MATHEMATICS

Chapter 1: Number Systems

MATHEMATICS NUMBER SYSTEMS

Number Systems

1. Numbers 1, 2, 3…….∞, which are used for counting are called natural numbers. The
collection of natural numbers is denoted by N. Therefore, N = {1, 2, 3, 4, 5, ……}.

2. When 0 is included with the natural numbers, then the new collection of numbers
called is called whole number. The collection of whole numbers is denoted by W.
Therefore, W = {0, 1, 2, 3, 4, 5, ……}.

3. The negative of natural numbers, 0 and the natural number together constitutes
integers. The collection of integers is denoted by I. Therefore, I = {…, -3, -2, -1, 0, 1, 2, 3,
……}.

4. The numbers which can be represented in the form of p/q, where q ≠ 0 and p and q are
integers are called rational numbers. Rational numbers are denoted by Q. If p and q are
co-prime, then the rational number is in its simplest form.

5. All-natural numbers, whole numbers and integer are rational number.

6. Equivalent rational numbers (or fractions) have same (equal) values when written in
the simplest form.
x+y
7. Rational number between two numbers x and y = .
2

8. There are infinitely many rational numbers between any two given rational numbers.

9. The numbers which are not of the form of p/ q, where q ≠ 0 and p and q are integers are
called irrational numbers. For example: √2, √7, π, etc.

10. Rational and irrational numbers together constitute are called real numbers. The
collection of real numbers is denoted by R.

11. Irrational number between two numbers x and y

√xy, if x and y both are irrational numbers

= { √xy, if x is rational number and y is irrational number
√xy, if x × y is not a perfect square and x, y both are rational numbers

12. Terminating fractions are the fractions which leaves remainder 0 on division.

13. Recurring fractions are the fractions which never leave a remainder 0 on division.

14. The decimal expansion of rational number is either terminating or non-terminating

recurring. Also, a number whose decimal expansion is terminating or non-terminating
recurring is rational.

15. The decimal expansion of an irrational number is non-terminating non-recurring. Also,

MATHEMATICS NUMBER SYSTEMS

a number whose decimal expansion is non-terminating non-recurring is irrational.

16. Every real number is represented by a unique point on the number line. Also, every
point on the number line represents a unique real number.

17. The process of visualization of numbers on the number line through a magnifying glass
is known as the process of successive magnification. This technique is used to represent
a real number with non-terminating recurring decimal expansion.

18. Irrational numbers like √2, √3, √5 … √n, for any positive integer n can be represented
on number line by using Pythagoras theorem.

19. If a > 0 is a real number, then √a = b means b2 = a and b > 0.

20. For any positive real number x, we have:

x+1 2 x+1 2
x=( ) −( )
2 2
21. For every positive real number x, √x can be represented by a point on the number line
using the following steps:

i. Obtain the positive real number, say x.

ii. Draw a line and mark a point A on it.

iii. Mark a point B on the line such that AB = x units.

iv. From B, mark a distance of 1 unit on extended AB and name the new point as C.

v. Find the mid-point of AC and name that point as O.

vi. Draw a semi-circle with centre O and radius OC.

vii. Draw a line perpendicular to AC passing through B and intersecting the semi-circle
at D.

viii. Length BD is equal to √x.

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22. Properties of irrational numbers:

i. The sum, difference, product and quotient of two irrational numbers need not
always be an irrational number.
ii. Negative of an irrational number is an irrational number.
iii. Sum of a rational and an irrational number is irrational.
iv. Product and quotient of a non-zero rational and irrational number is always
irrational.
n
23. Let a > 0 be a real number and n be a positive integer. Then √a = b, if bn = a and b > 0.

The symbol '√ ' is called the radical sign.

24. For real numbers a > 0 and b > 0:

i. √ab = √a × √b

a a
ii. √b = √b

iii. (√a + √b)(√a − √b) = a − b

iv. (√a + √b)(√c + √d) = √ac + √bc + √ad − √bd

v. (a + √b)(a − √b) = a2 − b
2
vi. (√a + √b) = a + b + 2√ab

25. The process of removing the radical sign from the denominator of an expression to
convert it to an equivalent expression whose denominator is a rational number is called
rationalising the denominator.

26. The multiplicating factor used for rationalising the denominator is called the
rationalising factor.
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27. If a and b are positive real numbers, then

1
Rationalising factor of is √a
√a

1
Rationalising factor of is a ≠ √b
a±√b

1
Rationalising factor of is √a ≠ √b
√a±√b

28. The exponent is the number of times the base is multiplied by itself.

29. In the exponential representation am, a is called the base and m is called the exponent
or power.

30. Laws of exponents: If a, b are positive real numbers and m, n are rational numbers,
then

Numbers
Number: Arithmetical value representing a particular quantity. The various types of
numbers are Natural Numbers, Whole Numbers, Integers, Rational Numbers, Irrational
Numbers, Real Numbers etc.

Natural Numbers

Natural numbers(N) are positive numbers i.e. 1, 2, 3 ..and so on.

Whole Numbers

Whole numbers (W) are 0, 1, 2, .. and so on. Whole numbers are all Natural Numbers
including ‘0’. Whole numbers do not include any fractions, negative numbers or decimals.

Integers

Integers are the numbers that includes whole numbers along with the negative numbers.
MATHEMATICS NUMBER SYSTEMS
Rational Numbers

A number ‘r’ is called a rational number if it can be written in the form p/q, where p and q
are integers and q ≠ 0.

Irrational Numbers

Any number that cannot be expressed in the form of p/q, where p and q are integers and
q≠0, is an irrational number. Examples: √2, 1.010024563…, e, π

Real Numbers

Any number which can be represented on the number line is a Real Number(R). It includes
both rational and irrational numbers. Every point on the number line represents a unique
real number.

Irrational Numbers

Representation of Irrational numbers on the Number line

Let √x be an irrational number. To represent it on the number line we will follow the
following steps:

• Take any point A. Draw a line AB = x units.

• Extend AB to point C such that BC = 1 unit.

• Find out the mid-point of AC and name it ‘O’. With ‘O’ as the centre draw a semi-
circle with radius OC.

• Draw a straight line from B which is perpendicular to AC, such that it intersects the
semi-circle at point D.

• Length of BD = √x.

Constructions to Find the root of x.

With BD as the radius and origin as the centre, cut the positive side of the number line to
MATHEMATICS NUMBER SYSTEMS
get √x.

Identities for Irrational Numbers

Arithmetic operations between:

• rational and irrational will give an irrational number.

• irrational and irrational will give a rational or irrational number.

Example: 2 × √3 = 2√3 i.e. irrational. √3 × √3 = 3 which is rational.

Identities for irrational numbers

Rationalisation

Rationalisation is converting an irrational number into a rational number. Suppose if we

have to rationalise 1/√a.

1/√a × 1/√a = 1/a

Rationalisation of 1/√a + b:

(1/√a + b) × (1/√a − b) = (1/a − b²)

Laws of Exponents for Real Numbers

If a, b, m and n are real numbers then:

am × an = am+n

(am) n = amn

am/an = am−n

ambm = (ab)m

Here, a and b are the bases and m and n are exponents.

Exponential representation of irrational numbers

If a > 0 and n is a positive integer, then: n√a = a1n Let a > 0 be a real number and p and q be
rational numbers, then:

ap × aq = ap + q

(ap)q = apq

ap/ aq = ap−q

apbp = (ab)p
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Decimal Representation of Rational Numbers
Decimal expansion of Rational and Irrational Numbers

The decimal expansion of a rational number is either terminating or non- terminating and
recurring.

Example: 1/2 = 0.5 , 1/3 = 3.33…….

The decimal expansion of an irrational number is non terminating and non-recurring.

Examples: √2 = 1.41421356..

Expressing Decimals as rational numbers

Case 1 – Terminating Decimals

Example – 0.625

Let x = 0.625

If the number of digits after the decimal point is y, then multiply and divide the number by
10y.

So, x = 0.625 × 1000/1000 = 625/1000 Then, reduce the obtained fraction to its simplest
form.

Hence, x = 5/8

Case 2: Recurring Decimals

If the number is non-terminating and recurring, then we will follow the following steps to
convert it into a rational number:
Example = 1.042
Step 1. Let x = 1.042 ……..(1)
Step 2. Multiply the first equation with 10y, where y is the number of digits that are
recurring.
Thus, 100x = 104.242 ………(2)
Steps 3. Subtract equation 1 from equation 2. On subtracting equation 1 from 2, we get99x
= 103.2x = 103.2/99 = 1032/990
Which is the required rational number.
Reduce the obtained rational number to its simplest form Thus,

X = 172/165
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MATHEMATICS NUMBER SYSTEMS

Important Questions
Multiple Choice Questions-
Question 1. Can we write 0 in the form of p/q?
a. Yes
b. No
c. Cannot be explained
d. None of the above
Question 2. The three rational numbers between 3 and 4 are:
a. 5/2,6/2,7/2
b. 13/4,14/4,15/4
c. 12/7,13/7,14/7
d.11/4,12/4,13/4
Question 3. In between any two numbers there are:
a. Only one rational number
b. Many rational numbers
c. Infinite rational numbers
d. No rational number
Question 4. Every rational number is:
a. Whole number
b. Natural number
c. Integer
d. Real number
Question 5. √9 is a __________ number.
a. Rational
b. Irrational
c. Neither rational or irrational
d. None of the above
Question 6. Which of the following is an irrational number?
a. √16
b. √(12/3)
c. √12
d. √100
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Question 7. 3√6 + 4√6 is equal to:
a. 6√6
b. 7√6
c. 4√12
d. 7√12
Question 8. √6 x √27 is equal to:
a. 9√2
b. 3√3
c. 2√2
d. 9√3
Question 9. Which of the following is equal to x3?
a. x6-x3
b. x6.x3
c. x6/x3
d. (x6)3
Question 10. Which of the following are irrational numbers?
a. √23
b. √225
c. 0.3796
d. 7.478478
Very Short:
1. Simplify: (√5 + √2)2.
2. Find the value of √(3)-2.
3. Identify a rational number among the following numbers:
𝑃
4. Express 1.8181… in the form where p and q are integers and q ≠ 0.
𝑞

5. Simplify: √45 – 3√20 + 4√5

6. Find the value of’

7. Find the value of.

MATHEMATICS NUMBER SYSTEMS
Short Questions:
1. Evaluate: (√5 + √22 + (√8 – √5)2
𝑃
2. Express 23.43 in Form, where p, q are integers and q ≠ 0.
𝑞

3. Let ‘a’ be a non-zero rational number and ‘b’ be an irrational number. Is

‘ab’ necessarily an irrational? Justify your answer with example.
4. Let x and y be a rational and irrational numbers. Is x + y necessarily an
irrational number? Give an example in support of your answer.
5. Represent √3 on the number line.
6. Represent √3.2 on the number line.
7. Express 1.32 + 0.35 as a fraction in the simplest form.
Long Questions:

1.

2.
3. Simplify

4. Prove that:

5. Find a and b, if

Assertion and Reason Questions-

1. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not
correct explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
MATHEMATICS NUMBER SYSTEMS
Assertion: 0.271 is a terminating decimal and we can express this number as
271/1000 which is of the form p/q , where p and q are integers and q ≠ 0.
Reason: A terminating or non-terminating decimal expansion can be expressed
as rational number.
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: Every integer is a rational number.
Reason: Every integer ‘m’ can be expressed in the form m/1 .

Answer Key:
MCQ:
1. (a) Yes
2. (b) 13/4,14/4,15/4
3. (c) Infinite rational numbers
4. (d) Real number
5. (a) Rational
6. (c) √12
7. (b) 7√6
8. (a) 9√2
9. (c) x6/x3
10.(a) √23

Very Short Answer:

1. Here, (√5 + √22 = (√52 + 2√5√2 + (√2)2
= 5 + 2√10 + 2 = 7 + 2√10

2.
3. O is a rational number.
4. Let x =1.8181… …(i)
100x = 181.8181… …(ii) [multiplying eqn. (i) by 100]
MATHEMATICS NUMBER SYSTEMS
99x = 180 [subtracting (i) from (ii)]

180 20
Hence, 1.8181 … = =
99 11
5. √45 – 3√20 + 4√5 = 3√5 – 6√5 + 4√5 = √5.

6.
7.

Short Answer:
Ans: 1. (√5 + √2)2 + (√8 – √52 = 5 + 2 + 2√10 + 8 + 5 – 2√40
= 20 + 2√10 – 4√10 = 20 – 2√10
Ans: 2. Let x =
or x = 23.4343… ….(i)
100x = 2343.4343… …(ii) [Multiplying eqn. (i) by 100]
99x = 2320 [Subtracting (i) from (ii)
2320
⇒x=
99

Hence,

Ans: 3. Yes, ‘ab’ is necessarily an irrational.

For example, let a = 2 (a rational number) and b = √2 (an irrational number)
If possible let ab = 2√2 is a rational number.

Now is a rational number.

[∵ The quotient of two non-zero rational number is a rational]
But this contradicts the fact that √2 is an irrational number.
Thus, our supposition is wrong.
MATHEMATICS NUMBER SYSTEMS
Hence, ab is an irrational number.
Ans: 4. Yes, x + y is necessarily an irrational number.
For example, let x = 3 (a rational number) and y = √5 (an irrational number)
If possible, let x + y = 3 + √5 be a rational number.
𝑝
Consider = 3 + √5, where p, q ∈ Z and q ≠ 0.
𝑞

Squaring both sides, we have

𝑝
∵ is a rational
𝑞

⇒ √5 is a rational
But this contradicts the fact that √5 is an irrational number.
Thus, our supposition is wrong.
Hence, x + y is an irrational number.
Ans: 5.

On the number line, take OA = 1 unit. Draw AB = 1 unit perpendicular to OA.

Join OB.
Again, on OB, draw BC = 1 unit perpendicular to OB. Join OC.
By Pythagoras Theorem, we obtain OC = √3. Using
compasses, with Centre O and radius OC, draw an arc, which intersects the
number line at point
MATHEMATICS NUMBER SYSTEMS
D. Thus, OD = √3 and D corresponds to √3.
Ans: 6. First of all draw a line of length 3.2 units such that AB = 3.2 units. Now, from
point B, mark a distance of 1 unit. Let this point be ‘C’. Let ‘O’ be the mid-point of the
distance AC. Now, draw a semicircle with Centre ‘O’ and radius OC. Let us draw a line
perpendicular to AC passing through the point ‘B’ and intersecting the semicircle at
point ‘D’.
∴ The distance BD = √3.2

Now, to represent √3.2 on the number line. Let us take the line BC as number line
and point ‘B’ as zero, point ‘C’ as ‘1’ and so on. Draw an arc with Centre B and radius
BD, which intersects the number line at point ‘E’.
Then, the point ‘E’ represents √3.2.
Ans: 7. Let. x = 1.32 = 1.3222…. (i)
Multiplying eq. (i) by 10, we have
10x = 13.222…
Again, multiplying eq. (i) by 100, we have
100x = 132.222… …(iii)
Subtracting eq. (ii) from (iii), we have
100x – 10x = (132.222…) – (13.222…)
90x = 119

Again, y = 0.35 = 0.353535……

Multiply (iv) by 100, we have …(iv)
100y = 35.353535… (v)
Subtracting (iv) from (u), we have
100y – y = (35.353535…) – (0.353535…)
99y = 35
MATHEMATICS NUMBER SYSTEMS

Long Answer:
Ans: 1.

Squaring both sides, we have

⇒ q2x2 + p2 – 2pqx = p2 – q2
⇒ q2x2 – 2pqx + q2 = 0
⇒ q (q2 – 2px + q) = 0
⇒ qx2 – 2px + q = 0 (∵ q ≠ 0)
Ans: 2

Ans: 3
MATHEMATICS NUMBER SYSTEMS

Ans: 4.

Ans: 5.

Assertion and Reason Answers-

1. c) Assertion is correct statement but reason is wrong statement.
2. a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
MATHEMATICS
Chapter 2: Polynomials
MATHEMATICS POLYNOMIALS

Polynomials

1. A polynomial p(x) in one variable x is an algebraic expression in x of the form p(x) = a n

xn + an-1 xn-1 + an-2 xn-2 + ……. +a2x2 + a1x + a0, where.

i. a0, a1, a2 …. an are constants

ii. x is a variable

iii. a0, a1, a2, ….. an are respectively the coefficients of xi

iv. Each of anxn, an-1, xn-1, an-2xn-2, ….. a2x2, a1x, a, 0 with an ≠ 0, is called a term of a
polynomial.

2. The highest power of the variable in a polynomial is called the degree of the
polynomial.

3. A polynomial with one term is called a monomial.

4. A polynomial with two terms is called a binomial.

5. A polynomial with three terms is called a trinomial.

6. A polynomial with degree zero is called a constant polynomial. For example: 1, -3. The
degree of non-zero constant polynomial is zero

7. A polynomial of degree one is called a linear polynomial. It is of the form ax + b. For

example: x - 2, 4y + 89, 3x - z.

8. A polynomial of degree two is called a quadratic polynomial. It is of the form ax2 + bx +

c. where a, b, c are real numbers and a ≠ 0 For example: x2 - 2x + 5 etc.

9. A polynomial of degree three is called a cubic polynomial and has the general form ax3
+ bx2 + cx +d. For example: x2 + 2x2 - 2x + 5 etc.

10. A bi-quadratic polynomial p(x) is a polynomial of degree four which can be reduced to
quadratic polynomial in the variable z = x2 by substitution.

11. The constant polynomial 0 is called the zero polynomial. Degree of zero polynomial is
not defined.

12. The value of a polynomial f(x) at x = p is obtained by substituting x = p in the given

polynomial and is denoted by f(p).

13. A real number ‘a’ is a zero or root of a polynomial p(x) if p (a) = 0.

14. The number of real zeroes of a polynomial is less than or equal to the degree of
polynomial.
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15. Finding a zero or root of a polynomial f(x) means solving the polynomial equation f(x) =
0.

16. A non-zero constant polynomial has no zero.

17. Every real number is a zero of a zero polynomial.

18. Division algorithm

If p(x) and g(x) are the two polynomials such that degree of p(x) ≥ degree of g(x) and
g(x) ≠ 0, then we can find polynomials q(x) and r(x) such that:

p(x) = g(x) q(x) + r(x)

where, r(x) =0 or degree of r(x) < degree of g(x).

19. Remainder theorem

Let p(x) be any polynomial of degree greater than or equal to one and let a be any real
number. If p(x) is divided by the linear polynomial (x – a), then remainder is p(a).

If the polynomial p(x) is divided by (x + a), the remainder is given by the value of p (-a).

If p(x) is divided by ax + b = 0; a ≠ 0, the remainder is given by

| − 𝑏|
𝑃( );𝑎 ≠ 0
𝑎

If p (x) is divided by ax - b = 0, a ≠ 0, the remainder is given by

𝑏
𝑃( );𝑎 ≠ 0
𝑎

20. Factor theorem

Let p(x) is a polynomial of degree n ≥ 1 and a is any real number such that p(a) = 0, then
(x - a) is a factor of p(x).

21. Converse of factor theorem

Let p(x) is a polynomial of degree n ≥ 1 and a is any real number. If (x - a) is a factor of

p(x), then p(a) = 0.

i. (x + a) is a factor of a polynomial p(x) iff p(-a) = 0.

ii. (ax - b) is a factor of a polynomial p(x) iff p(b/a) = 0.

iii. (ax + b) is a factor of a polynomial p(x) iff p(-b/a) = 0.

iv. (x - a)(x - b) is a factor of a polynomial p(x) iff p(a) = 0 and p(b) = 0.

MATHEMATICS POLYNOMIALS

22. For applying factor theorem, the divisor should be either a linear polynomial of the form
(ax + b) or it should be reducible to a linear polynomial.

23. A quadratic polynomial ax2 + bx + c is factorised by splitting the middle term by

writing b as ps + qr such that (ps) (qr) = ac.

Then, ax2 + bx+ c = (px + q) (rx + s)

24. An algebraic identity is an algebraic equation which is true for all values of the variables
occurring in it.

25. Some useful quadratic identities:

i. (x + y)2 = x2 + 2xy + y2

ii. (x - y)2 = x2 - 2xy + y 2

iii. (x - y)(x - y) = x2 - y 2

iv. (x + a)(x + b) = x2 + (a + b)x + ab

v. (x + y + z)2 = x2 + y2 + z2 + 2xy + 2yz + 2zx

Here x, y, z are variables and a, b are constants.

26. Some useful cubic identities:

i. (x + y )3 = x3 + y 3 + 3xy(x + y )

ii. (x − y )3 = x3 − y 3 − 3xy(x − y )

iii. x3 + y 3 = (x + y )(x2 − xy + y 2 )

iv. x3 − y 3 = (x − y )(x2 + xy + y 2 )

v. x3 + y3 + z3 − 3xyz = (x + y + z)(x2 + y 2 + z2 − xy − yz − zx)

vi. if x + y + z = 0 then x3 + y 3 + z3 = 3xyz

Here, x, y and z are variables.

Polynomial
Polynomials are expressions with one or more terms with a non-zero coefficient. A
polynomial can have more than one term. In the polynomial, each expression in it is called a
term. Suppose x2 + 5x + 2 is polynomial, then the expressions x2, 5x, and 2 are the terms of
the polynomial. Each term of the polynomial has a coefficient. For example, if 2x + 1 is the
polynomial, then the coefficient of x is 2.

The real numbers can also be expressed as polynomials. Like 3, 6, 7, are also polynomials
MATHEMATICS POLYNOMIALS

without any variables. These are called constant polynomials. The constant polynomial 0 is
called zero polynomial. The exponent of the polynomial should be a whole number. For
example, x-2 + 5x + 2, cannot be considered as a polynomial, since the exponent of x is -2,
which is not a whole number.

The highest power of the polynomial is called the degree of the polynomial. For example, in
x3 + y3 + 3xy (x + y), the degree of the polynomial is 3. For a non-zero constant polynomial,
the degree is zero. Apart from these, there are other types of polynomials such as:

Polynomials in One Variable

The formulas with only one variable are known as polynomials in one variable. A polynomial
is a mathematical statement made up of variables and coefficients that involves the
operations of addition, subtraction, multiplication, and exponentiation.

Below are Some Instances of Polynomials in One Variable:

x2 + 3x − 2

3y3 + 2y2 – y + 1

m4 − 5m2 + 8m – 3

Coefficient of Polynomials.
A coefficient is a number or quantity that is associated with a variable. It's generally an
integer multiplied by the variable immediately adjacent to it.

For example, in the expression 3x,3 is the coefficient but in the expression x2 + 3, 1 is the
coefficient of x2.

Terms of Polynomial.
Polynomial terms are the portions of the equation that are usually separated by "+" or "-"
marks. As a result, each term in a polynomial equation is a component of the polynomial.
The number of terms in a polynomial like 22 + 5 + 4 is 3.

Types of Polynomials:
MATHEMATICS POLYNOMIALS

Degree of Polynomial
The largest exponential power in a polynomial equation is called its degree. Only variables
are taken into account when determining the degree of any polynomial; coefficients are
ignored.

4x5 + 2x3 – 20

In the above polynomial degree will be 5.

Zeros of Polynomials
The polynomial zeros are the x values that fulfil the equation y = f(x). The zeros of the
polynomial are the values of x for which the y value is equal to zero, and f(x) is a function of
x. The degree of the equation y = f(x), determines the number of zeros in a polynomial.

Factorization of Polynomials
MATHEMATICS POLYNOMIALS

You know that any polynomial of the form p(a) can also be written as p(a) = g(a) × h(a) +
R(a)

Dividend = Quotient × Divisor + Remainder

If the remainder is zero, then p(a) = g(a) x h(a). That is, the polynomial p(a) is a product of
two other polynomials g (a) and h(a). For example, 3a + 6a2 = 3a × (1 + 2a).

A polynomial may be expressed in more than one way as the product of two or more
polynomials.

Study the polynomial 3a + 6a2 = 3a x (1 + 2a).

Methods of Factorizing Polynomials

A polynomial can be factorised in a number of ways.

● Factorization, which is done by dividing the expression by the HCF of the words in the
provided expression.

● Factorization by grouping the terms of the expression.

● Factorization using identities.

Factorization is achieved by dividing the expression by the HCF of the given expression's
terms.

The biggest monomial in a polynomial is the HCF, which is a factor of each term in the
polynomial. We can factorise a polynomial by determining the expression's Highest
Common Factor (HCF) and then dividing each term by its HCF. The factors of the above
equation are HCF and the quotient achieved.

Steps for Factorization

● Determine the HCF of the supplied expression's terms.

● Find the quotient by dividing each term of the provided equation by the HCF.

● As a product of HCF and quotient, write the given expression.

Factorization by Grouping the Expression's Terms

We come encounter polynomials in a variety of circumstances, and they may or may not
contain common factors among their components. In such instances, we arrange the
expression's terms so that common factors exist among the terms of the resulting groups.
MATHEMATICS POLYNOMIALS

Steps for Factorization by Grouping

● If required, rearrange the terms.

● Assemble the provided phrase into groups, each with its own common component.

● Determine each group's HCF.

● Find out what the other component is.

● Convert the phrase to a product of the common and additional factors.

Factorization Using Identities

To Locate the Products, Recall the Following Identities:

Observe that the LHS in the identities are all factors and the RHS are their products. Thus,
we can write the factors as follows:

We may deduce from the preceding identities that a given statement in the form of an
MATHEMATICS POLYNOMIALS

identity can be expressed in terms of its components.

Steps for Factorization Using Identities

Recognize the correct persona.

In the form of the identity, rewrite the provided statement.

Using the identity, write the factors of the given equation.

Factorization of Trinomials of the Form x2 + bx + c

Trinomials are expressions with three terms. For example, x2 + 14x + 49 is a trinomial. All
trinomials cannot be factorised using a single approach. We must investigate the pattern in
trinomials and select the best approach for factorising the given trinomial.

Factorizing a Trinomial by Splitting the Middle Term

The product of two binomials of the type (x + a) and (x + b) is (x + a) × (x + b) x2 + x(a + b) +

ab [a trinomial]
MATHEMATICS POLYNOMIALS
MATHEMATICS POLYNOMIALS

Important Questions
Multiple Choice Questions-
Question. 1 x2-2x +1 is a polynomial in:
a. One Variable
b. Two Variables
c. Three variable
d. None of the above
Question. 2 The coefficient of x2 in 3x3+2x2-x+1 is:
a. 1
b. 2
c. 3
d. -1
Question. 3 A binomial of degree 20 in the following is:
a. 20x + 1
b. x/20 + 1
c. x20 +1
d. x2+20
Question. 4 The degree of 4x3-12x2+3x+9 is
a. 0
b. 1
c. 2
d. 3
Question. 5 x2 – x is ________ polynomial.
a. Linear
b. Quadratic
c. Cubic
d. None of the above
Question. 6 x – x3 is a ________ polynomial.
a. Linear
b. Quadratic
c. Cubic
d. None of the above
MATHEMATICS POLYNOMIALS

Question. 7 1 + 3x is a _________ polynomial.

a. Linear
b. Quadratic
c. Cubic
d. None of the above
Question. 8 The value of f(x) = 5x−4x2+3 when x = -1, is:
a. 3
b. -12
c. -6
d. 6
Question. 9 The value of p(t) = 2+t+2t2−t3 when t=0 is
a. 2
b. 1
c. 4
d. 0
Question. 10 The zero of the polynomial f(x) = 2x+7 is
a. 2/7
b. -2/7
c. 7/2
d. -7/2
Very Short:
1. Factorise: 125x3 – 64y3
2. Find the value of (x + y)2 + (x – y)2.
3. If p(x)= x2 – 2√2x+1, then find the value of p(2√2)
4. Find the value of m, if x + 4 is a factor of the polynomial x2 + 3x + m.
1
5. Find the remainder when x3+ x2 + x + 1 is divided by 𝑥 − using remainder
2
theorem.
6. Find the common factor in the quadratic polynomials x2 + 8x + 15 and x2 + 3x
– 10.
Short Questions:
1. Expand:
(i) (y – √3)2
MATHEMATICS POLYNOMIALS

(ii) (x – 2y – 3z)2
1
2. If, 𝑥 + = .= 7
𝑥

3. then find the value of

4. Show that p – 1 is a factor of p10 + p8 + p6 – p4 – p2 – 1.
5. If 3x + 2y = 12 and xy = 6, find the value of 27x3 + 8y3
6. Factorise: 4x2 + 9y2 + 16z22 + 12xy – 24 yz – 16xz.
7. Factorise: 1 – 2ab – (a2 + b2).
8. Factories:

Long Questions:
1. Prove that (a + b + c)3 – a3 – b3 – c3 = 3(a + b) (b + c) (c + a).
2. Factorise: (m + 2n)2 x2 – 22x (m + 2n) + 72.
3. If x – 3 is a factor of x2 – 6x + 12, then find the value of k. Also, find the other
factor of the – polynomial for this value of k.
4. Find a and b so that the polynomial x3– 10x2 + ax + b is exactly divisible by
the polynomials (x – 1) and (x – 2).
5. Factorise: x2 – 6x2 + 11x – 6.
Assertion and Reason Questions:
1. In these questions, a statement of assertion followed by a statement of reason is
given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: If f(x) = 3x7 – 4x6 + x + 9 is a polynomial, then its degree is 7.
Reason: Aromatic aldehydes are almost as reactive as formaldehyde.
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
MATHEMATICS POLYNOMIALS

b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: The expression 3x4 – 4x3/2 + x2 = 2 is not a polynomial because the
term – 4x3/2
contains a rational power of x.
Reason: The highest exponent in various terms of an algebraic expression in
one variable is called its degree.

Answer Key:
MCQ:
1. (a) One Variable
2. (b) 2
3. (c) x20 +1

4. (d) 3
5. (b) Quadratic
6. (c) Cubic
7. (a) Linear
8. (c) -6
9. (a) 2
10.(d) -7/2

Very Short Answer:

1. 125x3– 6443 = (5x)3 – (4y)3
By using a3 – b3 = (a – b) (a2 + ab + b2), we obtain
125x3– 64y3 = (5x – 4y) (25x2 + 20xy + 16y2)
2. (x + y)2 + (x – y)2 = x2 + y2 + 2xy + x2 + y2 – 2xy
= 2x2 + 2y2 = 21x2 + y2)
3. Put x = 2√2 in p(x), we obtain
p(2√2) = (2√2)2 – 2√2(2√2) + 1 = (2√2)2 – (2√2)2 + 1 = 1
4. Let p(x) = x2 + 3x + m
Since (x + 4) or (x – (-4)} is a factor of p(x).
∴ p (-4) = 0
MATHEMATICS POLYNOMIALS

⇒ (-4)2 + 3(-4) + m = 0
⇒ 16 – 12 + m = 0
⇒ m = -4
1
5. Let p(x) = x3+ x2 + x + 1 and q(x) = 𝑥 −
2
Here, p(x) is divided by q(x)
∴ By using remainder theorem, we have

6. x2 + 8x + 15 = x2 + 5x + 3x + 15 = (x + 3) (x + 5)
x2 + 3x - 10 = x2 + 5x - 2x - 10 = (x - 2) (x + 5)
Clearly, the common factor is x + 5.

Short Answer:
Ans: 1. (y - √3)2 = y2 -2 × y × √3 + (√3)2 = y2 - 2√3 y + 3 (x - 2y – 3z)2
= x2 + 1 - 2y)2 + (-3z)2 + 2 × x × (-2y) + 2 × (-2y) × (-3z) + 2 × (-3z) × x
= x2 + 4y2 + 9z2 - 4xy + 12yz - 6zx
1
Ans: 2. We have 𝑥 + = 7
𝑥
Cubing both sides, we have

Ans: 3. Let f(p) = p10 + p8 + p6 – p4 – p2 – 1

Put p = 1, we obtain
f(1) = 110 + 18 + 16 – 14 – 12 – 1
=1+1+1–1–1–1=0
Hence, p – 1 is a factor of p10 + p8 + p6 – p4 – p2 – 1
MATHEMATICS POLYNOMIALS

Ans: 4. We have 3x + 2y = 12
On cubing both sides, we have
⇒ (3x + 2y)3 = 123
⇒ (3x)3 +(2y)3 + 3 × 3x × 2y(3x + 2y) = √728
⇒ 27x3+ 8y3 + 18xy(3x + 2y) = √728
⇒ 27x3+ 8y3 + 18 × 6 × 12 = √728
⇒ 27x3+ 8y3 + 1296 = √728
⇒ 27x3+ 8y3 = √728 – 1296
⇒ 27x3+ 8y3 = 432
Ans: 5. 4x2 + 9y2 + 16z22 + 12xy – 24yz – 16xz
= (2x)2 + (3y)2 + (-4z)2 + 2(2x)(3y) + 2(3y)(= 42) + 2(- 42)(2x)
By using a2 + b2 + 2ab + 2bc + 2ca = (a + b + c)2, we obtain
= (2x + 3y – 4z)2 = (2x + 3y – 4z) (2x + 3y – 4z)
Ans: 6. 1 – 2ab – (a2 + b2) = 1 – (a2 + b2 + 2ab)
= 12 – (a + b)2
= (1 + a + b) (1 – a – b)
[∵ x2 – y2 = (x + y) (x – y)]

Ans: 7.

Long Answer:
Ans: 1. L.H.S. = (a + b + c)3 – a3– b3 – c3
= {(a + b + c) 3 – 3} – {b3 + c3}
= (a + b + c – a) {(a + b + c)2 + a2 + a(a + b + c)} – (b + c) (b2 + c2 – bc)
= (b + c) {a2 + b2 + 2 + 2ab + 2bc + 2ca + a2 + a2 + ab + ac – b2 – a2 + bc)
= (b + c) (3a2 + 3ab + 3bc + 3ca}
= 3(b + c) {a2 + ab + bc + ca}
= 31b + c) {{a2 + ca) + (ab + bc)}
= 3(b + c) {a(a + c) + b(a + c)}
MATHEMATICS POLYNOMIALS

= 3(b + c)(a + c) (a + b)
= 3(a + b)(b + c) (c + a) = R.H.S.
Ans: 2. Let m + 2n = a
∴ (m + 2n) 2 x2 – 22x (m + 2n) + 72 = a2x2 – 22ax + 72
= a2x2– 18ax – 4ax + 72
= ax(ax – 18) – 4(ax – 18)
= (ax – 4) (ax – 18)
= {(m + 2n)x – 4)} {(m + 2n)x – 18)}
= (mx + 2nx – 4) (mx + 2nx – 18).
Ans: 3. Here, x – 3 is a factor of x2 – kx + 12
∴ By factor theorem, putting x = 3, we have remainder 0.
⇒ (3)2 – k(3) + 12 = 0
⇒ 9 – 3k + 12 = 0
⇒ 3k = 21
⇒k=7
Now, x2 – 7x + 12 = x2 – 3x – 4x + 12
= x(x – 3) – 4(x – 3)
= (x – 3) (x – 4)
Hence, the value of k is 7 and other factor is x – 4.
Ans: 4. Let p(x) = x3– 10x2 + ax + b
Since p(x) is exactly divisible by the polynomials (x – 1) and (x – 2).
∴ By putting x = 1, we obtain
(1)3 – 10(1)2 + a(1) + b = 0
⇒a+b=9
And by putting x = 2, we obtain
(2)3 – 10(2)2 + a(2) + b = 0
8 – 40 + 2a + b = 0
⇒ 2a + b = 32
Subtracting (i) from (ii), we have
a = 23
From (i), we have 23 + b = 9 = b = -14
Hence, the values of a and b are a = 23 and b = -14
MATHEMATICS POLYNOMIALS

Ans: 5. Let p(x) = x2 – 6x2 + 11x – 6

Here, constant term of p(x) is -6 and factors of -6 are ± 1, ± 2, ± 3 and ± 6
By putting x = 1, we have
p(1) = (1)3 – 6(1)2 + 11(1) – 6 = 1 – 6 + 11 -6 = 0
∴ (x – 1) is a factor of p(x)
By putting x = 2, we have
p(2) = (2)3 – 6(2)2 + 11(2) – 6 = 8 – 24 + 22 – 6 = 0
∴ (x – 2) is a factor of p(x)
By putting x = 3, we have
p(3) = (3)3 – 6(3)2 + 11(3) – 6 = 27 – 54 + 33 – 6 = 0
∴ (x – 3) is a factor of p(x) Since p(x) is a polynomial of degree 3, so it cannot
have more than three linear factors.
∴ x3 – 6x2 + 11x – 6 = k (x – 1) (x – 2) (x – 3)
By putting x = 0, we obtain
0 – 0 + 0 – 6 = k (-1) (-2) (3)
-6 = -6k
k=1
Hence, x3 – 6x2 + 11x – 6 = (x – 1) (x – 2)(x – 3).
Assertion and Reason Answers:
1. a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
2. b) Assertion and reason both are correct statements but reason is not
correct explanation for assertion.
MATHEMATICS
Chapter 3: Coordinate Geometry
MATHEMATICS COORDINATE GEOMETRY

Coordinate Geometry

1. Two perpendicular number lines intersecting at point zero are called coordinate axes.
The horizontal number line is the x-axis (denoted by X’OX) and the vertical one is the
y-axis (denoted by Y’OY). The point of intersection of x-axis and y-axis is called origin
and denoted by ‘O’.
2. Cartesian plane is a plane obtained by putting the coordinate axes perpendicular to
each other in the plane. It is also called coordinate plane or xy plane.
3. The x-coordinate of a point is its perpendicular distance from y-axis.
4. The y-coordinate of a point is its perpendicular distance from x-axis.
5. The point where the x axis and the y axis intersect is represented by coordinate points
(0, 0) and is called the origin.
6. The abscissa of a point is the x-coordinate of the point. The ordinate of a point is the
y-coordinate of the point.
7. If the abscissa of a point is x and the ordinate of the point is y, then (x, y) are called the
coordinates of the point.
8. The axes divide the Cartesian plane into four parts called the quadrants (one fourth
part), numbered I, II, III and IV anticlockwise from OX.
9. Sign of coordinates depicts the quadrant in which it lies. The coordinates of a point are
of the form (+, +) in the first quadrant, (-, +) in the second quadrant, (-, -) in the third
quadrant and (+, -) in the fourth quadrant.
MATHEMATICS COORDINATE GEOMETRY

10. The coordinates of a point on the x-axis are of the form (x, 0) and that of the point on
y-axis are (0, y).
11. To plot a point P (3, 4) in the Cartesian plane, start from origin and count 3 units on
the positive x axis then move 4 units towards positive y axis. The point at which we will
arrive will be the point P (3, 4).

12. If x ≠ y, then (x, y) ≠ (y, x) and if (x, y) = (y, x), then x = y.

Cartesian System
Cartesian plane & Coordinate Axes
Cartesian Plane: A cartesian plane is defined by two perpendicular number lines, A
horizontal line(x−axis) and a vertical line (y−axis).
These lines are called coordinate axes. The Cartesian plane extends infinitely in all
directions.
Origin: The coordinate axes intersect each other at right angles, The point of intersection of
these two axes is called Origin.
Co-ordinate system is used to locate the position of a point in a plane using two
perpendicular lines. Points are represented in the form of coordinates (x, y) in two-
dimension with respect to x- and y- axes. In this article, we will learn about Cartesian
Coordinate system.
To understand the need of coordinate system, let us consider an example, suppose Rina is a
girl in your class and she sits on the 3rd column and 5th row. Then, this position can be
represented as (3, 5).
Two axes – vertical axis and perpendicular axis are reference lines of a rectangular system
from which distances are measured. They are obtained as follows:
MATHEMATICS COORDINATE GEOMETRY

Explanation:
Take two number lines XX’ and YY’. Place XX’ in horizontal and write the numbers on it as
we write in the number line. Similarly, place YY’ in vertical and proceed writing numbers on
it as we write in a number line. Combine both the lines in such a way that the two lines
cross each other at their zeroes or origins. The horizontal line XX’ is called the x-axis and the
vertical line YY’ is called the y-axis. The point where XX’ and YY’ cross is called the origin,
and is denoted by O. Since the positive numbers lie on the directions OX and OY, OX and OY
are called the positive directions of the x-axis and the y-axis respectively. Similarly, OX’ and
OY’ are called the negative directions of the x- and y-axes respectively.
Important Terms:
Quadrants:
Moreover, the axes divide the plane into four parts and these four parts are called
quadrants (one-fourth part). Thus, we have four quadrants numbered I, II, III and IV
anticlockwise from OX.
Points in different Quadrants.
Signs of coordinates of points in different quadrants:
I Quadrant: ‘+’ x – coordinate and ‘+’ y – coordinate. E.g. (2, 3)
II Quadrant: ‘-’ x – coordinate and ‘+’ y – coordinate. E.g. (-1, 4)
III Quadrant: ‘-’ x – coordinate and ‘-’ y – coordinate. E.g. (-3, -5)
IV Quadrant: ‘+’ x – coordinate and ‘-’ y – coordinate. E.g. (6, -1)
Cartesian Plane:
A plane consists of axes and quadrants. Thus, we call the plane the Cartesian Plane, or the
Coordinate Plane, or the x-y plane. The axes are called the coordinate axes.
MATHEMATICS COORDINATE GEOMETRY

Cartesian coordinate system for one dimensional:

The Cartesian coordinate system for one dimensional space consists of a line. We choose a
point O, origin on the line, a unit of length and orientation for the line. The orientation
chooses which of the two half lines determined by O is the positive, and which is negative.
Each point P of the line can be specified by its distance from O, taken with a negative or
positive sign.
Number line:
A line with a chosen Cartesian system is called a number line. Every real number has a
unique location on the line. Every point on the number line can be interpreted as a number.
Important Note:
The above depicts a two-dimensional system. In case of a three-dimensional system, we
have three mutually perpendicular axes, namely x, y and z. It can be generalized to create n
coordinates for any point in n-dimensional Euclidean space.
Abscissa and Ordinate
The x-coordinate of a point is its perpendicular distance from the y-axis measured along the
x-axis and it is known as Abscissa.
The y-coordinate of a point is its perpendicular distance from the x-axis measured along the
y-axis and it is known as Ordinate.
In writing the coordinates of a point in the coordinate plane, the x-coordinate comes first
and then the y-coordinate. We place the coordinates in brackets as (x, y). The coordinates
describe a point in the plane uniquely. It implies (3,1) ≠ (1,3) or in general (x, y) ≠ (y, x).
Consider an example point (5,6). Here abscissa = 5 and ordinate = 6.
Different Types of Coordinate Systems
We have mainly two types of coordinate systems as listed below:
Cartesian coordinate system
As stated above, it uses the concept of mutually perpendicular lines to denote the
coordinate of a point. To locate the position of a point in a plane using two perpendicular
lines, we use the cartesian coordinate system. Points are represented in the form of
coordinates (x, y) in two-dimension with respect to x- and y- axes.
The x-coordinate of a point is its perpendicular distance from the y-axis measured along the
x-axis and it is known as Abscissa. The y-coordinate of a point is its perpendicular distance
from the x-axis measured along the y-axis and it is known as Ordinate.
Polar Coordinate System
Here, a point is chosen as the pole and a ray from this point is taken as the polar axis.
Basically, we have two parameters namely angle and radius. The angle Ɵ with the polar axis
has a single line through the pole measured anti-clockwise from the axis to the line.
The point will have a unique distance from the origin (r). Thus, a point in Polar coordinate
MATHEMATICS COORDINATE GEOMETRY

system is represented as a pair of coordinates (r, Ɵ). The pole is represented by (0, Ɵ) for
any value of Ɵ, where r = 0.
(r, Ɵ), (r, Ɵ + 2π) and (-r, Ɵ + π) are all polar coordinates for the same point.
The distance from the pole is called the radial coordinate, radial distance or simply radius
and the angular coordinate, polar angle or azimuth.
Consider the figure below that depicts the relationship between polar and cartesian
coordinates.
X = r cos Ɵ and y = r sin Ɵ
r = (x2 + y2) ½ and tan Ɵ = (y/x)

Polar equation of a curve consists of points of the form (r, Ɵ).

In case of circle, the general equation for a circle with centre at (R, β) and
radius a is r2 – 2rR cos (Ɵ – β) + R2 = a2.
Radial lines (those running through the pole) are represented by the equation: Ɵ = β.

Cartesian Formulae for the Plane

Distance between two points

The distance between two points of the plane (x1, y1) and (x2, y2) is given by

In case of three-dimensional system, the distance formula between the points (x1, y1, z1)
and (x2, y2, z2) is
MATHEMATICS COORDINATE GEOMETRY

Representation of a vector
In two-dimensions, the vector from the origin to the point with the cartesian coordinates (x,
y) can be written as r = xi + yj where i = (1,0) and j = (0,1) are unit vectors in the direction of
the x-axis and y-axis respectively.
In case of three-dimensions, we will have r = xi + yj + zk, where k = (0,0,1) is the unit vector
in the direction of z-axis.
Three Dimensional Geometry
3D geometry involves the mathematics of shapes in 3D space and involving 3 coordinates
which are x-coordinate, y-coordinate and z-coordinate. In a 3d space, three parameters are
required to find the exact location of a point. For JEE, three-dimensional geometry plays a
major role as a lot of questions are included in the exam. Here, the basic concepts of
geometry involving 3-dimensional coordinates are covered which will help to understand
different operations on a point in 3d plane.
Coordinate System in 3D Geometry
In 3 dimensional geometry, a coordinate system refers to the process of identifying the
position or location of a point in the coordinate plane. To understand more about
coordinate planes and system, refer to the coordinate geometry lesson which covers all the
basic concepts, theorems, and formulas related to coordinate or analytic geometry.
Rectangular coordinate system
Three lines perpendicular to each other pass through a common point. That common point
is called the origin, the 3 lines the axes. They are x-axis, y-axis, z-axis respectively. O is the
observer with respect to his position of any other point is measured. The position or
coordinates of any point in 3D space is measured by how much he has moved along x, y and
z-axis respectively. So if a point has a position (3, -4, 5) means he has moved 3 unit along
positive x-axis, 4 unit along negative y-axis, 5 unit along positive z-axis.

Rectangular coordinate system – 3D Geometry

MATHEMATICS COORDINATE GEOMETRY

Distance from the Origin

Distance from the Origin in 3D Space – 3D Geometry

Plotting on a Graph
Representation of a point on the Cartesian plane
Using the co-ordinate axes, we can describe any point in the plane using an ordered pair of
numbers. A point A is represented by an ordered pair (x, y) where x is the abscissa and y is
the ordinate of the point.

Position of a point in a plane

Plotting a point
The coordinate points will define the location in the cartesian plane. The first point (x) in
the coordinates represents the horizontal axis, and the second point in the coordinates (y)
represents the vertical axis.
Consider an example, Point (3, 2) is 3 units away from the positive y-axis and 2 units away
MATHEMATICS COORDINATE GEOMETRY

from the positive x-axis. Therefore, point (3, 2) can be plotted, as shown below. Similarly, (-
2, 3), (-1, -2) and (2, -3) are plotted.
MATHEMATICS COORDINATE GEOMETRY
MATHEMATICS COORDINATE GEOMETRY

Important Questions
Multiple Choice Questions-s
Question 1. If the coordinates of a point are (0, -4), then it lies in:
a) X-axis
b) Y-axis
c) At origin
d) Between x-axis and y-axis
Question 2. If the coordinates of a point are (3, 0), then it lies in:
a) X-axis
b) Y-axis
c) At origin
d) Between x-axis and y-axis
Question 3. If the coordinates of a point are (-3,4), then it lies in:
a) First quadrant
b) Second quadrant
c) Third quadrant
d) Fourth quadrant
Question 4. If the coordinates of a point are (-3, -4), then it lies in:
a) First quadrant
b) Second quadrant
c) Third quadrant
d) Fourth quadrant
Question 5. The name of horizontal line in the cartesian plane which
determines the position of a point is called:
a) Origin
b) X-axis
c) Y-axis
d) Quadrants
Question 6. The name of vertical line in the cartesian plane which determines
the position of a point is called:
a) Origin
b) X-axis
MATHEMATICS COORDINATE GEOMETRY

c) Y-axis
d) Quadrants
Question 7. The section formed by horizontal and vertical lines determining
the position of point in a cartesian plane is called:
a) Origin
b) X-axis
c) Y-axis
d) Quadrants
Question 8. The point of intersection of horizontal and vertical lines
determining the position of point in a cartesian plane is called:
a) Origin
b) X-axis
c) Y-axis
d) Quadrants
Question 9. Points (1,2), (-2,-3), (2,-3);
a) First quadrant
b) Do not lie in the same quadrant
c) Third quadrant
d) Fourth quadrant
Question 10. If x coordinate of a point is zero, then the point lies on:
a) First quadrant
b) Second quadrant
c) X-axis
d) Y-axis
Very Short:
1. Write the signs convention of the coordinates of a point in the second
quadrant.
2. Write the value of ordinate of all the points lie on x-axis.
3. Write the value of abscissa of all the points lie on y-axis.
4. If in coordinates of a point B(3, -2), signs of both coordinates are
interchanged, then it will lie in which quadrant?
5. Find distances of points C(-3, -2) and D(5, 2) from x-axis and y-axis.
6. Find the values of x and y, if two ordered pairs (x – 3, – 6) and (4, x + y)
are equal.
MATHEMATICS COORDINATE GEOMETRY

7. In which quadrant does the point (-1, 2) lie?

8. Find the distance of the point (0, -5) from the origin.
9. Write the shape of the quadrilateral formed by joining (1, 1), (6, 1), (4, 5)
and (3, 5) on graph paper.
Short Questions:
1. In the given figure, ABCD is a rectangle with length 6 cm and breadth 3
cm. O is the mid-
point of AB. Find the coordinates of A, B, C and D.

2. Write the coordinates of A, B, C and D from the figure given alongside.

3. A point lies on x-axis at a distance of 9 units from y-axis. What are its
coordinates? What will be the coordinates of a point, if it lies on y-axis
at a distance of -9 units from x-axis?
4. Plot the point P(2, -6) on a graph paper and from it draw PM and PN
perpendiculars to x-axis and y-axis respectively. Write the coordinates of
the points M and N.
5. Without plotting the points indicate the quadrant in which they lie, if :
(i) ordinate is 5 and abscissa is – 3
(ii) abscissa is -5 and ordinate is – 3
(iii) abscissa is – 5 and ordinate is 3
(iv) ordinate is 5 and abscissa is 3
6. Plot the points A(1, 4), B(-2, 1) and C(4, 1). Name the figure so obtained
on joining them in order and also, find its area.
7. Plot the following points, join them in order and identify the figure thus
formed: A(1, 3), B(1, -1), C(7, -1) and D(7, 3)
MATHEMATICS COORDINATE GEOMETRY

Long Questions:
1. Plot the points A(3, 2), B(-2, 2), C(-2, -2) and D(3, -2) in the cartesian plane.
Join these points and name the figure so formed.
2. Write the coordinates of two points on X-axis and two points on Y-axis
which are at equal distances from the origin. Connect all these points and
make them as vertices of quadrilateral. Name the quadrilateral thus
formed.
3. On environment day, class-9 students got five plants of mango, silver oak,
orange, banyan and amla from soil department. Students planted the
plants and noted their locations as (x, y).

Plot the points (x, y) in the graph and join them in the given order. Name
the figure you get. Which social act is being done by students of class-9 ?
Assertion and Reason Questions-
1. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not
correct explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: The points (- 3,5) and (5, - 3)are at different positions in the
coordinate plane.
Reason: If x ≠ y , then (x, y) ≠ (y,x)
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
MATHEMATICS COORDINATE GEOMETRY

Assertion: The point ( - 5 , 0) lies on y – axis and (0, - 4) on x -axis.

Reason: Every point on the x -axis has zero distance from x -axis and every point
on the y - axis has zero distance from y -axis.
Case Study Questions-
1. Read the Source/ Text given below and answer these questions:

There is a square park ABCD in the middle of Saket colony in Delhi. Four
children Deepak, Ashok, Arjun and Deepa went to play with their balls. The
colour of the ball of Ashok, Deepak, Arjun and Deepa are red, blue, yellow and
green respectively. All four children roll their ball from centre point O in the
direction of XOY, X'OY, X'OY' and XOY'. Their balls stopped as shown in the
above image.
Answer the following questions:
i. What are the coordinates of the ball of Ashok?
a. (4, 3)
b. (3, 4)
c. (4, 4)
d. (3, 3)
ii. What are the coordinates of the ball of Deepa?
a. (2, -3)
b. (3, 2)
c. (2, 3)
d. (2, 2)
MATHEMATICS COORDINATE GEOMETRY

iii. What the line XOX' is called?

a. y-axis.
b. ordinate.
c. x-axis.
d. origin.
iv. What the point O(0, 0) is called?
a. y-axis.
b. ordinate.
c. x-axis.
d. origin.
v. What is the ordinate of the ball of Arjun?
a. -3
b. 3
c. 4
d. 2
2. Read the Source/ Text given below and answer any four questions:

Rohit was putting up one of his paintings in his living room. Before this Rohit had put
a grid on the wall where each unit measured equal to a foot. The upper-left corner of
the frame is at point C(1, 8) and the upper-right corner at D(7, 8). The bottom-left
corner is at A(1, 2) and the bottom-right corner at B(7, 2).
Please answer the following questions:
i. What is the width of the painting plus frame?
a. 5 feet
b. 8 feet
MATHEMATICS COORDINATE GEOMETRY

c. 9 feet
d. 6 feet
ii. What is the length of the painting plus frame?
a. 9 feet
b. 8 feet
c. 6 feet
d. 5 feet
iii. Which sides of the painting are parallel to x-axis?
a. AB and CD
b. AC and BD
c. Diagonals AD and BC
d. No one
iv. Which sides of the painting are parallel to y-axis?
a. AB and CD
b. AC and BD
c. Diagonals AC and BD
d. No one
v. Point A, B, C and D lie in which quadrant?
a. I
b. II
c. III
d. IV

Answer Key:
MCQ:
1. (b) Y-axis
2. (a) Y-axis
3. (b) Second quadrant
4. (c) Third quadrant
5. (b) X-axis
6. (c) Y-axis
7. (d) Quadrants
8. (a) Origin
MATHEMATICS COORDINATE GEOMETRY

9. (b) Do not lie in the same quadrant

10.(d) Y-axis

Very Short Answer:

1. (-ve, +ve)
2. 0
3. 0
4. When signs of both coordinates of B(3, -2) are interchanged, then coordinates of
new point are B'(-3, 2) and it will lie in second quadrant.

5. Distances of point C(-3, -2) from x-axis is 2 units in the negative direction and from
y-axis is 3 units in the negative direction. Distances of point D(5, 2) from x-axis is 2
units and from y-axis is 5 units.

6. Here, two ordered pairs are equal.

⇒ Their first components are equal, and their second components are separately
equal.
⇒ x – 3 = 4 and x + y = -6
⇒ x = 7 and 7 + y = -6 ⇒ y = – 13
Hence, x = 7 and y = – 13.

7. (-1, 2) lie in second quadrant.

8. 5 units.

9. Trapezium.

Short Answer:
Ans: 1.
MATHEMATICS COORDINATE GEOMETRY

We have taken 1cm = 1 unit and origin O is the mid-point of AB

∴ OA = OB = 3cm
and BC = AD = 3cm
Thus, the coordinates of A are (-3, 0)
the coordinates of B are (3, 0)
the coordinates of C are (3, 3)
the coordinates of D are (-3, 3)
Ans: 2. Coordinates of the point A are (5, 0)
Coordinates of the point B are (5, 3)
Coordinates of the point C are (-2, 4)
Coordinates of the point D are (0, -2)

Ans: 3. As shown in graph, the coordinates of a point which lies on x-axis at a

distance of 9 units from y-axis are (9, 0) and the coordinates of a point which lies at a
distance of -9 units from x-axis are
(0, -9).

Ans: 4.
MATHEMATICS COORDINATE GEOMETRY

Ans: 5. (i) Clearly, point (-3, 5) lies in 2nd quadrant.

(ii) Clearly, point (-5, – 3) lies in 3rd quadrant.
(ii) Clearly, point (-5, 3) lies in 2nd quadrant.
(iv) Clearly, point (3, 5) lies in 1st quadrant.

Ans: 6.

Ans: 7.
MATHEMATICS COORDINATE GEOMETRY

ABCD is a rectangle.
Point of intersection of the diagonals AC and BD is (4, 1)

Long Answer:
Ans: 1.

Figure so formed is ABCD a rectangle.

Ans: 2. Let a be the equal distance from origin on both axes. Now, the
coordinates of two points on equal distance ‘a ‘on x-axis are Pla, 0) and R(-a,
0). Also, the coordinates of two points on equal distance ‘a’ on Y-axis are
Q(0, a) and S(0, -a). Join all the four points on the graph. Now, PQRS, thus
formed is a square.
MATHEMATICS COORDINATE GEOMETRY

Ans: 3.

The given trees (points) are Mango (2, 0), Silver Oak (3, 4), Orange (0,7),
Banyan (-3, 4) and Amla (-2, 0). The location of these trees are Orange
(0,7) shown in the graph.
On joining the points of mango, silver oak, orange, banyan and amla in
order, the figure so formed is a regular pentagon.
Planting more trees helpful in reducing pollution and make the
environment clean and green for the coming generations.
Assertion and Reason Answers-
1. a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
MATHEMATICS COORDINATE GEOMETRY

Explanation:
Assertion (A) :
The points(-3,5) and (5,-3) are at different positions in the coordinate plane.
For the point (-3,5)
Abscissa = - 3 & ordinate = 5
The point lies is 2nd quadrant
For the point (5,-3)
Abscissa = 5 & ordinate = - 3
The point lies is 4th quadrant
Since 5 ≠ - 3
So the points(-3,5) and (5,-3) are at different positions in the coordinate plane.
So Assertion (A) is correct
Reason(R) :
If x is not equal to y then the position of (x,y) in the cartesian plane is different
from the position of (y,x)
We know that two point (a, b) & (c, d) are the same point iff a = c , b = d
So if x is not equal to y then the position of (x,y) in the cartesian plane is
different from the position of (y,x)
Therefore Reason(R) is correct
Also reason (R) is the correct explanation of assertion
Hence the correct option is:
(a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
2. d) Assertion is wrong statement but reason is correct statement.
Explanation: (-5,0) lies on x-axis because the first part of co-ordinate shows X-
axis and second part show y-axis and also the point (0,-4) lies on y axis not x axis
Hence the assertion is false but the reason is 100% true statement.
Case Study Answers-
1.
(i) (b) (3, 4)
(ii) (a) (2, -3)
(iii) (c) x-axis.
(iv) (d) origin.
(v) (a) -3
MATHEMATICS COORDINATE GEOMETRY

2.
i d 6 feet
ii c 6 feet
iii a AB and CD
iv b AC and BD
v a I
MATHEMATICS
Chapter 4: Linear Equations in Two Variables
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

Linear Equations in Two Variables

1. An equation of the form ax + by + c = 0, where a, b and c are real numbers, such that a
and b are not both zero, is called a linear equation in two variables.
2. Linear equations in one variable, of the type ax + b = 0, can also expressed as a linear
equation in two variables. Since, ax + b = 0 ⇒ ax + 0.y + b = 0.
3. A solution of a linear equation in two variables is a pair of values, one for x and one for
y, which satisfy the equation.
4. The solution of a linear equation is not affected when-
i. The same number is added or subtracted from both the sides of an equation.
ii. Multiplying or dividing both the sides of the equation by the same non-zero
number.
5. A linear equation in two variables has infinitely many solutions.
6. Every point on the line satisfies the equation of the line and every solution of the
equation is a point on the line.
7. A linear equation in two variables is represented geometrically by a straight line whose
points make up the collection of solutions of the equation. This is called the graph of
the linear equation.
8. x = 0 is the equation of the y-axis and y = 0 is the equation of the x-axis.
9. The graph of x = k is a straight line parallel to the y-axis.
For example, the graph of the equation x = 5 is as follows:

10. The graph of y = k is a straight line parallel to the x-axis.

MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

For example, the graph of the equation y = 5 is as follows:

11. An equation of the type y = mx represents a line passing through the origin, where m
is a real number. For example, the graph of the equation y = 2x is as follows:

Linear equation in one variable

When an equation has only one variable of degree one, then that equation is known as
linear equation in one variable.
A linear equation in one variable is an equation which has a maximum of one variable of
order 1. It is of the form ax + b = 0, where x is the variable.
• Standard form: ax + b = 0, where a and b ϵ R & a ≠ 0
• Examples of linear equation in one variable are:
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

– 3x - 9 = 0
– 2t = 5
Standard Form of Linear Equations in One Variable
The standard form of linear equations in one variable is represented as:
ax + b = 0
Where,
• ‘a’ and ‘b’ are real numbers.
• Both ‘a’ and ‘b’ are not equal to zero.
Thus, the formula of linear equation in one variable is ax + b = 0.
Solving Linear Equations in One Variable
For solving an equation having only one variable, the following steps are followed
• Step 1: Using LCM, clear the fractions if any.
• Step 2: Simplify both sides of the equation.
• Step 3: Isolate the variable.
• Step 4: Verify your answer.
Example of Solution of Linear Equation in One Variable
Let us understand the concept with the help of an example.
For solving equations with variables on both sides, the following steps are followed:
Consider the equation: 5x – 9 = -3x + 19
Step 1: Transpose all the variables on one side of the equation. By transpose, we mean to
shift the variables from one side of the equation to the other side of the equation. In the
method of transposition, the operation on the operand gets reversed.
In the equation 5x – 9 = -3x + 19, we transpose -3x from the right-hand side to the left-hand
side of the equality, the operation gets reversed upon transposition and the equation
becomes:
5x – 9 +3x = 19
⇒ 8x -9 = 19
Step 2: Similarly transpose all the constant terms on the other side of the equation as
below:
8x -9 = 19
⇒ 8x = 19 + 9
⇒ 8x = 28
Step 3: Divide the equation with 8 on both sides of the equality.
8x/8 = 28/8
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

⇒ x = 28/8
If we substitute x = 28/8 in the equation 5x – 9 = -3x + 19, we will get 9 = 9, thereby
satisfying the equality and giving us the required solution.
The Application of Linear equation
There are various applications of linear equations in Mathematics as well as in real life. An
algebraic equation is an equality that includes variables and equal sign (=). A linear equation
is an equation of degree one.
The knowledge of mathematics is frequently applied through word problems, and the
applications of linear equations are observed on a wide scale to solve such word problems.
Here, we are going to discuss the linear equation applications and how to use them in the
real world with the help of an example.
A linear equation is an algebraic expression with a variable and equality sign (=), and whose
highest degree is equal to 1. For example, 2x – 1 = 5 is a linear equation.
• Linear equation with one variable and degree one is called a linear equation in one
variable. (Eg, 3x + 5 = 0)
• Linear equation with degree one and two variables is called a linear equation in two
variables. (Eg, 3x + 5y = 0)
The graphical representation of linear equation is ax + by + c = 0, where,
• a and b are coefficients
• x and y are variables
• c is a constant term
In real life, the applications of linear equations are vast. To tackle real-life problems using
algebra, we convert the given situation into mathematical statements in such a way that it
clearly illustrates the relationship between the unknowns (variables) and the information
provided. The following steps are involved while restating a situation into a mathematical
statement:
• Translate the problem statement into a mathematical statement and set it up in the
form of algebraic expression in a manner it illustrates the problem aptly.
• Identify the unknowns in the problem and assign variables (quantity whose value can
change depending upon the mathematical context) to these unknown quantities.
• Read the problem thoroughly multiple times and cite the data, phrases and
keywords. Organize the information obtained sequentially.
• Frame an equation with the help of the algebraic expression and the data provided in
the problem statement and solve it using systematic techniques of equation solving.
• Retrace your solution to the problem statement and analyze if it suits the criterion of
the problem.
There you go!! Using these steps and applications of linear equations word problems can be
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

solved easily.
Applications of Linear equations in Real life
• Finding unknown age
• Finding unknown angles in geometry
• For calculation of speed, distance or time
• Problems based on force and pressure
Let us look into an example to analyze the applications of linear equations in depth.
Applications of Linear Equations Solved Example
Example:
Rishi is twice as old as Vani. 10 years ago his age was thrice of Vani. Find their present ages.
Solution:
In this word problem, the ages of Rishi and Vani are unknown quantities. Therefore, as
discussed above, let us first choose variables for the unknowns.
Let us assume that Vani’s present age is ‘x’ years. Since Rishi’s present age is 2 times that of
Vani, therefore his present age can be assumed to be ‘2x’.
10 years ago, Vani’s age would have been ‘x – 10 ’, and Rishi’s age would have been ‘2x –
10’. According to the problem statement, 10 years ago, Rishi’s age was thrice of Vani, i.e. 2x
– 10 = 3(x – 10).
We have our linear equation in the variable ‘x’ which clearly defines the problem
statement. Now we can solve this linear equation easily and get the result.

This implies that the current age of Vani is 20 years, and Rishi’s age is ‘2x,’ i.e. 40 years. Let
us retrace our solution. If the present age of Vani is 20 years then 10 years ago her age
would have been 10 years, and Rishi’s age would have been 30 years which satisfies our
problem statement. Thus, applications of linear equations enable us to tackle such real-
world problems.
Linear Equations Formula
A linear equation looks like any other equation. It is made up of two expressions set equal
to each other. It is equal to the product that is directly proportional to the other plus the
constant.
The Linear equation formula is given by
𝑦 = 𝑚𝑥 + 𝑏
Where,
m determines the slope of that line,
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

b determines the point at which the line crosses

Solved Examples
Question 1: Solve for x: 5x + 6 = 11
Solution:
Given function is 5x + 6 = 11
5x = 11 – 6
5
x=5=1
Therefore, x = 1.
Graphing of Linear Equations
Linear equations, also known as first-order degree equations, where the highest power of
the variable is one. When an equation has one variable, it is known as linear equations in
one variable. If the linear equations contain two variables, then it is known as linear
equations in two variables, and so on. In this article, we are going to discuss the linear
equations in two variables, and also going to learn about the graphing of linear equations in
two variables with examples.
Linear Equations in Two Variables
Equations of degree one and having two variables are known as linear equations in two
variables. It is of the form, ax + by + c = 0, where a, b and c are real numbers, and both a
and b not equal to zero.
Equations of the form ax + by = 0; where a and b are real numbers, and a, b ≠ 0, is also
linear equations in two variable.
Solution of a Linear Equation in Two Variables
The solution of a linear equation in two variables is a pair of numbers, one for x and one for
y which satisfies the equation. There are infinitely many solutions for a linear equation in
two variables.
For example, x + 2y = 6 is a linear equation and some of its solution are (0,3),(6,0),(2,2)
because, they satisfy x + 2y = 6.
Graphing of Linear Equation in Two Variables
Since the solution of linear equation in two variable is a pair of numbers (x,y), we can
represent the solutions in a coordinate plane.
Consider the equation,
2x + y = 6 —(1)
Some solutions of the above equation are, (0,6), (3,0), (1,4), (2,2) because, they satisfy (1).
We can represent the solution of (1) using a table as shown below.
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

We can plot the above points (0, 6), (3, 0), (1, 4), (2, 2) in a coordinate plane (Refer figure).
We can take any two points and join those to make a line. Let the line be PQ. It is observed
that all the four points are lying on the same line PQ.

Consider any other point on the line PQ, for example, take point (4, -2) which lies on PQ.
Let’s check whether this point satisfies the equation or not.
Substituting (4, -2) in (1) gives,
LHS = (2 × 4) -2 = 6 = RHS
Therefore (4, -2) is a solution of (1).
Similarly, if we take any point on the line PQ, it will satisfy (1).
It can be observed that,
• All the points say, (p, q) on the line PQ gives a solution of 2x + y = 6.
• All the solution of 2x + y = 6, lie on the line PQ.
• Points which are not the solution of 2x + y = 6 will not lie on the line PQ.
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

Graphing of Linear Equations keypoints

It can be concluded that, for a linear equation in two variables,
• Every point on the line will be a solution to the equation.
• Every solution of the equation will be a point on the line.
Therefore, every linear equation in two variables can be represented geometrically as a
straight line in a coordinate plane. Points on the line are the solution of the equation. This
why equations with degree one are called as linear equations. This representation of a
linear equation is known as graphing of linear equations in two variables.
Linear equation in 2 variables
When an equation has two variables both of degree one, then that equation is known as
linear equation in two variables.
Standard form: ax + by + c = 0, where a, b, c ϵ R & a, b ≠ 0
Examples of linear equations in two variables are:
– 7x+y=8
– 6p-4q+12=0
Examples of Linear Equations
The solution of linear equation in 2 variables
A linear equation in two variables has a pair of numbers that can satisfy the equation. This
pair of numbers is called as the solution of the linear equation in two variables.
The solution can be found by assuming the value of one of the variable and then proceed to
find the other solution.
There are infinitely many solutions for a single linear equation in two variables.
Graph of a Linear Equation
Graphical representation of a linear equation in 2 variables
Any linear equation in the standard form ax + by + c = 0 has a pair of solutions in the form
(x, y), that can be represented in the coordinate plane.
When an equation is represented graphically, it is a straight line that may or may not cut
the coordinate axes.
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

Solutions of Linear equation in 2 variables on a graph

• A linear equation ax + by + c = 0 is represented graphically as a straight line.
• Every point on the line is a solution for the linear equation.
• Every solution of the linear equation is a point on the line.
Lines passing through the origin
• Certain linear equations exist such that their solution is (0, 0). Such equations when
represented graphically pass through the origin.
• The coordinate axes namely x-axis and y-axis can be represented as y=0 and x=0,
respectively.
Lines parallel to coordinate axes
• Linear equations of the form y = a, when represented graphically are lines parallel to
the x-axis and a is the y-coordinate of the points in that line.
• Linear equations of the form x = a, when represented graphically are lines parallel to
the y-axis and a is the x-coordinate of the points in that line.
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

Important Questions
Multiple Choice Questions-
Question 1. The linear equation 3x - 11y = 10 has:
a) Unique solution
b) Two solutions
c) Infinitely many solutions
d) No solutions
Question 2. 3x + 10 = 0 will has:
a) Unique solution
b) Two solutions
c) Infinitely many solutions
d) No solutions
Question 3. The solution of equation x - 2y = 4 is:
a) (0,2)
b) (2,0)
c) (4,0)
d) (1,1)
Question 4. The value of k, if x = 1, y = 2 is a solution of the equation 2x + 3y =
k.
a) 5
b) 6
c) 7
d) 8
Question 5. Point (3, 4) lies on the graph of the equation 3y = kx + 7. The value
of k is:
a) 4/3
b) 5/3
c) 3
d) 7/3
Question 6. The graph of linear equation x + 2y = 2, cuts the y-axis at:
a) (2,0)
b) (0,2)
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

c) (0,1)
d) (1,1)
Question 7. Any point on the line x = y is of the form:
a) (k, -k)
b) (0, k)
c) (k, 0)
d) (k, k)
Question 8. The graph of x = 3 is a line:
a) Parallel to x-axis at a distance of 3 units from the origin
b) Parallel to y-axis at a distance of 3 units from the origin
c) Makes an intercept 3 on x-axis
d) Makes an intercept 3 on y-axis
Question 9. In equation, y = mx + c, m is:
a) Intercept
b) Slope of the line
c) Solution of the equation
d) None of the above
Question 10. If x and y are both positive solutions of equation ax + by + c = 0,
always lie in:
a) First quadrant
b) Second quadrant
c) Third quadrant
d) Fourth quadrant
Very Short:
1. Linear equation x – 2 = 0 is parallel to which axis?
𝑥
2. Express x in term of y : + 2y = 6
7
3. If we multiply or divide both sides of a linear equation with a non-zero
number, then what will happen to the solution of the linear equation?
4. Find the value of k for which x = 0, y = 8 is a solution of 3x – 6y = k.
5. Write the equation of a line which is parallel to x-axis and is at a distance
of 2 units from the origin.
6. Find ‘a’, if linear equation 3x - ay = 6 has one solution as (4, 3).
7. Cost of a pen is two and half times the cost of a pencil. Express this
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

situation as a linear equation in two variables.

8. In an one day international cricket match, Raina and Dhoni together
scored 198 runs. Express the statement as a linear equation in two
variables.
9. The cost of a table is 100 more than half the cost of a chair. Write this
statement as a linear equation in two variables.
Short Questions:
1. Write linear equation representing a line which is parallel to y-axis and is
at a distance of 2 units on the left side of y-axis.
2. In some countries temperature is measured in Fahrenheit, whereas in
countries like India it is measured in Celsius. Here is a linear equation
that converts Fahrenheit to Celsius :

If the temperature is – 40°C, then what is the temperature in

Fahrenheit?
3. If the temperature is – 40°C, then what is the temperature in
Fahrenheit?
4. If ax + 3y = 25, write y in terms of x and also, find the two solutions of
this equation.
5. Find the value of k, if (1, -1) is a solution of the equation 3x - ky = 8. Also,
find the coordinates of another point lying on its graph.
6. Let y varies directly as x. If y = 12 when x = 4, then write a linear
equation. What is the value of y, when x = 5?
Long Questions:
1. Write the equations of the lines drawn in following graph:

Also, find the area enclosed between these lines.

MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

2. If (2, 3) and (4, 0) lie on the graph of equation ax + by = 1. Find the value of
a and b. Plot the graph of equation obtained.
3. Draw the graphs of the following equations on the same graph sheet:
x = 4, x = 2, y = 1 and y - 3 = 0.
4. Cost of 1 pen is ₹ x and that of 1 pencil is ₹ y. Cost of 2 pens and 3 pencils
together is ₹ 18. Write a linear equation which satisfies this data. Draw the
graph for the same.
5. Sum of two numbers is 8. Write this in the form of a linear equation in two
variables. Also, draw the line given by this equation. Find graphically the
numbers, if difference between them is 2.
Assertion and Reason Questions-
1. In these questions, a statement of assertion followed by a statement of reason is
given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: There are infinite number of lines which passes through (2, 14).
Reason: A linear equation in two variables has infinitely many solutions.
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: All the points (1, 0), ( ,) - 1 0 , (2, 0) and (5, 0) lie on the x -axis.
Reason: Equation of the x -axis is y = 0.
Case Study Questions-
1. In the below given layout, the design and measurements has been made
such that
area of two bedrooms and Kitchen together is 95 sq. m.
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

(i) The area of two bedrooms and kitchen are respectively equal to:
(a) 5x, 5y
(b) 10x, 5y
(c) 5x, 10y
(c) x, y
(ii) Find the length of the outer boundary of the layout.
(a) 27m
(b) 15m
(c) 50m
(d) 54m
(iii) The pair of linear equation in two variables formed from the statements
are
(a) x + y = 13, x + y = 9
(b) 2x + y = 13, x + y = 9
(c) x + y = 13, 2x + y = 9
(d) None of the above
(iv) Which is the solution satisfying both the equations formed in (iii)?
(a) x = 7, y = 6
(b) x = 8, y = 5
(c) x = 6, y = 7
(d) x = 5, y = 8
(v) Find the area of each bedroom.
(a) 30 sq. m
(b) 35 sq. m
(c) 65 sq. m
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

(d) 42 sq. m
Case Study Answers-
(i) (b) 10x, 5y
Explanation:
Area of one bedroom = 5x sq.m
Area of two bedrooms = 10x sq.m
Area of kitchen = 5y sq. m
(ii) (d) 54m
Explanation:
Length of outer boundary = 12 + 15 + 12 + 15 = 54 m
(iii) (d) None of the above
Explanation:
Area of two bedrooms = 10x sq.m
Area of kitchen = 5y sq. m
So, 10x + 5y = 95, 2x + y = 19
Also, x + 2 + y = 15, x + y = 13
(iv) x = 6, y = 7
Explanation:
x + y = 6 + 7 = 13
2x + y = 2(6) + 7 = 19
x = 6, y = 7
(v) (a) 30 sq. m

Answer Key:
MCQ:
1. (c) Infinitely many solutions
2. (a) Unique solution
3. (c) (4,0)
4. (d) 8
5. (b) 5/3
6. (c) (0,1)
7. (d) (k, k)
8. (b) Parallel to y-axis at a distance of 3 units from the origin
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

9. (b) Slope of the line

10.(a) First quadrant

Very Short Answer:

1. Here, linear equation is x – 2 ⇒ 0 x = 2
Thus, it is parallel to the y-axis.
2. Given equation is

3. Solution remains the same.

4. Since x = 0 and y = 8 is a solution of given equation
3x – 6y = k
3(0) – 6(8) = k
⇒ k = – 48
5. Here, required line is parallel to x-axis and at a distance of 2 units from the
origin.
∴ Its equation is
y+2=0
or y – 2 = 0
6. Since (4, 3) is a solution of given equation.
∴ 3(4) – a(3) = 6
⇒ 12 – 3a = 6

Hence, a = 2
7. Let cost of a pen be ₹ x and cost of a pencil be ₹ y.
According to statement of the question, we have

8. Let runs scored by Raina be x and runs scored by Dhoni be y.

According to statement of the question, we have
x + y = 198
x + y – 198 = 0
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

9. Let the cost price of a table be ₹ x and that of a chair be ₹ y.

Since the cost price of a table is 100 more than half the cost price of a
chair.

Short Answer:
Ans: 1. Here, required equation is parallel to y-axis at a distance of 2 units on the left
side of y-axis.
x = -2 or x + 2 = 0
Ans: 2. Given linear equation is

Ans: 3. Since there are infinite lines passing through the point (2, 3).
Let, first equation is x + y = 5 and second equation is 2x + 3y = 13.
Clearly, the lines represented by both equations intersect at the point (2, 3).
Ans: 4.

Ans: 5. Since (1, -1) is a solution of the equation 3x – ky = 8

∴ 3(1) – k(-1) = 8
⇒k=8–3=5
Thus, the given equation is
3x – 5y = 8
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

Hence, the coordinates of another point lying on the graph of 3x – 5y = 8 is (6,

2).
Ans: 6. Given y varies directly as x implies y = kx
But y = 12 for x = 4
⇒ 4k = 12 = k = 3
Put k = 3 in y = kx, we have
y = 3x
Now, when x = 5, y = 3 x 5 = y = 15 …(i)

Ans: 7. Let numerator and denominator of the given fraction be respectively x and y.
According to the statement, we obtain

Which is the required linear equation. When y = 1, then x = 3. When y = 5, then x = 4.

Hence, the two solutions are (3, 1) and (4, 5).

Long Answer:
Ans: 1. Equations of the lines drawn in the graph are as :
x = -1 or x + 1 = 0,
x = 2 or x - 2 = 0,
y = 1 or y - 1 = 0 and
y = 3 or y - 3 = 0
Figure formed by these lines is a rectangle of dimensions 3 units by 2 units.
Hence, the area enclosed between given lines = 6 sq. units.
Ans: 2. (2, 3) and (4, 0) lie on the graph of equation
ax + by = 1 …(i)
∴ We have 2a + 3b = 1 … (ii)
and 4a + 0 = 1
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

Which is required linear equation.

Put x= 0 in eq. (iii), we have
⇒ 3(0) + 2y = 12
⇒ 2y = 12
⇒y=6
Put x = 2 in eq. (iii), we have
⇒ 3(2) + 2y = 12
⇒ 2y = 6
⇒y=3
Put x = 4 in eq. (iii), we have
⇒ 3(4) + 2y = 12
⇒ 2y = 0
⇒y=0
We have the following table:

By plotting the points (0, 6), (2, 3) and (4, 0). Joining them, we obtained the
graph of 3x + 2y = 12.
Ans: 3. By plotting the points (0, 6), (2, 3) and (4, 0). Joining them, we obtained
the graph of 3x + 2y = 12.
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

Ans: 4. Here, cost of 1 pen is ₹x and that

of 1 pencil is ₹ y According to the statement of the question, we have
2x + 3y = 18

When y = 0, x = 9
When y = 4, x= 3.
When y = 6, x = 0
Table of solutions is

Plot the points (0, 6), (3, 4) and (9, 0). Join them in pairs to get the required line.
Ans: 5. Let the two numbers be x and y.
It is given that sum of two numbers is 8.
∴x+y=8
y=8–x
When x = 0,
When x = 4, y = 4
When x = 8, y = 0
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

Table of solutions is:

Plot the points (0, 8), (4, 4), (8, 0) and join them in pairs, we get the required
graph.
When difference between two number is 2, then
x – y = 2, x > y
⇒x=y+2
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

When x = 0, y = -2
When x = 2, y = 0
When x = 4, y = 2
Table of solutions is:

Plot these points (0, -2), (2, 0), (4, 2) and join them to get the required line.
Graphically, the numbers are: (-2; 4), (-1, -3), (0, -2), (1, -1), (2, 0), (3, 1), (4,
2), (5, 3), (6, 4), (7,5) etc.
Assertion and Reason Answers-
1. b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
Explanation:
Assertion : There are infinite number of lines which passes through (2 , 14 ) .
For a given point there can be infinite number of line passing through
Hence Assertion is true
to Define one line , there should be atleast 2 distinct points
Reason : A linear equation in two variables has infinitely many solutions.
ax + by = c
MATHEMATICS LINEAR EQUATIONS IN TWO VARIABLES

Has infinitely many solutions as infinite point lies on a line

Hence Reason is True
But Reason is not the the correct explanation of assertion as reason is about infinite
points on a given line
while assertion is about infinite lines passing through a point.
Hence,
Both assertion and reason are true but reason is not the correct explanation of
assertion.
2. a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
Explanation:
Points on x-axis have ‘0’ as their ordinate.
So, (1,0), (-1, 0), (2, 0) and (5, 0) all lie on x-axis.
Equation of x-axis is y = 0
∴ Both assertion and reason are correct.
MATHEMATICS
Chapter 5: Introduction to Euclid’s Geometry
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

Introduction to Euclid’s Geometry

1. A point is that which has no part.

2. A line is a breadthless length. The ends of a line are points.
3. A straight line is a line which lies evenly with the points on itself.
4. A surface is that which has length and breadth only.
5. The edges of a surface are lines.
6. A plane surface is a surface which lies evenly with the straight lines on itself.
7. Though Euclid defined a point, a line and a plane, but the definitions are not accepted
by mathematicians. Therefore, these terms are taken as undefined.
8. An axiom is a statement accepted as true without proof, throughout mathematics.
9. A postulate is a statement accepted as true without proof, specifically in geometry.
10. Euclid’s Axioms:
i. Things which are equal to the same things are equal to one another.
ii. If equals are added to equals, the wholes are equal.
iii. If equals are subtracted from equals, the remainders are equal.
iv. Things which coincide with one another are equal to one another.
v. The whole is greater than a part.
vi. Things which are double of same things are equal to one another.
vii. Things which are halves of same things are equal to one another.
11. A > B means that there is some quantity C such that A = B + C.
12. Theorems are statements which are proved using definitions, axioms, previously
proved statement and deductive reasoning.
13. Euclid’s 5 Postulates:
i. A straight line may be drawn from any one point to any other point.
ii. A terminated line can be produced indefinitely.

iii. A circle can be drawn with any centre and any radius.
iv. All right angles are equal to one another.
v. If a straight line falling on two straight lines makes the interior angles on the same
side of it taken together, is less than two right angles, then the two straight lines,
if produced indefinitely, meet on that side on which the sum of angles is less than
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

two right angles.

This is known as the parallel postulate.

In the figure, ∠1 + ∠2 < 180°. The lines AB and CD will eventually intersect on
the left side of PQ.
14. Given two distinct points, there is a unique line that passes through them.
15. Two distinct lines cannot have more than one point in common.
16. Equivalent version of Euclid’s fifth postulate:
i. For every line l and for every point P not lying on l, there exists a unique line m
passing through P and parallel to l.
This result is also known as 'Playfair's Axiom'.
ii. Two distinct intersecting lines cannot be parallel to the same line.
17. All attempts to prove Euclid’s fifth postulate using first four postulates failed and led to
several other geometries called non-Euclidean geometries.
18. The distance of a point from a line is the length of the perpendicular from the point to
the line.

Euclid’s Geometry

The word “geometry” comes from the Greek words “geo”, which means the “earth”, and
“metron”, which means “to measure”. Euclidean geometry is a mathematical system
attributed to Euclid a teacher of mathematics in Alexandria in Egypt. Euclid gave us an
exceptional idea regarding the basic concepts of geometry, in his book called “Elements”.
Euclid listed 23 definitions in his book “Elements”. Some important points are mentioned
below:
• A line is an endless length.
• A point has no dimension (length, breadth and width).
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

• A line which lies evenly with the points on itself is a straight line.
• Points are the ends of a line.
• A surface is that which has breadth and length only.
• A plane surface is a surface which lies evenly with the straight lines on itself.
• Lines are the edges of a surface.
Euclid realized that a precise development of geometry must start with the foundations.
Euclid’s axioms and postulates are still studied for a better understanding of geometry.

Euclidean Geometry

Euclidean geometry is the study of geometrical shapes (plane and solid) and figures based
on different axioms and theorems. It is basically introduced for flat surfaces or plane
surfaces. Geometry is derived from the Greek words ‘geo’ which means earth and ‘metrein’
which means ‘to measure’.
Euclidean geometry is better explained especially for the shapes of geometrical figures and
planes. This part of geometry was employed by the Greek mathematician Euclid, who has
also described it in his book, Elements. Therefore, this geometry is also called Euclid
geometry.
The axioms or postulates are the assumptions that are obvious universal truths, they are
not proved. Euclid has introduced the geometry fundamentals like geometric shapes and
figures in his book elements and has stated 5 main axioms or postulates. Here, we are going
to discuss the definition of euclidean geometry, its elements, axioms and five important
postulates.
History of Euclid Geometry
The excavations at Harappa and Mohenjo-Daro depict the extremely well-planned towns of
Indus Valley Civilization (about 3300-1300 BC). The flawless construction of Pyramids by the
Egyptians is yet another example of extensive use of geometrical techniques used by the
people back then. In India, the Sulba Sutras, textbooks on Geometry depict that the Indian
Vedic Period had a tradition of Geometry.
The development of geometry was taking place gradually, when Euclid, a teacher of
mathematics, at Alexandria in Egypt, collected most of these evolutions in geometry and
compiled it into his famous treatise, which he named ‘Elements’.
Euclidean Geometry
Euclidean Geometry is considered an axiomatic system, where all the theorems are derived
from a small number of simple axioms. Since the term “Geometry” deals with things like
points, lines, angles, squares, triangles, and other shapes, Euclidean Geometry is also
known as “plane geometry”. It deals with the properties and relationships between all
things.
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

Plane Geometry Solid Geometry

1. Congruence of triangles
2. Similarity of triangles
3. Areas
1. Volume
4. Pythagorean theorem
2. Regular solids
5. Circles
6. Regular polygons
7. Conic sections

Examples of Euclidean Geometry

The two common examples of Euclidean geometry are angles and circles. Angles are said as
the inclination of two straight lines. A circle is a plane figure, that has all the points at a
constant distance (called the radius) from the center.
Euclidean and Non-Euclidean Geometry
There is a difference between Euclidean and non-Euclidean geometry in the nature of
parallel lines. In Euclidean geometry, for the given point and line, there is exactly a single
line that passes through the given points in the same plane and it never intersects.
Non-Euclidean is different from Euclidean geometry. The spherical geometry is an example
of non-Euclidean geometry because lines are not straight here.
Properties of Euclidean Geometry
• It is the study of plane geometry and solid geometry
• It defined point, line and a plane
• A solid has shape, size, position, and can be moved from one place to another.
• The interior angles of a triangle add up to 180 degrees
• Two parallel lines never cross each other
• The shortest distance between two points is always a straight line
Elements in Euclidean Geometry
In Euclidean geometry, Euclid’s Elements is a mathematical and geometrical work consisting
of 13 books written by ancient Greek mathematician Euclid in Alexandria, Ptolemaic Egypt.
Further, the ‘Elements’ was divided into thirteen books that popularized geometry all over
the world. As a whole, these Elements is a collection of definitions, postulates (axioms),
propositions (theorems and constructions), and mathematical proofs of the propositions.
Book 1 to 4th and 6th discuss plane geometry. He gave five postulates for plane geometry
known as Euclid’s Postulates and the geometry is known as Euclidean geometry. It was
through his works, we have a collective source for learning geometry; it lays the foundation
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

for geometry as we know it now.

Euclidean Axioms

Here are the seven axioms are given by Euclid for geometry.
• Things which are equal to the same thing are equal to one another.
• If equals are added to equals, the wholes are equal.
• If equals are subtracted from equals, the remainders are equal.
• Things which coincide with one another are equal to one another.
• The whole is greater than the part.
• Things which are double of the same things are equal to one another.
• Things which are halves of the same things are equal to one another.

Euclid’s Five Postulates

Before discussing Postulates in Euclidean geometry, let us discuss a few terms as listed by
Euclid in his book 1 of the ‘Elements’. The postulated statements of these are:
• Assume the three steps from solids to points as solids-surface-lines-points. In each
step, one dimension is lost.
• A solid has 3 dimensions, the surface has 2, the line has 1 and the point is
dimensionless.
• A point is anything that has no part, a breadthless length is a line and the ends of a
line point.
• A surface is something that has length and breadth only.
It can be seen that the definition of a few terms needs extra specification. Now let us
discuss these Postulates in detail.
Euclid’s Postulate 1
“A straight line can be drawn from any one point to another point.”
This postulate states that at least one straight line passes through two distinct points but he
did not mention that there cannot be more than one such line. Although throughout his
work he has assumed there exists only a unique line passing through two points.

Euclid’s Postulate 2
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

“A terminated line can be further produced indefinitely.”

In simple words what we call a line segment was defined as a terminated line by Euclid.
Therefore this postulate means that we can extend a terminated line or a line segment in
either direction to form a line. In the figure given below, the line segment AB can be
extended as shown to form a line.

Euclid’s Postulate 3
“A circle can be drawn with any centre and any radius.”
Any circle can be drawn from the end or start point of a circle and the diameter of the circle
will be the length of the line segment.
Euclid’s Postulate 4
“All right angles are equal to one another.”
All the right angles (i.e. angles whose measure is 90°) are always congruent to each other
i.e. they are equal irrespective of the length of the sides or their orientations.
Euclid’s Postulate 5
“If a straight line falling on two other straight lines makes the interior angles on the same
side of it taken together less than two right angles, then the two straight lines, if produced
indefinitely, meet on the side on which the sum of angles is less than two right angles.”
Further, these Postulates and axioms were used by him to prove other geometrical
concepts using deductive reasoning. No doubt the foundation of present-day geometry was
laid by him and his book the ‘Elements’.

Geometry In Daily Life

Geometry is an ancient science and an important branch of mathematics. The ancient

mathematician Euclid is credited as the Father of Geometry; who used the word formally in
his book “Elements”. It is derived from the old Greek word Geometron meaning to measure
the earth (geo: earth and metron: measurement). For an elementary or middle school
student, it is all about different basic shapes, including their naming, properties and
formulas related to their areas and volumes. But modern geometry has diverged much
more from these basic concepts. But none of these has changed their existence and
applications in daily life, and it still reflects in our everyday experience.
Applications of Geometry in Everyday Life
Geometry is the most influential branch of mathematics. A keen observation will give you
many examples. It was moulded up in ancient era; hence its impact on life is also wide. It’s
a potential problem solver, especially in practical life. Its applications began long back
during Egyptian civilization. They used geometry in different fields such as in art,
measurement and architecture. Glorious temples, palaces, dams and bridges are the results
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

of these. In addition to construction and measurements, it has influenced many more fields
of engineering, biochemical modelling, designing, computer graphics, and typography.

Daily, we do a lot of tasks with the help of geometry. Some of the common applications
include measurement of a line and surface area of land, wrapping gifts, filling of a box or
tiffin without overflow, shapes used for different signboards. A person with good practical
knowledge of geometry can help himself to measure the dimensions of a land without a
chance of conflict. Other advanced applications include robotics, fashion designing,
computer graphics and modelling. For example, in fashion designing, a fashion designer has
to know about different shapes and their symmetry for developing the best design.

Geometry Symbols

Geometry Symbols: Geometry is a branch of mathematics that deals with the properties of
configurations of geometric objects – (straight) lines, circles and points being the most
basic.
The area of mathematics that deals with space, lines, shapes and points
• Plane Geometry is about flat shapes like triangles, circles, and lines,
• Solid Geometry is about solid (3-dimensional) shapes like spheres and cubes.
Geometry Symbol Chart
Let’s explore the typical Geometry symbols and meanings used in both basic Geometry and
more advanced levels through this geometry symbol chart.

Symbol Symbol Name Meaning/definition of the Symbols Example

∠ angle formed by two rays ∠ABC = 30º

∟ right angle = 90º α = 90º

∢ spherical angle AOB = 30º

´ arcminute 1º = 60´ α = 60º59′

MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

º degree 1 turn = 360º α = 60º

´´ arcsecond 1´ = 60´´ α = 60º59’59”

⃗⃗⃗⃗⃗
𝐴𝐵< ray line that start from point A

AB line segment the line from point A to point B

| perpendicular perpendicular lines (90º angle) AC | BC

≅ congruent to equivalence of geometric shapes and size ∆ABC ≅∆XYZ

|| parallel parallel lines AB || CD

Δ triangle triangle shape ΔABC ≅ΔBCD

~ similarity same shapes, not the same size ∆ABC ~∆XYZ

π pi constant π = 3.141592654… c = π·d = 2·π·r

is the ratio between the circumference
and diameter of a circle

|x–y| distance distance between points x and y | x–y | = 5

grad grads grads angle unit 360º = 400

grad

rad radians radians angle unit 360º = 2π rad

The symbols for angles and triangles are most important and frequently used symbols in
geometry.

Analytic Geometry

Analytic Geometry is a branch of algebra, a great invention of Descartes and Fermat, which
deals with the modelling of some geometrical objects, such as lines, points, curves, and so
on. It is a mathematical subject that uses algebraic symbolism and methods to solve the
problems. It establishes the correspondence between the algebraic equations and the
geometric curves. The alternate term which is used to represent the analytic geometry is
“coordinate Geometry”.
It covers some important topics such as midpoints and distance, parallel and perpendicular
lines on the coordinate plane, dividing line segments, distance between the line and a
point, and so on. The study of analytic geometry is important as it gives the knowledge for
the next level of mathematics. It is the traditional way of learning the logical thinking and
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

the problem solving skills. In this article, let us discuss the terms used in the analytic
geometry, formulas, Cartesian plane, analytic geometry in three dimensions, its
applications, and some solved problems.
Planes
To understand how analytic geometry is important and useful, First, We need to learn what
a plane is? If a flat surface goes on infinitely in both the directions, it is called a Plane. So, if
you find any point on this plane, it is easy to locate it using Analytic Geometry. You just
need to know the coordinates of the point in X and Y plane.
Coordinates
Coordinates are the two ordered pair, which defines the location of any given point in a
plane. Let’s understand it with the help of the box below.

In the above grid, The columns are labelled as A, B, C, and the rows are labelled as 1, 2, 3.
The location of letter x is B2 i.e. Column B and row 2. So, B and 2 are the coordinates of this
box, x.
As there are several boxes in every column and rows, but only one box has the point x, and
we can find its location by locating the intersection of row and column of that box. There
are different types of coordinates in analytical geometry. Some of them are as follows:
• Cartesian Coordinates
• Polar Coordinates
• Cylindrical Coordinates
• Spherical Coordinates
Let us discuss all these types of coordinates are here in brief.
Cartesian Coordinates
The most well-known coordinate system is the Cartesian coordinate to use, where every
point has an x-coordinate and y-coordinate expressing its horizontal position, and vertical
position respectively. They are usually addressed as an ordered pair and denoted as (x, y).
We can also use this system for three-dimensional geometry, where every point is
represented by an ordered triple of coordinates (x, y, z) in Euclidean space.
Polar Coordinates
In the case of polar coordinates, each point in a plane is denoted by the distance ‘r’ from
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

the origin and the angle θ from the polar axis.

Cylindrical Coordinates
In the case of cylindrical coordinates, all the points are represented by their height, radius
from z-axis and the angle projected on the xy-plane with respect to the horizontal axis. The
height, radius and the angle are denoted by h, r and θ, respectively.
Spherical Coordinates
In spherical coordinates, the point in space is denoted by its distance from the origin ( ρ),
the angle projected on the xy-plane with respect to the horizontal axis (θ), and another
angle with respect to the z-axis (φ).
Cartesian Plane
In coordinate geometry, every point is said to be located on the coordinate plane or
cartesian plane only.
Look at the figure below.

The above graph has x-axis and y-axis as it’s Scale. The x-axis is running across the plane and
Y-axis is running at the right angle to the x-axis. It is similar to the box explained above.
Let’s learn more about Co-ordinates:
Origin: It is the point of intersection of the axis(x-axis and y-axis). Both x and y-axis are zero
at this point.

Values of the different sides of the axis

x-axis – The values at the right-hand side of this axis are positive and those on the left-hand
side are negative.
y-axis – The values above the origin are positive and below the origin are negative.
To locate a point: We need two numbers to locate a plane in the order of writing the
location of X-axis first and Y-axis next. Both will tell the single and unique position on the
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

plane. You need to compulsorily follow the order of the points on the plane i.e., the x
coordinate is always the first one from the pair. (x, y).
If you look at the figure above, point A has a value 3 on the x-axis and value 2 on the Y-axis.
These are the rectangular coordinates of Point A represented as (3, 2).
Using the Cartesian coordinates, we can define the equation of a straight lines, equation of
planes, squares and most frequently in the three dimensional geometry. The main function
of the analytic geometry is that it defines and represents the various geometrical shapes in
the numerical way. It also extracts the numerical information from the shapes.

Analytic Geometry Formulas

Graphs and coordinates are used to find measurements of geometric figures. There are
many important formulas in analytic Geometry. Since science and engineering involves the
study of rate of change in varying quantities, it helps to show the relation between the
quantities involved. The branch of Mathematics called “calculus” requires the clear
understanding of the analytic geometry. Here, some of the important ones are being used
to find the distance, slope or to find the equation of the line.
Distance Formula
Let the two points be A and B, having coordinates to be (x1, y1) and (x2, y2) respectively.
Thus, the distance between two points is given as-
d = √[(x2-x1)2+(y2-y1)2]

Midpoint Theorem Formula

Let A and B are some points in a plane, which is joined to form a line, having coordinates
(x1, y1) and (x2, y2), respectively. Suppose, M (x, y) is the midpoint of the line connecting the
point A and B then its formula is given by;
M(x, y) = [(x1+x2)/2, (y1+y2)/2)]

Angle Formula
Let two lines have slope m1 and m2 and θ is the angle formed between the two lines A and
B, which is represented as;
tan θ = (m1-m2)/ (1+m1m2)

Section Formula
Let two lines A and B have coordinates (x1, y1) and (x2, y2), respectively. A point P the two
lines in the ratio of m:n, then the coordinates of P is given by;
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

Important Questions

Multiple Choice Questions-

Question 1. Which of the following statements are true?
a) Only one line can pass through a single point.
b) There is an infinite number of lines which pass through two distinct points.
c) A terminated line can be produced indefinitely on both the sides
d) If two circles are equal, then their radii are unequal.
Question 2. A solid has __________dimensions.
a) One
b) Two
c) Three
d) Zero
Question 3. A point has _______ dimension.
a) One
b) Two
c) Three
d) Zero
Question 4. The shape of base of Pyramid is:
a) Triangle
b) Square
c) Rectangle
d) Any polygon
Question 5. The boundaries of solid are called:
a) Surfaces
b) Curves
c) Lines
d) Points
Question 6. A surface of a shape has:
a) Length, breadth and thickness
b) Length and breadth only
c) Length and thickness only
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

d) Breadth and thickness only

Question 7. The edges of the surface are :
a) Points
b) Curves
c) Lines
d) None of the above
Question 8. Which of these statements do not satisfy Euclid’s axiom?
a) Things which are equal to the same thing are equal to one another
b) If equals are added to equals, the wholes are equal.
c) If equals are subtracted from equals, the remainders are equal.
d) The whole is lesser than the part.
Question 9. The line drawn from the center of the circle to any point on its
circumference is called:
a) Radius
b) Diameter
c) Sector
d) Arc
Question 10. There are ________ number of Euclid’s Postulates
a) Three
b) Four
c) Five
d) Six
Very Short:
1. Give a definition of parallel lines. Are there other terms that need to be
defined first? What are they and how might you define them?
2. Give a definition of perpendicular lines. Are there other terms that need
to be defined first ? What are they and how might you define them?
3. Give a definition of line segment. Are there other terms that need to be
defined first? What are they and how might you define them?
4. Solve the equation a - 15 = 25 and state which axiom do you use here.
5. Ram and Ravi have the same weight. If they each gain weight by 2kg,
how will their new weights be compared?
6. If a point C be the mid-point of a line segment AB, then write the relation
among AC, BC and AB.
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

7. If a point P be the mid-point of MN and C is the mid-point of MP, then

write the relation between MC and MN
8. How many lines does pass through two distinct points?
9. In the given figure, if AB = CD, then prove that AC = BD. Also, write the
Euclid’s axiom used for proving it.

Short Questions:
1. Define:
(a) a square (b) perpendicular line
2. In the given figure, name the following:
(i) Four collinear points
(ii) Five rays
(iii) Five-line segments
(iv) Two-pairs of non-intersecting line segments.

3. In the given figure, AC = DC and CB = CE. Show that AB = DE. Write the
Euclid’s axiom to support this

4. In figure, it is given that AD=BC. By which Euclid’s axiom it can be proved

that AC = BD?
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

5. If A, B and C are any three points on a line and B lies between A and C
(see figure), then prove that AB + BC = AC

6. In the given figure, AB = BC, BX = BY, show that

AX = CY.

Long Questions:
1. For given four distinct points in a plane, find the number of lines that can
be drawn through:
(i) When all four points are collinear.
(ii) When three of the four points are collinear.
(iii) When no three of the four points are collinear.

2. Show that: length AH > sum of lengths of AB + BC + CD.

3. Rohan’s maid has two children of same age. Both of them have equal
number of dresses. Rohan on his birthday plans to give both of them same
number of dresses. What can you say about the number of dresses each
one of them will have after Rohan’s birthday? Which Euclid’s axiom is used
to answer this question? What value is Rohan depicting by doing so? Write
one more Euclid’s axiom.
4. Three lighthouse towers are located at points A, B and C on the section of a
national forest to protect animals from hunters by the forest department as
shown in figure. Which value is department exhibiting by locating extra
towers? How many straight lines can be drawn from A to C? State the
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

Euclid Axiom which states the required result. Give one more. Postulate.

Assertion and Reason Questions-

1. In these questions, a statement of assertion followed by a statement of reason is
given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: There can be infinite number of lines that can be drawn through a single
point.
Reason: From this point we can draw only two lines.
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: Through two distinct points there can be only one line that can be
drawn.
Reason: From this two point we can draw only one line.

Answer Key:
MCQ:
1. (c) A terminated line can be produced indefinitely on both the sides
2. (c) Three
3. (d) Zero
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

4. (d) Any polygon

5. (a) Surfaces
6. (b) Length and breadth only
7. (c) Lines
8. (d) The whole is lesser than the part.
9. (a) Radius
10.(c) Five

Very Short Answer:

1. Two coplanar lines in a plane) which are not intersecting are called parallel lines.
The other term intersecting is undefined.
2. Two coplanar (in a plane) lines are perpendicular if the angle between them
at the point of intersection is one right angle. The other terms point of
intersection and one right angle are undefined.
3. A line segment PQ of a line ‘l is the continuous part of the line I with end
points P and Q.

Here, continuous part of the line ‘l is undefined.

4. a - 15 = 25
On adding 15 to both sides, we obtain
a - 15 + 15 = 25 + 15 [using Euclid’s second axiom]
a = 40
5. Let x kg be the weight each of Ram and Ravi.
On adding 2kg,
Weight of Ram and Ravi will be (x + 2) kg each.
According to Euclid’s second axiom, when equals are added to equals, the
wholes are equal.
6. Here, C is the mid-point of AB
⇒ AC = BC

7. Here, P is the mid-point of MN and C is the mid-point of MP.

MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

8. One and only one.

9. Here, given that
AB = CD
By using Euclid’s axiom 2, if equals are added to equals, then the wholes are
equal, we have
AB + BC = CD + BC
⇒ AC = BD

Short Answer:
Ans: 1. (a) A square: A square is a rectangle having same length and breadth. Here,
undefined terms are length, breadth, and rectangle.
(b) Perpendicular lines: Two coplanar (in a plane) lines are perpendicular, if the angle
between them at the point of intersection is one right angle. Here, the term one right
angle is undefined.
Ans: 2. (i) Four collinear points are D, E, F, G and H, I, J, K
(ii) Five rays are DG, EG, FG, HK, IK.
(iii) Five-line segments are DH, EI, FJ, DG, HK.
(iv) Two-pairs of non-intersecting line segments are (DH, EI) and (DG, HK).

Ans: 3. We have
AC = DC
CB = CE
By using Euclid’s axiom 2, if equals are added to equals, then wholes are equal.
⇒ AC + CB = DC + CE
⇒ AB = DE.
Ans: 4. We can prove it by Euclid’s axiom 3. “If equals are subtracted from equals, the
remainders are equal.”
We have AD = BC
⇒ AD – CD = BC – CD
⇒ AC = BD
Ans: 5. In the given figure, AC coincides with AB + BC. Also, Euclid’s axiom 4,
states that things
which coincide with one another are equal to one another. So, it is evident
that:
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

AB + BC = AC.
Ans: 6. Given that AB = BC
and BX = BY
By using Euclid’s axiom 3, equals subtracted from equals, then the remainders are
equal, we have
AB – BX = BC – BY
AX = CY

Long Answer:

Ans: 1.
(i) Consider the points given are A, B, C and D.
When all the four points are collinear:

(ii) When three of the four points are collinear:

4 lines

(iii) When no three of the four points are collinear:

6 lines Here, we have

Ans: 2. We have
AH = AB + BC + CD + DE + EF + FG + GH
Clearly, AB + BC + CD is a part of AH.
MATHEMATICS INTRODUCTION TO EUCLID’S GEOMETRY

⇒ AH > AB + BC + CD
Hence, length AH > sum of lengths AB + BC + CD.
Ans: 3. Here, Rohan’s maid has two children of same age group and both of
them have equal number of dresses. Rohan on his birthday plans to give both of
them same number of dresses.
∴ By using Euclid’s Axiom 2, if equals are added to equals, then the whole are
equal. Thus, again both of them have equal number of dresses. Value depicted
by Rohan are caring and other social values. According to Euclid’s Axiom 3, if
equals are subtracted from equals, then the remainders
are equal.
Ans: 4. One and only one line can be drawn from A to C. According to Euclid’s
Postulate, “A straight line may be drawn from any point to any other point:”
Another postulate: “A circle may be described with any Centre and any
radius.” Wildlife is a part of our environment and conservation of each of its
element is important for ecological balance.
Assertion and Reason Answers-
1. c) Assertion is correct statement but reason is wrong statement.
2. a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
MATHEMATICS
Chapter 6: Lines and Angles
MATHEMATICS LINES AND ANGLES

Lines and Angles

Introduction to line and the terms related to it

• A line is a breadthless length which has no end point. Here, AB is a line and it is
denoted by ⃡AB.

• A line segment is a part of a line which has two end points. Here, AB is a line
segment and it is denoted by AB.

• A ray is a part of a line which has only one end point. Here, AB is a ray and it is
denoted by AB.

Collinear/Non-collinear points
• Three or more points which lie on the same line are called collinear points.
• Three or more points which do not lie on a straight line are called non-collinear
points.
Introduction to Angle
• An angle is formed when two rays originate from the same end point.
• The rays making an angle are called the arms of the angle.
• The end point from where the two rays originate to form an angle is called the
vertex of the angle.

Types of angles:
MATHEMATICS LINES AND ANGLES

Pair of Angles
• Two angles whose sum is 90° are called complementary angles.
• Two angles whose sum is 180° are called supplementary angles.
Intersecting and non-intersecting lines

Adjacent angles
Two angles are adjacent, if they have a common vertex, a common arm and their non–
common arms are on different sides of the common arm.

In the figure, ∠ABD and ∠DBC are adjacent angles.

Linear pair of angles
MATHEMATICS LINES AND ANGLES

If a ray stands on a line, then the sum of the two adjacent angles so formed is 180° and
vice-versa. This property is called as the linear pair axiom and the angles are called linear
pair of angles.
In the figure, ∠ABD and ∠DBC are linear pair of angles i.e. ∠ABD + ∠DBC = 180°.

If the sum of two adjacent angles is 180°, then the non-common arms of the angles form a
line.
Vertically opposite angles
• The vertically opposite angles formed when two lines intersect each other.
• There are two pairs of vertically opposite angles in the given figure and they are
∠AOD and ∠BOC, ∠AOC and ∠BOD.

If two lines intersect each other, then the vertically opposite angles are equal.

Transversal
A line which intersects two or more lines at distinct points is called a transversal.

Pair of angles when a transversal intersects two lines

• Corresponding angles:
MATHEMATICS LINES AND ANGLES

a) ∠1 and ∠5
b) ∠2 and ∠6
c) ∠4 and ∠8
d) ∠3 and ∠7
• Alternate interior angles:
a) ∠4 and ∠6
b) ∠3 and ∠5
• Alternate exterior angles:
a) ∠1 and ∠7
b) ∠2 and ∠8
• Interior angles on the same side of the transversal are referred as co-interior
angles/ allied angles/ consecutive interior angles and they are:
a) ∠4 and ∠5
b) ∠3 and ∠6

If a transversal intersects two parallel lines, then

• Each pair of corresponding angles are equal.
• Each pair of alternate interior angles are equal.
• Each pair of interior angles on the same side of the transversal are supplementary.

If a transversal intersects two lines

• Such that a pair of corresponding angles is equal, then the two lines are parallel.
• Such that a pair of alternate interior angles is equal, then the two lines are parallel.
• Such that a pair of interior angles on the same side of the transversal is
supplementary, then the two lines are parallel.
• Such that the bisectors of a pair of corresponding angles are parallel, then the two
lines are parallel.

Lines parallel to the same line

Two lines which are parallel to the same line are parallel to each other. This holds for more
than two lines also i.e. if two or more lines are parallel to the same line then they will be
parallel to each other.

Angle sum property of a triangle

• The sum of the angles of a triangle is 180°. This is known as the angle sum property
of a triangle.
MATHEMATICS LINES AND ANGLES

Here, ∠1 + ∠2 + ∠3 = 180°.
• If a side of a triangle is produced, then the exterior angle so formed is equal to the
sum of the two interior opposite angles. This is known as the exterior angle
property of a triangle.

Here, ∠4 = ∠1 + ∠3.
• An exterior angle of a triangle is greater than either of its interior opposite angles.
In the above figure, ∠4 > ∠1 and ∠4 > ∠3.
Parallel lines with a transversal

• ∠1 = ∠5, ∠2 = ∠6, ∠4 = ∠8 and ∠3 = ∠7 (Corresponding angles)

• ∠3 = ∠5, ∠4 = ∠6 (Alternate interior angles)
• ∠1 = ∠7, ∠2 = ∠8 (Alternate exterior angles)
Angles and types of angles
When 2 rays originate from the same point at different directions, they form an angle.
MATHEMATICS LINES AND ANGLES

The rays are called arms and the common point is called the vertex
Types of angles:
• Acute angle 0˚<a<90˚
• Right angle a = 90˚
• Obtuse angle: 90˚<a<180˚
• Straight angle =180˚
• Reflex Angle 180˚<a<360˚
• Angles that add up to 90˚ are complementary angles
• Angles that add up to 180˚ are called supplementary angles.
Intersecting Lines and Associated Angles
Intersecting and Non-Intersecting lines
When 2 lines meet at a point they are called intersecting
When 2 lines never meet at a point, they are called non-intersecting or parallel lines
Adjacent angles
2 angles are adjacent if they have the same vertex and one common point.

Linear Pair
When 2 adjacent angles are supplementary, i.e they form a straight line (add up to 180∘),
they are called a linear pair.
Vertically opposite angles
When two lines intersect at a point, they form equal angles that are vertically opposite to
each other.
MATHEMATICS LINES AND ANGLES

Basic Properties of a Triangle

All the properties of a triangle are based on its sides and angles. By the definition of
triangle, we know that it is a closed polygon that consists of three sides and three vertices.
Also, the sum of all three internal angles of a triangle equal to 180°.
Depending upon the length of sides and measure of angles, the triangles are classified into
different types of triangles.
In the beginning, we start from understanding the shape of triangles, its types and
properties, theorems based on it such as Pythagoras theorem, etc. In higher classes, we
deal with trigonometry, where the right-angled triangle is the base of the concept. Let us
learn here some of the fundamentals of the triangle by knowing its properties.
Triangle and sum of its internal angles
Sum of all angles of a triangle add up to 180∘
An exterior angle of a triangle = sum of opposite internal angles
– If a side of a triangle is produced, then the exterior angle so formed is equal to the sum of
the two interior opposite angles

– ∠4 = ∠1 + ∠2
Types of Triangle

Based on the Sides Based on the Angles

Scalene Triangle Acute angled Triangle

Isosceles Triangle Right angle Triangle

Equilateral Triangle Obtuse-angled Triangle

MATHEMATICS LINES AND ANGLES

So before, discussing the properties of triangles, let us discuss types of triangles given
above.
Scalene Triangle: All the sides and angles are unequal.
Isosceles Triangle: It has two equal sides. Also, the angles opposite these equal sides are
equal.
Equilateral Triangle: All the sides are equal and all the three angles equal to 60°.
Acute Angled Triangle: A triangle having all its angles less than 90°.
Right Angled Triangle: A triangle having one of the three angles exactly 90°.
Obtuse Angled Triangle: A triangle having one of the three angles more than 90°.
Triangle Formula
• Area of a triangle is the region occupied by a triangle in a two-dimensional plane. The
dimension of the area is square units. The formula for area is given by;
Area = 1/2 x Base x Height
• The perimeter of a triangle is the length of the outer boundary of a triangle. To find
the perimeter of a triangle we need to add the length of the sides of the triangle.
P=a+b+c
• Semi-perimeter of a triangle is half of the perimeter of the triangle. It is represented
by s.
s = (a + b + c)/2
where a, b and c are the sides of the triangle.
• By Heron’s formula, the area of the triangle is given by:
A = √[s(s – a)(s – b)(s – c)]
where ‘s’ is the semi-perimeter of the triangle.
• By the Pythagorean theorem, the hypotenuse of a right-angled triangle can be
calculated by the formula:
Hypotenuse2 = Base2 + Perpendicular2
MATHEMATICS LINES AND ANGLES
MATHEMATICS LINES AND ANGLES

Important Questions
Multiple Choice Questions-
Question 1. In a right-angled triangle where angle A = 90° and AB = AC. What
are the values of angle B?
(a) 45°
(b) 35°
(c) 75°
(d) 65°
Question 2. In a triangle ABC if ∠A = 53° and ∠C = 44° then the value of ∠B is:
(a) 46°
(b) 83°
(c) 93°
(d) 73°
Question 3. Given four points such that no three of them are collinear, then
the number of lines that can be drawn through them are:
(a) 4 lines
(b) 8 lines
(c) 6 lines
(d) 2 lines
Question 4. If one angle of triangle is equal to the sum of the other two angles
then triangle is:
(a) Acute triangle
(b) Obtuse triangle
(c) Right triangle
(d) None of these
Question 5. How many degrees are there in an angle which equals one-fifth of
its supplement?
(a) 15°
(b) 30°
(c) 75°
(d) 150°
Question 6. Sum of the measure of an angle and its vertically opposite angle is
MATHEMATICS LINES AND ANGLES

always.
(a) Zero
(b) Thrice the measure of the original angle
(c) Double the measure of the original angle
(d) Equal to the measure of the original angle
Question 7. If two parallel lines are cut by a transversal, then the pairs of
corresponding angles are congruent.
(a) Equal
(b) Complementary
(c) Supplementary
(d) corresponding
Question 8. The bisectors of the base angles of an isosceles triangle ABC, with
AB = AC, meet at O. If ∠B = ∠C = 50°. What is the measure of angle O?
(a) 120°
(b) 130°
(c) 80°
(d) 150°
Question 9. The angles of a triangle are in the ratio 2 : 3 : 4. The angles, in
order, are :
(a) 80°, 40°, 60°
(b) 20°, 60°, 80°
(c) 40°, 60°, 80°
(d) 60°, 40°, 80°
Question 10. An acute angle is:
(a) More than 90 degrees
(b) Less than 90 degrees
(c) Equal to 90 degrees
(d) Equal to 180 degrees
Very Short:
1. If an angle is half of its complementary angle, then find its degree
measure.
2. The two complementary angles are in the ratio 1 : 5. Find the measures
of the angles.
3. In the given figure, if PQ || RS, then find the measure of angle m.
MATHEMATICS LINES AND ANGLES

4. If an angle is 14o more than its complement, then find its measure.
5. If AB || EF and EF || CD, then find the value of x.
6. In the given figure, lines AB and CD intersect at O. Find the value of x.

7. In the given figure, PQ || RS and EF || QS. If ∠PQS = 60°, then find the
measure of ∠RFE.

8. In the given figure, if x°, y° and z° are exterior angles of ∆ABC, then find
the value of x° + y° + z°.

Short Questions:
1. In the given figure, AB || CD, ∠FAE = 90°, ∠AFE = 40°, find ∠ECD.
MATHEMATICS LINES AND ANGLES

2. In the fig., AD and CE are the angle bisectors of ∠A and ∠C respectively.

If ∠ABC = 90°, then find ∠AOC.

3. In the given figure, prove that m || n.

4. In the given figure, two straight lines PQ and RS intersect each other at
O. If ∠POT = 75°, find the values of a, b, c.

5. In figure, if AB || CD. If ∠ABR = 45° and ∠ROD = 105°, then find ∠ODC.
MATHEMATICS LINES AND ANGLES

6. In the figure, ∠X = 72°, ∠XZY = 46°. If YO and ZO are bisectors of ∠XYZ

and ∠XZY respectively of ∆XYZ, find ∠OYZ and ∠YOZ.

Long Questions:
1. If two parallel lines are intersected by a transversal, prove that the
bisectors of two pairs of interior angles form a rectangle.
2. If in ∆ABC, the bisectors of ∠B and ∠C intersect each other at O. Prove that
1
∠BOC = 90° < A
2

3. In figure, if I || m and ∠1 = (2x + y)°, ∠4 = (x + 2y)° and ∠6 = (3y + 20)°. Find

∠7 and ∠8.

4. In the given figure, if PQ ⊥ PS, PQ || SR, ∠SQR = 28o and ∠QRT = 65°. Find
the values of x, y and z.
MATHEMATICS LINES AND ANGLES

5. In figure, AP and DP are bisectors of two adjacent angles A and D of a

quadrilateral ABCD. Prove that 2∠APD = ∠B + ∠C.

Assertion and Reason Questions-

1. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not
correct explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: Two adjacent angles always form a linear pair..
Reason: In a linear pair of angles two non-common arms are opposite rays.
2. In these questions, a statement of assertion followed by a statement of reason is
given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: A triangle can have tow obtuse angles.
Reason: Sum of the three angles in a triangle is always 180°.
Case Study Questions-
1. Read the Source/ Text given below and answer these questions:
MATHEMATICS LINES AND ANGLES

Ashok is studying in 9th class in Govt School, Chhatarpur. Once he was at his
home and was doing his geometry homework. He was trying to measure three
angles of a triangle using the Dee, but his dee was old and his Dee's numbers
were erased and the lines on the dee were visible. Let us help Ashok to find the
angles of the triangle. He found that the second angle of the triangle was three
times as large as the first. The measure of the third angle is double of the first
angle.
Now answer the following questions:
i. What was the value of the first angle?
a. 30°
b. 45°
c. 60°
d. 90°
ii. What was the value of the third angle?
a. 30°
b. 45°
c. 60°
d. 90°
iii. What was the value of the second angle?
a. 30°
b. 45°
c. 60°
d. 90°
iv. What was the value of ∠4∠4 as shown the figure?
a. 120°
b. 45°
c. 60°
d. 90°
v. What was the sum of all three angles measured by Ashok using Dee?
a. 270°
b. 180°
c. 100°
d. 90°
MATHEMATICS LINES AND ANGLES

2. Read the Source/ Text given below and answer any four questions:
Maths teacher draws a straight line AB shown on the blackboard as per the
following figure.

i. Now he told Raju to draw another line CD as in the figure.

ii. The teacher told Ajay to mark ∠AOD as 2z.
iii. Suraj was told to mark ∠AOC as 4y.
iv. Clive Made and angle ∠COE=60∘.
v. Peter marked ∠BOE and ∠BOD as y and x respectively.
Now answer the following questions:
i. What is the value of x?
a. 48°
b. 96°
c. 100°
d. 120°
ii. What is the value of y?
a. 48°
b. 96°
c. 100°
d. 24°
iii. What is the value of z?
a. 48°
b. 96°
c. 42°
d. 120°
iv. What should be the value of x + 2z?
a. 148°
b. 360°
c. 180°
d. 120°
MATHEMATICS LINES AND ANGLES

v. What is the relation between y and z?

a. 2y + z = 90°
b. 2y + z = 180°
c. 4y + 2z = 120°
d. y = 2z

Answer Key:
MCQ:
1. (a) 45°
2. (b) 83°
3. (c) 6 lines
4. (c) Right triangle
5. (b) 30°
6. (c) Double the measure of the original angle
7. (d) Corresponding
8. (b) 130°
9. (c) 40°, 60°, 80°
10.(b) Less than 90 degrees

Very Short Answer:

1. Let the required angle be x
∴ Its complement = 90° - x
Now, according to given statement, we obtain

Hence, the required angle is 30°.

2. Let the two complementary angles be x and 5x.
∴ x + 5x = 90°
⇒ 6x = 90°
⇒ x = 15°
3. Here, PQ || RS, PS is a transversal.
⇒ ∠PSR = ∠SPQ = 56°
Also, ∠TRS + m + ∠TSR = 180°
MATHEMATICS LINES AND ANGLES

14° + m + 56° = 180°

⇒ m = 180° – 14 – 56 = 110°
4. Let the required angle be x
∴ Its complement = 90° – x
Now, according to given statement, we obtain
x = 90° – x + 14°
⇒ 2x = 104°
⇒ x = 52°
Hence, the required angle is 52o.
5. Since EF || CD ∴ y + 150° = 180°
⇒ y = 180° – 150° = 30°
Now, ∠BCD = ∠ABC
x + y = 70°
x + 30 = 70
⇒ x = 70° – 30° = 40°
Hence, the value of x is 40°
6. Here, lines AB and CD intersect at O.
∴ ∠AOD and ∠BOD forming a linear pair
⇒ ∠AOD + ∠BOD = 180°
⇒ 7x + 5x = 180°
⇒ 12x = 180°
⇒ x = 15°
7. Since PQ || RS
∴ ∠PQS + ∠QSR = 180°
⇒ 60° + ∠QSR = 180°
⇒ ∠QSR = 120°
Now, EF || QS
⇒ ∠RFE = ∠QSR [corresponding ∠s]
⇒ ∠RFE = 120°
8. We know that an exterior angle of a triangle is equal to sum of two opposite
interior angles.
⇒ x° = ∠1 + ∠3
⇒ y° = ∠2 + ∠1
MATHEMATICS LINES AND ANGLES

⇒ z° = ∠3 + ∠2
Adding all these, we have
x° + y° + z° = 2(∠1 + ∠2 + ∠3)
= 2 × 180°
= 360°

Short Answer:
Ans: 1. In AFAE,
ext. ∠FEB = ∠A + F
= 90° + 40° = 130°
Since AB || CD
∴ ∠ECD = FEB = 130°
Hence, ∠ECD = 130°.
Ans: 2. ∵ AD and CE are the bisector of ∠A and ∠C

In ∆AOC,
∠AOC + ∠OAC + ∠OCA = 180°
⇒ ∠AOC + 45o = 180°
⇒ ∠AOC = 180° – 45° = 135°
Ans: 3. In ∆BCD,
ext. ∠BDM = ∠C + ∠B
= 38° + 25° = 63°
Now, ∠LAD = ∠MDB = 63°
But these are corresponding angles.
MATHEMATICS LINES AND ANGLES

Hence, m || n
Ans: 4. Here, 4b + 75° + b = 180° [a straight angle]
5b = 180° – 75° = 105°

∴ a = 4b = 4 × 21° = 84° (vertically opp. ∠s]

Again, 2c + a = 180° [a linear pair]
⇒ 2c + 84° = 180°
⇒ 2c = 96°

Hence, the values of a, b and c are a = 84°, b = 21° and c = 48°.

Ans: 5.

Through O, draw a line ‘l’ parallel to AB.

⇒ line I will also parallel to CD, then
∠1 = 45°[alternate int. angles]
∠1 + ∠2 + 105° = 180° [straight angle]
∠2 = 180° – 105° – 45°
⇒ ∠2 = 30°
Now, ∠ODC = ∠2 [alternate int. angles]
= ∠ODC = 30°
Ans: 6. In ∆XYZ, we have
∠X + XY + ∠Z = 180°
⇒ ∠Y + ∠Z = 180° – ∠X
⇒ ∠Y + ∠Z = 180° – 72°
⇒ Y + ∠Z = 108°

∠OYZ + ∠OZY = 54°

MATHEMATICS LINES AND ANGLES

[∵ YO and ZO are the bisector of ∠XYZ and ∠XZY]

∠OYZ + 23° = 54°

⇒ ∠OYZ = 549 – 23° = 31°
In ∆YOZ, we have
∠YOZ = 180° – (∠OYZ + ∠OZY)
= 180° – (31° + 23°) 180° – 54° = 126°

Long Answer:
Ans: 1. Given: AB || CD and transversal EF cut them at P and Q respectively and
the bisectors of
pair of interior angles form a quadrilateral PRQS

To Prove: PRQS is a rectangle.

Proof: ∵ PS, QR, QS and PR are the bisectors of angles
∠BPQ, ∠CQP, ∠DQP and ∠APQ respectively.

But these are pairs of alternate interior angles of PS and QR

∴ PS || QR
Similarly, we can prove ∠3 = ∠4 = QS || PR
∴ PRQS is a parallelogram.

Thus, PRRS is a parallelogram whose one angle ∠PSQ = 90°.

MATHEMATICS LINES AND ANGLES

Hence, PRQS is a rectangle.

Ans: 2. Let ∠B = 2x and ∠C = 2y
∵OB and OC bisect ∠B and ∠C respectively.

From (i) and (ii), we have

Ans: 3. Here, ∠1 and ∠4 are forming a linear pair

∠1 + ∠4 = 180°
(2x + y)° + (x + 2y)° = 180°
3(x + y)° = 180°
x + y = 60
Since I || m and n is a transversal
∠4 = ∠6
(x + 2y)° = (3y + 20)°
x - y = 20
Adding (i) and (ii), we have
2x = 80 = x = 40
From (i), we have
40 + y = 60 ⇒ y = 20
Now, ∠1 = (2 x 40 + 20)° = 100°
∠4 = (40 + 2 x 20)° = 80°
∠8 = ∠4 = 80° [corresponding ∠s]
MATHEMATICS LINES AND ANGLES

∠1 = ∠3 = 100° [vertically opp. ∠s]

∠7 = ∠3 = 100° [corresponding ∠s]
Hence, ∠7 = 100° and ∠8 = 80°
Ans: 4. Here, PQ || SR .
⇒ ∠PQR = ∠QRT
⇒ x + 28° = 65°
⇒ x = 65° - 28° = 37°
Now, in it. ∆SPQ, ∠P = 90°
∴ ∠P + x + y = 180° [angle sum property]
∴ 90° + 37° + y = 180°
⇒ y = 180° – 90° - 37° = 53°
Now, ∠SRQ + ∠QRT = 180° [linear pair]
z + 65° = 180°
z = 180° - 65° = 115°
Ans: 5. In quadrilateral ABCD, we have
∠A + ∠B.+ ∠C + ∠D = 360°

Assertion and Reason Answers-

1. d) Assertion is wrong statement but reason is correct statement.
Explanation:
Linear pair
MATHEMATICS LINES AND ANGLES

Adjacent angles with opposite rays as noncommon arms are called the linear
pair.
They form a straight angle.
Hence Reason is True.
Two adjacent angles form a linear pair if non common arms are opposite rays.
If non common sides are not opposite rays then adjacent angles does not form
a linear pair.
Hence Assertion "Two adjacent angles always form a linear pair" is False
For example two adjacent angles which are complementary forms a right angle
not a linear pair.
2. d) Assertion is wrong statement but reason is correct statement.
Explanation:
ASSERTION : A triangle can have two obtuse angles.
Obtuse angle are the angles whos measure are between 90° and 180°
If a triangle has two obtuse angles then sum of those two angles will be
between (90° + 90° ) and ( 180° + 180°)
= between 180° and 360°
Hence sum of all the angles of triangle would be greater than 180°
But Sum of all the angles of a triangle is 180°
Hence This is not possible
so Assertion is FALSE
REASON : The sum of all the interior angles of a triangle is 180°
TRUE
Case Study Answers-
1.
(i) (a) 30°
(ii) (c) 60°
(iii) (d) 90°

(iv) (a)
120°
(v) (b) 180°
2.
MATHEMATICS LINES AND ANGLES

(i) (b) 96°

(ii) (d) 24°
(iii) (c) 42°
(iv) (c) 180°
(v) (a) 2y + z = 90°
MATHEMATICS
Chapter 7: Triangles
MATHEMATICS TRIANGLES

Triangles
What are congruent figures
• Two figures are said to be congruent if they are of the same shape and of the same
size.
• Two circles of the same radii are congruent.
• Two squares of the same sides are congruent.

Congruent triangles
If two triangles ABC and DEF are congruent under the correspondence A ↔ D, B ↔ E and
C ↔ F, then symbolically, it is expressed as ΔABC ≅ Δ DEF.

In congruent triangles, corresponding parts are equal. We write in short ‘CPCT’ for
corresponding parts of congruent triangles.

SAS (Side – Angle – Side) congruence rule

Two triangles are congruent if two sides and the included angle of one triangle are equal to
the two sides and the included angle of the other triangle.
Note: SAS congruence rule holds but not ASS or SSA rule.
MATHEMATICS TRIANGLES

ASA (Angle – Side – Angle) congruence rule

Two triangles are congruent if two angles and the included side of one triangle are equal to
two angles and the included side of other triangle.

AAS (Angle – Angle – Side) congruence rule

Two triangles are congruent if any two pairs of angles and one pair of corresponding sides
are equal.
AAS congruency can be proved in easy steps. Suppose we have two triangles ABC and DEF,
where,
∠B = ∠E [Corresponding sides] ∠C = ∠F [Corresponding sides] And
AC = DF [Adjacent sides]
By angle sum property of triangle, we know that;
∠A + ∠B + ∠C = 180 ………(1)
∠D + ∠E + ∠F = 180 ……….(2)
From equation 1 and 2 we can say;
∠A + ∠B + ∠C = ∠D + ∠E + ∠F
∠A + ∠E + ∠F = ∠D + ∠E + ∠F [Since, ∠B = ∠E and ∠C = ∠F] ∠A = ∠D
Hence, in triangle ABC and DEF,
∠A = ∠D
AC = DF
∠C = ∠F
Hence, by ASA congruency,
Δ ABC ≅ Δ DEF

SSS (Side – Side – Side) congruent rule

MATHEMATICS TRIANGLES

If three sides of one triangle are equal to the three sides of another triangle, then the two
triangles are congruent.

RHS (Right Angle – Hypotenuse – Side) congruence rule

If in two right triangles the hypotenuse and one side of one triangle are equal to the
hypotenuse and one side of the other triangle, then the two triangles are congruent.

In above figure, hypotenuse XZ = RT and side YZ=ST, hence triangle XYZ ≅ triangle RST.

Congruence of Triangles
Congruence of triangles: Two triangles are said to be congruent if all three corresponding
sides are equal and all the three corresponding angles are equal in measure. These
triangles can be slides, rotated, flipped and turned to be looked identical. If repositioned,
they coincide with each other. The symbol of congruence is’ ≅’.
MATHEMATICS TRIANGLES

The corresponding sides and angles of congruent triangles are equal. There are basically
four congruency rules that proves if two triangles are congruent. But it is necessary to find
all six dimensions. Hence, the congruence of triangles can be evaluated by knowing only
three values out of six. The meaning of congruence in Maths is when two figures are
similar to each other based on their shape and size. Also, learn about Congruent Figures
here.
Congruence is the term used to define an object and its mirror image. Two objects or
shapes are said to be congruent if they superimpose on each other. Their shape and
dimensions are the same. In the case of geometric figures, line segments with the same
length are congruent and angles with the same measure are congruent.
CPCT is the term, we come across when we learn about the congruent triangle. Let’s see
the condition for triangles to be congruent with proof.
Congruent meaning in Maths
The meaning of congruent in Maths is addressed to those figures and shapes that can be
repositioned or flipped to coincide with the other shapes. These shapes can be reflected to
coincide with similar shapes.
Two shapes are congruent if they have the same shape and size. We can also say if two
shapes are congruent, then the mirror image of one shape is same as the other.
Congruent Triangles
A polygon made of three line segments forming three angles is known as a Triangle.
Two triangles are said to be congruent if their sides have the same length and angles have
same measure. Thus, two triangles can be superimposed side to side and angle to angle.

In the above figure, Δ ABC and Δ PQR are congruent triangles. This means,
Vertices: A and P, B and Q, and C and R are the same.
Sides: AB=PQ, QR= BC and AC=PR;
MATHEMATICS TRIANGLES

Angles: ∠A = ∠P, ∠B = ∠Q, and ∠C = ∠R.

Congruent triangles are triangles having corresponding sides and angles to be equal.
Congruence is denoted by the symbol “≅”. They have the same area and the same
perimeter.

Isosceles triangle and its properties

• A triangle in which two sides are equal is called an isosceles triangle.
• Angles opposite to equal sides of an isosceles triangle are equal.
• The sides opposite to equal angles of a triangle are equal.
An isosceles triangle definition states it as a polygon that consists of two equal sides, two
equal angles, three edges, three vertices and the sum of internal angles of a triangle equal
to 1800. In this section, we will discuss the properties of isosceles triangle along with its
definitions and its significance in Maths.

Apart from the isosceles triangle, there is a different classification of triangles depending
upon the sides and angles, which have their own individual properties as well. Below is the
list of types of triangles;
• Scalene Triangle
• Equilateral Triangle
• Acute angled Triangle
• Right angle Triangle
• Obtuse-angled Triangle
Isosceles triangle basically has two equal sides and angles opposite to these equal sides are
also equal. Same like the Isosceles triangle, scalene and equilateral are also classified on
the basis of their sides, whereas acute-angled, right-angled and obtuse-angled triangles are
defined on the basis of angles. So before, discussing the properties of isosceles triangles,
let us discuss first all the types of triangles.

Below are basic definitions of all types of triangles:

MATHEMATICS TRIANGLES

Scalene Triangle: A triangle which has all the sides and angles, unequal.
Equilateral Triangle: A triangle whose all the sides are equal and all the three angles are of
600.
Acute Angled Triangle: A triangle having all its angles less than right angle or 900.
Right Angled Triangle: A triangle having one of the three angles as right angle or 900.
Obtuse Angled Triangle: A triangle having one of the three angles as more than right angle
or 900.
Isosceles Triangle Properties
An Isosceles Triangle has the following properties:
• Two sides are congruent to each other.
• The third side of an isosceles triangle which is unequal to the other two sides is
called the base of the isosceles triangle.
• The two angles opposite to the equal sides are congruent to each other. That means
it has two congruent base angles and this is called an isosceles triangle base angle
theorem.
• The angle which is not congruent to the two congruent base angles is called an apex
angle.
• The altitude from the apex of an isosceles triangle bisects the base into two equal
parts and also bisects its apex angle into two equal angles.
• The altitude from the apex of an isosceles triangle divides the triangle into two
congruent right-angled triangles.
• Area of Isosceles triangle = ½ × base × altitude
• Perimeter of Isosceles triangle = sum of all the three sides
Example: If an isosceles triangle has lengths of two equal sides as 5 cm and base as 4 cm
and an altitude are drawn from the apex to the base of the triangle. Then find its area and
perimeter.
Solution: Given the two equal sides are of 5 cm and base is 4 cm.
We know, the area of Isosceles triangle = ½ × base × altitude
Therefore, we have to first find out the value of altitude here.
The altitude from the apex divides the isosceles triangle into two equal right angles and
bisects the base into two equal parts. Thus, by Pythagoras theorem,
Hypotenuse2 = Base2 + Perpendicular2
Or Perpendicular = √𝐻𝑦𝑝𝑜𝑡𝑒𝑛𝑢𝑠𝑒 2 − 𝐵𝑎𝑠𝑒 2
∴ Altitude = √52 − 22
= √25 − 4
MATHEMATICS TRIANGLES

= √21
So, the area of Isosceles triangle = ½ × 4 × √21 = 2√21 cm2
Perimeter of Isosceles triangle = sum of all the sides of the triangle
= 5 + 4 + 5 cm
= 14 cm

Inequalities in a triangle
• If two sides of a triangle are unequal, the angle opposite to the longer side is
greater.
• In any triangle, the side opposite to greater (larger) angle is longer.
• The sum of any two sides of a triangle is greater than the third side.
• The difference between any two sides of a triangle is less than the third side.
Relationship between unequal sides of the triangle and the angles opposite to it.
If 2 sides of a triangle are unequal, then the angle opposite to the longer side will be larger
than the angle opposite to the shorter side.
Triangle inequality
The sum of the lengths of any two sides of a triangle must be greater than the third side.
According to triangle inequality theorem, for any given triangle, the sum of two sides of a
triangle is always greater than the third side. A polygon bounded by three line-segments is
known as the Triangle. It is the smallest possible polygon. A triangle has three sides, three
vertices, and three interior angles. The types of triangles are based on its angle measure
and length of the sides. The inequality theorem is applicable for all types triangles such as
equilateral, isosceles and scalene. Now let us learn this theorem in details with its proof.
Triangle Inequality Theorem Proof
The triangle inequality theorem describes the relationship between the three sides of a
triangle. According to this theorem, for any triangle, the sum of lengths of two sides is
always greater than the third side. In other words, this theorem specifies that the shortest
distance between two distinct points is always a straight line.
Consider a ∆ABC as shown below, with a, b and c as the side lengths.
MATHEMATICS TRIANGLES

The triangle inequality theorem states that:

a < b + c,
b < a + c,
c<a+b
In any triangle, the shortest distance from any vertex to the opposite side is the
Perpendicular. In figure below, XP is the shortest line segment from vertex X to side YZ.

Let us prove the theorem now for a triangle ABC.

To Prove: |BC|< |AB| + |AC|

Construction: Consider a ∆ABC. Extend the side AC to a point D such that AD = AB as shown
in the fig. below.
MATHEMATICS TRIANGLES

Proof of triangle inequality theorem

MATHEMATICS TRIANGLES
MATHEMATICS TRIANGLES

Important Questions

Multiple Choice Questions-

Question 1. △ABC = △PQR, then which of the following is true?
(a) CB = QP
(b) CA = RP
(c) AC = RQ
(d) AB = RP
Question 2. In △ABC and △DEF, AB = DE and ∠A = ∠D. Then two triangles will
be congruent by SA axiom if:
(a) BC = EF
(b) AC = EF
(c) AC = DE
(d) BC = DE
Question 3. In a right triangle, the longest side is:
(a) Perpendicular
(b) Hypotenuse
(c) Base
(d) None of the above
Question 4. In △ABC, if ∠A = 45° and ∠B = 70°, then the shortest and the
longest sides of the triangle are respectively,
(a) BC, AB
(a) AB, AC
(c) AB, BC
(d) BC, AC
Question 5. If the altitudes from vertices of a triangle to the opposite sides are
equal, then the triangles is
(a) Scalene
(b) Isosceles
(c) Equilateral
(d) Right-angled
Question 6. D is a Point on the Side BC of a △ABC such that AD bisects ∠BAC
then:
MATHEMATICS TRIANGLES

(a) BD = CD
(b) CD > CA
(c) BD > BA
(d) BA > BD
Question 7. If ΔABC ≅ ΔPQR then which of the following is true:
(a) CA = RP
(b) AB = RP
(c) AC = RQ
(d) CB = QP
Question 8. If two triangles ABC and PQR are congruent under the
correspondence A ↔ P, B ↔ Q, and C ↔ R, then symbolically, it is expressed
as
(a) ΔABC ≅ ΔPQR
(b) ΔABC = ΔPQR
(c) ΔABC and ΔPQR are scalene triangles
(d) ΔABC and ΔPQR are isosceles triangles
Question 9. If the bisector of the angle A of an △ABC is perpendicular to the
base BC of the triangle then the triangle ABC is:
(a) Obtuse Angled
(b) Isosceles
(c) Scalene
(d) Equilateral
Question 10.
If AB = QR, BC=RP and CA = QP, then which of the following holds?
(a) △BCA ≅ △PQR
(b) △ABC ≅ △PQR
(c) △CBA ≅ △PQR
(d) △CAB ≅ △PQR
Very Short:
1. Find the measure of each exterior angle of an equilateral triangle.
2. If in ∆ABC, ∠A = ∠B + ∠C, then write the shape of the given triangle.
3. In ∆PQR, PQ = QR and ∠R = 50°, then find the measure of ∠Q.
4. If ∆SKY ≅ ∆MON by SSS congruence rule, then write three equalities of
MATHEMATICS TRIANGLES

corresponding angles.
5. Is ∆ABC possible, if AB = 6 cm, BC = 4 cm and AC = 1.5cm?
6. In ∆MNO, if ∠N = 90°, then write the longest side.
7. In ∆ABC, if AB = AC and ∠B = 70°, find ∠A.
8. In ∆ABC, if AD is a median, then show that AB + AC > 2AD.
Short Questions:
1. In the given figure, AD = BC and BD = AC, prove that ∠DAB = ∠CBA.
2. In the given figure, ∆ABD and ABCD are isosceles triangles on the same
base BD. Prove that ∠ABC = ∠ADC.
3. In the given figure, if ∠1 = ∠2 and ∠3 = ∠4, then prove that BC = CD.
4. In the given figure, ∠B < ∠A and ∠C < ∠D. Show that AD < BC.

5. In the given figure, AC > AB and D is a point on AC such that AB = AD. Show
that BC > CD.
1
6. In a triangle ABC, D is the mid-point of side AC such that BD = AC Show
2
that ∠ABC is a right angle.
Long Questions:
1. In the given figure, AP and DP are bisectors of two adjacent angles A and D
of quadrilateral ABCD. Prove that 2 ∠APD = ∠B + 2C

2. In figure, ABCD is a square and EF is parallel to diagonal BD and EM = FM.

Prove that
(i) DF = BE (i) AM bisects ∠BAD.
MATHEMATICS TRIANGLES

3. In right triangle ABC, right-angled at C, M is the mid-point of hypotenuse

AB. C is joined to M and produced to a point D such that DM = CM. Point D
is joined to point B (see fig.). Show that : (i) ∆AMC ≅ ∆BMD (ii) ∠DBC = 90°
1
(ii) ∆DBC ≅ ∆ACB (iv) CM = AB
2

4. In figure, ABC is an isosceles triangle with AB = AC. D is a point in the

interior of ∆ABC such that ∠BCD = ∠CBD. Prove that AD bisects ∠BAC of
∆ABC.

5. Prove that two triangles are congruent if any two angles and the included
side of one triangle is equal to any two angles and the included side of the
other triangle.
Assertion and Reason Questions-
1. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
MATHEMATICS TRIANGLES

b) Assertion and reason both are correct statements but reason is not
correct explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: If we draw two triangles with angles 30°, 70° and 80° and the length
of the sides of one triangle be different than that of the corresponding sides of
the other triangle then two triangles are not congruent.
Reason: If two triangles are constructed which have all corresponding angles
equal but have unequal corresponding sides, then two triangles cannot be
congruent to each other.
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: If the bisector of the vertical angle of a triangle bisects the base of
the triangle, then the triangle is equilateral.
Reason: If three sides of one triangle are equal to three of the other triangle,
then the two triangles are congruent.
Case Study Questions-
1. Read the Source/ Text given below and answer these questions:

Hareesh and Deep were trying to prove a theorem. For this they did the
following:
i. Drew a triangle ABC.
MATHEMATICS TRIANGLES

ii. D and E are found as the mid points of AB and AC.

iii. DE was joined and DE was extended to F so DE = EF.
iv. FC was joined.
Answer the following questions:
i. △ADE and △EFC are congruent by which criteria?
a. SSS
b. RHS
c. SAS
d. ASA
ii. ∠EFC is equal to which angle?
a. ∠DAE
b. ∠ADE
c. ∠AED
d. ∠B
iii. ∠ECF is equal to which angle?
a. ∠DAE
b. ∠ADE
c. ∠AED
d. ∠B
iv. CF is equal to which of the following?
a. BD
b. CE
c. AE
d. EF
v. CF is parallel to which of the following?
a. AE
b. CE
c. BD
d. EF
2. Read the Source/ Text given below and answer these questions:
In the middle of the city, there was a park ABCD in the form of a parallelogram
form so that AB = CD, AB || CD and AD = BC, AD || BC Municipality converted
this park into a rectangular form by adding land in the form
MATHEMATICS TRIANGLES

of △APD and △BCQ. Both the triangular shape of land were covered by planting
flower plants.

Answer the following questions:

i. What is the value of ∠x?
a. 110°
b. 70°
c. 90°
d. 100°
ii. △APD and △BCQ are congruent by which criteria?
a. SSS
b. SAS
c. ASA
d. RHS
iii. PD is equal to which side?
a. DC
b. AB
c. BC
d. BQ
iv. △ABC and △ACD are congruent by which criteria?
a. SSS
b. SAS
c. ASA
d. RHS
v. What is the value of ∠m?
a. 110°
MATHEMATICS TRIANGLES

b. 70°
c. 90°
d. 20°

Answer Key:
MCQ:
1. (b) CA = RP
2. (c) AC = DE
3. (b) Hypotenuse
4. (d) BC,AC
5. (b) Isosceles
6. (d) BA > BD
7. (a) CA = RP
8. (a) ΔABC ≅ ΔPQR
9. (b) Isosceles
10.(d) △CAB ≅ △PQR

Very Short Answer:

1. We know that each interior angle of an equilateral triangle is 60°.
∴ Each exterior angle = 180° – 60° = 120°
2. Here, ∠A = ∠B + ∠C
And in ∆ABC, by angle sum property, we have
∠A + ∠B + C = 180°
⇒ ∠A + ∠A = 180°
⇒ 2∠A = 180°
⇒ ∠A = 90°
Hence, the given triangle is a right triangle.
3. Here, in ∆PQR, PQ = QR
⇒ ∠R = ∠P = 50° (given)
Now, ∠P + ∠Q + ∠R = 180°
50° + ∠Q + 50° = 180°
⇒ ∠Q = 180° – 50° – 50°
= 80°
4. Since ∆SKY ≅ ∆MON by SSS congruence rule, then three equalities of
MATHEMATICS TRIANGLES

corresponding angles
are ∠S = ∠M, ∠K = ∠O and ∠Y = ∠N.
5. Since 4 + 1.5 = 5.5 ≠ 6
Thus, triangle is not possible.
6. We know that, side opposite to the largest angle is longest.
∴ Longest side = MO.
7. Here, in ∆ABC AB = AC ∠C = ∠B [∠s opp. to equal sides of a ∆)
Now, ∠A + ∠B + ∠C = 180°
⇒ ∠A + 70° + 70° = 180°
[∵ ∠B = 70°]
⇒ ∠A = 180° – 70° – 70° = 40°
8.

Produce AD to E, such that AD = DE.

In ∆ADB and ∆EDC, we have
BD = CD, AD = DE and ∠1 = ∠2
∆ADB ≅ ∆EDC
AB = CE
Now, in ∆AEC, we have
AC + CE > AE
AC + AB > AD + DE
AB + AC > 2AD [∵ AD = DE]

Short Answer:

Ans: 1.
MATHEMATICS TRIANGLES

In ∆DAB and ∆CBA, we have

AD = BC [given]
BD = AC [given]
AB = AB [common]
∴ ∆DAB ≅ ∆CBA [by SSS congruence axiom]
Thus, ∠DAB =∠CBA [c.p.c.t.]
Ans: 2.

In ∆ABD, we have
AB = AD (given)
∠ABD = ∠ADB [angles opposite to equal sides are equal] …(i)
In ∆BCD, we have
CB = CD
⇒ ∠CBD = ∠CDB [angles opposite to equal sides are equal] … (ii)
Adding (i) and (ii), we have
∠ABD + ∠CBD = ∠ADB + ∠CDB
⇒ ∠ABC = ∠ADC
Ans: 3.
MATHEMATICS TRIANGLES

In ∆ABC and ACDA, we have

∠1 = ∠2 (given)
AC = AC [common]
∠3 = ∠4 [given]
So, by using ASA congruence axiom
∆ABC ≅ ∆CDA
Since corresponding parts of congruent triangles are equal
∴ BC = CD
Ans: 4. In ∆ABC and ACDA, we have
∠1 = ∠2 (given)
AC = AC [common]
∠3 = ∠4 [given]
So, by using ASA congruence axiom
∆ABC ≅ ∆CDA
Since corresponding parts of congruent triangles are equal
∴ BC = CD
Ans: 5. Here, in ∆ABD, AB = AD
∠ABD = ∠ADB
[∠s opp. to equal sides of a ∆]
In ∆BAD
ext. ∠BDC = ∠BAD + ∠ABD
⇒ ∠BDC > ∠ABD …. (ii)
Also, in ∆BDC.
ext. ∠ADB > ∠CBD …(iii)
From (ii) and (iii), we have
∠BDC > CD [∵ sides opp. to greater angle is larger]
Ans: 6. Here, in ∆ABC, D is the mid-point of AC.
1
⇒ AD = CD = AC ….(i)
2
1
Also, BD = AC …. (ii) [Given]
2
From (i) and (ii), we obtain
AD = BD and CD = BD
⇒ ∠2 = ∠4 and ∠1 = ∠3 …..(iii)
MATHEMATICS TRIANGLES

In ∆ABC, we have
∠ABC + ∠ACB + ∠CAB = 180°
⇒ ∠1 + ∠2 + ∠3 + ∠4 = 180°
⇒ ∠1 + ∠2 + ∠1 + ∠2 = 180° [using (iii)]
⇒ 2(∠1 + ∠2) = 180°
⇒ ∠1 + ∠2 = 90°
Hence, ∠ABC = 90°

Long Answer:
Ans: 1. Here, AP and DP are angle bisectors of ∠A and ∠D
1 1
∴ ∠DAP = ∠DAB and ∠ADP = ∠ADC ……(i)
2 2
In ∆APD, ∠APD + ∠DAP + ∠ADP = 180°
1 1
⇒ ∠APD + ∠DAB + ∠ADC = 180°
2 2
1
⇒ ∠APD = 180° - (∠DAB + ∠ADC)
2
⇒ 2∠APD = 360° – (∠DAB + ∠ADC) ……(ii)
Also, ∠A + ∠B + C + ∠D = 360°
∠B + 2C = 360° – (∠A + ∠D)
∠B + C = 360° – (∠DAB + ∠ADC) ……(iii)
From (ii) and (iii), we obtain
2∠APD = ∠B + ∠C
Ans: 2. (i) EF || BD = ∠1 = ∠2 and ∠3 = ∠4 [corresponding ∠s]
Also, ∠2 = ∠4
⇒ ∠1 = ∠3
⇒ CE = CF (sides opp. to equals ∠s of a ∆]
∴ DF = BE
[∵ BC – CE = CD – CF)
MATHEMATICS TRIANGLES

(ii) In ∆ADF and ∆ABE, we have

AD = AB [sides of a square]
DF = BE [proved above]
∠D = ∠B = 90°
⇒ ∆ADF ≅ ∆ABE [by SAS congruence axiom]
⇒ AF = AE and ∠5 = ∠6 … (i) [c.p.c.t.]
In ∆AMF and ∆AME
AF = AE [proved above]
AM = AM [common]
FM = EM (given)
∴ ∆AMF ≅ ∆AME [by SSS congruence axiom]
∴ ∠7 = ∠8 …(ii) [c.p.c.t.]
Adding (i) and (ii), we have
∠5 + ∠7 = ∠6 + ∠8
∠DAM = ∠BAM
∴ AM bisects ∠BAD.
Ans: 3. Given: ∆ACB in which 4C = 90° and M is the mid-point of AB.
To Prove:
(i) ∆AMC ≅ ∆BMD
(ii) ∠DBC = 90°
(iii) ∆DBC ≅ ∆ACB
1
(iv) CM = AB
2
Proof: Consider ∆AMC and ∆BMD,
we have AM = BM [given]
CM = DM [by construction]
∠AMC = ∠BMD [vertically opposite angles]
∴ ∆AMC ≅ ∆BMD [by SAS congruence axiom]
⇒ AC = DB …(i) [by c.p.c.t.]
and ∠1 = ∠2 [by c.p.c.t.]
But ∠1 and ∠2 are alternate angles.
⇒ BD || CA
Now, BD || CA and BC is transversal.
MATHEMATICS TRIANGLES

∴ ∠ACB + ∠CBD = 180°

⇒ 90° + CBD = 180°
⇒ ∠CBD = 90°
In ∆DBC and ∆ACB,
we have CB = BC [common]
DB = AC [using (i)]
∠CBD = ∠BCA
∴ ∆DBC ≅ ∆ACB
⇒ DC = AB
1 1
⇒ AB = DC
2 2
1 1 1
⇒ AB = CM Or CM = AB (∵ CM = DC)
2 2 2
Ans: 4. In ∆BDC, we have ∠DBC = ∠DCB (given).
⇒ CD = BD (sides opp. to equal ∠s of ∆DBC)
Now, in ∆ABD and ∆ACD,
we have AB = AC [given]
BD = CD [proved above]
AD = AD [common]
∴ By using SSS congruence axiom, we obtain
∆ABD ≅ ∆ACD
⇒ ∠BAD = ∠CAD [c.p.ç.t.]
Hence, AD bisects ∠BAC of ∆ABC.
Ans: 5.

Given: Two As ABC and DEF in which

∠B = ∠E,
∠C = ∠F and BC = EF
To Prove: ∆ABC = ∆DEF
Proof: We have three possibilities
MATHEMATICS TRIANGLES

Case I. If AB = DE,
we have AB = DE,
∠B = ∠E and BC = EF.
So, by SAS congruence axiom, we have ∆ABC ≅ ∆DEF

Case II. If AB < ED, then take a point Mon ED

such that EM = AB.
Join MF.
Now, in ∆ABC and ∆MEF,
we have
AB = ME, ∠B = ∠E and BC = EF.
So, by SAS congruence axiom,
we have ΔΑΒC ≅ ΔΜEF
⇒ ∠ACB = ∠MFE
But ∠ACB = ∠DFE
∴ ∠MFE = ∠DFE

Which is possible only when FM coincides with B FD i.e., M coincides with D.

Thus, AB = DE
∴ In ∆ABC and ∆DEF, we have
AB = DE,
∠B = ∠E and BC = EF
So, by SAS congruence axiom, we have
MATHEMATICS TRIANGLES

∆ABC ≅ ∆DEF
Case III. When AB > ED
Take a point M on ED produced
such that EM = AB.
Join MF
Proceeding as in Case II, we can prove that
∆ABC = ∆DEF
Hence, in all cases, we have
∆ABC = ∆DEF.
Assertion and Reason Answers-
1. b) Assertion and reason both are correct statements but reason is not
correct explanation for assertion.
2. a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
Case Study Answers-
1.
(i) (c) SAS
(ii) (b) ∠ADE∠ADE
(iii) (a) ∠DAE∠DAE
(iv) (a) BD
(v) (c) BD
2.
(i) (b) 70°
(ii) (c) ASA
(iii) (d) BQ
(iv) (a) SSS
(v) (d) 20°
MATHEMATICS
Chapter 8: Quadrilaterals
MATHEMATICS QUADRILATERALS

Quadrilaterals

Quadrilateral
A quadrilateral is a closed figure obtained by joining four points (with no three points
collinear) in an order.

Here, ABCD is a quadrilateral.

Parts of a quadrilateral
• A quadrilateral has four sides, four angles and four vertices.
• Two sides of a quadrilateral having no common end point are called its opposite
sides.
• Two sides of a quadrilateral having a common end point are called its adjacent sides.
• Two angles of a quadrilateral having common arm are called its adjacent angles.
• Two angles of a quadrilateral not having a common arm are called its opposite
angles.
• A diagonal is a line segment obtained on joining the opposite vertices.
Angle sum property of a quadrilateral
Sum of all the angles of a quadrilateral is 360o. This is known as the angle sum property of a
quadrilateral.

Types of quadrilaterals and their properties:

Name of a quadrilateral Properties

Parallelogram: A quadrilateral with each i. Opposite sides are equal.

pair of opposite sides parallel. ii. Opposite angles are equal.
iii. Diagonals bisect one another.
MATHEMATICS QUADRILATERALS

Rhombus: A parallelogram with sides of i. All properties of a parallelogram.

equal length. ii. Diagonals are perpendicular to
each other.

Rectangle: A parallelogram with all i. All the properties of a

angles right angle. parallelogram.
ii. Each of the angles is a right angle.
iii. Diagonals are equal.

Square: A rectangle with sides of equal All the properties of a parallelogram,

length. a rhombus and a rectangle.

Kite: A quadrilateral with exactly two i. The diagonals are perpendicular

pairs of equal consecutive sides. to one another.
ii. One of the diagonals bisects the
other.
iii. If ABCD is a kite, then ∠B = ∠D
but ∠A ≠ ∠C

Trapezium: A quadrilateral with one One pair of opposite sides parallel.

pair of opposite sides parallel is called
trapezium.

Important facts about quadrilaterals

• If the non-parallel sides of trapezium are equal, it is known as isosceles trapezium.
• Square, rectangle and rhombus are all parallelograms.
• Kite and trapezium are not parallelograms.
• A square is a rectangle.
• A square is a rhombus.
• A parallelogram is a trapezium.
MATHEMATICS QUADRILATERALS

A quadrilateral is a parallelogram if:

i. each pair of opposite sides of a quadrilateral is equal, or
ii. each pair of opposite angles is equal, or
iii. the diagonals of a quadrilateral bisect other, or
iv. each pair of opposite sides is equal and parallel.

Mid-Point Theorem
The line segment joining the mid-points of any two sides of a triangle is parallel to the third
side and equal to half of it.

Converse of mid-point theorem

The line drawn through the mid-point of one side of a triangle, parallel to another side,
bisects the third side.

Formation of a new quadrilateral using the given data

• If the diagonals of a parallelogram are equal, then it is a rectangle.
• If the diagonals of a quadrilateral bisect each other at right angles, then it is a
rhombus.
• If the diagonals of a quadrilateral are equal and bisect each other at right angles,
then it is a square.
If there are three or more parallel lines and the intercepts made by them on a transversal are
equal, then the corresponding intercepts on any other transversal are also equal.

Parallelogram: Opposite sides of a parallelogram are equal

In ΔABC and ΔCDA

AC = AC [Common / transversal]
MATHEMATICS QUADRILATERALS

∠BCA = ∠DAC [alternate angles]

∠BAC = ∠DCA [alternate angles]

ΔABC ≅ ΔCDA [ASA rule]

Hence,

AB = DC and AD= BC [ C.P.C.T.C]

Opposite angles in a parallelogram are equal

In parallelogram ABCD

AB ‖ CD; and AC is the transversal

Hence, ∠1 = ∠3 …. (1) (alternate interior angles)

BC ‖ DA; and AC is the transversal

Hence, ∠2 = ∠4 …. (2) (alternate interior angles)

Adding (1) and (2)

∠1 + ∠2 = ∠3 + ∠4

∠BAD = ∠BCD

Similarly,

∠ADC = ∠ABC

Properties of diagonal of a parallelogram

MATHEMATICS QUADRILATERALS

Diagonals of a parallelogram bisect each other.

In ΔAOB and ΔCOD,

∠3 = ∠5 [alternate interior angles]

∠1 = ∠2 [vertically opposite angles]

AB = CD [opp. Sides of parallelogram]

ΔAOB ≅ ΔCOD [AAS rule]

OB = OD and OA = OC [C.P.C.T]

Hence, proved

Conversely,

If the diagonals of a quadrilateral bisect each other, then it is a parallelogram.

Diagonal of a parallelogram divides it into two congruent triangles.

MATHEMATICS QUADRILATERALS

In ΔABC and ΔCDA,

AB = CD [Opposite sides of parallelogram]

BC = AD [Opposite sides of parallelogram]

AC = AC [Common side]

ΔABC ≅ ΔCDA [by SSS rule]

Hence, proved.

Diagonals of a rhombus bisect each other at right angles

Diagonals of a rhombus bisect each – other at right angles

MATHEMATICS QUADRILATERALS

In ΔAOD and ΔCOD,

OA = OC [Diagonals of parallelogram bisect each other]

OD = OD [Common side]

AD = CD [Adjacent sides of a rhombus]

ΔAOD ≅ ΔCOD [SSS rule]

∠AOD = ∠DOC [C.P.C.T]

∠AOD + ∠DOC = 180 [∵ AOC is a straight line]

Hence, ∠AOD = ∠DOC = 90

Hence proved.

Diagonals of a rectangle bisect each other and are equal

Rectangle ABCD

In ΔABC and ΔBAD,

AB = BA [Common side]

BC = AD [Opposite sides of a rectangle]

∠ABC = ∠BAD [Each = 900 ∵ ABCD is a Rectangle]

ΔABC ≅ ΔBAD [SAS rule]

MATHEMATICS QUADRILATERALS

∴AC = BD [C.P.C.T]

Consider ΔOAD and ΔOCB,

AD = CB [Opposite sides of a rectangle]

∠OAD = ∠OCB [∵ AD||BC and transversal AC intersects them]

∠ODA = ∠OBC [∵ AD||BC and transversal BD intersects them]

ΔOAD ≅ ΔOCB [ASA rule]

∴OA = OC [C.P.C.T]

Similarly, we can prove OB=OD

Diagonals of a square bisect each other at right angles and are equal

In ΔABC and ΔBAD,

AB = BA [Common side]

BC = AD [Opposite sides of a Square]

∠ABC = ∠BAD [Each = 900 ∵ ABCD is a Square]

ΔABC ≅ ΔBAD [SAS rule]

∴ AC = BD [C.P.C.T]

Consider ΔOAD and ΔOCB,

MATHEMATICS QUADRILATERALS

AD = CB [Opposite sides of a Square]

∠OAD = ∠OCB [∵ AD||BC and transversal AC intersects them]

∠ODA = ∠OBC [∵ AD||BC and transversal BD intersects them]

ΔOAD ≅ ΔOCB [ASA rule]

∴ OA = OC [C.P.C.T]

Similarly, we can prove OB=OD

In ΔOBA and ΔODA,

OB = OD [ proved above]

BA = DA [Sides of a Square]

OA = OA [ Common side]

ΔOBA ≅ ΔODA, [ SSS rule]

∴ ∠AOB = ∠AOD [ C.P.C.T]

But ∠AOB + ∠AOD = 1800 [ Linear pair]

∴ ∠AOB = ∠AOD = 900

Important results related to parallelograms

Opposite sides of a parallelogram are parallel and equal.

AB||CD, AD||BC, AB = CD, AD = BC

MATHEMATICS QUADRILATERALS

Opposite angles of a parallelogram are equal adjacent angels are supplementary.

∠A = ∠C, ∠B = ∠D,

∠A + ∠B = 1800, ∠B + ∠C = 1800, ∠C + ∠D = 1800, ∠D + ∠A = 1800

A diagonal of parallelogram divides it into two congruent triangles.

ΔABC ≅ ΔCDA [With respect to AC as diagonal]

ΔADB ≅ ΔCBD [With respect to BD as diagonal]

The diagonals of a parallelogram bisect each other.

AE = CE, BE = DE

∠1 = ∠5 (alternate interior angles)

∠2 = ∠6 (alternate interior angles)

∠3 = ∠7 (alternate interior angles)

∠4 = ∠8 (alternate interior angles)

∠9 = ∠11 (vertically opp. angles)

∠10=∠12 (vertically opp. angles)

The Mid-Point Theorem

The line segment joining the midpoints of two sides of a triangle is parallel to the third side
and is half of the third side

In ΔABC, E – the midpoint of AB; F – the midpoint of AC

MATHEMATICS QUADRILATERALS

Construction: Produce EF to D such that EF = DF.

In ΔAEF and ΔCDF,

AF = CF [F is the midpoint of AC]

∠AFE = ∠CFD [ V.O.A]

EF = DF [Construction]

∴ ΔAEF ≅ ΔCDF [SAS rule]

Hence,

∠EAF = ∠DCF …. (1)

DC = EA = EB [E is the midpoint of AB]

DC ‖ EA ‖ AB [Since, (1), alternate interior angles]

DC ‖ EB

So EBCD is a parallelogram

Therefore, BC = ED and BC ‖ ED

Since ED = EF + FD = 2EF = BC [ ∵ EF=FD]

We have, EF = 12 BC and EF||BC

Hence proved.
MATHEMATICS QUADRILATERALS
MATHEMATICS QUADRILATERALS

Important Questions
Multiple Choice questions-
Question 1. A diagonal of a Rectangle is inclines to one side of the rectangle at
an angle of 25°. The Acute Angle between the diagonals is:
(a) 115°
(b) 50°
(c) 40°
(d) 25°
Question 2. The diagonals of a rectangle PQRS intersects at O. If ∠QOR = 44°,
∠OPS =?
(a) 82°
(b) 52°
(c) 68°
(d) 75°
Question 3. If angles A, B, C and D of the quadrilateral ABCD, taken in order,
are in the ratio 3:7:6:4, then ABCD is
(a) Rhombus
(b) Parallelogram
(c) Trapezium
(d) Kite
Question 4. All the angles of a convex quadrilateral are congruent. However,
not all its sides are congruent. What type of quadrilateral is it?
(a) Parallelogram
(b) Square
(c) Rectangle
(d) Trapezium
Question 5. In a Quadrilateral ABCD, AB = BC and CD = DA, then the
quadrilateral is a
(a) Triangle
(b) Kite
(c) Rhombus
(d) Rectangle
MATHEMATICS QUADRILATERALS

Question 6. The angles of a quadrilateral are (5x)°, (3x + 10)°, (6x – 20)° and (x
+ 25)°. Now, the measure of each angle of the quadrilateral will be
(a) 115°, 79°, 118°, 48°
(b) 100° 79°, 118°, 63°
(c) 110°, 84°, 106°, 60°
(d) 75°, 89°, 128°, 68°
Question 7. The diagonals of rhombus are 12 cm and 16 cm. The length of the
side of rhombus is:
(a) 12cm
(b) 16cm
(c) 8cm
(d) 10cm
Question 8. In quadrilateral PQRS, if ∠P = 60° and ∠Q: ∠R : ∠S = 2 : 3 : 7, then
∠S =
(a) 175°
(b) 210°
(c) 150°
(d) 135°
Question 9. In parallelogram ABCD, if ∠A = 2x + 15°, ∠B = 3x – 25°, then value
of x is:
(a) 91°
(b) 89°
(c) 34°
(d) 38°
Question 10. If ABCD is a trapezium in which AB || CD and AD = BC, then:
(a) ∠A = ∠B
(b) ∠A > ∠B
(c) ∠A < ∠B
(d) None of the above
Very Short:
1. If one angle of a parallelogram is twice of its adjacent angle, find the angles
of the parallelogram.
2. If the diagonals of a quadrilateral bisect each other at right angles, then
name the
MATHEMATICS QUADRILATERALS

quadrilateral.
3. Three angles of a quadrilateral are equal, and the fourth angle is equal to
144o. Find each of the equal angles of the quadrilateral.
4. If ABCD is a parallelogram, then what is the measure of ∠A – ∠C?
5. PQRS is a parallelogram, in which PQ = 12 cm and its perimeter is 40 cm.
Find the length of each side of the parallelogram.
6. Two consecutive angles of a parallelogram are (x + 60)° and (2x + 30)°. What
special name can you give to this parallelogram?
7. ONKA is a square with ∠KON = 45°. Determine ∠KOA.
8. In quadrilateral PQRS, if ∠P = 60° and ∠Q : ∠R : ∠S = 2 : 3 : 7, then find the
measure of ∠S.
Short Questions:
1. ABCD is a parallelogram in which ∠ADC = 75° and side AB is produced to
point E as shown in the figure. Find x + y.
2. If the diagonals of a parallelogram are equal, then show that it is a
rectangle.
3. In the figure, ABCD is a rhombus, whose diagonals meet at O. Find the
values of x and y.
4. ABCD is a parallelogram and AP and CQ are perpendiculars from vertices A
and C on diagonal BD (see fig.). Show that:
(i) ΔAPB = ΔCQD
(ii) AP = CQ
5. The diagonals of a quadrilateral ABCD are perpendicular to each other.
Show that the quadrilateral formed by joining the mid-points of its sides is a
rectangle.

6. In the fig., D, E and F are, respectively the mid-points of sides BC, CA and AB
of an equilateral triangle ABC. Prove that DEF is also an equilateral triangle.

Long Questions:
1. In the figure, P, Q and R are the mid-points of the sides BC, AC and AB of
ΔABC. If BQ and PR intersect at X and CR and PQ intersect at Y, then show
1
that XY = BC
4
MATHEMATICS QUADRILATERALS

2. In the given figure, AE = DE and BC || AD. Prove that the points A, B, C and
D are concyclic. Also, prove that the diagonals of the quadrilateral ABCD are
equal.

3. In ΔABC, AB = 8cm, BC = 9 cm and AC = 10cm. X, Y and Z are mid-points of

AO, BO and CO respectively as shown in the figure. Find the lengths of the
sides of ΔXYZ.

4. PQRS is a square and ∠ABC = 90° as shown in the figure. If AP = BQ = CR,

then prove that ∠BAC = 45°

5. ABCD is a parallelogram. If the bisectors DP and CP of angles D and C meet

at P on side AB, then show that P is the mid-point of side AB.
MATHEMATICS QUADRILATERALS

Assertion and Reason Questions-

1. In these questions, a statement of assertion followed by a statement of reason is
given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: ABCD is a square. AC and BD intersect at O. The measure of +AOB = 90°.
Reason: Diagonals of a square bisect each other at right angles.
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: The consecutive sides of a quadrilateral have one common point.
Reason: The opposite sides of a quadrilateral have two common point.
Case Study Questions-
1. Read the Source/ Text given below and answer these questions:

Sohan wants to show gratitude towards his teacher by giving her a card made
by him. He has three pieces of trapezium pasted one above the other as shown
in fig. These pieces are arranged in a way that AB || HC || GD || FE. Also BC =
MATHEMATICS QUADRILATERALS

CD = DE and AH = HG = GF = 6cm. He wants to decorate the card by putting up a

colored tape on the nonparallel sides of the trapezium.

i. Find the total length of colored tape required if DE = 4cm.

a. 20cm
b. 30cm
c. 40cm
d. 50cm
ii. ABHC is a trapezium in which AB || HC and ∠A=∠B=45∘. Find angles C
and H of the trapezium.
a. 135, 130
b. 130, 135
c. 135, 135
d. 130, 130
iii. What is the difference between trapezium and parallelogram?
a. Trapezium has 2 sides, and parallelogram has 4 sides.
b. Trapezium has 4 sides, and parallelogram has 2 sides.
c. Trapezium has 1 pair of parallel sides, and parallelogram has 2 pairs
of parallel sides.
d. Trapezium has 2 pairs of parallel sides, and parallelogram has 1 pair
of parallel sides.
iv. Diagonals in isosceles trapezoid are ________.
a. parallel.
b. opposite.
c. vertical.
d. equal.
MATHEMATICS QUADRILATERALS

v. ABCD is a trapezium where AB || DC, BD is the diagonal and E is the

midpoint of AD. A line is drawn through E parallel to AB intersecting BC at
F. Which of these is true?

a. BF = FC
b. EA = FB
c. CF = DE
d. None of these
2. Read the Source/ Text given below and answer any four questions:

Chocolate is in the form of a quadrilateral with sides 6cm and 10cm, 5cm and
5cm(as shown in the figure) is cut into two parts on one of its diagonal by a
lady. Part-I is given to her maid and part II is equally divided among a driver and
gardener.
MATHEMATICS QUADRILATERALS

i. Length of BD:
a. 9cm
b. 8cm
c. 7cm
d. 6cm
ii. Area of △ABC:
a. 24cm2
b. 12cm2
c. 42cm2
d. 21cm2
iii. The sum of all the angles of a quadrilateral is equal to:
a. 180°
b. 270°
c. 360°
d. 90°
iv. A diagonal of a parallelogram divides it into two congruent:
a. Square.
b. Parallelogram.
c. Triangles.
d. Rectangle.
v. Each angle of the rectangle is:
a. More than 90°
b. Less than 90°
c. Equal to 90°
MATHEMATICS QUADRILATERALS

d. Equal to 45°

Answer Key:
MCQ:
1. (b) 50°
2. (c) 68°
3. (c) Trapezium
4. (c) Rectangle
5. (b) Kite
6. (a) 115°, 79°, 118°, 48°
7. (d) 10cm
8. (a) 175°
9. (d) 38°
10.(a) ∠A = ∠B
Very Short Answer:
1. Let the two adjacent angles be x and 2x.
In a parallelogram, sum of the adjacent angles are 180°
∴ x + 2x = 180°
⇒ 3x = 180°
⇒ x = 60°
Thus, the two adjacent angles are 120° and 60°. Hence, the angles of the
parallelogram are 120°, 60°, 120° and 60°.
2. Rhombus.
3. Let each equal angle of given quadrilateral be x.
We know that sum of all interior angles of a quadrilateral is 360°
∴ x + x + x + 144° = 360°
3x = 360° – 144°
3x = 216°
x = 72°
Hence, each equal angle of the quadrilateral is of 72o measures.
4. ∠A – ∠C = 0° (opposite angles of parallelogram are equal]
5.

Here, PQ = SR = 12 cm
Let PS = x and PS = QR
∴ x + 12 + x + 12 = Perimeter
MATHEMATICS QUADRILATERALS

2x + 24 = 40
2x = 16
x= 8
Hence, length of each side of the parallelogram is 12cm, 8 cm, 12cm and 8cm.
6. We know that consecutive interior angles of a parallelogram are
supplementary.
∴ (x + 60° + (2x + 30)° = 180°
⇒ 3x° + 90° = 180°
⇒ 3x° = 90°
⇒ x° = 30°
Thus, two consecutive angles are (30 + 60)°, 12 x 30 + 30)”. i.e., 90° and 90°.
Hence, the special name of the given parallelogram is rectangle.
7. Since ONKA is a square
∴ ∠AON = 90°
We know that diagonal of a square bisects its ∠s
⇒ ∠AOK = ∠KON = 45°
Hence, ∠KOA = 45°
Now, ∠A + ∠B + ∠C = 180°
⇒ ∠A + 70° + 70° = 180°
[∵ ∠B = 70°]
⇒ ∠A = 180° – 70° – 70° = 40°
8. Let ∠Q = 2x, ∠R = 3x and ∠S = 7x
Now, ∠P + ∠Q + ∠R + ∠S = 360°
⇒ 60° + 2x + 3x + 7x = 360°
⇒ 12x = 300°
300°
X= = 25°
12
∠S = 7x = 7 x 25° = 175°
Short Answer:
Ans: 1.

Here, ∠C and ∠D are adjacent angles of the parallelogram.

MATHEMATICS QUADRILATERALS

∴ ∠C + ∠D = 180°
⇒ x + 75° = 180°
⇒ x = 105°
Also, y = x = 105° [alt. int. angles]
Thus, x + y = 105° + 105° = 210°
Ans: 2.

Given: A parallelogram ABCD, in which AC = BD.

To Prove: ΔBCD is a rectangle.
Proof: In ΔABC and ΔBAD
AB = AB (common]
AC = BD (given]
BC = AD (opp. sides of a ||gm]
⇒ ΔABC ≅ ΔBAD
[by SSS congruence axiom]
⇒ ∠ABC = ∠BAD (c.p.c.t.)
Also, ∠ABC + ∠BAD = 180° (co-interior angles)
∠ABC + ∠ABC = 180° [ ∵ ∠ABC = ∠BAD]
2∠ABC = 180°
∠ABC = 1/2 x 180° = 90°
Hence, parallelogram ABCD is a rectangle.
Ans: 3. Since diagonals of a rhombus bisect each other at right angle.
In ∴ ΔAOB, we have
∠OAB + ∠x + 90° = 180°
∠x = 180° – 90° – 35°
= 55°
Also,
∠DAO = ∠BAO = 35°
∠y + ∠DAO + ∠BAO + ∠x = 180°
MATHEMATICS QUADRILATERALS

⇒ ∠y + 35° + 35° + 55° = 180°

⇒ ∠y = 180° – 125o = 55°
Hence, the values of x and y are x = 55°, y = 55
Ans: 4.

Given: In ||gm ABCD, AP and CQ are perpendiculars from the

vertices A and C on the diagonal BD.
To Prove: (i) ΔAPB ≅ ΔCQD
(ii) AP = CQ
Proof: (i) In ΔAPB and ΔCQD
AB = DC (opp. sides of a ||gm ABCD]
∠APB = ∠DQC (each = 90°)
∠ABP = ∠CDQ (alt. int. ∠s]
⇒ ΔAPB ≅ ΔCQD [by AAS congruence axiom]
(ii) ⇒ AP = CQ [c.p.c.t.]
Ans: 5. Given: A quadrilateral ABCD whose diagonals AC and BD are perpendicular to
each other at O. P, Q, R and S are mid-points of side AB, BC, CD and DA respectively
are joined are formed quadrilateral PQRS.
To Prove: PQRS is a rectangle.
Proof: In ∆ABC, P and Q are mid-points of AB and BC respectively.
1
∴ PQ || AC and PQ = AC … (i) (mid-point theorem]
2
Further, in SACD, R and S are mid-points of CD and DA respectively.
1
SR || AC and SR = AC … (ii) (mid-point theorem]
2
From (i) and (ii), we have PQ || SR and PQ = SR
Thus, one pair of opposite sides of quadrilateral PQRS are parallel and equal.
∴ PQRS is a parallelogram.
Since PQ|| AC PM || NO
In ∆ABD, P and S are mid-points of AB and AD respectively.
PS || BD (mid-point theorem]
MATHEMATICS QUADRILATERALS

⇒ PN || MO
∴ Opposite sides of quadrilateral PMON are parallel.
∴ PMON is a parallelogram.
∠ MPN = ∠ MON (opposite angles of ||gm are equal]
But ∠MON = 90° [given]
∴ ∠MPN = 90° ⇒ ∠QPS = 90°
Thus, PQRS is a parallelogram whose one angle is 90°
∴ PQRS is a rectangle.
Ans: 6. Since line segment joining the mid-points of two sides of a triangle is half of
the third side.
Therefore, D and E are mid-points of BC and AC respectively.
1
⇒ DE = AB …(i)
2
E and F are the mid-points of AC and AB respectively.
1
∴ EF = BC … (ii)
2
F and D are the mid-points of AB and BC respectively.
1
∴ FD = AC … (iii)
2
Now, SABC is an equilateral triangle.
⇒ AB = BC = CA
1 1 1
⇒ AB = BC = CA
2 2 2
⇒ DE = EF = FD (using (i), (ii) and (iii)]
Hence, DEF is an equilateral triangle

Long Answer:
Ans: 1. Here, in ΔABC, R and Q are the mid-points of AB and AC respectively.
∴ By using mid-point theorem, we have
1
RQ || BC and RQ = BC
2
∴ RQ = BP = PC [∵ P is the mid-point of BC]
∴ RQ || BP and RQ || PC
In quadrilateral BPQR
RQ || BP, RQ = BP (proved above]
∴ BPQR is a parallelogram. [∵ one pair of opp. sides is parallel as well as equal]
∴ X is the mid-point of PR. [∵ diagonals of a ||gm bisect each other]
MATHEMATICS QUADRILATERALS

Now, in quadrilateral PCQR

RQ || PC and RQ = PC [proved above)
∴ PCQR is a parallelogram [∵ one pair of opp. sides is parallel as well as equal]
∴ Y is the mid-point of PQ [∵ diagonals of a ||gm bisect each other]
In ΔPQR
∴ X and Y are mid-points of PR and PQ respectively.

Ans: 2. Since AE = DE
∠D = ∠A …. (i) [∵ ∠s opp. to equal sides of a Δ]
Again, BC || AD
∠EBC = ∠A …. (ii) (corresponding ∠s]
From (i) and (ii), we have
∠D = ∠EBC …. (iii)
But ∠EBC + ∠ABC = 180° (a linear pair]
∠D + ∠ABC = 180° (using (iii)]
Now, a pair of opposite angles of quadrilateral ABCD is supplementary
Thus, ABCD is a cyclic quadrilateral i.e., A, B, C and D’are concyclic. In ΔABD and
ΔDCA
∠ABD = ∠ACD [∠s in the same segment for cyclic quad. ABCD]
∠BAD = ∠CDA [using (i)]
AD = AD (common]
So, by using AAS congruence axiom, we have
ΔABD ≅ ΔDCA
Hence, BD = CA [c.p.c.t.]
Ans: 3. Here, in ΔABC, AB = 8cm, BC = 9cm, AC = 10cm.
In ΔAOB, X and Y are the mid-points of AO and BO.
∴ By using mid-point theorem, we have
1 1
XY = AB = x 8cm = 4cm
2 2
Similarly, in Δ𝜏BOC, Y and Z are the mid-points of BO and CO.
∴ By using mid-point theorem, we have
1 1
YZ = BC = x 9cm = 4.5cm
2 2
And, in Δ𝜏COA, Z and X are the mid-points of CO and AO.
MATHEMATICS QUADRILATERALS

1 1
∴ ZX = AC = x 10cm = 5cm
2 2
Hence, the lengths of the sides of ΔXYZ are XY = 4cm, YZ = 4.5 cm and ZX = 5cm.
Ans: 4. Since PQRS is a square.
∴ PQ = QR … (I) [∵ sides of a square are equal]
Also, BQ = CR … (ii) [given]
Subtracting (ii) from (i), we obtain
PQ – BQ = QR – CR
⇒ PB = QC … (iii)
In Δ𝜏APB and Δ𝜏BQC
AP = BQ
[given ∠APB = ∠BQC = 90°](each angle of a square is 90°)
PB = QC (using (iii)]
So, by using SAS congruence axiom, we have
ΔAPB ≅ ΔBQC
∴ AB = BC [c.p.c.t.]
Now, in ΔABC
AB = BC [proved above]
∴ ∠ACB = ∠BAC = x° (say) [∠s opp. to equal sides]
Also, ∠B + ∠ACB + ∠BAC = 180°
⇒ 90° + x + x = 180°
⇒ 2x° = 90°
x° = 45°
Hence, ∠BAC = 45°
Ans: 5.

Since DP and CP are angle bisectors of ∠D and ∠C respectively.

: ∠1 = ∠2 and ∠3 = ∠4
Now, AB || DC and CP is a transversal
∴ ∠5 = ∠1 [alt. int. ∠s]
But ∠1 = ∠2 [given]
∴ ∠5 = ∠2
Now, in ABCP, ∠5 = ∠2
⇒ BC = BP … (I) [sides opp. to equal ∠s of a A]
Again, AB || DC and DP is a transversal.
∴ ∠6= ∠3 (alt. int. Δs]
But ∠4 = ∠3 [given]
∴ ∠6 = ∠4
Now, in ΔADP, ∠6 = ∠4
MATHEMATICS QUADRILATERALS

⇒ DA = AP …. (ii) (sides opp. to equal ∠s of a A]

Also, BC = DA… (iii) (opp. sides of parallelogram)
From (i), (ii) and (iii), we have
BP = AP
Hence, P is the mid-point of side AB.
Assertion and Reason Answers-
1. a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
2. c) Assertion is correct statement but reason is wrong statement.
Case Study Answers-
1.

(i) (b) 30cm

(ii) (c) 135, 135
Trapezium has 1 pair of parallel sides, and
(iii) (c)
parallelogram has 2 pairs of parallel sides.
(iv) (d) equal.
(v) (a) BF = FC

2.
(i) (b) 8cm
(ii) (a) 24cm2
(iii) (c) 360°
(iv) (c) Triangles.
(v) (c) Equal to 90°
MATHEMATICS
Chapter 9: Area of Parallelograms and Triangles
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

Area of Parallelograms and Triangles

Introduction to Planar region and Area

The part of the plane enclosed by a simple closed figure is called a planar region
corresponding to that figure. The magnitude or measure of that planar region is called its
area.

Congruent figures and their areas

• Two figures are called congruent, if they have the same shape and the same size.
• If two figures A and B are congruent, they must have equal areas.
• Two figures having equal areas need not be congruent. In the figure,

Area of rectangle ABCD = 16 × 4 = 64 cm2

Area of square PQRS = 82 = 64 cm2
Area of rectangle ABCD = Area of square PQRS
But rectangle ABCD and square PQRS are not congruent.

Area of a figure
Area of a figure is a number (in some unit) associated with the part of the plane enclosed by
the figure.

Area of the planar region

If a planar region formed by a figure T is made up of two non-overlapping planar regions
formed by figures P and Q, then ar(T) = ar(P) + ar(Q).

Figure on the same base and between the same parallels

• Two figures are said to be on the same base and between the same parallels if they
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

have a common base (side) and the vertices (or the vertex) opposite to the common
base of each figure lie on a line parallel to the base.

• Please note that out of the two parallels, one must be the line containing the
common base.

Areas of figures on the same base and between the same parallels
• Parallelograms on the same base and between the same parallels are equal in area.

In the figure, parallelograms PQCD and ARCD lie on the same base CD and between
same parallels CD and PR. So, ar(PQCD) = ar(ARCD).
• Area of a parallelogram is the product of its any side and the corresponding altitude.
• Parallelograms on the same base (or equal bases) and having equal areas lie
between the same parallels.
• If a triangle and a parallelogram are on the same base and between the same
parallels, then the area of the triangle is equal to half of the area of the
parallelogram.
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

In the figure, triangle DEC and parallelogram ABCD are on the same CD and between
the same parallels AB and CD.
Therefore, area of triangle DEC = ½ × area of parallelogram ABCD.
• Two triangles on the same base (or equal base) and between the same parallel are
equal in area.

In the figure, triangles ABC and PBC lie on the same base BC and between same
parallels BC and AP.
Therefore, ar(triangle ABC) = ar(triangle PBC).
• Area of a triangle is half the product of its base (or any side) and the corresponding
altitude (or height).

Important facts about triangles on the same base

• Two triangles with same base (or equal bases) and equal areas will have equal
corresponding altitudes.
• Two triangles having the same base (or equal bases) and equal areas lie between the
same parallels.
• A median of a triangle divides it into triangles of equal areas.

The area represents the amount of planar surface being covered by a

closed geometric figure.
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

Figures on the Common Base and Between the Same Parallels

Two shapes are stated to be on the common base and between the same parallels if:
• They have a common side.
• The sides parallel to the common base and vertices opposite the common side lie on
the same straight line parallel to the base.

For example Parallelogram ABCD, Rectangle ABEF and Triangles ABP and ABQ
Area of a parallelogram
The area of a parallelogram is the region bounded by the parallelogram in a given two-
dimension space. To recall, a parallelogram is a special type of quadrilateral which has four
sides and the pair of opposite sides are parallel. In a parallelogram, the opposite sides are
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

of equal length and opposite angles are of equal measures. Since the rectangle and the
parallelogram have similar properties, the area of the rectangle is equal to the area of a
parallelogram.

Parallelogram
Area of Parallelogram Formula
To find the area of the parallelogram, multiply the base of the perpendicular by its height. It
should be noted that the base and the height of the parallelogram are perpendicular to
each other, whereas the lateral side of the parallelogram is not perpendicular to the base.
Thus, a dotted line is drawn to represent the height.

Area of a parallelogram = b × h
Where ‘b′ is the base and ‘h′ is the corresponding altitude (Height).

Area of a triangle
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

Area of a Triangle Formula

The area of the triangle is given by the formula mentioned below:
Area of a Triangle = A = ½ (b × h) square units
where b and h are the base and height of the triangle, respectively.
Now, let’s see how to calculate the area of a triangle using the given formula. The area
formulas for all the different types of triangles like an area of an equilateral triangle, right-
angled triangle, an isosceles triangle are given below. Also, how to find the area of a
triangle with 3 sides using Heron’s formula with examples.
Area of a Right-Angled Triangle
A right-angled triangle, also called a right triangle has one angle at 90° and the other two
acute angles sums to 90°. Therefore, the height of the triangle will be the length of the
perpendicular side.
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

Area of a Right Triangle = A = ½ × Base × Height (Perpendicular distance)

From the above figure,
Area of triangle ACB = 1/2 ab
Area of an Equilateral Triangle
An equilateral triangle is a triangle where all the sides are equal. The perpendicular drawn
from the vertex of the triangle to the base divides the base into two equal parts. To
calculate the area of the equilateral triangle, we have to know the measurement of its
sides.
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

Area of an Equilateral Triangle = A = (√3)/4 × side2

Area of an Isosceles Triangle
An isosceles triangle has two of its sides equal and also the angles opposite the equal sides
are equal.

Area of an Isosceles Triangle = 1/4 b√(4a2 – b2)

Perimeter of a Triangle
The perimeter of a triangle is the distance covered around the triangle and is calculated by
adding all three sides of a triangle.
The perimeter of a triangle = P = (a + b + c) units
where a, b and c are the sides of the triangle.
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

Area of Triangle with Three Sides (Heron’s Formula)

The area of a triangle with 3 sides of different measures can be found using Heron’s
formula. Heron’s formula includes two important steps. The first step is to find the semi
perimeter of a triangle by adding all the three sides of a triangle and dividing it by 2. The
next step is that, apply the semi-perimeter of triangle value in the main formula called
“Heron’s Formula” to find the area of a triangle.

where, s is semi-perimeter of the triangle = s = (a + b + c) / 2

We have seen that the area of special triangles could be obtained using the triangle
formula. However, for a triangle with the sides being given, the calculation of height would
not be simple. For the same reason, we rely on Heron’s Formula to calculate the area of the
triangles with unequal lengths.

Theorems
Parallelograms on the Common Base and Between the Same Parallels
Two parallelograms are said to be on the common/same base and between the same
parallels if
• They have a common side.
• The sides parallel to the common side lie on the same straight line.

Parallelogram ABCD and ABEF

MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

Theorem: Parallelograms that lie on the common base and between the same parallels are
said to have equal in area.
Here, ar (parallelogram ABCD) = ar(parallelogram ABEF)
Triangles on the Common Base and Between the Same Parallels
Two triangles are said to be on the common base and between the same parallels if
They have a common side.
The vertices opposite the common side lie on a straight line parallel to the common side.

Triangles ABC and ABD

Theorem: Triangles that lie on the same or the common base and also between the same
parallels are said to have an equal area.
Here, ar (ΔABC) = ar (ΔABD)
Two Triangles Having the Common Base & Equal Areas
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

If two triangles have equal bases and are equal in area, then their corresponding altitudes
are equal.
A Parallelogram and a Triangle Between the Same parallels
A triangle and a parallelogram are said to be on the same base and between the same
parallels if
• They have a common side.
• The vertices opposite the common side lie on a straight line parallel to the common
side.
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

A triangle ABC and a parallelogram ABDE

Theorem: If a triangle and a parallelogram are on the common base and between the same
parallels, then the area of the triangle is equal to half the area of the parallelogram.
Here, ar (ΔABC) = (1/2) ar (parallelogram ABDE)
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

Important Questions
Multiple Choice questions-
Question 1. What is the area of a parallelogram?
1
(a) × Base × Altitude
2
(b) Base × Altitude
1
(c) × Base × Median
4
(d) Base × Base
Question 2. AE is a median to side BC of triangle ABC. If area(ΔABC) = 24cm,
then area(ΔABE) =
(a) 8cm
(b) 12cm
(c) 16cm
(d) 18cm
Question 3. In the figure, ∠PQR = 90°, PS = RS, QP = 12cm and QS = 6.5cm. The
area of ΔPQR is

(a) 30cm2
(b) 20cm2
(c) 39cm2
(d) 60cm2
Question 4. BCD is quadrilateral whose diagonal AC divides it into two parts,
equal in area, then ABCD
ABCD is quadrilateral whose diagonal AC divides it into two parts, equal in
area, then ABCD
(a) Is a rectangles
(b) Is a parallelogram
(c) Is a rhombus
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

(d) Need not be any of (a), (b) or (c).

Question 5. In ΔPQR, if D and E are points on PQ and PR respectively such that
DE || QR, then ar (PQE) is equal to

(a) ar (PRD)
(b) ar (DQM)
(c) ar (PED)
(d) ar (DQR)
Question 6. If Diagonals AC and BD of a trapezium ABCD with AB || DC
intersect each other at O. Then,
(a) ar (AOD) = ar (BOC)
(b) ar (AOD) > ar (BOC)
(c) ar (AOD) < ar (BOC)
(d) None of the above
Question 7. For two figures to be on the same base and between the same
parallels, one of the lines must be.
(a) Making an acute angle to the common base
(b) The line containing the common base
(c) Perpendicular to the common base
(d) Making an obtuse angle to the common base
Question 8. Two parallelograms are on equal bases and between the same
parallels. The ratio of their areas is:
(a) 1 : 3
(b) 1 : 2
(c) 2 : 1
(d) 1 : 1
Question 9. If P and Q are any two points lying on the sides DC and AD
respectively of a parallelogram ABCD, then:
(a) ar (APB) > ar(BQC)
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

(b) ar (APB) < ar(BQC)

(c) ar (APB) = ar(BQC)
(d) None of the above
Question 10. A triangle and a rhombus are on the same base and between the
same parallels. Then the ratio of area of triangle to that rhombus is:
(a) 1 : 3
(b) 1 : 2
(c) 1 : 1
(d) 1 : 4
Very Short:
1. Two parallelograms are on equal bases and between the same parallels.
Find the ratio of their areas.
2. In ∆XYZ, XA is a median on side YZ. Find ratio of ar(∆XYA) : ar(∆XZA)

3. ABCD is a trapezium with parallel sides AB = a cm and DC = b cm (fig.). E and

F are the mid-points of the non parallel sides. Find the ratio of ar(ABFE) and
ar(EFCD).

4. ABCD is a parallelogram and Q is any point on side AD. If ar(∆QBC) = 10 cm2,

find ar(∆QAB) + ar(∆QDC).

5. WXYZ is a parallelogram with XP ⊥ WZ and ZQ ⊥ WX. If WX = 8 cm, XP = 8

MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

cm and ZQ = 2 cm, find YX.

6. In figure, TR ⊥ PS, PQ || TR and PS || QR. If QR = 8 cm, PQ = 3 cm and SP =

12 cm, find ar(quad. PQRS).

7. In the given figure, ABCD is a parallelogram and L is the mid-point of DC. If

ar(quad. ABCL) is 72 cm, then find ar(∆ADC).
8. In figure, TR ⊥ PS, PQ || TR and PS || QR. If QR = 8 cm, PQ = 3 cm and SP =
12 cm, find ar (PQRS).

Short Questions:
1. ABCD is a parallelogram and O is the point of intersection of its diagonals. If
ar(A AOD) = 4 cm\(2\) find area of parallelogram ABCD.

2. In the given figure of ∆XYZ, XA is a median and AB || YX. Show that YB is

also a median.
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

3. ABCD is a trapezium. Diagonals AC and BD intersect each other at O. Find

the ratio ar (∆AOD) : ar (∆BOC).
4. ABCD is a parallelogram and BC is produced to a point Q such that AD = CQ
(fig.). If AQ intersects DC at P, show that ar(∆BPC) = ar(∆DPQ).

5. In the figure, PQRS is a parallelogram with PQ = 8 cm and ar(∆PXQ) = 32

cm2. Find the altitude of gm PQRS and hence its area.

6. In ∆ABC. D and E are points on side BC such that CD = DE = EB. If ar(∆ABC) =

27cm, find ar(∆ADE)

Long Questions:
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

1. EFGH is a parallelogram and U and T are points on sides EH and GF

respectively. If ar(∆EHT) = 16cm, find ar(∆GUF).

2. ABCD is a parallelogram and P is any point in its interior. Show that:

ar(∆APB) + ar(∆CPD) = ar(∆BPC) + ar(∆APD)

3. In the given figure, ABCD is a square. Side AB is produced to points P and Q

in such a way that PA = AB = BQ. Prove that DQ = CP.

4. In the given figure, PQRS, SRNM and PQNM are parallelograms, Show that :
ar(∆PSM) = ar(∆QRN).

5. Naveen was having a plot in the shape of a quadrilateral. He decided to

donate some portion of it to construct a home for orphan girls. Further he
decided to buy a land in lieu of his donated portion of his plot so as to form
a triangle.
(i) Explain how this proposal will be implemented?
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

(ii) Which mathematical concept is used in it?

(iii) What values are depicted by Naveen?
Assertion and Reason Questions-
1. In these questions, a statement of assertion followed by a statement of reason is
given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: The area of a parallelogram and a rectangle having a common base and
between same parallels are equal.
Reason: Another name of a rectangle is a parallelogram.
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: The parallelogram on the same and between the same parallel are
equal in area.
Reason: The areas of parallelogram between the same parallels are equal

Answer Key:
MCQ:
1. (b) Base × Altitude
2. (b) 12cm
3. (c) 30cm2
4. (d) Need not be any of (a), (b) or (c).
5. (a) ar (PRD)
6. (a) ar (AOD) = ar (BOC)
7. (b) The line containing the common base
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

8. (d) 1 : 1
9. (c) ar(APB) = ar(BQC)
10.(b) 1 : 2

Very Short Answer:

1. 1:1 [∵ Two parallelograms on the equal bases and between the same
parallels are equal in
area.]
2. Here, XA is the median on side YZ.
∴ YA = AZ
Draw XL ⊥ YZ

3.

4. Here, ∆QBC and parallelogram ABCD are on the same base BC and lie
between the same parallels BC || AD.
∴ ar(||gm ABCD) = 2 ar(∆QBC) ar(∆QAB) + ar(∆QDC) + ar(∆QBC) = 2
ar(∆QBC)
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

ar(∆QAB) + ar(∆QDC) = ar(∆QBC)

Hence, ar(∆QAB) + ar(∆QDC) = 10cm2
[∵ ar(∆QBC) = 10 cm2 (given)]
5. ar(||gm WXYZ) = ar(||gm WXYZ)
WX × ZQ = WZ × XP
8 × 2 = WZ × 8
⇒ WZ = 2cm
Now, YX = WZ = 2cm
[∵ opposite sides of parallelogram are equal]
6. Here,
PS || QR [given]
∴ PQRS is a trapezium
Now, TR ⊥ PS and PQ || TR [given]
⇒ PQ ⊥ PS
∴ PQ = TR = 3cm [given]
1 1
Now, ar(quad. PQRS) = (PS + QR) × PQ = (12 + 8) × 3 = 30cm2
2 2
7. In ||gm ABCD, AC is the diagonal

8. Here, PS || QR
∴ PQRS is a trapezium in which PQ = 3cm, QR = 8cm and SP = 12cm
Now, TR I PS and PQ || TR
∴ PQRT is a rectangle
[∵ PQ || TR, PT || QR and ∠PTR = 90°]
⇒ PQ = TR = 3cm
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

1 1
Now, ar(PQRS) = (PS + QR) × TR = (12 + 8) × 3 = 30cm2.
2 2

Short Answer:
Ans: 1. Here, ABCD is a parallelogram in which its diagonals AC and BD intersect each
other in O.
∴ O is the mid-point of AC as well as BD.
Now, in ∆ADB, AO is its median
∴ ar(∆ADB) = 2 ar(∆AOD)
[∵ median divides a triangle into two triangles of equal areas]
So, ar(∆ADB) = 2 × 4 = 8cm2
Now, ∆ADB and ||gm ABCD lie on the same base AB and lie between same parallels
AB and CD
∴ ar(ABCD) = 2 ar(∆ADB).
=2×8
= 16cm2
Ans: 2. Here, in ∆XYZ, AB || YX and XA is a median.
∴ A is the mid-point of YZ. Now, AB is a line segment from mid-point of one side (YZ)
and parallel to another side (AB || YX), therefore, it bisects the third side XZ.
⇒ B is the mid-point of XZ.
Hence, YB is also a median of ∆XYZ.
Ans: 3.

Here, ABCD is a trapezium in which diagonals AC and BD intersect each other at O.

∆ADC and ABCD are on the same base DC and between the same ‘parallels i.e., AB ||
DC.
∴ ar(∆ADC) = ar(∆BCD)
⇒ ar(∆AOD) + ar(∆ODC)
= ar(ABOC) + ar (AODC)
⇒ ar(∆AOD) = ar(∆BOC)
ar (∆AOD)
⇒ =1
ar (∆BOC)

Ans: 4. In ||gm ABCD,

MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

ar(∆APC) = ar(∆BCP) …(i)

[∵ triangles on the same base and between the same parallels have equal area]
Similarly, ar(∆ADQ) = ar(∆ADC) i …(ii)
Now, ar(∆ADQ) – ar(∆ADP) = ar(∆ADC) – ar(∆ADP)
ar(∆DPQ) = ar(∆ACP) … (iii)
From (i) and (iii), we have
ar(∆BCP) = ar(∆DPQ)
or ar(∆BPC) = ar(∆DPQ)
Ans: 5. Since parallelogram PQRS and APXQ are on the same base PQ and lie
between the same
parallels PQ || SR
∴ Altitude of the ∆PXQ and ||gm PQRS is same.
1
Now, PQ × altitude = ar(∆PXQ)
2
1
⇒ × 8 × altitude = 32
2
altitude = 8cm
ar(||gm PQRS) = 2 ar(∆PXQ)
= 2 × 32 = 64cm2
Hence, the altitude of parallelogram PQRS is 8cm and its area is 64cm2.
Ans: 6. Since in ∆AEC, CD = DE, AD is a median.
∴ ar(∆ACD) = ar(∆ADE)
[∵ median divides a triangle into two triangles of equal areas]
Now, in ∆ABD, DE = EB, AE is a median
ar(∆ADE) = ar(∆AEB) … (ii)
From (i), (ii), we obtain
1
ar(∆ACD) = ar(∆ADE) = ar(∆AEB) ar(∆ABC)
3
1
∴ ar(∆ADE) = × 27 = 9cm2
3

Long Answer:
1
Ans: 1. ∴ ar(∆EHT) = ar(||gm EFGH) …..(i)
2
Similarly, ∆GUF and parallelogram EFGH are on the same base GF and lie
between the same parallels GF and HE
1
∴ ar(∆GUF) = ar(||gm EFGH) …..(ii)
2
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

From (i) and (ii), we have

ar(∆GUF) = ar(∆EHT)
= 16cm2 [∵ ar(∆EHT) = 16cm2] [given]
Ans: 2. Through P, draw a line LM || DA and EF || AB
Since ∆APB and ||gm ABFE are on the same base AB and lie between the same
parallels AB and EF.
1
∴ ar(∆APB) = ar(||gm ABFE) … (i)
2

Similarly, ACPD and parallelogram DCFE are on the same base DC and between
the same parallels DC and EF.
1
∴ ar(∆CPD) = ar(||gm DCFE) … (ii)
2
Adding (i) and (ii), we have
1
ar(∆APB) + ar(∆CPD) = ar (||gm ABFE) + ar(||gm DCFE)
2
1
= ar(|lgm ABCD) … (iii)
2
Since ∆APD and parallelogram ADLM are on the same base AB and between the
same parallels AD and ML
1
∴ ar(∆APD) = ar(||gm ADLM) …..(iv)
2
1
Similarly, ar(∆BPC) = = arc||gm BCLM) ….(v)
2
Adding (iv) and (u), we have
1
ar(∆APD) + ar (∆BPC) = ar(||gm ABCD) ….(vi)
2
From (iii) and (vi), we obtain
ar(∆APB) + ar(∆CPD) = ar(∆APD) + ar(ABPC)
Ans: 3. In ∆PAD, ∠A = 90° and DA = PA = AB
90°
⇒ ∠ADP = ∠APD = = 45°
2
Similarly, in ∆QBC, ∠B = 90° and BQ = BC = AB
90°
⇒ ∠BCQ = ∠BQC = = 45°
2
In ∆PAD and ∆QBC, we have
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

PA = BQ [given]
∠A = ∠B [each = 90°]
AD = BC [sides of a square]
⇒ ∠PAD ≅ ∆QBC [by SAS congruence rule]
⇒ PD = QC [c.p.c.t.]
Now, in APDC and ∆QCD
DC = DC [common]
PD = QC [prove above]
∠PDC = ∠QCD [each = 90° + 45° = 135°]
⇒ ∆PDC = ∆QCD [by SAS congruence rule]
⇒ PC = QD or DQ = CP
Ans: 4. Since PQRS is a parallelogram.
∴ PS = QR and PS || QR
Since SRNM is also a parallelogram.
∴ SM = RN and SM || RN
Also, PQNM is a parallelogram
∴ PM || QM and PM = QM
Now, in APSM and ∆QRN
PS = QR
SM = RN
PM = QN
∆PSM ≅ ∆QRN [by SSS congruence axiom]
∴ ar (∆PSM) = ar (∆QRN) [congruent triangles have same areas)
Ans: 5.

(i) Let ABCD be the plot and Naveen decided to donate some portion to
construct a home for orphan girls from one corner say C of plot ABCD. Now,
Naveen also purchases equal amount of land in lieu of land CDO, so that he
may have triangular form of plot. BD is joined. Draw a line through C
parallel to DB to meet AB produced in P.
MATHEMATICS AREA OF PARALLELOGRAMS AND TRIANGLES

Join DP to intersect BC at 0.
Now, ABCD and ABPD are on the same base and between same parallels CP ||
DB.
ar(∆BCD) = ar(∆BPD) ar(∆COD) + ar(∆DBO) = ar(∆BOP) + ar(∆DBO)
ar(ACOD) = ar(ABOP) ar(quad. ABCD)
= ar(quad. ABOD) + ar(∆COD)
= ar(quad. ABOD) + ar(∆BOP)
[∵ ar(ACOD) = ar(ABOP)] (proved above]
= ar(∆APD)
Hence, Naveen purchased the portion ABOP to meet his requirement.
(ii) Two triangles on the same base and between same parallels are equal in
area.
(iii) We should help the orphan children.
Assertion and Reason Answers-
1. a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
2. c) Assertion is correct statement but reason is wrong statement.
MATHEMATICS
Chapter 10: Circles
MATHEMATICS CIRCLES

Circles

Circle
• The set of all the points in a plane that is at a fixed distance from a fixed point makes
a circle.
• A Fixed point from which the set of points are at fixed distance is called the centre of
the circle.
• A circle divides the plane into 3 parts: interior (inside the circle), the circle itself and
exterior (outside the circle)

Division of a plane using circle

• A circle divides the plane on which it lies into three parts: inside the circle, the circle
and outside the circle.
• All the points lying inside a circle are called its interior points and all those points
which lie outside the circle are called its exterior points.
• The collection (set) of all interior points of a circle is called the interior of the circle
while the collection (set) of all exterior points of a circle is called the exterior of the
circle.

Chord, diameter and secant of a circle

• A line can meet a circle at the most in two points and the line segment joining two
MATHEMATICS CIRCLES

points on a circle is called a chord of the circle.

• A chord passing through the center of the circle is called a diameter of the circle. A
diameter of the circle is its longest chord. It is equal to two times the radius.
• A line which meets a circle in two points is called a secant of the circle.

Arc of the circle

• A (continuous) part of a circle is called an arc of the circle. The arc of a circle is
denoted by the symbol ‘ ’.
• When an arc is formed, it divides the circle into two pieces (between the points A
and B), the smaller one and the longer one. The smaller one is called the minor arc
of the circle, and the greater one is called the major arc of the circle.

Circumference and Semi-circle

• The length of the complete circle is called the circumference of the circle.
MATHEMATICS CIRCLES

• One-half of the whole arc (circumference) of a circle is called a semi-circle.

Central angle and Degree measure

• Any angle whose vertex is centre of the circle is called a central angle.
• The degree measure of a minor arc is the measure of the central angle subtended by
an arc.
• The degree measure of a circle is 360°. The degree measure of a semi-circle is 180°
(half of the circle).
• The degree measure of a major arc is (360° - θ°), where θ° is the degree measure of
the corresponding minor arc.

Congruent circles and arcs

• Two circles are said to be congruent if and only if either of them can be superposed
on the other so as to cover it exactly.
• Accordingly, two arcs of a circle (or of congruent circles) are congruent if either of
them can be superposed on the other so as to cover it exactly.

Sector of a circle
• The part of the plane region enclosed by an arc of a circle and its two bounding radii
MATHEMATICS CIRCLES

is called sector of a circle.

• If the central angle of a sector is more than180°, then the sector is called a major
sector and if the central angle is less than 180°, then the sector is called a minor
sector.

Segment of a circle
• A chord of a circle divides it into two parts. Each part is called a segment of the circle.
• The part containing the minor arc is called the minor segment, and the part
containing the major arc is called the major segment.

Angle subtended by a chord and perpendicular drawn to a chord

• Equal chords of a circle subtend equal angles at the centre.

• If the angles subtended by the chords of a circle at the centre are equal, then the
MATHEMATICS CIRCLES

chords are equal.

• In a circle, perpendicular from the center to a chord bisects the chord.
• A line drawn through the centre of a circle to bisect a chord is perpendicular to the
chord.
• Perpendicular bisectors of two chords of a circle, intersect each other at the centre
of the circle.

Number of circle through one or more point(s)

• An infinite number of circles can be drawn through a given point, say P.

• An infinite number of circles can be drawn through two given points, say A and B.

• One and only one circle can be drawn through three non-collinear points.

Distance of chord from the centre

• The length of the perpendicular from a point to a line is the distance of the line from
the point.
MATHEMATICS CIRCLES

• Equal chords of a circle (or of congruent circles) are equidistant from the centre (or
centres).
• Chords equidistant from the centre of a circle are equal in length.

Angle subtended by an Arc of a circle

• The angle subtended by an arc at the centre is double the angle subtended by it at
any point on the remaining part of the circle.
• If two chords of a circle are equal, then their corresponding arcs are congruent.
• Conversely, if two arcs are congruent, then their corresponding chords are equal.
• Congruent arcs (or equal arcs) of a circle subtend equal angles at the centre.

Con-cyclic points
• If a line segment joining two points subtends equal angles at two other points lying
on the same side of the line containing the line segment, the four points are con-
cyclic, i.e., they lie on the same circle.
• Angles in the same segment of a circle are equal.

Angle in a semi-circle
• An angle in a semi-circle is a right angle.
• The arc of a circle subtending a right angle at any point of the circle in its alternate
segment is a semi-circle.

Cyclic quadrilaterals
A quadrilateral, all the four vertices of which lie on a circle is called a cyclic quadrilateral.
The four vertices A, B, C and D are said to be concyclic points.

Properties of cyclic quadrilateral

• The opposite angles of a cyclic quadrilateral are supplementary i.e. their sum is 180°.
• If the sum of any pair of opposite angles of a quadrilateral is 180°, then the
quadrilateral is cyclic.
• Any exterior angle of a cyclic quadrilateral is equal to the interior opposite angle.
• The quadrilateral formed (if possible) by the internal angle bisectors of any
MATHEMATICS CIRCLES

quadrilateral is cyclic.
• The line of centres of two intersecting circles subtends equal angles at the two points
of intersection.

In the figure, angle OAM = angle PAM.

• If diagonals of a cyclic quadrilateral are diameters of the circle through the vertices
of the quadrilateral, then it is a rectangle.
• If the non-parallel sides of a trapezium are equal, then it is cyclic.

Theorem of equal chords subtending angles at the centre.

Equal chords subtend equal angles at the centre.

Proof: AB and CD are the 2 equal chords.

In Δ AOB and Δ COD
OB = OC [Radii]
OA = OD [Radii]
AB = CD [Given]
ΔAOB ≅ ΔCOD (SSS rule)
Hence, ∠AOB = ∠COD [CPCT]
MATHEMATICS CIRCLES

Theorem of equal angles subtended by different chords.

If the angles subtended by the chords of a circle at the centre are equal, then the chords
are equal.
Proof: In ΔAOB and ΔCOD
OB = OC [Radii] ∠AOB=∠COD [Given]
OA = OD [Radii]
ΔAOB ≅ ΔCOD (SAS rule)
Hence, AB=CD [CPCT]
Perpendicular from the centre to a chord bisects the chord.
Perpendicular from the centre of a circle to a chord bisects the chord.

Proof: AB is a chord and OM is the perpendicular drawn from the centre.

From ΔOMB and ΔOMA,
∠OMA = ∠OMB = 900 OA = OB (radii)
OM = OM (common)
Hence, ΔOMB ≅ ΔOMA (RHS rule)
Therefore AM = MB [CPCT]
A Line through the centre that bisects the chord is perpendicular to the chord.
A line drawn through the centre of a circle to bisect a chord is perpendicular to the chord.
MATHEMATICS CIRCLES

Proof: OM drawn from the center to bisect chord AB.

From ΔOMA and ΔOMB,
OA = OB (Radii)
OM = OM (common)
AM = BM (Given)
Therefore, ΔOMA ≅ ΔOMB (SSS rule)
⇒ ∠OMA = ∠OMB (C.P.C.T)
But, ∠OMA + ∠OMB = 1800
Hence, ∠OMA = ∠OMB = 900 ⇒ OM⊥AB
MATHEMATICS CIRCLES
MATHEMATICS CIRCLES

Important Questions
Multiple Choice questions-
Question 1. If there are two separate circles drawn apart from each other,
then the maximum number of common points they have:
(a) 0
(b) 1
(c) 2
(d) 3
Question 2. D is diameter of a circle and AB is a chord. If AD = 50cm, AB =
48cm, then the distance of AB from the Centre of the circle is
(a) 6cm
(b) 8cm
(c) 5cm
(d) 7cm
Question 3. In a circle with center O and a chord BC, points D and E lie on the
same side of BC. Then, if ∠BDC = 80°, then ∠BEC =
(a) 80°
(b) 20°
(c) 160°
(d) 40°
Question 4. The center of the circle lies in______ of the circle.
(a) Interior
(b) Exterior
(c) Circumference
(d) None of the above
Question 5. If chords AB and CD of congruent circles subtend equal angles at
their centers, then:
(a) AB = CD
(b) AB > CD
(c) AB < AD
(d) None of the above
Question 6. Segment of a circle is the region between an arc and ………. of the
MATHEMATICS CIRCLES

circle.
(a) Perpendicular
(b) Radius
(c) Chord
(d) Secant
Question 7. In the figure, triangle ABC is an isosceles triangle with AB = AC and
measure of angle ABC = 50°. Then the measure of angle BDC and angle BEC will
be

(a) 60°, 100°

(b) 80°, 100°
(c) 50°, 100°
(d) 40°, 120°
Question 8. The region between chord and either of the arc is called.
(a) A sector
(b) A semicircle
(c) A segment
(d) A quarter circles
Question 9. The region between an arc and the two radii joining the Centre of
the end points of the arc is called a:
(a) Segment
(b) Semi circle
(c) Minor arc
(d) Sector
Question 10. If a line intersects two concentric circles with Centre O at A, B, C
and D, then:
(a) AB = CD
(b) AB > CD
(c) AB < CD
(d) None of the above
MATHEMATICS CIRCLES

Very Short:
1. In the figure, O is the Centre of a circle passing through points A, B, C and D
and ∠ADC = 120°. Find the value of x.

2. In the given figure, O is the Centre of the circle, ∠AOB = 60° and CDB = 90°.
Find ∠OBC.

3. In the given figure, O is the Centre of the circle with chords AP and BP being
produced to R and Q respectively. If ∠QPR = 35°, find the measure of
∠AOB.

4. In the figure, PQRS is a cyclic quadrilateral. Find the value of x.

5. In the given figure, ∠ACP = 40° and BPD = 120°, then find ∠CBD.
MATHEMATICS CIRCLES

6. In the given figure, if ∠BEC = 120°, ∠DCE = 25°, then find ∠BAC.

7. In the given figure, AB and CD are two equal chords of a circle with Centre
O. OP and OQ are perpendiculars on chords AB and CD respectively. If
∠POQ = 120°, find ∠ APQ.

8. Two circles whose centers are O and O’ intersect at P. Through P, a line

parallel to OO’, intersecting the circles at C and D is drawn as shown in the
figure. Prove that CD = 2OO’

Short Questions:
1. In the given figure, PQR = 100°, where P, Q and R are points on a circle with
Centre O. Find LOPR.
MATHEMATICS CIRCLES

2. In figure, ABCD is a cyclic quadrilateral in which AB is extended to F and BE

|| DC. If ∠FBE = 20° and DAB = 95°, then find ∠ADC.

3. If the diagonals of a cyclic quadrilateral are diameters of the circle through

the opposite vertices of the quadrilateral. Prove that the quadrilateral is a
rectangle.
4. Equal chords of a circle subtends equal angles at the Centre.

5. In the figure, chord AB of circle with Centre O, is produced to C such that BC

= OB. CO is joined and produced to meet the circle in D. If ∠ACD = y and
∠AOD = x, show that x = 3y.

6. In the given figure, P is the Centre of the circle. Prove that: ∠XPZ = 2(∠X∠Y
+ ∠YXZ).
MATHEMATICS CIRCLES

Long Questions:
1. In the given figure, O is the Centre of a circle of radius r сm, OP and OQ are
perpendiculars to AB and CD respectively and PQ = 1cm. If AB || CD, AB =
6cm and CD = 8cm, determine r

2. In a circle of radius 5cm, AB and AC are two chords such that AB = AC =

6cm, as shown in the figure. Find the length of the chord BC.

3. In the given figure, AC is a diameter of the circle with Centre O. Chord BD is

perpendicular to AC. Write down the measures of angles a, b, c and d in
terms of x.

4. Show that the quadrilateral formed by angle bisectors of a cyclic

quadrilateral is also cyclic.
MATHEMATICS CIRCLES

5. PQ and PR are the two chords of a circle of radius r. If the perpendiculars

drawn from the Centre of the circle to these chords are of lengths a and b,
PQ = 2PR, then
a2 3
prove that: b2 = + r2
4 4

Assertion and Reason Questions-

1. In these questions, a statement of assertion followed by a statement of reason is
given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: In a circle of radius 6 cm, the angle of a sector 60°.Then the area of the
sector is 186/7 cm2.
Reason: Area of the circle with radius r is πr2.
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: The length of the minute hand of a clock is 7cm. Then the area swept
by the minute hand in 5 minutes is 125/6cm2.
Reason: The length of an arc of a sector of angle θ and radius r is given by l =
θ/360 x 2πr
MATHEMATICS CIRCLES

Case Study Questions-

1. Read the Source/ Text given below and answer these questions:

A farmer has a circular garden as shown in the picture above. He has a different
type of trees, plants and flower plants in his garden. In the garden, there are
two mango trees A and B at a distance of AB = 10m. Similarly, he has two
Ashoka trees at the same distance of 10m as shown at C and D. AB
subtends ∠AOB=120° at the center O, The perpendicular distance of AC from
center is 5m. The radius of the circle is 13m.
Now answer the following questions:
i. What is the value of ∠COD?
a. 60°
b. 120°
c. 100°
d. 80°
ii. What is the distance between mango tree A and Ashok tree C?
a. 12m
b. 24m
c. 13m
d. 15m
iii. What is the value of ∠OAB?
a. 60°
b. 120°
c. 30°
d. 90°
iv. What is the value of ∠OCD?
MATHEMATICS CIRCLES

a. 30°
b. 120°
c. 60°
d. 90°
v. What is the value of ∠ODC?
a. 90°
b. 120°
c. 60°
d. 30°
2. Read the Source/ Text given below and answer these questions:

As Class IX C' s teacher Mrs. Rashmi entered in the class, She told students to do
some practice on circle chapter. She Draws two-line AB and BC so that AB = 8cm
and BC = 6cm. She told all students To make this shape in their notebook and
draw a circle passing through the three points A, B and C.
i. Dileep drew AB and BC as per the figure
ii. He drew perpendicular bisectors OP and OQ of the line AB and BC.
iii. OP and OQ intersect at O
iv. Now taking O as centre and OB as radius he drew The circle which passes
through A, B and C.
v. He noticed that A, O and C are collinear.
Answer the following questions:
i. What you will call the line AOC?
a. Arc
b. Diameter
c. Radius
d. Chord
MATHEMATICS CIRCLES

ii. What is the measure of ∠ABC?

a. 60°
b. 90°
c. 45°
d. 75°
iii. What you will call the yellow color shaded area AMB?
a. Arc.
b. Sector.
c. Major segment.
d. Minor Segment.
iv. What you will call the grey colour shaded area BCNA?
a. Arc.
b. Sector.
c. Major segment.
d. Minor Segment.
v. What is the radius of the circle?
a. 4cm
b. 3cm
c. 7cm
d. 5cm

Answer Key:
MCQ:
1. (a) 0
2. (d) 7cm
3. (a) 80°
4. (a) Interior
5. (a) AB = CD
6. (c) Chord
7. (b) 80°, 100°
8. (c) A segment
9. (d) Sector
10.(a) AB = CD
MATHEMATICS CIRCLES

Very Short Answer:

1. Since ABCD is a cyclic quadrilateral
∠ADC + ∠ABC = 180°
[∴ opp. ∠s of a cyclic quad. are supplementary]
120° + ∠ABC = 180°
∠ABC = 180° – 120° = 60°
Now, ∠ACB = 90° [angle in a semicircle]
In rt. ∠ed ∆CB, ∠ACB = 90°
∠CAB + ∠ABC = 90°
x + 60° = 90°
x = 90° -60°
x = 30°
2. Since angle subtended at the Centre by an arc is double the angle
subtended at the remaining part of the circle.
1 1
∴ ∠ACB = ∠AOB = x 60° = 30°
3 3
Now, in ACBD, by using angle sum property, we have
∠CBD + ∠BDC + ∠DCB = 180°
∠CBO + 90° + ∠ACB = 180°
[∵ ∠CBO = ∠CBD and ∠ACB = ∠DCB are the same ∠s]
∠CBO + 90° + 30° = 180°
∠CBO = 180o – 90° – 30° = 60°
or ∠OBC = 60°
3. ∠APB = ∠RPQ = 35° [vert. opp. ∠s]
Now, ∠AOB and ∠APB are angles subtended by an arc AB at Centre and
at the remaining part of the circle.
∴ ∠AOB = 2∠APB = 2 × 35° = 70°
4. In ∆PRS, by using angle sum property, we have
∠PSR + ∠SRP + ∠RPS = 180°
∠PSR + 50° + 35o = 180°
∠PSR = 180° – 85o = 95°
Since PQRS is a cyclic quadrilateral
∴ ∠PSR + ∠PQR = 180°
MATHEMATICS CIRCLES

[∵ opp. ∠s of a cyclic quad. are supplementary]

95° + x = 180°
x = 180° – 95°
x = 85°
5. ∠BDP = ∠ACP = 40° [angle in same segment]
Now, in ∆BPD, we have
∠PBD + ∠BPD + ∠BDP = 180°
⇒ ∠PBD + 120° + 40° = 180°
⇒ ∠PBD = 180° – 160o = 20°
or ∠CBD = 20°
6. ∠BEC is exterior angle of ∆CDE.
∴ ∠CDE + ∠DCE = ∠BEC
⇒ ∠CDE + 25° = 120°
⇒ ∠CDE = 95°
7. Arc XY subtends ∠XPY at the Centre P and ∠XZY in the remaining part of the
circle.
∴ ∠XPY = 2 (∠X∠Y)
Similarly, arc YZ subtends ∠YPZ at the Centre P and ∠YXZ in the remaining
part of the circle.
∴ ∠YPZ = 2(∠YXZ) ….(ii)
Adding (i) and (ii), we have
∠XPY + ∠YPZ = 2 (∠XZY + ∠YXZ)
∠XP2 = 2 (∠XZY + ∠YXZ)
8. Draw OA ⊥ CD and O’B ⊥ CD
Now, OA ⊥ CD
OA ⊥ CP
1
CA = AP = CP
2
CP = 2AP ….(i)
MATHEMATICS CIRCLES

Similarly, O’B ⊥ CD
O’B ⊥ PD
1
⇒ PB = BD = PD
2
⇒ PD = 2PB
Also, CD = CP + PD
= 2AP + 2PB = 2(AP + PB) = 2AB
CD = 2OO’ [∵ OABO’ is a rectangle]

Short Answer:
Ans: 1. Take any point A on the circumcircle of the circle.
Join AP and AR.
∵ APQR is a cyclic quadrilateral.
∴ ∠PAR + ∠PQR = 180° [sum of opposite angles of a cyclic quad. is 180°]
∠PAR + 100° = 180°
⇒ Since ∠POR and ∠PAR are the angles subtended by an arc PR at the Centre of the
circle and circumcircle of the circle.
∠POR = 2∠PAR = 2 x 80° = 160°
∴ In APOR, we have OP = OR [radii of same circle]
∠OPR = ∠ORP [angles opposite to equal sides]
Now, ∠POR + ∠OPR + ∠ORP = 180°
⇒ 160° + ∠OPR + ∠OPR = 180°
⇒ 2∠OPR = 20°
⇒ ∠OPR = 10°
Ans: 2. Sum of opposite angles of a cyclic quadrilateral is 180°
∴ ∠DAB + ∠BCD = 180°
⇒ 95° + ∠BCD = 180°
⇒ ∠BCD = 180° – 95° = 85°
∵ BE || DC
∴ ∠CBE = ∠BCD = 85°[alternate interior angles]
∴ ∠CBF = CBE + ∠FBE = 85° + 20° = 105°
Now, ∠ABC + 2CBF = 180° [linear pair]
and ∠ABC + ∠ADC = 180° [opposite angles of cyclic quad.]
Thus, ∠ABC + ∠ADC = ∠ABC + 2CBF
MATHEMATICS CIRCLES

⇒ ∠ADC = CBF
⇒ ∠ADC = 105° [∵ CBF = 105°]
Ans: 3. Here, ABCD is a cyclic quadrilateral in which AC and BD are diameters.

Since AC is a diameter.
∴ ∠ABC = ∠ADC = 90°
[∵ angle of a semicircle = 90°]
Also, BD is a diameter
∴ ∠BAD = ∠BCD = 90° [∵ angle of a semicircle = 90°]
Now, all the angles of a cyclic quadrilateral ABCD are 90 each.
Hence, ABCD is a rectangle.
Ans: 4. Given: In a circle C(O, r), chord AB = chord CD
To Prove: ∠AOB = ∠COD.
Proof: In ∆AOB and ∆COD
AO = CO (radii of same circle]
BO = DO [radii of same circle]
Chord AB = Chord CD (given]
⇒ ∆AOB = ACOD [by SSS congruence axiom]
⇒ ∠AOB = COD (c.p.c.t.]
Ans: 5. In AOBC, OB = BC
⇒ ∠BOC = ∠BCO = y [angles opp. to equal sides are equal]

∠OBA is the exterior angle of ∆BOC

MATHEMATICS CIRCLES

So, ∠ABO = 2y [ext. angle is equal to the sum of int. opp. angles]
Similarly, ∠AOD is the exterior angle of ∆AOC
∴ x = 2y + y = 3y
Ans: 6. Arc XY subtends ∠XPY at the Centre P and ∠XZY in the remaining part of the
circle.
∴ ∠XPY = 2 (∠X∠Y)
Similarly, arc YZ subtends ∠YPZ at the Centre P and ∠YXZ in the remaining part of the
circle.
∴ ∠YPZ = 2(∠YXZ) ….(ii)
Adding (i) and (ii), we have
∠XPY + ∠YPZ = 2 (∠XZY + ∠YXZ)
∠XP2 = 2 (∠XZY + ∠YXZ)

Long Answer:
Ans: 1. Since the perpendicular drawn from the Centre of the circle to a chord
bisects the chord. Therefore, P and Q are mid-points of AB and CD respectively.
1
Consequently, AP = BP = AB = 3cm
2
1
and CQ = QD = CD = 4cm
2
In right-angled AQAP, we have
OA2 = OP2 + AP2
r2 = OP2 + 32
r2 = OP2 + 9
In right-angled ∆OCQ, we have
OC2 = OQ2 + CQ2
r2 = OQ2 + 42
p2 = OQ2 + 16 … (ii)
From (i) and (ii), we have
OP2 + 9 = OQ2 + 16
OP2 - OQ2 = 16 - 9
x2 - (x - 1)2 = 16 - 9 [where OP = x and PQ = 1cm given]
x2 - y2- 1 + 2x = 7
2x = 7 + 1
x=4
MATHEMATICS CIRCLES

⇒ OP = 4cm
From (i), we have
r2 = (4)2 + 9
r2 = 16 + 9 = 25
r = 5cm
Ans: 2. Here, OA = OB = 5cm [radii]
AB = AC = 6cm
∴ B and C are equidistant from A.
∴ AO is the perpendicular bisector of chord BC and it intersect BC in M.
Now, in rt. ∠ed ∆AMB, M = 90° …. (i)
∴ By using Pythagoras Theorem, we have
BM2 = AB2 - AM2
= 36 - AM2
Also, in rt. ∠ed ∆BMO, ∠M = 90°
∴ By using Pythagoras Theorem, we have
BM2 = BO2 - MO2 = 25 - (AO -AM)2
From (i) and (ii), we obtain
25 - (AO - AM)2 = 36 - AM12
25 - AOC - AM2 + 240 × AM = 36 - AM12
25 - 25 + 2 × 5 × AM = 36
10 AM = 36
AM = 3.6cm
From (i), we have
BM2 = 36 - (3.6)2 = 36 - 12.96 = 23.04
BM = √23.04 = 4.8cm
Thus, BC = 2 × BM
= 2 × 4.8 = 9.6cm
Hence, the length of the chord BC is 9.6cm.
Ans: 3. Here, AC is a diameter of the circle.
∴ ∠ADC = 90°
⇒ ∠a + ∠d = 90°
In right-angled ∆AED, ∠E = 90°
MATHEMATICS CIRCLES

∴ ∠a + 2b = 90°
From (i) and (ii), we obtain
∠b = ∠d …. (iii)
Also, ∠a = ∠c … (iv)
[∠s subtended by the same segment are equal]
Now, ∠AOB and ∠ADB are angles subtended by an arc AB at the Centre and at
the remaining part of the circle.

Ans: 4. Given: A cyclic quadrilateral ABCD in which AP, BP, CR and DR are the
angle bisectors of ∠A, ∠B, 2C and ∠D respectively such that a quadrilateral
PQRS is formed. To
Prove: PQRS is a cyclic quadrilateral.
Proof: Since ABCD is a cyclic quadrilateral.
∴ ∠A + 2C = 180° and ∠B + ∠D = 180°
Also, AP, BP, CR and DR are the angle bisectors of ∠A, ∠B, ∠C and ∠D
respectively.

or ∠1 + ∠3 = 90°
and ∠2 + ∠4 = 90°
Now, in ∆APB, by angle sum property of a ∆
∠1 + ∠2 + ∠P = 180° … (iii)
MATHEMATICS CIRCLES

Again, in ∆CRD, by angle sum property of a ∆

∠3 + ∠4 + ∠R = 180° …(iv)
Adding (iii) and (iv), we have
∠1 + ∠2 + ∠3 + ∠4 + ∠P + ∠R = 180° + 180°
90° + 90° + ∠P + ∠R = 360° [using (ii)]
∠P + ∠R= 360° – 180° = 180°
i.e., the sum of one pair of the opposite angles of quadrilateral PQRS is 180°.
Hence, the quadrilateral PQRS is a cyclic quadrilateral.
Ans: 5. In circle Clo, r), PQ and PR are two chords, draw OM I PQ, OL I PR, such
that OM = a
and OL = b. Join OP. Since the perpendicular from the Centre of the circle to the
chord of the circle, bisects the chord.
MATHEMATICS CIRCLES

Assertion and Reason Answers-

1. b) Assertion and reason both are correct statements but reason is not
correct explanation for assertion.
2. b) Assertion and reason both are correct statements but reason is not
correct explanation for assertion.
Case Study Answers-
1.
(i) (b) 120°
(ii) (b) 24m
(iii) (c) 30°
(iv) (a) 30°
(v) (d) 30°
2.
(i) (b) Diameter
(ii) (b) 90°
(iii) (d) Minor Segment.
(iv) (c) Major segment.
(v) (d) 5cm
MATHEMATICS
Chapter 11: Constructions
MATHEMATICS CONSTRUCTIONS

Constructions

To Construct an Angle Equal to a Given Angle

Given: Any ∠POQ and a point A
Required: To construct an angle at A equal to ∠POQ
Steps of Construction:
i. With O as centre and any (suitable) radius, draw an arc to meet OP at R and OQ at S.
ii. Through A draw a line AB.
iii. Taking A as centre and same radius (as in step 1), draw an arc to meet AB at D.
iv. Measure the segment RS with compasses.
v. With D as centre and radius equal to RS, draw an arc to meet the previous arc at E.
vi. Join AE and produce it to C, then ∠BAC is the required angle equal to ∠POQ.

Linear Pair axiom

• If a ray stands on a line then the adjacent angles form a linear pair of angles.
• If two angles form a linear pair, then uncommon arms of both the angles form a
straight line.
To Bisect a Given Angle
Given: Any ∠POQ
Required: To bisect ∠POQ.
Steps of Construction:
i. With O as centre and any (suitable) radius, draw an arc to meet OP at R and OQ at S.
ii. With R as centre and radius more than half of RS, draw an arc. Also, with S as centre
and same radius draw another arc to meet the previous arc at T.
iii. Join OT and produce it, then OT is the required bisector of ∠POQ.
MATHEMATICS CONSTRUCTIONS

To Construct some Specific Angles

To construct an angle of 60°
Steps of Construction:
i. Draw any line OP.
ii. With O as centre and any suitable radius, draw an arc to meet OP at R.
iii. With R as centre and same radius (as in step 2), draw an arc to meet the previous arc
at S.
iv. Join OS and produce it to Q, then ∠POQ = 60°.

To construct an angle of 30°

Steps of Construction
i. Construct ∠POQ = 60°.
ii. Bisect ∠POQ. Let OT be the bisector of ∠POQ, then ∠POT = 30°

To construct an angle of 120°

MATHEMATICS CONSTRUCTIONS

Steps of Construction:
i. Draw any line OP.
ii. With O as centre and any suitable radius, draw an arc to meet OP at R.
iii. With R as centre and same radius (as in step 2), draw an arc to meet the previous arc
at T. With T as centre and same radius, draw another arc to cut the first arc at S.
iv. Join OS and produce it to Q, then ∠POQ = 120°.

To construct an angle of 90°

Steps of Construction:
i. Construct ∠POQ = 60°
ii. Construct ∠POV = 120°.
iii. Bisect ∠QOV. Let OU be the bisector of ∠QOV, then ∠POU = 90°.

To construct an angle of 45°

Steps of Construction:
i. Construct ∠AOP = 90°.
ii. Bisect ∠AOP.
iii. Let OQ be the bisector of ∠AOP, then ∠AOQ = 45°
MATHEMATICS CONSTRUCTIONS

To Draw a Perpendicular Bisector of a Line Segment

Given: Any line segment PQ.
Required: To draw a perpendicular bisector of line segment PQ.
Steps of Construction:
i. With P as centre, take a length greater than half of PQ and draw arcs one on each
side of PQ.
ii. With Q as centre and same radius (as in step 1), draw two arcs on each side of PQ
cutting the previous arcs at A and B.
iii. Join AB to meet PQ at M, then AB bisects PQ at M, and is perpendicular to PQ, Thus,
AB is the required perpendicular bisector of PQ.

Properties of a Perpendicular Bisector

• It divides AB into two equal halves or bisects it.
• It makes right angles with (or is perpendicular to) AB.
• Every point in the perpendicular bisector is equidistant from point A and B.
While working with practical geometry, you will often find the application of perpendicular
bisectors; say when you are asked to draw an isosceles triangle, or when you have to
determine the centre of a circle, etc. Below are the steps to construct a perpendicular
MATHEMATICS CONSTRUCTIONS

bisector of a line using a compass and a ruler.

How to Construct a Perpendicular Bisector?
You will require a ruler and compasses. The steps for the construction of a perpendicular
bisector of a line segment are:
Step 1: Draw a line segment PQ.
Step 2: Adjust the compass with a length of a little more than half of the length of PQ.
Step 3: Place the compass pointer at point P and draw arcs above and below the line.

Step 4: Keeping the same length in the compass, place the compass pointer at point Q.
Similarly, draw two arcs above and below the line keeping the compass pointer at Q.

Step 5: Mark the points where the opposite arcs cross as X and Y.
MATHEMATICS CONSTRUCTIONS

Step 6: Using a ruler, draw a line passing across X and Y.

The perpendicular bisector bisects PQ at a point J, that is, the length PJ is equal to JQ. And
the angle between the two lines is 90 degrees.
Construction of a Triangle, given its Base, sum of the other two sides and one Base
Angle
To construct ΔABC in which base BC, ∠B and sum AC + AB of other two sides are given.
Steps of construction:
i. Draw the base BC and at the point B, make an angle, say XBC equal to the given
angle.
ii. Cut a line segment BD = AC + AB from the ray BX.
MATHEMATICS CONSTRUCTIONS

iii. Join DC and make angle DCY equal to angle BDC.

iv. Let CY intersect BX at A.
v. ABC is the required triangle.

Alternate Method
Steps of construction:
i. Draw the base BC and at the point B, make an angle, say XBC equal to the given angle.
ii. Cut a line segment BD = AC + AB from the ray BX.
iii. Draw perpendicular bisector PQ of CD to intersect BD at a point A. Join AC.
ABC is the required triangle.

Construction of a Triangle, given its Base, difference of the other two sides and one
Base
To construct ΔABC when the base BC, a base angle B and the difference of other two sides
AB - AC or AC - AB are given.
Case 1: When AB > AC and AB - AC is given
Steps of construction:
i. Draw the base BC and at point B make an angle say XBC equal to the given angle.
ii. Cut the line segment BD equal to AB - AC from ray BX.
iii. Join DC and draw the perpendicular bisector, say PQ of DC. Let it intersect BX at a
point A. Join AC Then, ABC is the required triangle.
MATHEMATICS CONSTRUCTIONS

Case 1: When AB < AC and AC - AB is given Steps of Construction:

i. Draw the base BC and at point B make an angle say XBC equal to the given angle.
ii. Cut a line segment BD equal to AC - AB from the line BX extended on opposite side of
line segment BC.
iii. Join DC and draw the perpendicular bisector, say PQ of DC.
iv. Let PQ intersect BX at A. Join AC.
Then, ABC is the required triangle.

Construction of a Triangle of given Perimeter and Base Angles

To construct a triangle ABC, when its perimeter, AB + BC + CA, and two base angles, ∠B and
∠C, are given.
Steps of Construction:
i. Draw a line segment, say XY = BC + CA + AB.
ii. Construct ∠LXY = ∠B and ∠MYX = ∠C.
iii. Draw the bisectors of ∠LXY and ∠MYX. Let these bisectors intersect at point A
iv. Draw a perpendicular bisector PQ of AX and RS of AY.
v. Let PQ intersect XY at B and RS intersect XY at C.
vi. Join AB and AC. Then, ABC is the required triangle.
MATHEMATICS CONSTRUCTIONS
MATHEMATICS CONSTRUCTIONS
MATHEMATICS CONSTRUCTIONS

Important Questions
Multiple Choice questions-
Question 1. If a, b and c are the lengths of the three sides of a triangle, then
which of the following is true?
(a) a + b < c
(b) a – b < c
(c) a + b = c
Question 2. With the help of a ruler and compasses, which of the following is
not possible to construct?
(a) 70°
(b) 60°
(c) 135°
Question 3. Which of the following sets of angles can be the angles of a
triangle?
(a) 30°, 60°, 80°
(b) 40°, 60°, 70°
(c) 50°, 30°, 100°
Question 4. The construction of the triangle ABC is possible if it is given that BC
= 4cm, ∠C = 60° and the difference of AB and AC is
(a) 3.5cm
(b) 4.5cm
(c) 3cm
(d) 2.5cm
Question 5. Which of the following can be the length of BC required to
construct the triangle ABC such that AC = 7.4cm and AB = 5cm?
(a) 3.5cm
(b) 2.1cm
(c) 4.7cm
Question 6. If we want to construct a triangle, given its perimeter, then we
need to know:
(a) Sum of two sides of triangle
(b) Difference between two sides of triangle
(c) One base angles
MATHEMATICS CONSTRUCTIONS

(d) Two base angles

Question 7. To construct a bisector of a given angle, we need:
(a) A ruler
(b) A compass
(c) A protractor
(d) Both ruler and compass
Question 8. Which of the following set of lengths can be the sides of a
triangle?
(a) 2cm, 4cm, 1.9cm
(b) 1.6cm, 3.7cm, 5.3cm
(c) 5.5cm, 6.5cm, 8.9cm
(d) None of the above
Question 9. Which of these angles cannot be constructed using ruler and
compasses?
(a) 120
(b) 60
(c) 140
(d) 135
Question 10. Which of the following angles can be constructed using ruler and
compasses?
(a) 35
(b) 45
(c) 95
(d) 55
Very Short:
1 1
1. Draw a line segment AB = 8cm. Draw part of it. Measure the length of
3 3
part of AB.
2. Why we cannot construct a ∆ABC, if ∠A = 60°, AB = 6cm and AC + BC = 5cm
but construction of ∆ABC is possible if ∠A = 60°, AB = 6cm and AC - BC = 5cm?
3. Construct an angle of 90° at the initial point of the given ray.
4. Draw a straight angle. Using compass bisect it. Name the angles obtained.
5. Draw any reflex angle. Bisect it using compass. Name the angles so
obtained.
MATHEMATICS CONSTRUCTIONS

Short Questions:
1. Construct a triangle whose sides are in the ratio 2 : 3 : 4 and whose perimeter is
18cm.
2. Construct a? ABC with BC = 8cm? B = 45° and AB - AC = 3.1cm.
3. Construct a ∆ABC such that BC = 3.2cm, ∠B = 45° and AC – AB = 2.1cm.
4. Draw a line segment QR = 5 cm. Construct perpendiculars at point Q and R
to it. Name them as QX and RY respectively. Are they both parallel?
5. Construct an isosceles triangle whose two equal sides measure 6cm each
and whose base is 5cm. Draw the perpendicular bisector of its base and
show that it passes through the opposite vertex.
Long Questions:
1. Construct a triangle ABC in which BC = 4.7cm, AB + AC = 8.2cm and ∠C = 60°
2. Construct ∆XYZ, if its perimeter is 14cm, one side of length 5cm and ∠X =
45°
3. To construct a triangle, with perimeter 10cm and base angles 60° and 45°
4. Construct an equilateral triangle whose altitude is 6cm long
5. Construct a rhombus whose diagonals are 8 cm and 6 cm long. Measure the
length of each side of the rhombus
Assertion and Reason Questions-
1. In these questions, a statement of assertion followed by a statement of reason is
given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: a, b and c are the lengths of three sides of a triangle, then a+b > c.
Reason: The sum of two sides of a triangle is always greater than the third side.
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
MATHEMATICS CONSTRUCTIONS

c) Assertion is correct statement but reason is wrong statement.

d) Assertion is wrong statement but reason is correct statement.
Assertion: The side lengths 4cm, 4cm and 4cm can be sides of equilateral
triangle.
Reason: Equilateral triangle has all its three sides equal.

Answer Key:
MCQ:
1. (b) a - b < c
2. (a) 70°
3. (c) 50°, 30°, 100°
4. (b) 4.5cm
5. (b) 2.1cm
6. (c) One base angles
7. (d) Both ruler and compass
8. (c) 5.5cm, 6.5cm, 8.9cm
9. (c) 140
10.(b) 45
Very Short Answer:
1.

Steps of Construction:
1. Draw a line segment AB = 8cm.
2. Draw its perpendicular bisector and let it intersect AB in M.
3. Draw the perpendicular bisector of MB and let it intersect AB in N. Thus,
AN = 13 of AB = 6cm.
2. We know that, by triangle inequality property, construction of triangle is
possible if sum of two sides of a triangle is greater than the third side. Here,
AC + BC = 5cm which is less than AB (6cm) Thus, ∆ABC is not possible.
Also, by triangle inequality property, construction of triangle is possible, if
difference of two sides of a triangle is less than the third side
Here, AC – BC = 5cm, which is less than AB (6cm)
Thus, ∆ABC is possible.
3.

Steps of Construction :
MATHEMATICS CONSTRUCTIONS

1. Draw a ray OA.

2. With O as centre and any convenient radius, draw an arc, cutting OA at
P.
3. With P as centre and same radius, draw an arc cutting the arc drawn in
step 2 at Q.
4. With Q as centre and the same radius as in steps 2 and 3, draw an arc,
cutting the arc drawn in step 2 at R.
5. With Q and R as centres and same radius, draw two arcs, cutting each
other in S.
6. Join OS and produce to B. Thus, ∠AOB is the required angle of 90°

4.

Steps of Construction:
1. Draw any straight angle (say ∠AOC).
2. Bisect ∠AOC and join BO.
3. ∠AOB is the required bisector of straight angle AOC.
5.

Steps of Construction:
a. Let ∠AOB be any reflex angle.
b. With O as Centre and any convenient radius, draw an arc cutting OA in P
and OB in Q.
c. With P and Q as centers, draw two arcs of radius little more than half of
it and let they intersect each other in C. Join OC. Thus, OC is the
required bisector. Angles so obtained are ∠AOC and ∠COB.

Short Answer:
Ans: 1.
MATHEMATICS CONSTRUCTIONS

Steps of Construction:
1. Draw a line segment AB = 18cm.
2. At A, construct an acute angle ∠BAX (< 90°).
3. Mark 9 points on AX, such that AA1 = A1A2 = A2A3 = A3A4 = A4A5 = A5A6
= A6A7 = A7A8 = A8A9.
4. Join A9B.
5. From A2 and A5, draw A2M || A5N || A9B, intersecting AB in M and N
respectively.
6. With M as Centre and radius AM, draw an arc.
7. With N as Centre and radius NB, draw another arc intersecting the previous arc
at L.
8. Join LM and LN. Thus, ∆LMN is the required triangle.
Ans: 2.
MATHEMATICS CONSTRUCTIONS

Steps of Construction:
1. Draw any line segment BC = 8cm.
2. At B, construct an angle ∠CBX = 45°.
3. From BX, cut off BD = 3.1cm.
4. Join DC.
5. Draw the perpendicular bisector ‘p’ of DC and let it intersect BX in A.
6. Join AC. Thus, ∆ABC is the required triangle.
Ans: 3.

Steps of Construction:
1. Draw a line segment BC = 3.2cm.
2. At B, construct an angle ∠CBX = 45° and produce it to point X’.
3. Cut-off BD = 2.1cm and join CD.
MATHEMATICS CONSTRUCTIONS

4. Draw the perpendicular bisector of CD and let it intersect X’BX in A.

5. Join AC. Thus, ∆ABC is the required triangle.
Ans: 4.

Steps of Construction:
1. Draw a line segment QR = 5cm.
2. With Q as Centre, construct an angle of 90° and let this line through Q is QX.
3. With R as Centre, construct an angle of 90° and let this line through R is RY.
Yes, the perpendicular lines QX and RY are parallel.
Ans: 5.

Steps of Construction:
1. Draw a line segment AB = 5cm.
2. With A and B as centers, draw two arcs of radius 6 cm and let they intersect
each other in C.
MATHEMATICS CONSTRUCTIONS

3. Join AC and BC to get ∆ABC.

4. With A and B as canters, draw two arcs of radius little more than half of AB. Let
they intersect each other in P and Q. Join PQ and produce, to pass through C.

Long Answer:
Ans: 1

Given: In ∆ABC, BC = 4.7cm, AB + AC = 8.2cm and ∠C = 60°.

Required: To construct ∆ABC.
Steps of Construction:
1. Draw BC = 4.7cm.
2. Draw
3. From ray CX, cut off CD = 8.2cm.
4. Join BD.
5. Draw the perpendicular bisector of BD meeting CD at A.
6. Join AB to obtain the required triangle ABC.
Justification:
∵ A lies on the perpendicular bisector of BD, therefore, AB = AD
Now, CD = 8.2cm
⇒ AC + AD = 8.2cm
⇒ AC + AB = 8.2cm
Ans: 2.

Here, perimeter of ∆XYZ = 14cm and one side XY = 5cm

∴ YZ + XZ = 14 - 5 = 9cm and ∠X = 45°.
Steps of Construction:
1. Draw a line segment XY = 5cm.
2. Construct an ∠YXA = 45° with the help of compass and ruler.
MATHEMATICS CONSTRUCTIONS

3. From ray XA, cut off XB = 9cm.

4. Join BY.
5. Draw perpendicular bisector of BY and let it intersect XB in Z.
6. Join ZY. Thus, ∆XYZ is the required triangle.
Ans: 3.

Given: In ∆ABC,
AB + BC + CA = 10 cm, ∠B = 60° and ∠C = 45°.
Required: To construct ∆ABC.
Steps of Construction:
1. Draw DE = 10cm.
2. At D, construct ∠EDP= 5 of 60°= 30° and at E, construct DEQ = 1 of 45o =
22°
3. Let DP and EQ meet at A.
4. Draw perpendicular bisector of AD to meet DE at B.
5. Draw perpendicular bisector of AE to meet DE at C.
6. Join AB and AC. Thus, ABC is the required triangle.
Ans: 4.

Steps of Construction:
1. Draw a line PQ and take any point S on it.
2. Construct the perpendicular SR on PQ.
3. From SR, cut a line segment SA = 6cm.
4. At the initial point A of the line segment AS, construct ∠SAB = 30° and
∠SAC = 30°.
5. The arms AB and AC of the angles ∠SAB and ∠SAC meet PQ in B and C
respectively. Then, ∆ABC is the required equilateral triangle with altitude
of length 6cm.
Ans: 5.
MATHEMATICS CONSTRUCTIONS

Steps of Construction:

1. Draw a line segment PR = 8cm.

2. Draw the perpendicular bisector XY of the line segment PR. Let O be the
point of intersection of PR and XY, so that O is the 8 cm mid-point of PR.
3. From OX, cut a line segment OS = 3cm and from OY, cut a line segment
OQ = 3cm.
4. Join PS, SR, RQ and QP, then PQRS is the required rhombus.
5. Measure the length of segments PQ, QR, RS and SP, each is found to be
5cm long.
Assertion and Reason Answers-
1. a) Assertion and reason both are correct statements and reason is
correct explanation for assertion.
2. a) Assertion and reason both are correct statements and reason is
correct explanation for assertion.
MATHEMATICS
Chapter 12: Heron’s Formula
MATHEMATICS HERON’S FORMULA

Heron’s Formula

1. The region enclosed within a simple closed figure is called its area.
𝟏
2. Area of a triangle = × base × height
𝟐
√3 2
3. Area of an equilateral triangle = a sq units, where ‘a’ is the side length of an
4
equilateral triangle.
4. Semi-perimeter is half of the perimeter.
5. If a, b and c denote the lengths of the sides of a triangle, then the area of the triangle is
calculated by using Heron's formula, as given below:
a+b+c
Area of triangle = √s(s − a)(s − b)(s − c), s = semi − perimeter =
2
6. For every triangle, the values of (s – a), (s – b), and (s – c) are positive.
7. Area of a quadrilateral can be calculated by dividing the quadrilateral into two triangles
and using Heron's formula for calculating area of each triangle.
Triangle
The plane closed figure, with three sides and three angles is called as a triangle.
Types of triangles:
Based on sides a) Equilateral b) Isosceles c) Scalene
Based on angles a) Acute angled triangle b) Right-angled triangle c) Obtuse angled triangle
Area of a triangle
Area = (1/2) × base × height
In case of equilateral and isosceles triangles, if the lengths of the sides of triangles are given
then, we use Pythagoras theorem in order to find the height of a triangle.
Area of a triangle is the region enclosed by it, in a two-dimensional plane. As we know, a
triangle is a closed shape that has three sides and three vertices. Thus, the area of a triangle
is the total space occupied within the three sides of a triangle. The general formula to find
the area of the triangle is given by half of the product of its base and height.
In general, the term “area” is defined as the region occupied inside the boundary of a flat
object or figure. The measurement is done in square units with the standard unit being
square meters (m2). For the computation of area, there are pre-defined formulas for
squares, rectangles, circle, triangles, etc. In this article, we will learn the area of triangle
formulas for different types of triangles, along with some example problems.
MATHEMATICS HERON’S FORMULA

Example: What is the area of a triangle with base b = 3 cm and height h = 4 cm?
Using the formula,
Area of a Triangle, A = 1/2 × b × h = 1/2 × 4 cm × 3 cm = 2 cm × 3 cm = 6 cm 2
Apart from the above formula, we have Heron’s formula to calculate the triangle’s area,
when we know the length of its three sides. Also, trigonometric functions are used to find
the area when we know two sides and the angle formed between them in a triangle. We
will calculate the area for all the conditions given here.
Area of an equilateral triangle
Consider an equilateral ΔABC, with each side as a unit. Let AO be the perpendicular bisector
of BC. In order to derive the formula for the area of an equilateral triangle, we need to find
height AO.
MATHEMATICS HERON’S FORMULA

Using Pythagoras theorem,

AC2 = OA2 + OC2
OA2 = AC2 − OC2
Substitute AC = a, OC = a/2 in the above equation.
OA2 = a2 − a2/4
OA = √3a/2
We know that the area of the triangle is:
A = (1/2) × base × height
A = (1/2) × a × (√3a/2)
∴ Area of Equilateral triangle = √3a2/4
Area of an isosceles triangle
Consider an isosceles ΔABC with equal sides as a units and base as b units.

Isosceles triangle ABC

The height of the triangle can be found by Pythagoras’ Theorem:
CD2 = AC2 − AD2
⇒ h2 = a2 − (b2/4) = (4a2 – b2)/4
⇒ h = (1/2) √(4a2 – b2)
Area of triangle is A = (1/2) bh
MATHEMATICS HERON’S FORMULA

∴ A = (1/2) × b × (1/2) √(4a2 – b2)

∴ A = (1/4) × b × √(4a2 – b2)
Area of a triangle – By Heron’s formula
Area of a ΔABC, given sides a, b, c by Heron’s formula (also known as Hero’s Formula) is:

Triangle ABC
Find semi perimeter (s) = (a + b + c)/2
Area = √[s(s – a)(s – b)(s – c)]
This formula is helpful to find the area of a scalene triangle, given the lengths of all its sides.
Heron’s Formula
Heron’s formula is used to find the area of a triangle when we know the length of all its
sides. It is also termed as Hero’s Formula. We can Heron’s formula to find different types of
triangles, such as scalene, isosceles and equilateral triangles. We don’t have to need to
know the angle measurement of a triangle to calculate its area, by using Heron’s formula.
Heron’s formula is a formula to calculate the area of triangles, given the three sides of the
triangle. This formula is also used to find the area of the quadrilateral, by dividing the
quadrilateral into two triangles, along its diagonal.
If a, b and c are the three sides of a triangle, respectively, then Heron’s formula is given by:

Semiperimeter, s= Perimeter of triangle/2 = (a + b + c)/2

History of Heron’s Formula
Hero of Alexandria was a great mathematician who derived the formula for the calculation
of the area of a triangle using the length of all three sides. He also extended this idea to find
the area of quadrilateral and also higher-order polygons. This formula has its huge
MATHEMATICS HERON’S FORMULA

applications in trigonometry such as proving the law of cosines or the law of cotangents,
etc.
Proof of Heron’s Formula
There are two methods by which we can derive Heron’s formula.

• First, by using trigonometric identities and cosine rule.

• Secondly, solving algebraic expressions using the Pythagoras theorem.
Let us see one by one both the proofs or derivation.
Using Cosine Rule
Let us prove the result using the law of cosines:
Let a, b, c be the sides of the triangle and α, β, γ are opposite angles to the sides.
We know that the law of cosines is
𝑎2 + 𝑏 2 − 𝑐 2
𝐶𝑜𝑠𝛾 =
2𝑎𝑏
Again, using trig identity, we have
𝑆𝑖𝑛𝛾 = √1 − 𝑐𝑜𝑠 2 𝛾
2 𝑏 2 −(𝑎 2 +𝑏 2 −𝑐 2 )2
= √4𝑎
2𝑎𝑏
Here, Base of triangle = a
Altitude = b sinγ
Now,
MATHEMATICS HERON’S FORMULA

Using Pythagoras Theorem

Area of a Triangle with 3 Sides
Area of ∆ABC is given by

A = 1/2 bh _ _ _ _ (i)
Draw a perpendicular BD on AC
Consider a ∆ADB
x2 + h 2 = c 2
x2 = c2 − h2—(ii)
⇒ x = √(c2 − h2)−−−−−−—(iii)
Consider a ∆CDB,
(b − x)2 + h2 = a2
(b−x)2 = a2 − h2
b2 − 2bx + x2 = a2 – h2
Substituting the value of x and x2 from equation (ii) and (iii), we get
b2 – 2b√(c2 − h2)+ c2 − h2 = a2 − h2
b2 + c2 − a2 = 2b√(c2 − h2)
Squaring on both sides, we get;
(b2 + c2 – a2)2 = 4b2(c2 − h2)
MATHEMATICS HERON’S FORMULA

The perimeter of a ∆ABC is

P=a+b+c

Substituting the value of h in equation (i), we get;

Note: Heron’s formula is applicable to all types of triangles and the formula can also be
derived using the law of cosines and the law of Cotangents.
Area of any polygon – By Heron’s formula
For a quadrilateral, when one of its diagonal value and the sides are given, the area can be
calculated by splitting the given quadrilateral into two triangles and use the Heron’s
formula.
MATHEMATICS HERON’S FORMULA

Example: A park, in the shape of a quadrilateral ABCD, has ∠C = 90∘, AB = 9 cm, BC = 12 cm,
CD = 5 cm and AD = 8 cm. How much area does it occupy?
⇒ We draw the figure according to the information given.

The figure can be split into 2 triangles ΔBCD and ΔABD

From ΔBCD, we can find BD (Using Pythagoras’ Theorem)
BD2 = 122 + 52 = 169
BD = 13cm
Semi-perimeter for ΔBCD S1 = (12 + 5 + 13)/2 = 15
Semi-perimeter ΔABD S2 = (9 + 8 + 13)/2 = 15
Using Heron’s formula A1 and A2 will be:
A1 = √[15(15 – 12)(15 – 5)(15 – 13)]
A1 = √(15 × 3 × 10 × 2)
A1 = √900 = 30 cm2
Similarly,
A2 will be 35.49 cm2.
The area of the quadrilateral ABCD = A1 + A2 = 65.49 cm2
MATHEMATICS HERON’S FORMULA
MATHEMATICS HERON’S FORMULA

Important Questions
Multiple Choice questions-
Question 1. An isosceles right triangle has area 8cm². The length of its
hypotenuse is
(a) √32cm
(b) √16cm
(c)√48cm
(d) √24cm
Question 2. The perimeter of an equilateral triangle is 60m. The area is
(a) 10√3m²
(b) 15√3m²
(c) 20√3m²
(d) 100√3m²
Question 3. The sides of a triangle are 56cm, 60cm and 52cm long. Then the
area of the triangle is
(a) 1322cm²
(b) 1311cm²
(c) 1344cm²
(d) 1392cm²
Question 4. The area of an equilateral triangle with side 2√3cm is
(a) 5.196cm²
(b) 0.866cm²
(c) 3.496cm²
(d) 1.732cm²
Question 5. The length of each side of an equilateral triangle having an area of
9√3cm² is
(a) 8cm
(b) 36cm
(c) 4cm
(d) 6cm
Question 6. If the area of an equilateral triangle is 16√3cm², then the
perimeter of the triangle is
(a) 48cm
MATHEMATICS HERON’S FORMULA

(b) 24cm
(c) 12cm
(d) 36cm
Question 7. The sides of a triangle are 35cm, 54cm and 61cm. The length of its
longest altitude is
(a) 16√5cm
(b) 10√5cm
(c) 24√5cm
(d) 28cm
Question 8. The area of an isosceles triangle having base 2cm and the length of
one of the equal sides 4 cm is
(a) 15√cm²
15
(b) √ cm²
2

(c) 2 √15 5cm²

(d) 4 √15cm²
Question 9. The edges of a triangular board are 6 cm, 8cm and 10cm. The cost
of painting it at the rate of 9 paise per cm² is
(a) Rs 2.00
(b) Rs 2.16
(c) Rs 2.48
(d) Rs 3.00
Question 10. The base of a right triangle is 48cm and its hypotenuse is 50cm.
The area of the triangle is
(a) 168cm²
(b) 252cm²
(c) 336cm²
(d) 504cm²
Very Short:
1. Find the area of an equilateral triangle having side 6cm.
2. If the perimeter of an equilateral triangle is 90m, then find its area.
3. If every side of a triangle is doubled, then find the percent increase in area
of triangle so formed.
4. If the length of a median of an equilateral triangle is x cm, then find its area.
MATHEMATICS HERON’S FORMULA

Short Questions:
1. Find the area of a triangle whose sides are 11m, 60m and 61m.
2. Suman has a piece of land, which is in the shape of a rhombus. She wants her two
sons to work on the land and produce different crops. She divides the land in two
equal parts by drawing a diagonal. If its perimeter is 400 m and one of the
diagonals is of length 120 m, how much area each of them will get for his crops?
3. The perimeter of a triangular field is 144m and its sides are in the ratio 3 : 4
: 5. Find the length of the perpendicular from the opposite vertex to the
side whose length is 60m.
4. Find the area of the triangle whose perimeter is 180 cm and two of its sides
are of lengths 80 cm and 18 cm. Also, calculate the altitude of the triangle
corresponding to the shortest side.
Long Questions:
1. Calculate the area of the shaded region.
2. The sides of a triangular park are 8m, 10m and 6m respectively. A small
circular area of diameter 2m is to be left out and the remaining area is to be
used for growing roses. How much area is used for growing roses? (Use n =
3.14)
3. OPQR is a rhombus, whose three vertices P, Q and R lie on the circle with
Centre 0. If the radius of the circle is 12cm, find the area of the rhombus.
4. How much paper of each shade is needed to make a kite given in the figure,
in which ABCD is a square with diagonal 60cm?

Assertion and Reason Questions-

1. In these questions, a statement of assertion followed by a statement of reason is
given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
MATHEMATICS HERON’S FORMULA

b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: the area of a triangle is 6 cm2 whose sides are 3 cm, 4 cm and 5 cm
respectively.
Reason: area of triangle = √s(s − a)(s − b)(s − c)
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: the area of an equilateral triangle having each side 4 cm is 4√3 cm2
Reason: Area of an equilateral triangle = ( √3/4 ) × a²

Answer Key:
MCQ:
1. (a) √32cm
2. (d) 100√3m²
3. (c) 1344cm²
4. (a) 5.196cm²
5. (d) 6cm
6. (b) 24cm
7. (c) 24√5cm
8. (a) 15√cm²
9. (b) Rs 2.16
10.(c) 336cm²

Very Short Answer:

√3 √3
1. Area of an equilateral triangle = × (side)2 = × 6 × 6 = 9√3cm2
4 4
2.
MATHEMATICS HERON’S FORMULA

3. Let the sides of the given triangle be, a units, b units and c units.

Hence, percent increase = 300%

4.

Let each equal sides of given equilateral triangle be 2y2. We know that median
is also perpendicular bisector.
∴ y2 + x2 = 4y2
⇒ x2 = 3y2
⇒ x = √3y
or
𝑥
⇒y=
√3
1
Now, area of given triangle =
2
𝑥 𝑥2
× 2y × X = y × x = ×x=
√3 √3

Short Answer:
Ans: 1. Let a = 11m, b = 60m and c = 61m:
MATHEMATICS HERON’S FORMULA

Ans: 2. Here, perimeter of the rhombus is 400m.

400
∴ Side of the rhombus = = 100m
4
Let diagonal BD = 120m and this diagonal divides the rhombus ABCD into two equal
parts.

Hence, area of land allotted to two sons for their crops is 4800m2 each.
Ans: 3.
Let the sides of the triangle be 3x, 4x and 5x
∴ The perimeter of the triangular field = 144m
⇒ 3x + 4x + 5x = 144
⇒ 12x = 144
MATHEMATICS HERON’S FORMULA

Ans: 4. Perimeter of given triangle = 180cm

Two sides are 18cm and 80cm
∴ Third side = 180 - 18 - 80 = 82cm

Hence, area of triangle is 720cm2 and altitude of the triangle corresponding to the
shortest side is
80cm.

Long Answer:
Ans: 1
MATHEMATICS HERON’S FORMULA

Ans: 2. The sides of the triangular park are 8m, 10m and 6m.

2
Radius of the circle = = 1m
2
Area of the circle = πr2 = 3.14 × 1 × 1 = 3.14m2
∴ Area to be used for growing roses = Area of the park - area of the circle
= 24 - 3.14 = 20.86m2
Ans: 3. Since diagonals bisect each other at 90°.
MATHEMATICS HERON’S FORMULA

∴ In right ∆QLR, (LR)2 + (LQ)2 = (QR)2

Ans: 4. Since diagonals of a square are of equal length and bisect each other at
right angles, therefore,
1
Area of ∆AOD = × 30 × 30 = 450cm2
2
Area of ∆AOD = Area of ∆DOC = Area of ∆BOC
= Area of ∆AOB = 450cm2
[∵ ∆AOD = ∆AOB ≅ ∆BOC ≅ ∆COD,
∵ they2 have equal area]
Now, area of ACEF (by Heron’s formula)
Here a = 20cm, b = 20cm and c = 30cm

Now, area of orange shaded paper in kite

= Area of ∆AOD + Area of ∆CEF
= 450cm2 + 198.4cm2
= 648.4cm2
Area of blue shaded paper in kite
MATHEMATICS HERON’S FORMULA

= Area of ∆AOB + Area of ∆COD

= 450cm2 + 450cm2 = 900cm2
Area of black shaded paper in kite = Area of ∆BOC = 450cm2.
Assertion and Reason Answers-
1. a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
2. a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
MATHEMATICS
Chapter 13: Surface Areas and Volumes
MATHEMATICS SURFACE AREAS AND VOLUMES

Surface Areas and Volumes

1. A cuboid is a solid bounded by six rectangular plane regions. It has length, width and
height.

2. A cuboid whose all edges are equal is called a cube.

3. A cylinder is a closed solid that has two parallel (usually circular) bases connected by a
curved surface.

4. A cone is a solid that has a circular base and a single vertex.

5. A sphere is a perfectly round geometrical object in three-dimensional space, such as the

shape of a round ball.

6. A hemisphere is half of a sphere.

7. Surface area of a solid is the sum of the areas of all its faces.

8. The total surface area of any object will be greater than its lateral surface area.

9. In case of a room, lateral surface area means the area of the four walls of the room,
whereas total surface area means the area of four walls plus the area of the floor and
the ceiling.

10. Volume is the space occupied by an object.

11. The unit of measurement of both volume and capacity is cubic unit such as cubic feet,
cubic cm. cubic m etc.

12. If l, b, h denote respectively the length, breadth and height of a cuboid, then:
Lateral surface area or Area of four walls = 2(ℓ + b) h
Total surface area = 2(ℓb + bh + hℓ)
Volume = ℓ x b x h
Diagonal of a cuboid = √𝑙 2 + 𝑏 2 + ℎ2
MATHEMATICS SURFACE AREAS AND VOLUMES

13. If the length of each edge of a cube is 'a' units, then:

Lateral surface area = 4 x (edge)2
Total surface area = 6 x (edge)²
Volume = (edge)3
Diagonal of a cube = √3𝑥 edge

14. If r and h respectively denote the radius of the base and the height of a right circular
cylinder, then: Area of each end or Base area = 𝜋𝑟 2
Area of curved surface or lateral surface area = perimeter of the base x height = 2𝜋rh
Total surface area (including both ends) = 2𝜋rh + 2𝜋r² = 2𝜋r (h + r)
Volume = Area of the base × height = 𝜋r²h

15. If R and r respectively denote the external and internal radii of a right circular hollow
cylinder and h denotes its height, then:
Area of each circular base = 𝜋R² - 𝜋r²
Area of curved surface = 2𝜋(R + r)h
Total surface area = (External surface) + (Internal surface)
= (2𝜋Rh + 2𝜋rh) + 2 (𝜋R² - 𝜋r²)
Volume of = (External volume) – (Internal volume)
= (𝜋R²h - 𝜋r²h) = 𝜋h (R² - r²)
MATHEMATICS SURFACE AREAS AND VOLUMES

16. If r, h and l respectively denote the radius, height and slant height of a right circular
cone, then: Slant height (𝑙) = √ℎ2 + 𝑟 2
Area of curved surface 𝜋𝑟𝑙 = 𝜋𝑟√ℎ2 + 𝑟 2
Total surface area = Area of curved surface + Area of base = 𝜋rℓ + 𝜋r² = 𝜋r (ℓ + r)
1
Volume = 𝜋𝑟 2 ℎ
3

17. If r is the radius of a sphere, then: Surface area = 4𝜋r²

4
Volume = 𝜋𝑟 3
3

18. If r is the radius of a hemisphere, then:

Area of curved surface = 2𝜋r²
Total surface Area = Area of curved surface + Area of base
= 2𝜋r² + 𝜋r²
= 3𝜋r²
2
Volume = 𝜋𝑟 3
3
MATHEMATICS SURFACE AREAS AND VOLUMES

19. Volume of water flown in the tank in one hour = (area of cross section of the aperture) ×
(speed in meters per hour)

20. When an object of certain volume is recast into a cylinder, the volume of the cylinder
formed will always be equal to the volume of the original object.

21. The solids having the same curved surface do not necessarily occupy the same volume.

22. When an object is dropped into a liquid, the volume of the displaced liquid is equal to
the volume of the object that is dipped.

23. Of all the solids having a given volume, the sphere is the one with the smallest surface
area. Of all solids having a given surface area, the sphere is the one having the greatest
volume.

Cuboid
A cuboid is a three-dimensional Shape. The cuboid is made from six rectangular faces,
which are placed at right angles. The total surface area of a cuboid is equal to the sum of
the areas of its six rectangular faces.

Total Surface Area of a Cuboid

Consider a cuboid whose length is “l” cm, breadth is b cm and height h cm.

Area of face ABCD = Area of Face EFGH = (l × b) cm2

MATHEMATICS SURFACE AREAS AND VOLUMES

Area of face AEHD = Area of face BFGC = (b × h) cm2

Area of face ABFE = Area of face DHGC = (l × h) cm2

Total surface area (TSA) of cuboid = Sum of the areas of all its six faces

= 2(l × b) + 2(b × h) + 2(l × h)

TSA (cuboid)= 2(lb + bh +lh)

Lateral Surface Area of a Cuboid

Lateral surface area (LSA) is the area of all the sides apart from the top and bottom faces.

The lateral surface area of the cuboid

= Area of face AEHD + Area of face BFGC + Area of face ABFE + Area of face DHGC

= 2(b × h) + 2(l × h)

LSA (cuboid) = 2h (l + b)

Cube
A cuboid whose length, breadth and height are all equal, is called a cube. It is a three-
dimensional shape bounded by six equal squares. It has 12 edges and 8 vertices.

Total Surface Area of a cube

For cube, length = breadth = height

Suppose the length of an edge = a

Total surface area (TSA) of the cube = 2(a × a + a × a + a × a)

MATHEMATICS SURFACE AREAS AND VOLUMES

TSA (cube) = 2 × (3a2) = 6a2

Lateral Surface area of a cube

Lateral surface area (LSA) is the area of all the sides apart from the top and bottom faces.

Lateral surface area of cube = 2(a × a + a × a) = 4a2

Right Circular Cylinder

A right circular cylinder is a closed solid that has two parallel circular bases connected by a
curved surface in which the two bases are exactly over each other and the axis is at right
angles to the base.

Curved Surface area of a right circular cylinder

Take a cylinder of base radius r and height h units. The curved surface of this cylinder, if
opened along the diameter (d = 2r) of the circular base will be transformed into a rectangle
of length 2πr and height h units. Thus,
MATHEMATICS SURFACE AREAS AND VOLUMES

Curved surface area (CSA) of a cylinder of base radius r and height h = 2π × r × h

Total surface area of a right circular cylinder

Total surface area (TSA) of a cylinder of base radius r and height h = 2π × r × h + area of two
circular bases

⇒ TSA = 2π × r × h + 2 × πr2

⇒ TSA = 2πr (h + r)

Right Circular Cone

A right circular cone is a circular cone whose axis is perpendicular to its base.

Relation between slant height and height of a right circular cone

MATHEMATICS SURFACE AREAS AND VOLUMES

The relationship between slant height(l) and height(h) of a right circular cone is:

l2 = h2 + r2 (Using Pythagoras Theorem)

Where r is the radius of the base of the cone.

Curved Surface Area of a Right Circular Cone

Consider a right circular cone with slant length l and radius r.

If a perpendicular cut is made from a point on the circumference of the base to the vertex
and the cone is opened up, a sector of a circle with radius l is produced as shown in the
figure below:

Label A and B and corresponding b1, b2 …bn at equal intervals, with O as the common
vertex. The Curved surface area (CSA) of the cone will be the sum of areas of the small
triangles: 1/2 × (b1 + b2.……..bn) × l

(b1 + b2...bn) is also equal to the circumference of base = 2πr

CSA of right circular cone = (1/2) × (2πr) × l = πrl (On substituting the values)

Total Surface Area of a Right Circular Cone

Total surface area (TSA) = Curved surface area(CSA) + area of base = πrl + πr2 = πr(l + r)

Sphere
A sphere is a closed three-dimensional solid figure, where all the points on the surface of
the sphere are equidistant from the common fixed point called “centre”. The equidistant is
called the “radius”.

Surface area of a Sphere

The surface area of a sphere of radius r = 4 times the area of a circle of radius r = 4 × (πr2)
MATHEMATICS SURFACE AREAS AND VOLUMES

For a sphere Curved surface area (CSA) = Total Surface area (TSA) = 4πr2

Surface Area Formulas

Volume of a Cuboid

The volume of a cuboid is the product of its dimensions.

Volume of a cuboid = length × breadth × height= lbh

Where l is the length of the cuboid, b is the breadth, and h is the height of the cuboid.

Volume of a Cube

The volume of a cube = base area × height.

Since all dimensions are identical, the volume of the cube = a3

Where a is the length of the edge of the cube.

Volume of a Right Circular Cylinder

The volume of a right circular cylinder is equal to base area × its height.
MATHEMATICS SURFACE AREAS AND VOLUMES

The volume of cylinder =πr2h

Where r is the radius of the base of the cylinder and h is the height of the cylinder.

Volume of a Right Circular Cone

The volume of a Right circular cone is 1/3 times the volume of a cylinder with the same
radius and height. In other words, three cones make one cylinder of the same height and
base.

The volume of right circular cone = (1/3) πr2h

Where r is the radius of the base of the cone and h is the height of the cone.

Volume of a Sphere

The volume of a sphere of radius r = (4/3)πr3

Volume Formulas
MATHEMATICS SURFACE AREAS AND VOLUMES

Volume and Capacity

The volume of an object is the measure of the space it occupies, and the capacity of an
object is the volume of substance its interior can accommodate. The unit of measurement
of either volume or capacity is a cubic unit.
MATHEMATICS SURFACE AREAS AND VOLUMES
MATHEMATICS SURFACE AREAS AND VOLUMES

Important Questions
Multiple Choice questions-
Question 1. If the perimeter of one of the faces of a cube is 40cm, then its
volume is:
(a) 6000cm³
(b) 1600cm³
(c) 1000cm³
(d) 600cm³
Question 2. A cuboid having surface areas of 3 adjacent faces as a, b and c has
the volume:
(a) 3√abc
(b) √abc
(c) ABC
(d) (ABC)²
Question 3. The radius of a cylinder is doubled, and the height remains the
same. The ratio between the volumes of the new cylinder and the original
cylinder is
(a) 1 : 2
(b) 3 : 1
(c) 4 : 1
(d) 1 : 8
Question 4. Length of diagonals of a cube of side a cm is
(a) √2a cm
(b) √3a cm
(c) √3a cm
(d) 1cm
Question 5. Volume of spherical shell is
2
(a) πr³
3
3
(b) πr³
4
4
(c) π(R³ – r³)
3
MATHEMATICS SURFACE AREAS AND VOLUMES

(d) None of these

Question 6. Volume of hollow cylinder
(a) π(R² – r²)h
(b) πR²h
(c) πr²h
(d) πr²(h1 – h1)
Question 7. The radius of a sphere is 2r, then its volume will be
4
(a) πr³
3
(b) 4πr³
8
(c) πr³
3
32
(d) πr³
3
Question 8. In a cylinder, radius is doubled, and height is halved, curved
surface area will be
(a) Halved
(b) Doubled
(c) Same
(d) Four time
Question 9. The total surface area of a cone whose radius is r2 and slant height
2l is
(a) 2πr(l + r)
𝑟
(b) πr(l + )
4
(c) πr(l + r)
(d) 2πrl
Question 10. The radius of a hemispherical balloon increases from 6cm to
12cm as air is being pumped into it. The ratios of the surface areas of the
balloon in the two cases is
(a) 1 : 4
(b) 1 : 3
(c) 2 : 3
(d) 2 : 1
Very Short:
1. How much ice-cream can be put into a cone with base radius 3.5cm and
MATHEMATICS SURFACE AREAS AND VOLUMES

height 12cm?
2. Calculate the edge of the cube if its volume is 1331cm3.
3. The curved surface area of a cone is 12320 sq. cm, if the radius of its base is
56cm, find its
height.
4. Two cubes of edge 6cm are joined to form a cuboid. Find the total surface
area of the cuboid.
5. A metallic sphere is of radius 4.9cm. If the density of the metal is 7.8 g/cm2,
22
find the mass of the sphere (π = )
7
6. The volume of a solid hemisphere is 1152 π cm3. Find its curved surface
area.
7. Find the diameter of a cylinder whose height is 5cm and numerical value of
volume is equal to numerical value of curved surface area.
8. In a cylinder, if radius is halved and height is doubled, then find the volume
with respect to original volume.
Short Questions:
1. A spherical ball is divided into two equal halves. If the curved surface area of each
half is 56.57cm, find the volume of the spherical ball. [use π = 3.14]

2. Find the capacity in liters of a conical vessel having height 8 cm and slant height
10cm.

3. Calculate the surface area of a hemispherical dome of a temple with radius

14m to be whitewashed from outside
4. A rectangular piece of paper is 22cm long and 10cm wide. A cylinder is
formed by rolling the paper along its length. Find the volume of the
cylinder.
5. A heap of wheat is in the form of a cone whose diameter is 10.5m and
height is 3m. Find it volume. If 1m3 wheat cost is ₹ 10, then find total cost.
6. A cylindrical vessel can hold 154 g of water. If the radius of its base is
3.5cm, and 1cm3 of water weighs 1 g, find the depth of water.
Long Questions:
1. It costs ₹ 3300 to paint the inner curved surface of a 10m deep well. If the
rate cost of
painting is of ₹ 30 per m2, find:
(a) inner curved surface area
MATHEMATICS SURFACE AREAS AND VOLUMES

(b) diameter of the well

(c) capacity of the well.
2. Using clay, Anant made a right circular cone of height 48cm and base radius
12cm. Varsha reshapes it in the form of a sphere. Find the radius and
curved surface area of the sphere so formed.
3. A dome of a building is in the form of a hemisphere. From inside, it was
whitewashed at the cost of ₹ 498.96. If the rate of whitewashing is ₹ 4 per
square metre, find the:
(i) Inside surface area of the dome
(ii) Volume of the air inside the dome.
4. A right triangle ABC with sides 5cm, 12cm and 13cm is revolved about the
side 5cm. Find the volume of the solid so obtained. If it is now revolved
about the side 12cm, then what would be the ratio of the volumes of the
two solids obtained in two cases?
5. A right triangle of hypotenuse 13cm and one of its sides 12cm is made to
revolve taking side 12cm as its axis. Find the volume and curved surface
area of the solid so formed.
Assertion and Reason Questions-
1. In these questions, a statement of assertion followed by a statement of reason is
given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: If diameter of a sphere is decreased by 25%, then its curved surface area is
decreased by 43.75%.
Reason: Curved surface area is increased when diameter decreases.
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
MATHEMATICS SURFACE AREAS AND VOLUMES

d) Assertion is wrong statement but reason is correct statement.

Assertion: The external dimensions of a wooden box are 18 cm, 10 cm and 6 cm
respectively and thickness of the wood is 15 mm, then the internal volume is
765 cm3.
Reason: If external dimensions of a rectangular box be l, b and h and the
thickness of its sides be x , then its internal volume is (l – 2x) (b – 2x) (h – 2x)
Case Study Questions-
1. Read the Source/ Text given below and answer any four questions:
Veena planned to make a jewellery box to gift her friend Reeta on her marriage.
She made the jewellery box of wood in the shape of a cuboid. The jewellery box
has the dimensions as shown in the figure below. The rate of painting the
exterior of the box is Rs. 2 per cm2. After making the box she took help from his
friends to decorate the box.
The blue colour was painted by Deepak, Black by Suresh, green by Harsh and
the yellow was painted by Naresh.

i. What is the volume of the box?

a. 24000cm3
b. 1200cm3
c. 800cm3
d. 600cm3
ii. How much area did Suresh paint?
a. 24000cm2
b. 1200cm2
c. 800cm2
d. 600cm2
iii. How much area did Deepak paint?
MATHEMATICS SURFACE AREAS AND VOLUMES

a. 24000cm2
b. 600cm2
c. 800cm2
d. 1200cm2
iv. What amount did Harsh charge?
a. Rs. 800
b. Rs. 1200
c. Rs. 1600
d. Rs. 2000
v. What amount did Veena pay for painting:
a. Rs. 2600
b. Rs. 5200
c. Rs. 5000
d. Rs. 6000
2. Read the passage given below and answer these questions:
Dev was doing an experiment to find the radius r of a sphere. For this he took a
cylindrical container with radius R = 7cm and height 10cm. He filled the
container almost half by water as shown in the left figure. Now he dropped the
yellow sphere in the container. Now he observed as shown in the right figure
the water level in the container raised from A to B equal to 3.40cm.

i. What is the approximate radius of the sphere?

a. 7cm
b. 5cm
c. 4cm
d. 3cm
ii. What is the volume of the cylinder?
a. 700cm3
b. 500cm3
MATHEMATICS SURFACE AREAS AND VOLUMES

c. 1540cm3
d. 2000cm3
iii. What is the volume of the sphere?
a. 700cm3
b. 600cm3
c. 500cm3
d. 523.8cm3
iv. How many litres water can be filled in the full container? ( Take 1 litre =
1000cm3):
a. 1.50
b. 1.44
c. 1.54
d. 2
v. What is the surface area of the sphere?
a. 314.3m2
b. 300m2
c. 400m2
d. 350m2

Answer Key:
MCQ:
1. (c) 1000cm³
2. (b) √abc
3. (c) 4 : 1
4. (b) √3a cm
4
5. (c) π(R³ – r³)
3
6. (a) π(R² – r²)h
32
7. (d) πr³
3
8. (c) Same
𝑟
9. (b) πr(l + )
4
10.(a) 1 : 4

Very Short Answer:

MATHEMATICS SURFACE AREAS AND VOLUMES

1. Here, radius (r) = 3.5cm and height (h) = 12cm

1
∴ Amount of ice-cream = πr2
3
1 22
= × × 3.5 × 3.5 × 12
3 7
= 154cm3
2. Volume of cube = 1331cm3
(Side)3 = 1331
1
Side = (11 × 11 × 11) = 11cm
3
3. Here, radius of base of a cone (r) = 56cm
And, curved surface area = 12320cm2
πrl = 12320
12320
l=
𝜋𝑟
12320× 7
= = 70cm
22×56
Again, we have
r 2 + h 2 = l2
h2 = l2 – r2 = 702 - 562
= 4900 - 3136 = 1764
h = √1764 = 42cm
Hence, the height of the cone is 42cm.
4. When two cubes are joined end to end, then
Length of the cuboid = 6 + 6 = 12cm
Breadth of the cuboid = 6cm
Height of the cuboid = 6cm
Total surface area of the cuboid = 2 (lb + bh + hl)
= 2(12 × 6 + 6 × 6 + 6 × 12)
= 2(72 + 36 + 72) = 2(180)
= 360cm2
5. Here, radius of metallic sphere (r) = 4.9cm
MATHEMATICS SURFACE AREAS AND VOLUMES

6. Here, volume of hemisphere = 1152 π cm3

2
∴ πr3 = 1152
3
⇒ r3 = (12)3 π
1152 ×3
⇒r = 1728
3
⇒ r3 = (12)3
Now, curved surface area = 2πr2
= 2 × π × (12)2 = 288π cm2
7. Here, height of cylinder (h) = 5cm
According to the statement of the question, we have
πr2h = 2πrh
r = 2cm
Thus, diameter of the base of the cylinder is 2 × 2 i.e., 4cm.
𝑟
8. Here, r = . h = 2h
2

Short Answer:
Ans: 1. Since curved surface of half of the spherical ball = 56.57cm2
2πr2 = 56.57
MATHEMATICS SURFACE AREAS AND VOLUMES

= 113.04cm3
Ans: 2. Height of conical vessel (h) = 8cm

Slant height of conical vessel (l) = 10cm

∴ r 2 + h 2 = l2

⇒ r2 + 82 = 102

⇒ r2 = 100 - 64 = 36

⇒ r = 6cm
1 1 22
Now, volume of conical vessel = πr2h = × × 6 × 8 = 301.71cm3 = 0.30171 litre
3 3 7

Ans: 3. Here, radius of hemispherical dome (r) = 14m

Surface area of dome = 2πr2

22
=2× × 14 × 14 = 1232m2
7

Hence, total surface area to be whitewashed from outside is 1232m2.

Ans: 4. Since rectangular piece of paper is rolled along its length.

∴ 2πr = 22
22 × 7
r= = 3.5cm
2 × 22

Height of cylinder (h) = 10cm

∴ Volume of cylinder = πr2h

22
= × 3.5 × 3.5 × 10 = 385cm3
7
MATHEMATICS SURFACE AREAS AND VOLUMES

Ans: 5. Diameter of cone = 10.5m

Radius of cone (r) = 5.25m

Height of cone (h) = 3m

1
Volume of cone = πr2h
3

1 22
= × × 5.25 × 5.25 × 3
3 7

= 86.625m3

Cost of 1m3 of wheat = ₹ 10

Cost of 86.625 m3 of wheat = ₹ 10 × 86.625

= ₹ 866.25

Ans: 6. Since 1 cm3 of water weighs 1 g.

∴ Volume of cylindrical vessel = 154 cm3

πr2h = 154

227 × 3.5 × 3.5 × h = 154

154 × 7
h=
22 × 3.5 × 3.5

h=4

cm Hence, the depth of water is 4cm.

Long Answer:
Ans: 1. Depth of well (h) = 10m
Cost of painting inner curved surface is ₹ 30 per m2 and total cost is ₹ 3300
MATHEMATICS SURFACE AREAS AND VOLUMES

Hence, inner curved surface area is 110m2, diameter of the well is 2 × 1.75 i.e.,
3.5m and capacity of the well is 96.25m3.
Ans: 2. Height of cone (h) = 48 cm
Radius of the base of cone = 12 cm
Let R be the radius of sphere so formed
∴ Volume of sphere = Volume of cone
4 1
πR3 = πr2h
3 3
3
4R = 12 × 12 × 48
R3 = 12 × 12 × 12
R = 12cm
Now, curved surface area of sphere = 4πR2
22
=4× × 12 × 12
7
= 1810.29cm
Ans: 3. Here, dome of building is a hemisphere.
Total cost of whitewashing inside the dome = ₹ 498.96
Rate of whitewashing = ₹ 4 per m2
MATHEMATICS SURFACE AREAS AND VOLUMES

Ans: 4. Here, right triangle ABC with sides 5cm, 12cm and 13cm is revolved
about the side 5cm.
∴ Radius of the base of cone = 12cm
Height of the cone = 5cm

= 12 : 5
Ans: 5. Here, hypotenuse and one side of a right triangle are 13cm and 12cm
respectively

Now, given triangle is revolved, taking 12cm as its axis

∴ Radius of the cone (r) = 5cm
Height of the cone (h) = 12cm
Slant height of the cone (1) = 13cm
∴ Curved surface area = πrl = π(5)(13) = 65πcm2
1 1
Volume of the cone = πr2h = π × 5 × 5 × 12 = 100π cm3
2 2
Hence, the volume and curved surface area of the solid so formed are 100 π cm3
and 65 π cm2 respectively.
MATHEMATICS SURFACE AREAS AND VOLUMES

Assertion and Reason Answers-

1. c) Assertion is correct statement but reason is wrong statement.
2. a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
Case Study Answers-
1.
(i) (a) 24000cm3
(ii) (b) 1200cm2
(iii) (d) 1200cm2
(iv) (c) Rs. 1600
(v) (b) Rs. 5200
2.
(i) (b) 5cm
(ii) (c) 1540cm3
(iii) (d) 523.8cm3
(iv) (c) 1.54
(v) (a) 314.3m2
MATHEMATICS
Chapter 14: Statistics
MATHEMATICS STATISTICS

Statistics

1. Facts or figures collected with a definite purpose are called data.

2. Statistics deals with collection, presentation, analysis and interpretation of numerical

data.

3. Arranging data in an order to study their salient features is called presentation of data.

4. Data arranged in ascending or descending order is called arrayed data or an array.

5. When an investigator with a definite plan or design in mind collects data first handedly,
it is called primary data.

6. Data when collected by someone else, say an agency or an investigator, comes to you,
is known as the secondary data.

7. Range of the data is the difference between the maximum and the minimum values of
the observations.

8. The small groups obtained on dividing all the observations are called classes or class
intervals and the size is called the class size or class width.

Class size = Upper limit – Lower limit

9. Class mark of a class is the mid-value of the two limits of that class.

10. The number of times an observation occurs in the data is called the frequency of the
observation.

11. A frequency distribution in which the upper limit of one class differs from the lower
limit of the succeeding class is called an Inclusive or discontinuous frequency
distribution.

12. A frequency distribution in which the upper limit of one class coincides with the lower
limit of the succeeding class is called an exclusive or continuous frequency distribution.

13. In case of continuous frequency distribution, the upper limit of a class is not to be
included in that class while in discontinuous both the limits are included.

14. The cumulative frequency of a class-interval is the sum of frequencies of that class and
the classes which precede (come before) it.

15. A data can be represented graphically through:

(i) Bar graph (ii) Histogram (iii) Frequency polygon.

16. A bar graph is a diagram showing a system of connections or interrelations between

MATHEMATICS STATISTICS

two or more things by using bars.

17. In a bar graph, rectangular bars of uniform width are drawn with equal spacing between
them on one axis, usually the x-axis. The value of the variable is shown on the other axis
that is the y-axis.

18. A histogram is a graphical representation of a frequency distribution in the form of

rectangles with class intervals as bases and heights proportional to the corresponding
frequencies such that there is no gap between any two successive rectangles.

19. If classes are not of equal width, then the height of the rectangle is calculated by the
ratio of the frequency of that class, to the width of that class

20. Frequency polygons are a graphical device for understanding the shapes of
distributions.

21. If both a histogram and a frequency polygon are to be drawn on the same graph, then
we should first draw the histogram and then join the mid-points of the tops of the
adjacent rectangles in the histogram with line-segments to get the frequency polygon.

22. A measure of central tendency tries to estimate the central value which represents the
entire data.

23. The three measures of central tendency for ungrouped data are mean, mode and
median.

24. The mean value of a variable is defined as the sum of all the values of the variable
divided by the number of values.

25. If x1, x2, x3 ……., xn are n values of a variable X, then the arithmetic mean of these values
is given by:

If a variate X takes values x1, x2, x3 ...., xn with corresponding frequencies f1, f2, f3 ,... fn
respectively, then arithmetic mean of these values is given by

26. Median is the value of middle most observation(s).

27. The median is calculated only after arranging the data in ascending order or descending
MATHEMATICS STATISTICS

order.
th
n+1
If n is odd, then median = ( ) observation
2
th th
n n
(2) observation + ( + 1) observation
2
If n is even, then median = { }
2
{

28. Mode of a statistical data is the value of that variate which has the maximum
frequency.

29. The variate corresponding to the highest frequency is to be taken as the mode and not
the frequency.

30. The disadvantage of arithmetic mean is that it is affected by extreme values.

31. The disadvantage of mode is that it is not uniquely defined in many cases.

Introduction to Statistics
A study dealing with the collection, presentation and interpretation and analysis of data is
called as statistics.

Data

• Facts /figures numerical or otherwise collected for a definite purpose is called as

data.
• data collected first-hand data:- Primary
• Secondary data: Data collected from a source that already had data stored
Frequency

The number of times a particular instance occurs is called frequency in statistics.

Ungrouped data

Ungrouped data is data in its original or raw form. The observations are not classified in
groups.

Grouped data

In grouped data, observations are organized in groups.

Class Interval

• The size of the class into which a particular data is divided.

• E.g divisions on a histogram or bar graph.

MATHEMATICS STATISTICS

• Class width = upper class limit – lower class limit

Regular and Irregular class interval

Regular class interval: When the class intervals are equal or of the same sizes.

E.g 0-10, 10-20, 20-30….. 90-100

Irregular class interval: When the class intervals are of varying sizes.

E.g 0-35, 35-45, 45-55, 55- 80, 80-90, 90-95, 95-100

Frequency table

A frequency table or distribution shows the occurrence of a particular variable in a tabular

form.

Sorting

• Raw data needs to be sorted in order to carry out operations.

• Sorting ⇒ ascending order or descending order

Ungrouped frequency table

When the frequency of each class interval is not arranged or organised in any manner.

Grouped frequency table

The frequencies of the corresponding class intervals are organised or arranged in a

particular manner, either ascending or descending.

Graphical Representation of Data

Bar graphs

Graphical representation of data using bars of equal width and equal spacing between
them (on one axis). The height

Savings (in percentage) Number of Employees (Frequency)

20 105

30 199

40 29
MATHEMATICS STATISTICS

50 73

Total 400

The data can be represented as:

Variable being a number

• A variable can be a number such as ‘no. of students’ or ‘no. of months’.

• Can be represented by bar graphs or histograms depending on the type of data.

Discrete → bar graphs

Continuous → Histograms

Histograms
• Like bar graphs, but for continuous class intervals.

• Area of each rectangle is ∝ Frequency of a variable and the width is equal to the class
interval.
MATHEMATICS STATISTICS

Frequency polygon
If the midpoints of each rectangle in a histogram are joined by line segments, the figure
formed will be a frequency polygon.

Can be drawn without histogram. Need midpoints of class intervals

Midpoint of class interval

The midpoint of the class interval is called a class mark

Class mark = (Upper limit + Lower limit)/2

MATHEMATICS STATISTICS

Equality of areas
Addition of two class intervals with zero frequency preceding the lowest class and
succeeding the highest-class intervals enables to equate the area of the frequency polygon
to that of the histogram (Using congruent triangles.)

Measures of Central Tendency

Average

The average of a number of observations is the sum of the values of all the observations
divided by the total number of observations.

Mean
MATHEMATICS STATISTICS

Mode

• The most frequently occurring observation is called the mode.

• The class interval with the highest frequency is the modal class

Median

• Value of the middlemost observation.

• If n(number of observations) is odd, Median =[(n+1)/2]th observation.

• If n is even, the Median is the mean or average of (n/2)th and [(n+1)/2]th observation.
MATHEMATICS STATISTICS
MATHEMATICS STATISTICS
MATHEMATICS STATISTICS

Important Questions
Multiple Choice questions-
Question 1. The class mark of the class 90-130 is:
(a) 90
(b) 105
(c) 115
(d) 110
Question 2. The range of the data:
25, 81, 20, 22, 16, 6, 17,15,12, 30, 32, 10, 91, 8, 11, 20 is
(a) 10
(b) 75
(c) 85
(d) 26
Question 3. In a frequency distribution, the mid value of a class is 10 and the
width of the class is 6. The upper limit of the class is:
(a) 6
(b) 7
(c) 10
(d) 13
Question 4. The width of each of five continuous classes in a frequency
distribution is 5 and the lower class-limit of the lowest class is 10. The lower
class-limit of the highest class is:
(a) 15
(b) 30
(c) 35
(d) 40
Question 5. Let m be the mid-point and 1 be the lower-class limit of a class in a
continuous frequency distribution. The upper-class limit of the class is:
(a) 2m + l
(b) 2m – l
(c) m – l
(d) m – 2l
Question 6. The class marks of a frequency distribution are given as follows:
MATHEMATICS STATISTICS

15, 20, 25, …

The class corresponding to the class mark 15 is:
(a) 12.5 – 17.5
(b) 17.5 – 22.5
(c) 18.5 – 21.5
(d) 19.5 – 20.5
Question 7. In the class intervals 10-20, 20-30, the number 20 is included in:
(a) 10-20
(b) 20-30
(c) Both the intervals
(d) None of these intervals
Question 8. A grouped frequency table with class intervals of equal sizes using
250-270 (270 not included in this interval) as one of the class interval is
constructed for the following data:
268, 220, 368, 258, 242, 310, 272, 342, 310, 290, 300, 320, 319, 304,402, 318,
406, 292, 354, 278, 210, 240, 330, 316, 406, 215, 258, 236.
The frequency of the class 370-390 is:
(a) 0
(b) 1
(c) 3
(d) 5
Question 9. A grouped frequency distribution table with classes of equal sizes
using 63-72 (72 included) as one of the class is constructed for the following
data:
30, 32, 45, 54, 74, 78, 108, 112, 66, 76, 88, 40, 14, 20, 15, 35, 44, 66, 75, 84, 95,
96, 102, 110, 88, 74, 112, 14, 34, 44.
The number of classes in the distribution will be:
(a) 9
(b) 10
(c) 11
(d) 12
Question 10. To draw a histogram to represent the following frequency
distribution:
MATHEMATICS STATISTICS

the adjusted frequency for the class 25-45 is:

(a) 6
(b) 5
(c) 3
(d) 2
Very Short:
1. The points scored by a basketball team in a series of matches are follows:
17, 7, 10, 25, 5, 10, 18, 10 and 24. Find the range.
2. The points scored by a basketball team in a series of matches are as follows:
17, 2, 7, 27, 25, 5, 14, 18, 10. Find the median.
3. The scores of an English test (out of 100) of 20 students are given below:
75, 69, 88, 55, 95, 88, 73, 64, 75, 98, 88, 95, 90, 95, 88, 44, 59, 67, 88, 99. .::
Find the median and mode of the data.
4. Mean of 20 observations is 17. If in the observations, observation 40 is
replaced by 12, find the new mean.
5. Mean of 36 observations is 12. One observation 47 was misread as 74. Find
the correct
mean.
6. The median of the data 26, 56, 32, 33, 60, 17, 34, 29, 45 is 33. If 26 is
replaced by 62, then
find the new median.
7. There are 50 numbers. Each number is subtracted from 53 and the mean of
the numbers so obtained is found to be - 3.5. Find the mean of the given
numbers
8. To draw a histogram to represent the following frequency distribution

Find the adjusted frequency for the class 25-45

Short Questions:
1. For a particular year, following is the distribution of ages (in years) of primary
MATHEMATICS STATISTICS

school teachers in a district:

(i) Write the lower limit of first-class interval.

(ii) Determine the class limits of the fourth-class interval.
(iii) Find the class mark of the class 45 – 50.
(iv) Determine the class size.
2. Find the mean of the following distribution:

3. In figure, there is a histogram depicting daily wages of workers in a factory.

Construct the frequency distribution table.

4. Ten observations 6, 14, 15, 17, x + 1, 2x – 13, 30, 32, 34, 43 are written in
ascending
order. The median of the data is 24. Find the value of x.
5. Draw a histogram for the given data:

6. Given are the scores (out of 25) of 9 students in a Monday test:

14, 25, 17, 22, 20, 19, 10, 8 and 23
Find the mean score and median score of the data.
MATHEMATICS STATISTICS

Long Questions:
1. Find the mean salary of 60 workers of a factory from the following table:

2. In a school marks obtained by 80 students are given in the table. Draw a

histogram. Also,
make frequency polygon

3. The following two tables gives the distribution of students of two sections
according to the marks obtained by them:

Represent the marks of the students of both the sections on the same graph
by two frequency polygons. From the two polygons compare the performance
of the two sections.
4. The mean weight of 60 students of a class is 52.75 kg. If mean weight of 25
students of this class is 51 kg, find the mean weight of remaining 35
students of the class.
MATHEMATICS STATISTICS

5. Find the missing frequencies in the following frequency distribution. If it is

known that the mean of the distribution is 50.16 and the total number of
items is 125

Assertion and Reason Questions-

1. In these questions, a statement of assertion followed by a statement of reason is
given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: The range of the first 6 multiples of 6 is 9.
Reason: Range = Maximum value – Minimum value
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: The median of the following observation 0, 1, 2, 3, x , x + 2, 8, 9, 11,
12 arranged in ascending order is 63, then the value of x is 62.

Reason: Median of n even observations is

Answer Key:
MCQ:
1. (d) 110
2. (c) 85
3. (d) 13
MATHEMATICS STATISTICS

4. (b) 30
5. (b) 2m – l
6. (a) 12.5 – 17.5
7. (b) 20-30
8. (a) 0
9. (b) 10
10.(d) 2

Very Short Answer:

1. Here, maximum points = 25 and
minimum points = 5
Range = Maximum value - Minimum value
= 25 - 5 = 20
2. Here, points scored in ascending order are 2, 5, 7, 10, 14, 17, 18, 25, 27, we
have n = 9 terms

3. The scores of an English test (out of 100) in ascending order are

44, 55, 59, 64, 67, 69, 73, 75, 75, 88, 88, 88, 88, 88, 90, 95, 95, 95, 98, 99
Here, n = 20

= Mean of 10th and 11th term Median

= Mean of 88 and 88 = 88
Mode = 88 [∵ 88 occured max. no. of times i.e., 5 times]
4. Since mean of 20 observations is 17
∴ Sum of the 20 observations = 17 × 20 = 340
New sum of 20 observations = 340 - 40 + 12 = 312
312
New mean = = 15.6
20
5. Mean of 36 observations = 12
Total of 36 observations = 36 × 12 = 432
Correct sum of 36 observations = 432 - 74 + 47 = 405
405
Correct mean of 36 observations = = 11.25
36
MATHEMATICS STATISTICS

6. Here, the given data in ascending order is 17, 29, 32, 33, 34, 45, 56, 60, 62

Hence, new median is 34.

7. There are 50 numbers. Each number is subtracted from 53 and the mean of
the numbers so obtained is found to be – 3.5. Find the mean of the given
numbers.
Solution:
Let x be the mean of 50 numbers.
i. Sum of 50 numbers = 50x
Since each number is subtracted from 53.
According to question, we have

8. Adjusted frequency of a class

Short Answer:
Ans: 1. (i) First class interval is 15 – 20 and its lower limit is 15.
(ii) Fourth class interval is 30 – 35
Lower limit is 30 and upper limit is 35.
45 + 502 95
(iii) Class mark of the class 45 – 50 = = = 47.5
2 2
(iv) Class size = Upper limit of each class interval – Lower limit of each class interval
∴ Here, class size = 20 – 15 = 5
Ans: 2.
MATHEMATICS STATISTICS

Ans: 3.

Ans: 4. Here, the arranged data is 6, 14, 15, 17, x + 1, 2x – 13, 30, 32, 34, 43
Total number of observations = 10

But median of data is 24 (given)

3𝑥 − 122
⇒ = 24
2
⇒ 3x - 12 = 48
⇒ 3x = 60
⇒ x = 20
∴ The value of x = 20
Ans: 5. Let us represent class-intervals along x-axis and corresponding frequencies
along y-axis on
a suitable scale, the required histogram is as under:
MATHEMATICS STATISTICS

Ans: 6. Ascending order of scores is:

8, 10, 14, 17, 19, 20, 22, 23, 25

Long Answer:
Ans: 1.
MATHEMATICS STATISTICS

Hence, mean salary of 60 workers is ₹ 5083.33

Ans: 2. ∴ Lower limit of first-class interval is 305 - 102 = 300
Upper limit of first-class interval is 305 + 102 = 310
Thus, first class interval is 300 – 310

Required histogram and frequency polygon is given on the graph paper

MATHEMATICS STATISTICS

Ans: 3. The class marks are as under:

Let us take class marks on X-axis and frequencies on Y-axis. To plot frequency
polygon of Section-A, we plot the points (5, 3), (15, 9), (25,17), (35,12), (45, 9)
and join these points by (15,19). line segments. To plot frequency polygon of
Section-B, we plot the points (5, 5), (15, 19), (25, 15), (35, 10), (45, 1) on the
same scale and join these points by dotted line segments.

From the above two polygons, clearly the performance of Section A is better.
Ans: 4. Total weight of 60 students = 60 × 52.75kg = 3165kg
Total weight of 25 students = 25 × 51kg = 1275kg
∴ Total weight of 35 students = (3165 – 1275) kg = 1890kg
MATHEMATICS STATISTICS

∴ Mean weight of 35 students = 189035 = 54kg

Ans: 5. Since total number of items = 125
∴ 17 + f1 + 32 + f1 + 19 = 125
f1 + f2 = 125 - 17 - 32 - 19
f1 + f2 = 57 …..(i)
Now, mean of data = 50.16
We know that

Assertion and Reason Answers-

1. d) Assertion is wrong statement but reason is correct statement.
Explanation:
Know that the first 5 multiples of 4 are

The range is given as the difference between the maximum value and the minimum
value.
Therefore, the range of multiples of 4 is
MATHEMATICS STATISTICS

Hence, (A) is wrong but (R) is true.

2. a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
Explanation:
Number of terms = 10 (even)
Median of n even number of terms

⇒2x+2=126
⇒x=62
MATHEMATICS
Chapter 15: Probability
MATHEMATICS PROBABILITY

Probability

1. Probability is a quantitative measure of certainty.

2. Any activity associated to certain outcome is called an experiment.
For example: (i) tossing a coin (ii) throwing a dice (iii) selecting a card.
3. An outcome is a result of a single trial of an experiment.
For example: two possible outcomes of tossing a coin are head and tail.
4. An event for an experiment is the collection of some outcomes of the experiment.
For example: (i) Getting a head on tossing a coin (ii) getting a face card when a card is
drawn from a pack of 52 cards.
5. The empirical (experimental) probability of an event E denoted as P(E) is given by:
Number of trials in which the event happenend
P(E) =
Total number of outcomes
6. Probability of an event lies between 0 and 1. Probability can never be negative.

Probability
Probability is the measure of the likelihood of an event to occur. Events can’t be predicted
with certainty but can be expressed as to how likely it can occur using the idea of
probability.
Probability can range between 0 and 1, where 0 probability means the event to be an
impossible one and probability of 1 indicates a certain event.
Probability means possibility. It is a branch of mathematics that deals with the occurrence
of a random event. The value is expressed from zero to one. Probability has been
introduced in Maths to predict how likely events are to happen. The meaning of probability
is basically the extent to which something is likely to happen. This is the basic probability
theory, which is also used in the probability distribution, where you will learn the possibility
of outcomes for a random experiment. To find the probability of a single event to occur,
first, we should know the total number of possible outcomes.
Formula for Probability
The probability formula is defined as the possibility of an event to happen is equal to the
ratio of the number of favourable outcomes and the total number of outcomes.
Probability of event to happen P(E) = Number of favourable outcomes/Total Number of
outcomes
Sometimes students get mistaken for “favourable outcome” with “desirable outcome”. This
is the basic formula. But there are some more formulas for different situations or events.
MATHEMATICS PROBABILITY

Solved Examples
1) There are 6 pillows in a bed, 3 are red, 2 are yellow and 1 is blue. What is the probability
of picking a yellow pillow?
Ans: The probability is equal to the number of yellow pillows in the bed divided by the total
number of pillows, i.e. 2/6 = 1/3.
2) There is a container full of coloured bottles, red, blue, green and orange. Some of the
bottles are picked out and displaced. Sumit did this 1000 times and got the following
results:
No. of blue bottles picked out: 300
No. of red bottles: 200
No. of green bottles: 450
No. of orange bottles: 50
a) What is the probability that Sumit will pick a green bottle?
Ans: For every 1000 bottles picked out, 450 are green.
Therefore, P(green) = 450/1000 = 0.45
b) If there are 100 bottles in the container, how many of them are likely to be green?
Ans: The experiment implies that 450 out of 1000 bottles are green.
Therefore, out of 100 bottles, 45 are green.

Probability Tree
The tree diagram helps to organize and visualize the different possible outcomes. Branches
and ends of the tree are two main positions. Probability of each branch is written on the
branch, whereas the ends are containing the final outcome. Tree diagrams are used to
figure out when to multiply and when to add. You can see below a tree diagram for the
coin:
MATHEMATICS PROBABILITY

Types of Probability
There are three major types of probabilities:
Theoretical Probability
Experimental Probability
Axiomatic Probability
Theoretical Probability
It is based on the possible chances of something to happen. The theoretical probability is
mainly based on the reasoning behind probability. For example, if a coin is tossed, the
theoretical probability of getting a head will be ½.
Experimental Probability
It is based on the basis of the observations of an experiment. The experimental probability
can be calculated based on the number of possible outcomes by the total number of trials.
For example, if a coin is tossed 10 times and heads is recorded 6 times then, the
experimental probability for heads is 6/10 or, 3/5.
Axiomatic Probability
In axiomatic probability, a set of rules or axioms are set which applies to all types. These
axioms are set by Kolmogorov and are known as Kolmogorov’s three axioms. With the
axiomatic approach to probability, the chances of occurrence or non-occurrence of the
events can be quantified. The axiomatic probability lesson covers this concept in detail with
Kolmogorov’s three rules (axioms) along with various examples.
MATHEMATICS PROBABILITY

Conditional Probability is the likelihood of an event or outcome occurring based on the

occurrence of a previous event or outcome.

Probability of an Event
Assume an event E can occur in r ways out of a sum of n probable or possible equally likely
ways. Then the probability of happening of the event or its success is expressed as;
P(E) = r/n
The probability that the event will not occur or known as its failure is expressed as:
P(E’) = (n-r)/n = 1-(r/n)
E’ represents that the event will not occur.
Therefore, now we can say;
P(E) + P(E’) = 1
This means that the total of all the probabilities in any random test or experiment is equal
to 1.

Equally Likely Events

When the events have the same theoretical probability of happening, then they are called
equally likely events. The results of a sample space are called equally likely if all of them
have the same probability of occurring. For example, if you throw a die, then the probability
of getting 1 is 1/6. Similarly, the probability of getting all the numbers from 2,3,4,5 and 6,
one at a time is 1/6. Hence, the following are some examples of equally likely events when
throwing a die:
• Getting 3 and 5 on throwing a die
• Getting an even number and an odd number on a die
• Getting 1, 2 or 3 on rolling a die
are equally likely events, since the probabilities of each event are equal.
Complementary Events
The possibility that there will be only two outcomes which states that an event will occur or
not. Like a person will come or not come to your house, getting a job or not getting a job,
etc. are examples of complementary events. Basically, the complement of an event
occurring in the exact opposite that the probability of it is not occurring. Some more
examples are:
It will rain or not rain today
The student will pass the exam or not pass.
MATHEMATICS PROBABILITY

You win the lottery or you don’t.

Probability Theory
Probability theory had its root in the 16th century when J. Cardan, an Italian mathematician
and physician, addressed the first work on the topic, The Book on Games of Chance. After
its inception, the knowledge of probability has brought to the attention of great
mathematicians. Thus, Probability theory is the branch of mathematics that deals with the
possibility of the happening of events. Although there are many distinct probability
interpretations, probability theory interprets the concept precisely by expressing it through
a set of axioms or hypotheses. These hypotheses help form the probability in terms of a
possibility space, which allows a measure holding values between 0 and 1. This is known as
the probability measure, to a set of possible outcomes of the sample space.
Probability Density Function
The Probability Density Function (PDF) is the probability function which is represented for
the density of a continuous random variable lying between a certain range of values.
Probability Density Function explains the normal distribution and how mean and deviation
exists. The standard normal distribution is used to create a database or statistics, which are
often used in science to represent the real-valued variables, whose distribution is not
known.

Experiment
An experiment:
is any procedure that can be infinitely repeated or any series of actions that have a well-
defined set of possible outcomes.
can either have only one or more than one possible outcome. is also called the sample
space.
Trail
A single event that is performed to determine the outcome is called a trial.
All possible trials that constitute a well-defined set of possible outcomes are collectively
called an experiment/ sample space.

Experimental Probability
Experimental/Empirical Probability
The empirical probability of an event that may happen is given by:
Probability of event to happen P(E)=Number of favourable outcomes/Total number of
outcomes
You and your 3 friends are playing a board game. It’s your turn to roll the die and to win the
MATHEMATICS PROBABILITY

game you need a 5 on the dice. Now, is it possible that upon rolling the die you will get an
exact 5? No, it is a matter of chance. We face multiple situations in real life where we have
to take a chance or risk. Based on certain conditions, the chance of occurrence of a certain
event can be easily predicted. In our day to day life, we are more familiar with the word
‘chance and probability’. In simple words, the chance of occurrence of a particular event is
what we study in probability. In this article, we are going to discuss one of the types of
probability called “Experimental Probability” in detail.
Experimental Probability Vs Theoretical Probability
There are two approaches to study probability:
• Experimental Probability
• Theoretical Probability
Experimental Probability
Experimental probability, also known as Empirical probability, is based on actual
experiments and adequate recordings of the happening of events. To determine the
occurrence of any event, a series of actual experiments are conducted. Experiments which
do not have a fixed result are known as random experiments. The outcome of such
experiments is uncertain. Random experiments are repeated multiple times to determine
their likelihood. An experiment is repeated a fixed number of times and each repetition is
known as a trial. Mathematically, the formula for the experimental probability is defined
by;
Probability of an Event P(E) = Number of times an event occurs / Total number of trials.
Theoretical Probability
In probability, the theoretical probability is used to find the probability of an event.
Theoretical probability does not require any experiments to conduct. Instead of that, we
should know about the situation to find the probability of an event occurring.
Mathematically, the theoretical probability is described as the number of favourable
outcomes divided by the number of possible outcomes.
Probability of Event P(E) = No. of. Favourable outcomes/ No. of. Possible outcomes.
Example: You asked your 3 friends Shakshi, Shreya and Ravi to toss a fair coin 15 times each
in a row and the outcome of this experiment is given as below:

Coin Tossed By: No. of. Heads No. of. Tails

Shakshi 6 9

Shreya 7 8
MATHEMATICS PROBABILITY

Ravi 8 7

Calculate the probability of occurrence of heads and tails.

Solution: The experimental probability for the occurrence of heads and tails in this
experiment can be calculated as:
Experimental Probability of Occurrence of heads = Number of times head occurs/Number
of times coin is tossed.
Experimental Probability of Occurrence of tails = Number of times tails occurs/Number of
times coin is tossed.

Coin No. Experimental Experimental

No. of.
Tossed of. Probability for the Probability for the
Heads
By: Tails occurrence of Head occurrence of Tail

Shakshi 6 9 6/15 = 0.4 9/15 = 0.6

Shreya 7 8 7/15 = 0.47 8/15 = 0.53

Ravi 8 7 8/15 = 0.53 7/15 = 0.47

We observe that if the number of tosses of the coin increases then the probability of
occurrence of heads or tails also approaches to 0.5.

Coin Tossing Experiment

Consider a fair coin. There are only two possible outcomes that are either getting heads or
tails.
Number of possible outcomes = 2
Number of outcomes to get head = 1
The probability of getting head =Number of outcomes to get head/Number of possible
outcomes = ½
Rolling of Dice Experiment
When a fair dice is rolled, the number that comes up top is a number between one to six.
Assuming we roll the dice once, to check the possibility of three coming up.
Number of possible outcomes = 6
Number of outcomes to get three = 1
MATHEMATICS PROBABILITY

The probability of getting three = Number of outcomes to get three/Number of possible

outcomes=1/6
Sum of Probabilities of Favorable and Unfavourable events
• When a trial is done for an expected outcome, there are chances when the expected
outcome is achieved. Such a trial/event is called a favourable event.
• When a trial is done for an expected outcome, there are chances when the expected
outcome is not achieved. Such a trial/event is called an unfavourable event.
• All favourable and unfavourable event outcomes come from the well-defined set of
outcomes.
• Suppose an event of sample space S has n favourable outcomes. Then, there are S-n,
unfavourable outcomes.
• The probability of favourable and unfavourable events happening depends upon the
number of trials performed. However, the sum of both these probabilities is always
equal to one.
MATHEMATICS PROBABILITY
MATHEMATICS PROBABILITY

Important Questions
Multiple Choice Questions-
Question 1. Which of the following cannot be the empirical probability of an
event?
2
(a)
3
3
(b)
2
(c) 0
(d) 1
Question 2. In a survey of 364 children aged 19-36 months, it was found that
91 liked to eat potato chips. If a child is selected at random, the probability
that he/she does not like to eat potato chips is:
(a) 0.25
(b) 0.50
(c) 0.75
(d) 0.80
Question 3. In a sample study of 640 people, it was found that 512 people
have a high school certificate. If a person is selected at random, the probability
that the person has a high school certificate is:
(a) 0.5
(b) 0.6
(c) 0.7
(d) 0.8
Question 4. The probability that a number selected at random from the
numbers 1, 2, 3, …, 15 is a multiple of 4 is
4
(a)
15
2
(b)
15
1
(c)
5
1
(d)
3
Question 5. When a die is thrown, the probability of getting an odd number
less than 4 is
1
(a)
6
MATHEMATICS PROBABILITY

1
(b)
3
1
(c)
2
(d) 0
Question 6. A bag contains 16 cards bearing number 1, 2, 3 …., 16 respectively.
One card is drawn at random. What is the probability that a number is divisible
by 3?
3
(a)
16
5
(b)
16
11
(c)
16
13
(d)
16
Question 7. In a cricket match a batsman hits a boundary 4 times out of the 32
balls he plays. In a given ball, what is the probability that he does not hit the
ball to the boundary?
7
(a)
8
1
(b)
8
1
(c)
7
6
(d)
7
Question 8. The sum of the probabilities of all events of a trial is
(a) 1
(b) Greater than 1
(c) Less than 1
(d) Between 0 and 1
Question 9. A die is thrown 300 times and odd numbers are obtained 153
times. Then the probability of getting an even number is
153
(a)
300
147
(b)
300
174
(c)
300
147
(d)
153
Question 10. Two coins are tossed 1000 times and the outcomes are recorded
as below:
MATHEMATICS PROBABILITY

The probability of getting at the most one head is:

1
(a)
5
1
(b)
4
4
(c)
5
3
(d)
4

Very Short:
1. The blood groups of some students of Class IX were surveyed and recorded
as below:

If a student is chosen at random, find the probability that he/she has blood
group A or AB
2. A group of 80 students of Class X are selected and asked for their choice of
subject to be
taken in Class XI, which is recorded as below:

If a student is chosen at random, find the probability that he/she is a

student of either commerce or humanities stream.
3. A box contains 50 bolts and 150 nuts. On checking the box, it was found
that half of the bolts and half of the nuts are rusted. If one item is chosen at
random, find the probability that it is rusted.
4. A dice is rolled number of times and its outcomes are recorded as below:

Find the probability of getting an odd number.

5. The probability of guessing the correct answer to a certain question is x2 If
probability of
2
not guessing the correct answer is , then find x.
3
MATHEMATICS PROBABILITY

6. A bag contains x white, y red and z blue balls. A ball is drawn at the random,
then what is the probability of drawing a blue ball.
Short Questions:
1. 750 families with 3 children were selected randomly and the following data
recorded:

If a family member is chosen at random, compute the probability that it has:

(i) no boy child

(ii) no girl child

1
2. If the probability of winning a race of an athlete is less than the twice the
6

probability of losing the race. Find the probability of winning the race.

3. Three coins are tossed simultaneously 150 times with the following
frequencies of different outcomes:

Compute the probability of getting:

(i) At least 2 tails
(ii) Exactly one tail
4. The table shows the marks obtained by a student in unit tests out of 50

Find the probability that the student gets 70% or more in the next unit test.
Also, the probability that student get less than 70%.
5. Books are packed in piles each containing 20 books. Thirty-five piles were
examined for defective books and the results are given in the following
table:
Long Questions:
1. Three coins are tossed simultaneously 250 times. The distribution of
MATHEMATICS PROBABILITY

various outcomes is listed below:

(i) Three tails: 30,
(ii) Two tails: 70,
(iii) One tail: 90,
(iv) No tail: 60
Find the respective probability of each event and check that the sum of all
probabilities is
2. A travel company has 100 drivers for driving buses to various tourist
destination. Given
below is a table showing the resting time of the drivers after covering a
certain distance (in km).

What is the probability that the driver was chosen at random?

(a) takes a halt after covering 80km.
(b) takes a halt after covering 115km.
(c) takes a halt after covering 155km.
(d) takes a halt after crossing 200km.
3. A company selected 2300 families at random and surveyed them to
determine a relationship between income level and the number of vehicles
in a home. The information gathered is listed in the table below:

If a family is chosen at random, find the probability that the family is:
(i) earning ₹7000 – ₹13000 per month and owning exactly 1 vehicle.
(ii) owning not more than one vehicle. (iii) earning more than ₹13000 and
owning 2 or more than 2 vehicles. (iv) owning no vehicle
4. A survey of 2000 people of different age groups was conducted to find out
their preference
in watching different types of movies:
MATHEMATICS PROBABILITY

Type I + Family Type II → Comedy and Family

Type III → Romantic, Comedy, and Family 242.
Type IV → Action, Romantic, Comedy and Family

Find the probability that a person chosen at random is:

(a) in 18-29 years of age and likes type II movies
(b) above 50 years of age and likes all types of movies
(c) in 30-50 years and likes type I movies.:
5. In a kitchen, there are 108 utensils, consisting of bowls, plates, and glasses.
The ratio of bowls, plates the glasses is 4:2:3. A utensil is picked at random.
Find the probability that:
(i) it is a plate.
(ii) it is not a bowl.
Assertion and Reason Questions-
1. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not
correct explanation for assertion.
c) Assertion is correct statement but reason is wrong statement.
d) Assertion is wrong statement but reason is correct statement.
Assertion: A die is thrown. Let E be the event that number appears on the
1
upper face is less than 1, then P (E) =
6
Reason: Probability of impossible event is 0.
2. In these questions, a statement of assertion followed by a statement of
reason is given. Choose the correct answer out of the following choices.
a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
b) Assertion and reason both are correct statements but reason is not correct
explanation for assertion.
MATHEMATICS PROBABILITY

c) Assertion is correct statement but reason is wrong statement.

d) Assertion is wrong statement but reason is correct statement.
Assertion: A coin is tossed two times. Probability of getting at least two heads
1
is .
4
Reason: When a coin is tossed two times, then the sample space is {HH, HT, TH,
TT}.
Case Study Questions-
1. Read the Source/ Text given below and answer these questions:
Three coins are tossed simultaneously 200 times with the following frequencies
of different outcomes given in the table. Read the data given in the table
carefully.

Outcome 3 tails 2 tails 1 tail no tail

Frequency 20 68 82 30
If the three coins are simultaneously tossed again, compute the probability of:
i. Getting less than 3 tails:
a. 0.9
b. 0.1
c. 0.01
d. 0.02
ii. Exactly 2 Heads:
a. 0.68
b. 0.41
MATHEMATICS PROBABILITY

c. 0.34
d. 0.5
iii. Exactly 1 head:
a. 0.68
b. 0.86
c. 0.34
d. 0.11
iv. At least 1 tail:
a. 0.58
b. 0
c. 1
d. 0.85
v. All heads:
a. 0.51
b. 0.55
c. 0.9
d. 0.15
2. Read the Source/ Text given below and answer any four questions:
Over the past 200 working days, the number of defective parts produced by a
machine in a factory is given in the following table:

Determine the probability that tomorrow’s output will have.

i. No. defective part
a. 0.25
b. 0
c. 0.50
d. 0.025
ii. At least one defective part
a. 0.50
b. 0.75
c. 0.32
d. 0.01
MATHEMATICS PROBABILITY

iii. Not more than 5 defective parts

a. 0.12
b. 0.75
c. 0.73
d. 0.60
iv. More than 13 defective parts
a. 0
b. 1
c. -1
d. 0.2
v. At most 3 defective parts
a. -0.12
b. 0.50
c. 0.18
d. 0.61

Answer Key:
MCQ:
3
1. (b)
2
2. (c) 0.75
3. (d) 0.8
1
4. (c)
5
1
5. (b)
3
5
6. (b)
16
7
7. (a)
8
8. (a) 1
147
9. (b)
300
4
10.(c)
5

Very Short Answer:

1. Here,
total number of students = 19 + 6 + 13 + 12 = 50
MATHEMATICS PROBABILITY

Number of students has blood group A or AB = 19 + 13 = 32

38 16
Required probability = =
50 25
2. Here, total number of students = 80
Total number of students of Commerce or Humanities stream = 33
33
Required probability =
80
3. Total number of nuts and bolts in the box = 150 + 50
= 200
1
Number of nuts and bolts rusted = × 200 = 100
2
100 1
P(a rusted nut or bolt) = =
200 2
4. Total number of outcomes = 250
Total number of outcomes of getting odd numbers = 35 + 50 + 53 = 138
138 69
∴ P(getting an odd number) = =
250 125
𝑥
5. Here, probability of guessing the correct answer =
2
𝑥
And probability of not guessing the correct answer =
2
𝑥 2
Now, + = 1
2 3
⇒ 3x + 4 = 6
⇒ 3x = 2
2
⇒x=
3
6. Number of blue balls = Z
Total balls = x + y + Z
𝑧
∴ P(a blue ball) =
𝑥+𝑦+𝑧

Short Answer:
100 2
Ans: 1. (i) P(no boy child) = =
750 15
120 4
and P (no girl child) = =
750 25
Ans: 2. Let probability of winning the race be p

∴ Probability of losing the race = 1- p

According to the statement of question, we have

MATHEMATICS PROBABILITY

1
p = 2 (1 - p) -
6

⇒ 6p = 12 - 12p - 1

⇒ 18p = 11
11
⇒p= .
18

11
Hence, probability of winning the race is .
18

Ans: 3. Here, total number of chances = 150

(i) Total number of chances having at least 2 tails = 32 + 63 = 95

95 19
∴ Required probability = .= .
150 30

(ii) Total number of chances having exactly one tail = 30

30 1
∴ Required probability = .= .
150 5

Ans: 4. Here, the marks are out of 50, so we first find its percentage (i.e., out of 100)

Total number of outcomes = 5

3
Probability of getting 70% or more marks = .
5

2
Probability of getting less than 70% = .
5

Ans: 5. Total number of books = 700

400 4
(i) P(no defective books) = =
700 7

269
(ii) P(more than 0 but less than 4 defective books) =
700

13
13 (iii) P(more than 4 defective books) =
700

Long Answer:
Ans: 1. Here, the total number of chances = 250
MATHEMATICS PROBABILITY

Total number of three tails = 30

Ans: 2. Total number of drivers = 100

13
(a) P (takes a halt after covering 80km) =
100
60 3
(b) P (takes a halt after covering 115km) = =
100 5
90 9
(c) P (takes a halt after covering 155km) = =
100 10
10 1
(d) P (takes a halt after crossing 200km) = =
100 10

Ans: 3. Here, we have a total number of families = 2300

(i) Number of families earning ₹ 7000 to ₹ 13000 per month and owning
exactly 1 vehicle = 295 + 525 = 820
(ii)

Ans: 4. (a) Let E1 be the event, between the age group (18 - 29) years and liking
type II movies
MATHEMATICS PROBABILITY

Favorable outcomes to event E1 = 160

160 160
∴ P(E1) = =
2000 2000
(b) Let E2 be the event, of age group above 50 years and like all types of movies
Favorable outcomes to event E2 = 9
9
∴ P(E2) =
2000
(c) Let E3 be the event, between age group (30 - 50) years and liking type I
movies
Favorable outcomes to event E3 = 505
505 101
∴ P(E3) = =
2000 400
Ans: 5. Total utensils in the kitchen = 108
Let number of bowls be 4x, number of plates be 2x and number of glasses be 3x
∴ 4x + 2x + 3x = 108
9x = 108
108
x= = 12
9
Thus, number of bowls = 4 × 12 = 48
Number of plates = 2 × 12 = 24
Number of glasses = 3 × 12 =
24 2
(i)P (a plate) = =
108 9
24+36 60 5
(ii) P (not a bowl) = = =
108 108 9

Assertion and Reason Answers-

1. d) Assertion is wrong statement but reason is correct statement.
Explanation: When a die is thrown, then number of outcomes are 1, 2, 3, 4, 5, 6
P(number appear on the upper face is less than 1)=0
2. a) Assertion and reason both are correct statements and reason is correct
explanation for assertion.
Explanation: Number of total outcomes when a coin is tossed 2 times i.e., {HH,
HT, TH, TT} = 4
1
P(getting at least two heads) =
4
Case Study Answers-
1.
MATHEMATICS PROBABILITY

(i) (a) 0.9

(ii) (b) 0.41
(iii) (c) 0.34
(iv) (d) 0.85
(v) (d) 0.15
2.
i a 0.25
ii b 0.75
iii c 0.73
iv a 0
v d 0.61