Solution
Rough diagram
First of all, draw a rough diagram S R
according to the given information.

Steps 45°
P Q
1. Draw a line segment PQ of length 5.3 cm
5.3 cm.
2. Draw an angle PQR =45° at point Q.
3. Cut at point R from point A
Q with an arc 5.3 cm.
R
4. Again, cut from the points
S
P and R with the same arc
5.3 cm that intersect at
point S.
5. Joining the points P and S,
and R and S with a help of
scale. P 5.3 cm Q
Therefore, the required
rhombus is PQRS.

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(c) A side length and length of a diagonal are given

Construct a rhombus EFGH having a side EF = 5.5 cm and diagonal EG = 7 cm.

Solution
Rough diagram
At first, draw a rough diagram of rhombus EFGH based on the given information.
H G

m
7c

Steps E F
5.5 cm
1. Draw a line segment EG = 7 cm.
P
2. Draw a perpendicular bisector PQ
of the line EG using compass.
H
3. Cut from point E with an arc 5.5
cm towards OP and OQ, and name
the intersecting points H and F
respectively.
7 cm
4. Joining the points E and F, F and E G
O
G, G and H, and H and E using
scale. 5.5
cm
Therefore, the required rhombus
is EFGH.
F

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(d) A side length and an angle between the side and diagonal are given

Construct a rhombus ABCD having side AB = 4.7 cm and <CAB = 60°.

Solution
Rough diagram D C
Draw a rough diagram of rhombus ABCD
based on the given information.

60°
A B
Steps 4.7 cm

1. Draw line segment AB having length 4.7 cm.

2. Draw an angle <PAB = 60° at point A.
3. Cut from the point A with P
an arc 4.7 cm at point C of
the line AP using compass. C
D
4. Again, cut with the same
arc from point A towards
up and cut from point C
towards left those intersect
at a point D.
5. Join the points B and C, C
and D, and A and D.
60°
Therefore, the required
rhombus is ABCD.
A 4.7 cm B

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 Exercise 15.3
Construct rhombus from the following conditions.
1. (a) Rhombus PQRS having diagonal PR = 9.4 cm and QS = 7.2 cm

(b) Rhombus WXYZ having diagonal WY = 6.6 cm and XZ = 4.8 cm

(c) Rhombus ABCD having diagonal AC = 5.9 cm and BD = 6.8 cm

2. (a) Rhombus EFGH having side EF = 6.3 cm and vertex ∠E = 75°

(b) Rhombus ABCD having side BC = 5.5 cm and vertex <C = 60°

(c) Rhombus IJKL having side IJ = 5.1 cm and vertex ∠I = 105° c)

(d) Rhombus WXYZ having side WX = 6.2 cm and vertex ∠Y = 45°

3. (a) Rhombus ABCD having side AB = 5.8 cm and diagonal BD = 7.3 cm

b) Rhombus PQRS having side QR = 4.3 cm and diagonal PR = 6.5 cm

c) Rhombus EFGH having side EF = 5.1 cm and diagonal EG = 8.2 cm

4. (a) Rhombus ABCD having side AB = 5.3 cm and ∠ABD = 30°

(b) Rhombus PQRS having side QR = 6.1 cm and ∠PQR = 75°

(c) Rhombus EFGH having side GH = 4.6 cm and ∠GEF = 60°

(d) Rhombus WXYZ having side WX = 5.6 cm and ∠WXZ = 45°

Answer

Show the construction to your teacher.

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 Lesson Circle
16
16.0 Review
Make a pair with your nearby friend, and discuss and identify about the different
parts of circle based on the following figure. Present the result in your class.
E

X
P X Y

Q Y A B
Q
B
Z C D

Different parts of circle

(i) Center
(ii) Radius
(iii) Circumference
(iv) Chord
(v) Diameter
(vi) Arc
(vii) Semi-circle
(viii) Sector
(ix) Segment

16.1 Theorems related to chord of a circle

The line joining two circumference points of a circle is called chord. The diameter
of any circle is also a chord. The largest chord is diameter.
Draw a circle with centre O in a tressing paper or plane paper as shown in the given
figure.
Draw a chord AB. And then, fold the circle through centre as
shown in the given figure. O
Measure whether the folding (dotted) line have cut in equal part A B
or not the AB line.

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Mathematics Grade 9
 Theorem 1

The perpendicular drawn from the centre of a circle to a chord bisects the chord.
Experimental verification:
P
R Q
P

O R O

Figure I Figure II

Construct two circles having different radius and centre as shown in the above figure.
Draw a chord PQ in each circle and also draw a perpendicular OR from the center
O in the chord using a set square.
Measure the segment PR and QR and tabulate in the following table.
Figure PR RQ glthf
I.
II.

Conclusion: Therefore, the perpendicular drawn from the centre of a circle to a

chord bisects the chord.

Theoretical proof

Given
In the given figure, O is a center of a circle and AB is a chord in which OC ⊥ AB.
To prove:
AC = BC
Construction: Join AO and BO
O

B
A C

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Mathematics Grade 9
Proof:
S. Statements S. Reasons
No. No.
1. In ∆OCA and ∆OCB 1.
(i) ∠OCA = ∠OCB (r) (i) Given OC ⊥ AB
(ii) OA = OB (h) (ii) Radius of the same circle
(iii) OC = OC (s) (iii) Common side
2. ∆OCA ≅ ∆OCB 2. By RHS theorem
3. AC = BC
Corresponding sides of congruent3.
triangle
proved
Theorem 2

The line joining the centre of a circle and the mid-point of a chord is perpendicular
to the chord.
Experimental verification
A
C B
A

C O
O

B
Figure I Figure II
Draw two different size circles having centre O. Draw a chord AB of the circle, and
mark the mid-point of chord AB with the help of ruler. And then, join the centre of
the circle O and mid-point C.
Measure the angles ∠OCA and ∠OCB using protractor and tabulate in the follow-
ing table.
Figure ∠OCA ∠OCB Results
I.
II.
Conclusion: Therefore, the line joining the centre of a circle and the mid-point of
a chord is perpendicular to the chord.

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Mathematics Grade 9
Theoretical proof
Given O
In the given figure, O is a center of a circle and CD is a chord
in which CM = MD. C D
M
To prove: OM ⊥ CD
Construction: Join OC and OD.
Proof:
S. No. Statements S. No. Reasons
1. In ∆OMC and ∆OMD 1.
(i) OC = OD (s) (i) Radius of the same circle
(ii) OM = OM (s) (ii) Common side
(iii) CM = DM (s) (iii) Given CM = DM
2. ∆OMC ≅ ∆OMD 2. By SSS theorem
3. ∠OMC = ∠OMD 3. Corresponding angles of congruent
triangle
4. ∠OMC + ∠OMD = 180° 4. The sum of adjacent angles in a
∠OMC + ∠OMC = 180° straight line
or, 2∠OMC = 180°
or, ∠OMC = 90°
5. OM ⊥ CD 5. From statement 4 ∠OMC = 90°
proved
Activity 1
Make a circle of cardboard.
Fold the cardboard circle into two halves as shown in the figure (ii).
Again, fold as shown in the figure (iii) and (iv).
M
At last, re-open the folded cardboard circle.
P
X Y
A O B

C Q D

N
(i) (ii) (iii) (iv) (v)

Now, what may be the relation of chords XY, AB, CD and MN? Observe and draw
the conclusion whether the mid-points of XY, AB and CD lie on the vertical line
MN or not.

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 Theorem 3

Equal chords of a circle are equidistant from the centre.

Activity 2 A B

Draw a circle having centre O as in the given figure.

O
Again, draw two equal chords AB and CD in this figure.
Cut and separate the circle with the help of scissor. C D

Now, fold at point that divides the chord AB and CD into

two equal parts. In this case, check and observe whether
the points of the chords are equidistant or not from the centre of the circle.

Experimental verification

Draw two different sized circles having centre O. Draw a pair of equal chords PQ
and AB to both sides of the centre if the circle. Then, draw perpendiculars to both
the chords PQ and AB from the centre of the circle.
P A P

A
C
O O
C D
D
Q

Q B B
Figure I Figure II

Now, measure the distance between centre and chords using ruler and tabulate
them as follows:
Figure OC OD Result
I.
II.

Conclusion: Therefore, the equal chords of a circle are equidistant from the centre.

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Mathematics Grade 9
 Theorem 4 (Converse of theorem 3)

Chords which are equidistant from the centre of a circle are equal.
Experimental verification

Draw two different sized circles having centre O as shown in the following figure.
Draw two chords PQ and AB to both sides which are equidistant from the centre.
Then, draw perpendiculars to both the chords PQ and AB from the centre of the
circle with the help of set square. That is, draw OC⊥ PQ and OD⊥AB using set
squares, in which OC = OD.
P A P

A
C
O O
C D
D
Q

Q B B
Figure I Figure II
Now, measure the length of chords PQ and AB using ruler and tabulate them as
follows:
Figure PQ AB Results
I.
II.

Conclusion: The chords which are equidistant from the centre of a circle are equal.

Example 1
If radius and chord of a circle are 10 cm and 16 cm respectively, then find the
distance between centre and the chord.

Solution
O
In figure, O is a centre of a circle. OM is perpendicular to chord 10
cm

AB. A 8cm B
M
Here, OA = 10 cm and AB.

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Mathematics Grade 9
 1
AM = AB = 8 cm [⸪ The perpendicular drawn from centre to the chord]
2
Now, ∆OMA, OA2 = OM2 + AM2 [⸪ Pythagoras theorem]
or, 102 = OM2 + 82
or, 100 = OM2 + 64
or, 100 – 64 = OM2
or, 36 = OM2
or, 36 = OM
or, OM = 6 cm
⸫ The distance between centre and the chord is 6 cm.
Example 2
In given figure, O is centre of a circle and AB and AC are chords. If ∠BAO =
∠CAO, then prove that AB = AC.
Solution
Given: O is centre of the given circle and AB and AC are chords. And <BAO =
<CAO.
A A
To prove: AB = AC
F E
Construction: OF⊥ AB and OE⊥AC O O
B C B C
AB = AC
Proof:
S. No. Statements S. No. Reasons
1. In ∆OFA and ∆OEA 1.
(i) OA = OA (s) (i) Common side
(ii) ∠OAF = ∠OAE (a) (ii) Given
(iii) ∠AFO = ∠AEO (a) (iii) Both 90°
2. ∆OFA ≅ ∆OEA 2. By SAA theorem
3. AF = AE 3. Corresponding sides of congruent
triangles
4. AF = BF, AE = EC 4. Having OF ⊥ AB and OE ⊥ AC
5. 2AF = 2AE 5. From statements 3 and 4
or, AB = AC
Proved

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 Example 3

A straight line cuts at four points A, B, C and D of two concentric circles having
common centre O as shown in the given figure. Then prove that AB = CD.
Given: O is a centre of concentric circles. The line AD cuts the concentric circles at
points A, B, C and D.
To prove: AB = CD
O
Construction: OM ⊥ AD
A B M C D
Proof:
S. Statements S. Reasons
No. No.
1. AM = DM 1. Perpendicular drawn from centre to
the chord.
2. BM = CM 2. From statement 1
3. AB = CD 3. Subtract statement 2 from 1
Proved
Exercise 16
1. (a) Find the length of a chord at a distance 4 cm from the centre of a circle
having radius 5 cm.
(b) Find the length of a chord at a distance 8 cm from the centre of a circle
having diameter 34 cm.
(c) Find the distance between centre and the chord of length 20 cm of a circle
having radius 26 cm.
(d) Find the distance between centre and the chord of length 48 cm of a circle
having radius 26 cm.
(e) If the distance between centre and the chord having length of 24 cm is 10
cm, then find the diameter of the circle.
(f) There are two parallel chords AB = 6 cm and CD = 12 cm in the same side
of a circle having centre O. Find the radius of the circle, if the distance
between two radius is 3 cm.
(g) There are two parallel chords PQ = 8 cm and XY = 6 cm in the opposite
side of a circle having centre O. Find the distance between PQ and XY, if
the radius of the circle is 5 cm.

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2. Draw a circle with centre O and having radius 4 cm. Again, draw a chord AB
of length 5 cm. Would you be able to draw a circle having 2 cm radius passing
the points A and B? Give reason.
3. In the given figure, X and Y are the centre of two C
circles. The line CD cut at point M and N of circle M
with centre X; and XY cut at point P, then prove P
X Y
that
N
(i) CM = DN
D
(ii) CN = DM

4. In the given figure, AB and BC are chords of a circle B C

ABC. Trace the figure in to your copy and find the
centre of the circle.

Answer

1. (a) 6 cm (b) 30 cm (c) 24 cm

(d) 10 cm (e) 52 cm (f) 3√5 cm
(g) 7 cm
2. No, we can’t, because the length of radius is half of AB.
3 - 4. Show to your teacher.

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 Lesson Classification and Presentation of Data
17
17.0 Review
The bar diagram of students of Shree Janabikash Secondary School from class 5 to
10 is given as follows. Study the bar diagram and answer the following questions:

The data of Students of

Shree Janabikash Secondary School from Grade 5 to 10

50

40
Number of Students

30

20

10

0
5 6 7 8 9 10
Grade

(a) How many total students are there from grade 5 to grade 10?
(b) In which grade has the highest number of students and how many are there?
(c) In which grade has the lowest number of students and how many are there?
(d) In which grade has the equal number of students?

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17.1 Classification of data
Activity 1
The marks obtained in mathematics by 40 students of grade 8 are given below:
73, 40, 65, 45, 53, 49, 40, 56, 45, 53,
75, 49, 63, 75, 45, 83, 73, 92, 48, 89,
65, 73, 73, 94, 75, 92, 82, 89, 45, 90,
48, 40, 82, 49, 73, 56, 63, 65, 60, 60
Complete the following frequency distribution table of from the given data.

I. A table of marks obtained in mathematics of grade 8

Marks Tally bar Frequency
Obtained
40 ||| 3
45 |||| 4
48
49
53
56
60
63
65
73
75
82
83
89
90
92
94
Total number (N) =

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II. Again, complete the following continuous frequency table having class
interval 10/10 that starts from the class 40 – 50.
Marks Obtained Tally bar Frequency
40 -50 12
50 - 60
60 - 70
70 - 80
80 - 90
90 - 100
Total number (N) =
Answer the following questions based on the above two table:
(a) Are there any changes in total number of students from the above two
table?
(b) How many ways were the above data presented through?
(c) Could we prepare the table (II) with class interval 5/5?
(d) How is the frequency 12 obtained the class interval 40 – 50?

The frequency table prepared by calculating the frequency of each data that
are given or collected is called the discrete series. The table prepared from
the given or collected data with a certain class interval and frequency of
class interval is called the continuous series.

Example 1
The marks obtained by 30 students are given as:
Ages (Year): 45, 25, 51, 35, 42, 37, 40, 35, 51, 42, 42, 42, 37, 40, 35, 37, 42, 40, 37,
35, 37, 42, 51, 25, 42, 40, 45, 37, 40, 42
Prepare a discrete distribution from the above data.

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Solution
Obtained Marks Tally bar Frequency
25 2
35 4
37 6
40 5
42 8
45 2
51 3
Total number (N) = 30

Activity 2

The ages of grade 5 to 9 students studying in Setidevi Secondary School are as

follows:
Ages (years) 10 11 12 13 14 15
No. of Students 40 30 33 48 37 42

Study the given table and answer the following questions:

(a) Which type of distribution is called the above distribution?
(b) Prepare a distribution having 10 years, 11 or less year, 12 or less year, 13 or
less year, 14 or less year, 15 or less year of the above data.
(c) What type of distribution in (b) is called?
From the above discussion
(a) The distribution is called as discrete distribution.

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(b) Ages (years) Frequency Cumulative frequency
10 40 40
11 30 40 + 30 = 70
12 33 70 + 33 = 103
13 48 103 + 48 = 151
14 37 151 + 37 = 188
15 42 188 + 42 = 230
Total number (N) = 230

(c) Cumulative frequency table

Example 2
Prepare a cumulative frequency distribution of the following table
Wages (Rs.) 50 55 60 65 70 75
No. of workers 4 8 7 6 9 6

Solution
Wages (Rs.) No. of workers Cumulative frequency
50 4 4
55 8 4 + 8 = 12
60 7 12 + 7 = 19
65 6 19 + 6 = 25
70 9 25 + 9 = 34
75 6 34 + 6 = 40
Total number (N) = 40

Activity 3
Study the following data and answer the following:
Wages (Rs.) 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60
No. of workers 6 13 22 17 7 5

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(a) Which type of distribution is called the above distribution?
(b) How many students are there who obtained less than 10 marks?
(c) How many students are there who obtained greater than 0 or more marks?
(d) How can we construct a less than cumulative frequency table?
(e) How can we construct a more than cumulative frequency table?

From the above discussion,

(a) The given data is in the form of continuous distribution.
(b) There are 6 students who obtained less than 10 marks.
(c) There are 70 students who obtained greater than 0 or more marks, i.e all
students?
(d) We can construct a less than cumulative frequency table as follows:

Obtained Marks Cumulative frequency

Less than 10 (<10) 6
Less than 20 (<20) 6 + 13 = 19
Less than 30 (<30) 19 + 22 = 41
Less than 40 (<40) 41 + 17 = 58
Less than 50 (<50) 58 + 7 = 65
Less than 60 (<60) 65 + 5 = 70
(e) We can construct a more than cumulative frequency table as follows:
Obtained Marks Cumulative frequency
More than 0 (≥0) 70
More than 10 (≥ 10) 70 - 6 = 64
More than 20 (≥ 20) 64 - 13 = 51
More than 30 (≥ 30) 51 - 22 = 29
More than 40 (≥ 40) 29 - 17 = 12
More than 50 (>50) 12 - 7 = 5

The table in which the frequencies are added one by one is called
cumulative frequency table. To prepare the cumulative frequency table, we
should arrange the frequency in increasing or decreasing order. Cumulative
frequency table of continuous data can be presented into two methods: less
than cumulative frequency table and more than cumulative frequency table.

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 Example 3

The marks obtained in mathematics by 35 students of grade 9 of full marks 60

are given as follows:
39, 50, 42, 34, 25, 35, 36, 46, 34, 32, 44, 43, 24, 43, 40, 36, 45, 34, 42, 37, 35,
43, 58, 34, 35, 33, 24, 40, 43, 52, 57, 33, 50, 38, 24
(a) Present the given marks in continuous data.
(b) Present the given data in less than cumulative frequency table.
(c) Present the given data in more than cumulative frequency table.

Solution
(a) Here, minimum marks and maximum marks are 20 and 58 respectively. Thus,
taking the interval of 10/10 we can find the first class interval as 20 – 30 in
which lower limit is 20 and upper limit is 30. Lower limit is included and
upper limit is not included in each and every class interval. e.g 30 is not
counted in class interval 20 – 30 but it is count in class 30 – 40.
Class interval frequency
20 - 30 4
30 - 40 15
40 -50 11
50 - 60 5
Total number (N) = 35

(b) Construction of less than cumulative frequency curve

Class interval Frequency
Less than 30 (<30) 4
Less than 40 (<40) 4 + 15 = 19
Less than 50 (<50) 19 + 11 = 30
Less than 60 (<60) 30 + 5 = 35

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Mathematics Grade 9
(c) Construction of less than cumulative frequency curve
Class interval Frequency
20 or more than (≥20) 35
30 or more than (≥30) 35 – 4 = 31
40 or more than (≥40) 31 – 15 = 16
50 or more than (≥50) 16 – 11 = 5

Exercise 17.1
1. The marks with full marks 10 in Science of 30 students of grade 9 are as
follows:
6, 8, 10, 6, 2, 8, 4, 6, 8, 2, 4, 6, 8, 6, 8,
6, 10, 2, 4, 6, 8, 4, 2, 4, 8, 6, 4, 6, 10, 6
(a) Convert the given discrete data into continuous data.
(b) Construct the data in cumulative frequency table.
2. Construct the given data into continuous data having the first class
interval 5 – 10.
19, 5, 14, 17, 20, 21, 35, 39, 30, 31, 6, 8, 14, 28, 27, 39,
30, 31, 32, 25, 26, 10, 11, 12, 15, 28, 30, 31, 24, 22
3. Construct the following table based on the continuous data of question
number of 2.
(a) Less than cumulative frequency table
(b) More than cumulative frequency table
4. Construct a cumulative frequency table from the following discrete data.
Wages (Rs. 100) 10 20 30 40 50
No. of workers 3 7 10 8 7
5. The following table shows that the study time given by the students in
mathematics per week
Hour 2 - 6 6 - 10 10 - 14 14 - 18 18 - 22
No. of students 100 250 325 200 150
Construct the following table into cumulative frequency table based on the given
data.
(a) Less than cumulative frequency table
(b) More than cumulative frequency table
Answer
Show the answer to your teacher

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Mathematics Grade 9
17.2 Presentation of data
17.2.1 Histogram
Activity 1
(a) Draw a bar diagram from the following data.
Grade 5 6 7 8 9 10
No. of students 37 40 35 45 40 43
(b) Answer the following questions based on the following data and histogram.
The continuous data related to the study hour in mathematics of 1025 students
are presented below.
Hour (Per week) 2-6 6 - 10 10 - 14 14 - 18 18 - 22
No. of students 100 250 325 200 150

Y Histogram
350

300

250
Number of Students

200

150

100

50

0 X
2

22
14
10

18
6

Per hour

What is the difference between the bar diagram you made in (a) and histogram in
(b)? Discuss in group and draw the conclusion.

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Mathematics Grade 9
 A diagram consisting of rectangles whose area is proportional to the frequency
of a variable and whose width is equal to the class interval is called histogram
. Graphical representation of discrete data is bar diagram and histogram is for
continuous data.

Steps of constructing histogram

(a) Draw X- and Y- axis in the graph paper.

(b) Put the class interval in X-axis and frequency in Y-axis with a suitable
measurement.
(c) Draw the joined rectangles based on the specified class interval in X-axis and
frequency in Y-axis as selected scale.

Example 1
Draw a histogram from the following data.
Time (Min.) 20 - 25 25 - 30 30 - 35 35 - 40 40 - 45 45 - 50
No. of machines 3 7 11 8 5 2

Solution

Y Histogram
12

10
No. of machines

0 X
20

30

35
25

40

45

50

Time (Min.)

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 17.2.2 Frequency polygon
Activity 2
Answer following questions based on the given data and the frequency polygon
constructed from the given data.
Marks obtained 10 - 20 20 - 30 30 - 40 40 - 50 50 - 60 60 - 70
No. of students 5 12 15 22 14 4

Frequency polygon
Y

30

25
No. of students

20

15

10

0 X
10 20 30 40 50 60 70 80
Marks obtained
(a) What is the mid-value of the first class interval?
(b) What are the mid-values of each of these class intervals?
(c) Which class interval has the highest frequency?
(d) Which class interval has the lowest frequency?
(e) How can we construct the frequency polygon from continuous data drawn as
above?

A line graph which joins the mid-point of the class interval containing in
X-axis and the corresponding frequencies containing in Y-axis is called
frequency polygon. In frequency polygon, the line is connected with the
help of scale.

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Mathematics Grade 9
Steps of constructing frequency polygon

(a) Draw X- and Y- axis in the graph paper.

(b) Put the mid-value of class interval in X-axis and corresponding frequency in
Y-axis with a suitable measurement.
(c) Now, draw the mid-value and the corresponding frequency in the graph and
join them respectively.
(d) At last, take a lowest class-interval in left side and a highest class-interval in
right side with the same scale. And then, take the mid-value of these extreme
class-intervals and join them. Then, we can get the required frequency
polygon.

Example 2
Draw the frequency polygon from the following data.
Weight (Kg) 10 - 20 20 - 30 30 - 40 40 -50 50 - 60 60 - 70
No. of students 10 15 20 22 15 10

Solution

Points (Mid-value,
Weight Mid-value Frequency corresponding
frequency)

0 - 10 0+10 0 (5, 0)
=5
2
10+20
10 - 20 = 15 10 (15, 10)
2
20 - 30 15+10 = 25 15 (25, 15)
30 - 40 25 +10 = 35 20 (35, 20)
40 - 50 35 +10 = 45 22 (45, 22)
50 - 60 45 +10 = 55 15 (55, 15)
60 - 70 55+10 = 65 10 (65, 10)
70 - 80 65+10 = 75 0 (75, 0)
N = 92

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Mathematics Grade 9
 Y Frequency polygon

25
No. of students

20

15

10

0 X
10 20 30 40 50 60 70 80
Weight

17.2.3 Cumulative frequency curve or ogive

Activity 3
The wages of labors of a company in a day is given in the following table. Study the
given cumulative frequency table and cumulative frequency curve:
Wages (Rs. In 100) 3-4 4-5 5-6 6-7 7-8
No. of labors 12 14 8 6 10

Wages (Rs. In 100) Cumulative frequency

Less than 4 (<4 ) 12
Less than 5 (<5) 12 + 14 = 26
Less than 6 (<6) 26 + 8 = 34
Less than 7 (<7) 34 + 6 = 40
Less than 8 (<8) 40 + 10 = 50

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Mathematics Grade 9
 Y Less than ogive

60

50
No. of labors

40

30

20

10 U
A
0 X
4 5 6 7 8
Wages (Rs. In 100)
Discuss the following questions based on the above figure.
(a) What is the above curve line called?
(b) Which variable is allocated in X-axis?
(c) Which variable is allocated in Y-axis?
(d) How many labors are there in the company in total?
(e) How many labors are there in the company who earn less than Rs. 500 per
day?
(f) How many labors are there in the company who earn less than Rs. 700 per
day?
(g) How can you draw the more than ogive of the above table as like the given
less than ogive?

The curve obtained by freehand drawing of the upper or lower limit of the class
interval on the X-axis and the cumulative frequency of the class interval on the
Y-axis is called the cumulative frequency curve or ogive.
The freehand drawing of the curved line by marking the points of upper limit of
the class interval on the X-axis and the cumulative frequency of the class interval
on the Y-axis is called less than cumulative frequency curve or ogive.
The freehand drawing of the curved line by marking the points of lower limit of
the class interval on the X-axis and the cumulative frequency of the class interval
on the Y-axis is called more than cumulative frequency curve or ogive.

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Mathematics Grade 9
 Steps of constructing less than cumulative frequency curve or ogive
(a) Draw X- and Y- axis in the graph paper.
(b) Mark on X-axis in a suitable scale of upper limit of each class.
(c) Label the corresponding frequency in Y-axis with a suitable measurement.
(d) Now, locate the points that intersect the upper limit value of the class and the
corresponding frequency in the graph
(e) Then, join the points respectively, you can get the less than frequency curve.

Steps of constructing more than cumulative frequency curve or ogive

(a) Draw X- and Y- axis in the graph paper.

(b) Mark on X-axis in a suitable scale of lower limit of each class.
(c) Label the corresponding frequency in Y-axis with a suitable measurement.
(d) Now, locate the points that intersect the lower limit value of the class and the
corresponding frequency in the graph
(e) Then, join the points respectively, you can get the more than frequency curve.

Example 3

Draw the less than and more than curve of the following data in separate graph.
Marks 5 - 10 10 - 15 15 - 20 20 - 25 25 - 30 30 -35 35 - 40 40 - 45
No. of Students 4 6 8 10 7 15 14 5

Solution
Now, present the data into the less than cumulative frequency of the given data.
Cumulative Points (Upper limit,
Upper limit
frequency cumulative frequency)
Less than 10 (<10 ) 4 (10, 4)
Less than 15 (<15) 4 + 6 = 10 (15, 10)
Less than 20 (< 20) 10 + 8 = 18 (20, 18)
Less than 25 (<25) 18 + 10 = 28 (25, 28)
Less than 30 (<30) 28 + 7 = 35 (30, 35)
Less than 35 (<35) 35 + 15 = 50 (35, 50)
Less than 40 (<40) 50 + 14 = 64 (40, 64)
Less than 45 (<45) 64 + 5 = 69 (45, 69)

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Mathematics Grade 9
 Now, plot the points on the graph.
Y Less than Ogive
70

60

50
No. of Students

40

30

20

10

0 X
5 10 15 20 25 30 35 40 45
Marks

Upper limit Cumulative Points (Upper limit,

frequency cumulative frequency)
More than 5 (≥5) 69 (5, 69)

More than 10 (≥10) 69 – 4 = 65 (10, 65)

More than 15 (≥15) 65 – 6 = 59 (15, 59)

More than 20 (≥20) 59 – 8 = 51 (20, 51)

More than 25 (≥25) 51 – 10 = 41 (25, 41)

More than 30 (≥30) 41 – 7 = 34 (30, 34)

More than 35 (≥35) 34 – 15 = 19 (35, 23)

More than 40 (≥40 ) 19 – 14 = 5 (40, 5)

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Mathematics Grade 9
 Now, plot the points on the graph.
Y More than Ogive
70

60

50
No. of Students

40

30

20

10

0 X
5 10 15 20 25 30 35 40 45
Marks
Exercise 17.2
1. Draw the histogram of the following data:
(a) Marks 30 – 40 40 – 50 50 – 60 60 – 70 70 – 80 80 – 90

No. of Students 4 6 8 10 8 4

(b) Age (Year) 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50

No. of patients 15 12 8 20 27

(c) Wages (Rs. In 50 – 60 60 – 70 70 – 80 80 – 90 90 – 100

100
No. of Students 20 40 30 60 7

(d) Class interval 0–5 5 – 10 10 – 15 15 – 20 20 – 25

Frequency 3 8 12 7 2

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Mathematics Grade 9
2. Draw the frequency polygon from the following data:
(a) Marks 0 – 10 10 – 20 20 – 30 30 – 40 40 – 50
No. of Students 7 3 8 10 2
(b) Cost of pen 10 – 20 20 – 30 30 – 40 40 – 50 50 – 60
No. of pen 15 20 30 25 5

(c) Incomes (Rs. In 20 – 35 35 – 50 50 – 65 65 – 80 80 – 95

100)
Frequency 10 7 6 5 2

(d) Class interval

11.5 – 19.5 19.5 – 27.5 27.5 – 35.5 35.5 – 43.5 43.5 – 51.5 51.5 – 59.5
(C.I.)
Frequency(f) 7 17 10 4 1 1

3. Draw the less than and more than ogive from the following data:
(a) Class interval 0–5 5 – 10 10 – 15 15 – 20 20 – 25 25 – 30 30 – 35
(C.I.)
Frequency (f) 7 10 20 13 17 10 14

(b) Marks 40 – 50 50 – 60 60 – 70 70 – 80 80 – 90 90 – 100

Frequency 4 6 16 20 30 24

(c) Periods 0–6 6 – 12 12 – 18 18 – 24 24 – 30 30 – 36

No. of teachers 3 10 20 10 5 2

(d) Time (Periods per week) 0–4 4–8 8 – 12 12 – 16 16 – 20

Frequency 28 35 66 40 31

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Mathematics Grade 9
 4. Present the information of the following histogram into the frequency
distribution table:
Y Histogram
16
14
12
frequency

10
8
6
4
2
0 X
30 40 50 60 70 80 90 100

Marks
5. Present the information of the given cumulative frequency curve into the
Y
frequency distribution table:

80

70
No. of Students

60

50

40

30

20

10

0 X
10 20 30 40 50 60 70 80 90
Marks

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Mathematics Grade 9
6. The monthly water consumption of 50 families in a certain locality are
given as follows:
Water consumption (In 1000 liter) 0–4 4–8 8 – 12 12 – 16 16 – 20
No. of family 28 35 66 40 31
(a) Prepare a histogram from the given information.
7. In a survey of 40 different types of foods containing the protein quantity,
the data is found:
Protein (In gm): 23, 30, 20, 27, 44, 26, 35, 20, 29, 29, 25, 15, 18, 27,
19, 22, 12, 26, 34, 15, 27, 35, 26, 43, 35, 14, 24, 12, 23, 31, 40, 35,
38, 57, 22, 42, 24, 21, 27, 33
(a) Convert the above discrete data into continuous data with class interval
10 – 15, 15 – 20, and so on.
(b) Prepare a histogram of the given data.
(c) Draw both the less than and more than ogive in the same graph of the
data.

Project work
Divide the class in suitable group and go to one of the class from grade 6 – 10,
and collect the data of number of family members the students in that class
have. Then
(a) Prepare a continuous data having 10 class interval from the given
information.
(b) Draw a histogram of the data.
(c) Sketch the frequency polygon of the data.
(d) Draw a less than cumulative frequency ogive.
(e) Draw a more than cumulative frequency ogive.

Answer

Show the answers to your teacher.

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Mathematics Grade 9
 Lesson Measures of Central Tendency
18
18.0 Review
Discuss and find the solution of the following questions based on your class 8
gradesheet.
(a) What is the mean (average) grade point of all students?
(b) What is be the median grade point?
(c) What is the grade point secured by most of the students?

18.1 Arithmetic mean

Activity 1
The secured marks in mathematics by 32 students of grade 9 with full marks 20 are
as given below:
12, 9, 14, 16, 14, 9, 12, 12, 10, 18, 14, 10, 12, 16, 18, 14, 12, 16, 16, 14, 16,
14, 14, 12, 18, 16, 16, 18, 14, 12, 14, 16

Based on the above data,

(a) How can we find the average? What is the average in another word
colled? Find the average of the data.
(b) Convert the data into discrete distribution.
(c) What are the sum and average of the discrete data?
Here,
(a) The individual obtained marks are in the form of individual data of each
student. Thus,
∑ X = 9 + 9 + 10 + 10 + 12 + 12 + 12 + 12 + 12 + 12 + 12 + 14 + 14 + 14 + 14 +
14 + 14 + 14 + 14 + 14 + 16 + 16 + 16 + 16 + 16 + 16 + 16 + 16 + 18 + 18 + 18 +
18 = 448
Total number (N) = 32
∑X
X= N

∑ X 448
X = N = 32 = 14

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Mathematics Grade 9
(b) The amended data in the form of discrete data
Marks 9 10 12 14 16 18
No. of Students 2 2 7 9 8 4

(c) Marks (X) No. of Students (f) f×X

9 2 18
10 2 20
12 7 84
14 9 126
16 8 128
18 4 72
∑ f = N = 32 ∑ fX = 448
Now,
Sum of marks (∑fX) = 448
And total number of students (∑f) = N = 32
∑ fX ∑ fX 448
⸫ X = ∑ f = N = 32 = 14

The value which is obtained from the total sum of the given data is divided by
the total number of observation is called arithmetic mean or mean or average.
If the data is denoted by X, then the arithmetic mean is denoted by X. If there
are large number of data, it should be converted into discrete data; and then
we can easily find the average of the data. The average represents the whole
data. Arithmetic mean of any data is an important tools of measures of central
tendency.

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Mathematics Grade 9
 Example 1
Find the arithmetic mean from the following data:
Marks 10 20 30 40 50 60
No. of Students 3 4 7 15 12 1

Solution
Here,
Marks (X) No. of Students (f) f×X
10 3 3 × 10 = 30
20 4 4 × 20 = 80
30 7 7 × 30 = 210
40 15 15 × 40 = 600
50 12 12 × 50 = 600
60 1 1 × 60 = 60
∑ f = N = 42 ∑ fX = 1580

Now,
∑ fX
Arithmetic mean ( X ) = N
1580
= 42

= 37.62
⸫ Therefore, the average marks is 37.62.

Example 2
If the average wages of the given data is Rs. 4100, find the value of y.
Wages (R) 2,000 3,000 4,000 5,000 6,000 7,000
No. of labor 8 12 20 y 6 4

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Mathematics Grade 9
Solution
Here,
Wage (X) No. of labor (f) f×X
2000 8 8 × 2000 = 16000
3000 12 12 × 3000 = 36000
4000 20 20 × 4000 = 80000
5000 y y × 5000 = 5000y
6000 6 6 × 6000 = 36000
7000 4 4 × 7000 = 28000
N = ∑ f = 50 + y ∑ fX = 196000 + 5000y

Now,
∑ fX
Average wage (X) = N

196000 + 5000y
or, 4100 =
50 + y

4100 196000 + 5000y

or, =
1 50 + y

or, 196000 + 5000y = 4100(50 + y)

or, 196000 + 5000y = 205000 + 4100y
or, 5000y – 4100y = 205000 – 196000
or, 900y = 9000
9000
or, y = 900
⸫ y = 10

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Mathematics Grade 9
18.2 Median
Activity 2
a) Stand the odd number students according to the height in the ascending order
and find the height of the middle student.
b) Stand the even number students according to the height in the ascending order
and find the height of the middle student.
What is the height of the just middle student called? Discuss with yor friends.

Activity 3

The age of awarded players playing in sports week of class 5 to 10 students are as
follows:
Ages (Years): 10, 8, 12, 10, 14, 8, 10, 12, 18, 12, 14, 10, 12, 14,
16, 14, 8, 12, 14, 16, 14, 12, 10, 12, 12, 14, 16, 14, 12
Now, study the data and discuss the about the following questions.
(a) In which series is the data given?
(b) Arrange the data in ascending order.
(c) After arranging the data in ascending order, find the middle value of the
data.
(d) What is called the middle value?
(e) Present the data in discrete series and convert the data into cumulative
frequency table.
(f) Find the position of median.
Here,
(a) The given data is in individual series.
(b) The data is in ascending order as:
8, 8, 8, 10, 10, 10, 10, 10, 12, 12, 12, 12, 12, 12, 12, 12, 12, 14, 14, 14, 14, 14,
14, 14, 14, 16, 16, 16, 18
(c) Here, 12 is the value which contains in the 15th position from both left and
right sides. The middle value i. e. 50% of 29 data is 12. We can also find the
middle value using the following formula:

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Mathematics Grade 9
  N 1 
Median =   item
 2 
 29  1 
= 
 2 
30 
= 
 
 2 

= 15th item

8, 8, 8, 10, 10, 10, 10, 10, 12, 12, 12, 12, 12, 12, 12, 12, 12, 14, 14, 14, 14, 14,
14, 14, 14, 16, 16, 16, 18
⸫ Therefore, median (Md ) = 12
(e) The data can be prepared in discrete series due to their repeated frequency as
follows:
Age (Years) 8 10 12 14 16 18
No. of Students 3 5 9 8 3 1
Now, construct the cumulative frequency table as follows
Age (Years) Frequency (f) Cumulative Frequency (cf)
8 3 3
10 5 3+5=8
12 9 8 + 9 = 17
14 8 17 + 8 = 25
16 3 25 + 3 = 28
18 1 28 + 1 = 29
Total (N) = 29

 N 1 
(f) Median =  
th
item
 2 
 29  1  th
=  item
 2 

=  30  th item
 2 
= 15th item

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Mathematics Grade 9
According to the table 12 is 15th position value of the data. Thus, median (Md) = 12
Further, we can justify more from the following figure:
50% 50%

A Md B

100%
From the figure, the total distribution is represented by a line AB. The median Md
divides the line into two equal parts in left and right i. e, median divides the whole
data into lower 50% and upper 50%.
The value which divides the whole distribution into two equal parts is called
median. Median is denoted by Md. Median divides the distribution into 50/50
percent. Thus, we should divide the total number of observation by 2.
To find the median of discrete distribution, firstly we should rearrange the data
in ascending or descending order. In the discrete distribution, the position of
the median contains in the corresponding cumulative frequency in which we
operate the cumulative frequency.
The following formula is used to calculate the median:
 N 1 
Total number = N, Median =  
th
item
 2 

Example 3

Find the median from the following data:

Rainfall (mm) 40 43 54 55 60 62
Places 3 6 9 5 4 2

Solution
First of all, we should confirm that the data is in certain order or not. If not, data
should be converted into ascending or descending order. Here, the data is in
ascending order. So, we need not rearrange them.

Rainfall (mm) Places (f) Cumulative Frequency (cf)

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Mathematics Grade 9
 40 3 3
43 6 9
54 9 18
55 5 23
60 4 27
62 2 29
Total (N) = ∑ f = 29
Here, N = 29
We know that,
 N 1 
Median =  
th
item
 2 
 29  1  th
=  item
 2 
=  30  th item
 2 
= 15th item
From cf column,
⸫ Median (Md) = 54 mm

Example 4
Find the median from the following data:
Marks (X) 10 15 20 25 30
Frequency (f) 4 6 8 3 5
Solution
Now, present the given data into cumulative frequency table as follows:
Marks (X) Frequency (f) Cumulative Frequency (cf)
10 4 4
15 6 10
20 8 18
25 3 21
30 5 26
Total (N) = 26

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Mathematics Grade 9
Here, N = 26
We know that,
N+1
=
2
26 + 1 th
= item
2
27
= 2 th item

= 13.5th item
13th item + 14 th item
=
2
20 + 20
=
2
40
=
2
Thus, median (Md) = 20 ⸪ from cf table, 13th and 14th item are
20 and 20

Example 5

Find the median from the following data:

Marks (X) 10 12 14 16 18 20
Frequency (f) 3 4 2 3 5 7

Solution
Now, present the given data into cumulative frequency table as follows:
Marks (X) Frequency (f) Cumulative Frequency (cf)
10 3 3
12 4 7
14 2 9
16 3 12
18 5 17
20 7 24
Total (N) = 24

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Mathematics Grade 9
Here, N = 24
We know that,
N + 1 th
Median = item
2
24 + 1 th
= item
2
25
= 2 th item
= 12.5 th item
12th item +13th item
=
2
16 + 18
=
2
34
=
2
= 17
Thus, median (Md) = 17.

18.3 Mode
Activity 4

Time (Hours): 13, 13, 15, 8, 17, 8, 10, 15, 8, 13, 17, 13, 10, 13, 12, 10, 12,
18, 15, 8, 17
(a) Rewrite the given data in discrete series.
(b) Find which one variable is the most repeated.
(c) What is the mode of the given data?

Here, (a)
Time (Hours) 8 10 12 13 15 17 18
Frequency (f) 4 3 2 5 3 3 1

(b) Here, the most repeated value is 13.

(c) Thus, mood (Mo) = 13

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Mathematics Grade 9
 The most repeated value or having highest frequency of the given data is
called mode.
Mode is denoted by Mo.
Therefore, mode (Mo) = Having highest frequency value

Example 6

Find the mode from the given data.

Marks 10 20 30 40 50 60 70
No. of Students 12 32 50 85 45 30 5

Solution
Here, the most number of students (85) secured the marks 40. That is, the marks 40
has the highest frequency 85.
Thus, mode (Mo) = 40

Exercise 18.1
1. Find the arithmetic mean of the following data:
(a) Marks 10 20 30 40 50
Frequency 2 5 12 7 1

(b) Age (Years) 15 25 35 45 55

No. of patients 40 30 50 20 10

(c) X 40 50 55 62 75 80
f 4 6 10 8 5 2

(d) Quantity of milk (ml) 500 700 1000 1500 2000

Number of family 8 5 9 5 3

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Mathematics Grade 9
2. Find the arithmetic mean of the following data:
(a) Marks 10 20 30 40 50 60
Frequency 5 9 15 12 6 3

(b) Weight (kg) 300 350 400 450 500 550 600
No. of people 6 12 18 14 7 4 1

(c) Wages (Rs.) 20 25 30 35 40

No. of workers 5 7 10 5 3

(d) Dividents (Rs.) 300 400 500 600 700

No. of workers 10 14 20 12 4

3. Find the median of the data from the question number 1.

4. Find the arithmetic mean of the data from the question number 2.

5. Find the value in each of the following:

(a) Find the value of k, if the mean X = 38

X 30 25 35 45 55
f 2 6 k 10 3

(b) Find the value of m, if the mean X of the data is 175.

Marks 155 165 175 185 195
Frequency 3 m 5 4 2

(c) Find the value of r, if the mean of the data is 24.55 kg.
Weight (Kg) 20 22 25 26 r 34
No. of persons 4 4 5 4 2 1

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Mathematics Grade 9
6. Find the mode of the following data:
(a) X 10 15 20 25 30
f 2 4 6 4 2

(b) Wages (Rs.) 120 150 175 200 225 300

No. of workers 10 12 17 13 4 3

(c) Marks 15 25 45 55 65 70
Frequency 7 8 12 10 3 1

(d) Weight (Kg) 10 20 30 40 50

No. of persons 5 9 15 12 6

7. The heights of 40 garden trees are as follows. Convert the raw data
into discrete data and find the arithmetic mean and median.
Height (cm): 20, 25, 20, 10, 30, 35, 30, 25, 20, 40,

40, 35, 30, 30, 25, 20, 25, 30, 35, 30,
20, 25, 30, 25, 35, 25, 40, 25, 40, 30
25, 35, 30, 35, 35, 25, 30, 35, 30, 30

Answer
1. (a) 30 (b) 30.33 (c) 58.31 (d) 1000 ml
2. (a) 30 (b) Rs. 400 (c) 30 kg (d) Rs. 500
3. (a) 30 (b) 35 (c) 55 (d) 1000 ml
4. (a) 32.8 (b) Rs. 416.13 (c) 29 (d) 476.67
5.(a) k = 9 (b) m = 2 (c) r = 30
6. (a) 20 (b)?= 175 (c) 45 (d) 30 kg
7. 27.5 cm and 30 cm, Mean = 29 cm, Madian = 30 cm

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18.4 Quartiles
Activity 1
Study the given figures and answer these questions.

A B

(a) In how many points should the line AB be cut to divide it into 4 equal
parts?
(b) If the line AB is 100%, then how much what percentage do the line
segments AP, PQ, QR and RB represent?

A P Q R B

(c) What percentage is the line segments from A to P, from A to Q and from
A to R?
(d) What is the point P that represents 25%, Q that represents 50% and R that
represents 75% of the line segment AB called?

By discussion,
25% 25% 25% 25%

A P Q R B

100%

(a) To divide the line AB into 4 equal parts, we should break in 3 points. The
three points are P, Q and R respectively.
(b) If AB is 100%, then
AP = 25%, PQ = 25%, QR = 25%, RB = 25%
(c) Out of 100% of AB, the maximum 25% represents the point P, the maximum
50% represents the point Q and the maximum 75% represents the point R.
(d) Thus in line AB, the maximum 25% represents the point P, the maximum
50% represents the point Q and the maximum 75% represents the point R.
This concept is clearly shown in the following figure:

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 75%

50%
25%

A P Q R B
First quartile Mean Third quartile
(Q1) (Md) (Q3)
Activity 2

Study the given data and find the solution of the following questions:
40, 48, 37, 35, 46, 45, 47
(a) Arrange the given data in ascending order.
(b) Which value is contained in 25% and 75%?
(c) If we convert 25% and 75%, what may be the fraction?
(d) Add 1 to the total number of items and then write the fraction of 25% and
75%; and multiply by it. Then you can find the position of Q1 and Q3.
Write the value of Q1 and Q3.
By discussion
(a) The least value of the data is 35, so arrange the data in ascending order from
the 35.
35, 37, 40, 45, 46, 47, 48 x'G5 .

(b) 35, 37 , 40, 45 , 46, 37 48

Q1 Md Q3
25 1 × 25 1
(c) 25% = = = = 1 part out of 4 parts and
100 4 × 25 4

75 3 × 25 3
75% = = = = 3 parts out of 4 parts
100 4 × 25 4
(d) There are 7 items in the given data.
1 1 1 th
Q1 lies in the position = (N + 1)th item = (7 + 1)th item = 8 item = 2nd item
4 4 4
Q1 = 2nd item = 37
3 3 3 th
Q3 lies in the position = (N + 1)th item = 4 (7 + 1)th
item = 4 8 item = 6 item
th
4
Q3 = 6th item = 47

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Mathematics Grade 9
 ⸫ Q1 = 37
Q3 = 47

Activity 3

Study the given data and answer the following questions:

Weight (Kg) 20 22 24 27 28 30 31
Frequency 6 8 9 7 5 5 3
Rearrange the data in ascending order if necessary.
(a) Represent the data in cumulative frequency.
(b) Find the position that lie the first and third quartiles.
(c) Find the first and third quartiles from the cumulative frequency data.

From discussion,
(a) Construction of cumulative frequency table:
Weight (Kg) Frequency (f) Cumulative frequency (cf)
20 6 6
22 8 14
24 9 23
27 7 30
28 5 35
30 5 40
31 3 43
Total number (N) = 43
(b) From the cumulative frequency table:
1
Q1 lies in the position = 4 (N + 1)th item

= 1 × (43 + 1)th item

4

= 11th item

⸫ Q1 = 11nd item = 22

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 3
Q3 lies in the position = (N + 1)th item
4

3
= (43 + 1)th item
4
= 33rd item
⸫ Q3 = 33rd item = 28
Thus, Q1 = 22
Q3 = 28

The three values which divide the whole data into four equal parts is called
quartiles. The first quartile, second quartile and third quartile are denoted by
Q1, Q2 and Q3 respectively. The points Q1 and Q3 divide the whole data into
25% and 75% respectively.
Here, Q2 divides the whole data into 50%, so it is called the median.

Example 1

Find Q1 and Q3 from the following data.

57, 59, 52, 54, 51, 53, 55
Solution
Rearrange the data in ascending order as:
51, 52, 53, 54, 55, 57, 59
Here, total number of items (N) = 7
1 1 1 th
Q1 lies in the position = (N + 1)th item = (7 + 1)th item = 8 item = 2nd
4 4 4
item
Q1 lies in the position = 2nd position = 52
3 3 3
Q3 lies in the position = (N + 1)th item = 4 (7 + 1)th item = 4 8th item = 6th item
4
Q3 lies in the position = 6th item = 57

⸫ Q1 = 52
Q3 = 57

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 Example 2

Find first quartile Q1 and third quartile Q3 from the following data.

Marks 10 20 30 40 50 60 70
No. of Students 12 32 50 85 45 30 5

Solution
Now, construct the cumulative frequency table of the given data.
Marks Frequency (f) Cumulative frequency (cf)
10 6 6
20 4 10
30 2 12
40 1 13
50 5 18
60 8 26
70 9 35
Total number (N) = 35
There are 35 items in the given data, i. e. N = 35
1 1 1
Q1 lies in the position = (N + 1)th item = (35 + 1)th item = 36th item = 9th item
4 4 4
Q1 lies in the position = Value of 9th term = 20
3 3 3
Q3 lies in the position = (N + 1)th item = 4 (35 + 1)th item = 4 36th item = 27th
4
item

⸫ Q3 = 27th item = 70
Thus, Q1 = 20
Q3 = 70

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 Example 3

Find the first quartile Q1 and third quartile Q3 from the following data.

Marks 12 13 14 15 16 17 18
No. of Students 6 8 9 3 3 5 4

Solution
Now, construct the cumulative frequency table of the given data.
Marks Number of students (f) Cumulative frequency (cf)
12 6 6
13 8 14
14 9 23
15 3 26
16 3 29
17 5 34
18 4 38
Total number (N) = 38

There are 38 items in the given data, i. e. N = 38

1 1 1
Q1 lies in the position = (N + 1)th item = (38 + 1)th item = 39th item = 9.75th
4 4 4
item

Q1 = lies in the position + 0.75 (10th item – 9th item)

= 13 + 0.75 (13 – 13)

= 13
3 3 3
Q3 lies in the position = (38+ 1)th item = 4 (38 + 1)th item = 4 39th item = 29.25
4
th
item

Q3 = 29th item + 0.25 (30 th item – 29th item

= 16 + 0.25 (17 – 16)

= 16 + 0.25

= 16.25

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 Exercise 18.2
1. Find the first quartile and third quartile from the following data:
(a) 20, 40, 30, 15, 60, 90, 80
(b) Rs. 400, Rs. 600, Rs. 350, Rs. 200, Rs. 550, Rs. 700, Rs. 320, Rs. 625,
Rs. 370, Rs. 650, Rs. 275
(c) 20, 15, 5, 10, 25
(d) 15 kg, 9 kg, 12 kg, 24 kg, 18 kg, 21 kg
(e) 18 oC, 28 oC, 26 oC, 16oC, 21oC, 29 oC, 25 oC, 12 oC, 23 oC
2. Find the first quartile (Q1) and third quartile (Q3) from the following
data:
(a) Marks 5 10 15 20 25 30
No. of Students 3 5 8 7 4 3

(b) Wages 300 250 350 450 550

Number of labors 2 6 9 10 1

(c) Weight (Kg) 105 115 125 135 145 155

Frequency 8 10 7 12 7 6

(d) X 16 12 20 14 18
f 7 3 6 8 4
3. The mathematics marks with full marks 30 of 19 students studying in 9
class are as follows:
15, 10, 25, 10, 20, 15, 20, 25, 15, 20, 10, 20, 25, 15, 30, 20, 20, 30,
25
Convert the given data into discrete data and find the first quartile and third
quartile
4. In the survey of class 10 students, the weight (Kg) of 45 students are as
follows:
25, 40, 35, 35, 29, 40, 38, 25, 29, 27, 29, 27, 35, 40, 35, 29, 35, 38,
27, 29, 29, 40, 35, 35, 38, 29, 40, 27, 29, 35, 38, 27, 27, 29, 29, 25,
40, 27, 38, 25, 35, 25, 35, 29, 29
Find the lower and upper quartile of the given data.

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5. Find the first quartile and third quartile from the following data:
(a) 47, 49, 52, 54, 51, 53, 55
(b) 7, 9, 6, 5, 7, 6, 4, 10, 9
(c) 5, 10, 15, 20, 25
(d) 64, 60, 70, 72, 68, 80, 85, 56
6. Find the first quartile (Q1) and third quartile (Q3) from the following
data:
(a) Marks 60 70 80 85 90 95 98
No. of Students 5 7 12 15 18 3 2

(b) Weekly income (Rs.) 300 400 500 600 700 800 900
Number of labors 40 20 15 17 25 10 5
(c) Height (cm) 120 121 122 123 124 125 126
Number of students 5 10 12 17 16 3 4

(d) Average temperature (oC) 20 22 25 26 27 29

Day 4 6 8 5 3 4

Project work
Divide the students in a suitable group and collect the marks of own class and
preceding class. Then find the mean, median, mode, first quartile and third
quartile of the collected data subject wise.

Answer
1. (a) Q1 = 20, Q3 = 80 (b) Q1 = 320, Q3 = 625
(c) Q1 = 7.5, Q3 = 22.5 (d) Q1 = 11.25, Q3 = 21.75
(e) Q1 = 17, Q3 = 27
2. (a) Q1 = 10, Q3 = 25 (b) Q1 = 300, Q3 = 450
(c) Q1 = 115, Q3 = 137.5 (d) Q1 = 14, Q3 = 18
3. Q1 = 15, Q3 = 25
4. Q1 = 27, Q3 = 38
5. (a) Q1 = 49, Q3 = 54 (b) Q1 = 5.25, Q3 = 8.5
(c) Q1 = 7.5, Q3 = 22.5 (d) Q1 = 61, Q3 = 78
6. (a) Q1 = 80, Q3 = 90 (b) Q1 = 300, Q3 = 700
(c) Q1 = 122, Q3 = 124 (d) Q1 = 22, Q3 = 26

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 Lesson Probability
19
19.0 Review
Study the following statements:
(a) Today is cloudy, perhaps it rains.
(b) I am in confusion of passing the exam.
(c) The political situation may drastically change.
(d) There is a equal chance of winning the election by two candidates.
(e) What is the probability of winning the football 2022 by the Spain?
There are some words in the above statements like: perhaps, confusion, chance,
probability that indicate uncertainty. That is, the result may happen or not. We can
predict the result based on the past experiences and events. From the ancient period,
people have been predicting such type of daily life events.

19.1 Probability
Estimation is the unpredictable fortune and probability. Thus, the measurement of
uncertainty is called the probability. From the above statements: today is cloudy
means it may rain. In this situation, it is better to take an umbrella. Here, raining is
only the estimation i.e, there is no certainty of raining. Thus, the cloudy day is only
the sign of raining.

Some technical terms of probability

Activity 1
What may occur in tossing a coin and
throwing a dice?
In tossing a coin, either a head (H) or tail (T) can occur.
The total number of possible occurrence in the case of tossing a coin can be given
in the form of set is as: S = {H, T}.
Similarly in throwing a dice, the possible occurrence is: 1, 2, 3, 4, 5 or 6. That is, it
can be written in the form of set as: S = {1, 2, 3, 4, 5, 6}.
Study the following technical terms based on the above examples.

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Mathematics Grade 9
(a) Experiment
The result or outcomes that cannot be predicted is called the experiment. In
above example, we cannot predict the turning of H or T. Thus, the tossing a
coin is an experiment.
(b) Random experiment
An experiment whose outcomes cannot be predicted with certainty is called
random experiment. For example: we cannot say who can win the prize from
a lottery. That is, nobody can predict the result of the lottery. Thus, drawing a
lottery is a random experiment. Similarly from the above example: tossing a
coin, rolling a die, etc are the example of random experiment.
(c) Outcomes
The results of random experiment are called outcomes or events. For example:
in tossing a coin, any one out of H or T will turn. Then, it is a outcome of the
experiment.
(d) Equally likely outcomes
An experiment in which the chance of occurring any one of the event is equal
to the chance of occurring the other event is called equally likely events.

In the above first figure, there is an equal chance of indicating the needle to
the four color on rotating the spinner because all four color covers the equal
area. Thus, the result of indicating the four color: red, green, yellow and blue
are the cases of equally likely outcomes.
Again in second figure, if we rotate the spinne, there is no equal chance of
indicating the four colors because all four colors do not cover the equal area.
There is not equal chance of indicating the four colors: red, green, yellow and
blue and thus the second figure does not show the equally likely outcomes.
(e) Sample space
The set of all possible outcomes of a random experiment is called as sample
space. Generally, it is denoted by S.
The sample space in the case of tossing a coin (S) = {H, T} and n(S) = 2.
The sample space in the case of rolling a dice (S) = {1, 2, 3, 4, 5, 6} and n(S)
=6

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(f) Event
The set of outcomes of any experiment is called an event. It is denoted by E.
In the case of tossing a coin, the result may be S = {H, T} then the possible
cases: not turning both, turning head, turning tail, etc. are the events. Thus,
{ }, {H}, {T}, {H, T} are all the events in tossing a coin.
(g) Mutually exclusive events
In tossing a coin, record the turning face. In the first tossing, the turn face may
be a T. Could we see the face H in this case? If we toss the coin again, then we
found the face H. Could we see the face T in this case?
In this way, the experiment in which any one of the event can occur but
another event cannot occur simultaneously, then such types of event is called
mutually exclusive event. For example: in tossing a coin, out of H or T, only
one can occur, but not both the H and T can occur simultaneously. Thus,
turning H and T are the mutually exclusive events in the case of tossing coin.
Now, discuss in your class whether the turning faces from 1 to 6 are mutually
exclusive events or not in the case of rolling a dice.
(h) Number of favourable outcomes
The outcomes of random experiment, which entails the happening of an event,
are known as the number of favorable outcomes.
(i) Elementary event
The set of all possible outcomes in an experiment is called elementary event.
For example: if we roll a dice, then the elementary events are: {1, 2, 3, 4, 5,
6}.

Activity 2

In tossing a coin,
What is the probability of getting a head (H)?
What is the probability of getting a tail (T)?
What are the total possible outcomes in tossing a coin?
Here, in tossing a coin the total possible outcomes in tossing a coin are: S = {H, T}
Thus, total number of sample space: n(S) = 2
Occurring the event of head: (E) = {H}
Thus, number of favorable outcomes: n(E) = 1

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Mathematics Grade 9
 The probability of
n(E)
The probability of any event: P(E) = n(S) = Total number of sample space
1
Thus, the probability of getting head =
2

Example 1
What is the probability of getting even numbers in throwing a dice?

Solution
In throwing a dice,
The sample space (S) = {1, 2, 3, 4, 5, 6}
Thus, the total number of sample space: n(S) = 6
Favorable cases (E) = Even numbers = {2, 4, 6}
Thus, the number of favorable cases n(E) = 3
Probability of occurring the even number P(E) =?
n(E) 3 1
Now P(E) = n(S) = = = 0.5
6 2

Example 2
The result of 80 students in a exam is given below:
Grade A+ A B+ B
Number of Students 12 20 18 30

Find the probability of the following if a student is selected randomly.

(a) Securing A grade
(b) Securing B grade
Solution
Here, total number of students: n(S) = 80
Number of students securing A grade: n(A) = 12
Number of students securing B grade: n(B) = 30

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Mathematics Grade 9
(a) Probability of securing A grade: p(A) =?
n(A) 12 3
Now, p(A) = n(S) = =
80 20
3
Thus, the probability of securing A grade = 20

(b) Probability of securing B grade: p(B) =?

n(B) 30 3 × 10 3
Now, p(B) = n(S) = = =
80 8 × 10 8
3
Thus, the probability of securing B grade: P(B) = 8

Example 3
What is the probability of not selecting a square number in selecting number cards
labeled from 1 to 10?

Solution
In selecting a number cards,
The sample space (S) = {1, 2, 3, 4, 5, 6, 7, 8, 9, 10}
Thus, the total number of sample space: n(S) = 10
Favorable cases (E) = Square numbers = {1, 4, 9}
Thus, the number of favorable cases: n(E) = 3
Probability of occurring the square number: P(E) =?

n(E) 3
Now, P(E) = n(S) = 10
Then, the probability of not occurring square number: P(E) = 1 – P(E)
3 7
= 1 – 10 = 10

7
Thus, the probability of not occurring square number: = 10

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Alternate method
Number of sample space n(s) = 10
Non squared number n( E ) = {2, 3, 5, 6, 7, 8, 10} = 7
The number of non squared number n( E ) = 7
The probability of non squared number P( E ) =?
n( )
Now, P( E ) = E
n(S)
7
Therefore, the probability of non-squared number is P( E ) =
10

Exercise 19.1
1. Find the sample space of the following experiment:
(a) Roll a dice in one time
(b) Tossing a coin in two times
(c) Selecting a day from in a week
(d) Indicating a color in spinning a spinner
2. Write down the events/favorable cases from the following condition:
(a) Getting even numbers in rolling a dice in one time
(b) Getting two head in tossing a coins in two times
(c) Turning odd day in selecting a day from a week numbered from 1 to 7.
(d) Turning a head and a tail in tossing two coins in one times
3. Find the probability of getting prime number in rolling a dice.

4. Find the probability of one head and one tail in one time tossing two coins.
5. Find the probability of the following based on the given table.
Number of children 0 1 2 3
Total number of family 9 15 36 30

(a) Probability of getting 0 children family

(b) Probability of getting 2 children family
(c) Probability of getting at least 2 children family

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6. Divide the class into four groups. Take a pack of well-shuffled deck of
52 cards by each group. Fill the number of Red, Black, Heart, Diamond,
Spade, Club, Face cards, Jack, Queen, King, Ace cards in the following
table.

(a) ♣ ♦ ♥ ♠ (b) A J Q K

Red Black Face card

(c)

(d) Find the probability of the following based on the above table:
(i) Spade (ii) Ace (A) (iii) Red card
(iv) Black king (v) Jack and Queen (vi) Not the king

Answer
1. (a) {1, 2, 3, 4, 5, 6} (b) {HH, HT, TH, TT}
(c) {Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday}
(d) {Red, Green, Blue, Yello}
2. (a) {2, 4, 6} (b) {HH} (c) {1, 3, 5, 7} (d) {HT, TH}
1 1 1 2 11
3. 4. 5. (a) (b) (c) 15
2 2 10 5
6. Show the answers to the teacher

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19.2 Probability scale
Activity 1

Write the sample space in the case of tossing a coin. Similarly, write the possible
outcomes in tossing a coin.
S = {H, T},{H}, {T}
Find the probability of each of the above cases.
P(A) = ……, P(B) = …..,

1 1
2 2

Add all the probability after finding the probability.

P(H) = ……………… or, P(T) = ………………
P(H) + P(T) = ……………….
Similarly, what is the probability of not occurring H and T?
Showing the above probability in number line as:

1
0 1
2
Probability of not Probability of getting Probability of
getting both H and T any one of H and T getting H or T

We can conclude as following based on the above number line

1
Probability of getting H or T: P(H) = P(T) =
2
1 1 2
Probability of getting in tossing a coin H or T: P(H or T) = + = = 1
2 2 2
P(S) = 1 where S = {H, T}

The least value of probability is 0, it means that the probability of occurring

the event is completely impossible. And the highest value of probability is 1
that means the probability of occurring the event is certain. In this way, the
probability of getting any event E lies between 0 and 1, i. e., 0 ≤ P(E) ≤ 1. It is
called a probability scale.

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 Activity 2

Put a red, two green and three white same size tennis ball in a box. Draw a ball
randomly by a student. Then, write down the possible probability in the blackboard.
Let us assume that: Red = R, Green = G and White = W.
(a) Find the separate probability of getting these three different color.

P(R) = ……., P(G) = ……., P(W) = ………

(b) Adding all the probability.

P(R) + P(G) + P(W) = ……………………= ………..

Example 1
Find the probability of indicating the blue color and
not indicating the blue color in the case of turning a
spinner having three different color: blue, yellow and
red.

Solution
Here, there are three different colors: blue, yellow and red
in a spinner.
⸫ Total number of sample space cases: n(S) = 3
Number of blue color part = Number of favorable cases n(E) = 1
n(A) 1
⸫ The probability of indicating the blue color part: (E) = n(S) = 3

Again, the probability of not indicating the blue color part: P(E ) = 1 – P(E)

=1– 1
3

= 3–1
3

= 2
3

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Mathematics Grade 9
 Example 2
What is the probability of drawing a king from a well shuffled deck of 52
cards?

Solution
Here in the case of drawing a card from a well shuffled deck of 52 cards,
Total number of sample space cases: n(S) = 52
The number of favorable cases = Number of king: n(K) = 4
Now, the probability of king P(K) =?
n(K) 4
The probability of indicating the blue color part: P(K) = n(S) = 2
5

1
⸫ P(K) =
13

Example 3
What is the probability of not getting 5 in throwing a dice?

Solution
Here in the case of throwing a dice (S) = {1, 2, 3, 4, 5, 6}

Total number of sample space cases: n(S) = 6

The number of favorable cases = Number of 5: n(5) = 1
Now, the probability of king P(5) =?
n(E)
⸫ The probability of getting 5: P(E) = n(S)
1
=
6
Again, the probability of not getting 5: P(E ) = 1 – P(E)
1
=1–
6
6–1
=
6
5
=
6
5
⸫ The probability of not getting 5 in throwing a dice =
6

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 Example 4
There are 2 red, 3 black and 4 green marbles in a bag. If 1 marble is drawn
randomly, then find the probability of the following:
(i) getting red marble
(ii) getting green marble
(iii) not getting red marble

Solution
There are 2 red, 3 black and 4 green marbles in a bag.
Total number of sample space cases: n(S) = 2 + 3 + 4 = 9
(i) The number of red balls: n(R) = 2 n(R) 2
⸫ The probability of getting red ball: P(R) = n(S) =
9
(ii) The number of green balls: n(G) = 4 n(G) 4
⸫ The probability of getting green ball: P(R) = n(S) =
9
(iii) The number of black balls: n(B) = 3 n(B) 3 1
Now, the probability of getting black ball: P(B) = n(S) = =
9 3
1 3–1 2
⸫ The probability of not getting black ball: P(B) = 1 – = =
3 3 3

Exercise 19.2
1. Show the result in a probability scale (0 – 1) in the case of tossing a coin.
2. There are 2 blue, 3 black and 5 red marbles in a bag. If one marble is
drawn randomly, then find the probability of the following:
(a) getting black marble
(b) not getting black marble
(c) Show the result in a probability scale (0 – 1) in the case of (a) and (b).
3. What is the probability of getting public holiday in Sunday throughout of the
year? Similarly, find the probability of not getting public holiday in Sunday.
4. In the case of drawing a card from a well shuffled deck of 52 cards,
(a) What is the probability of getting red card?
(b) What is the probability of getting red or black card?
(c) Show the result in a probability scale (0 – 1) of the above two probability.

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5. Find the probability of indicating the following colours in the case of
turning the spinner, and show the result in a probability scale (0 – 1).
(a) indicating the white color
(b) indicating the yellow color
(c) indicating the yellow or red color
(d) indicating the yellow or red or green color
(e) indicating the yellow or red or green or blue color
(f) show the result in a probability scale (0 – 1) of all the above

6. Show the result in a probability scale (0 – 1) in the case of throwing a dice

having 6 faces.
7. If a number card numbered from 2 to 25 is drawn randomly, then
(a) What is the probability of getting a number card, which is exactly
divisible by 3?
(b) What is the probability of getting even number cards?
Answer
3 7
1. Show the answer to your teacher. 2. (a) 10 (b) 10
52 313
(c) Show the answer to your teacher. 3. 365 ,
365
1
4. (a) 2 (b) 1 (c) Show the answer to your teacher.

1 1 3
5. (a) 0 (b) 4 (c) 2 (d) 4 (e) 1

1 1
6. Show the answer to your teacher. 7. (a) 3 (b) 2

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19.3 Empirical probability

Activity 1

(a) If a dice is thrown 10 times, 15 times, 20 times respectively, observe the

fraction of turning 1, 2, 3, 4, 5 and 6 to the total number of throwing the ball.

We know that, if a coin is tossed, then the probability of turning head is 1 .

2
That is, P(H) = 1 and P(H) = P(T) = 1 – 1 = 1 Based on this theory, if we turn
2 2 2 1 1
a coin 10 or 20, then the probability of head is 10 × 2 = 5 or, 20 × 2 = 10 . But
in practice, the result of the experiment may differ. In this way, the probability
obtained from a practice or experiment is called empirical probability. Similarly,
the process of obtaining the probability through practical base is called empirical
probability. The following formula is used for finding the empirical probability.
Number of outcomes through experimen
Empirical Probability = Total number of experiment

Example 1
The following result is obtained in throwing a coin 50 times:
Experiment (E) Head (H) Tail (T)
Frequency (f) 23 27
What is the empirical probability of getting head?
Solution
23 27
Here, the empirical probability of head: P(H) = and P(T) =
50 50

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 Example 2
If 2000 bricks were unloaded from a mini truck, the probability of breaking
the bricks is 0.1, and then what is the number of unbroken bricks?

Solution:
Here, the number of bricks: N(S) = 2000
Probability of breaking the bricks: P(E) = 0.1
Probability of unbroken bricks: p( E ) = 1 – 0.1 = 0.9
⸫ The number of unbroken bricks: = n(S) × p( E )
= 2,000 × 0.9
= 1,800
Exercise 19.3
1. There are 50 students in a class out of which 28 are girls. If a student is
selected randomly, then what is the probability of girl student to be selected
in essay competition?
2. Among 35 students of class 9, 25 students can fluently speak and write English
language. If a student is selected randomly, then what is the probability of
selecting a student who can fluently speak and write English language in a
quiz competition?
3. Toss three coins simultaneously, and then answer the following questions
based on the result.
(a) What is the probability of turning all heads?
(b) What is the probability of turning a head and two tails?
(c) What is the probability of turning two heads and a tail?
(d) What is the probability of turning all tails?
4. Write the sample space in rolling a dice and find the following probability:
a) turning 5 face
b) turning even number face
c) turning odd number face

5. The following tables shows the result of throwing a dice 60 times:

Event (E) 1 2 3 4 5 6
Frequency (f) 8 9 13 15 11 4

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Find the following empirical probability:
(a) turning 4
(b) turning more than 5
(c) turning less than 3
(d) turning the sum of 7

6. 58 baby girls out of 100 children were bornt in a hospital. Then, find the
empirical probability of borning baby boy.

Project work
Work in paris and do the following task:
(a) Put number balls numbered from 1 to 9 in a pot like as a
given figure.
(b) Draw a ball one by one respectively and replace it; and
shake well
(c) Repeat the above task in 100 times.
(d) Complete the following table using tally bar from the above result.
Number ... ... ... ... ... ... ... ... ...
Tally bar
Frequency
(e) Find the probability of turning 1 to 9 and present the result in your class.

Answer

1. 14 2. 5 3 - 4. Show the answers to your teacher

25 7
1 17
5. (a) 1 (b) 15 (c) 60 (d) 21
4 50

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 Mixed Exercise

1. Construct a continuous data having 10/10 class interval of the

following raw data:
50, 20, 65, 52, 41, 42, 70, 27, 59, 50, 39, 43, 33, 63, 60, 47, 44, 64,
32, 51, 57, 18, 55, 38, 54, 22, 31, 68, 26, 24, 37, 40, 66, 28, 35, 14,
43, 36, 34, 12
Now, from the table
(a) Draw histogram.
(b) Draw frequency polygon.
(c) Sketch less than and more than cumulative frequency ogive in the same
graph.
2. Construct a frequency table having 5/5 class interval of the following raw
data:
45, 20, 23, 49, 47, 27, 29, 30, 32, 25, 34, 47, 45, 33, 33, 32, 37, 44,
42, 31, 42, 40, 35, 39, 26, 35, 27, 38, 34, 37
From the frequency table,
(a) Draw histogram.
(b) Draw frequency polygon.
(c) Sketch less than and more than cumulative frequency ogive in the same
graph.
3. Answer the following questions:
(a) Write any 5 data having median 15.
(b) Write any 5 data having both mean and median 15.
4. Find the arithmetic mean, median, mode, first quartile (Q1) and third
quartile (Q3) from the following data:
(a) X 35 40 45 50 55 60 65
f 2 9 10 9 6 3 1

(b) Age (Yrs) 5 15 25 35 45 55

Number of persons 8 10 12 18 12 4

(c) Cost (Rs.) 50 60 75 85 90 92

Number of shops 10 4 6 8 7 5

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 (d) Marks 5 10 15 20 25 30
Number of students 7 6 8 4 5 10
5. A fair dice having 6 faces is rolled 56 times and found the following result:
1, 6, 5, 6, 4, 3, 4, 4, 3, 5, 1, 1, 6, 6, 5, 4, 3, 2, 2, 2, 6, 5, 1, 4, 3,
1, 5, 4, 6, 4, 3, 2, 2, 3, 1, 1, 1, 1, 6, 6, 2, 1, 3, 6, 4, 1, 5, 6, 6, 1,
3, 5, 5, 4, 6, 3
Present the above data into discrete data and find the following
(a) Find arithmetic mean.
(b) Determine the first quartile, second quartile and third quartile.
(c) Calculate mode and range.

Answer
1-3. Show the answers to your teacher.
4. (a)

X = 47.63 Md= 45 Mo = 45 Q1 = 40 Q3 = 53.75

(b)

X = 29.38 Md= 35 Mo = 35 Q1 = 15 Q3 = 42.5

(c)

X = 74 Md= 80 Mo = 50 Q1 = 52.5 Q3 = 90
(d)

X = 18 Md= 15 Mo = 30 Q1 = 10 Q3 = 28.75

5. (a) X = 3.55 (b) Q1 = 2, Md = 4, Q3 = 5 (c) Mo = 1 / 6

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 Lesson Trigonometry
20

20.0 Review
Divide the students in suitable groups. Observe the given triangle ∆ABC and ∆PQR;
and measure all the sides and angles. Then, discuss within your group based on the
following questions: C

Which angles are equal? R

Are the measurements of sides equal?

Are the ∆ABC and ∆PQR similar?

A B P Q

AB BC AB
Find the ratios of the sides of triangle ABC , and
BC AC AC

PQ QR PQ
Find the ratios of the sides of triangle PQR:, , and
QR PR PR
Now, write the ratios of right angled triangles ∆ABC and ∆PQR based on
perpendicular, base and hypotenuse.

20.1 Trigonometric ratios

Activity 1

Draw a acute angle ∠AOB and name it as θ

Mark three points P, Q and R on line OB in a certain distance.
Draw perpendicular from points P, Q and R on OB using set square which meet at
points X, Y and Z respectively of line OA.

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 A

θ
O P Q R B

Now, measure the following parts and find the ratios of the following:

XP YQ ZR OP OQ OR XP YQ ZR
(a) , and (b) , and (c) , /
OX OY OZ OX OY OZ OP OQ OR

Discuss in your group and present the conclusion in the class.

The above ratios are the trigonometric ratios. Trigonometry studies the relationship
between sides and angles. Trigonometry is used to find the height, length and angles of
different unusual situations. It is impossible to develop and expand the mathematics,
physics and engineering without trigonometrical ratios. Thus, trigonometry is the
most important and indispensible contents of mathematics and science.
In the given right angled triangle ABC, ∠ACB = θ be a reference angle, AB =
perpendicular (p), BC = base (b), AC = hypotenuse (h)
A
Now, in right angled triangle ABC,
AB p perpendicular opposite side h
= = = is called the
AC h hypotenuse hypotenuse
P

sine ratio of reference angle θ.

θ
In short, it is written as sin θ. B b C
AB b base adjacent side
= = = is called the cosine ratio of reference angle θ.
BC h hypotenuse hypotenuse
In short, it is written as cos θ.
AB p perpendicular opposite side
= = = is called the tangent ratio of reference
BC b base adjacent side
angle θ.

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Mathematics Grade 9
In short, it is written as tan θ.
p b p
In this way, the three ratios sinθ = , cosθ = , tanθ = are called the
h h b
fundamental trigonometric ratios.
Write the opposite trigonometric ratios of the above ratios.
1 h
= = θ cosecant = cosecθ
sinθ p
1 h
= = θ secant = secθ
cosθ b
1 b
= = θ cotangent = cotθ
tanθ p

Generally, angle is denoted by Greek letters. Some of them are as follows:

Letters English name
α Alpha
β Beta
γ Gamma
δ Delta
θ theta
ϕ phi
π pi
ψ shi
λ lambda

Example 1
Write the 6 trigonometric ratios from the given triangle.

Solution:
In right angled triangle XYZ, perpendicular (p) = 4 cm, base (b) = 4 cm and
hypotenuse (h) = 4 cm. X

Reference angle ∠xyz = α

xy p 4 xz h 5 5c
sin α = xz = = cosec α = xy = = m
h 5 p 4
4 cm

yz b 3 xz h 5
cos α = xz = = sec α = yz = =
h 5 b 3 α
Y 3 cm Z

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Mathematics Grade 9
 xy p 4 yz 3
tan α = yz = = cot α = xy =
b 3 4

Example 2
From the given right-angled triangles ∆CED and ∆ABC, find the trigonometric
ratios: sin, cos and tan.

Solution:
In right angled triangle ∆CED
DE p 3 In right angled triangle ∆CED A
sinθ = DC = = 5 cm
h 5 AB p 6 3
sinθ = AC = = =
h 10 5
D
EC b 4

6 cm
cosθ = DC = = 5 cm
h 5 BC b 8 4

3 cm
cosθ = AC = = =
DE p 3 h 10 5 θ
C
tanθ = EC = = B 4 cm E 4 cm
b 4 AB p 6 3
tanθ = BC = = =
b 8 4

Activity 2

Draw a right angled triangle ABC.

Taking ∠BCA = θ as a reference angle, write a Pythagorian relation.
AB2 + BC2 = AC2.............. (i)
A
Dividing both sides by AC2

AB2 BC2 AC2

+ =
AC2 AC2 AC2
2 2 2
 AB   BC   AC 
Or      
 AC   AC   AC 
2
 p b
2 θ C
Or      = 1 B
 h  h
or, (sinθ)2 + (cosθ)2 = 1
or, sin2θ + cos2θ = 1
Similarly, divide the equation (i) by AB2 and BC2.
Discuss the result in the class.

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 Example 3

In right angled triangle ABC, ∠B = 90°, ∠C = θ, AB = 12 cm, AC = 13 cm, then

prove that sin2θ + cos2θ = 1
Solution A
Here, perpendicular (AB) = p = 12 cm,
hypotenuse (AC) = h = 13 cm, base (BC) = 13 cm

12 cm
b =?
By Pythagoras theorem,
h2 = p2 + b2
or, 132 = 122 + b2 B θ
C
or, b2 = 169 – 144 = 25 Thus, b = 5
p2 b2 (12)2 (5)2 169
Now, sin2θ + cos2θ = + = + = =1
h 2
h 2 (13) 2
(13) 2
169

Exercise 20.1
1. In a right angled triangle ABC, answer the following questions as
reference angle ∠ACB = φ and ∠BAC = β
A
(a) Determine the perpendicular,
base and hypotenuse taking ϕ as a β
reference angle.
(b) Find the 6 trigonometric ratios
taking ϕ as a reference angle.
(c) Determine the perpendicular,
base and hypotenuse taking β as a B ϕ
C
reference angle.
(d) Find the 6 trigonometric ratios taken α as a reference angle.
P
2. In right angled triangle PQR,
(a) Find the value of sin β, cos β and β
tan β.
(b) Find the value of cosec β, sec β and 6
cot β.
(c) Find the value of sin α, cos α, tan α, α
Q R
cosec α, sec α and cot α. 8

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 6
3. (a) If sinθ = 10 and h = 20, then b =?
(b) If tanθ = 5 , then find the following
12
(i) h =?
(ii) Find the value of sin θ and cos θ.

4. Determine the value of the following on the basis of trigonometric ratio:

(a) sin2A + cos2A (b) 1 – cos2A (c) sinθ ÷ cosθ
(d) tan θ + 1
2
(e) cosθ ÷ sinθ (f) cosec2θ – cot2θ
5. Prove that the following on the basis of trigonometric ratio:
sinθ
(a) sin2θ + cos2θ = 1 (b) 1 - sin2θ = cos2θ (c) = tanθ
cosθ
(d) sec2θ – 1 = tan2θ (e) cosec2θ – cot2θ = 1
6. A inclined plane having length 29 ft is constructed to carry out the
particles to the 20 ft height building, then
(a) Find the distance between the tower and lower part of the inclined plane.
(b) Find the value of tan θ, sin θ and cos θ, if the angle made by the inclined
plane with ground is θ.
7. In the given figure, AC is a length from tree to the A
top of the lamp post AB, and BC is distance between
the lamp post and the tree.
(a) If BC = 24 m, AC = 40 m, then find the height of the
lamp post. C
B
(b) Find the value of tan θ, sin θ and cos θ, if the ∠ACB
in the reference angle.

Answer
1 - 2. Show the answer to your teacher.

3. (a) 16 (b) (i) 13 (ii) 5 , 12 (c) 15 , 8

13 13 17 17
4. (a) 1 (b) sin2 A (c) tanθ (d) sec2θ (e) cotθ (f) 1

5. Show the answer to your teacher. 6. (a) 21 ft (b) 20 , 20 , 21

21 29 29
7. (a) 32 m (b) 4 , 4 , 3
3 5 5

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Mathematics Grade 9
20.2 Trigonometric ratio of special angles
(a) 45° Trigonometric value of angle
As shown in the given figure, draw an angle ∠AOB = α = 45° Measure the following
parts of the given figure. AB ⊥ OB and PQ ⊥ OB
OP = ……, OQ = ……, PQ = ……
OA= ……, OB = ……, AB = …… A
Here, ∆OQP and ∆OBA
Now, find separate value of sin 45°, cos
45° and tan 45° from triangles ∆OQP and P
∆OBA.
Comparing the different trigonometric
ratios in both triangles.
Sin 45° = ......
α = 45°
Cos 45° = ...... O
And tan 45° = ...... Q B

Here ∠POQ = ∠AOB = 45° x'G5 .

Thus, side OQ = PQ = x
Now, from Pythagoras theorem,
OP2 = PQ2 + OQ2 = x2 + x2 = 2x2
OP = 2x2
In ∆OQP
p PQ x
Sin α = sin45° = = = = 1 = 0.707
h OP 2x2 2
b OQ x 1
Cos α = Cos45° = = = = = 0.707
h OP 2x2 2
p PQ
tan α = tan45° = = = x = 1 = 1.000
b OQ x
Again, find the value of cosec cosec 45°, sec 45° and cot 45° on the basis of above
values.

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Mathematics Grade 9
(b) Trigonometric value of angle 30° and 60°
Draw an equilateral triangle ∆PQR to find the trigonometric values 30° and 60°
where ∠P = ∠Q = ∠R = 60° P

Thus, sides PQ = QR = PR = x (say)

30⁰
For finding the values of trigonometric ratios, we need a
right angled triangle. Thus, draw line PM on base QR in x x

which PM divides QR into two equal parts.

x
Here, QM = = MR 60⁰ 60⁰
2 Q x/2 M x/2
R
Now in right angled triangle ∆PMR, ∠R = 60°;
∠M = 90° then ∠MPR = 30°
By Pythagoras theorem in ∆PMR,
(PM)2 = (PR)2 – (MR)2
2
x x2
(PM) = x –   = x2 –
2 2
2 4
3x2
(PM)2 =
4
3x 2 3
PM = = x
4 2
x 3x
Now, ∠MPR = 30° then P x= MR = 2 , h = PR = x, b = PM =
2
p MR 2 x 1 1
sin 30° = = = x = × = = 0.5
h PR 2 x 2
3
x
b PM 2 3
cos 30° = = = x = = 0.866
h PR 2
x
p 2 x 2 1
tan 30° = = = × = = 0.577
b 3 2 3x 3
x
2
Similarly, find the value of cosec 30°, sec 30° and cot 30° based on above values.

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Again in right angled triangle PMR, taking the reference angle ∠R = 60°

3
x
p PM 2 3x 1 3
sin60° = = = x = × =
h PR 2 x 2

x
b 2 x 1 1
cos60° = = x = × = = 0.5
h 2 x 2
p 3x 1
tan60° = = × = 3 = 1.732
b 2 x
Similarly, find the value of cosec 60°, sec 60° and cot 60° on the basis of above
values. cosec 60°.

1
Note: In this way, sin 30° = = cos 60° = cos (90° – 30°)
2
⸫ sinθ = cos (90° – θ)
3
Similarly, cos 30° = = sin 60° = sin (90° – 60°)
2
cosθ = sin (90° - θ)

(c) Trigonometric value of angle 0° and 90°

Angled triangle PQR, if we rotate the side RP, then the length of side PQ being
continuously decreaseds and at last the point Poverlaps with point Q, and thus, the
line PR and QR completely overlap to each other.
In this situation, ∠PRQ is going to decrease at PQ = 0, PR = QR
PQ 0 P
sin0° = = =0
PR x
QR x
cos0° = = =1
PR x
PQ 0
tan0° = = =0 Q R
QR x
P
Q R

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Mathematics Grade 9
Similarly in triangle PQR, if we increase ∠PRQ to 90°, i. e. ∠PRQ = 90°, then PQ
= PR.
That is, PQ = x implies PR = x and QR = 0.
PQ x
sin90° = = =1
PR x P
QR 0
cos90° = = =0
PR x
PQ x
tan90° = = (∞, undefined)
PR 0 Q R

Activity 3
Trigonometric values of standard angles in unit circle
Draw a circle with centre O using compass having radius 1 inch.
Take a point P(x, y) in the circumference of the
circle. P(x, y)
Rotate line OP in anti-clockwise direction. y
Draw perpendicular PQ on x-axis from point P. θ
O x Q
Now in right angled triangle OPQ, write the
trigonometric
ratios of sin θ, cos θ and tan θ taking <POQ = θ
as a reference angle.
y x y
sinθ = , cosθ = , / tanθ =
OP OP x
Now, find the value of trigonometric ratios making angles 30°, 45°, 60°, 90° with
x-axis on rotating the line OP in anti-clockwise direction.
The values of different trigonometric ratios of standard angles: like sin 0°, sin 30°,
sin 45°, sin 60°, sin 90°, ……….. are given in the following table:
Angle Ratios 0° 30° 45° 60° 90°
1 1 3
0 2 1
2 2
3 1 1
1 2 0
2 2
1
tan 0 1
∞,
3 3
infinite

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 Note: Methods of remembering the value of standard angles of trigonometric
ratios
Write numbers from 0 to 4 respectively. Divide all the numbers by 4. And
find the square root of the entire fraction. Then obtained values are the values
of sin 0°, sin 30°, sin 45°, sin 60° and sin 90°.
Example 1
Find the values of the following trigonometric ratios:
(a) sin45° + cos45°

(b) cos30°
sin30°
Solution:
1 1 2 2× 2
(a) oxfF sin45° + cos45° = + = 2 = = 2
2 2 2

3
2
(b) cos30° = = 3
sin30° 1
2
Example 2
From the given right angled triangle, find the perpendicular and base if
reference angle is 60° and length of hypotenuse is 20 ft:
Solution:
Given, in right angled triangle ABC, reference angle <C = θ, i. e. θ = 60° and hy-
potenuse AC (h) = 20 ft, base (b) =? and perpendicular (p) =?

p A
We know that, sin θ =
h
p
or, sin 60° =
20
3 p 20 ft
or, =
2 20
or, p = 10 3 ft
B
60⁰
C

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Mathematics Grade 9
Again, h2 = p2 + b2

b2 = h2 – p2
2
= 202 – 10 3

= 400 – 300
= 100
b = 100 = 10 × 10 = 10 ft

Example 3
A straight tree of 30 m height is broken so that its top touches the ground and
makes an angle 45°. Find the original height of the tree.

Solution:
Here, reference angle (θ) = 45° B
Base (b) = 30 m
Original height of tree (H) =?
p
We know that, cosθ = b and tanθ =
h b
30 p
or, cos 45° = and tan 45° = 45⁰
h 30 A 30 m C
1 30 p
or, = and 1 =
2 h 30
or, h = 30 2 and p = 30
Thus, the original height of the tree (H) = h + p = 30 2 + 30 = 30 ( 2 + 1)
= 30 × (1.4142 +1)
= 30 × 2.4142
= 72.426 m

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Mathematics Grade 9
 Exercise 20.3
1. Find the value of the following trigonometric ratios:

(a) sin 90° (b) cos 60° (c) tan 30°

(d) cot 45° (e) cosec 45°
2. Find the value of reference angles of the given right angled triangles from
the following problems:
(a) p = 4 cm and b = 4 3 cm (b) p = 7 3 ft and h = 14 ft
(c) b = 5 cm and h = 50 cm
2 2
(d) p = x inch and b = x inch
3. Find the remaining side of the given right angled triangles:

(a) Length of hypotenuse 10 cm and reference angle is 60°.

(b) Length of perpendicular 10 cm and reference angle is 45°
(c) Length of base 36 inch and reference angle is 30°.

4. Find the value of the following trigonometric expressions:

(a) sin30° + cos60° (b) tan30° + sin60°

sin60° + cos30°
(c) sin30° + cos30° × tan30° (d)
tan60°
5. Prove that:
2tan30°
(a) cos245° + sin245° = 1 (b) 1 – tan230° = tan60°

tan60° – tan30°
(c) = tan30° (d) tan 45° – sin90° = 1 – 2 sin245°
1 + tan60° tan30°
6. (a) Find the angle formed by the ladder with the
ground and the wall respectively in the given
figure. 60 ft

30 3 ft

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Mathematics Grade 9
 (b) Find the angle of the top of a clock tower of height 36 m observed from a
point 12 3 m away.
(c) In the given figure,
(i) What may be the value of x, if both angles are of acute angle 45°?
(ii) What is the measurement of VJ?

x ft

V
40.5 ft S

(d) A ladder is supported by a wall of 12 ft height and makes an angle of 60°

with a ground. Find the length of the ladder.

Project work
Take a long thread. Tie one end of the thread to a pole standing on the ground.
Then fix another end of thread in different places of the ground that makes the
angles 30°, 45°, 60° and 90°. Find different trigonometric ratios: sin, cos and
tan based on the distance between pole and the thread tied on the ground as well
length of the thread.

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Mathematics Grade 9
 Answer
1
1. (a) 1 (b) 2 (c) 1/ 3 (d) 1 (e) 2

2. (a) 30° (b) 60° (c) 45° (d) 90°

3. (a) p = 5 3 , b = 5 (c) b = 15, h = 15 2 (d) p = 12 3 , h =24 3
4. (a) 1 (b) 5/2 3 (c) 1 (d) 1
5. Show the answer to your teacher.
6. (a) 60° and 30° (b) 30° (c) (i) 40.5 ft (ii) 57.28 ft (d) 8 3

Mixed Exercise

1. Answer the following questions C

based on the given figure:
(a) Determine perpendicular,
base and hypotenuse taking as
reference angle ∠B.
(b) Find the 6 trigonometric ratios
based on (a). θ B
A
(c) If h = 20 and b = 12, then find the
value of tan B.
(d) Find the value of sin2 B, cos2 B and tan2 B on the basis of (c).

2. Answer the following questions based on the given right angled triangle:
Z
(a) Find the value of XY and ZX.
(b) Prove that: sin2 X + cos2 X =1.
(c) Find the value of sin Z, cos Z and tan Z. 8 cm
(d) Find the value of sin B, cos B and tan B on
2 2 2

the basis of (c). 60⁰

X Y

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3. (a) Top of a bamboo tree makes an angle of 30° from a distance 30 ft of
ground level, and then what is the height of the bamboo tree?

(b) How long distance should be travelled from the bamboo tree to make an
angle of 45°?
(c) If the bamboo tree grows up to 30 3 ft after 4 days, then what angle
does the top of the tree from the initial point make?

Answer

1-2. Show the answers to your teacher. 3. (a) 10 3 ft

(b) 12.68 ft (c) 60°

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